Case-based online anatomy education: cross-cultural insights from medical students in Türkiye and the United States

Year 2025, Volume: 19 Issue: 3, 114 - 121, 15.01.2026

Güneş Aytaç , Nicole A. Nakamatsu , Brandi Mikami , Jesse Thompson , Christoph Rettenmeier , U-Young Lee , Scott Lozanoff

https://izlik.org/JA86SX43JP

Abstract

Objectives: Anatomy remains a cornerstone of medical education, and emerging technologies are increasingly employed to enhance students’ understanding of complex spatial relationships. This study developed and implemented a case-based anatomy online module utilizing Magnetic Resonance Images (MRIs) of body donors and three-dimensional (3D) models to foster student engagement and promote hypothesis-driven learning.
Methods: Students from the USA (n=40) and Türkiye (n=16) participated in virtual classrooms using distance education tools. Each case-based module included: Subject, Medical History, and Physical Exam, followed by Radiology and Pathology reports. Students generated diagnostic hypotheses during the virtual session, discussed findings in small groups, and accessed 3D segmented, photogrammetric, illustrative anatomical models and web-based MRIs.
Results: Analysis of the results revealed significant differences in student responses between the JABSOM and Türkiye cohorts regarding the online learning modules. The Türkiye cohort consistently rated the modules more favorably across several key areas.
Conclusion: Despite the differences, both cohorts expressed overall satisfaction with this online learning approach, indicating that the method was well-received across cultural and institutional contexts. This pilot study demonstrates the feasibility and effectiveness of integrating MRIs and 3D models into case-based anatomy instruction across international cohorts. The workflow offers a replicable model for future anatomy education, bridging traditional teaching methods with cutting-edge teaching tools.

Keywords

anatomy , case-based learning , distance learning , medical education

References

• Zavala-Cerna MG, Caballero AE, Verbeeck-Mendez S, Parker MJ. Self-rated benefits and knowledge gain from e-learning: the longitudinal use of an online learning experience at an international medical school. BMC Med Educ 2025;25:222.
• Liang CG, Matsunaga M, Takakusagi M, DeMeo J, Thompson JD, Rettenmeier C, Aytaç G, Lee UY, Lozanoff S. A comparison of pre- and post-clinical education learning preferences among medical students who elected to dissect compared to those who did not during the COVID-19 pandemic. Anat Sci Educ 2024;17:396–412.
• Stoehr F, Müller L, Brady A, Trilla A, Mähringer-Kunz A, Hahn F, Düber C, Becker N, Wörns MA, Chapiro J, Hinrichs JB, Akata D, Ellmann S, Huisman M, Koff D, Brinkmann S, Bamberg F, Zimmermann O, Traikova NI, Marquardt JU, Chang DH, Rengier F, Auer TA, Emrich T, Muehler F, Schmidberger H, Baeßler B, Dos Santos DP, Kloeckner R. How COVID-19 kick-started online learning in medical education—the DigiMed study. PLoS One 2021;16:e0257394.
• Thistlethwaite JE, Davies D, Ekeocha S, Kidd JM, MacDougall C, Matthews P, Purkis J, Clay D. The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Med Teach 2012;34:e421–44.
• Holland JC, Pawlikowska T. Undergraduate medical students’ usage and perceptions of anatomical case‐based learning: comparison of facilitated small group discussions and eLearning resources. Anat Sci Educ 2019;12:245–56.
• Donkin R, Yule H, Fyfe T. Online case-based learning in medical education: a scoping review. BMC Med Educ 2023;23:564.
• Brown W, Afshari S, Zhou M, Lythgoe J, Walsh R, Hielscher AC. Living and post‐mortem CT scans in the gross anatomy lab: A study investigating differences in first‐year medical students’ exam performance and perceptions. Anat Sci Educ 2024;17:468–82.
• Rathan R, Hamdy H, Kassab SE, Salama MNF, Sreejith A, Gopakumar A. Implications of introducing case based radiological images in anatomy on teaching, learning and assessment of medical students: a mixed-methods study. BMC Med Educ 2022;22:723.
• Kumar P, Jothi R, Mathivanan D. Self-directed learning modules of CT scan images to improve students’ perception of gross anatomy. Educ Health (Abingdon) 2016;29:152–5.
• Slon V, Hershkovitz I, May H. The value of cadaver CT scans in gross anatomy laboratory. Anat Sci Educ 2014;7:80–2.
• Nakamatsu NA, Aytaç G, Mikami B, Thompson JD, Davis M, Rettenmeier C, Maziero D, Andrew Stenger V, Labrash S, Lenze S, Torigoe T, Lozanoff BK, Kaya B, Smith A, Douglas Miles J, Lee UY, Lozanoff S. Case-based radiological anatomy instruction using cadaveric MRI imaging and delivered with extended reality web technology. Eur J Radiol 2021;146:110043.
• Johnson EO, Charchanti AV, Troupis TG. Modernization of an anatomy class: from conceptualization to implementation. A case for integrated multimodal-multidisciplinary teaching. Anat Sci Educ 2012;5:354–66.
• Pujol S, Baldwin M, Nassiri J, Kikinis R, Shaffer K. Using 3D modeling techniques to enhance teaching of difficult anatomical concepts. Acad Radiol 2016;23:507–16.
• Azer SA, Azer S. 3D Anatomy Models and impact on learning: a review of the quality of the literature. Health Professions Education 2016;2:80–98.
• Rodrigues L, Pereira FD, Toda AM, Palomino PT, Pessoa M, Carvalho LSG, Fernandes D, Oliveira EHT, Cristea AI, Isotani S. Gamification suffers from the novelty effect but benefits from the familiarization effect: findings from a longitudinal study. International Journal of Educational Technology in Higher Education 2022;19:13.
• Ryan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol 2000;55:68–78.
• Van Merriënboer JJG, Sweller J. Cognitive load theory in health professional education: design principles and strategies. Med Educ 2010;44:85–93.
• Elzawawy EM, Elsayed HRH, Mady MM, Rizk MH, Almuktar SR, Al-hajjar AK, Alsherbini KA, Kelada MN. Perceived effectiveness and preferences of medical students toward blended learning in anatomy: a multi-institutional cross-sectional study. BMC Med Educ 2025;25:1688.
• Swinnerton BJ, Morris NP, Hotchkiss S, Pickering JD. The integration of an anatomy massive open online course (MOOC) into a medical anatomy curriculum. Anat Sci Educ 2017;10:53–67.
• Wickramasinghe N, Thompson BR, Xiao J. The opportunities and challenges of digital anatomy for medical sciences: narrative review. JMIR Med Educ 2022;8:e34687.