Table 1.

Matrix analysis of digital anatomy.

Strategy	Strength	Weakness	Threat	Opportunity
Cost	Cost-effective and low maintenance over the long term (personnel and resources) [13]	Considerable initial setup cost such as hardware devices	—a	Digital anatomy resources more accessible
Education setting	Flexible; time-efficient; low maintenance required for manual handling and occupational safety	Virtual; digital tools not always compatible with existing infrastructure or teaching settings in the cadaver laboratory	Hardware and software upgrade; the cost of changing; conservative thinkers	New technical development and software upgrade available; compatible with increase in student numbers and the demand of remote learning; new options for future clinical skill laboratory in the hospital
Learner experience	Combine surface and regional anatomy [23]; consistent learner satisfaction [23,24,28,30,31]; better visualizing deeper structures incorporating virtual dissection; integrating anatomy, physiology, and pathology; integrating gross and microscopic anatomy with medical imaging in one setting	Currently limited on showing anatomical variations; current virtual dissection has lack of tactile information; shortfall in learner-centered digital technologies in health care education [32]	Variable digital competencies of users (instructor and student) [30]; limited exposure to human body variability	Augmented reality and virtual reality resources more sophisticated [12] with supplementary features [23]; digital and haptic technologies are being integrated for surgical anatomy training [75,76]; embrace anatomy learning with new medical technology; enable discipline-specific learning [64,65]
Learning outcome	Enable streamed group-based study on the same anatomical structure (not possible on a single cadaver or model) [23]; cognitive skills and memory retention; postintervention knowledge and skills outcomes [36]; unique attributes to safe clinical practice [74]; improve clinical reasoning [32,33,77]	Currently lacked explicit pedagogical framework	Limited education opportunity for learners’ feelings about death; potential lack of traditional surgical skills training; impact of new digital anatomy curricula on future surgical competencies unclear	Allow vertical integration of surgical anatomy through advanced curricula; enable training for new and advanced practices [74,78]; advance patient-specific anatomy for personalized health care and training [46]; learner-centered health care education [32]
Collaboration and medical advances	Accessible for users’ self-revision; enable flexible and rapid curriculum change; address restrictions and reduce disparities in surgical training; improve informed patient consent and education for surgical planning [38,39]; enable and catalyze resource sharing and collaboration at all levels of training and practice	—	—	Enable sophisticated preoperative study [45-47,49]; trigger curriculum redesign; foster new collaborative graduate courses [79]; catalyze new specialties and medical advances; advance personalized patient health care [43,45-47]; integrating into digital health

^aNo data available.