Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Anatomists”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 631 records · Page 35Linked to original sources
PubMed1997

Three-dimensional reconstruction of histological sections using modern product-design software.

BACKGROUND: Computer-based, three-dimensional reconstruction of histological sections is necessary for solving a diversity of questions in morphology and anatomy. Programming software for this purpose is difficult and time-consuming. Therefore, we tested if commercially available product-design software is useful for reconstructing anatomical virtual models. METHODS: We used Alias Wavefront Studio software on a Silicon Graphics workstation. Sections were projected with a newly developed microslide projector on a digitizing board and digitized interactively. Alternatively, pictures of sections were digitized on screen. The resulting set of contours was used as scaffold around which a surface was created manually. RESULTS: Repeated creation of the same object and subsequent measurements gave results that will be sufficiently reliable for many purposes. The visual presentation of objects satisfy highest demands. Little time is needed to reconstruct simple objects, and the time used for complex virtual models is acceptable. Manipulation of objects on screen is nearly in real time and rendering speed is high. CONCLUSIONS: Product-design software packages are a readily available and useful option for anatomists who want to do virtual reconstructions quickly without programming software themselves.

Animals↗
PubMed1998

Anatomy education in a changing medical curriculum.

How we educate students in the first two years of medical school is changing at many institutions. Effective medical education should be viewed as a continuum, integration of the basic sciences and clinical medicine should occur throughout the curriculum, and self-directed, life-long learning should be emphasized. Curricular revision may be appropriate if these fundamental concepts are absent. The principles of three curricular models are discussed: traditional, problem-based, and systems-oriented. The ideal curriculum may draw from each of these: A truly integrated curriculum. However, the curricular model chosen must meet the needs of the institution and its students. As anatomists we should not shy away from this process of change. With progressive educational approaches, we can be leaders in this climate of curricular reform. Anatomy courses are laboratory based and the laboratory is an outstanding small group, faculty/student interactive opportunity. However, we must show flexibility and innovation in our educational approaches whatever the curricular design being proposed.

Anatomy↗
PubMed1998

A.J. Ladman: managing editor of The Anatomical Record, 1968-1998.

In the period 1906-1998, The Anatomical Record has had only six managing editors. One of these individuals, A.J. Ladman, served in this capacity for 30 years, almost a full third of the history of this journal up to 1998. Ladman received his Ph.D. degree from Indiana University in 1952, was at Harvard for 9 years (1952-1961) and at the University of Tennessee from 1961-1964. He became professor and chairman of the Department of Anatomy at the University of New Mexico School of Medicine in 1964. In April 1968, Ladman was appointed managing editor of The Anatomical Record by the American Association of Anatomists (AAA). He brought energy and innovative ideas to the journal and would apply those in the changes he instituted over the years of his tenure. In April 1998, after 30 years of exemplary service to this journal and to the AAA, Ladman passed the responsibility on to Roger Markwald. During his career, and in addition to his editor's work, he conducted research on an impressively wide range of topics, served as an elected officer in several professional organizations, and was founding chair of anatomy at New Mexico. He went to Hahnemann in 1981, served as Dean of the School of Allied Health Professions (1981-1986), and is currently adjunct professor of neurobiology and anatomy. The AAA expresses its sincere appreciation to A.J. Ladman for his excellent stewardship of The Anatominal Reord.

Anatomy↗
PubMed1998

Graduate education in microscopic anatomy.

One of the most striking changes to affect the direction of current biomedical research is the increasing use of transgenic or gene-targeted mice as models of gene function and human disease. The proliferation of transgenic and gene-targeting technology has contributed to a rebirth of histology as an important research tool and is driving the need for broadly trained investigators with expertise at both the molecular and organismal levels. Since the ultimate goal of graduate-student education is the training of the next generation of independent scientists, it is important that graduate training programs provide students with the background required to take advantage of the unique resources provided by these mouse models. Anatomists are well suited to provide such training by incorporating mouse anatomy, physiology, and genetics into traditional coursework in microscopic anatomy.

Animals↗
PubMed1999

Impact factors: use and abuse in biomedical research.

Impact factors are increasingly being used as measures in the process of academic evaluation; however, the pitfalls associated with such use of impact factors are not always appreciated. Impact factors have limited use as criteria in determining the quality of scientific research. Classical anatomists may be actively discriminated against if journal impact factors are used as measures of scientific merit in comparison with colleagues in more popular or faster-moving disciplines such as molecular biology. Research evaluation based on citation rates and journal impact factors is inappropriate, unfair, and an increasing source of frustration.

Anatomy↗
PubMed2000

Web-delivery of anatomy video clips using a CD-ROM.

Until recently, anatomists had no doubt that the teaching of anatomy had to include cadaver dissection. However, due to a changing academic environment as well as challenged financial institutional resources, computer-assisted instruction was introduced into medical curriculum in an attempt to reduce the cost and the time committed to cadaver dissection. Computer-assisted instruction included locally created or commercially available anatomy software, Internet sites, and databases of digital images of cadaveric structures such as the Virtual Human Project. However, until now, bandwidth limitations have not allowed effective visualization in real-time over the Internet of recorded videos or 3D animations reconstructed from a database. We describe how to successfully link and display large video clips stored on a CD-ROM in support of lectures saved in HTML format on the Internet. This process, described in its totality, allows students to access audiovisual files on a CD-ROM through the Internet, from any location, with either Macintosh or Windows computers, using the Netscape browser. This process allowed us to circumvent one of the most significant limitations of the computer-assisted instruction on the Internet by delivering full audio and visual information on demand, as it would happen in a traditional classroom.

Anatomy↗
PubMed1998

Stent procedure complicated by thrombus formation distal to the lesion within a muscle bridge.

We report here a case of a patient who underwent percutaneous intervention to the left anterior descending artery, complicated by thrombus formation within the myocardial bridge distal to the lesion. There was complete angiographic resolution of thrombus and restoration of the normal antegrade blood flow after infusion of glycoprotein IIb/IIIa antagonist (abciximab). Our observation may suggest that the presence of myocardial bridging distal to coronary lesions should be considered seriously in preprocedural evaluation of the lesions as a potential risk factor for intracoronary thrombus formation. The main coronary arteries and the proximal segments of their major branches lie free on the epicardial surface of the heart. However, in some instances these vessels may penetrate into the muscle being surrounded by the myocardium, with the overlying muscle referred to as a "bridge". Myocardial bridging appears to be a congenital anomaly, due to failure of exteriorization of the primitive coronary intratrabecular arterial network. It occurs in 5-86% of patients in autopsy studies, and it is observed as systolic coronary artery narrowing in 0.5-12% of patients undergoing coronary arteriography. Although the gross anatomist had long recognized that the epicardial coronary artery might on occasion course directly through a segment of cardiac muscle, the physiological significance of this phenomenon was considered benign. This is partly because traditional teaching concerning coronary blood flow delivery to the left ventricular myocardium emphasized the primacy of the diastolic phase of the cardiac cycle. However, myocardial bridging is not always a benign finding, with recent reports suggesting an association with myocardial ischemia, infarction, vasospasm, cardiac arrythmias, and sudden death.

Abciximab↗
PubMed2000

Stem cells and the cellular organization of the brain.

The modern field of neuroscience emerged in the hands of neuroanatomists at the end of the last century. They recognized that information flows through arrays of cells and that the structure of the cells shapes the passage of information through the brain. In the middle of this century, the role of ion flux in the movement of information along axons was established. The electron microscope and the microelectrode helped to explain information transfer at the synapse, and study of the modulation of synaptic strength is currently a major area of neuroscience research. The origin of the many types of neuron seen by the early anatomists remains enigmatic, but the solution to this mystery is now emerging. The identification of stem cells and of the mechanisms that control their differentiation into distinct neuron types will contribute to a new understanding of both the origin of neuronal types and neuronal circuits. The current enthusiasm for stem cells is stimulated by interest from both the academic and nonacademic communities. These enthusiasts recognize a simple truth, that the cells are smart; they are the agents that control cell number and type in the brain. They create the structure that generates the higher order brain function. If these premises are true, then in the new century our understanding of the nervous system will be transformed by the facts of stem cell biology. J. Neurosci. Res. 59:298-300, 2000. Published 2000 Wiley-Liss, Inc.

Animals↗
PubMed1996

Catching up.

The medical school I (S.M.) attended did not require dissection of a cadaver to fulfill the requirements of the anatomy curriculum. I had "learned" human anatomy through lectures, text books, and an atlas, but did no dissection. Although it was difficult doing anatomy that way, I passed basic science exams with high marks and did well on the board exams (NBME). I graduated from medical school with distinction and thought I was well prepared for residency. To my surprise, dissection of the orbit and periorbital regions and cranial cavity were included in my ophthalmology residency and were to pose a challenge for me. I requested the aid of a medical school anatomist to help me face this challenge. Not only did I learn the art of dissection, I gained considerable knowledge in anatomy (much of it clinically relevant), acquired better skill with surgical instruments and enhanced my logical and critical thinking ability. This viewpoint is based upon a diary I kept during my dissection experience.

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↗
PubMed1996

Basic surgical training. 1: Postgraduate surgical examinations in the UK and Ireland.

This report is concerned with the place of the basic medical sciences, and particularly of anatomy, in the training of surgeons in the UK and Ireland. It reviews the present arrangements and their perceived shortcomings and outlines the proposals for a new 2-year program of Basic Surgical Training drawn up by the four Royal Colleges of Surgery in the UK and Ireland. The new proposals severely restrict the time available to surgical trainees for study of anatomy, exposure to which has already been drastically curtailed in the undergraduate medical course. Although it is intended by the Royal Colleges that specialized anatomy appropriate to the various surgical specialties will be examined during Higher Surgical Training, the author contends that anatomy as it applies to all aspects of surgery must be learned and examined thoroughly during Basic Surgical Training. Examination by MCQs' alone is not enough: there is a need for practical assessment in the final assessment at the end of Basic Surgical Training, and this should involve anatomists as well as surgeons. Surgical skills are built upon anatomical knowledge, the study and examination of which must not be reduced to a level where it is detrimental to the care of patients.

Anatomy↗
PubMed1996

A special anatomic preparation for teaching central venous catheterization.

Catheterization of the subclavian and internal jugular veins is a commonly performed procedure for monitoring the hemodynamic, respiratory, and fluid status of patients as well as for delivery of special potent drugs and nutritive solutions. In inexperienced hands, this procedure can carry significant morbidity. A comprehensive central line placement teaching program has been developed at our institution centered upon an anatomy and catheterization skills workshop. A dedicated anatomic specimen has been prepared to emphasize key anatomical concepts about the subclavian and internal jugular veins. A design with easily reflectable flaps allows quick and simple visualization of needle position after supervised cannulation attempts. Workshop preparation and teaching sessions benefit from close collaboration between anatomists and clinicians. This should help standardize residents' exposure to central venous cannulation techniques and ensure basic procedure skills prior to actual cannulation in patients.

Anatomy↗
PubMed1996

Information technology, medical education, and anatomy for the twenty-first century.

Medicine is experiencing an escalating explosion of information. With more data available about more topics, the key questions are how to access and make sense of the medical information jungle. Skill in choosing and applying information is essential for both medical education and practice and will require new approaches to mastering data. Medical education, like medicine itself, will continue to be driven by technology, and we can expect our students to be increasingly computer literate. Thus the role of medical education will become more one of how to use this information than of obtaining the information itself. What medical education must focus on is the processing of information for appropriate medical care. This, in turn, depends upon practitioners having contexts in which the relevance and significance of information can be evaluated. New imaging technologies and molecular advances demand a broader understanding of both health and disease. With the information explosion "on line," how can a student use this to understand the structure and function of the human body in four dimensions? Anatomy, the structural basis for life, provides a unique and necessary perspective on the human body from the molecular to the macroscopic. A solid foundation in anatomy is the best preparation for an effective physical examination and for safe, efficient basic clinical procedures. Finally, anatomy laboratories provide a context for learning other important aspects of medicine-group process, clinical problem solving, and a sensitivity to human mortality. Advocating for these unique features of our discipline in medical education is the task facing anatomists as we end this millennium. The challenges and opportunities for us have never been greater, if we don't throw out the baby with the bath water.

Anatomy↗
PubMed1997

Variability of the obturator vessels.

The obturator artery and vein are usually described as branches or tributaries of the internal iliac vessels although variations with connections to the external iliac or inferior epigastric vessels have been reported. Because these anomalous vessels are at risk in groin or pelvic surgeries that require dissection or suturing along the pelvic rim, we measured the frequency of these variations in 105 pelvic walls (45 in the United States and 60 in China). Our data show that 70-82% of pelvic halves and 83-90% of whole pelves had an artery, vein, or both in the variant position. Arteries were most often found in the normal position only but normal and anomalous veins were most frequently found together. These data show that it is far more common to find a vessel coursing over the pelvic rim at this site than not and have implications for both pelvic surgeons and anatomists.

Adult↗
PubMed1998

Career progress of temporary lecturers in anatomy: a surgical success story.

A questionnaire concerning career progress was sent to 159 previous holders of temporary lecturer posts in anatomy (TLAs) at the University of Manchester (UK) between 1975 and 1992. Replies were received from 123 TLAs, of whom 90% were male and 71% had achieved Fellowship(s) of a Royal College of Surgeons. Of the 86 respondents who had reached career appointments, 72% held surgical posts, 16% were in general practice, 6% were in nonsurgical hospital specialties, and 6% in nonclinical careers. The duration of training for the surgical specialties overall had been 12 years. Postgraduate diplomas and degrees had been obtained by 93% of career post holders. Most respondents (87%) had found the posts to be useful for their ongoing careers, citing improved communication skills and teaching. The positive values of temporary lecturer posts in anatomy are discussed in relation to the declining numbers of medically qualified anatomists, and the implications of changes in postgraduate surgical training in the UK are highlighted.

Anatomy↗
PubMed1998

Anatomy and ethics: an exploration of some ethical dimensions of contemporary anatomy.

Anatomy and ethics have traditionally been viewed as inhabiting different conceptual worlds on the assumption that the practice of anatomy is ethically neutral. This assumption is challenged by critiquing the nature of anatomy and by demonstrating that ethical issues pervade anatomical study. This should come as no surprise since anatomy deals with the structure of the human body, and it is the human body and human tissues that are central to bioethical questions concerning human life in both health and disease, at its beginning and end and in research and clinical practice. Furthermore, many issues of interest to anatomists, such as the mechanisms of organ and fetal tissue transplantation, the neurological bases of aging and dementia, and definitions of brain death, are best tackled by venturing into questions usually dealt with in a clinical context. By the same token, a number of clinical issues can be approached helpfully from starting points provided by anatomy, although they too have ethical dimensions. To illustrate the close interrelationship between anatomical and ethical issues, two topic areas are discussed: research on archeological human remains and the notion of the pre-embryo.

Anatomy↗
PubMed1998

Anomalous triad of a left-sided inferior vena cava, a retroesophageal right subclavian artery, and bilateral superficial brachial arteries in one individual.

We report a rare case of three major vascular variations in the same individual, two within the thorax and abdomen and one within the upper extremity. The observations were made in a cadaver of a 74-year-old Japanese woman. A single left-sided inferior vena cava was observed that began from the confluence of the left and right common iliac veins and ascended vertically to the left side of the abdominal aorta. After receiving the left renal vein, it passed obliquely upward anterior to the abdominal aorta, reaching the right side of the aorta, and then ascended vertically to the right atrium, following its normal course. The retroesophageal right subclavian artery was also present; it arose from the arch of the aorta as the last branch, passing obliquely between the esophagus and the vertebral column. Thus the right recurrent laryngeal nerve was not formed. Additionally, bilateral superficial brachial arteries were observed. They arose from the axillary artery, crossed over the medial root of the median nerve, coursed down the arm, and divided into the radial and ulnar arteries in the cubital fossa. Although each variation is not rare by itself, the triad of events is rare and important to clinicians, anatomists, and medical students.

Aged↗
PubMed1998

Cross-sectional imaging of a cadaveric human heart.

The precise relationship of the components of the heart can be difficult to understand. With recent developments in cardiac ultrasound and other imaging modalities, most professionals need to be familiar with cross-sectional cardiac anatomy. We have created a teaching technique based on a normal human heart removed at autopsy. It was scanned using a computed tomography scanner and the images examined in different planes. The images were annotated and used in a computer-based teaching program to convey the details of cardiac anatomy. Images corresponding to planes typically used in echocardiography were also examined. The resulting images were of high resolution and illustrated many subtle structures rarely seen in conventional studies of cardiac anatomy. This system has benefits to both clinicians and anatomists.

Adult↗