Medical education in the anatomical sciences: The winds of change continue to blow

By R. Drake, J. McBride, N. Lachman, W. Pawlina. Anatomical Sciences Education, 2009

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Immersive virtual reality as a teaching tool for neuroanatomy (2017, neutral): “2 visuospatial experiences 1 (3) 0 (0) 1 (2) 0.”
The production of anatomical teaching resources using three‐dimensional (3D) printing technology (2014, background): “In contrast, some institutions in the United Kingdom and Europe have abandoned dissection-based learning (McLachlan and Patten, 2006) and in the United States many rely on combinations of prosection and dissection (Drake et al., 2009).”
The anatomy of anatomy: A review for its modernization (2010, background): “…skills, professionalism, and ethics) into the medical curriculum has led to a reduction in total hours of anatomy teaching and factual content (Parker, 2002; Moxham and Plaisant, 2007; Rainsbury, 2007; Drake et al., 2009) despite students preferring longer anatomy courses (Holla et al., 2009).”
The effectiveness of virtual and augmented reality in health sciences and medical anatomy (2017, positive): “In 2009 the amount of time dedicated to teaching gross anatomy was found to have decreased by 55% over the span of the past 49 years within the medical curriculum in universities within the United States of America (Drake et al., 2002, 2009, 2014).”