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PubMed1992

His and hers: male and female anatomy in anatomy texts for U.S. medical students, 1890-1989.

Much recent work on gender has emphasized how ideas of male and female differences underlie cultural assumptions about appropriate social relations, behavior, institutions and knowledge. This study focuses on the specific ways that anatomy texts for medical students in the United States have presented male and female anatomy between 1890 and 1989, using both numerical data and analysis of textual examples from 31 texts. Despite public debates about gender representation, anatomy texts have generally remained consistent in how 'the' human body has been depicted in this century. In illustrations, vocabulary and syntax, these texts primarily depict male anatomy as the norm or standard against which female structures are compared. Modern texts thus continue long-standing historical conventions in which male anatomy provides the basic model for 'the' human body.

Anatomy↗
PubMed1996

A clinical anatomy curriculum for the medical student of the 21st century: gross anatomy.

Human anatomy forms the foundation for clinical medicine; thus its place in the medical school curriculum deserves careful attention. In an attempt to provide guidance to decision-makers involved in clinical anatomy curriculum development at the medical school level, the Educational Affairs Committee of the American Association of Clinical Anatomists (AACA) developed this document, which defines the contours of a gross anatomy curriculum leading to the M.D. or D.O. degree. The main body of the document sets forth the anatomical concepts as well as the subject matter a student should master prior to graduation from medical school. The AACA seeks to ensure that all medical students receive thorough training in clinical anatomy and that each student, regardless of the institution attended, will be exposed to a curriculum that will provide a fundamental level of competence required for the practice of medicine.

Anatomy↗
PubMed2002

Clinical anatomy research in a research-driven anatomy department.

Clinical anatomy is too often viewed as a discipline that reiterates the wisdom of the past, characterized more by description of what is known than by active investigation and critical analysis of hypotheses and ideas. Various misconceptions follow from an acceptance of this premise: the teaching of clinical anatomists is textbook based, there is no clinical anatomy research worthy of the name, and any research that does exist fails to utilize modern technology and does not stand comparison with serious biomedical research as found in cell and molecular biology. The aim of this paper is to challenge each of these contentions by reference to ongoing clinical research studies within this department. It is argued that all teaching (including that of clinical anatomy) should be research-informed and that the discipline of clinical anatomy should have at its base a vigorous research ethos driven by clinically related problems. In interacting with physicians, the role of the clinical anatomist should be to promulgate a questioning scientific spirit, with its willingness to test and challenge accepted anatomic dicta.

Anatomy↗
PubMed2001

Teaching anatomy with surgeons' tools: use of the laparoscope in clinical anatomy.

The purpose of this study was to establish the feasibility of laparoscopy in embalmed cadavers to teach abdominal gross anatomy. One cadaver was selected based on body habitus and absence of previous abdominal operations. A standard trocar was used to enter the abdomen at the umbilicus. Two trocars were placed in the left upper quadrant. Pneumoperitoneum was achieved with continuous CO(2) pressure. Liver retraction was achieved percutaneously, exposing the porta hepatis and the gallbladder. The dissection was done with four first-year medical students using standard laparoscopic equipment. Following this, the demonstration was projected over multiple monitors so that all students could participate. Laparoscopic dissection in an embalmed cadaver is feasible and an excellent educational tool for both the medical student and the dissector. The dissector has the opportunity to manipulate laparoscopic tools in a human model closely paralleling operative experience, and the students have an opportunity to learn abdominal anatomy from a clinical perspective. Laparoscopic examination and dissection of fresh cadavers has been used for training surgeons on new procedures such as colon resection, antireflux procedures, and cholecystectomy. There is no report of this same technology used in embalmed cadavers to teach basic anatomy. This approach allows first-year medical students to learn the anatomy while exposing them to the technology currently used in surgical practice, and it affords surgical residents and students additional opportunities to practice laparoscopic skills.

Abdomen↗
PubMed1996

Ultrasound anatomy: a practical teaching system in human gross anatomy.

Cross-sectional imaging such as CT and ultrasound have rapidly developed a central role in diagnostic medicine. However, cross-sectional anatomy has lagged behind in its incorporation into medical school education, often leaving students without even a basic understanding of these images. At Hannover Medical School, we have successfully combined hands-on ultrasound workshops performed by medical students on other students with our anatomy course. This interactive component of our anatomy courses improves our students' understanding of clinical anatomy and introduces them to ultrasound imaging.

Anatomy↗
PubMed1984

[Contribution of Würzburg anatomy to the development of microscopic anatomy studies (1847 Kölliker--Petersen 1940)].

Under K olliker 's direction the Department of Anatomy of the University of W urzburg had developed into a centre in histological science influencing strongly education in microscopical anatomy. K olliker 's textbooks, lectures, demonstrations, and courses became a model for teaching histology not only in Germany but in foreign countries, too. St ohr improved K olliker 's methods developing and adopting modern ways in teaching. With Braus and Petersen a new concept was introduced into anatomy delineated in Petersen's histological textbook for the microscopical anatomy in particular. The description of the organism in its living entirety organized in living elements is regarded as the general task when investigating living systems.

Anatomy↗
PubMed2005

Extrahepatic biliary anatomy at laparoscopic cholecystectomy: is aberrant anatomy important?

BACKGROUND: The prevention of major duct injury at cholecystectomy relies on the accurate dissection of the cystic duct and artery, and avoidance of major adjacent biliary and vascular structures. Innumerable variations in the anatomy of the extrahepatic biliary tree and associated vasculature have been reported from radiographical and anatomical studies, and are cited as a potential cause of bile duct injury at cholecystectomy. METHODS: A photographic study of the dissected anatomy of 186 consecutive cholecystectomies was undertaken and each photo analysed to assess the position of the cystic duct and artery, the common bile duct and any anomalous structures. RESULTS: The anatomy in the region of the gallbladder neck was relatively constant. Anatomical variations were uncommon and anomalous ducts were not seen. Vascular variations were the only significant abnormalities found in the present series. CONCLUSION: Anatomy in the region of the gallbladder neck varies mostly in vascular patterns. Aberrant ducts or duct abnormalities are rarely seen during cholecystectomy hightlighting the principle that careful dissection and identification is the key to safe cholecystectomy.

Cholangiography↗
PubMedDate not supplied

Normal cross-sectional anatomy of the feline thorax and abdomen: comparison of computed tomography and cadaver anatomy.

Computed tomographic images of two adult domestic short-haired cats were obtained with a whole body scanner. Images of the thorax and abdomen were compared with cross-sectional anatomy cadaver specimens from the same two cats. Anatomic structures were first identified on the cadaver specimens with the aid of numerous anatomy texts and references and were then identified and labeled on the computed tomographic images. Results from this project provide an atlas of normal cross-sectional gross and CT anatomy of the feline thorax and abdomen that can be used in the interpretation of any cross-sectional imaging modality.

Abdomen↗
PubMed1998

Clinical anatomy in the oncology patient: a preclinical elective that reinforces cross-sectional anatomy using examples of cancer spread patterns.

A preclinical elective entitled Oncologic Anatomy is described which emphasizes the study of anatomy from a three-dimensional approach using examples of cancer spread patterns. Features of this elective course include patient presentations, a review of the anatomy, a diagnostic presentation and overview of radiologic imaging techniques, and "hands on" experience where students are introduced to aspects of the physical examination. This course format encourages active learning, facilitates basic and clinical science integration, offers early exposure to patients, and validates the importance of the psychosocial aspects of the medical profession.

Anatomy, Cross-Sectional↗
PubMed2007

The anatomy demonstrator of the future: an examination of the role of the medically-qualified anatomy demonstrator in the context of tomorrow's doctors and modernizing medical careers.

In 1993, the UK General Medical Council published Tomorrow's Doctors leading to a nationwide restructuring of undergraduate medical courses. Traditional courses with distinct pre-clinical and clinical phases gave way to a more integrated approach to undergraduate medical education, with an emphasis on the quality and variety of teaching provided. More than a decade after Tomorrow's Doctors, postgraduate medical training is being transformed. Modernising Medical Careers is leading to the introduction of a two-year Foundation Programme, with subsequent streamlined specialist training. In the context of these changes, we consider how the creation of posts for medically-qualified anatomy demonstrators would present an opportunity to fulfil needs in both undergraduate education and postgraduate training. We outline the threats facing established posts, and how these problems may be resolved. We hope that this overview of the challenges facing undergraduate and postgraduate education in the UK, with particular reference to anatomy, may offer some useful insight to teachers and learners in other countries. We conclude that the role of the medically-qualified anatomy demonstrator has proved valuable in the context of Tomorrow's Doctors, and that this role can evolve and expand as part of the 21st century "modern medical career."

Anatomy↗
PubMed2006

Anatomy in a new curriculum: facilitating the learning of gross anatomy using web access streaming dissection videos.

As anatomy course hours have decreased, it has become increasingly important to provide tools that facilitate laboratory task efficiency. Digital video clips were created to present dissection guidance to medical students. The video clips communicate challenging aspects of the dissection process with succinct visual demonstrations easily accessed via an online course site. Students were asked to complete a survey designed to assess the quality and utility of the videos. Survey respondents indicated that the videos enhanced the quality of the anatomy course as well as their individual performances. This teaching tool enhances student competencies in human gross anatomy.

Computer-Assisted Instruction↗
PubMed2002

Anatomy online: presentation of a detailed WWW atlas of human gross anatomy--reference for medical education.

We present an online anatomy atlas based on the Visible Human Project (VHP) of the US National Library of Medicine. The objective is to provide original unlabeled as well as labeled sections of the human body of high quality and resolution on the Internet, for use in basic and continuing medical education. For a representative overview of the body, 370 axial sections were selected from the male and female data base of the VHP with special regard to regions of clinical interest. Each section is accompanied by its corresponding computer tomography (CT) image and, if available, magnetic resonance images (MRI) for quick and easy comparison of morphologic and radiologic structures. The sections can be studied unlabeled or labeled according to the current Terminologia Anatomica. A linked vocabulary with more than 850 terms explains the labeling. Animations of the sections as well as of CT and MR images allow for further visualization of the topographic relationships of anatomical structures. The responses to the project indicate that students and physicians regard the Internet Atlas of Human Gross Anatomy as a most useful aid for learning and reviewing anatomical details. The atlas is accessible on: http://www.uni-mainz.de/FB/Medizin/Anatomie/workshop/vishuman/Eready.html.

Anatomy, Artistic↗
PubMed2002

Anatomy during the Third Reich--the Institute of Anatomy at the University of Marburg, as an example.

A complete documentation of German anatomical science and its representatives during the period of national socialism has not been published as yet--contrary to the situation in other medical disciplines. Instead of German anatomists, American anatomists have occasionally addressed this issue during their meetings and have reported on special aspects, such as the use of Nazi symbols in anatomical textbooks and atlases (Pernkopf 1952) and the use of corpses of justice victims for anatomical research and student education. Also, the genesis of the atrocious collection of "racial" skulls, initiated along with the SS-institution of the "Ahnenerbe" by the anatomist August Hirt of Strasbourg (who ordered more than 90 inmates from concentration camps to be murdered in the gas chamber built in the concentration camp of Natzweiler-Struthof close to Strasbourg, Alsace) has been described by Frederic Kasten and others. A broader view of the patterns of behaviour and political actions and fates of contemporary scientists, ranging from dismissal to clandestine opportunism, affirmative cooperation and fanatic activism can be obtained by the analysis of the activities in research, medical education and academic positions of the following members of the Institute of Anatomy at the Philipp-University in Marburg: Ernst Göppert, Eduard Jacobshagen, Ernst-Theodor Nauck, Adolf Dabelow, Helmut Becher and Alfred Benninghoff, whose activities and fates differ in several respects and allow more general deductions. Also, the individual fates of a number of prosecuted Jewish anatomists (Wassermann, München; Poll, Hamburg), of devoted and active members of the Nazi party (Clara, Leipzig; Blotevogel, Breslau) and of criminal fanatics (Hirt, Strasbourg; Kremer, Münster) are briefly discussed. The present contribution is an attempt to initiate a more detailed study of all German departments of anatomy during the Hitler regime and to generate a public discussion among the younger generation of German anatomists.

Anatomy↗
PubMed1989

The relevance of anatomy and morbid anatomy for medical practice and hence for postgraduate and continuing medical education of doctors.

A case is presented for the durability of anatomy including dissection of the cadaver and of morbid anatomy as elements in medical education and practice. It is these subjects, as consistently relevant over the centuries for medical practice as are communication skills, that are our hallmark as doctors. It is submitted that we should take stock very carefully of their relevance to us before it is too late easily to redress the balance, given the major trends of the last two decades.

Anatomy↗
PubMed2004

The anatomy of teaching and the teaching of anatomy.

Professional education is one of the greatest problems currently confronting the healing professions. The incorporation of basic science departments into colleges of medicine has affected curriculum design, research, admissions criteria, and licensure. Those who are not practicing members of a particular health care profession wield undue influence in medical schools. Ideally, gross anatomy teachers should be health care professionals who use anatomy in their practices. Reorganization of medical education will heal the rift between research and clinical medicine.

Anatomy↗
PubMed1977

Stereoscopic anatomy: evaluation of a new teaching system in human gross anatomy.

Traditionally, human gross anatomy teaching has revolved around anatomical dissection. Unfortunately, during the last decade a number of medical schools have experienced a decrease in the number of hours allotted to gross anatomy instruction compounded by a shortage of anatomical donors. This, in turn, has served to increase the difficulties of providing students with truly effective anatomical instruction. To help overcome this problem, a stereoscopic slide-based auto-instructional program has been developed as a substitute for dissection. Evaluation data suggest that this program, while having minor limitations in terms of anatomical orientation, does provide a viable alternative to dissection.

Anatomy↗
PubMed1984

Anatomy and radiological anatomy of the lumbar radicular canals.

The radicular canal is the lateral portion of the spinal canal when it is trefoil. It is a bony and ligamentary, monovertebral and indeformable space, the measurements of which are reproducible. The anatomy of this radicular canal has been studied in the whole of the lumbar vertebrae of 50 anatomical subjects. Its radiological anatomy has been defined by sagittal and computerised tomographies of these anatomical specimens, while sagittal tomographies were done for 25 control individuals devoid of symptoms. This canal, exceptional in the upper part of the lumbar canal, has been found in 72% of the cases in L4 and always in L5 and S1. Its sagittal diameter, which when measured must take into account the upper margin of the pedicle, has a theoretical minimal diameter of 3 mm to 3.8 mm, according to the vertebral level. 13% of the vertebrae were asymmetrical and no significant relationship exists between the median sagittal diameter of the spinal canal and the diameters of the radicular canals. Conventional sagittal tomography provides two types of images, according to the shape of the mouth of this canal and furnishes the best measurements (92% of the measurements were concordant), as long as the technique is followed closely. Transverse computerised tomography is less reliable, for the positioning of the section plane still remains the principal cause for error in measuring, but it provides a definition of the relations of the nerve elements with this canal. This radiological study will be suitable for sagittal reconstruction by computerised tomography, once this kind of examination can produce pictures of bones as detailed as those of conventional tomography.

Adult↗