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ECA 25
ECA 25 Posters
On this page you will find all the posters and their abstracts from ECA 25 in Nottingham.
If you wish to share a poster (perhaps your own!), then you can copy the individual links from each section below.
Poster 1
Bridging Boundaries in Anatomy Education: Reflections on Co-Teaching and Student-Led Collaboration in Undergraduate Medical Training
Jitendra Singh Yadav
Northumbria University, Newcastle upon Tyne, United Kingdom
As an anatomy demonstrator actively engaged in undergraduate medical education, I’ve had the opportunity to contribute to a more collaborative, integrated approach to teaching in line with the evolving vision of the National Medical Commission of India. After completing training in medical education, I worked closely with a multidisciplinary team at the institutional level to design and implement a number of innovative teaching strategies aimed at enhancing student engagement and bridging the gap between departments, faculty, support staff, and learners. One key initiative involved integrating anatomy teaching both vertically and horizontally with other medical disciplines. At the beginning of each academic year, we planned the academic calendar to align anatomical topics with relevant content from clinical departments, inviting specialists to co-deliver sessions. In parallel, we encouraged students to present topics that spanned anatomy, physiology, and biochemistry, supported by faculty and staff from each department. Another major component was the introduction of Self-Directed Learning (SDL) within dissection and demonstration sessions. Students were given specific topics alongside relevant specimens or models and worked in small groups to explore and discuss their learning under faculty guidance. Additionally, I introduced the Jigsaw method—a structured, discussion-based activity where students sat in concentric circles and collaborated on various components of a topic, guided by a facilitator. These approaches were not only well-received by students but also fostered a more inclusive, interactive environment where faculty, technicians, and students worked as partners in the learning process. Feedback was overwhelmingly positive, academic performance improved, and several of these initiatives have since been adopted by other medical institutions.
Keywords: Co-teaching, Collaborative learning, Anatomy education
Poster 2
Creating Inclusive Perineal Anatomy Models Using 3D-Printing and Wax Modelling Techniques
Abdul Ahmad, Asmita Goswami, Montserrat Rayman Silva, Leandros Rapteas
University of Birmingham, Birmingham, United Kingdom
Anatomical education has historically lacked representation of gender- and sex-diverse bodies, limiting student understanding of diversity in bodies. This project aimed to (1) develop models of the cisgender female, transgender female, and intersex perineum, and (2) design an autonomous learning session to promote engagement with underrepresented anatomies. Over a four-week period, nine hybrid anatomical models were created using a combination of 3D printing and wax sculpting techniques. A digital model of the bony pelvis was sourced from Sketchfab, modified in Tinkercad to retain perineal structures and incorporate the perineal membrane, and printed using BCN3D Epsilon printers. External genitalia were sculpted in terracotta and white wax, then painted to represent a range of skin tones. The final collection included four cisgender, two transgender, and three intersex models, each depicting variations in anatomical structures such as the clitoris, labia, and superficial perineal pouch structures commonly seen post-vaginoplasty or in intersex presentations. Supplementary resources—including labelled sketches, case studies, and explanations of terminology—accompanied the models to support self-directed learning. Survey responses from a self-selected sample of twenty-seven participants (students n = 19, staff n = 8) indicated that the models improved understanding of anatomy, provided inclusive representation of intersex and transgender bodies, and should be integrated more broadly into medical education. This project demonstrates how combining 3D printing and wax modelling can enhance representation of diversity in anatomy education and promote inclusive and reflective learning.
Keywords: Sex and Gender Diversity, Hybrid 3D Printing/wax modelling, Perineum
Ethics statement: Ethical approval was granted by the Department of Biomedical Sciences Ethics Committee (Ref: BMSRP_EDU015).
Poster 3
Exploring Student Perceptions of Underrepresented Bodies in Anatomy Education Using 3D Printing and Wax Modelling
Abdul Ahmad, Asmita Goswami, Montserrat Rayman Silva, Leandros Rapteas
University of Birmingham, Birmingham, United Kingdom
The underrepresentation of cisgender female, transgender female, and intersex bodies in anatomical education limits inclusivity and can affect clinical competence and equitable care. This study explored how hybrid 3D-printed wax models and sketches showing variations in internal and external genital anatomy could improve knowledge, confidence, and views on inclusivity among medical students and anatomy teaching staff. An interactive session was delivered to 19 second-year MBChB students and 8 staff members at the University of Birmingham. Participants completed pre- and post-session surveys with Likert-scale and open-ended questions assessing confidence, comfort, and perceptions of the curriculum. Before the session, students reported high confidence in cisgender anatomy but significantly lower confidence in transgender and intersex anatomy (p < 0.01), with no significant differences in comfort. Staff also reported lower confidence and comfort with teaching transgender and intersex anatomy compared to cisgender anatomy, with some differences reaching significance (p < 0.05). Post-session, both groups showed improved confidence and comfort, though most changes were not statistically significant. However, staff showed a significant increase in confidence related to intersex anatomy (p < 0.05), suggesting targeted impact. Both students and staff supported using inclusive anatomical models in education and highlighted gaps in current curricula, especially in representing anatomical diversity beyond the gender binary. This study shows that inclusive anatomical resources can enhance confidence and raise awareness of curriculum limitations. Integrating such tools into medical education offers a practical way to support gender- and sex-inclusive healthcare training.
Keywords: Inclusive Anatomy Education, 3D-printed Anatomical models, Sex and Gender Diversity.
Ethics statement: University of Birmingham BMS Ethics Committee (Ref: BMSRP_EDU015).
Poster 4
Medical Students’ Perceptions of Gender and Ethnic Bias in Pain Management: A Mixed Methods Study
Seema Sandhu (1), Karuna Katti (2), Seyedeh Shahrzad Mirza Torabi (1,3), Leandros Rapteas (1)
1. Human Anatomy Unit, University of Birmingham, United Kingdom.
2. Lancaster Medical School, Faculty of Health and Medicine, Lancaster University.
3. University of Bristol
Disparities in pain management based on gender and ethnic background have been extensively studied; however, there is limited exploration of medical students' perceptions of these biases, particularly in relation to their demographic characteristics. This cross-sectional mixed methods study hypothesised that medical students, especially those from marginalised backgrounds, will recognise gender and ethnic bias. A questionnaire was constructed with Likert scale items to quantify the participants’ perceptions, while open-ended questions and follow-up interviews provided qualitative insights. The pilot cohort consisted of 22 medical students from years one to three at the University of Birmingham. Results indicate that students do perceive instances of gender and ethnic bias separately, but not their intersection, revealing a gap between their self-reported confidence and the actual frequency of observed bias. A significant gender disparity emerged: Medical students observed that female patients had to advocate more strongly for pain medication than males (p = 0.0036). In contrast to this, no significant differences were detected in treatment observations. Furthermore, no clear pattern emerged regarding the impact of student ethnicity or gender on their ability to detect or report bias. This implies systemic biases are internalised across all demographic groups. These preliminary findings indicate the need for a larger-scale study. Further research into structural and educational reforms are required to enhance intersectional and implicit bias recognition, empower students to report discrimination and advance truly equitable patient care.
Keywords: Intersectional bias, Medical students’ perceptions, pain management disparities.
Ethics statement: Approval was granted in March 2025 by the Department of Biomedical Science Ethics Committee, University of Birmingham (Reference Number: BMSRP_2025_EDU17)
Poster 5
Investigating Medical Students' Perceptions of Gender Bias in Clinical Pain Management Observation
Bethan White (1), Karuna Katti (2), Seyedeh Shahrzad Mirza Torabi (1,3), Leandros Rapteas (1)
1. Human Anatomy Unit, University of Birmingham, United Kingdom.
2. Lancaster Medical School, Faculty of Health and Medicine, Lancaster University.
3. University of Bristol
Gender bias in pain management can impair diagnosis and treatment, often leading to the psychologisation and undertreatment of women’s pain. While policies promote equitable care, little is known about how early-stage medical students perceive and internalise such biases. This study aimed to quantify perceptions of gender differences in pain management among first-, second- and third-year medical students, explore how biases are observed in practice, and evaluate perceived curriculum adequacy. In this mixed-methods pilot, 22 medical students completed a 17-item paired-Likert survey, six open-ended reflections, and three semi-structured interviews. Wilcoxon signed-rank tests compared mirrored male and female pain scenarios, while thematic analysis was applied to qualitative data. Students agreed that women’s pain is more often attributed to psychological causes (p=0.0078) and that women must advocate more strongly for analgesia than men (p=0.0027). Only 14% felt prepared by the curriculum to address gender bias, while 91% called for further training. Although 55% reported confidence in identifying bias, interviews revealed that power dynamics created hesitancy in challenging clinicians. Students recognised gender disparities in pain management but felt underprepared to address them due to limited formal training. Findings support the integration of interactive, bias-focused education into the medical curriculum, development of longitudinal tools to track bias awareness, inclusion of diverse patient scenarios, and the creation of an NHS audit tool to identify and reduce clinical gender bias. These measures are essential to promoting equitable, patient-centred care.
Keywords: Gender bias in healthcare, Medical student perceptions, Pain management disparities.
Ethics statement: Approval was granted in March 2025 by the Department of Biomedical Science Ethics Committee, University of Birmingham (Reference Number: BMSRP_2025_EDU17)
Poster 6
Assessing the Effectiveness of AI Vision Models in Generating Alt Text for Anatomical Images
Abimbola Openifoluwa Naomi Falana
Department of Biomedical Sciences, City, St George’s University of London, United Kingdom
Abimbolafalana999@gmail.com; M2101102@sgul.ac.uk
Recent advancements have introduced modern tools and techniques studying anatomy, including the integration of multimodal artificial intelligence (AI) models such as Gemini. Academic institutions, such as universities, have increasingly adopted the use of AI models for diverse applications. This study aims to assess the capability of current AI vision models to generate accurate alternative (alt) text descriptions for anatomical images, with a focus on enhancing accessibility for visually impaired students. AI vision models can generate alt text descriptions for anatomical images that are comparable in accuracy and quality to those produced by expert anatomists. However, expert-generated descriptions will be rated slightly higher overall, and participants will demonstrate varying ability to distinguish between AI- and expert-generated descriptions. The survey featured 12 anatomical images in a randomized order, with two corresponding questions per image. Survey responses were collected and subjected to statistical analysis. As an incentive, participants were given the opportunity to complete an additional survey for a chance to win one of twenty £10 Amazon vouchers. The data analysis revealed no statistically significant difference in the ratings by participants between the alt text descriptions generated by AI models and those produced by anatomy experts. The findings suggest that AI-generated alt text descriptions are accurate and viable alternatives to those written by expert anatomists.
Keywords: Artificial Intelligence, Anatomy Education, Accessibility.
Ethics statement: The Research Ethics and Integrity Officer has reviewed the above application on behalf of the St George’s Research Ethics Committee (SGREC). I am pleased to inform you that your application has been approved and a favourable ethical opinion of your project has been given, based on the information provided in the self-assessment form, study protocol and supporting documentation. Please note that this is subject to the post-approval condition and requirement specified on the following page. Ethical approval is valid for 5 years from the date of this letter (subject to the submission of any amendments). REC reference: 2025.0026
Poster 7
Exploration of the Perceptions of Healthcare Students Towards Using Virtual Reality to Learn Heart Anatomy: A Multi-Institutional Study.
Hannah Lee (1,2), Sarah Alturkustani (1), Dr Audrey MK Dempsey (2), Prof. Kieran W. McDermott (2), Aisling Corbett (2), Dr Siobhain Mary O’Mahony (1), Dearbhla Cullinane (3), Ashley Durfee (3), Dr Denis Barry (3), Dr Andrea Factor (1), Dr Mutahira Lone (1)
1. Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland.
2. School of Medicine, University of Limerick, Limerick, Ireland.
3. Discipline of Anatomy, School of Medicine, Trinity College Dublin, Dublin, Ireland.
Anatomy is a fundamental subject for healthcare students and plays a crucial role in shaping their future knowledge and skills as healthcare professionals. Anatomy requires spatial and visual understanding and thus relies on the teaching modality to communicate this. Virtual reality (VR) has emerged as a tool to complement traditional methods, however research into student perceptions of VR for learning heart anatomy remains limited. This study aims to address this by evaluating student acceptance of VR to learn heart anatomy. A cross-sectional study was conducted across three Irish institutions with 221 medical and 38 dental students participating in a VR-based learning session. A pre-questionnaire documented participant educational background, demographics, prior VR experience, and self-perceived anatomy comprehension. The post-questionnaire documented student acceptance of VR using the Technological Acceptance Model (TAM), self-perceived change in heart anatomy comprehension using a Likert scale, and short-answer questions to gather qualitative feedback. Results indicate that VR was highly accepted across institutions. Self-perceived anatomy comprehension improved significantly in two of the three institutions. The TAM analysis revealed that enjoyment and perceived usefulness were the strongest predictors of future intention to use VR. Qualitative analysis reinforced this with participants reporting that it aided structure visualisation and improved learning engagement. VR has the potential to improve student enjoyment and understanding of heart anatomy, however, feedback also shows that it is recommended as a supplementary tool and should not replace existing resources.
Keywords: Virtual Reality, Anatomy Learning, Student Acceptance/Perception.
Ethics statement: Approved by Social Research Ethics Committee (SREC) University College Cork (reference code Log 2023-273; lead institute), Faculty of Health Sciences Research Ethics Committee (FHS-REC) Trinity College Dublin (reference code 240204), and from Faculty of Education and Health Sciences Research Ethics Committee in University of Limerick (2023_12_19_EHS).
Poster 8
Gender Bias in Anatomy Teaching: Perceptions of Representation and Inclusivity in the University of Birmingham's RED Curriculum
Emily Hall (1), Genevieve E Melling (1), Karuna Katti (2), Leandros Rapteas (1)
1. Human Anatomy Unit, Department of Biomedical Sciences, University of Birmingham.
2. Lancaster Medical School, Faculty of Health and Medicine, Lancaster University.
Gender bias in medical education, particularly in anatomy teaching, remains a longstanding issue, with male anatomy receiving greater emphasis than female anatomy. This study aimed to investigate the perceptions of students and staff at the University of Birmingham regarding the representation of male and female anatomy in the second-year RED (Reproduction, Endocrinology, and Development) curriculum. A mixed-methods approach was employed using two surveys: one for second-year medical students and one for anatomy staff. Both surveys explored content adequacy, representation, and inclusivity in teaching resources, and identified barriers in teaching male and female reproductive anatomy. Results from 28 student and 10 staff responses indicated significant disparities, with male external genitalia taught in greater detail. Female students expressed a stronger need for comprehensive teaching of female reproductive anatomy, especially external genitalia, which was underrepresented. Staff reported discomfort and a lack of confidence in teaching female and intersex anatomy, citing insufficient training and cultural barriers. These findings highlight the ongoing gender bias in medical education, pointing to the need for curriculum revision, enhanced staff training, and more inclusive resources. Future research should explore the intersectionality of gender, race, and other social factors in anatomy education, and assess the impact of revised teaching methods on student learning outcomes and perceptions of inclusivity.
Keywords: Gender Bias, Anatomy Education, Inclusivity.
Ethical Statement: The study received ethical approval from the Department of Biomedical Science Ethics Committee at the University of Birmingham (reference number: BMSRP_2025_EDU014).
Poster 9
Investigating Variation in the Auriculotemporal Nerve and distances Between Auriculotemporal Nerve and Related Structure
Achiraya Kittiboonya, Seaneen McDougall, Manah Changmai
University of Dundee, School of Science and Engineering, United Kingdom
2588636@dundee.ac.uk; angieachi27@gmail.com
The auriculotemporal nerve (ATN) is a nerve of the head and neck region that originates from the mandibular division of trigeminal nerve (CNV). It provides sensory innervation to the temporal region, auricle, and the temporomandibular joint and provides the parasympathetic and vasomotor fibers to the parotid gland. ATN runs along the superficial temporal vessels that are located at the superior aspect of the parotid gland and run along with the auriculotemporal nerve. However, the location of the ATN and its relationship to structures can vary that cause variations among the location of ATN. Additionally, studies have pointed out that ATN is identified as one of the peripheral trigger sites for migraine and auriculotemporal neuralgia can be compression of ATN by closely related structures including superficial temporal vessels or the temporomandibular joint. Additionally, iatrogenic damage of the ATN during a parotidectomy can cause Frey syndrome. The aim of this study is to describe the patterns of relationships between ATN formation in the infratemporal fossa and patterns of ATN and superficial temporal vessels in the temporal region, in a Scottish Thiel-embalmed cadaver population and to determine if these patterns can be reliably used to locate the ATN without dissection. Thiel embalming was discovered in 1992, by Walter Thiel, which this method was introduced to preserve cadavers in a very long period of time and cadavers can be more flexible and suitable for surgeons to practice the surgical protocol and for research activities.
Keywords: Auriculotemporal nerve, Thiel embalming, variation
Ethical Statement:The cadaveric research has been approved. All cadavers at CAHID (Centre for Anatomy and Human Identification) have donated their bodies to medical sciences as per the Anatomy 1984 and the Human Tissue (Scotland) Act 2006. As part of donating, they give permission for their bodies to be used for medical education, medical research, and medical training.
Poster 10
Unbinding Anatomy: A Personal Journey Across Disciplines and Generations
Benedicta Quaye
Department of Clinical Anatomy, Faculty of Health and Medicine, Lancaster University, Lancaster, United Kingdom
Anatomy has long been the backbone of medical education: structured, precise, and deeply traditional. But over time, I have come to see it as much more than an academic discipline. For me, it has become a way to connect, to serve, and to make a meaningful impact across generations and communities. One of the most poignant experiences in my career was organizing the first World Anatomy Day at my University. What began as a simple educational initiative transformed into a celebration of shared curiosity and connection. Non-medical Students engaged with anatomical models, created their own skin out of paper, and embraced learning through play. Medical student volunteers took on roles as teachers and storytellers. In that moment, anatomy stepped beyond its formal bounds and became a source of wonder and pride. Beyond the University walls, my involvement in training rural health workers in Ghana brought anatomy into the heart of community. Teaching cardiopulmonary resuscitation in remote areas with limited resources highlighted anatomy’s life-saving potential and brought anatomy into urgent, everyday contexts. Anatomy became a tool for empowerment to build knowledge, confidence, and resilience in communities facing real challenges, a means to save lives, and to foster hope. To unbind anatomy is not to weaken its rigor, but to
expand its reach and view it as a living, evolving discipline that grows richer through human connection. These experiences affirm my vision for the future of anatomy: one that is integrative and deeply human where anatomy is not just taught but lived.
Keywords: Community engagement, Intergenerational learning, Humanistic anatomy
Poster 11
The Debate on Anatomical Eponyms: Balancing Clarity, Ethics, and Gender Neutrality
Viktoriia Yerokhina (1) and Munesh Khamuani (2)
1. School of Medicine and Dentistry, University of Central Lancashire, Burnley, UK.
2. School of Medicine, University of Nottingham, United Kingdom.
X: @vi_histo
Using eponyms in anatomical terminology remains a controversial and evolving topic in medical education and clinical practice. Eponyms have traditionally served to honour individuals who contributed to scientific discovery. However, they often lack descriptive clarity and can create confusion for students, educators, and healthcare professionals. In addition, some eponyms are associated with problematic historical legacies, raising ethical concerns. One notable example is the former term Clara cells, now replaced by club cells, following the revelation that Max Clara was a Nazi party member who conducted research on the bodies of executed prisoners. Such cases have prompted international efforts to remove ethically compromised names from official anatomical nomenclature. Despite these efforts, replacing well-established eponyms is not always straightforward. For instance, Kiesselbach’s plexus - a common site of anterior nosebleeds - can be described as the anterior nasal vascular plexus, but this alternative is not yet widely adopted in clinical practice. Theodor Billroth (known for Billroth’s fascia) presents another example; although his surgical contributions are undeniable, his documented racist and anti-Semitic views have led to debate about the continued use of his name. Additionally, terms such as Fallopian tubes and Bartholin’s glands are increasingly being replaced with more descriptive, gender-neutral terms like uterine tubes and greater vestibular glands, aligning with modern values of inclusivity and clarity. Whilst the use of eponyms cannot be completely eradicated, the discussion around their use is important to standardise descriptive and gender-neutral terminology as we educate the future generation doctors and healthcare professionals.
Keywords: Eponyms, anatomical terminology, ethics in medical education
Poster 12
From the Public to the PhDs: Reflecting on the Value of Outreach in Promoting Opportunities in Musculoskeletal and Forensic Anatomy
Christopher Aris
Forensic Science, School of Chemical and Physical Science, Keele University, UK
Anatomy suffers from being considered difficult and inaccessible to those not (bio)medically-inclined. This is exacerbated in niche subfields which are considered as even more inaccessible due to lack of clear information on: what they entail (exaggerated by media portrayals); opportunities to study and attain associated careers; and the association with anatomy generally. My route into anatomy was through exposure to cadaveric dissection within an MSc, and fortunate timing in job openings at former affiliated institutions where I had experience/connections – a poor representation of an accessible route into anatomy, and poor case study in accessibility. Since 2021, as my own position as an early career anatomist solidified, I began work in public outreach, aiming to provide affordable/free access to anatomical knowledge, education, and mentoring in identifying opportunities in anatomy – specifically musculoskeletal/forensic anatomy. To date this has seen 25 outreach workshops (averaging 2hrs long) facilitated with museums, village halls, schools, air cadet barracks, and outreach centres – with an estimated reach of 800 people across ages of 12-90+yrs. The success of these workshops in meeting the original aims are evident through a number of attendees now studying anatomy-based HE courses and/or holding anatomical jobs. While tricky to quantify, the contact many attendees have chosen to retain with me, and the updates/testimonies they send me proves the impact that outreach can have. The main impact being that even public-level short-form outreach can lead to very real improvements in accessibility into anatomy even if only conducted at a relatively small scale.
Keywords: Outreach, Careers, Opportunities
Ethical Statement: The presentation draws on my experiences conducting public outreach events and workshops in MSK and forensic anatomy over a period of five years. Each workshop, where required, was given appropriate ethical approval, but this abstract does not relate to any individual or specific piece of research.
Poster 13
Dissection versus Prosection: Evaluating Student Opinion on Differing Modes of Anatomy Teaching at the University of Nottingham
Reba Mathew and Kareena Mann
University of Nottingham, Nottingham, United Kingdom
Cadaveric dissection has long been considered the gold standard of anatomy teaching, but the rise of alternatives like prosection has sparked debate. This study explores how anatomy teaching influences students’ medical school choices, the perceived effectiveness of learning resources, and potential improvements in anatomy education. Conducted at the University of Nottingham School of Medicine (which uses dissection and prosection) and Lincoln Medical School (which uses prosection alone), an online survey was distributed to first- (n=279, 83), second- (n=249, 84), and third-year (n=261, 77) students via QR code. Data were collected in October 2024 from the 2024-2025 and 2023-2024 cohorts. Qualitative responses were analysed using Braun and Clarke’s thematic analysis. Nottingham students were more positively influenced by anatomy teaching methods when applying for medical school. Dissection was valued for its ‘visualisation’ and ‘interactivity and learning skills,’ while prosection was favoured for ‘visualisation’, ‘dislike for dissection,’ and ‘saving time.’ Disadvantages of dissection included ‘complexity’ and being ‘too self-led,’ whereas prosection was criticized for its ‘lack of interactivity’ and students’, ‘desire to dissect.’ In conclusion, dissection remains a valuable educational tool and should be integrated with other methods to enhance engagement and learning. Student feedback suggests key areas for improving anatomy education at the University of Nottingham.
Keywords: Dissection, Prosection, Integration
Ethical Statement: Ethical approval for this study was granted in full from the School of Life Sciences Research Ethics Committee at University of Nottingham (ethics reference: F140923DM).
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