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Anatomical Sciences Education|August 4, 2026
Expert-validated criteria for evaluating 2D anatomical images: Results of a Delphi consensus studyAyşe Soylu, Yavuz Selim Kıyak, Özlem Coşkun, et al.
Anatomical Sciences Education|August 13, 2026
Designing and evaluating a neuroanatomy learning experience using multiple external representationsValeria Vendries, Ji Shen
Anatomical Sciences Education|October 9, 2026
The Surgical Approach to Regional Anatomy (SATRA): Preserving hands-on pre-clerkship anatomy education through surgery-integrated dissection and specimen preparationParsa Razeghi, Lilian Zhai, Kristina Lisk
Anatomical Sciences Education|August 28, 2026
Seeing ourselves in anatomy: Embedding equity, diversity, and inclusivity to transform learning in a UK BSc curriculumMichelle Welsh, Ourania Varsou
Anatomical Sciences Education|September 16, 2026
Undergraduate health professional students' perceptions of neuroanatomy: A cross-sectional studyAnri Human, Katryn Henn, Mariné Pretorius, et al.
Anatomical Sciences Education|September 16, 2026
Using Q-methodology to evaluate digital 3D tools in anatomy educationSidney Wright, Katelyn Wood
Anatomical Sciences Education|September 16, 2026
Bones, sweat, and tears: Creating comics to explore student experiences in dissectionElizabeth Vojvoda, Yeonjae A Lee, Daniela Krahe, et al.
Anatomical Sciences Education|October 22, 2026
Immersion in the anatomical dissection room using a virtual reality headset to reduce medical student anxiety: A randomized controlled trialAlexandre Bellier, Pierre-Yves Rabattu, Thibault Secheresse, et al.
Anatomical Sciences Education|October 10, 2020
Differences Between Attached and Detached Cadaveric Prosections on Students' Identification Ability During Practical ExaminationsSpencer Mattingly, Elizabeth Hardesty, Kevin Chovanec, et al.
Anatomical Sciences Education|October 14, 2020
Reflective Writing on the Cadaveric Dissection Experience: An Effective Tool to Assess the Impact of Dissection on Learning of Anatomy, Humanism, Empathy, Well-Being, and Professional Identity Formation in Medical StudentsMatthew P Abrams, Tabitha Eckert, Daniel Topping, et al.
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