Testimonials

"I consider it a great privilege to have been a participant in the Erasmus+ LEANbody project. The very positive experiences that I have had throughout the three years of this project testify to the importance of collaboration between different institutions, and I have learnt so much through the many interactions I have had with my anatomist colleagues at the University of Pécs, Masaryk University, and the University of Zagreb, as well as the educationalists from the Karolinska Institute. I would like to take this opportunity to convey my most grateful thanks to everyone who has worked so hard to make the LEANbody project a reality. What the project has achieved goes beyond the outcomes that have been described, as the intangible benefits – deepened friendships, shared values – cannot be quantified or measured. We acknowledge the generous support of the Erasmus+ programme, without which implementation of the project would not have been possible." - Cecilia Brassett - University of Cambridge, UK

"Joining the Erasmus+ LEANbody project, coordinated by Dr. András Nagy from the University of Pécs, Hungary, was a valuable opportunity for collaboration and the exchange of ideas and experiences. Over the three years of this project, I have witnessed the importance of collaboration between institutions with diverse contexts and cultures. This project allowed me to meet people from various cultural backgrounds, professions, values, and expertise, enriching my personal and professional growth. I have interacted with anatomists, educational developers, and other professionals from the University of Pécs, Cambridge University, Masaryk University, and the University of Zagreb. Building and maintaining strong personal relationships with the LEANbody team over an extended period, through regular online meetings, as well as in-person workshops and conferences, was invaluable for exchanging ideas and fostering long-term collaboration." - Amani Eltayb - Karolinska Institute, Sweden

""Participating in the Leanbody Project was an excellent experience for me. It was very useful to hear presentations from colleagues from other universities, visit their departments and have personal exchange of ideas. It is always useful to compare how anatomy is taught at other universities, and what good practice we can also implement in our teaching. We are now more convinced than ever that cadaveric dissections are necessary for a high-quality anatomy teaching. Visiting the Cambridge University was a lifetime experience. We have learnt a lot from Prof. Cecilia Brasset. As a result, our attention is now also turned towards anatomical research, variations, clinical applications, and teaching methods. We have seen several positive examples for that and also how these studies can involve students and how we can publish them. Another new aspect that we are now implementing is the ethical aspect of anatomy teaching. We also heard quite a few talks on feedback systems. And although this has been also done at our university for a long time, we have included some novel aspects, organized teacher-student talks on the feedback to give our reflections on changes that we make based on their feedback or explain why certain things cannot be changed. A further ethical concern was about our donors. The donor system is similar at all universities, but how students thank the donors is different. This was on one hand very interesting to compare, on the other hand, we learnt some novel aspects that we can also include in our programme. Furthermore, the importance of clinical anatomy has been even more emphasized in our tradition in Pécs after seeing the Cambridge curriculum. Having heard from other anatomy departments how they renewed their examination system has made us putting more effort into standardization of our examination system too. The openness of colleagues from all other universities and personal exchanges about teaching and examination methods is a great experience and a wonderful opportunity to always move towards further development of our teaching system. I thank all colleagues who participated in this project." - Dóra Reglődi - University of Pécs, Hungary

"The LEANBody project has been a transformative initiative. This collaboration addressed pressing challenges, particularly the preparation of Central European medical schools for the World Federation of Medical Education (WFME) accreditation. By addressing weaknesses in traditional methodologies, the initiative aligns Central European medical education with international quality standards. Through collaboration among leading universities, the project tackled critical regional challenges, such as high dropout rates, mental health concerns, and the need to foster professional attitudes. We gained invaluable insights into the history and evolution of anatomy teaching. This encouraged us to critically evaluate our own practices and reflect on traditional teaching methods, helping to modernize our approach while preserving fundamental principles. Importantly, this reflection raised questions about whether certain elements of traditional anatomy teaching are indispensable and cannot be eliminated without a significant impact on the quality or prestige of education. Insights into educational psychology provided during the project proved particularly beneficial. Understanding the cognitive and psychological aspects of anatomy education has opened pathways for enhancing student engagement and ensuring the achievement of learning outcomes. The focus on a student-centred approach further underscored the importance of promoting active learning, critical thinking, and student engagement during classes. The final project event, the symposium organized at the University of Zagreb School of Medicine, brought together our project partners and all the teachers of the Department of Anatomy, many of whom actively participated as presenters. The event also attracted numerous anatomy professors from other biomedical faculties across Croatia, as well as from various institutions within and beyond the University of Zagreb. Notably, the symposium welcomed significant participation from anatomy professors in neighboring countries, particularly Serbia. In addition to showcasing the project results, the symposium highlighted the critical importance of recognizing the protracted brain development that continues through adolescence and the emotional and cognitive maturation unique to first-year students. This underscores the need to adapt teaching methods and communication styles to effectively address the evolving needs and expectations of the new generation of students. We deeply appreciate the opportunity to participate in this project and are confident that its outcomes will lead to lasting improvements in anatomy teaching and medical education at University of Zagreb School of Medicine." - Zdravko Petanjek - University of Zagreb, Croatia

"As the Head of the Department of Anatomy at Masaryk University, I was pleased to observe the shared commitment among our partner institutions to maintaining high standards in anatomical education. During visits to the anatomy departments of the participating institutions, it became evident that many of their teaching and assessment practices align closely with our own. One of the most gratifying aspects was the shared recognition of the vital role of cadaveric dissection in medical education. It was reassuring to find that our colleagues remain steadfast in their belief in the pedagogical value of this method. The respect shown to donors by both staff and students was especially heartening, as was the opportunity to share insights about the establishment and management of body donation programs across different countries. It was also fascinating to learn how the historical and cultural contexts of each institution have shaped their teaching philosophies and practices. Many challenges associated with anatomy teaching have been thoroughly examined as part of the outcomes of this project, and various solutions have been proposed and tested to address them. From my perspective, one significant challenge lies in teaching large, diverse groups of students, including international students who often enroll because they were unable to secure admission to medical schools in their home countries. These students face additional hurdles, such as linguistic and cultural differences, alongside the demanding academic requirements of anatomy courses. It was evident that the anatomy curriculum often includes a considerable amount of detail that might be considered non-essential, potentially overshadowing the focus on clinical relevance and application. Encouragingly, efforts are already underway to address this imbalance. However, the rationale for maintaining hands-on cadaveric dissection— particularly its value in fostering professionalism and other essential skills—did not always seem to be effectively communicated to students. Formalizing aspects of the hidden curriculum in these areas could be beneficial for both staff and students, ensuring greater alignment with educational goals. As part of the project, educational concepts such as student-centred learning, constructive alignment, and the role of students as co-creators were introduced, as these were identified as gaps in current curricula. Pilot studies incorporating these principles have already been implemented, marking a positive step toward enhancing the educational experience. At our institution, viva voce examinations remain an integral part of undergraduate assessments. Despite the increased student numbers, we have continued to use this method because of its effectiveness in evaluating depth of understanding and critical thinking. These oral examinations allow students to articulate their knowledge, engage in clinical reasoning, and demonstrate their ability to integrate anatomical concepts in real-time. While the subjective nature of viva examinations can pose challenges, careful structuring and standardization have mitigated these concerns. Furthermore, we have taken steps to support student wellbeing, ensuring that the pressure associated with this form of assessment does not negatively impact their mental health. The opportunity to engage with colleagues through regular project meetings, as well as in-person workshops and conferences, has not only facilitated the exchange of ideas but also laid the groundwork for enduring collaborations and mutual growth. I look forward to further exploring innovative approaches in anatomical education while preserving the traditions that have proven their value over time." - Marek Joukal - Masaryk University, Czech Republic

Prilog	Veličina
ReflectionsCB.pdf	750.42 KB
Reflections on Leanbody project AE.pdf	231.03 KB
ReflectionsZG.pdf	485.84 KB
the feedback on the whole project_Racanska.docx.pdf	211.84 KB
Reflections Dora Reglodi.docx	13.86 KB
Reflections on the Erasmus_MJ.pdf	227.7 KB