Examinando por Autor "Sanchis-Gimeno, Juan A."

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    Generative Artificial Intelligence Performance onUniversity-Level Human Anatomy Examinations:A Structured Narrative Review and ProposedMATRIX-Anatomy Framework
    (Wiley Periodicals LLC, 2026-08-20) Sanchis-Gimeno, Juan A.; Valenzuela-Fuenzalida, Juan José; Bruna-Mejías, Alejandro; Orellana-Donoso, Mathias; Paton, Glen J.; Nalla, Shahed
    Generative artificial intelligence (GenAI) can perform strongly on written anatomy examinations, but whether such scores represent anatomical competence remains uncertain because results vary with the model, assessment, protocol, modality, scoring, and comparator. We synthesized studies evaluating GenAI as the examinee in university-level human anatomy assessments and proposed MATRIX-Anatomy, a reporting and interpretive framework not yet externally validated. PubMed, Scopus, and Web of Science Core Collection were searched for records published from January 2022 to 11 July 2026. Eligible studies used university examinations, course item banks, or curriculum-aligned undergraduate benchmarks and reported quantitative performance. Three reviewers completed study selection, data extraction, and narrative synthesis by consensus. Of 115 records, 51 duplicates were removed, 64 were screened, and 15 studies were included. Leading systems scored 76% to 98% on text-based multiple-choice assessments. On a fixed 120-item set, accuracy increased from 45.8% with ChatGPT-3.5 to 86.7% with ChatGPT-5. Human comparisons were mixed. Visuospatial performance was weaker: ChatGPT-4o identified 22.26% of cadaveric structures after up to three attempts; ChatGPT-4.0 achieved 17.3% end-to-end accuracy on image-based anatomy; and ChatGPT-5.1 reached 74.4% on a surgical-anatomy subset. Repeated runs revealed volatility and consistently incorrect responses. The findings support supervised formative use with authoritative verification and retention of secure supervised, oral, constructed-response, visuospatial, and practical assessments. MATRIX-Anatomy specifies six domains (Model, Assessment, Testing protocol, Reference standard, Input, and eXternal validity) for reproducible reporting and defensible interpretation, but requires formal external validation.
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    Unclosed transverse foramen of the atlas: A systematic review and meta-analysis of prevalence and translational anatomical relevance
    (Elsevier, 2026-06-29) Sanchis-Gimeno, Juan A.; Orellana-Donoso, Mathias; Valenzuela-Fuenzalida, Juan José; Arlegi, Mikel; Paton, Glen J.; Nalla, Shahed; Gómez-Olivencia, Asier
    Background: The atlas vertebra (C1) has a close anatomical relationship with the vertebral artery through the transverse foramen. Incomplete osseous closure of this canal, described as an unclosed transverse foramen (UTF), may modify the expected bony boundaries around the vertebral artery. Objective: This systematic review and meta-analysis estimated the prevalence of UTF in anatomically modern humans and summarized its anatomical and potential clinical implications. Methods: Searches were conducted in MEDLINE, CINAHL, Web of Science, Scopus and complementary sources following PRISMA 2020 and evidence-based anatomy recommendations. Eligible studies were original human anatomical, osteological, cadaveric, skeletal or imaging-based studies that reported C1-specific UTF with an extractable numerator and denominator. Methodological quality was assessed using the AQUA tool. Pooled prevalence was estimated using a random-effects model with logit-transformed proportions. Results: Six studies were included in the quantitative synthesis. The pooled prevalence of UTF was 8.8%, with negligible between-study heterogeneity. Methodological quality was predominantly favorable. Conclusions: UTF is an uncommon but recurrent anatomical variant of the atlas. Current evidence does not establish isolated UTF as an independent cause of symptoms. The variant should nevertheless be recognized in anatomical description, radiological reporting and preoperative planning for upper cervical procedures.
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    Variant Anatomy Literacy as a Patient-Safety Competency in Surgical Training: A Title-Informed Conceptual Review and Competency Framework
    (Wiley Periodicals LLC, 2026-06-25) Sanchis-Gimeno, Juan A.; Zuld, Andreea-Bianca; Orellana-Donoso, Mathias; Valenzuela-Fuenzalida, Juan José; Granite, Guinevere
    Surgical safety depends on recognition of patient-specific anatomy when encountered structures depart from population norms. Knowledge of anatomical variations is often treated as supplemental rather than as a safety-relevant necessity. This article aims to translate a title-informed map of literature on anatomical variation, surgical education, and patient safety into a practical competency framework for surgical training. A targeted, title-informed conceptual review was conducted in March 2026. PubMed was searched using anatomical-variation terms combined with surgery, education, patient safety, curriculum, assessment, simulation, reporting, and competency terms. PubMed Central, publisher pages, DOI landing pages, and cross-indexed scholarly sources were used for retrieval and verification. Titles and formal source descriptions were screened for signals linking anatomical variation with clinical risk, surgical error, curriculum, assessment, terminology, reporting, visualization, simulation, patient safety, or competency-based education. This method was designed for conceptual synthesis rather than prevalence estimation, effect-size analysis, or a complete evidence map. Six recurrent framings were identified: anatomical variation as a clinical hazard, curriculum and assessment gap, terminology and reporting problem, visualization and simulation challenge, team-communication and systems issue, and competency-based training target. These framings support defining variant anatomy literacy as the capability to anticipate, identify, interpret, adapt to, communicate, document and learn from clinically consequential anatomical variation before, during and after operative care. Surgical curricula should move beyond recall of rare variants and assess observable safety behavior under anatomical uncertainty. Practical implementation can integrate patient-specific imaging, donor contrast, simulation, operative observation, briefing and debriefing, operative-note audit, and morbidity-and-mortality learning.Surgical safety depends on recognition of patient-specific anatomy when encountered structures depart from population norms. Knowledge of anatomical variations is often treated as supplemental rather than as a safety-relevant necessity. This article aims to translate a title-informed map of literature on anatomical variation, surgical education, and patient safety into a practical competency framework for surgical training. A targeted, title-informed conceptual review was conducted in March 2026. PubMed was searched using anatomical-variation terms combined with surgery, education, patient safety, curriculum, assessment, simulation, reporting, and competency terms. PubMed Central, publisher pages, DOI landing pages, and cross-indexed scholarly sources were used for retrieval and verification. Titles and formal source descriptions were screened for signals linking anatomical variation with clinical risk, surgical error, curriculum, assessment, terminology, reporting, visualization, simulation, patient safety, or competency-based education. This method was designed for conceptual synthesis rather than prevalence estimation, effect-size analysis, or a complete evidence map. Six recurrent framings were identified: anatomical variation as a clinical hazard, curriculum and assessment gap, terminology and reporting problem, visualization and simulation challenge, team-communication and systems issue, and competency-based training target. These framings support defining variant anatomy literacy as the capability to anticipate, identify, interpret, adapt to, communicate, document and learn from clinically consequential anatomical variation before, during and after operative care. Surgical curricula should move beyond recall of rare variants and assess observable safety behavior under anatomical uncertainty. Practical implementation can integrate patient-specific imaging, donor contrast, simulation, operative observation, briefing and debriefing, operative-note audit, and morbidity-and-mortality learning.