Introduction: Clinical anatomy is a cornerstone of medical education, providing essential knowledge for understanding the human body and developing clinical reasoning. It directly influences students’ preparedness for surgery, trauma care, and diagnostic processes. In Iran, however, clinical anatomy education faces enduring challenges. These include limited access to clinical environments, overcrowded teaching hospitals, ethical concerns surrounding patient privacy, and a continued reliance on passive, lecture-based methods.
Furthermore, many institutions—particularly in underserved regions—lack dissection labs, simulation centers, or radiological facilities. These limitations reduce student engagement, hinder knowledge retention, and impair clinical confidence, particularly in surgical and diagnostic disciplines.
In response to these challenges, a growing body of global and local research has explored the use of technology to modernize anatomy education. Tools such as virtual reality (VR), augmented reality (AR), radiology-integrated teaching, and smart wearable devices have demonstrated potential to bridge the gap between theory and practice. This review explores the current challenges in Iran and proposes evidence-based, context-sensitive strategies to improve anatomy education through innovation.
Methods: This narrative review includes studies published between 2010 and 2024 from databases including PubMed, Scopus, Web of Science, and Google Scholar. Search terms included: Clinical Anatomy Education, Technology in Medical Teaching, Radiology-assisted Learning, Smart Glasses in Medicine, and Iran Medical Education. Articles in both English and Persian were reviewed.
Studies were included if they discussed technology use in anatomy education, impacts on learning outcomes, or student perceptions. Relevant reviews, original research, qualitative studies, and case reports were analyzed thematically to identify common barriers and effective educational interventions.
Results: Four core challenges were identified in Iran’s clinical anatomy education:
1. Limited clinical access: Due to hospital overcrowding, ethical constraints, and a lack of structured clinical integration in early medical education, students often have minimal real-patient exposure during anatomy learning.
2. Passive learning styles: Most curricula still rely heavily on lectures, which limit engagement, spatial comprehension, and clinical application.
3. Lack of radiological integration: Radiology is often underused in anatomy instruction, despite its increasing importance in clinical diagnostics.
4. Infrastructure limitations: Many universities lack cadaver labs, simulation centers, or modern digital platforms—especially in smaller or rural institutions.
Despite these issues, several promising solutions have emerged:
• Radiology-based learning: Integrating CT scans, MRIs, and X-rays into anatomy lessons helps students visualize structures more clearly and understand clinical correlations. This is particularly useful in settings where cadaver dissection is not feasible.
• Smart glasses and livestreaming technologies: Devices such as smart glasses allow for real-time transmission of surgeries or bedside examinations. With proper consent and privacy protocols, they enable students to remotely observe clinical interactions and procedures, reducing the barriers posed by physical space and hospital access.
• 3D modeling, VR and AR platforms: These technologies offer interactive simulations of anatomical structures and clinical scenarios. They cater to visual learners and can be reused across classes, making them scalable and cost-efficient.
• Case-based and competency-driven curricula: Shifting from rote memorization to clinical case-based learning promotes critical thinking, long-term retention, and better preparation for real-world scenarios.
These strategies have shown increased student engagement, deeper understanding, and improved diagnostic reasoning. In resource-limited contexts like Iran, they offer a pragmatic path to overcoming systemic limitations.
Conclusion: Clinical anatomy education in Iran stands at a pivotal point. Persistent challenges—ranging from infrastructure deficits to limited clinical integration—undermine student preparedness for medical practice. However, emerging technologies present tangible solutions. Radiology-assisted teaching, smart wearable devices, and immersive simulations can transform passive learning into dynamic, clinically relevant experiences.
Blending traditional instruction with modern tools allows for a more engaging, equitable, and effective educational model. To achieve this, medical schools and policymakers must prioritize accessible and adaptable innovations, invest in digital infrastructure, and support faculty training.
Future efforts should include outcome-based research to assess the long-term effectiveness of these interventions. If implemented strategically, technological integration can not only enhance anatomy education in Iran but also align it with global standards, ultimately producing more competent and confident physicians.