Clinical Anatomy最新文献

{"title":"New Insights Into the Anconeus Epitrochlearis Muscle and Its Relationship to the Ulnar Nerve: Anatomical Study.","authors":"Somdeb Banerjee, Khoa Nguyen, Julia L Bishop, Jaice E Pujol, Jared E Rosbrugh, Laphatrada Yurasakpong, Arada Chaiyamoon, Athikhun Suwannakhan, Aaron S Dumont, Georgi P Georgiev, Joe Iwanaga, R Shane Tubbs","doi":"10.1002/ca.70123","DOIUrl":"https://doi.org/10.1002/ca.70123","url":null,"abstract":"<p><p>Ulnar neuropathy due to compression at the cubital tunnel is common. However, our understanding of the relationships between this type of nerve compression and the variant anconeus epitrochlearis muscle (AEM) is poorly understood. Therefore, the present anatomical study was performed to better elucidate these relationships. In 162 adult cadavers (324 sides), the roof of the cubital tunnel was dissected. The prevalence and gross anatomy of the AEM were documented. Histological and microCT analyses were performed on selected specimens to evaluate the microanatomy and radiological findings in relation to the underlying nerve, soft tissues, and bone. Additionally, with the range of motion of the elbow and artificial contraction of the AEM, the effects of the AEM on the ulnar nerve were observed. AEMs were identified on 32 (10%) of the sides. Histologically, a connective tissue connection between the AEM and ulnar nerve was found in all specimens, and a direct connection between the AEM and the underlying joint capsule was found in most specimens. No grossly visible compression of the ulnar nerve by the overlying AEM was observed with flexion or extension of the elbow. With artificial contraction of the AEM, the ulnar nerve was found to move out of the depths of the ulnar groove in roughly half of the sides. Previously unreported relationships between Osborne's ligament, the AEM, and the underlying ulnar nerve were found. These findings will improve our understanding of the relationship between these structures and the ulnar nerve at the elbow. During surgery in this area, care should be taken to avoid injuring the ulnar nerve when applying traction to the AEM.</p>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147857745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring AACA Members' Perceptions of Integrating Technologies in Anatomy Education.","authors":"A Raoof, M Khalil, E Abdel Meguid, D Brzezinski, M Dave","doi":"10.1002/ca.70125","DOIUrl":"https://doi.org/10.1002/ca.70125","url":null,"abstract":"<p><p>Advances in educational technologies have transformed the landscape of anatomy instruction, prompting a need to understand faculty perceptions regarding their integration. This study explored the perceptions of members of the American Association of Clinical Anatomists (AACA) views on the use, benefits, and challenges of educational technologies in anatomy education. An online cross-sectional survey was distributed to AACA members using Qualtrics and assessed four domains: current use of educational technologies, perceived impact on anatomy education, challenges to technology integration, and comparisons between technology-based and cadaver-based instruction. Likert-scale responses were analyzed descriptively, and internal consistency was evaluated using Cronbach's alpha. Sixty-three faculty members completed the survey, representing approximately 20% of AACA membership. Digital textbooks and e-resources were the most frequently used tools. Most respondents agreed that technology improved student engagement (74%), supported diverse learning styles (72%), and enhanced the explanation of complex concepts (70%). The most frequently reported barriers were cost (66%) and limited technical support (45%). Despite acknowledging the benefits of technology, 81% of participants preferred cadaver dissection, citing its superior value for understanding anatomical variability. All domains demonstrated excellent reliability (α = 0.95-0.99). These findings indicate strong support among anatomy educators for integrating educational technologies as complementary tools while reaffirming the irreplaceable pedagogical value of cadaveric dissection. A balanced approach combining digital and traditional methods, supported by institutional investment and faculty development, is essential for optimizing technology-enhanced anatomy education.</p>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147857761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Pudendum in Anatomical Terminology: Repudiating Perennial Perineal Problems.","authors":"Matthew J Zdilla","doi":"10.1002/ca.70126","DOIUrl":"https://doi.org/10.1002/ca.70126","url":null,"abstract":"<p><p>Controversial efforts to censor the term pudendum and related pudendal anatomical terminology from Terminologia Anatomica (TA) have been met with mounting criticisms. The proponents of censorship have deemed pudere-related terminology nondescriptive and \"unscientific.\" However, its etymology refers to the hair which covers the underlying genitalia and renders the underlying anatomy less conspicuous. Accordingly, the terminology speaks to location (the region covered by the hair), structure/function (the hair covering which obscures the view of underlying structures), and human development (pubarche). Moreover, pudere-related terminology is increasingly used in modern-day science and, therefore, \"scientific\" by virtue of its utility. Aside from human anatomy, pudere-related scientific terminology is used to describe nearly 1000 species from varied kingdoms, genera, and so on, and the nature of being or becoming inconspicuous. Proponents of censorship have argued the false pretense that biologists would regard as 'shameful' the essential functions undertaken by structures in the perineum based upon ancient etymology. They have also argued that pudere-related terms, including pudendal nerve, are somehow sexist, despite being used indiscriminately of sex for millennia. As a result of misleading information, the International Federation of Associations of Anatomists and its Federative International Committee for Equality and Diversity in Anatomy have recommended replacing pudendal terminology with perineal terminology, which would confound longstanding anatomical language. Because censorship of well-established anatomical terminology may impair communication, it is important to highlight erroneous reasons for censorship when they occur. Therefore, this report highlights several flaws in the logic regarding the censorship of pudere-related terms.</p>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147845554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can Cadaviz Effectively Enhance My Learning of Human Anatomy? Perspectives From First-Year MBBS Students.","authors":"G Durga Devi, P R Devaki, Jinu Merlin Koshy, R Rahe, R Archana","doi":"10.1002/ca.70129","DOIUrl":"https://doi.org/10.1002/ca.70129","url":null,"abstract":"<p><p>Virtual dissection tables such as Cadaviz offer interactive, 3D visualization of anatomical structures, potentially enhancing comprehension and engagement in medical education. This study examines how first-year MBBS students with diverse academic standings perceive the effectiveness of Cadaviz in supporting their anatomy learning. A cross-sectional survey was conducted with 220 first-year MBBS students at Sree Balaji Medical College, Chennai. Participants were stratified into Below-Average, Average, and Above-Average groups based on internal assessment scores. Perceptions of Cadaviz were assessed using a 20-question Likert-scale questionnaire covering effectiveness, engagement, interactivity, accessibility, usability, and perceived role of Cadaviz alongside traditional dissection. Data were analyzed descriptively and via one-way ANOVA to compare mean Likert Scale Scores across performance strata. Cadaviz was perceived as an effective anatomy learning tool, with below-average students reporting the greatest benefits in understanding structures, comprehension, and learning efficiency (p = 0.043-0.005). While traditional cadaveric dissection remained preferred, Cadaviz was valued as a supplement, enhancing engagement, interactivity, and self-paced learning. Students highlighted its accessibility, flexibility, and user-friendly interface, with fewer technical difficulties. Cadaviz fostered inclusive, learner-centered education, promoting active participation, conceptual understanding, and confidence across all academic strata, particularly supporting students needing additional reinforcement.</p>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147823216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"MOOC-Empowered Blended Teaching Mode in Human Anatomy: A Structural Equation Modeling Analysis.","authors":"Mingxin Wen, Mengjie Wu, Haiwei Meng, Rui Song, Yanlai Hu","doi":"10.1002/ca.70132","DOIUrl":"https://doi.org/10.1002/ca.70132","url":null,"abstract":"<p><p>Human anatomy, a cornerstone course in medical education, faces several challenges, such as teaching resource shortages, compressed class hours, and heavy student workloads. Traditional teaching models of anatomy often fall short in stimulating interest, promoting deep understanding, and enhancing learning engagement. Massive Open Online Course (MOOC)-empowered blended teaching mode offers a potential solution. This study aims to evaluate this blended teaching mode by investigating the psychological-behavioral pathways among students' perceived course value (PCV), knowledge integration and deep processing (KIDP), and learning engagement and behavioral shifts (LEBS). Additionally, we explore the predictive value of MOOC performance for final examination outcomes. An anonymous survey was conducted among medical undergraduates of our university. The questionnaire measured three core dimensions: PCV, KIDP, and LEBS, with items scored on a five-point Likert scale. Spearman correlation analysis was performed to explore the relationships between specific MOOC teaching elements and these latent variables. Structural Equation Modeling (SEM) was employed to examine the mediating role of KIDP. Linear regression analysis was used to assess the correlation between MOOC scores and final examination results. Spearman Correlation analysis revealed a strong positive correlation among PCV, KIDP, and LEBS (r = 0.73-0.86, p < 0.001). The perceived value of instructional videos was significantly and positively correlated with all core dimensions (p < 0.001), whereas the demand for clinical content showed a significant negative correlation (p < 0.001). The measurement model demonstrated high reliability and validity, with all standardized factor loadings exceeding 0.6 and model fit indices meeting recommended thresholds. SEM indicated that the direct path from PCV to LEBS was not significant, while the indirect effect through KIDP was substantial (indirect effect = 0.774), identifying KIDP as a full mediator. MOOC scores showed a positive linear correlation with final examination scores (r = 0.443, p < 0.001). The regression equation was y = 0.5225x + 24.842, indicating that a 1-point increase in the MOOC score predicted a 0.52-point increase in the final examination score. This study empirically reveals that MOOC-empowered blended teaching mode substantially improves the effectiveness of anatomy learning and serves as a valid predictor of final academic performance. KIDP is the key bridge between students' perceptions and their actual learning actions. These findings provide strong support for teaching reforms and the digital transformation of foundational medical courses.</p>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147823279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sources of Measurement Error in the Critical Appraisal Tool for Anatomical Meta-Analysis: An Item-Level and Generalizability-Theory Evaluation.","authors":"Vasileios Papadopoulos, Nymfodora Malkidou, Dionysios Kogias, Christos Kogias, Aliki Fiska","doi":"10.1002/ca.70135","DOIUrl":"https://doi.org/10.1002/ca.70135","url":null,"abstract":"&lt;p&gt;&lt;p&gt;The Critical Appraisal Tool for Anatomical Meta-analysis (CATAM) was introduced to support anatomy-specific appraisal of the methodological quality and reporting of anatomical meta-analyses (AMAs). While prior work has supported its face and content validity and suggested high overall reliability under selected conditions, comprehensive evidence regarding its inter-rater reliability, item-level agreement, and sources of measurement error remains limited. This study aimed to provide an in-depth psychometric evaluation of CATAM by assessing (i) inter-rater reliability of the total score, (ii) item-level inter-rater agreement using robust ordinal multi-rater statistics, and (iii) sources of variance using Generalizability Theory, with the additional objective of identifying domains in which disagreement concentrated under independent, uncalibrated application. Fifty AMAs published in 2024 were identified through structured searches of PubMed, Scopus, and Google Scholar and independently evaluated by four blinded raters using the 14-item CATAM instrument. Inter-rater reliability of total scores was assessed using two-way random-effects intraclass correlation coefficients (ICC). Item-level agreement was evaluated using Gwet's AC2 with ordinal weights (primary) and Krippendorff's α (secondary). Generalizability Theory was applied under a fully crossed p × r × i design to partition variance attributable to meta-analyses, raters, items, and their interactions. Decision studies examined how reliability varies as a function of the number of raters and items. Single-rater reliability of the total CATAM score was low, whereas averaging scores across four raters yielded acceptable reliability under the present protocol (ICC(2,4)≈0.69). Item-level agreement varied substantially, ranging from perfect agreement to poor agreement across items. Five items (Abstract, Introduction, Methods/Searching Strategy, Results/Outcomes, and Discussion) fell below the pragmatic Gwet's AC2 screening threshold of 0.60, although two of these (Methods/Searching Strategy and Discussion) were near-threshold findings that should be interpreted cautiously. Generalizability analysis revealed that item-related variance dominated total score variability, while rater main effects and meta-analysis × rater interactions were negligible. The generalizability coefficient for relative decisions was moderate (G≈0.66), and the dependability coefficient for absolute decisions treating items as fixed was Φ≈0.59. Decision studies indicated that four raters provide an efficient balance between feasibility and reliability. Overall, CATAM demonstrated acceptable reliability when ratings were aggregated across multiple independent raters under the present protocol, although item-linked variance exceeded rater main-effect variance and these analyses cannot fully separate item characteristics from differences in how raters operationalized the published guidance. These findings support calibration w","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147823242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating the Impact of a Dedicated Dissection Course on 3-D Anatomical Understanding in Senior Medical Students.","authors":"Thomas Stubley, James Wooding, Janice Marshall, Robert S Stephenson, Karuna Katti","doi":"10.1002/ca.70133","DOIUrl":"https://doi.org/10.1002/ca.70133","url":null,"abstract":"<p><p>International changes in the focus of medical school education have led to a decrease in the time allocated to anatomy education, with human specimen dissection particularly affected. This study evaluates whether a dissection-based course facilitates the retention of three-dimensional (3-D) anatomical relationships in senior medical students who previously completed anatomy training without dissection. Fifteen year 4 or 5 medical students, who had completed preclinical anatomy instruction and 1 or 2 years of clinical training, were competitively selected to undertake a Clinical Anatomy Intercalation programme that included a 16-week full body human specimen dissection course. Participants completed four assessments administered before, midway through, at the end, and 1 month after the dissection course. Each assessment had 24 questions based on six prosection images representing major body regions. Half of the questions assessed anatomical identification, while the reminder evaluated 3-D understanding of anatomy. A post-course Likert scale questionnaire captured participants' perceptions of dissection as a learning tool. Overall test scores improved across the first three assessments, with questions relating to 3-D anatomical understanding showing a statistical improvement with each sequential in-course test. No statistically significant difference was observed between end of course and one-month post-course tests, indicating knowledge retention. Performance was significantly lower in head and neck anatomy compared to thoracic, abdominal, and pelvic regions (p < 0.001). Likert scale questionnaire responses indicated strong participant support for dissection as an education tool. This study demonstrates that a dissection-based anatomy course significantly enhances 3D anatomical knowledge gain and supports retention, which senior medical students can apply in clinical practice. Participants highly valued the experience, suggesting that dissection is still a vital component of medical education.</p>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147823292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sex Prediction From the Clavicle Using Computerized Tomography Images via Traditional and Hybrid Deep Learning Models.","authors":"Yusuf Secgin, Muhammet Cakmak, Deniz Senol, Seren Kaya, Oğuzhan Oztürk, Oğuzhan Harmandaoğlu, Hatice Yenigül, Eslem Yaren Bıyık, Omer Onbaş","doi":"10.1002/ca.70130","DOIUrl":"https://doi.org/10.1002/ca.70130","url":null,"abstract":"<p><p>The aim of this study is to perform high accuracy sex prediction from clavicle images using proposed hybrid deep learning models and traditional deep learning models. The clavicle of 807 female and 805 male individuals obtained from Computed Tomography were segmented in 3D format and saved in jpeg format as superior-inferior and right-left. MobileNetV2, DenseNet201, and ResNet101 traditional deep learning models and the proposed MobileNetV2+Multilayer Perceptron (MLP) and MobileNetV2+MLP+t-distributed Stochastic Neighborhood Embedding (t-SNE) based hybrid deep learning models were trained with the training set. The training was performed both with and without right-left side discrimination. The performance of each model was evaluated and compared. The highest accuracy rate of 91% was obtained in the training with both proposed hybrid models without side discrimination. The highest success rate obtained with the proposed models was 88%. The lowest accuracy rates were achieved with ResNet101. The accuracy rate was 81% in the analysis with side discrimination and 83% in the analysis without discrimination. According to Grad-Cam, the extremitas sternalis tip contributed the most to accuracy. In this study, MobileNetV2+MLP and MobileNetV2+MLP+t-SNE provided highly accurate results in sex prediction. This approach is a potential new method that can be used in sex estimation, especially in forensic medicine, as it allows the collection of features with MobileNetV2, classification with MLP, visualization with t-SNE, and observation of errors without metric measurement, directly from the superior and inferior available images of the clavicle.</p>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147823227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Anatomical Variation Quality Assessment Tool (AVQAT): Structured Guide for Reporting and Assessing the Quality of Anatomical Case Reports.","authors":"Vojtěch Kunc, David Kachlík, Michal Beneš","doi":"10.1002/ca.70141","DOIUrl":"https://doi.org/10.1002/ca.70141","url":null,"abstract":"<p><p>Anatomical variations are common and often clinically important, yet their description frequently relies on isolated case reports or small series with heterogeneous reporting quality. Incomplete documentation of specimen characteristics, inconsistent anatomical definitions and terminology, insufficient description of visualization methods, limited quantitative measurements, and suboptimal figures all reduce reproducibility and limit comparison and data synthesis. To address the lack of an anatomy-specific quality assessment, the Anatomical Variation Quality Assessment Tool (AVQAT) is introduced as a structured instrument intended for authors, reviewers, and editors. AVQAT comprises two sections organized into nine domains. Section A evaluates technical and descriptive quality across six domains: general aspects, specimen characteristics, anatomical definition, methods of visualization, quantitative description and measurements, and quality and use of figures. Section B evaluates interpretative and contextual quality in three domains: differential diagnostic considerations, identification and integration of previous studies, and ethical and regulatory considerations. Each domain contains targeted items that can be assessed systematically using \"Yes,\" \"No,\" or \"Not applicable\" responses. The tool is designed to complement, not replace, generic case-report guidance by focusing on the specific demands of anatomical documentation and thereby facilitating higher-quality reporting and more reliable evidence synthesis in scoping and systematic reviews.</p>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147823259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing Histological Learning Through Augmented Reality: A Comparative Study of Traditional Microscopy and AR-Based Instruction.","authors":"Ran Xiao, Xiaolei Chen, Xiuli Yang, Di Wu, Yongqiang Ma","doi":"10.1002/ca.70139","DOIUrl":"https://doi.org/10.1002/ca.70139","url":null,"abstract":"<p><p>Learning histology requires transforming two-dimensional microscopic images into three-dimensional mental representations, a cognitive process often challenging for students. This comparative educational study investigated whether augmented reality (AR)-assisted instruction could enhance cognitive, motivational, and practical learning outcomes in histological education compared to traditional microscopy. Second-year medical students (N = 152) were allocated to either a traditional microscopy group or an AR-based instruction group. Outcomes assessed at baseline, postintervention, and at 10-week follow-up included knowledge retention, spatial understanding, practical tissue identification (OSPE), cognitive load, and learning motivation. While both groups showed immediate knowledge gains, the AR group demonstrated significantly higher delayed knowledge retention and spatial understanding (p < 0.001). In practical assessments, AR-trained students achieved higher identification accuracy and faster completion times. Furthermore, AR-based instruction was associated with lower extraneous cognitive load, higher germane load, and increased intrinsic motivation. These findings suggest that integrating AR as a complementary instructional strategy promotes more effective, learner-centered histology education by reducing cognitive load and enhancing spatial visualization skills.</p>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147788135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}