Mixed reality technology and three-dimensional (3D) printing are becoming more and morecommon in the field of medicine. During the COVID-19 pandemic and immediately after the restrictions had beeneased, many innovations were implemented in the teaching of future doctors. There was also interest in immersive techniques and 3D printing technology in anatomy teaching. However, these are not common implementations. In 2023, 3D prints and holograms in mixed reality technology were prepared for classes focused on the structure of the heart. They were used to teach students, who, with the support of engineers, could learn about the detailed structure of the heart and familiarize themselves with the new technologies that support the traditional model of learning on human cadavers. Students findthis possibility to be highly valuable. The article presents the process of preparing materials for classes and further implementation possibilities. The authors see an opportunity for the development of the presented technologies in students'teaching at various levels of education and the justification for increasingly widespread implementation.

• MeSH
• 3D tisk * MeSH
• anatomie * výchova   MeSH
• augmentovaná realita * MeSH
• COVID-19 MeSH
• lidé MeSH
• srdce * anatomie a histologie   MeSH
• vyučování MeSH
• Check Tag
• lidé MeSH
• Publikační typ
• audiovizuální média MeSH
• časopisecké články MeSH

BACKGROUND: Cross-sectional anatomy is a challenging yet a vital foundation to clinical practice. The traditional teachings of gross anatomy cadaveric dissections do not cover adequate training of recognizing anatomical structures on CT, MRI and sonographic cross-sections. New modern technologies are emerging as teaching tools in anatomy aiming to deliver visual interactive experience. The Visible Human Project provides a library of cross-sectional images compiled from cryosectioned body donors that was utilized by modern technologies such as the virtual dissection table (Anatomage) in constructing 3D software applications visualizing the internal composition of the human body virtually. Hereby, this article explores an integrative approach utilizing the Visible Human Project based applications and basic radiological modalities. PURPOSE: The purpose of our newly implemented teaching approach was to test and assure technology fitness to the medical curriculum and its potential influence on students' performance in learning gross as well as cross-sectional anatomy in much depth. BASIC PROCEDURES: A three years (2021-2024) observational study was conducted by implanting a practical cross-sectional anatomy optional course by selectively utilizing Anatmage interactively beside CT, MRI and ultrasound practice. The performance of 50 participants was evaluated in the form of a written test comprised of labeling of ten cross-sectional images and drawing of two cross-section schemes. Their optional course test scores were compared to their obligatory anatomy subject test scores; and to a non-participants control group of 50 retrospective obligatory anatomy subject test scores. In addition, the participants' attitude toward the training lessons was assessed through a survey focused on satisfaction level, competence and ability to recognize structures on radiological images. MAIN FINDINGS: The participants reported a high level of practical engagement. The test scores in the anatomy obligatory subject were positively influenced by this implemented practical course. Students showed improved test scores in the standardized labeling keyword questions, while the scheme questions showed discrepancy. PRINCIPAL CONCLUSIONS: Integrating Visible Human Project based applications with radiological modalities showed positive efficacy on the students' engagement and learning performance. Inevitably, cadaveric dissection and prosection remain the cornerstone of gross anatomy education. Integrating both modalities of teaching would excel students' practical skills in applied clinical anatomy.

• Klíčová slova
• Anatomage, Anatomy education, Cross-sectional anatomy, Radiological anatomy, Ultrasound education, Virtual anatomy, Visible Human Project,
• MeSH
• anatomie průřezová * výchova   MeSH
• anatomie výchova   MeSH
• disekce výchova   MeSH
• dospělí MeSH
• kurikulum * MeSH
• lidé MeSH
• magnetická rezonanční tomografie MeSH
• mladý dospělý MeSH
• mrtvola MeSH
• projekty vizualizace člověka * MeSH
• průřezové studie MeSH
• školy lékařské MeSH
• studenti lékařství MeSH
• studium lékařství pregraduální metody   MeSH
• zobrazování trojrozměrné MeSH
• Check Tag
• dospělí MeSH
• lidé MeSH
• mladý dospělý MeSH
• mužské pohlaví MeSH
• ženské pohlaví MeSH
• Publikační typ
• časopisecké články MeSH
• pozorovací studie MeSH

Unfortunately, the long-awaited revision of the official anatomical nomenclature, the Terminologia Anatomica 2 (TA2), which was issued in 2019 and after a referendum among the Member Societies officially approved by the General Assembly of the International Federation of Associations of Anatomists in 2020, is built on a new version of the Regular Anatomical Terminology (RAT) rules. This breaks with many traditional views of terminology. These changes in the Terminologia Anatomica of 1998 (TA98) met great resistance within many European Anatomical Societies and their members are not willing to use terms following the RAT rules. European anatomy teachers and scientists using traditional Latin in their teaching, textbooks and atlases will keep using the TA98. The German Anatomical Society (Anatomische Gesellschaft) recently announced the usage of the TA2023AG in curricular anatomical media such as textbooks and atlases, based on the TA98 and the Terminologia Neuroanatomica (TNA). We are preparing a more extensive improvement of the TA98, called Terminologia Anatomica Humana (TAH). This project is fully based on the noncontroversial terms of TA98, incorporating the recent digital version (2022) of the TNA from 2017. Further, it is completed with many new terms, including those in TA2, along with their definitions and relevant references, clinical terms, and correcting inconsistencies in the TA98. The TAH is still in process, but many chapters are already freely available at the IFAA Website in Fribourg ( https://ifaa.unifr.ch ) as is the digital version of the TNA.

• Klíčová slova
• Anatomical nomenclature, Anatomical terminology, Terminologia Anatomica, Terminologia Neuroanatomica,
• MeSH
• anatomie * výchova   MeSH
• lidé MeSH
• neuroanatomie výchova   MeSH
• terminologie jako téma * MeSH
• Check Tag
• lidé MeSH
• Publikační typ
• časopisecké články MeSH

BACKGROUND: The basis of teaching anatomy is the understanding of the body's structures using human cadavers. Body donation should be a fully conscious and voluntary act. There is growing demand for human cadavers in medical universities. To meet this demand, it is necessary to understand the societal awareness regarding body donation. MATERIALS AND METHODS: The study utilised a proprietary single-choice questionnaire while maintaining the anonymity of the respondents. The study included 1004 individuals, comprising 700 women and 304 men. The analysis employed the Mann-Whitney test and Pearson's chi-squared test with calculation of the Cramer's V coefficient. RESULTS: Among the respondents, 56.37% considered donating their bodies for scientific and educational purposes. Among the concerns associated with donation, fear of lack of proper respect for the remains by students (18.23%), family opposition (16.24%), and religious reasons (9.16%) were highlighted. Non-religious individuals were more inclined to donate their bodies for scientific and educational purposes than religious individuals (p < 0.001). Residents of rural areas and small towns are less likely to consider donating their bodies for scientific and educational purposes than residents of large cities (p = 0.002). As many as 85.76% of respondents believed that human remains are essential for effective anatomy education. CONCLUSIONS: Increasing public awareness of cadaver donation may contribute to increasing the effectiveness of anatomy teaching at medical universities.

• Klíčová slova
• anatomy, body donation, cadavers, donation,
• MeSH
• anatomie * výchova   MeSH
• dárci tkání * psychologie   MeSH
• dospělí MeSH
• lidé středního věku MeSH
• lidé MeSH
• mladý dospělý MeSH
• mrtvola MeSH
• průzkumy a dotazníky MeSH
• uvědomování si * MeSH
• získávání tkání a orgánů * MeSH
• Check Tag
• dospělí MeSH
• lidé středního věku MeSH
• lidé MeSH
• mladý dospělý MeSH
• mužské pohlaví MeSH
• ženské pohlaví MeSH
• Publikační typ
• časopisecké články MeSH

OBJECTIVE: Immersive virtual reality (IVR) technology is transforming medical education. Our aim was to compare the effectiveness of IVR with cadaveric bone models in teaching skeletal anatomy. DESIGN: A randomized crossover noninferiority trial was conducted. SETTING: Anatomy laboratory of a large medical school. PARTICIPANTS: Incoming first-year medical students. Participants were randomized to IVR or cadaveric groups studying upper limb skeletal anatomy, and then were crossed over to use the opposite tool, to study lower limb skeletal anatomy. Participants in both groups completed a pre-and postintervention knowledge test. The primary endpoint of the study was change in performance from the pre-to postintervention knowledge test. Surveys were completed to assess participant's impressions on IVR as an educational tool. RESULTS: Fifty first-year medical students met inclusion criteria and were randomized. Among all students, the average score on the preintervention knowledge test was 14.6% (standard deviation (SD) = 18.2%) and 25.0% (SD = 17%) for upper and lower limbs, respectively. Percentage increase in scores between pre-and postintervention knowledge test, was 15.0% in the upper limb IVR group, and 16.7% for upper limb cadaveric bones (p = 0.286). For the lower limb, score increase was 22.6% in the IVR and 22.5% in the cadaveric bone group (p = 0.936). 79% of participants found that IVR was most valuable for teaching 3-dimensional orientation, anatomical relationships, and key landmarks. Majority of participants were favorable towards combination use of traditional methods and IVR technology for learning skeletal anatomy (LSM>3). CONCLUSIONS: In this randomized controlled trial, there was no significant difference in knowledge after using IVR or cadaveric bones for skeletal anatomy education. These findings have further implications for medical schools that face challenges in acquiring human cadavers and cadaveric parts.

• Klíčová slova
• medical education, orthopaedic surgery, skeletal anatomy, surgical education, virtual reality,
• MeSH
• anatomie * výchova   MeSH
• lidé MeSH
• mrtvola MeSH
• studenti lékařství * MeSH
• studium lékařství * metody   MeSH
• učení MeSH
• virtuální realita * MeSH
• Check Tag
• lidé MeSH
• Publikační typ
• časopisecké články MeSH
• randomizované kontrolované studie MeSH

The forced disruption of education in the summer semester 2019-2020 was an unprecedented situation also for the teaching of anatomy at Czech medical faculties. Due to the forthcoming final exam on Anatomy, the situation urgently required a fluent transition to the distance learning. In our manuscript we present our experiences and tips based also on experience from other anatomical departments and which can be used in similar crises for a continuous.

• Klíčová slova
• anatomy, distance education, formative approach, new trends, personal experience, transition from full-time to hybrid or distance anatomy teaching,
• MeSH
• anatomie výchova   MeSH
• COVID-19 * MeSH
• karanténa MeSH
• lidé MeSH
• pandemie * MeSH
• SARS-CoV-2 MeSH
• Check Tag
• lidé MeSH
• Publikační typ
• časopisecké články MeSH
• Geografické názvy
• Česká republika epidemiologie   MeSH

• MeSH
• anatomie výchova   dějiny   MeSH
• dějiny 15. století MeSH
• dějiny 16. století MeSH
• dějiny 17. století MeSH
• dějiny 18. století MeSH
• dějiny 19. století MeSH
• dějiny 20. století MeSH
• dějiny 21. století MeSH
• dějiny středověku MeSH
• univerzity dějiny   MeSH
• Check Tag
• dějiny 15. století MeSH
• dějiny 16. století MeSH
• dějiny 17. století MeSH
• dějiny 18. století MeSH
• dějiny 19. století MeSH
• dějiny 20. století MeSH
• dějiny 21. století MeSH
• dějiny středověku MeSH
• Publikační typ
• historické články MeSH
• úvodníky MeSH

A fresh start of higher medical education in Slovakia and Hungary is closely related to Trnava (Nagyszombat). The University of Trnava had originally been established in 1635 but the Faculty of Medicine was added only later, in 1769, when the name of the university was also changed to Royal Hungarian University of Sciences. A fresh graduate, Václav Trnka from Křovice (1739-1791), was appointed as head of the Department of Anatomy. He was not only an anatomist, but a real polymath of the second half of the eighteenth century practicing medicine as well as becoming the Dean, then the Rector of the University. He has lived and acted within several countries of Central Europe, or rather, the Austrio-Hungarian monarchy during the reign of Empress Maria Theresia, then her son Joseph II. Born in Bohemia (now Czech Republic), studied and graduated in Austria, then finally was appointed as the first Professor of Anatomy of a newly established medical faculty in Upper Hungary (now Slovakia). In 1777, the university was moved first to Buda, then to Pest (now parts of the capital of Hungary), and the Faculty of Medicine was not separated from the rest of the faculties before the end of the Second World War. Following several institutional and name changes, this Medical Faculty is considered as the foundation of the present Semmelweis University. Trnka was a proliferous author, publishing more than 20 monographs covering various branches of clinical medicine, however, no anatomical work may be connected to his activity. And as a typical intellectual of the era, he was a keen and talented musician composing several canons.

• Klíčová slova
• Anatomy education, History of anatomy, Royal university of Buda and Pest, Trnka Venczel, Václav Trnka z Křovic, Wenzel Trnka from Krzowitz,
• MeSH
• akademický sbor MeSH
• anatomie výchova   MeSH
• dějiny 18. století MeSH
• lidé MeSH
• studium lékařství dějiny   MeSH
• univerzity dějiny   MeSH
• Check Tag
• dějiny 18. století MeSH
• lidé MeSH
• Publikační typ
• biografie MeSH
• časopisecké články MeSH
• historické články MeSH
• Geografické názvy
• Maďarsko MeSH
• Slovenská republika MeSH

• O autorovi
• Trnka, Václav

In teaching and learning human anatomy, anatomical autopsy and prosected specimens have always been indispensable. However, alternative methods must often be used to demonstrate particularly delicate structures. Corrosion casting of porcine organs with Biodur E20® Plus is valuable for teaching and learning both gross anatomy and, uniquely, the micromorphology of cardiovascular, respiratory, digestive, and urogenital systems. Assessments of casts with a stereomicroscope and/or scanning electron microscope as well as highlighting cast structures using color coding help students to better understand how the structures that they have observed as two-dimensional images actually exist in three dimensions, and students found using the casts to be highly effective in their learning. Reconstructions of cast hollow structures from (micro-)computed tomography scans and videos facilitate detailed analyses of branching patterns and spatial arrangements in cast structures, aid in the understanding of clinically relevant structures and provide innovative visual aids. The casting protocol and teaching manual we offer can be adjusted to different technical capabilities and might also be found useful for veterinary or other biological science classes.

• Klíčová slova
• Anatomy, Biodur E20(®) Plus, Corrosion casting, Microcomputed tomography, Pig,
• MeSH
• anatomické modely * MeSH
• anatomie výchova   MeSH
• audiovizuální pomůcky MeSH
• cévy anatomie a histologie   MeSH
• kapiláry anatomie a histologie   MeSH
• korozní odlévání metody   MeSH
• mikroskopie elektronová rastrovací MeSH
• mikroskopie MeSH
• postoj MeSH
• prasata anatomie a histologie   MeSH
• studenti MeSH
• Sus scrofa anatomie a histologie   MeSH
• vyučování MeSH
• zvířata MeSH
• Check Tag
• zvířata MeSH
• Publikační typ
• časopisecké články MeSH

The article deals with our experience of Terminologia Anatomica (TA) in fields of education (of systemic and topographic anatomy) and clinical medicine (teaching of clinical anatomy and courses for young physicians in endoscopy). The anatomical nomenclature in Latin has been official for 120 years and its latest version for 17 years. Its main weak points should be discussed in public (or at least the discussion should be provoked), which is the reason for publishing the following findings and ensuing proposals. They are classified with seven groups: mistakes in TA, discrepancies in TA, multiplication of terms, synonyms in TA, identical terms for different structures, too long terms and missing terms in TA. The last group comprises missing terms in systemic anatomy, clinical anatomy, a paucity of terms in variant anatomy, in locomotion system and in topographic anatomy. Several attempts to draw attention to these have been made by the publication of inaccuracies in Nomina Anatomica and TA but this article summarizes and reviews current situation, emphasizing the weak points of the TA and brings several proposals and suggestions for further discussion.

• Klíčová slova
• Anatomy, Nomenclature, Terminology,
• MeSH
• anatomie výchova   normy   MeSH
• lidé MeSH
• lokomoce fyziologie   MeSH
• reprodukovatelnost výsledků MeSH
• studium lékařství normy   MeSH
• terminologie jako téma * MeSH
• Check Tag
• lidé MeSH
• Publikační typ
• časopisecké články MeSH
• práce podpořená grantem MeSH