Precision Pedagogy in Anatomy Education: Integrating <scp>AI</scp> , Narrative Medicine, and Professional Stratification

The aim of this study was to investigate the effects of an AI-Narrative-Stratified (ANS) model and traditional anatomy education on academic mastery and clinical reasoning. The study included 254 students who were cluster-randomized into two groups. The two groups were (n = 126) control (Group 1) and (n = 128) experimental (Group 2). The baseline academic scores of the two groups were comparable, and the difference between them was not significant. On this basis, the groups were assigned to control and experimental groups. The control group received traditional anatomy instruction, while the experimental group received the ANS intervention in addition to traditional instruction. The posttest OSPE scores of the experimental group were significantly higher than those of the control group, with an average increase of 9.32 points, and there was a statistically significant difference (p < 0.001). It is predicted that providing AI-driven stratified narrative education in addition to traditional anatomy education will have a positive effect on academic success and professional identity. The qualitative findings of the study revealed several key findings. Participants in the experimental group reported that the role-specific narratives facilitated a deeper understanding and retention of relevant anatomical concepts. They highlighted the simulation of clinical scenarios as helpful in making complex topography more relatable and applicable. In addition, students expressed that the "role enactment" approach increased their engagement and professional belonging, contributing to a more meaningful learning experience. These qualitative findings highlight the potential of the ANS model to complement traditional teaching methods and provide a precise, context-driven learning experience.