BACKGROUND: Acceptance of new technologies in health care, by those who use them as part of their role, is challenging with confounding contextual factors surrounding the acceptance of technology. As healthcare is rapidly digitising, stakeholder groups should be included in each stage of evaluation and implementation to allow opportunities to influence and contribute to digital health policies. This research employed a case study methodology to initiate an exploration into the factors associated with implementing a digital application into a mammography service. It examined the initial implementation and subsequent impact of the rollout of a digital application (VA) within a breast service in South Australia.
METHODS: Stakeholders\' opinions on team performance and feedback mechanisms of the digital application were evaluated through a staff questionnaire distributed through an online survey JISC.
RESULTS: The incorporation of digitised technology into a service is evidently met with challenges. Although there is potential value in utelising automated feedback for workflow improvement and patient services, it appears imperative to provide targeted and developmental resources for educational development and staff well-being during the implementation phase.
CONCLUSIONS: This case study approach delves into key discussion areas and serves as the initial insight into the implementation of a digital application. It could be regarded as a foundational reference for future evaluations of digital applications.
CONCLUSIONS: Research around digital fluency within the radiography profession requires further consideration. Under-utilisation or resistance may result in missed opportunities to enhance patient experiences and care outcomes and support staff wellbeing. Therefore, continued engagement and the encouragement of user feedback during the implementation phase are crucial to demonstrate future acceptance of digital applications in clinical settings.

The rise of Information and Communication Technologies and Computer Assisted Instruction have led to the adoption of digital visual learning aids to improve anatomy instruction. Creation of cadaveric video resources surged during 2020-2021 as they provided one option to continue teaching anatomy using cadaveric specimens in a time when all in-person practical teaching was prohibited to maintain safety during the Covid-19 pandemic. Cadaveric videos are relatively inexpensive to create and with the correct set up can be filmed independently by one anatomist. This makes cadaveric videos a feasible option for anatomists to create using their own specimens and tailored to their own curriculum. The use of cadaveric videos is not limited to instances where practical teaching is not an option and can provide an excellent supplementary exercise. Using cadaveric videos in conjunction with in-person dissection sessions could enhance student\'s self-efficacy, promote autonomous learning and reduce the likelihood of students experiencing cognitive overload while learning in the dissection room environment. However, sharing resources that contain cadaveric material online should be approached with caution and anatomists should ensure they have a secure method of distributing cadaveric video content to the intended audience only.