What do the public know about anatomy? Anatomy education to the public and the implications

"I've got yer back": A community art and anatomy project

This article describes a community collaborative project, "I've got yer back," that utilized the craft of needle felting to raise awareness and develop understanding of the anatomy of the human spine. The project took place in 2023 and engaged with participants from across the United Kingdom and abroad and its completion was timed to coincide with National Back Health Awareness week in October 2023. We describe the process of creating a vertebra using needle felt and examine how the particularities of the process and the use of the sense of touch helped participants notice and understand the complex form of the human vertebra. We consider how the project encompassed creative processes of hands-on learning to enhance knowledge about this aspect of human anatomy. We discuss how the project evolved to include public and academic participation in a shared goal and argue for the effectiveness of seemingly simple and straightforward art or craft workshops in teaching relatively complex science. The article includes detailed feedback from participants who reflect on the process of learning through making and how it went on to affect individuals in very different, and sometimes very personal, ways.

Comfort levels and experiences of middle school and high school age children in anatomical donor-based anatomy outreach sessions

Many health professions schools host anatomy outreach sessions for high school students that utilize anatomical donors. However, teaching with anatomical donors for younger learners is uncommon. This study aimed to assess the comfort levels and experiences of students who attended the anatomy sessions as part of summer programs at Rutgers New Jersey Medical School. Younger learners (students entering grades 7-10; n = 25) and older learners (students entering grades 11-12; n = 33) completed pre- and post-session surveys about their comfort using a 5-point Likert scale. Before the sessions, most students felt comfortable or very comfortable learning from isolated organs (μ = 2.7, SD = 1.3) or full-body donors (μ = 2.4, SD = 1.4), even though most have never been to an anatomical donor lab before. After the sessions, the comfort level significantly increased for both isolated organs (μ = 3.3, SD = 1.1; p = 0.02) and full-body donors (μ = 3.1, SD = 1.2; p = 0.004). For isolated organs, there was no significant difference in the comfort level between younger and older learners before (p = 0.50) or after (p = 0.56) the sessions. Similarly, for full-body donors, there was no significant difference in the comfort level between younger and older learners before (p = 0.95) or after (p = 0.75) the sessions. Most students expressed that the experience was unique and positive. In conclusion, most students entering grades 7-12 felt comfortable learning from isolated organs and full-body anatomical donors prior to the sessions and felt more comfortable after the sessions. With this, anatomy outreach programs that utilize anatomical donors could be expanded to include younger learners to provide more dynamic teaching experiences for students of various ages.

"Spine to the future"-A narrative review of anatomy engagement

Anatomy has been integral to medical and health education for centuries, it has also had a significant role in wider public life, as an educational resource, a link to their health, and also as a darker deterrent. Historically, public engagement in anatomy is hallmarked by public dissections of convicted criminals across the globe. Artists, specifically non-medical men, such as Leonardo da Vinci, are reported to have participated in public dissection. Dissection would later rekindle public interest in anatomy as graverobbing led to the reform and regulation of anatomy in many countries. In recent years, there has been growing interest from the public in learning more about their bodies as health and well-being become of paramount importance, particularly following the COVID-19 pandemic. Anatomy sits in a prime position to direct and instigate conversations around health, well-being, and body image. Every human on earth possesses a perfect resource to look at and learn about. Models, art-based anatomical activities, and crafts provide active learning opportunities for the wider public around anatomy. Most recently, apps, games, and extended reality provide novel and insightful learning opportunities for the public relating to the body. Finally, training and resources must also be made available from institutions and professional bodies to anatomists to enable them to deliver engagement in an already congested and educationally heavy schedule. This resurgence of interest in anatomical public engagement sees anatomy re-enter the public spotlight, with more appropriate resources and educational settings to offer engagement with the aim of benefiting the public.

"My Dead Body": Development, production, and reception of a documentary that publicly displays the dissection of a human donor

Recently, there has been an emphasis on keeping the study of anatomy using donor material confined to the domain of medical and allied healthcare professionals. Given the abundance of both accurate and inaccurate information online, coupled with a heightened focus on health following the COVID-19 pandemic, one may question whether it is time to review who can access learning anatomy using donors. In 2019, Brighton and Sussex Medical School (BSMS) obtained a Human Tissue Authority Public Display license with the aim of broadening the reach of who could be taught using donor material. In 2020, BSMS received its first full-body donor with consent for public display. Twelve workshops were delivered to student groups who do not normally have the opportunity to learn in the anatomy laboratory. Survey responses (10.9% response rate) highlighted that despite being anxious about seeing inside a deceased body, 95% felt more informed about the body. A documentary "My Dead Body" was filmed, focusing on the rare cancer of the donor Toni Crews. Viewing figures of 1.5 million, and a considerable number of social media comments highlighted the public's interest in the documentary. Thematic analysis of digital and social media content highlighted admiration and gratitude for Toni, the value of education, and that while the documentary was uncomfortable to watch, it had value in reminding viewers of life, their bodies, and their purpose. Fully consented public display can create opportunities to promote health-conscious life choices and improve understanding of the human body.

Integrating digital literacies and scientific communication in a multimedia anatomy group assignment to advance contextual learning

Anatomists are facing a new generation of learners who will study and work in a technology-rich environment. Indeed, digital technologies are tremendously changing how information and knowledge are communicated and retrieved. However, it remains unclear whether an anatomy assessment can be designed to promote contextual learning through integrating a digital communication strategy. To investigate this, assessment methods were diversified in the first-year neuroanatomy and third-year regional anatomy curricula through implementing a multimedia human anatomy group assignment integrating digital literacies and scientific communication. Through completing this multimedia assignment, students demonstrated their anatomy knowledge transfer using a range of approaches. The main mode of presentations chosen in the two anatomy units were non-animated video presentations (~50%), animated video presentations (~30%), storyboards (~10%), podcasts (~3%), and filmed videos (~3%). A 5-point Likert scale learning and teaching survey was conducted for a total of 195 undergraduate health science students to evaluate students' perception of this group assignment. The majority of students (70-80%) strongly agreed or agreed that the multimedia group assignment helped their teamwork skills. Students who produced animated videos significantly outperformed those who adopted the non-animated presentations during the end-of-semester theory examination (p < 0.05). This study demonstrates that an anatomy group assignment integrating digital literacy and scientific communication is an effective assessment strategy associated with a positive learning experience and outcome. This inquiry-based assignment promotes learning through assessment, allowing students to not only consolidate and extend anatomy knowledge but also developing effective digital communication skills, providing new insights into non-didactic anatomy assessments.

The Sun Also Rises: Tracing the evolution of humanistic values in anatomy pedagogy and research, including cadaveric acquisition practices

Anatomy has always been at the intersection of the socio-cultural and political landscape, where new ideas constantly replace older wisdom. From ancient Egyptians through the Greeks, and then the Romans, finally culminating into the European Renaissance-all the significant eras of human civilisation have left their insignia and distinct marks on the evolution of anatomical practices. Despite its utility as a tool for anatomy pedagogy and research that has proven its worth over millennia, cadaveric dissection has particularly been subject to political and social vicissitudes. A major debate about anatomical dissection lay with the ethical considerations, or its lack thereof, while acquiring corpses for demonstration in the dissection halls. From antiquity, anatomical dissection-often synonymous with medical studies-had typically been carried out on the dead bodies of executed criminals with certain laws, such as the Murder Act of 1752, facilitating such uses. Gradually, the uses of unclaimed bodies, resourced primarily from the impoverished sections of society, were also introduced. However, these body acquisition protocols often missed the crucial element of humanism and ethical considerations, while knowledge augmentation was taken as sufficient reasoning. Unfortunately, a gross disregard towards humanistic values promulgated heinous and illegal practices in acquiring corpses, including grave robbery and even murders like in the case of Burke and Hare murders of 1828. Follow-up legislation, such as the Anatomy Act of 1832, and comparable laws in other European nations were passed to curb the vile. What distils from such a historical discourse on humane values in anatomy dissection, or medical science in general, is that the growth and integration of humanism in anatomy have never been linear, but there were intermittent and, yet, significant disruptions in its timeline. For example, there were serious human rights violations in anatomical practices during the Third Reich in Germany that perpetrated the holocaust. The medical community has kept evolving and introducing new moral values and principles while using such egregious events as lessons, ultimately resulting in the Declaration of Helsinki in 1964. This article revisits the heterogeneous journey of integrating humanistic values in anatomy practice. Such humanistic traits that, like medical science, have also developed over centuries through the inputs of physicians, researchers, and philosophers-from Greece to modernity with an important stopgap at the Renaissance-are a fascinating lore that deserves to be re-envisioned through the lens of contemporary values and ethos. In parallel to human medicine, humanistic values continue to influence veterinary medicine, a welcome development, as our society condemns animal cruelty in any form. There are lessons to be learned from this historical journey of how humanism shaped many of the concepts that anatomists use now. Finally, and most importantly, it might prevent the medical community from repeating the same mistakes by cautioning against the traps that are there, and in a convoluted world where morality as such is eroding from our social fabric, will always be there. Such historical account acts as a righteous, ethical, and contextual compass to guide the existing and upcoming anatomists in discerning between light and dark, right and wrong, and roads-to be or not to be-taken.

"Where is the spleen? Where are the lungs?"-An investigation of the level of anatomical knowledge of the Hong Kong public

This article investigates the level of anatomical knowledge of the Hong Kong public and uses the data to help suggest public engagement activities and health campaigns to raise health literacy in the general population. In the annual public engagement event organized by the University of Hong Kong, 250 attendees took a survey assessing basic anatomical knowledge by putting organs/structures in their correct positions. Description analysis, correlation analysis, independent sample t-test, and one-way ANOVA analysis were conducted by SPSS 27.0. Overall, a mean score of 6.5 out of 20 was achieved. Differences between various demographic parameters were analyzed, and the results showed that better performance on the survey was associated with younger age, higher educational levels, and having healthcare experience. There was also a statistically significant difference in correctly positioning the thyroid between males and females. Interestingly, some misconceptions were thought to arise from the bespoke use of the Chinese language in the survey. The data reflected room for improvement in the level of anatomical knowledge among the public, notably in the older age groups. This was attributed partially to a lack of public outreach initiatives and established anatomy-focused programs, which has restricted public exposure to anatomical knowledge and hindered the development of anatomical sciences in Hong Kong. In conclusion, the knowledge of the public on the human body needs to be improved and possible solutions to improve public awareness of health were raised.

Human body donors at academic institutions in the United States of America: An investigative study

Work with deceased human bodies to enhance anatomical education was first documented in the 3rd century BCE. However, the development of body donation programs provided many new opportunities for medical education. The aim of this study was to investigate the work supported by human body donors at academic institutions in the United States and to evaluate the ethical oversight process and the preparation methods used. A questionnaire was developed using Qualtrics and sent to 125 body donation programs in the United States. Representatives from a total of 69 institutions completed the questionnaire. The data showed that human body donations across the United States are used in teaching, clinical skills training, research, and educational outreach. Most institutions worked with hard-fixed donors for teaching and some with soft-preserved and unembalmed donors for clinical skills training. Among the participating programs, only 33 representatives reported an ethical approval process for conducting research involving human body donors. These findings raise ethical concerns related to the operation of body donation programs due to the lack of oversight. Furthermore, some institutions allowed faculty and staff to take photographs of donated bodies for educational purposes, which is often not disclosed on the consent form. The data also showed the need for more discussion on anatomical legacy collections housed at these institutions in the United States.

Exploring the Impact of Using Patient-Specific 3D Prints during Consent for Skull Base Neurosurgery

Objectives  Informed consent is fundamental to good practice. We hypothesized that a personalized three-dimensional (3D)-printed model of skull base pathology would enhance informed consent and reduce patient anxiety. Design  Digital images and communication in medicine (DICOM) files were 3D printed. After a standard pre-surgery consent clinic, patients completed part one of a two-part structured questionnaire. They then interacted with their personalized 3D printed model and completed part two. This explored their perceived involvement in decision-making, anxiety, concerns and also their understanding of lesion location and surgical risks. Descriptive statistics were used to report responses and text classification tools were used to analyze free text responses. Setting and Participants  In total,14 patients undergoing elective skull base surgery (with pathologies including skull base meningioma, craniopharyngioma, pituitary adenoma, Rathke cleft cyst, and olfactory neuroblastoma) were prospectively identified at a single unit. Results  After 3D model exposure, there was a net trend toward reduced patient-reported anxiety and enhanced patient-perceived involvement in treatment. Thirteen of 14 patients (93%) felt better about their operation and 13/14 patients (93%) thought all patients should have access to personalized 3D models. After exposure, there was a net trend toward improved patient-reported understanding of surgical risks, lesion location, and extent of feeling informed. Thirteen of 14 patients (93%) felt the model helped them understand the surgical anatomy better. Analysis of free text responses to the model found mixed sentiment: 47% positive, 35% neutral, and 18% negative. Conclusion  In the context of skull base neurosurgery, personalized 3D-printed models of skull base pathology can inform the surgical consent process, impacting the levels of patient understanding and anxiety.

"A whole new perspective on how the body fits together"-An evaluation of a cadaver laboratory experience for high school students

The Center for Anatomy and Physiology Education has hosted interactive human cadaver laboratory tours for local high schools (ages 14-18) and undergraduate university students since 2014 to expose students to healthcare careers. Students receive information on the history of body donation and healthcare careers and observe human anatomy on prosections and with isolated organs. The goal of this study was to evaluate students' perceptions of the anatomy laboratory tours and their impact on students' interests in healthcare careers. Students completed pre- and post-tour questionnaires. Responses were analyzed using thematic analysis and linguistic inquiry. Of the 261 students who completed pre-tour questionnaires, 204 (78%) completed the post-tour questionnaire. Before the tour, students anticipated learning about human anatomy and expected to only see but not touch a cadaver. Most students expressed excitement and/or nervousness. A few students viewed the laboratory tour as an opportunity to test if they could see themselves in a healthcare career. After the tour, most students indicated that the tour either met or exceeded their expectations. Students found the laboratory tour to be educational and interesting and were surprised by the opportunity to interact with the donor. Numerous students expressed an increased interest in healthcare careers after the tour. Overall, students perceived the tour as an engaging experience that improved their anatomical knowledge and reinforced/increased their interest in healthcare careers. Academic institutions can positively impact local students by implementing an anatomy tour, sharing access to their in-house human cadaver laboratory, and recruiting instructors to share their anatomy expertise.

Remotely shared CT-derived presurgical understanding of lung cancer: A randomized trial

Shared decision‐making is imperative for patient‐and family‐centered care. However, gathering individuals in a single place was challenged by modern life and pandemic restrictions. This study conducted a 1:1 randomized trial to examine the feasibility of a CT‐derived 3D virtual explanation module for lung cancer to improve the understanding of patients and third parties in physically separate locations. We prospectively enrolled adults in whom elective surgical resection for lung cancer was planned at a single tertiary hospital in 2020. From presurgical CT scans, deep neural networks automatically segmented lung cancer, airway, pulmonary lobes, skin, and bony thorax. The segmented structures were subsequently transformed into an anonymized interactive 3D module which comprised a standardized scenario with explanatory texts. The intervention group received a link to the module on their smartphone before admission and could repeatedly access the link or transfer it to patients' third parties. A total of 33 and 29 patients were enrolled in the intervention and control arms. The understanding score did not statistically differ between the arms (mean difference, 0.7 [95% CI: −0.2, 1.5]; p = 0.13). However, 76% of patients in the intervention arm accessed the link, and patient median access count was 14. The link recipients of third parties had comparable understanding scores to the patients (mean difference, −0.2 [95% CI: −1.9, 1.5]; p = 1.00), indicating that the understanding could be shared remotely with patients and patients’ third parties. In conclusion, it was feasible that people physically separated from patients obtained a comparable understanding of lung cancer surgery using the patient's CT‐derived 3D virtual explanation module.

Anatomy Nights: An international public engagement event increases audience knowledge of brain anatomy

Anatomy Nights is an international public engagement event created to bring anatomy and anatomists back to public spaces with the goal of increasing the public’s understanding of their own anatomy by comparison with non-human tissues. The event consists of a 30-minute mini-lecture on the anatomy of a specific anatomical organ followed by a dissection of animal tissues to demonstrate the same organ anatomy. Before and after the lecture and dissection, participants complete research surveys designed to assess prior knowledge and knowledge gained as a result of participation in the event, respectively. This study reports the results of Anatomy Nights brain events held at four different venues in the UK and USA in 2018 and 2019. Two general questions were asked of the data: 1) Do participant post-event test scores differ from pre-event scores; and 2) Are there differences in participant scores based on location, educational background, and career. We addressed these questions using a combination of generalized linear models (R’s glm function; R version 4.1.0 [R Core Team, 2014]) that assumed a binomial distribution and implemented a logit link function, as well as likelihood estimates to compare models. Survey data from 91 participants indicate that scores improve on post-event tests compared to pre-event tests, and these results hold irrespective of location, educational background, and career. In the pre-event tests, participants performed well on naming structures with an English name (frontal lobe and brainstem), and showed signs of improvement on other anatomical names in the post-test. Despite this improvement in knowledge, we found no evidence that participation in Anatomy Nights improved participants’ ability to apply this knowledge to neuroanatomical contexts (e.g., stroke).

Shifting language for shifting anatomy: Using inclusive anatomical language to support transgender and nonbinary identities

While navigating a medical or surgical gender transition, transgender, and nonbinary people encounter anatomical language and concepts through their own informal research on the topics and directly through healthcare providers. Use of appropriate and inclusive language is important for affirming identities and can be fostered at any point during professional training through modeling of inclusive language and in the formal curriculum, including during anatomical education. In this article we discuss anatomical language and how it intersects with gender identity, first from the perspective of a transgender patient, then from the perspective of an anatomy educator. The patient shared how she benefited from informative resources, nongendered language, language tailored to her level of understanding, and providers not making generalizations about her based on her anatomy or sex assigned at birth. The educator shared her experience developing a primer on sex and gender that moved beyond a prescriptive binary and exposed students to language and concepts inclusive of diverse sexual and gender identities. Recommendations were made related to how to implement these lessons and better explore how transgender and nonbinary individuals experience anatomical language and the potential impact of language that is inclusive of gender-diverse persons in anatomical education as part of health professions programs. While sound medicine, procedure, science, and experienced professional skill were necessary, an essential positive aspect of the medical and gender transitions discussed was an intentionality around language by providers-including anatomical language.

Re-examining our roots: Queer history and anatomy

Since its establishment as one of the major authorities on the human body, Anatomy has played a crucial role in social and political spheres. In this article, I review how the history of Anatomy has intersected with queer history and how the effects of these interactions have affected queer lives today. In these historical cases, I aim to demonstrate how Anatomy has affected the social organization of human culture and society and also how society has affected anatomical knowledge in return. As this reciprocal connection between Anatomy and societal organization is elucidated, I argue that anatomists, clinicians, and educators have an ethical duty to address the connections of this history, both in our research and our classrooms. This historical tour begins in the ancient world, which established a connection between sexuality and physiology and reproduction. This is followed by an exploration of the Renaissance and Enlightenment, which highlight the connections between anatomical knowledge, the law, and social organization. The progressive and modern eras are explored next via modern research into the anatomical and biological origins of same-sex attraction and the use of modern technology in these investigations. Finally, the article ends with a call for reform along with suggestions for future steps.

Development and validation of the Pediatric Asthma kNowleDge and mAnagement (P.A.N.D.A) questionnaires

OBJECTIVE

The objective of this study was to assess the validity, feasibility and reliability of the Pediatric Asthma kNowleDge and mAnagement (PANDA) questionnaires that we developed.

METHODS

We developed 3 questionnaires aimed for Children, Teenagers and Parents of children living with asthma. Experts in childhood asthma reviewed the questionnaires to evaluate face and content validity with a measure of the Scale-Content Validity Index (S-CVI). Children age 7 and up and their parents participated in the feasibility and reliability assessment. Reliability was assessed by doing a test re-test, using the Intraclass Correlation Coefficient (ICC), for each questionnaire topic.

RESULTS

Face validity was validated for the three PANDA questionnaires with a satisfactory length and comprehension level. Content validity, with a total S-CVI of 0.91, was found for the Children and Parents questionnaires. With 84 participants, the ICC were found to be higher than 0.7 with a 95%CI [0.5-0.9] for the total scores and higher than 0.5 for each topic for each questionnaire, indicating reliability.

CONCLUSION

Face and content validity and reliability of the PANDA questionnaires was established, with an appropriate comprehension level and length. Other types of validation like construct validity and responsiveness would need to be assessed to complete the validation of the questionnaires. The PANDA questionnaires could be used for research and in everyday practice.

General population's knowledge about the anatomical locations of organs and medical terms today and 50 years ago: a replication study

Background: Physicians are frequently not aware that patients may not be familiar with the meaning of medical terms or have limited knowledge about the location of organs. These aspects of functional health competence require particular attention when designing communication curricula for undergraduate medical students. The aim of our study was to evaluate the knowledge of laypersons about the anatomical locations of organs and the definitions of commonly used medical terms as relevant aspects of health literacy. Furthermore, we wished to compare it with the knowledge of a historical patient cohort who performed this study 50 years ago. Methods: In this replication study, multiple-choice questionnaires with simple anatomy and common medical terms which were published in 1970 were distributed among a convenience sample of lay volunteers (n=537) from the streets of Hamburg, Germany. Sociodemographic data including sex, age, highest educational school achievement, occupation in a field associated with medicine, and German as first language were also collected. The percentage of laypersons' correct answers was compared to the percentage of correct answers of a historical patient cohort (n=234) published in 1970 to identify the development of health literacy as basis for curricular planning. Results: Laypersons showed significantly more correct answers in four of eight simple anatomical locations of organs (p<0.001). For seven commonly used medical terms laypersons only gave significantly more correct answers for the definitions of "jaundice" (p<0.001) and "diarrhoea" (p=0.001) compared to the historical cohort from 1970. Participants with a senior high school degree performed significantly better with respect to total scores of correct organ locations (p<0.001, d=0.35) and correct definitions of medical terms (p=0.001, d=0.30) than participants who completed junior high school. Conclusion: The definitions of common medical terms and the correct anatomical locations of organs by laypersons have increased during the past 50 years but could still need improvement by school education and media information of better quality. Medical educators should know about the low health literacy of laypersons with respect to these aspects to raise medical students' awareness for this problem and to provide communication training for medical students to use comprehensible language during history taking and shared decision making.

Introducing Children to Anatomy: "Getting to Know Our Bodies: The First Step Toward Becoming a Scientist"

Museums are used in every discipline to collect, classify, and present information for scientific purposes. They also serve as an effective educational medium. Since the establishment of a boutique anatomy museum at Bahçeşehir University, lectures, conferences, and seminars have been organized there over the past four years on the history of human anatomy and the human body. In order to raise awareness about the need to make anatomy accessible to kindergarteners and school-aged children, rather than exclusively to undergraduate students, activities that are suited to a wide range of ages have been developed at the museum and at the anatomy laboratory. Four different sessions were conducted, including activities such as lectures using plastic models as props, shaping organs out of playdough, anatomy puzzles, watching cartoons, and examining specimens through a microscope. Healthy and pathologic anatomies were chosen to match daily themes. Among the kindergarteners and elementary school children, no grading was done, nor was any questionnaire administered; however, a survey was administered in the 10-12 age group (N = 64). According to the students' written feedback, 93.75% said they "are happy with microscope activities" while 84.37% said they "had so much fun" participating in the playdough activities. However, 18.75% criticized the activities, saying they "could have been longer." In conclusion, it is believed that these "getting to know our bodies" activities that were hosted in the anatomy museum, including conferences, workshops, material preparation, and instructional movies, may play an important role in the development of a healthy society.

Collect the Bones, Avoid the Cones: A Game-Based App for Public Engagement

Game-based applications (apps) and serious games enable educationalists to teach complex life sciences topics. Gamification principles (i.e. challenges, problem solving, critical thinking) improve learners' motivation and can also help science communicators discuss important scientific subjects and their real-world context in an effective, enjoyable manner. The aim of this study was to design, develop and evaluate a science communication game-based app, entitled Collect the Bones, Avoid the Cones, on human skull anatomy for use in public engagement activities with younger audiences. Specifically, the app contextualised three-dimensional (3D) skull anatomy within a narrative about cycling and helmet safety. The app was tested at the Glasgow Science Centre, with ethical approval from the Glasgow School of Art, to assess its potential pedagogical value, in terms of pre- and post-app knowledge and confidence, and general user evaluation. In total, 50 participants were recruited (mean age 15.6 ± 1.647, range 7-64) with 62% of participants aged 7-12. Usability and educational value were rated highly with 70% of participants agreeing they could use the app without any external instructions and 90% agreeing they understand the anatomy of the skull better after app use. The enjoyability of the game was also positively perceived with 94% of participants agreeing they enjoyed the game. Although there was no statistical significance in pre- and post-app knowledge scores, there was a statistically significant increase in players' confidence relating to skull anatomy (pre-app: 3.00 ± 1.265, post-app: 4.00 ± 1.00, Z = -5.111, p < 0.001). These results provide promising insight into the potential of game-based apps for public engagement in anatomical sciences. Future research on how the app influences attitudes towards helmet use in different demographic groups would be valuable in identifying its full pedagogical potential.

In Vivo Imaging-Based 3-Dimensional Pelvic Prototype Models to Improve Education Regarding Sexual Anatomy and Physiology

BACKGROUND

Myths, misconceptions, and taboos about sexual anatomy and physiology are common and can affect sexual health and maintain harmful practices and beliefs.

AIM

To construct a female and a preliminary male 3-dimensional (3D) pelvic model on the basis of in vivo imaging, which could be studied in sex education and clinical practice.

METHODS

We retrospectively studied the images of 200 female pelvic magnetic resonance examinations and reviewed the literature to choose the optimum magnetic resonance imaging (MRI) protocol for the study of the clitoris and surrounding organs. We also conducted a cross-sectional study of 30 women who were undergoing a pelvic MRI. 15 women had undergone female genital mutilation/cutting involving the clitoris and 15 had not. The best-quality MRI images of 3 uncut and 1 cut clitoris, together with the principal surrounding pelvic organs, were selected to generate 3D reconstructions using dedicated software. The same software was used to reconstruct the anatomy of the penis and the principal surrounding pelvic organs, based on contrast-enhanced computer tomography images. Images of both models were exported in .stl format and cleaned to obtain single manifold objects in free, open source software. Each organ model was sliced and 3D printed. A preliminary feedback was collected from 13 potential users working in urology, gynaecology, sexual medicine, physiotherapy, and education.

OUTCOMES

The main outcomes of this study are a kit of 3D pelvic models, 2-dimensional figures of female and male sexual anatomy, and files for 3D printing.

RESULTS

We present a kit containing 3D models and 2-dimensional figures of female and male sexual anatomy, based on in vivo imaging and, feedbacks and suggestions received from potential users.

CLINICAL TRANSLATION

Our kit can be used in anatomy and sex education among and by health professionals, teachers, sex educators, students, and the general population.

STRENGTHS & LIMITATIONS

The strengths are that the models were based on in vivo imaging, can be dismantled/reassembled, and show analogous anatomic structures of the clitoris and the penis. The female models represent diversity, including women with female genital mutilation/cutting. The limitations are that the male model is preliminary and can be improved if based on an MRI; that imaging-based anatomic representations can differ from anatomic dissections; and that the models represent the sexual organs at rest or during an unknown state of arousal only.

CONCLUSION

Our kit can be studied in anatomy, biology, and sex education, as well as in clinical practice. Abdulcadir J, Dewaele R, Firmenich N, et al. In Vivo Imaging-Based 3-Dimensional Pelvic Prototype Models to Improve Education Regarding Sexual Anatomy and Physiology. J Sex Med 2020;17:1590-1602.

Evaluation of Child-Friendly Augmented Reality Tool for Patient-Centered Education in Radiology and Bone Reconstruction

The use of augmented reality (AR) has a rich history and is used in a number of fields. Its application in healthcare and anatomy education is developing considerable interest. However, although its popularity is on the rise, its use as an educational and practical tool has not been sufficiently evaluated, especially with children. Therefore, this study presents the design, development and evaluation of an educational tablet-based application with AR functionality for children. A distal radius fracture was chosen, as it is one of the more common fractures in the younger age group. Following a standardized software engineering methodology, we identified functional and non-functional requirements, creating a child-friendly tablet based AR application. This used industry standard software and incorporated three-dimensional models of a buckle fracture, object and image target marker recognition, interactivity and educational elements. In addition, we surveyed children at the Glasgow Science Centre on its usability, design and educational effectiveness. Seventy-one children completed a questionnaire (25 also underwent a short structured interview). Overall, the feedback was positive relating to entertainment value, graphic design, usability and educational scope of the application. Notably, it was shown to increase user understanding of radiology across all age groups following a trial of the application. This study shows the great potential of using digital technologies, and more particularly augmented information, in engaging future generations in science from a young age. Creation of educational materials using digital technologies, and evaluating its effectiveness, highlights the great scope novel technology could have in anatomical education and training.

Using Technology to Engage the Public in Biomedical Sciences

Biomedical research is a diverse and rapidly evolving subject area. The research and development that takes place as part of the field is aimed at understanding subjects such as diseases, disease progression, their treatment(s), treatment impact on patients as well as the general increase in understanding of the advancement of health sciences. The money and time invested in research is vast and discovery of novel data and production of publication(s) is seen as success. However in today's connected world scientists have to do more to ensure that their research and the impact thereof, is better communicated to the wider audiences. One of the major means to do this is via public engagement, of which there are many ways to achieve this. Advances in technology have led to interactive and immersive visual technologies that enable the next phase of public engagement to be available to a greater audience.