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Open research questions in Anatomy and Medical Technology

75 unresolved questions extracted from the limitations and future-work sections of 1,379 Anatomy and Medical Technology papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • In this context, future studies could explore a more in-depth con- ceptual profile by combining conceptual tests and individual interviews with drawings. Future studies should focus more on visual material development and draw- ing-based teaching practices in physiology subjects. Furthermore, a limitation of this study was that the impact of development in SIEF, Vol. Therefore, the impact of drawings on teaching success could be examined through experimental designs. , problem-based learning, laboratory-based teaching) on conceptual under- standing of nephron and urine formation could be investigated.

    Exploring Prospective Teachers’ Mental Models of Nephron Structure and Urine Formation through Drawing Analysis · 2026 · DOI

  • Conceptual (factual and clinical reasoning) and perceptual‐spatial (structural identification) knowledge may differ in retention patterns, but their cross‐sectional performance patterns in Doctor of Physical Therapy (DPT) anatomy education are not well defined.

    Cross‐sectional differences in conceptual versus perceptual anatomy performance among physical therapy students · 2026 · DOI

  • Anatomy's spatial and visualization demands make it a compelling domain for AI, but discipline-specific opportunities and risks are not well characterized in the United Arab Emirates.

    Faculty Perspectives on AI Integration in Anatomy Education in the United Arab Emirates: Cross-Sectional Survey · 2026 · DOI

  • approach This study presents several strengths. It adopts covering five a multidimensional complementary thematic areas, providing an integrated view of students’ pedagogical experience. The exhaustiveness of the sample (all Year 1 students were surveyed) strengthens the representativeness of the findings at the cohort level. The use of a validated Likert scale combined with an anonymous questionnaire reduces social desirability bias. Limitations to be considered include the relatively modest sample size (n = 39), which limits statistical power and the generalisability of findings beyond UADB. The cross-sectional design does not permit the establishment of causal relationships. The use of self-reported data is subject to memory and perception biases. Finally, the absence of a comparison group or longitudinal data precludes assessment of how perceptions evolve over the course of the curriculum.

    Perception and Motivation of First-Year Medical Students Regarding the Teaching of Physiology at Alioune Diop University of Bambey: An Exploratory Analysis · 2026 · DOI

  • Future work should include the design and prospective evaluation of a structured 3D printing curriculum for resi- dents, with assessment of both technical competency and downstream clinical outcomes. Qualitative methods should be included to provide better insights into the specific bar- riers and motivations that quantitative surveys cannot fully capture. Studies involving multi-centres across surgical specialties would also strengthen the generalisability of these findings. CONCLUSIONS This study demonstrates a consistent gap between interest in 3D printing and the technical capability to implement it in clinical practice across all levels of the orthopaedic train- ing hierarchy. Engagement with the technology appears to be driven more by clinical relevance rather than base- line technical familiarity. Residency represents a critical and actionable window for curriculum integration, where clinical relevance and readiness for skill development are most closely aligned. Embedding structured, clinically con- textualised 3D printing training within orthopaedic resi- dency programmes may help facilitate the translation of sustained interest into meaningful clinical adoption. Submitted: May 25, 2026 EDT. Accepted: May 26, 2026 EDT. Published: May 29, 2026 EDT.

    Clinical 3D Printing in Orthopaedic Surgery: Perceptions and Training Needs Across the Training Continuum · 2026 · DOI

  • Previous studies have emphasized that the cost of commercial simulators can be a major limitation for widespread implementation of simulation-based training, with commercial thoracentesis simulators costing between USD 2,500 and USD 4,000 [2].

    Anatomically Accurate 3D-Printed Thoracic Model With Artificial Skin for Chest Drainage Training · 2026 · DOI

  • The present model has several limitations. Although the silicone skin and sponge layer provide realistic tactile feedback, they cannot fully replicate the mechanical properties of human tissue. Additionally, the model does not simulate bleeding or dynamic respiratory movement. The pressurized fluid system simulates fluid flashback but does not replicate all physiological conditions present during real thoracic procedures. Future improvements may include incorporating additional soft-tissue layers, ultrasound compatibility, or dynamic pressure control systems. The evaluation of the model is based on subjective student feedback obtained through a Likert-scale questionnaire and does not include objective performance-based metrics. The analysis is limited to descriptive statistics without inferential analysis or control groups, which restricts the ability to draw definitive conclusions regarding educational effectiveness. Therefore, the results should be interpreted as preliminary indicators of perceived educational value rather than definitive evidence of training effectiveness. Future studies incorporating objective assessment methods would be valuable to further validate the model.

    Anatomically Accurate 3D-Printed Thoracic Model With Artificial Skin for Chest Drainage Training · 2026 · DOI

  • While virtual reality (VR) systems have been reported as helpful for learning, there has been scarce research on either VR teaching strategies or the influence of visually induced motion sickness (VIMS) in the context of large anatomy classes (i.

    Implementing virtual reality technology to teach medical college systemic anatomy: A pilot study · 2024 · DOI

  • Advancements in information technology and bibliometrics shed light on anatomy's evolution, yet research on anatomy teaching reform (ATR) remains scarce.

    Emerging trends on the anatomy teaching reforms in the last 10 years: Based on <scp>VOSviewer</scp> and <scp>CiteSpace</scp> · 2024 · DOI

  • Web deployable anatomical simulations or "virtual reality learning objects" can easily be produced with QuickTime VR software, but their use for online and mobile learning is being limited by the declining support for web browser plug-ins for personal computers and unavailability on popular mobile devices like Apple iPad and Android tablets.

    Transforming clinical imaging and 3D data for virtual reality learning objects: HTML5 and mobile devices implementation · 2012 · DOI

  • Because the sources of cadavers used in Africa are not clearly known, a questionnaire to gather information on cadavers used at medical schools was designed from the relevant literature and was sent by electronic mail to 123 Anatomy lecturers in 23 African countries (48 medical schools).

    The reliance on unclaimed cadavers for anatomical teaching by medical schools in Africa · 2010 · DOI

  • *60,46 % of them daim that the histology-embry ology course should be taken before the anatomy course; in addition, 42 % of them express that the physiology and medical biology courses should be studied earlier than the anatomy course.

    ANKARA ÜNİVERSİTESİ TIP FAKÜLTESİ ANATOMİ DERSİNE İLİŞKİN ÖĞRETME-ÖĞRENME SÜRECİNİN DEĞERLENDİRİLMESİ · 1999 · DOI

  • Video-based learning has emerged as a promising addition, however the optimal design for MSK education remains unclear.

    Effectiveness of video learning materials for musculoskeletal physical examinations in medical skills: a randomized controlled trial · 2026 · DOI

  • Emphasis is placed on preservation in saturated saline solution as a potentially promising alternative method, although long-term microbiological evidence remains limited and fragmented.

    Biosafety implications of cadaver preservation methods in veterinary anatomy education · 2026 · DOI

  • The benefits of this function on students' spatial understanding and identification of neural structures on MRI slices remain understudied.

    Design of an interactive brain model for neuroanatomy education and <scp>MRI</scp> training · 2025 · DOI

  • Though ethical standards guiding the procurement of human bodies have evolved over time, the sources of human bodies that academic institutions use for anatomy education vary widely.

    A global overview of anatomical science education and its present and future role in biomedical curricula · 2025 · DOI

  • Some clinician educators are interested in creating their own procedural videos but are typically not experts in video production, and there is limited information on this topic in the clinical education literature.

    How to Develop an Online Video for Teaching Health Procedural Skills: Tutorial for Health Educators New to Video Production · 2024 · DOI

  • The use of image segmentation as a teaching method to help (bio)medical students, especially those with low visuospatial insights, should be further investigated In future studies with larger cohorts and using a case–control experimental design.

    The possible impact of segmenting radiological images on students’ spatial abilities · 2024 · DOI

  • Limited information in the AAA dataset prevented clear delineation between new versus lingering unfilled positions across consecutive years.

    Update on the state of the anatomy educator shortage · 2023 · DOI

  • These forecasts did not account for faculty retirements, which now are estimated at approximately 40 per year, through at least 2026 (Edwards et al.

    Update on the state of the anatomy educator shortage · 2023 · DOI

  • These modalities are generalizable to any surgical anatomical education, and should be further explored among surgical residents given their efficacy, feasibility, and minimal use of resources.

    Learning by drawing and modeling: Teaching modalities for spinal anatomy in medical students · 2023 · DOI

  • Literature is scarce on the current trends in physiotherapy-related anatomy education in Nigeria, making it difficult to identify specific areas that require improvement to enable effective teaching-learning processes.

    Anatomy education in physiotherapy training: perceptions of Nigerian-based undergraduate physiotherapy students · 2022 · DOI

  • Implementation of growth mindset strategies has shown promise in improving academic success in challenging courses; however, few studies have focused specifically on anatomy and physiology courses.

    Investigating the Impacts of a Semester Long Growth Mindset Intervention on Students' Academic Success in a Human Anatomy Course · 2021 · DOI

  • In addition, most studies of interventions in anatomy and physiology have emphasized factors affecting knowledge acquisition in the first year of nursing, and little is known about knowledge retention and application during subsequent years of nursing.

    Never Heard That Before! Bioscience Knowledge Retention in Undergraduate Nursing Education · 2021 · DOI

  • (2019) demonstrated the lack of evidence that cadaveric surgical simulation leads to skills retention and transfer into the live operating theater.

    Decline of Cadaveric Dissection in Anatomy Education During the Covid‐19 Pandemic: Can it Affect Future Surgeons’ Competency? · 2020 · DOI

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75 open questions have been extracted from the limitations and future-work passages of 1,379 Anatomy and Medical Technology papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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