Clinical Anatomy最新文献

{"title":"The Utility of Anatomy Assessment in Preclinical Undergraduate Medical Curricula: A Scoping Review","authors":"Choy Ker Woon,&nbsp;Kah Hui Wong,&nbsp;Aspalilah Alias,&nbsp;Razif Abas,&nbsp;Siti Nurma Hanim Hadie","doi":"10.1002/ca.24283","DOIUrl":"10.1002/ca.24283","url":null,"abstract":"<div>\u0000 \u0000 <p>Anatomy assessments are crucial for developing critical thinking and analytical skills in preclinical undergraduate medical curricula. However, because there is little published empirical evidence, the value of anatomy assessment remains largely unexplored. The aim of this scoping review, conducted in accordance with the Joanna Briggs Institute (JBI) scoping review guidelines, was to explore the utility elements adopted in anatomy assessment within preclinical undergraduate medical curricula. A rigorous three-step search approach across five electronic databases (Scopus, WoS, PubMED, Wiley Online, and EBSCOHost) generated an initial pool of 721 records, which were assessed for duplication and eligibility, leading to the inclusion of 43 records from which data were extracted. The extracted data covered various utility elements of anatomy assessment including validity, reliability, practicality, feasibility, cost-effectiveness, and educational impact, along with various assessment contexts such as assessed competencies, assessment function, and assessment tools. The findings indicate a strong emphasis on assessing cognitive competencies in anatomy education; psychomotor and affective competencies received less attention. Identified gaps include limited exploration of validity evidence, assessment methods, cost-effectiveness, and educational impact of assessment. Moreover, the study highlights challenges in implementing formative assessments alongside summative assessments, constraints in assessing psychomotor skills, and the subjective nature of assessing affective competencies. By addressing these gaps and leveraging innovative assessment tools and practices, educators can enhance the quality of anatomy education and prepare students better for their future careers in medicine.</p>\u0000 </div>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":"38 5","pages":"576-593"},"PeriodicalIF":2.3,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144055011","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":"Musculoskeletal Anatomy Education: A Survey of North American Medical Programs","authors":"Taylor Orchard,&nbsp;Jason Peeler","doi":"10.1002/ca.24282","DOIUrl":"10.1002/ca.24282","url":null,"abstract":"<p>Postgraduate data reveal that most physicians lack adequate anatomical knowledge and clinical confidence when practicing musculoskeletal (MSK) medicine. Curricular data from nationally accredited medical programs clearly indicate that the total time dedicated to gross anatomy instruction has decreased over recent decades. However, little information is available regarding the MSK anatomy learning environment across accredited medical programs in North America. The purpose of this study was to document the current state of preclinical MSK anatomy education across North American medical programs. A survey was sent to all 14 English-speaking Canadian and 135 of the 158 American accredited medical programs. The survey had a 100% response rate from Canadian programs and 43% from American programs. The results indicated that the mean time spent learning preclinical MSK anatomy varied widely across both Canadian (29.8 h ± 13.7, range 12–60, median 29, mode 12) and American (50.8 h ± 46.2, range 2–280, median 35, mode 30) programs, most of them integrating anatomy learning into the clinical learning environment (56%). All but one program reported using cadaveric-based instruction (99%) and the majority taught radiological correlates (94%) and surface anatomy (71%) within their curriculum. Diverse modes of instruction were used by all programs, but didactic lectures remained the most frequent form (89%). While a variety of learning resources were used to support student learning, the type of resource varied significantly, Canadian programs most commonly providing a “curriculum-specific” notes package (86%) and American programs most commonly requiring an anatomy atlas (84%). Summative and formative methods of evaluation were used by most programs (96%), final written examinations (79%) and ongoing in-course evaluation (81%) being most popular. The results serve to document the current state of preclinical MSK anatomy education within nationally accredited allopathic medical programs and to illustrate the wide variability of the learning environment. Future research should be directed at establishing consistent standards for preclinical MSK anatomy education and investigating the long-term effects on knowledge retention and clinical confidence.</p>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":"38 5","pages":"568-575"},"PeriodicalIF":2.3,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ca.24282","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144031284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pulmonalis or Pulmonaris? It's Elementarius, My Dear Watson.","authors":"Paul E Neumann, Mélanie Houle, Stephen Russell, Lewis Stiles","doi":"10.1002/ca.24284","DOIUrl":"https://doi.org/10.1002/ca.24284","url":null,"abstract":"<p><p>The adjectival suffix -alis and its allomorph -aris are very common in the anatomical nomenclature; however, rules governing differential usage, such as -aris substituting for -alis following an -l-, leave many exceptions. Here, we report an empirical study of 985 adjectives with -alis and -aris suffixes used in Terminologia Anatomica (2nd ed.) and Terminologia Histologica to develop phonological rules that would have fewer exceptions. As a general rule, the default is -alis, but -aris after -l-, except with -r- between. This tripartite rule reduces the exceptions to < 10%, but this can be reduced to < 6% by limiting the distance over which the dissimilation effect of an -l- in the base is expected to operate. After consideration of precedents in classical, late, and medieval Latin, and derivatives in modern Romance and Germanic languages, we recommend the use of pulmonarius, elementarius, unitarius, pulparis, and lumbaris, and compound adjectives created from these words, in place of related adjectival forms that were previously used in anatomical Latin.</p>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144046471","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 Roles of Artificial Intelligence in Teaching Anatomy: A Systematic Review","authors":"Tanisha S. Joseph,&nbsp;Shelleen Gowrie,&nbsp;Michael J. Montalbano,&nbsp;Stephan Bandelow,&nbsp;Mark Clunes,&nbsp;Aaron S. Dumont,&nbsp;Joe Iwanaga,&nbsp;R. Shane Tubbs,&nbsp;Marios Loukas","doi":"10.1002/ca.24272","DOIUrl":"10.1002/ca.24272","url":null,"abstract":"<p>Anatomy education is a cornerstone of medical training and relies on cadaveric dissection and 2D illustrations. Technological advancements and integrated curricula have reduced the focus on detailed anatomy and challenged educators to engage Generation Z learners with interactive, tech-driven methods. Advanced imaging and artificial intelligence (AI) offer a solution, providing virtual dissection simulations and personalized learning tools that mimic 3D anatomy and adapt to individual student needs. Machine learning, a subset of AI, enhances this process by enabling predictive analytics, adaptive feedback, and tailored learning pathways based on performance data, significantly improving anatomical comprehension. Despite its benefits, AI integration raises concerns about over-reliance on technology, biases, and diminished human interaction in training. This review examines AI's transformative potential in anatomy education while emphasizing the need for balanced implementation and ethical oversight. A systematic review following PRISMA guidelines was conducted, utilizing PubMed and backward citation searches. The search yielded 56 studies, with 47 additional articles from citations, resulting in 61 included studies. These explored AI applications such as virtual dissection simulations, machine learning algorithms for adaptive feedback, and gamified learning experiences, which were shown to enhance engagement, personalize learning, and improve anatomical understanding. Concerns about over-reliance on AI and the loss of human interaction were also raised. AI has the potential to enhance anatomy education, but careful consideration of ethical and practical implications is essential. A balanced approach combining traditional methods with AI and robust oversight is crucial for effective integration.</p>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":"38 5","pages":"552-567"},"PeriodicalIF":2.3,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ca.24272","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143992879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Topographical Anatomy of the Superficial Peroneal Nerve: A Cadaveric Study on Anatomical Patterns and Clinical Implications.","authors":"Kyu-Lim Lee, Soo-Bin Kim, KyeongSik Yoon, Hee-Jin Kim","doi":"10.1002/ca.24275","DOIUrl":"https://doi.org/10.1002/ca.24275","url":null,"abstract":"<p><p>The notable anatomical variability of the superficial fibular nerve (SFN) affects clinical and surgical procedures that involve it. The aim of this study was to analyze the course and branching patterns of the SFNs relative to bony landmarks to provide foundational data for surgical precision and thereby minimize iatrogenic injuries. Thirty-four embalmed Korean cadavers were dissected. The points at which the SFN (1) pierced through the crural fascia and (2) bifurcated into the medial and intermediate dorsal cutaneous nerves were measured from the lateral malleolus and fibula. The SFN piercing point was located at an average of 89.6 ± 30.8 mm (range: 26.5-153.8 mm) above the lateral malleolus and 14.7 ± 3.6 mm (range: 7.1-21.5 mm) horizontally from the fibula. In 32 specimens, the SFN pierced the fascia and then bifurcated, but in the other two cases it bifurcated before piercing the fascia. The bifurcation point was identified at an average height of 40.8 ± 20.1 mm and a horizontal distance of 25.1 ± 7.5 mm from the fibula. There was significant anatomical variability in the trajectory and branching patterns of the SFN. These findings underscore the importance of precise anatomical knowledge for minimizing complications during foot and ankle surgeries. This study provides a foundation for preoperative planning and clinical application around the SFN.</p>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144055906","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":"Lazarus Sign, a Misnomer to an Anatomical Spinal Reflex.","authors":"Sabrina Costantini, Joe Iwanaga, Trifon Totlis, Nihal Apaydin, Marios Loukas","doi":"10.1002/ca.24279","DOIUrl":"https://doi.org/10.1002/ca.24279","url":null,"abstract":"<p><p>The Lazarus sign is a well-documented spinal reflex observed in brain-dead patients, characterized by involuntary upper limb movements that can resemble voluntary gestures. Initially described during the 1980s, this phenomenon has contributed to ongoing discussions about the physiological basis of spinal reflexes and their role in assessing brain death. The Lazarus sign was once considered a diagnostic challenge, but recent research reports confirm that it originates solely from the spinal cord, independent of brainstem or cortical activity. However, recent studies also suggest that spinal reflexes in brain-dead patients, including the Lazarus sign, can be more variable than previously thought, occurring in multiple limb regions beyond the upper limbs. Prolonged survival in brain-dead patients exhibiting the Lazarus sign has also raised new questions about its physiological significance. Its recognition has helped refine brain death criteria, ensuring accurate diagnoses and minimizing misinterpretations in critical care and organ donation settings. PubMed-indexed studies and backward citations were reviewed. Studies were included if they explicitly described spinal reflexes in brain-dead patients, examined neurophysiological mechanisms, or provided clinical observations on the Lazarus sign. Exclusion criteria included studies focusing solely on brainstem activity without considering spinal reflexes or case reports lacking detailed methodology. These investigations explored the prevalence, neurophysiological mechanisms, and clinical significance of the Lazarus sign. Research highlights its variable presentation, its occurrence in up to 40% of brain-dead patients, and its potential to be misunderstood by families and healthcare providers. The sign does not indicate residual brain function, but it reinforces the need for clear communication in end-of-life care. Future research should focus on standardizing diagnostic protocols, educating clinicians, and addressing ethical concerns. Integrating this knowledge into brain death assessments will enhance clinical decision-making and patient management.</p>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144057136","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 Basis of the Palatal Injection Technique for Pulpal Anesthesia of Maxillary Teeth.","authors":"Sergey Kabak, Joe Iwanaga, Yuliya Melnichenko, Ruslan Mekhtiev, Nina Savrasova","doi":"10.1002/ca.24277","DOIUrl":"https://doi.org/10.1002/ca.24277","url":null,"abstract":"<p><p>The aim of this study was to assess the effectiveness of palatal injection for managing the pulpal pain of unilateral maxillary teeth from central incisor to second premolar and to establish the anatomical basis for this technique. For this prospective observational study, 62 patients (aged 18-70 years) were included. They had been treated for carious dentine lesions, receiving prosthodontic, endodontic treatment, or extraction of any tooth/teeth in the region from central incisor to second premolar. A total of 100 teeth were treated. Cone-beam computed tomography (CBCT) scans were analyzed preoperatively to identify accessory canals (ACs) (≥ 0.5 mm in diameter) associated with canalis sinuosus (CS). The anesthetic was injected into the area of the target tooth or adjacent tooth next to the palatal openings of the AC(s) into the submucosa of the anterior hard palate. The effectiveness of anesthesia was confirmed by pulp tester readings and a survey using the Verbal descriptor and Likert scales before and during treatment. Pulpal anesthesia was successful in 100% of the treated vital teeth. In all cases, openings of ACs originating from the CS were identified on CBCT scans. Three patients underwent bilateral dental treatment under unilateral anesthesia. The bilateral communications of the CS in the midline of the upper jaw were identified in the CBCT scans of these patients. The authors have established the palatal alveolar foramen injection (PAFI) technique. Injection of an anesthetic solution into the area of the openings of CS on the palate (i.e., palatal alveolar foramina) induces pulpal anesthesia of adjacent target teeth with 100% efficiency. PAFI requires less of the anesthetic solution and is the ideal technique for restorative and prosthodontic treatment involving anterior teeth because it does not cause numbness of the lip and face.</p>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144023334","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 Lumbar Sympathetic Trunk and Its Branching Variability: Relevance for Clinical and Interventional Strategies.","authors":"Agustina A Pontecorvo, Nicolás F Laurensio, Tomás R Patrón, Manuel Gatto, Verena B Franco-Riveros, Juan Carlos Flores, Joe Iwanaga, André P Boezaart, Miguel A Reina, Bruno Buchholz","doi":"10.1002/ca.24280","DOIUrl":"https://doi.org/10.1002/ca.24280","url":null,"abstract":"<p><p>Precision medicine relies on a thorough understanding of lumbar sympathetic anatomy and its branches to elucidate related pathophysiology and improve treatment of conditions such as low back pain, lumbopelvic pain, and vascular autonomic disorders affecting the lower limbs. This study aims to expand knowledge of fetal lumbar sympathetic anatomy by providing a detailed description and systematic classification of the communicating branches, their specific distribution to each lumbar spinal nerve, and the origin of lumbar splanchnic nerves. The lumbar and retroperitoneal regions of 25 human fetuses (50 sides) were subjected to detailed sub-macroscopic dissections. The lumbar sympathetic trunk generally comprises three ganglia. The L2 and L3 ganglia are consistently present, but accessory ganglia along certain communicating branches are rare. The 466 communicating branches examined (229 on the right, 237 on the left) comprised 144 superficial, 251 deep transverse, and 71 deep discal branches. Deep transverse branches appeared consistently across all levels, whereas superficial branches originated only from the L1, L2, and occasionally L3 ganglia. Discal branches were inconsistent across ganglionic levels. All lumbar spinal nerves received at least one communicating branch, though the distribution varied by branch type. Most lumbar splanchnic nerves originated from a single root, those having two roots or accessory splanchnic nerves being less common. The origins of splanchnic nerves were frequent at L1 and L2, less common at L3, and inconsistent at L4 and L5. There were no differences between the left and right sides regarding ganglia, origin, or distribution of sympathetic branches. In conclusion, the fetal autonomic branching patterns and connections of the lumbar sympathetic trunk are significantly variable, though they are more consistent than those in the cervical region. Detailed anatomical knowledge of this area is essential for improving the precision and effectiveness of lumbar sympathetic trunk interventions and minimizing complications in lumbar and retroperitoneal surgeries.</p>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143804714","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":"Incorporating Clinical Examination Skills Into a Preclinical Anatomy Course: A Method for Facilitating Engagement and Interest","authors":"Aysha Alani,&nbsp;Justin O'Leary,&nbsp;Andrew Stieb,&nbsp;John P. McNamara,&nbsp;Michael F. Nolan","doi":"10.1002/ca.24276","DOIUrl":"10.1002/ca.24276","url":null,"abstract":"<p>Anatomy instruction is enhanced when students are engaged and interested in course material, and the relevance of the subject matter to their academic success and professional careers is emphasized. We developed a learning activity for a pre-clinical anatomy course using the clinical skills of inspection and palpation of a cadaver donor to demonstrate the value of those skills in learning anatomy and to facilitate anatomical understanding in a format similar to that used in clinical practice. Students were instructed to inspect and palpate various anatomical structures and relationships on their donor cadavers to identify features that could help in recognizing potential abnormalities, understanding disease mechanisms, and learning the anatomical bases of certain medical interventions and surgical procedures. Using these techniques, a tumor mass involving the medial end of the clavicle was identified. Student interest was increased, which led to further study and subsequent pathological identification of the tumor as a rare osteochondroma. We found that the addition of inspection and palpation as methods for learning human anatomy in the dissection laboratory, methods not commonly used, facilitated both engagement and interest in a particular area of the subject. Students also developed a respect for their donors, viewing them as their first patients. In light of the diversity in lifestyles, medical conditions, and causes of death within donor populations, we believe the approach described here can contribute greatly to the value of human anatomy courses that use cadaver donors.</p>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":"38 7","pages":"791-795"},"PeriodicalIF":2.3,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ca.24276","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143789363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introducing Novel Surgical Clinical Correlations Into an Undergraduate Medical Anatomy Course.","authors":"Liam McLoughlin, Theofano Zoumpou, George P Holan, Bao-Ngoc Nasri, Daniel B Jones, Jeremy J Grachan","doi":"10.1002/ca.24274","DOIUrl":"https://doi.org/10.1002/ca.24274","url":null,"abstract":"<p><p>Anatomy education is a hallmark of many preclinical medical school curricula, but students are often unable to identify the clinical relevance of anatomy and its applications. Vertical curricula that integrate clinical concepts into the preclinical basic science years and vice versa have been shown to benefit student learning and increase educational enjoyment. This study explores second-year medical students' perceptions of the integration of clinical surgical concepts and surgical faculty into a preclinical digestive system (GI) anatomy course. The GI anatomy course at Rutgers New Jersey Medical School was modified to build on traditional anatomy content by correlating it directly with clinical surgical content. This included a novel, focused anatomy and surgery correlations booklet and surgical videos relevant to anatomical topics. Additionally, practicing general surgeons came to the anatomy lab to interact with the students and provide further clinical relevance. Survey data were collected regarding students' perceptions of integrating surgical concepts and surgeons into the anatomy curriculum, and exploring factors influencing their interest in a surgical career. The data revealed that students valued both the correlations booklet and interacting with surgeons in the anatomy lab. When ranked on a five-point Likert scale, students found both surgeons in the laboratory (M = 4.15, SD = 0.86) and the surgical correlation booklet (M = 3.52, SD = 0.51) helped them in learning the anatomy curriculum. The data did not suggest a direct relationship between interacting with surgeons in the anatomy lab and student surgical career interest. Instead, students reported additional experiences (i.e., shadowing and preceptorships) and anatomical dissection as influencing their career decisions. This study provides further evidence for the benefits of a vertical medical school curriculum by integrating clinical content and formal interactions with clinicians during the preclinical curriculum. The findings also demonstrate that further research should be completed to understand the factors influencing student interest in a surgical career.</p>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143789364","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}