QuPath Edu and OpenMicroanatomy equip students for the future of medicine.

This study introduces a workflow using the Liverpool-Whitwell embalming protocol and photogrammetry to create realistic 3D digital models from veterinary specimens. These models, enhanced with digital tools and stored in a cloud repository, are integrated into the University of Liverpool's Virtual Learning Environment, offering remote access to high-quality anatomical resources. This method enhances educational delivery, specimen quality, and logistical efficiency, revolutionising anatomical education and improving learning outcomes.

The last two decades have seen a shift in the way anatomy education is delivered. With the introduction of blended learning, cadaveric dissection is no longer the be all and end all and, in many cases, the continuing role of anatomical teaching artifacts has declined after decades of prominence. While some institutions have abandoned their archaic anatomical collections and medical museums completely, others have invested in their technological enhancement. We describe the integration of historical teaching artefacts into contemporary anatomy education through the development of an interactive online e-platform and shed light on the enduring pedagogic value of past anatomical teaching specimen.

We developed a new three-dimensional (3D) printed device (human brain-cutting mold, HBCM) for creating human brain slices; moreover, we demonstrated a simple method for creating semi-permanent ultraviolet (UV) resin-mounted brain slice specimens for neuroanatomy education. We obtained brain slices of uniform thickness (3 mm) through the HBCM; the resultant brain slices were optimal for assessing morphological details of the human brain.

Acquiring a robust knowledge of comparative anatomy as part of the medical curriculum helps in understanding diseases better. This review article converges the ideas discussed in a symposium on One Health arranged during the IFAA2019 and prioritises an action plan of integrating veterinary knowledge into the medical curriculum.

The outbreak of COVID-19, resulting from widespread transmission of the SARS-CoV-2 virus, represents one of the foremost current challenges to societies across the globe, with few areas of life remaining untouched. Here, we detail the immediate impact that COVID-19 has had on the teaching and practice of anatomy, providing specific examples of the varied responses from several UK, Irish and German universities and medical schools. Alongside significant issues for, and suspension of, body donation programmes, the widespread closure of university campuses has led to challenges in delivering anatomy education via online methods, a particular problem for a practical, experience-based subject such as anatomy. We discuss the short-term consequences of COVID-19 for body donation programmes and anatomical education, and highlight issues and challenges that will need to be addressed in the medium to long term in order to restore anatomy education and practice throughout the world.