JANATO: A comprehensive approach to exploring anatomy learning experiences and academic development in undergraduate and graduate education in Brazil.

Authors

Guilherme Lunardon, Guilherme Andrade Alves, Denival Nascimento Vieira-Júnior, Ana Paula Cremasco Takano

Published in

Advances in physiology education. Sep 15, 2026. Epub Sep 15, 2026.

Abstract

Teaching and learning anatomy remain challenging in contemporary curricula, requiring strategies to strengthen anatomical knowledge of undergraduate and graduate students who may become educators in this field. A non-degree course combining theory, practice, clinical anatomy guest lectures, human tissue dissection, and research laboratory visits may stimulate academic-scientific pursuits. This study was designed to describe the Anatomy Journey (JANATO), developed by faculty and graduate students, and assesses participants' and organizers' perceptions of its contributions, strengths, and areas for improvement. Data were collected via post-course questionnaires, and the organizing team also participated in a SWOT (strengths, weaknesses, opportunities, and threats) analysis using the World Cafe method. Quantitative data were analyzed descriptively, and qualitative responses underwent content analysis. Evaluations highlighted satisfaction with dissection (97%), prosections (93%), and applied anatomy sessions, while also identifying needs for infrastructure, more flexible scheduling, and expanded pedagogical approaches. Despite these challenges, 97% of participants recommended the course. Approximately 90% of organizers reported academic and professional development, and 75% expressed improved presentation skills, though challenges such as limited institutional support and insufficient incentives were noted. Long-term follow-up revealed that 81.8% of former organizers agreed the experience contributed to their current practice, and 87.3% now hold academic positions. Overall, JANATO successfully promoted anatomy education, professional skills and academic collaboration. The findings point to improvements to enhance its pedagogical impact and accessibility in future editions. This model may guide the development of anatomy-focused and related life sciences programs aligned with evolving demands in training future clinicians and educators.

PMID:
42743191
Bibliographic data and abstract were imported from PubMed on 16 Sep 2026.

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