Signed in as:
filler@godaddy.com
Oral Presentations
Invited Speaker 1
The Use of Generative AI (ChatGPT) as a Virtual Patient for Case-Based Learning in Clinical Anatomy
Dr Ourania Varsou (she/her/hers)
BSc (Hons), MBChB (Hons), PgCert (Merit), PhD, RET Fellow
Senior Lecturer in Anatomy at the University of Glasgow
In this talk, we will explore the strategic use of generative AI in anatomy education, focusing on how this technology could be employed to enhance students’ learning experience while also empowering educators to concentrate on higher-level cognitive tasks. Through case studies, we will discuss the customisation of formative assessments to individual learning needs and the development of secure, bespoke ChatGPT models trained on in-house content. We will also consider the use of generative AI in streamlining administrative tasks for effective time management. In summary, this talk aims to showcase the multifaceted benefits of responsibly using generative AI to optimise both educational and administrative processes in the field of anatomy.
Oral Presentation 1
The Use of Generative AI (ChatGPT) as a Virtual Patient for Case-Based Learning in Clinical Anatomy
Fanny Mozu-Simpson
Department of Surgery and Cancer,
Imperial College London, United Kingdom
X: @FannySimps
This study demonstrates the use of ChatGPT3.5 as a virtual patient for case-based learning (CBL) in clinical anatomy, exploring generative AI’s potential as a tool for guided teaching and learning within the medical curriculum. 400 Phase 1a and Phase 1b medical students were given a prompt designed in Chat-GPT3.5 to elicit a diagnosis of a knee injury and facial paralysis case. The prompt was presented on a PowerPoint slide, and participants were guided to input it into GPT3.5 and interact with their virtual patient, posing 2-3 questions to arrive at a potential diagnosis. Participants were asked to complete a brief Mentimeter survey before and after the CBL. The data collected from the survey were analysed using descriptive statistics, and common themes were identified. The results indicated that students significantly enjoyed using GPT3.5 as the virtual patient. The common responses generated were ‘interesting, fun, interactive and helpful’. Of the 156 respondents, 69% said yes; they found using GPT as a virtual patient useful for learning. Of the 142 respondents, 52% said they would like more CBL sessions using AI. Observations from the session saw an increase in student engagement, illustrating the use of GPT3.5 as a tool to gamify CBL to increase student engagement. The present study demonstrates the use of ChatGPT3.5 as a virtual patient for CBL as an effective tool to engage students in practising history-taking at low stakes. Further research is needed to demonstrate the effectiveness of integrating generative AI within the medical curriculum.
Keywords: chatGPT, virtual patient, case-based learning
Ethics statement: Ethics is not required according to Imperial’s policy. As the study carried out evaluated current systems and their use.
Bite-Size Presentation 1
The Use of Design-Based Research (DBR) as a Robust Research Methodology in Technology Enhanced Learning in Anatomy Education
Rocky Cheung
School of Anatomy, University of Bristol,
Bristol, UK
X: @ccc_rocky
Advances in technology bring a new array of educational resources that are readily adopted by anatomy educators. As such, research in technology-enhanced learning is of paramount importance to provide evaluation of the effectiveness of new technological interventions. A big limitation of current empirical research methodologies is the controlled nature due to the use of randomised controlled trials (RCTs), which tend to yield findings that lack transferability to actual practice. Design-based research (DBR) was proposed to address this limitation. Its major difference from other mainstream research methodologies such as RCTs is the ability to provide insights to the how and why, in addition to whether an intervention works. DBR emphasises on the development of theories to inform the process of learning and how learning is supported by the intervention and theory-informed designs and practices that are more transferrable to other contexts. Another key features of DBR includes collaboration between researchers and practitioners, bringing together perspectives of all the stakeholders involved in the field of research and stands it apart from action research. It also utilises mixed methods to provide research robustness and validity by assessing the intervention by multiple dimensions. An example of how DBR is used in the author’s research will be provided to illustrate the key features of DBR and explain how this is a pedagogically sound research methodology that can be used to inform future research directions in anatomy education.
Keywords: design-based research, anatomy education, anatomy pedagogical research
Bite-Size Presentation 2
Exploring the Use of Photogrammetry-Generated 3D Models of Anatomical Structures as a Virtual Learning Tool for Students
Mona Al-Khalidi
St George’s University of London,
London, United Kingdom
Anatomy is a fundamental cornerstone of medical education, traditionally taught using cadaveric dissection or prosection. However, over the last few decades, anatomy modules have seen fewer dedicated lab hours; met with the coronavirus pandemic, anatomy education has seen a demand for digital technologies. This included the use of Complete Anatomy, an interactive virtual three-dimensional anatomy platform. Despite its integration into anatomy curricula, it lacks the authenticity provided by natural human bodies. A potential bridge to cross the gap between the authenticity of cadavers and the versatility of Complete Anatomy is Photogrammetry. Photogrammetry digitally stitches together a series of 2D images of a 3D object to create a model. This study created its own models using prosected specimens which were used in an interventional study against Complete Anatomy Models. 18 students were recruited and randomly allocated to attend either session where the respective models were shown. It was followed by an anonymous questionnaire, including 12, five-point Likert scale questions and 4 survey questions. Feedback suggested photogrammetry models are best used alongside other pedagogies but showed a clear trend in positive responses. Results were not statistically significant (mean satisfaction of 4.7/5 for photogrammetry versus 4.1/5 for Complete Anatomy as a learning tool). However, the study was inadequately powered. Therefore, this study should be replicated with a larger participant group (≥90) to confirm its potential as a learning pedagogy in anatomy education and medicine.
Keywords: anatomy, photogrammetry, pedagogy
Ethics statement: This project was granted ethical approval by the SGUL ethics committee. REC reference: 2024.0027
Bite-Size Presentation 3
Digital Resource for Healthcare: Radiographic Anatomy Project
Lisa Kilday (1), Jenny Clancy (2), Thomas Welton (3), Kelly Cassidy (4), Xinlin Chen (4), Matthieu Poyade (1)
1. School of Innovation and Technology, Glasgow School of Art, Glasgow, Scotland & University of Glasgow, Glasgow, Scotland.
2. College of Medical, Veterinary and Life Sciences, University of Glasgow, Glasgow, Scotland.
3. Radiography Department, Lancashire Teaching Hospitals NHS Trust, England.
4. Blended Learning Team, Lancashire Teaching Hospitals NHS Trust, England.
Radiographic anatomy is a substantial feature of undergraduate diagnostic radiography (DR) education. Spanning three years in England, this course covers typical anatomy, anatomical variations, pathology, and trauma, as well as their radiographic appearances. Although the use of medical imaging in anatomy teaching is established and well-perceived by healthcare students, it is imperative in DR education that the two are merged. To understand spatial complexities of anatomy, 3D models and digital interactions are commonly used as teaching tools, with virtual reality (VR) facilitating the combination of both. DR students have a myriad of VR applications for clinical simulation, but few which focus on spatial, clinical, and radiographic anatomy. Therefore, this project aims to develop a fully-immersive VR learning resource to enhance anatomy learning of DR students. This application is a pilot project which focuses on skeletal anatomy and related pathology on CT images obtained from Lancashire Teaching Hospitals NHS Trust (LTHTR). Using DICOM data, accurate 3D models of skeletal structures will be isolated and placed within the application alongside their radiographic appearance. Students will perform various interactions with virtual structures through the Oculus Quest 2/3 headsets and controllers, before being tested on their anatomy knowledge. Anatomy students in LTHTR will be recruited over the summer months to participate in user testing. This will assess knowledge improvement, usability of the application, and presence within the development. This research has the potential to influence VR anatomy teaching across university healthcare programmes and provide insight into features influencing engagement and usability of VR applications.
Keywords: radiography, anatomy, virtual reality
Ethics statement: Ethics has been approved by LTHTR to use DICOM data. The research project has been classified as low risk by the Glasgow School of Art. The project was approved by the project supervisors and was deemed to not require review by the university’s research ethics committee.
Invited Speaker 2
Illuminating the Path Through My Journey as a Senior Fellow in Higher Education and Experiences in Anatomy
Dr Mandeep Gill Sagoo (she/her)
EdD (Doctorate in Education), SFHEA.
Reader in Anatomy and Inclusive Education at King’s College London
X: @MGillSagoo
In this presentation, I will offer my experiences and personal insights from my application process for HE Senior Fellow position, along with my contributions to research, education, and collaborative initiatives in anatomy. I will highlight the multifaceted roles I have undertaken as an anatomist.
Oral Presentation 2
3D Printing Variation: A Novel Method of Teaching and Assessing Hepatobiliary Variation in Anatomy Education
ECA 24 Best Oral Presentation Prize Winner
Christian A Myles, Laura Gorman, James FX Jones
Anatomy School of Medicine, University College Dublin,
Ireland
Classical anatomy of the hepatobiliary tree is present in 55% to 62% of the population. Misidentification of hepatobiliary variants can lead to bile duct injuries in cholecystectomies. A better understanding of variants has been cited as a key area of improvement. To compare the effectiveness of 3D printed models of hepatobiliary variants as adjuncts to learning with standard 2D image-based teaching. Medical students (n=34) were randomly assigned to a 2D-image projection-led education group and a 3D printed model-led education group and were given a tutorial on a selection of arterial and ductal hepatobiliary variants. 2D images of digital models demonstrating variant anatomy to the 2D group and physical 3D printed models of same for the 3D group were used as educational tools. Both groups then completed a 10-question quiz, assessing their ability to identify anatomical variations in both 2D images and on 3D printed models post-tutorial. The median assessment score for the 2D group was 83% (62-94%) and the 3D group was 83% (70-94%). Both groups showed comparable levels of understanding upon assessment, with a significant increase in min scores with the 3D model-led group (2D group, p=0.008, 3D group, p=0.003; two-tailed Wilcoxon signed-rank test). Although training using 3D printed models had no effect on scores between the two groups, the use of 3D printed models as adjunct educational tools in training and assessment could improve the accuracy of answering questions in assessment of clinical applications and can improve students’ understanding of complex anatomical variations.
Keywords: 3D-printing, hepatobiliary-variation, education
Ethics statement: This study was approved as a low risk study by University College Dublin’s Human Research Ethics Committee Sciences with research ethics reference number: LS-C-23-93-Myles-Jones.
Oral Presentation 3
A Critical Examination of the Bell-Ringer Assessment in Anatomy Education
Valeria Vendries
University of Miami,
Miami, Florida, United States
The anatomy bell-ringer (also known as spot-test, tag-test, and steeplechase) serves as a widely used assessment in higher education settings to evaluate students’ anatomical knowledge. Educators have experimented with various facets of this assessment, including its timing, question format, and the choice between online and in-person settings. The widespread acceptance of anatomy bell-ringers prompts an exploration into the assumptions shaping educators' perspectives on ‘anatomical knowledge’ and effective assessment methods. This work delves into a critical analysis of the underlying assumptions guiding the selection of bell-ringers as an assessment modality. Examining the notion that assessment drives learning, a common belief influencing educators to favour authentic assessments, this work scrutinizes the role of learners in constructing ‘anatomical knowledge’ in preparation for the bell-ringer exam. The analysis extends to explore notions of expertise in anatomy learning, evaluating their alignment with the criteria defining authentic assessments. Additionally, this work underscores the importance of recognizing the resource-intensive nature of anatomy bell-ringers. This leads to an exploration of notions of access and privilege that underpin this assessment choice.
I draw inspiration from Cochran Smith and Lytle’s (1999) “images of knowledge” framework, Berliner’s (1988) Theory of Skill Development, and Muller and Young’s (2009) discussion of Powerful Knowledge (PK) and Knowledge of the Powerful (KOTP). I extend these concepts into the field of anatomy education to explore assumptions about knowledge, notions of expertise, and of privilege. In conclusion, this work provides an examination of the assumptions, learning dynamics, and resource considerations associated with the ubiquitously accepted anatomy bell-ringer.
Keywords: anatomy bell-ringer (spot-test), critical examination, assumptions of knowledge
Ethics statement: This project works a conceptual/theoretical piece. It was not empirical research and did not involve human participants. Therefore, ethical approval was not required.
Bite-Size Presentation 4
Medicine, Research and Surgery: Sharing My Career Development After MSc in Human Anatomy
ECA 24 Best Bite-Size Presentation Prize Winner
Christopher John Callaghan
Undertaking anatomy training is an incredibly rewarding experience, and can open many potential career paths. I feel like it is important for young anatomists to understand the breadth of opportunities that are available to them for further career development and to pursue their interests. I therefore would like to provide an overview of my career journey and my reflections on this experience so far. I completed the MSc Human Anatomy at The University of Edinburgh from 2018 to 2019 having previously undertaken a BSc (Hons) Medical Sciences at The University of Edinburgh. During my MSc, I became very passionate about the structure and function of the human body and it’s clinical implications. After completing my MSc dissertation research on iatrogenic injury during total ankle arthroplasty, I became very interested in surgery. I then studied medicine at The University of Edinburgh and am now a current year 1 doctor working in NHS Lothian on the Specialised/Academic foundation programme. During medical school, I further developed my passion for head and neck anatomy as well as clinical research, which has now led to me undertaking a 4 month research project at the Institute of Cancer Research (London) on the use of liquid biopsies in detecting early disease recurrence in head and neck cancer. I plan on applying for core surgical training this October. I would like to provide your attendees with a overview of this story as I think it shows the true breadth of application of anatomical training in your career. Thank you.
Keywords: anatomy, medicine, research
Sponsor Talk
Adam,Rouilly - More Than Skin Deep: Diversity in Simulation
Invited Speaker 3
Body Donation – A Bequeathal Perspective
Mrs Joanne James (she/her)
Bequeathal Secretary at Newcastle University
Mrs Lynsey Main, BSc (she/her)
Senior Anatomy Technician at the University of Sunderland
From our own personal experiences, our talk will cover the body donation process from the initial point of contact from a potential donor right through until cremation. We will discuss the challenges and the emotional impact this process can have on potential donors, their families and the staff that work in this field. We will also share some of our own stories of the unexpected and unusual conversations we find ourselves having.
Oral Presentation 4
Everyday Anatomy Within a Teddy Bear Hospital
Dr Benedicta Quaye
Department of Clinical Anatomy, Faculty of Health and Medicine, Lancaster University,
Lancaster, United Kingdom
In April 2024, I organized and facilitated a Teddy Bear Hospital at Lancaster city centre as part of a Campus in The City Festival with more than 500 children attending. This event was free and open to all. Teddy Bear Hospital is a fun activity aimed at making children feel more comfortable around doctors and hospitals. Children, accompanied by adult (s) bring along their sick or injured teddies and participate in activities to diagnose and treat them. Our expert ‘Teddy Doctors’, who are volunteer medical students, bandage sore paws and use teddies and related activities to help explain to children what happens in hospitals. I had some teddy bears are available, and children who didn’t have teddys were allowed to borrow one as they go through the various stations. They won a sticker upon completion of all the stations. I also added stations where older children and adults were able to join us at the anatomy stands where they were educated them on the skeletal system and viscera found within our torso. Teddy Bear Hospital increased the public knowledge of their bodies. One statement that kept coming up was, "oh I never knew the liver was this big". Teddy Bear Hospital also helped reduced children’s fear of doctors and hospital environment as this was reflected in their feedback and participation in stations. Medical students also gained knowledge of working with young children and handling sensitive discussions. Teddy Bear Hospital was enjoyed by children, parents, teddies, students, and me.
Keywords: teddy bear hospital, anatomy, public engagement
Ethics Statement: There was no data collected from participants. A risk assessment of the venue was done but no ethical clearance was required for this outreach activity.
Bite-Size Presentation 5
Anatome: Revolutionising Anatomical Education
Aisia Lea (1), Dr Deborah Merrick (1), Natasha Noel-Barker (1), Leia Boote (1), Steven Galloway (2), David McMahon (2)
1. School of Medicine, University of Nottingham, Nottingham, United Kingdom.
2. School of Life Sciences, University of Nottingham, Nottingham, United Kingdom.
Anatomy education is an essential part of the medical curriculum, allowing students to gain important anatomical knowledge that will underpin their future clinical practice. It is imperative that students experience an inclusive and diverse education so they can fully engage with the teaching material, feel a sense of belonging, and reach their full potential. Furthermore, it can help diminish implicit bias amongst graduates, reduce the perpetuation of poorer clinical outcomes for patients from marginalised groups, and ultimately prepare future clinicians for the diverse population that they will care for. Following a dissertation project exploring student perceptions of ethnic inclusivity in the curriculum, Anatome was born. Medical students report ethnic inclusivity and ethnic representation to be important to their learning, with the desire for there to be increased ethnic representation throughout the curriculum, acknowledging its relevance to future practice. Anatome works in a multifaceted approach to develop inclusive resources for the improvement of diversity in the anatomical and medical curriculum. Anatome involves collaboration between anatomy academics, professors, demonstrators and photographers. Anatome’s main aim is to photograph images that better represent the population medical students will treat. Thus far, Anatome’s images have improved representation of ethnicity, disability, and gender identity and is used as a case study for developing a more inclusive curriculum framework. This year, we will distribute images and generate feedback from our images to improve the project.
Keywords: diversity, inclusion, curriculum.
Ethics Statement: This project has been approved by the University of Nottingham School of Life Sciences Ethics Committee, reference: A230424DM.
Oral Presentation 5
Integrating Diversity in Anatomical Education – Beyond the ‘One-Size-Fits-All’ Approach
Hunter Auck (1), Eleni Flari (1,2), Yasmin Day (1), Muhammad Hamza Shah (1, 2), Olivia Murray (1)
1. Centre for Anatomy, Deanery of Biomedical Sciences, University of Edinburgh, Edinburgh, UK.
2. School of Medicine, Dentistry & Biomedical Sciences, Queen’s University Belfast, Belfast, UK.
X: @hauck_23, @yasmin_day_, @MuhHamzaShah, @liv_i_murray
Anatomical pedagogy has deep roots in Western-European history, reflecting limited diversity in anatomical education. This lack of representation in teaching materials and methodologies can perpetuate implicit biases, affecting medical students' future patient care. For this purpose, we employed a mixed-methods approach, involving a comprehensive literature search across multiple databases (PubMed/MEDLINE, Embase, SCOPUS, and WoS). Keywords used in the search included "anatomical education," "diversity," "inclusivity," "ethnicity," and "cultural competence." This search yielded 15 relevant articles, which were analysed using Braun and Clarke's reflexive thematic methodology. Additionally, we also gathered qualitative data from an informal focus group comprising MSc students at the University of Edinburgh. The focus group discussions centred on students' perceptions of diversity within their anatomical curriculum. Overall, our analysis revealed several key themes - Representation in Teaching Materials, Cultural Competence, Community Engagement/Reflective Practices, Global Inclusivity. Specifically, students reported a lack of diversity in anatomical models, images, and cadavers, noting that most resources featured white males. They also highlighted the importance of cultural competence training for educators, including faculty members receiving training on inclusive teaching practices. Additionally, they proposed involving diverse communities in education initiatives and incorporating reflective activities to help students recognize their own biases. Interestingly, students also expressed a desire for the inclusion of global anatomical practices and demographic statistics in their curriculum. Consequently, these findings reveal that despite attempts to increase diversity in anatomical education, significant gaps remain. By diversifying teaching materials and incorporating inclusive pedagogical strategies, anatomical education can help students serve diverse patient populations.
Keywords: education, diversity, inclusion
Ethics Statement: Ethical approval was not deemed necessary due to the informal nature of our focus groups. The data was not shared, and we complied with the Helsinki Declaration to ensure this.
Oral Presentation 6
Enhancing Equity and Inclusion in Anatomy Education: A Focus on Gender Identity, Sex and Sexual Orientation
Leandros Rapteas
Human Anatomy Unit, University of Birmingham,
Birmingham, United Kingdom
Inequities in healthcare, stemming from implicit biases among healthcare professionals, significantly impact patient outcomes. According to the "Women's Health Strategy for England," a staggering 84% of women feel unheard by healthcare providers, with lesbian and bisexual women facing heightened discrimination and receiving poorer fertility services. Research underscores the consequences of the underrepresentation of women (both cisgender and transgender), LGBTQIA+ individuals, and non-binary identities in anatomy education, perpetuating a hidden curriculum that marginalizes these groups. The presentation aims to shed light on the pervasive influence of the “hidden curriculum” in anatomy education and its role in perpetuating biases. Drawing upon personal teaching experiences and scrutinizing educational materials through an Equity, Diversity, and Inclusion (EDI) lens, the objective is to raise awareness of this issue. Moreover, a framework for cultivating more inclusive teaching methodologies will be proposed. The integration of social responsibility into anatomy education is vital. This relies on addressing the hidden curriculum, instilling values that reduce discrimination within healthcare settings, thereby promoting equity and inclusion and ultimately enhancing health outcomes. Emphasizing positive representation for diverse bodies and identities is crucial, fostering a sense of belonging and acceptance among learners. By embracing inclusive practices, individuals are empowered to appreciate the remarkable diversity of human anatomy. This positive representation, mindful of protected characteristics, mitigates stereotypes and stigmatization, de-pathologizes, and fosters a more empathetic and respectful approach to patient care.
Keywords: healthcare inequality, anatomy diversity, positive representation
Ethics statement: This is a presentation based on observations and literature reviews and does not involve data.
Oral Presentation 7
A Broad Perspective on Pelvic Anatomy
Alex Impedovo, Leia Boote
University of Nottingham,
Nottingham, United Kingdom
aleimpedovo1@gmail.com, leia.boote@nottingham.ac.uk
Every human body is different from an anatomical perspective however, historically, this diversity has been under-represented and often ignored. The literature highlights how Anatomy teaching still falls short in providing inclusive resources that reflect these differences. The impact of which may result in healthcare professionals being unprepared to treat the communities in which they will practice including, for example, members of the LGBTQIA+ community. The use of inclusive imagery and appropriate language may act as a simple but effective way to destigmatise the heteronormative binary narrative where the cis-white male stereotype is the main character. To address this, the University of Nottingham is evaluating the curriculum to diversify resources starting from the pelvic region and genitourinary system, considering the cis-, transgender and intersex perspectives. Learning material on pelvic anatomy from previous years was reviewed for: use of gendered language and eponyms; focus on ‘normal/typical’ anatomy; upholding of patriarchal standards and acknowledgement of LGBTQIA+ community experience and healthcare. Areas of improvement were identified, and new lecture content and laboratory sessions were designed focusing on inclusive language and referring to LGBTQIA+ anatomy. Staff and student feedback was gathered and reviewed to evaluate the impact of the changes and potentially adapt the material for the following year. The feedback received was exceptionally positive, with overarching themes emerging such as the positive impact for students’ education in preparation to becoming healthcare professionals, students feeling represented in the curriculum and need for cohesive use of similar language from all educators.
Keywords: anatomical variations, inclusive healthcare, LGBTQIA+ anatomy