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Related Experiment Video

Updated: Jul 14, 2026

Exploring Deep Space - Uncovering the Anatomy of Periventricular Structures to Reveal the Lateral Ventricles of the Human Brain
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What Counts as Educational Innovation in Clinical Anatomy?

Juan A Sanchis-Gimeno1, Mathis Orellana-Donoso2, Juan José Valenzuela-Fuenzalida3,4

  • 1GIAVAL Research Group, Department of Anatomy and Human Embryology, Faculty of Medicine, University of Valencia, Valencia, Spain.

Clinical Anatomy (New York, N.Y.)
|July 13, 2026
PubMed
Summary

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Educational innovation in clinical anatomy requires focus on clinical relevance, not just new technology. True innovation enhances learning

Area of Science:

  • Medical Education
  • Anatomy
  • Clinical Anatomy

Background:

  • Clinical anatomy education integrates anatomical science with clinical practice.
  • The term "innovation" is inconsistently applied to new educational methods and technologies.
  • A review of literature from 2016-2026 reveals frequent use of "innovation" for novel media rather than clinical learning outcomes.

Purpose of the Study:

  • To critically review and define educational innovation in clinical anatomy.
  • To distinguish meaningful innovation from technological novelty or superficial curricular changes.
  • To establish criteria for genuine educational innovation in clinical anatomy.

Main Methods:

  • Critical narrative review of PubMed-indexed English-language literature (January 2016–June 2026).
Keywords:
anatomy educationartificial intelligenceclinical anatomyeducational innovationextended realitymedical educationultrasound

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  • Inclusion of studies focusing on human anatomy education with a clinical, diagnostic, imaging, procedural, or health-professional orientation.
  • Synthesis of literature clustered around seven domains: definitions, cadaver-imaging, 3D printing, extended reality, artificial intelligence, ultrasound, and curricular redesign.

    • Main Results:

    • Literature frequently highlights augmented/virtual reality, 3D printing, AI, and flipped classrooms as innovations.
    • Innovations are often lauded for engagement and visualization, with limited evidence of durable clinical transfer.
    • Redesigned cadaveric dissection focusing on clinical reasoning and imaging correlation can be genuinely innovative.

    Conclusions:

    • True educational innovation in clinical anatomy must prioritize clinical usability, assessability, ethical defensibility, and transferability of learning.
    • Technological advancements can support innovation but do not define it.
    • Meaningful innovation should be measured by its impact on clinical competence, not by the novelty of the medium.