Perceptions of young people living with HIV and caregivers in Botswana on analytical treatment interruption studies: a qualitative approach.

Anatomy is a fundamental aspect of medical education. Traditionally, it has been taught using a variety of methods, including anatomical atlases and textbooks for theoretical knowledge, as well as human cadaveric dissection. Often, students acquire most of their face‐to‐face learning through lectures and practical sessions, which can involve activities focused on surface anatomy, prosected cadaveric specimens, plastic models, and radiological images. Practical sessions based on cadaveric dissection or prosections are designed to reinforce the contents covered in lectures, providing students with the opportunity to observe how anatomical structures are interconnected. This facilitates a more comprehensive understanding of the relationships between structures., In this regard, practical sessions based on cadaveric material remain a “gold standard” for anatomy teaching., , , However, limitations on curricular time, trained anatomists, and resources for gross anatomy courses have led many medical schools to abandon costly and time‐consuming dissection‐based instruction in favor of alternative teaching methods, including prosection, medical imaging, and multimedia resources. In this sense, the pandemic significantly accelerated the digital transformation of teaching anatomy, and a variety of software and apps offer additional eLearning resources that support students in enhancing knowledge acquisition., , , In recent years, numerous studies have suggested the use of online platforms as additional resources in teaching and assessment to support and enhance the learning process., Students tend to like these supplementary resources such as instructional videos, quizzes, virtual images, online atlases, and a high level of student engagement can be achieved with these methodologies., These resources are considered valuable tools to prepare for practical sessions, to enhance anatomy learning, and to revise for exams., , All in all, it seems that a blended approach integrating traditional methods, such as dissection or cadaveric photographs, with other pedagogical strategies would optimize learning outcomes. Indeed, some publications have shown a positive effect in student outcomes when eLearning methodologies were used as a complement to traditional face‐to‐face anatomy,, , , , particularly in spatial knowledge acquisition and clinical preparation., In anatomical education, visual resources serve as powerful tools that enhance comprehension and retention, and educators routinely incorporate images from textbooks, atlases, and cadaveric photographs into their teaching practices. In fact, literature has thoroughly examined the role of images in enhancing spatial understanding, clarifying relationships between nearby structures, and supporting assessment processes., , However, despite the prevalent use of anatomical images as a teaching tool, there remains limited empirical data demonstrating that the use of images as a study aid improves deeper anatomy learning outcomes or leads to higher final grades., Some studies have reported that including anatomical or radiological images in online assessments leads to notably higher student scores compared to text‐only questions., , , Other authors showed that teaching anatomy with radiological images or dissection videos, facilitates the achievement of learning objectives, although no difference in final grades was observed. Limitations of these studies imply that students are evaluated on precisely what was practiced during the intervention, either using essay questions or multiple‐choice tests with supporting images, or questions involving the recognition of structures directly on images, not on cadaveric specimens., , , Furthermore, most of the existing research focuses on student satisfaction and user perceptions rather than concrete evidence of academic improvement., , , This illuminates the requirement for rigorous studies that provide additional evidence of their effectiveness in enhancing learning and academic performance.