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ECA 25
ECA 25 Presentations
On this page you will find all the presentations and their abstracts from ECA 25 in Nottingham.
If you wish to share a presentation (perhaps your own!), then you can copy the individual links from each section below.
They are presented below in order they were scheduled on the day.
Invited Speaker 1
Collaborate to Elevate
Dr Yvonne Mbaki (she/her)
BSc (Biomedical Sciences), Msc (Neuroscience),
PhD (Urology Pharmacology), SFHEA
Reader in Medical Education at Queen Mary University of London
In this talk, we will explore the impact of collaboration on improving teaching practices. It highlights the development of a toolkit created through partnership with diverse stakeholders across the faculty. Designed for early-career professionals, the session offers practical insights into starting and sustaining collaborations beyond departmental boundaries. We will also discuss how working together can support professional growth and development.
Oral Presentation 1
Collaborative Practice in Anatomy – A Case Study Surrounding the Benefits of a Co-teaching Model in Higher Education
Millie Patel and Thomas Williams
Hull York Medical School, University of Hull, Hull, United Kingdom
hymp29@hyms.ac.uk; hytw13@hyms.ac.uk
Collaborative practice is well-documented in literature as a tool for better student engagement and active learning, with plenty of hidden curriculum benefits, including teamwork, interpersonal/interdisciplinary communication and relationships. Lack of timetabled space for collaboration or development of co-teaching leads to isolated, independent educators. Despite this, the number of case studies detailing co-teaching between educators is lacking. Here, we detail an example of successful collaborative practice in higher education by two Masters’ level anatomists. This case study outlines the development of anatomy-based teaching sessions aimed at year one medical students. Co-teaching was used as a tool between colleagues to improve the quality of their teaching and, thus, grow as educators, providing a better learning experience for students. Co-teaching was utilised throughout all aspects of the design process, notably in splitting of workload, designing of resources, and peer-reviewing of work. The authors were supported by an experienced educator who was able to provide feedback and ensure quality throughout the process. Collaborative practice was also reflected in the session-design, as students were guided by multiple facilitators and were encouraged to utilise peer-teaching to support their own learning. Co-teaching leads to well-designed, engaging and informative sessions. Following the success of this case study, the authors collaborated on future sessions across multiple disciplines.
Keywords: Co-teaching, Anatomy Education, Educational Theory
Oral Presentation 2
The Impact of Navigation and Robotics in Adult Spinal Deformity Correction Surgery on Pedicle Screw Accuracy and Patient Outcomes: A Systematic Review
Tereza Littova
University of Nottingham, Nottingham, UK
This student-led systematic review entailed teaching amongst medical-student peers following a cadaveric dissection of the back. The focus was surgical correction of adult spinal deformity (ASD) which has high complication rates, often due to pedicle screw (PS) inaccuracy arising from atypical anatomical landmarks during screw insertion. This review compares PS accuracy in the thoracic and lumbar spine using intraoperative navigation versus non-navigation techniques. Additionally, it assesses reoperation rates, screw repositioning, neurovascular complications, operation time, and blood loss between the two approaches. A systematic review following PRISMA guidelines involved a search of PubMed, Medline, and Nusearch in December 2024, yielding 470 records. After removing duplicates and screening, six studies met the inclusion criteria. These were critically appraised using Cochrane ROBVIS-I-V2 guidelines, and relevant data were extracted. A cadaveric prosection was generated to illustrate key anatomical structures, which was demonstrated to medical students to aid anatomy teaching. Intraoperative navigation demonstrated a 10.79% increase in PS accuracy compared to non-navigation methods. Thoracic screws were less accurate than lumbar screws despite navigation improving accuracy in both regions. The navigation group also had fewer neurovascular complications, reoperations, blood loss, and shorter operation times. Long-term patient outcome data remains under-researched, revealing a gap in current research. The review identified six studies, all non-randomized retrospective cohort studies, which may introduce bias from uncontrolled confounders. Future research should focus on long-term outcomes, cost-effectiveness, and the learning curve associated with navigation technology. Intraoperative navigation and robotic technologies show potential in improving PS accuracy and surgical outcomes for ASD correction.
Keywords: Spine, Innovation, Navigation
Bite-Size Presentation 1
Embedding Equity, Diversity, and Inclusion in Anatomy: A Framework for Transformative Practice
Leandros Rapteas
Human Anatomy Unit, University of Birmingham,
Birmingham, United Kingdom
Anatomy education has historically marginalized, minoritised identities through biased visual representations, exclusionary terminology and resources, and androcentric content. This presentation introduces an Equity, Diversity, and Inclusion (EDI) framework developed through teaching, research, and public engagement projects. It aims to enhance representation in anatomy education and align pedagogy with social accountability. This framework was applied across a range of initiatives, including a summer project with University of Tours students, BSc Biomedical Science dissertations, and clinical service evaluation. Projects involved scrutinising anatomical worksheets for biased terminology and limited representation, exploring student and staff perceptions of representation in anatomical content, and creating diverse models of external genitalia to address underrepresentation. Students also investigated perceived gender and ethnicity bias in clinical education. In parallel, case studies and teaching visuals were revised to reflect intersectional identities across gender, ethnicity, and body type. Another strand focused on World Anatomy Day (WAD), using it as a platform for public engagement. This involved educating the public about the anatomy of pain in endometriosis, drawing attention to the historic neglect of female pain and reinforcing the social responsibility of anatomical sciences. Together, these initiatives form a sustainable, iterative EDI framework. By critically evaluating traditional anatomical norms and embedding inclusive pedagogies, anatomy education can foster belonging, support the development of culturally competent clinicians, and contribute to social change through public engagement. This presentation offers practical, replicable strategies for embedding meaningful EDI change in health sciences curricula.
Keywords: Equity, Diversity, and Inclusion (EDI), EDI Framework, Intersectionality.
Invited Speaker 2
Things in Jars: A Potted History of Fluid Preservation in Anatomical Collections
Cat Irving (she/her)
Human Remains Conservator at Surgeons’ Hall, Edinburgh and Hunterian Museum, Glasgow
Cat Irving, Human Remains Conservator for Surgeons’ Hall Museums, will look at the different methods which have been used to preserve human remains for later study, why this was crucial to the development of medical understanding, and why these collections are still relevant today.
Cat Irving has been the Human Remains Conservator for Surgeons’ Hall since 2015 and has been caring for anatomical and pathological museum collections for over twenty years. After a degree in Anatomical Science, she began removing brains and sewing up bodies at the Edinburgh City Mortuary. Following training in the care of wet tissue collections at the Royal College of Surgeons of England, she worked with the preparations of William Hunter at the Hunterian Museum at Glasgow University, where she is now Consultant Human Remains Conservator. Cat is a licensed anatomist and gives regular talks on anatomy and medical history. She recently carried out conservation work on the skeleton of serial killer William Burke and has contributed a chapter to the Routledge Handbook of Museums, Heritage and death.
Bite-Size Presentation 2
Digital Resource for Healthcare: Radiographic Anatomy Project
Xiwang Yu, Siobhan Cantley, and Paul M. Rea
University of Glasgow, Glasgow, Scotland.
Body donation provides vital educational value for medical students and is essential for sustaining anatomy teaching in the UK. However, the clinical and demographic characteristics of donors—and how these may change over time—are rarely examined in depth. This study presents a ten-year retrospective analysis of 848 donors accepted into the University of Glasgow’s body donation programme between 2013 and 2023, with the aim of identifying mortality trends and their implications for anatomical education. Donor causes of death were anonymised and categorised into primary, secondary, and tertiary classifications. These were grouped into key categories, including cancer, non-contagious infection, cardiovascular disease, neurological disorders, respiratory disease, renal failure, and age-related frailty. Analyses were conducted using RStudio to generate descriptive statistics and data visualisations. Non-contagious infection was the most common primary cause (26.5%), followed by cancer (22.3%) and cardiovascular disease (19.3%). Secondary causes more frequently included neurological conditions (15.9%) and respiratory disease (9.9%). Frailty of old age became more prominent in secondary and tertiary roles, indicating an increasingly elderly donor population with complex comorbidities. Nearly half of all donors had no recorded third cause of death. These findings highlight changes in donor health profiles and their relevance to anatomical teaching, including specimen handling, curriculum design, and donor programme planning. The study also demonstrates the value of long-term donation data in developing sustainable, ethically grounded educational strategies.
Keywords: Body donation program, Donor demographics, Anatomical education
Ethics statement: Ethical approval was not required for this retrospective fully anonymised dataset, which complied with the Anatomy Act 1984 and the Human Tissue (Scotland) Act 2006.
Bite-Size Presentation 3
Furthering Anatomical Understanding Through the Process of Dissection, Prosection and Digital Illustration: A Reflective Account from a Medical Student
Alex Whitworth
Brighton and Sussex Medical School, Anatomy Department, Brighton, UK
This reflective piece explores the educational value of moving from passive observation to active engagement in anatomical learning, particularly through the stages of dissection, prosection, and digital illustration. As a medical student, I have been fortunate to have dissection integrated into my curriculum, and over the summer, I had the opportunity to undertake a prosection project on an area of my choosing. Creating this prosection needed detailed, focused work, which allowed me to develop a much deeper understanding of the anatomy beyond rote memorisation. It became clear to me that the process of learning anatomical knowledge actively—through dissection and planning my prosection —offered far greater understanding than passive study. Building on this, I created digital illustrations of my prosection and the act of translating my work into two-dimensional images reinforced my spatial understanding. This project reflects principles of constructivist learning. I worked independently and had access to expert support when needed. Although initially daunting, this autonomy proved empowering. I believe such an approach not only could enhance an individual’s understanding but also increases the pool of prosections and illustrations available for future students. Moreover, providing students with similar opportunities could inspire professional interest in anatomy, potentially guiding more of us toward a career in the field. In addition to the anatomical knowledge I gained, I also developed practical skills in prosection and digital illustration. Through this, I have come to appreciate the ability and patience required of prosectors and medical illustrators.
Keywords: Dissection, medical education, anatomy
Bite-Size Presentation 4
3D Printed Facial Electronic Simulator for Injectables in Aesthetic Medicine
Sindy Melissa Sánchez Romo, Rodrigo Enrique Elizondo Omaña, Adrián Manuel Verdines Pérez
Department of Human Anatomy, Faculty of Medicine, Universidad Autónoma de Nuevo León, Monterrey, Nuevo León, Mexico
This project presents an innovative electronic facial anatomical simulator designed for aesthetic medicine training, using 3D printing technology. The simulator is made from PLA material, incorporates copper tape sensors to detect accidental contact with facial arteries during injections, and features a silicone skin cover to enhance realistic tactile simulation. The main objective was to develop a facial anatomical model for practicing injectable procedures safely. The materials and methods section outlines the creation process, including the choice of PLA for durability and cost-effectiveness, the integration of copper tape sensors to detect arterial contact, and the use of silicone for skin simulation. Two experienced aesthetic physicians tested the simulator and provided valuable feedback on its functionality. Results indicated that the simulator was well-received by the physicians, who emphasized its potential to improve technique, reduce the risk of vascular injuries, and enhance safety during facial injections. The realistic simulation provided by the silicone cover and sensor responsiveness were particularly appreciated for making the training more immersive. In the discussion, the findings highlight the simulator's role in improving training quality and boosting physician confidence before performing procedures on real patients. In conclusion, this electronic facial anatomical simulator represents a significant advancement in aesthetic medicine training. Further research and development are recommended to refine its capabilities for broader use in medical education.
Keywords: Simulation, facial, injectables
Invited Speaker 3
Knowing Through Making
Prof. Richard Wingate (he/him)
MAP, DPhil, SFHEA
Professor of Developmental Neurobiology, Kings’ College London
MRC Centre for Neurodevelopmental Disorders
Director of Interdisciplinary Science Education, Kings’ College London
Editor-in-Chief at BrainFacts.org
Prof. Richard Wingate will discuss whether collaboration between science and creative practice can change research and teaching. He will discuss how engagement with artists in the anatomy department and dissecting room changed the way we think about anatomy, its teaching and how collaboration across disciplines can impact new research.
Bite-Size Presentation 5
Incorporating Conjecture Mapping into Anatomy Education Design and Research: An Example in Neuroanatomy
Valeria Vendries
Department of Teaching and Learning, School of Education and Human Development, University of Miami, Coral Gables, Florida, 33146, USA
Anatomy education, a rapidly evolving field, frequently involves designing various instructional elements, such as learning environments, lessons, assessments, and resources with and without technology enhancement. These designs aim to enhance student understanding, motivation, engagement, visualization, or other facets of learning and instruction. Anatomy education researchers seek to determine the effectiveness of these designs, typically through experimental methodologies like pre-post tests or randomized controlled trials. While such experiments may provide insights into intervention effectiveness, they often fail to identify the specific elements of the design that contribute to productive learning. Viewing anatomy education as a dynamic design space, this presentation explores Conjecture Mapping, an approach to systematic educational design research from the learning sciences proposed by Sandoval (2014), and showcases its applicability in anatomy education research. Our conceptualizations of educational interventions or features are shaped by our ideas of how learning occurs and can be facilitated. Conjecture Mapping offers a framework for researchers to articulate these ideas explicitly in advance, externalize the specific features of the design, their intended functions, the interactions among these features, and their expected [learning] outcomes. This framework suggests that by specifying these conjectures beforehand, researchers can empirically test their predictions (Sandoval, 2014). This presentation will introduce the principles of Conjecture Mapping, followed by an example from the author's research. The example focuses on a lesson plan within the context of neuroanatomy, specifically learning about brain sectional anatomy. This will illustrate how Conjecture Mapping was utilized in the conceptualization, empirical evaluation, and subsequent refinement of the design.
Keywords: Conjecture-mapping, Design-based research, Anatomy education
Ethics Statement: Ethical approval was obtained from the Institutional Review Board (ID: 20240384)
Bite-Size Presentation 6
The Iterative Prototyping of POCUS Cardiac Models Through Student and Physician Feedback
Jay F Roebuck (1), Laura Gorman (1), Christian Myles (1), Lucy Mckenna (1), Tomas Breslin (2), and James FX Jones (1)
1. School of Medicine., University College Dublin, Ireland,
2. Emergency Department, The Mater Hospital Dublin, Ireland
Ultrasound is a non-invasive, non-ionising, live-imaging technology capable of unique imaging views through handheld-probe manipulation. Advances in portability and affordability have led to the rise of Point of Care Ultrasound (POCUS), techniques to support clinicians in bedside examination. POCUS has spread across hospital departments and into undergraduate medical education, creating a demand for sonographic education tools. A cardiac model from ThingiverseTM by Mvetto was edited to demonstrate the key POCUS views: the parasternal long axis (PLAX), parasternal short axis and apical 4-chamber. Following feedback, the Heart model was improved to facilitate probe placement and spatial orientation. A partial ribcage was added from the BodyParts3D database of MRI-derived digital anatomy models. A digital probe was modelled from ButterflyTM probes. The In-situ Heart model is a composite of the probe, ribcage and original Heart model. Educational trials were conducted to compare the efficacy of the original (Heart) and improved (In-situ) models. After a brief introduction to ultrasound interpretation and a demonstration of PLAX imaging, students completed 4 short answer questions on a PLAX sonographic image. The Heart trials showed no significant difference between scores of students with or without models (Mann-Whitney, p=0.3520, n= 112). The In-situ trials showed significant difference between student scores without the models and after model intervention (Wilcoxon, p<0.0001, n=92). Thus, this study demonstrates the development of an educational model through the process of iterative prototyping alongside student and physician feedback or trialling.
Keywords: 3D printing, ultrasound, Education
Ethics Statement: Ethical approval for a low-risk study was given by the UCD HREC with reference: LS-C-24-189-Roebuck-Jones.
Oral Presentation 3
Guardians of Anatomy: Recognising the Vital Role of Technicians in Education, Donor Advocacy, and Clinical Training
Ashley Benge
University College Cork, Cork, Ireland
Technical officers have been an essential, though often overlooked, pillar of anatomy education for generations. Their contributions extend far beyond laboratory maintenance to include specialized skills in anatomical preparation, health and safety, curriculum support, and the ethical stewardship of human donor programs. Throughout history, technicians have served as custodians of anatomical knowledge, adapting to evolving educational methods while maintaining the highest standards of respect for human donors. Today, their role is increasingly interdisciplinary: technical staff collaborate closely not only with academic teams but also with clinicians, surgeons, and industry partners to support professional training, surgical education, and innovation. The COVID-19 pandemic further demonstrated the critical role of technical staff in adapting anatomy education to unprecedented challenges — modifying laboratory spaces, implementing new safety protocols, supporting remote and hybrid learning solutions, and ensuring the continuation of essential clinical training. Much of this foundational work was carried out behind the scenes by technicians, reflecting the profession’s resilience, expertise, and responsiveness to evolving educational needs. This presentation highlights the multifaceted role of technicians in modern anatomy education — from specimen preservation and donor advocacy to their active involvement in clinical skills training and professional development. Technicians bridge disciplines, fostering collaboration between academic, technical, and healthcare sectors to deliver a respectful, sustainable, and enriching learning environment. By showcasing the historical and ongoing contributions of technical staff, this work calls for greater recognition, professional development, and inclusion of technicians as key partners in anatomy and clinical education. Elevating their voices is vital to the future of teaching, healthcare collaboration, and to honouring the generosity of those who donate their bodies for learning.
Keywords: Technicians in Anatomy Education, Donor Advocacy, Interdisciplinary collaboration.
Ethics Statement: This research has been conducted on human cadavers from the University College Cork Anatomical Donor Program. All donors in the program have consented to the use of their bodies for medical education, research, and training in accordance with the Anatomy Act and in line with the Irish Medical Council Guidelines.
Oral Presentation 4
The Soft Skills of Socialization: The Role of Student-run Art Societies Within Undergraduate Anatomy Education
Jessica Armitage (1), Manal Khanzada (1), Caed Whittle (2)
1. University of Nottingham Medical School, Nottingham, United Kingdom 2. Nottingham University Hospitals NHS Trust, Nottingham, United Kingdom
Art has been integrated in various ways to enhance anatomy education, such as partnerships between medical schools and art galleries, student electives, or body painting techniques incorporated into anatomy teaching. One interpretation of the advantages of incorporating art into anatomical education links observational skills and spatial reasoning. Another view emphasises art in the development of skills relevant to student’s socialisation into the professional role of a doctor – such as empathy, communication skills and learning a relationship with the human body. No study to date has specifically explored the role of peer-led, anatomy art sessions within this landscape. We present the results of a qualitative study which explores medical student’s experiences and perceptions of attending art sessions organised by the Derby Anatomy Art Society (DAAS). Semi-structured interviews were conducted with 6 medical students across 3 cohorts who had all attended ≥3 DAAS sessions. Their experiences of the strengths and weaknesses of these peer-led sessions in relation to their anatomical education were then examined formally using Interpretive Phenomenological Analysis. Three major themes emerged: (1) Preconceptions of learning anatomy, (2) Visuospatial development and (3) Student wellbeing. Peer-led anatomical art sessions represent a novel, effective and cost-neutral complimentary resource for reinforcing traditional methods. Students perceive a benefit in having an inclusive, non-judgemental and non-hierarchical environment to revise anatomical concepts and develop their visuospatial reasoning. These sessions also model behaviours which are protective against medical student (and future physician) burnout such as mindfulness, or deepening a sense of community.
Keywords: Art, Interpretive Phenomenological Analysis, Anatomy education
Ethics Statement: REC Refence Number: FMHS 364-0923
Bite-Size Presentation 7
Evaluating the Learning Efficacy and Perceptions of 3D-printed Cranial Structures in Undergraduate Anatomy Education: A Mixed Method Study
Irene Manjaly (1), Asmita Goswami (1), Luisa Leiss (1), Vanessa Nhara (2), James White (1)
1. Human Anatomy Unit, University of Birmingham, United Kingdom.
2. Kent and Medway Medical School, University of Kent, United Kingdom.
Anatomical education is dynamic and everchanging, with the advent of three-dimensional printed models (3DPM) offering an innovative substitute. This mixed- methods study investigated the perceptions of students and staff at University of Birmingham (UoB) in integrating in-house printed 3D sphenoid models into small group teaching (SGT) sessions. A total of 245 out of 425 First-year students enrolled in the UoB MBChB programme, and nine staff members completed a Likert-scale questionnaire following interaction with 3D printed sphenoid models. Additionally, using 3D scans and MRI data, hydrocephalus and brain ventricle 3DPMs were generated and their effect on learning was compared to real bony specimens. To achieve this, 12 first- and second-year volunteers were randomised into three groups for a controlled trial involving 3DPMs, bony specimens and a combination. Knowledge retention was assessed by a pre-session and a post-session test. Responses from the sphenoid model Likert questionnaire were overwhelmingly positive (90.2% of students), highlighting enhanced visualisation and educational value. Students and staff agreed that 3DPMs should complement real specimens. All groups from the trial showed improved test scores, with the 3DPM group demonstrating the greatest average improvement (4.38). Albeit the differences were not statistically significant. Overall, this study confirms the value of 3DPMs in settings when traditional materials are limited if implemented effectively, whilst reinforcing the importance of multimodal learning approaches in anatomy at UoB. Additionally, it also highlighted the benefits of incorporation of 3DPMs generated from MRI data and 3D scans of pathological specimens into teaching at UoB.
Keywords: 3D Printed Models (3DPM), Undergraduate Anatomy, Cranial Structures
Ethics Statement: Ethical approval was granted by the School of Biomedical Science Ethics Committee of the College of Medical and Dental Sciences (UoB). The Ethics Committee reference number is BMSRP_2025_Lab044.
Sponsor Talk
EDEN by Purple Matrix
Bite-Size Presentation 8
Implementation and Evaluation of a Novel Gamified Tool Utilising Generative Artificial Intelligence in Anatomy Teaching
Andreas Mikalef, Jemima A. Chukwu, and James White
Human Anatomy Unit, University of Birmingham, United Kingdom
Generative artificial intelligence (GenAI) has emerged as a technology which has altered how teaching and learning take place. This study aimed to use GenAI in a targeted manner to create a user interface for an anatomy teaching resource incorporating principles of gamification. Two web-based anatomy quizzes were created using HTML5, JavaScript, and ChatGPT-4. The first intro quiz was embedded into the first activity of an anatomy practical session, and the second outro quiz was embedded into the final activity of the same anatomy practical for 1st Year MBChB at University of Birmingham (UoB). The quizzes included anatomical images for which students had to identify labelled structures through a multiple-choice answer format. Students were invited to complete post-session survey comprising Likert-scale statements, open-text questions and self-reporting of quizzes scores. Scores were analysed using the Wilcoxon Signed-Rank Test. Open-text responses were analysed using content analysis. Of the 425 enrolled medical students, 200 completed the survey. Outro quiz scores were significantly higher (p < 0.0001) versus intro quiz scores. Likert-scale responses and content analysis demonstrated that students found the quizzes engaging and they reported the quizzes as having enhanced their understanding. Several open-text responses included suggestions for improvements such as providing more detailed student feedback, diversifying the style of questions, and incorporating quizzes like this across the curriculum. This study demonstrates an additional value for GenAI in anatomy education in creating code for the design of gamified teaching resources. These findings will help inform future incorporation of GenAI into anatomy teaching at UoB.
Keywords: Generative AI, anatomy education, gamified learning.
Ethics statement: Ethical approval was granted by the University of Birmingham (Ref: BMSRP_2025_EDU12), with informed consent obtained and data handled in line with institutional protocols.
Oral Presentation 5
From Surface to Structure: AI-Driven Modelling for Dynamic Anatomy Education
Muhammad Suhaib Shahid (1,2), Ceridwen Ellis (2)
1. School of Computer Science, University of Nottingham, NG8 1BB, United Kingdom.
2. School of Medicine, University of Nottingham, NG7 2UH, United Kingdom.
Muhammad.Shahid@nottingham.ac.uk
We present a novel approach to anatomy education that supports the transition from dissection-based learning to technology-assisted methods. Our work introduces the use of External-to-Internal Correlation Modelling (E2ICM), a deep learning technique developed to predict internal anatomical structures, initially within the oral cavity, based on external views. Using paired datasets of dynamic facial recordings and real-time MRI of the vocal tract during speech, we have trained a model capable of estimating internal configurations from the external view alone. This approach enables students to visualise internal oral anatomy dynamically by recording a short video of their face using a smartphone or similar device. The model generates an internal view of the vocal tract, which has the potential to be explored through interactive platforms such as virtual or augmented reality. These personalised, dynamic representations support engagement, reinforce anatomical understanding, and offer an accessible alternative to static images or traditional dissection. Visualisations aim to support 3D rendering, adding a tactile dimension to learning. Although currently focused on the vocal tract, the broader principle of correlating external motion with internal anatomical structures has the potential to be extended to other regions of the body. For instance, pairing video with ultrasound or CT could allow for the modelling of joints, the thorax, or the abdomen, contributing to a wider educational resource for dynamic anatomy. This work aligns with evolving pedagogical needs by offering a scalable, inclusive, and practical solution that enhances the accessibility and sustainability of anatomical teaching.
Keywords: Deep learning, Anatomical education, External-to-internal Correlation Modelling.
Ethical Statement: Ethics Reference Number: FMHS 198-0524 (University of Nottingham).
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