Medical students learning anatomy through traditional specimens and modern technology.

Anatomy Education Revolution: How One University Is Shaping the Future of Medical Learning

Jordan Keane in Mind & Education August 2025 • 5 min read.

"Discover the innovative approach the University of Queensland is taking to enhance anatomy education for medical students."

The landscape of medical education is constantly evolving, and anatomy, a foundational subject, faces increasing challenges due to growing student numbers and limited teaching resources. This has led to a recognized deficiency in anatomy teaching, prompting innovative solutions to bridge the gap and ensure будущие healthcare professionals receive the best possible training.

Responding to this need, the University of Queensland's Discipline of Surgery developed an extracurricular applied anatomy course in 2010. This program aimed to cater to the specific requirements of clinical students in their third and fourth years, accommodating their varying levels of prior knowledge in anatomy. The course was meticulously designed to deliver tangible learning outcomes by employing a clinically oriented anatomy education model that leverages prosected specimens and advanced computer resources.

What sets this course apart is its holistic approach to curriculum development and evaluation, with student representatives actively participating in all aspects. Taught by experienced surgeons, the course provides an engaging overview of whole-body applied anatomy, ensuring students not only learn the subject matter but also understand its practical relevance in a clinical setting.

A Clinically-Oriented Approach to Anatomy Education

Medical students learning anatomy through traditional specimens and modern technology.

The University of Queensland's anatomy course distinguishes itself through its clinically oriented approach. Unlike traditional anatomy courses that rely solely on textbooks and lectures, this program uses prosected specimens and computer resources to provide a hands-on, interactive learning experience. This model allows students to see and understand the real-world applications of anatomical knowledge, bridging the gap between theory and practice.

To ensure accessibility, the course had a modest fee of $90, making it affordable for students while encouraging committed attendance. Class sizes were deliberately restricted to 44 students to maintain a high-quality learning environment, with selections made from a pool of 150 applicants (representing about 800 students across both years) on a first-come, first-served basis.

Expert-Led Tutorials: Over seven Saturday mornings, students benefited from 2-hour tutorials led by surgeons with expertise in specific fields of regional anatomy. This scheduling minimized disruption for both surgeons and students.
Diverse Educational Resources: The course incorporated various educational resources, including three-dimensional virtual modeling and carefully prepared pathology specimens, providing students with a comprehensive understanding of anatomical structures and their clinical relevance.
Regular Assessments: Participants completed a short multiple-choice test before each week's tutorial, reinforcing their learning and identifying areas for improvement. The course concluded with a wet laboratory session, where students could examine prosected cadaveric specimens at multiple stations, with a one-to-five surgeon-student ratio.
Post-Course Evaluation: To gauge the effectiveness of the course, students completed a post-course exam consisting of collated pre-tutorial multiple-choice questions and a five-point Likert-scale evaluation form.

The results of the course were overwhelmingly positive. Students reported high levels of satisfaction, with mean Likert scores of 4.6 at 4 weeks and 4.8 at 8 weeks. Post-course exam scores demonstrated a small but significant improvement (mean ± SD: pre-course, 43% ± 16.7% v post-course, 50% ± 10.6%; P=0.004), and scores were correlated with attendance. This demonstrates the effectiveness of the program in enhancing students' knowledge and understanding of anatomy.

Expanding the Horizons of Anatomy Education

The University of Queensland's applied anatomy course has proven to be a valuable addition to medical education. The course structure is time-efficient and cost-effective, addressing a critical need for supplemental anatomy education. By incorporating clinically oriented teaching methods and diverse educational resources, the program effectively enhances students' knowledge, skills, and confidence in anatomy.

However, the authors acknowledge that, like other extracurricular initiatives, this course does not deliver educational benefits to an entire cohort of students. To address this limitation, further development and evaluation are required to integrate the benefits of such extracurricular courses into the wider medical curriculum within the constraints of graduate MB BS programs.

Building on the success of the initial course, the University of Queensland has expanded its offerings to include two courses in 2011. This expansion reflects the institution's commitment to providing high-quality anatomy education and meeting the evolving needs of medical students. As medical student numbers continue to rise and teaching resources face increasing pressure, innovative programs like this one will play a crucial role in shaping the future of medical education.

About this Article -

This article was crafted using a human-AI hybrid and collaborative approach. AI assisted our team with initial drafting, research insights, identifying key questions, and image generation. Our human editors guided topic selection, defined the angle, structured the content, ensured factual accuracy and relevance, refined the tone, and conducted thorough editing to deliver helpful, high-quality information.See our About page for more information.

This article is based on research published under:

DOI-LINK: 10.5694/mja11.10470, Alternate LINK

Title: Delivering Supplemental Anatomy Education: The University Of Queensland Model

Subject: General Medicine

Journal: Medical Journal of Australia

Publisher: AMPCo

Authors: Matthew J Roberts, Bavahuna Manoharan, Marianne Vonau, Russell W Stitz, Owen A Ung

Published: 2011-10-01

Everything You Need To Know

How does the University of Queensland address the challenges in anatomy education?

The University of Queensland's Discipline of Surgery addresses deficiencies in anatomy teaching by offering an extracurricular applied anatomy course. This course uses clinically oriented anatomy education, leveraging prosected specimens and computer resources to enhance learning. It specifically targets the needs of clinical students by accommodating their varying levels of prior knowledge in anatomy.

What makes the University of Queensland's anatomy course different from traditional anatomy courses?

The course at the University of Queensland distinguishes itself through a clinically oriented approach, integrating prosected specimens and computer resources. This allows students to engage with real-world applications of anatomical knowledge, bridging theoretical understanding with practical clinical relevance. Student representatives actively participate in curriculum development and evaluation.

What educational resources are utilized in the University of Queensland's applied anatomy course?

The University of Queensland's course utilizes several resources, including expert-led tutorials by surgeons, three-dimensional virtual modeling, and carefully prepared pathology specimens. Regular assessments like multiple-choice tests and a concluding wet laboratory session further enhance the learning experience. The wet lab features prosected cadaveric specimens with a one-to-five surgeon-student ratio.

What were the reported outcomes and improvements observed in students who completed the University of Queensland's anatomy course?

Students at the University of Queensland showed high satisfaction, indicated by mean Likert scores of 4.6 at 4 weeks and 4.8 at 8 weeks. Post-course exam scores improved significantly, and these scores correlated with attendance, demonstrating the program's effectiveness in enhancing anatomical knowledge. Before the course, the mean score was 43% ± 16.7%, which improved to 50% ± 10.6% after the course (P=0.004).

What are the broader implications of using clinically oriented teaching methods in anatomy education, as demonstrated by the University of Queensland's approach?

The clinically oriented teaching methods employed by the University of Queensland’s anatomy course have significant implications. They not only improve students' understanding and retention of anatomical knowledge but also boost their confidence in applying this knowledge in clinical settings. This approach ensures that будущие healthcare professionals are better prepared for the challenges they will face in their careers. By focusing on practical relevance and integrating diverse resources like prosected specimens and virtual modeling, the course addresses the critical need for supplemental anatomy education in a time-efficient and cost-effective manner.