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Related Concept Videos

Anatomical Positions01:11

Anatomical Positions

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In anatomy, several standard anatomical positions are used as references for describing the position and orientation of different body parts. These positions help provide a common frame of reference when discussing anatomical structures. The anatomical position is the standard reference point for describing the body's position and orientation. In this position:
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Overview of Anatomy and Physiology01:24

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Human anatomy is the scientific study of the body's structures. Some of these structures are very small and can only be observed and analyzed with the assistance of a microscope. Other larger structures can readily be seen, manipulated, measured, and weighed. The word "anatomy" comes from a Greek root that means "to cut apart." Human anatomy was first studied by observing the body's exterior and the wounds of soldiers and other injuries. Later, physicians were allowed to...
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Updated: Aug 17, 2025

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
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One Size Does Not Fit All in Remote Anatomy Teaching.

Michelle Welsh1, Eilidh Ferguson2, Sharon Sneddon3

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|December 15, 2022
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Summary

The COVID-19 pandemic disrupted traditional anatomy education, prompting a shift to digital methods. This study explores innovative digital anatomy teaching approaches implemented across three distinct University of Glasgow programs.

Keywords:
AnatomyCOVID-19MedicineOnline learningSciencesVisualisation

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Area of Science:

  • Medical Education
  • Anatomy
  • Digital Learning

Background:

  • Anatomical knowledge is crucial for biomedical research and clinical practice.
  • Traditional anatomy teaching relies on lectures and hands-on cadaveric laboratories.
  • The COVID-19 pandemic necessitated significant changes in university education delivery.

Purpose of the Study:

  • To discuss diverse digital anatomy education strategies implemented at the University of Glasgow.
  • To analyze teaching approaches across three distinct undergraduate programs: BSc Hons Anatomy, Glasgow Access to Medicine Programme (GAP), and MBChB Medicine.
  • To reflect on staff and student feedback regarding these adaptations.

Main Methods:

  • Review of digital anatomy teaching methodologies adopted during the pandemic.
  • Comparative analysis of approaches across different academic programs.
  • Incorporation of qualitative feedback from educators and learners.

Main Results:

  • Significant challenges and opportunities arose in redeveloping digital anatomy education.
  • Varied digital teaching methods were employed, tailored to program-specific needs.
  • Initial feedback highlighted both successes and areas for improvement in online anatomy instruction.

Conclusions:

  • The pandemic accelerated the adoption of digital tools in anatomy education.
  • Reflections on these experiences offer valuable insights for future blended learning models.
  • Lessons learned can inform the integration of digital resources into on-campus anatomy teaching.