The purpose of this study is to characterize a full-term conjoined twins’ cadaver curated by Dr. Jacob Henle sometime between 1844 and 1852 and demonstrate digital distribution of an old and rare medical museum specimen using an extended reality (XR) model workflow. The cadaver (Preparation 296) is in the Department of Anatomy and Cell Biology at the University of Heidelberg. An XR display workflow comprises image capture, segmentation, and visualization using CT/MR scans derived from the cadaver. Online radiology presentation to medical students focuses on diagnostic characteristics of anatomical systems depicted with XR models. Developmental defects in Preparation 296 include duplicated supradiaphragmatic structures and abnormal osteological features. Subdiaphragmatically, the gut is continuous on the right, but terminates at the distal esophagus on the left. One large liver occupies the abdomen with one spleen located on the left side. Observations suggest duplication of the primitive streak and separate notochords rostrally. Duplication occurs near the yolk sac and involves midgut formation while secondary midline fusion of the upper extremities and ribs likely results from the proximity of the embryos during development. Medical students access the model with device agnostic software during the curricular topic “Human Body Plan” that includes embryology concepts covering mechanisms of twinning. The workflow enables ease-of-access XR visualizations of an old and rare museum specimen. This study also demonstrates digital distribution and utilization of XR models applicable to embryology education.

In utero colonization or deposition of beneficial microorganisms and their by-products likely occurs through various mechanisms, such as hematogenous spread or ascension from the reproductive tract. With high-throughput sequencing techniques, the identification of microbial components in first-pass neonatal meconium has been achieved. While these components are low-biomass and often not abundant enough to culture, the presence of microbial DNA signatures may promote fetal immune tolerance or epigenetic regulation prior to birth. The aim of this study was to investigate the maternal source of the neonatal first-pass meconium microbiome. Maternal vaginal and anal samples collected from twenty-one maternal–infant dyad pairs were compared via principal component analysis to first-pass neonatal meconium microbial compositions. Results demonstrated the greatest degree of similarity between the maternal gut microbiome in the second and third trimesters and vaginal microbiome samples across pregnancy, suggesting that the maternal gut microbiota may translocate to the fetal gut during pregnancy. This study sheds light on the origin and timing of the potential transfer of maternal microbial species to offspring in utero.

Due to the COVID‐19 pandemic, there is increased interest to effectively deliver educational curricula remotely to diverse student populations. Case‐based cadaveric MRI visualization and extended reality (XR) technology enhances learning experiences in medicine. The purpose of this study was to demonstrate that a virtual, multi‐departmental workflow utilizing MRI, XR technology, and a “patient” group, represented by the John A. Burns School of Medicine (JABSOM) Willed Body Program, supplements case‐based learning and promotes student exploration and engagement equally in cross‐cultural cohorts represented by American and Turkish medical students. Virtual case‐based learning activities were developed and presented to American medical students at JABSOM and Turkish medical students, selected based on education and English proficiency, via Zoom. Subject, medical history, and physical exam data were presented to students who were then divided into breakout rooms where hypotheses regarding cadaveric, neurological findings were generated. Students then reviewed radiology and pathology reports and accessed relevant 3D segmented, photogrammetric and illustrative models. An optional survey was completed to evaluate student opinion based on a 5‐point Likert scale. Comparisons between groups were performed using a non‐parametric Mann‐Whitney U test. Data was reported as mean, median (min‐max), and percentile. Significant differences (two‐tailed P ) less than 0.05 were significant. Results revealed significant differences between American (n=40) and Turkish (n=16) student opinion. The Turkish scale was significantly higher when asked if MRI scans of cadavers were useful as online learning tools (p =0.002), if MRI scans of cadavers provided an understanding of relevant anatomy (p<0.001), if 3D models provided a better understanding of anatomical relationships (p<0.001), whether students would like more interactive sessions using MRI scans (p<0.001), and if students would use similar resources in the future (p<0.001). The American scale was higher when asked if students were able to communicate effectively with their breakout groups (p=0.037). The learning activity was positively received by both cohorts as shown by no average score less than a 4 out of 5 for each question. The American scales may have been lower due to having previous experience with similar activities, whereas the learning activity was novel and exciting to Turkish students. Differences in communicating effectively in breakout rooms can be explained by the fact that American students were broken into longitudinal dissection groups, whereas Turkish students were randomly assigned. Based on these results, case‐based learning, utilizing MRI and XR technology, enhances the learning experience of medical students and can be expanded to cross‐cultural student populations.

Objectives: Anatomy remains a cornerstone of medical education, and emerging technologies are increasingly employed to enhance students’ understanding of complex spatial relationships. This study developed and implemented a case-based anatomy online module utilizing Magnetic Resonance Images (MRIs) of body donors and three-dimensional (3D) models to foster student engagement and promote hypothesis-driven learning. Methods: Students from the USA (n=40) and Türkiye (n=16) participated in virtual classrooms using distance education tools. Each case-based module included: Subject, Medical History, and Physical Exam, followed by Radiology and Pathology reports. Students generated diagnostic hypotheses during the virtual session, discussed findings in small groups, and accessed 3D segmented, photogrammetric, illustrative anatomical models and web-based MRIs. Results: Analysis of the results revealed significant differences in student responses between the JABSOM and Türkiye cohorts regarding the online learning modules. The Türkiye cohort consistently rated the modules more favorably across several key areas. Conclusion: Despite the differences, both cohorts expressed overall satisfaction with this online learning approach, indicating that the method was well-received across cultural and institutional contexts. This pilot study demonstrates the feasibility and effectiveness of integrating MRIs and 3D models into case-based anatomy instruction across international cohorts. The workflow offers a replicable model for future anatomy education, bridging traditional teaching methods with cutting-edge teaching tools.