Graziani Gustavo Cunha, Bocchi Mayara, Gouvêa-E-Silva Luiz Fernando, Fornaziero Célia Cristina, Fernandes Eduardo Vignoto
Universidade Federal de Jataí, BR 364, Km 195, n. 3800, Cidade Universitária, 75801-615 Jataí, Goiás Brazil.
Universidade Estadual de Londrina, Rodovia Celso Garcia Cid, PR 445, Km 380, Campus Universitário, 86057-970 Londrina, Paraná Brazil.
Med Sci Educ. 2024 May 28;34(5):1203-1214. doi: 10.1007/s40670-024-02079-9. eCollection 2024 Oct.
The teaching of human anatomy (HA) constitutes one of the fundamental pillars of the curriculum in biological and healthcare-related programs. Therefore, it is imperative that the methodology and didactics employed in this discipline equip students in the best possible way. The traditional method of teaching HA involves lectures and practical classes with previously dissected cadaveric specimens and dissection activities. Concurrently, the present era is witnessing the emergence and popularization of new digital technologies connected to the internet, among which we can highlight smartphones, quick response codes, and virtual reality devices, along with the dissemination of complementary imaging methods, such as radiography, ultrasonography, magnetic resonance imaging, and computerized tomography. From this perspective, the objective of this review is to analyze how each of these new tools integrates into the academic context, in order to diversify the teaching of HA and contribute to better understanding of the HA content during academic training, as well as the clinical applications.
人体解剖学（HA）教学是生物及医疗相关专业课程的基本支柱之一。因此，该学科所采用的教学方法和教学手段必须尽可能地让学生做好充分准备。传统的人体解剖学教学方法包括讲座以及使用预先解剖的尸体标本和进行解剖活动的实践课程。与此同时，当今时代正见证着与互联网相关的新数字技术的出现和普及，其中我们可以突出智能手机、二维码和虚拟现实设备，以及诸如放射成像、超声检查、磁共振成像和计算机断层扫描等辅助成像方法的传播。从这个角度来看，本综述的目的是分析这些新工具中的每一种如何融入学术环境，以便使人体解剖学教学多样化，并有助于在学术培训期间更好地理解人体解剖学内容以及临床应用。
