Posters
Presenting Author Academic/Professional Position
Medical Student
Academic Level (Author 1)
Medical Student
Academic Level (Author 2)
Medical Student
Academic Level (Author 3)
Medical Student
Academic Level (Author 4)
Medical Student
Academic Level (Author 5)
Medical Student
Presentation Type
Poster
Discipline Track
Clinical Science
Abstract Type
Research/Clinical
Abstract
Background: Understanding the connections between the skin and urogenital systems is important for medical students, as many diseases affect both areas. Dermatology and urology are often taught separately, but combining them into a single learning resource could help students see how these systems are linked. By including real clinical cases in a multidisciplinary atlas, students might better understand anatomy, retain knowledge longer, and develop stronger problem-solving skills. This review explores how combining dermatological and urological anatomy in one atlas could improve medical education.
Methods: This literature review synthesizes findings from peer-reviewed studies on multidisciplinary teaching strategies, case-based learning, and visual education tools in medical training. Emphasis was placed on research exploring the integration of dermatological and urological systems in anatomical education, as well as the impact of incorporating real-world clinical cases into learning resources. Analysis also highlights how the structural and histological differences between these systems influence disease presentation and treatment strategies.
Results: This review highlights the importance of integrating dermatological and urological cases into an anatomy atlas can bridge knowledge gaps by providing students with clinically relevant contexts. Case-based visual tools are consistently shown to improve retention and application of knowledge, especially in disciplines with overlapping anatomical and functional features. Studies also suggest that cross disciplinary approaches foster a more interconnected understanding of the human body and better prepare students for clinical problem-solving in the real world. Incorporating visual depictions of conditions such as dermal manifestations of systemic urological diseases enhances the ability to correlate these clinical presentations with anatomical knowledge.
Conclusions: Creating a multidisciplinary atlas that integrates dermatology and urology can make anatomy more relevant and useful for medical students. Including clinical cases helps students connect what they learn to real-world situations, improving their ability to think critically and solve problems. This approach could lead to better medical education tools and inspire new ways of teaching across different specialties.
Recommended Citation
Penmetcha, Neharika; Hensley, Jared; Martin, Blake C.; Heckman, Justin; Bangash, Aun; and Belmares, Ricardo, "Effectiveness of a Multidisciplinary Atlas: Integrating Dermatological and Urological Anatomy for Enhanced Medical Education" (2025). Research Symposium. 118.
https://scholarworks.utrgv.edu/somrs/2025/posters/118
Included in
Curriculum and Instruction Commons, Integumentary System Commons, Urogenital System Commons
Effectiveness of a Multidisciplinary Atlas: Integrating Dermatological and Urological Anatomy for Enhanced Medical Education
Background: Understanding the connections between the skin and urogenital systems is important for medical students, as many diseases affect both areas. Dermatology and urology are often taught separately, but combining them into a single learning resource could help students see how these systems are linked. By including real clinical cases in a multidisciplinary atlas, students might better understand anatomy, retain knowledge longer, and develop stronger problem-solving skills. This review explores how combining dermatological and urological anatomy in one atlas could improve medical education.
Methods: This literature review synthesizes findings from peer-reviewed studies on multidisciplinary teaching strategies, case-based learning, and visual education tools in medical training. Emphasis was placed on research exploring the integration of dermatological and urological systems in anatomical education, as well as the impact of incorporating real-world clinical cases into learning resources. Analysis also highlights how the structural and histological differences between these systems influence disease presentation and treatment strategies.
Results: This review highlights the importance of integrating dermatological and urological cases into an anatomy atlas can bridge knowledge gaps by providing students with clinically relevant contexts. Case-based visual tools are consistently shown to improve retention and application of knowledge, especially in disciplines with overlapping anatomical and functional features. Studies also suggest that cross disciplinary approaches foster a more interconnected understanding of the human body and better prepare students for clinical problem-solving in the real world. Incorporating visual depictions of conditions such as dermal manifestations of systemic urological diseases enhances the ability to correlate these clinical presentations with anatomical knowledge.
Conclusions: Creating a multidisciplinary atlas that integrates dermatology and urology can make anatomy more relevant and useful for medical students. Including clinical cases helps students connect what they learn to real-world situations, improving their ability to think critically and solve problems. This approach could lead to better medical education tools and inspire new ways of teaching across different specialties.
