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

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

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