Anatomy is essentially a three-dimensional content and learning its structures, through 3D impressions, for example, is of notable importance. In this context, traditional teaching methods, despite being highly effective, still have some limitations. Therefore, 3D printing has been introduced in the teaching of Anatomy, bringing several advantages, such as accuracy, personalized study and easy handling. Based on these premises, the objective of this work was to carry out an integrative review on the use of 3D printing in the teaching of human anatomy. A study was carried out in science direct, PUBMED, Scielo databases between 2010 and 2021 using the following descriptors 3D printing and teaching of anatomy. It was found that among the benefits of using 3D parts, there are: accuracy, durability, ease of production, good cost-benefit ratio and reduction of security risks linked to the fixation of cadaver and plastinated specimens. It was observed that in some studies most students preferred the use of 3D printing to traditional methods. Other studies have shown the importance of the use of 3D printing as a complementary tool to traditional methods of teaching anatomy. It was found that the use of 3D printing as a teaching tool may reduce the demand for bodies and overcome some of the governmental legal and ethical problems in the cadaver study, further studies should be carried out to assess the long-term impact of using 3D printing.

Playing is a rich, complex human experience that in the process of teaching and learning anatomy promotes meaningful learning. Among these activities in anatomical teaching we use the dolls and dolls as a playful tool for students of medicine and pharmacy courses. Nowadays the task of teaching is a big challenge, especially when we compete with the problems of using the telephone in the classroom. In this way we elaborate an active and playful method as a tool for learning the muscular system in the teaching of anatomy. Based on these premises the objective of this work was to investigate if the use of toys (dolls) as a tool in the process of teaching and learning the anatomy of the muscular system promotes learning. An analytical and cross ‐ sectional study was carried out with 74 pupils who used dolls and pins to identify muscles. Then, based on atlas images of human anatomy, the students performed 100 anatomical structure markings with pins with the purpose of identifying the muscles and their action, developing the spatial notions of the muscles that make up the human body. To collect data, a semi‐structured questionnaire on the perception of learning was applied. For statistical analysis, the Mann Whitney test was considered significant when presented at p <0.05. The mean age of the interviewees was 19.34 ± 0.53 for males and 19.22 ± 0.2 for females. A statistically significant difference was observed in pupils' perception of learning before (5.60 ± 0.31) and after (8.08 ± 0.2) the use of toys as an anatomy learning tool. Regarding the preference for traditional teaching and play teaching no statistically significant difference was observed, most of the students reported that they prefer hybrid teaching with a mixture of active and traditional methodology. However, we observed a reasoning and correctness of the muscles in the students who performed the activity of markings with the muscular system. It was verified that the toy was demonstrated as a methodology with great acceptability, promoting significant and playful learning of the muscular system among the students for the study and learning of the human anatomy.Support or Funding InformationCNPQThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Board games are important tools of active methodology in the anatomy teaching‐learning process, especially when traditional learning is to be diminished. Several studies demonstrate that board games are effective in promoting learning. At the present time, in our University, the traditional methodology is predominant, and building an appropriate and qualified learning environment is a big challenge nowadays. Based on these assumptions, the aim of this paper was to investigate whether the endocrine anatomy board game promotes meaningful learning. A descriptive exploratory study with quantitative approach was conducted with 31 students of the discipline of anatomy. For learning assessment, a tested and validated board game of endocrine anatomy was applied. For statistical analysis, the normality of the data was verified and the Mann‐Whitney test and the Chi‐Square test were used, and those with p <0.05 were considered significant. It was observed that there is a statistically significant difference between the ages of the participants, and females had an average age of 20.38±1.03 when compared to male students 18,25±0.30. Regarding the perception of learning, there was a statistically significant difference in learning after the board game (p <0.05). Regarding the positive aspects of using the game, it was found that 23.5% reported that it helps to fix the content, 19.6% that provides integration between students, 18.9% that facilitates learning anatomy, 15.5% that raises students self‐esteem and 15.16% promotes better interpersonal relationships. The parameters of Reasoning, Safety, Learning, Evaluation Effectiveness, Speed and Cognition were statistically significant when compared to traditional teaching. It was found that the board game anatomy of the endocrine system is an important tool in the construction of anatomical knowledge, promoting dynamic, playful and meaningful learning, when compared with the traditional methodology. Support or Funding Information CNPQ and FUNCAP

The project Ludic Anatomy is a learning and teaching tool used in the Medical, Pharmacology, Dentistry and Biology courses of the Federal University of Ceará. Concerning to the benefits of ludic activities, they make the teaching and learning process more dynamic and interesting, by stimulating the active studying of the muscular system and creating a playful method which is greatly different from the orthodox classes, they also have a positive influence in the memorizing development of anatomical terms. Considering the method of the ludic activity, the students used pins to mark and, then, identify fifty different muscles of the doll. Therefore, the objective of this study is to investigate if the use of toys in the anatomy’s learning and teaching process promotes long therm (6 months) knowledge retention. It was realized a descriptive exploratory study with quantitative approach with 61 medical students who participated of the project. To collect data, a semi‐structured questionnaire was applied at the time of activity and lasted six months. For statistical analysis, the Mann Whitney test was considered significant when presented the p<0,05. The mean age of the participants was 19,97 ± 0,46 for males and 19,74 ± 0,37 for females, there was not an important difference between the ages. A statistically significant difference was observed in the knowledge retention when compared the correct (7,69 ± 0,18) and wrong (1,30 ± 0,18) answers. A negative correlation (R −0,057) between the time spent studying and the numbers of questions right was observed. In conclusion, it was verified that the Ludic Anatomy promotes learning and the long‐therm knowledge retention. That project’s advantage demonstrates the importance of the ludic activity as an effective learning tool in the improvement of the traditional teaching of Anatomy. Support or Funding Information CNPQ