{'fraction_non_alphanumeric': 0.02185792349726776, 'fraction_numerical': 0.0018214936247723133, 'mean_word_length': 5.5476190476190474, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Enhancing learning in anatomy lectures

Medical education in India typically consists of a traditional lecture-based curriculum. Accordingly, the anatomy teaching schedule for 1-year undergraduate medical students consists of many hours of classroom-based lectures. During these lecture sessions, we observed that a significant number of the students were regularly absent from class, and among those present, most were not paying attention. In our assessment, these lecture hours were contributing little to the overall learning process in anatomy.