PubMed · 14300481
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S GELFAN. 1964. NEURONAL INTERDEPENDENCE.. https://doi.org/10.1016/s0079-6123(08)64051-0
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The difference between the idealization of anatomy atlases and the reality of human cadavers often frustrates gross anatomy students. To encourage students to celebrate rather than protest these differences, we describe a web site ARI (Anatomy Reports on the Internet) that allows students to document cadaveric findings online with photographs and text. We used several web languages for site construction, including mysql, php, html, and javascript. Faculty tools allow instructors to upload digital images of the structures, add relevant commentary, view and delete images, review submitted reports, and examine database statistics. Student tools allow dissection groups to choose and comment on images, enter and edit reports, and read reports submitted by other students. During the first two years of the site's use (2000-2001, 2002-2003), every dissection group at our institution submitted at least one report. Technical support requests were minimal.
The purpose of this study was to determine the incidence of cardiovascular pathology in 50 cadavers in the dissecting room of the Department of Anatomy at Guy's Campus, King's College, London, and to demonstrate the importance of dissection in teaching the anatomy of normal and pathological hearts. After external evaluation of each heart the four chambers were dissected and studied. The features noted included evidence of coronary atherosclerosis, myocardial infarction, variations in coronary artery anatomy, valvular disease, variations in left ventricular wall thickness and atrial dimensions, and atrial anomalies. All the hearts studied had at least one pathology. The majority had severe coronary atherosclerosis (44) and aortic valve pathology (23). A large number had left ventricular hypertrophy (13) and left atrial enlargement (9). A small number showed evidence of myocardial infarction (4). Anatomical anomalies were also found, and included persistent foramen ovale (1), three coronary arterial ostia (3), and anatomical variations of the orientation of the main stem of the left coronary artery (2). This study demonstrates that dissection is not only an excellent way of studying normal cardiac anatomy, but also a valuable method for introducing common cardiac pathologies to the medical student.
BACKGROUND: Medical students and practitioners learn and use a vocabulary originating almost entirely from classical Latin and Greek languages. Previous generations required Latin or Greek prior to medical school, but the current generation does not have such requirements. Anecdotal evidence suggests that understanding Latin or Greek helps students to learn and practitioners to recall otherwise foreign terminology. This study evaluated students' familiarity with Latin and Greek etymologies before and after a gross anatomy course that incorporated etymologies into its curriculum. METHODS: First-year medical students at Mayo Clinic College of Medicine were taught Latin and Greek etymologies through lectures and handouts during their gross anatomy course. They took a pretest and a posttest before and after the course to assess their understanding of etymologies. In addition, students from all four years of medical school, residents, and staff physicians also took a general etymology quiz to assess their understanding of etymologies. RESULTS: After their gross anatomy course emphasizing etymologies, first-year students scored higher on the posttest than they did on the pretest. First-year students also reported that learning etymologies enhanced anatomy learning, made the experience more enjoyable, and proved to be less difficult than they thought it would be prior to the course. Medical students, residents, and staff physicians scored almost equally on the general etymology quiz and almost equally reported that etymologies enhanced learning and recalling terminology. Medical students, residents, and staff physicians almost equally endorsed incorporating etymologies into medical education. CONCLUSIONS: This study provides novel scientific evidence that a basic understanding of Latin and Greek etymologies enhances performance and comfort when learning and using medical terminology.