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Radiological Investigation I: X-ray and CT01:30

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The human heart is made up of three layers of tissue that are surrounded by the pericardium, a membrane that protects and confines the heart. The outermost layer, closest to the pericardium, is the epicardium. The pericardial cavity separates the pericardium from the epicardium. Beneath the epicardium is the myocardium, the middle layer, and the endocardium, the innermost layer. There are four chambers of the heart: the right atrium, the right ventricle, the left atrium, and the left ventricle.
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The heart is a hollow, muscular organ approximately the size of a fist, consisting of four chambers. It is enclosed in the pericardium, a fibrous sac with two layers: the visceral and parietal pericardium, separated by a fluid-filled space containing serous fluid to reduce friction.
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Updated: Feb 11, 2026

Mixed Reality Technology and Three-Dimensional Printing in Teaching: Heart Anatomy as an Example
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A New Model for Teaching Radiological Anatomy.

James Coey1, Thomas Connolly1, Ingrid Gouldsborough1

  • 1Faculty of Biology, Medicine and Health, The University of Manchester, Manchester, UK.

Clinical Anatomy (New York, N.Y.)
|February 10, 2026
PubMed
Summary
This summary is machine-generated.

Upskilling Clinical Teaching Fellows to teach radiological anatomy using computed tomography (CT) imaging improved medical students' understanding of X-ray anatomy. This model sustainably integrates radiology into undergraduate curricula, benefiting both students and educators.

Keywords:
X‐ray interpretationclinical teaching fellowscomputed tomographymedical educationmedical licensing assessmentradiological anatomyundergraduate curriculum

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Area of Science:

  • Medical Education
  • Radiology
  • Anatomy

Background:

  • National curricula (GMC, RCR) mandate anatomical knowledge for interpreting medical imaging.
  • Effective teaching of radiological anatomy is crucial for medical graduates.
  • Current methods may lack scalability or integration within pre-clinical years.

Purpose of the Study:

  • To evaluate a model for teaching radiological anatomy using computed tomography (CT) imaging.
  • To assess the impact of upskilling non-radiologist educators (Clinical Teaching Fellows - CTFs) to deliver these tutorials.
  • To determine the benefits for medical student learning and tutor professional development.

Main Methods:

  • Development of two CT-based tutorials by radiology residents and anatomy faculty.
  • Training of CTFs using structured resources to facilitate small-group sessions.
  • Medical students correlated CT scans with X-rays to identify anatomical landmarks.

Main Results:

  • High student engagement and positive feedback: 87% felt prepared, 94% found sessions enjoyable, 99.9% found CT imaging useful.
  • Significant increase in tutor confidence: those very confident teaching with CT rose from 28% to 91%.
  • Tutors also reported enhanced confidence in their own clinical CT interpretation skills.

Conclusions:

  • Upskilling non-radiologist educators is a sustainable method for delivering radiological anatomy teaching.
  • This model effectively enhances student understanding of clinically relevant anatomy and aligns with national guidance.
  • The approach offers a pragmatic strategy for large-scale integration of radiology into undergraduate medical education, with added professional development for tutors.