Human Anatomy in Cinema / La Anatomía Humana en el Cine

SUMMARY: A corpse is the body's final destination and, as a social construction, it challenges Western cultural taboos and practices around the corpse, having been shown in cinema. The present paper aims to analyze 17 films that portray Human Anatomy, identifying which themes specifically related to morphological sciences are addressed, namely: a) reactions to first contact with a cadaver, b) medical school and dissection classes, c) origin of cadavers, d) anatomy and suspense or horror movies, e) romance, drama and comedy, f) body snatchers/ resurrectionists, g) anatomical techniques, h) racism, prejudice and anatomy. This is a critical review of films in which, after thorough triple- blind analysis by the authors, it was observed that the encounter with the cadaver provides a series of emotions to the characters participating in the practical anatomy classes shown in the films, such as apprehension, fear, disgust, curiosity, etc. Generally, this surprising contact between the living and the dead is associated with the practice of dissection, which often results in the accentuation of emotions previously reported. From all this, it is concluded that the history of the teaching of Human Anatomy has been interestingly portrayed in cinema from different points of view.

Un cadáver es el destino final del cuerpo y, como construcción social, desafía los tabúes y prácticas culturales occidentales en torno al cadáver, habiendo sido mostrado en el cine. El presente trabajo tuvo como objetivo analizar 17 películas que retratan la Anatomía Humana, identificando qué temas específicamente relacionados con las ciencias morfológicas se abordan, a saber: a) reacciones al primer contacto con un cadáver, b) clases de medicina y disección, c) origen de los cadáveres, d) anatomía y películas de suspenso o terror, e) romance, drama y comedia, f) ladrones de cuerpos/resurreccionistas, g) técnicas anatómicas, h) racismo, prejuicio y anatomía. Se trata de una revisión crítica de películas en las que, tras un minucioso análisis triple ciego por parte de los autores, se observa que el encuentro con el cadáver proporciona una serie de emociones a los personajes que participan en las clases prácticas de anatomía que se muestran en las películas, tales como aprensión, miedo, repugnancia, curiosidad, etc. Generalmente, este sorprendente contacto entre vivos y muertos se asocia con la práctica de la disección, lo que muchas veces resulta en la acentuación de las emociones anteriormente relatadas. De todo ello se concluye que la historia de la enseñanza de la Anatomía Humana ha sido interesantemente retratada en el cine desde diferentes puntos de vista.

Sociodemographic Factors and Academic Performance of Medicine and Surgery Students in a Course of Gross Human Anatomy / Factores Sociodemográficos y Rendimiento Académico de Estudiantes de Medicina y Cirugía en un Curso de Anatomía Humana Macroscópica

SUMMARY: The learning of human gross anatomy (HGA) is essential for health professionals, as it is key to achieve diagnoses and carry out clinical procedures safely and effectively. It is essential to recognize the main ideas of human anatomy, such as anatomical position and planimetry, and terms of reference and comparison, to understand the general characteristics of the structures, systems, and functions of the human body. However, the academic performance of students in the course of HGA is low, so this study aimed to determine the relationship between sociodemographic data and their academic performance. For this purpose, students of the academic program of Medicine and Surgery enrolled in a HGA course were surveyed on 17 sociodemographic factors. The grades obtained by the students in the three exams taken in the course were recorded and correlated with the answers obtained in the questionnaire. In order to know the students' characteristics and behaviors in each of the variables, descriptive statistics were performed for each of them, the t- student test was used to compare the means of each group. In the event of behavior far from the normal distribution, the non-parametric tests of Mann-Whitney U and Kolmogorov-Smirnov were used. It was found that factors like previous academic university experience, retaking the HGA course, students' health condition, working and studying at the same time and the students' mother's level of education influence in their academic performance.

El aprendizaje de la anatomía macroscópica humana (AMH) es fundamental para los profesionales de la salud, ya que es clave para lograr diagnósticos y realizar procedimientos clínicos de forma segura y eficaz. Es fundamental reconocer las ideas principales de la anatomía humana, como la posición anatómica y la planimetría, y los términos de referencia y comparación, para comprender las características generales de las estructuras, sistemas y funciones del cuerpo humano. Sin embargo, el rendimiento académico de los estudiantes del curso de AMH es bajo, por lo que este estudio tuvo como objetivo determinar la relación entre los datos sociodemográficos y su rendimiento académico. Para ello, se encuestó a estudiantes del programa académico de Medicina y Cirugía matriculados en un curso de AMH sobre 17 factores sociodemográficos. Se registraron las calificaciones obtenidas por los alumnos en los tres exámenes realizados en el curso y se correlacionaron con las respuestas obtenidas en el cuestionario. Para conocer las características y comportamientos de los estudiantes en cada una de las variables se realizó estadística descriptiva para cada una de ellas, se utilizó la prueba t-student para comparar las medias de cada grupo. En caso de comportamiento alejado de la distribución normal, se utilizaron las pruebas no paramétricas de Mann-Whitney U y Kolmogorov-Smirnov. Se encontró que factores como la experiencia académica universitaria previa, retomar el curso AMH, el estado de salud de los estudiantes, trabajar y estudiar al mismo tiempo y el nivel de educación de la madre de los estudiantes influyen en su rendimiento académico.

A Multipurpose Cadaveric Prosection for Anatomy Education

The use of dissections had been the core approach to anatomy education for undergraduate medical and allied health sciences for centuries. However, the move towards integration of basic and clinical sciences has resulted in the decline of gross anatomy as a separate subject in many medical schools in the United States. This has led to the creative use of various technological tools in instruction, but the benefits of cadavers in comprehending the complexities of the human structure cannot be overlooked. Moreover, with the use of prosections becoming a popular alternative, systematic techniques for prosection are needed to maximize their efficient utilization. Here, we present a detailed technique for preparation of a multipurpose cadaveric prosection with conserved anatomical relationships for use in demonstrating surface and gross anatomy

Influence of sociodemographic factors on academic performance in the subject of human gross anatomy / Influencia de los factores sociodemográficos en el rendimiento académico en la asignatura de anatomía macroscópica humana

SUMMARY: It has been demonstrated that the teaching and learning process of human anatomy is influenced by different external factors that can affect, in the short and long term, the academic and professional performance of medical students. In this sense, the present work aims to determine the relationship between sociodemographic factors and the academic performance of students belonging to the program of Medicine and Surgery of the Universidad del Valle, in Cali-Colombia, who were enrolled in the course of Human Gross Anatomy. Based on the organization of the course plan, the average grades obtained by the students in the different exams taken in the course were compared. Through a survey, sociodemographic data that have been reported as influential factors in academic performance were asked. The first stage of the analysis consisted of identifying the characteristics of the variables, then the correlation of the sociodemographic variables with the students' academic performance, and finally, a multiple linear regression model was implemented. Although the results did not show statistically significant correlations between the variables analyzed, a close relationship was observed with the sex and place of origin of the students, obtaining that women and students from other towns and cities presented lower academic performance compared to their peers. This highlights the importance of including activities to strengthen the learning process, as well as guiding support programs to maintain academic performance and reduce the inequality gap.

Se ha demostrado que en el proceso de enseñanza y aprendizaje de la anatomía humana inciden diferentes factores externos que pueden afectar, a corto y largo plazo, el desempeño académico y profesional de los estudiantes de Medicina. En este sentido, el presente trabajo tiene como objetivo determinar la relación existente entre los factores sociodemográficos y el rendimiento académico de los estudiantes que pertenecen al programa de Medicina y Cirugía de la Universidad del Valle, en Cali-Colombia, matriculados en la asignatura de Anatomía Macroscópica Humana. A partir de la organización del plan del curso, se comparó el promedio de las notas obtenidas por los estudiantes en los diferentes exámenes realizados en la asignatura. A través de una encuesta, se preguntaron algunos datos sociodemográficos que han sido reportados como factores influyentes en el rendimiento académico. La primera etapa del análisis consistió en identificar las características de las variables, a continuación, la correlación de las variables sociodemográficas con el desempeño académico de los estudiantes y, finalmente, se implementó un modelo de regresión lineal múltiple. Si bien los resultados no arrojaron correlaciones estadísticamente significativas entre las variables analizadas, sí se observó una estrecha relación con el sexo y el lugar de procedencia de los estudiantes, obteniendo que las mujeres y los estudiantes foráneos presentaron menor rendimiento académico en comparación con los demás compañeros. Esto resalta la importancia de incluir actividades que permitan fortalecer el proceso de aprendizaje, así como guiar programas de apoyo para mantener el rendimiento académico y disminuir la brecha de desigualdad.

Exploring the Potential Use of Supplementary E-learning Tools for Integrated Anatomy-Radiology Teaching

@#The evolution of anatomy education yields a variety of instructional strategies to enhance students’ comprehension of gross anatomy. Apart from these multi-modality approaches, various studies suggest that anatomy instruction is more effective when it is taught with radiological integration during the early phase of the medical curriculum. Studies have shown that the introduction of basic radiological knowledge in anatomy learning enhances visuospatial skills, which are important for safe clinical practice. Nevertheless, considerable variation in the radiological anatomy teaching exists in terms of delivery methods, radiological materials, and teaching time. One way to address these limitations is by using integrated radiology anatomy e-learning platforms. Recent advancements in technology have given rise to immense attention to e-learning platforms, which have been considered to be an effective modality in optimising the student learning process. Hence, this article explores the potential use of e-learning tools, namely integrated with radiological imaging, in teaching gross anatomy.

Visualization of gross anatomy for ultrasound scanning planes using a virtual dissection table / Visualización de la anatomía macroscópica para planos de escaneo de ultrasonido utilizando una mesa de disección virtual

SUMMARY: There is a lack of visualization on gross anatomy planes for the non-orthogonal sections, such as subcostal and intercostal oblique scanning planes of ultrasound imaging. The aim of the present study was to visualize the anatomical image of corresponding plane for the oblique ultrasound scanning using a virtual dissection system. the oblique gross anatomy plane was constructed by appropriate segmentation using a virtual dissection table. A suitable cutting of the body plane was accomplished by turning on and off the organ systems, particularly the skeletal system, category, and structure. The right hepatic vein (RHV), middle hepatic vein (MHV), and left hepatic vein (LHV) for the right subcostal oblique plane appeared in the single slice plane. The location of the liver, gallbladder, and kidneys differently appeared in the oblique anatomical plane and body position. The results of this study suggest that using a virtual anatomy system contributes to improving the sonographer's ability to understand anatomy.

RESUMEN: Existe una falta de visualización en los planos de anatomía macroscópica para las secciones no ortogonales, tal como los planos de exploración oblicuos subcostales e intercostales en las imágenes de ultrasonido. El objetivo del presente estudio fue visualizar la imagen anatómica del plano correspondiente para la ecografía oblicua mediante un sistema de disección virtual. El plano de anatomía macroscópica oblicua se construyó mediante una adecuada segmentación utilizando una mesa de disección virtual. Se logró un corte correcto del plano corporal al encender y apagar los sistemas de órganos, particularmente el sistema esquelético, la categoría y la estructura. La vena hepática derecha, la vena hepática media y la vena hepática izquierda para el plano oblicuo subcostal derecho aparecieron en el plano de corte único. La ubicación del hígado, la vesícula biliar y los riñones aparecieron de manera diferente en el plano anatómico oblicuo y en la posición del cuerpo. Los resultados de este estudio sugieren que el uso de un sistema de anatomía virtual ayuda a mejorar la capacidad del ecografista para comprender la anatomía humana.

Gross Anatomy of Urethra and Penis in Uncastrated and Castrated Buck of Black Bengal Goat

SUMMARY: Urethral process, sigmoid flexure, urethra at the pelvic arch and neck of urinary bladder in goats are very much prone to form obstructive urolithiasis. The present study was carried out to establish baseline work on the normal measurement of the urethral passage and different segments of penis of uncastrated and castrated Black Bengal (BB) goat which will be supportive for obstructive urolithiasis management. Different segment of penis along with urethra of 25 uncastrated and 25 castrated male Black Bengal goats were collected from different slaughter house of Chattogram City Corporation. The length and diameter of male urethra and different segment of penis in uncastrated buck were significantly higher (p<.001) than castrated buck. The length of the pelvic urethra was 5.88 ± 0.111 cm and 4.58 ± 0.15 cm in uncastrated and castrated buck respectively. The length of the neck of urinary bladder; root, body, sigmoid flexure, glans penis and urethral process of the penis in uncastrated and castrated buck were 0.688 ± 0.156 cm and 0.38 ± 0.048 cm, 5.02 ± 0.09 cm and 4.24±0.10 cm, 23.48 ± 0.37 cm and 22.74 ± 0.43 cm, 9.2 ± 0.107 cm and 8.18 ± 0.29 cm, 1.92 ± 0.032 cm and 1.44 ± 0.10 cm, 2.32 ± 0.029 cm and 1.78 ± 0.07 cm respectively. The diameter of the neck of urinary bladder, root, body, sigmoid flexure, glans penis and urethral process of the penis in uncastrated and castrated buck were 1.94 ± 0.041 cm and 1.44 ± 0.05 cm, 3.7 ± 0.049 cm and 3.3 ± 0.144 cm, 2.63 ± 0.066 cm and 1.86 ± 0.08 cm, 2.77 ± 0.90 cm and 2.18 ± 0.07 cm , 1.81 ± 0.034 cm and 1.4 ± 0.06 cm, 0.66 ± 0.014 cm and 0.56 ± 0.05 cm respectively. Finally, total lengths of penis in uncastrated and castrated buck were 30.42±0.459 cm and 28.42±0.553 cm respectively. The length and diameter of the neck of the urinary bladder, root, sigmoid flexure, urethral process of the penis are clinically more important for obstructive urolithiasis.

RESUMEN: El proceso uretral, el ángulo sigmoideo, la uretra en el arco pélvico y el cuello de la vejiga urinaria en las cabras son muy propensos a formar urolitiasis obstructiva. El presente estudio se llevó a cabo para establecer un trabajo de referencia sobre la medición normal del pasaje uretral y diferentes segmentos de pene de cabra de Bengala Negra (BB) no castrada y castrada, que serán de apoyo para el manejo de la urolitiasis obstructiva. Se recolectaron diferentes segmentos de pene junto con la uretra de 25 machos de cabras de Bengala negras sin castrar y 25 castrados de diferentes mataderos de Chattogram City Corporation. La longitud y el diámetro de la uretra y los diferentes segmentos del pene en el macho no castrado fueron significativamente más altos (p <0,001) que en el macho castrado. La longitud de la uretra pélvica fue de 5,88 ± 0,111 cm y 4,58 ± 0,15 cm en animales sin castrar y castrados, respectivamente. La longitud del cuello de la vejiga urinaria; raíz, cuerpo, flexión sigmoidea, glande del pene y proceso uretral del pene en el macho sin castrar y castrado fueron 0,688 ± 0,156 cm y 0,38 ± 0,048 cm, 5,02 ± 0,09 cm y 4,24 ± 0,10 cm, 23,48 ± 0,37 cm y 22,74 ± 0,43 cm , 9,2 ± 0,107 cm y 8,18 ± 0,29 cm, 1,92 ± 0,032 cm y 1,44 ± 0,10 cm, 2,32 ± 0,029 cm y 1,78 ± 0,07 cm, respectivamente. El diámetro del cuello de la vejiga urinaria, la raíz, el cuerpo, el ángulo sigmoide, el glande del pene y el proceso uretral del pene en el macho no castrado y castrado fueron 1,94 ± 0,041 cm y 1,44 ± 0,05 cm, 3,7 ± 0,049 cm y 3,3 ± 0,144 cm. 2,63 ± 0,066 cm y 1,86 ± 0,08 cm, 2,77 ± 0,90 cm y 2,18 ± 0,07 cm, 1,81 ± 0,034 cm y 1,4 ± 0,06 cm, 0,66 ± 0,014 cm y 0,56 ± 0,05 cm respectivamente. Finalmente, las longitudes totales de pene en machos castrados y no castrados fueron de 30,42 ± 0,459 cm y 28,42 ± 0,553 cm respectivamente. La longitud y el diámetro del cuello de la vejiga urinaria, la raíz, el ángulo sigmoideo y el proceso uretral del pene son clínicamente más importantes para la urolitiasis obstructiva.

The Outcomes of Team-based Learning on Test Performance, Cognitive Engagement and Motivation in Preclinical Anatomy Practical Classes

@#Introduction: Designing an engaging teaching strategy that enhances the clinical application of anatomy knowledge is important for effective learning. Hence, this study was carried out to evaluate the outcomes of team-based learning (TBL) approach on students’ learning during gross anatomy practical classes. Method: A randomised-controlled trial was conducted on 215 pre-clinical year medical students, who were divided into TBL and control groups. Both groups attended the same anatomy lecture before the practical session. The TBL group underwent three phases of activities, which were pre-practical assignment (Phase-1), individual and team readiness assurance tests followed by a debriefing session (Phase-2), and group application task (Phase-3). Concurrently, the control group received a reading material as their pre-practical assignment and attended a practical session in the form of an anatomy model demonstration. Pre- and post-practical assessments were measured 30 minutes before and after the practical sessions. The students’ cognitive engagement and motivation were also measured after the practical sessions. Results: The TBL group among the Year-1 students outperformed the control group in all the test performance measures. The TBL group of the Year-1 students was also found to have greater improvement of test scores compared to their control counterparts. The TBL group was found to have significantly higher cognitive engagement scores only among the Year-2 students. However, the internal motivation scores were not significant in both cohorts. Conclusion: These results indicate that the TBL session contributes positive outcomes to students’ learning in anatomy context.

Medical students' vs. consultant surgeons' view of anatomy knowledge / Opinión de los estudiantes de medicina vs. cirujanos consultores sobre el conocimiento de la anatomía

Anatomy is considered the core of surgery. Surgeons often complain about deficiencies in their junior doctor's level of knowledge in anatomy. The study aim was to compare opinions of final year medical students and consultant surgeons regarding current methods of teaching anatomy and which methods should be utilized to enhance medical student's anatomy knowledge. Two questionnaires were developed: one for consultant surgeons and the other one was for medical students. These questionnaires surveyed consultant surgeons and senior medical students regarding their views on various aspects of undergraduate anatomy teaching including: increasing time for anatomy teaching, anatomy knowledge level, surgeons participation in teaching, best methods of teaching and examination of anatomy, areas of strength and weakness among students, and adequacy of current teaching to understand radiology images, laparoscopic and endoscopic views. The response rate for consultants and students was 62.6 %. Surgeons who encouraged increasing the time for undergraduate anatomy teaching were 77.1 %. A significant percentage of surgeons and students thought that their junior surgeons / student level of anatomical knowledge was poor (63.4 % and 46.6 % respectively). Additionally, over two thirds of surgeons and students thought that surgeons participation in anatomy teaching in the first 3 years in medical schools may be useful (68.0 % and 69.0 % respectively). Cadaveric teaching was selected as best method of anatomy teaching by 81.0 % surgeons and 79.6 % students. Only 33.1 % surgeons and 35.4 % student thought that our current anatomy teaching was adequate to understand radiologic, laparoscopic and endoscopic views. Surgeons and students were in agreement regarding students' reduced levels of anatomy knowledge. One particular aspect of such deprivation was students' inability to interpret radiological pictures, laparoscopic and endoscopic views. Increasing time dedicated for anatomy teaching, involving surgeons in the process of anatomy teaching and redirecting the focus on cadaveric dissection may be beneficial.

La anatomía es considerada la base de la cirugía. Los cirujanos a menudo se quejan de las deficiencias en el nivel de conocimiento anatómico de su médico subalterno. El objetivo del estudio fue comparar las opiniones de los estudiantes de medicina y los cirujanos consultores del último año con respecto a los métodos actuales de enseñanza de anatomía y los métodos que deben utilizarse para mejorar el conocimiento de la disciplina de los estudiantes de medicina. Se desarrollaron dos cuestionarios: uno para cirujanos consultores y otro para estudiantes de medicina. Estos cuestionarios encuestaron a cirujanos consultores y estudiantes de medicina de alto nivel con respecto a sus puntos de vista sobre diversos aspectos de la enseñanza de anatomía de pregrado, que incluyen: aumentar el tiempo para la enseñanza de anatomía, el nivel de conocimiento de anatomía, la participación de los cirujanos en la enseñanza, los mejores métodos de enseñanza y el examen de anatomía, áreas de fortaleza y debilidad entre los estudiantes, y la adecuación de la enseñanza actual para comprender imágenes de radiología, vistas laparoscópicas y endoscópicas. La tasa de respuesta de consultores y estudiantes fue del 62,6 %. Los cirujanos que señalaron aumentar el tiempo para la enseñanza de anatomía de pregrado fue en el 77,1 %. Un porcentaje significativo de cirujanos y estudiantes consideraron que su nivel de conocimiento anatómico entre cirujanos subalternos y estudiantes era bajo (63,4 % y 46,6 %, respectivamente). Además, más de dos tercios de los cirujanos y estudiantes estimaron que la participación de los cirujanos en la enseñanza de anatomía en los primeros 3 años en las escuelas de medicina puede ser útil (68,0 % y 69,0 %, respectivamente). La enseñanza en el cadáver fue seleccionada como el mejor método de enseñanza de anatomía por 81,0 % de cirujanos y 79,6 % de estudiantes. Sólo el 33,1 % de los cirujanos y el 35,4 % de los estudiantes pensaron que nuestra enseñanza actual de anatomía era adecuada para entender las vistas radiológicas, laparoscópicas y endoscópicas. Los cirujanos y los estudiantes estuvieron de acuerdo con respecto a los reducidos niveles de conocimiento anatómico de los estudiantes. Un aspecto particular de tal privación fue la incapacidad de los estudiantes para interpretar imágenes radiológicas, vistas laparoscópicas y endoscópicas. Puede ser beneficioso aumentar el tiempo dedicado a la enseñanza de la anatomía, involucrando a cirujanos en el proceso de enseñanza de la anatomía y redirigiendo el enfoque a la disección del cadáver.

Morphometric Variation of Adult Human Clavicle - A Tool for Gender Determination

Introduction: Bones can reflect the basic framework of human body and provide valuable information about the biological identity of the deceased. They often, survive the morphological alteration, decay/mutation and decomposition insults. An in depth, knowledge and analysis of variation in clavicular length, midclavicular circumference and weight is imperative for both clinical and forensic anthropological perspectives. Objectives: The present study was done to determine morphometric variability of adult human clavicles by using length, weight and midclavicular circumference parameters. Materials and Methods: 300 pairs of adult human clavicles of known sex obtained from cadaveric dissection and bony collections of anatomy department were utilized for the study. The length, weight and midclavicular circumference were measured. The data obtained was statistically analysed. Results: Gender specific statistical analysis for length, weight and midclavicular circumference was found to be highly significant. The side specific significance was found only in male and in female clavicles for weight and midclavicular circumference respectively. No side specific significance found for length of clavicle. Conclusions: The present study provides morphometric data for North Indians and compares observations with other populations. The study establishes that length, weight and midclavicular circumference of clavicle have a dimorphic potential. This fact can play a decisive role in forensic identifications and clinical interventions. The results are of immense significance for anatomists, orthopedic surgeons and the forensic anthropologists in their professional endeavors.

Digital revolution in veterinary anatomy: confection of anatomical models of canine stomach by scanning and three-dimensional printing (3D) / Revolución digital en anatomía veterinaria: confección de modelos anatómicos del estómago canino mediante escaneo e impresión tridimensional (3D)

Three-dimensional (3D) scanning and printing can contribute to the area of Veterinary Anatomy, producing anatomical models that can be used in teaching. The objective of this project was to apply the 3D digitalization and printing to produce models of the canine stomach, and make these models available as an alternative tool of study in the practical classes of veterinary anatomy. The stomachs of dogs were digitized and printed in 3D models. Anatomical aspects were easily identifies in the models as compared with stomach original. The results of this project clearly demonstrated that the digitalization and 3D printing from the dog stomach come to strongly contribute to the teaching of veterinary anatomy, currently playing an important role by producing replicas which present desirable anatomical characteristics from organ.

El escaneo e impresión tridimensional (3D) puede contribuir al área de Anatomía Veterinaria, produciendo modelos anatómicos que pueden usarse en la enseñanza. El objetivo de este proyecto fue aplicar la digitalización e impresión 3D para producir modelos del estómago canino y hacer que estos modelos estén disponibles como una herramienta alternativa de estudio en las clases prácticas de anatomía veterinaria. Los estómagos del perro fueron digitalizados e impresos en modelos 3D. Los aspectos anatómicos se identificaron fácilmente en los modelos en comparación con el estómago original. Los resultados de este proyecto demostraron claramente que la digitalización y la impresión en 3D del estómago del perro contribuyen en gran medida a la enseñanza de la anatomía veterinaria y que actualmente desempeña un papel importante, al producir réplicas que presentan características anatómicas deseables a partir de órganos.

Do The Dead Enlighten The Living In Understanding Anatomy?

Background: Cadaveric dissection is a traditional method to acquire the anatomical knowledge. Even though theadvancement of multimedia and prosected specimens are changing the attitude of the students towards thereplacement of dissection.Purpose of the study: The aim of the study was to assess the attitude of students toward dissection, identifyingthe factors preventing them from learning and to obtain the suggestions for the improvement of learning in thedissection hall.Materials and methods: It was a questionnaire based study which involved 140 students of first yearundergraduates conducted at Sri Manakula Vinayagar Medical College and Hospital, Pondicherry.Results: The pre and posttest questionnaires were completed by 140 students. The difference between pre andpost test responses regarding the factors distracting the students from learning anatomy in the dissection hallwas not statistically significant. Majority of the students opined that hands-on dissection is an important toolto learn gross anatomy even though the results were statistically insignificant.Conclusion: However different methods of learning anatomy have evolved, the most effective way to understandgross anatomy is cadaveric teaching.

Evaluating The Utility Of Gross Anatomy Instructional Videos In Dissection Hall: A Pilot Observational Study

Introduction: Anatomy, being a highly visual and dynamic-experiential course, favours video based teaching toa larger extent. On the other hand, preparing a gross anatomy video is challenging, considering the cognitiveload it imposes.Aim: To investigate the utility and acceptance of video-based learning approach among the first year medicalstudents and its optimal curricular implementation.Materials and Methods: In this pilot initiative, we designed a two-stage revision method in head and neckregional anatomy teaching. To reinforce gross anatomy knowledge, we displayed the videos prepared by us inconcordance with the learning objectives. We conducted a questionnaire based survey to determine the effectsof these videos on anatomy learning. Descriptive statistical analysis was used to quantify the received responses.Results: Out of 100 students, who gave feedback on voluntary basis, 48 students agreed and 24 strongly agreedthat the videos were adequately representing the structures they have seen in the dissection hall. 40 students feltthat displaying the structures along with description provided by the teacher after completion of dissection ofthat region, has affected their positive learning. 28 agreed and 21 strongly agreed that the videos helped them inrepeating and reinforcing the structures. 79 students agreed that the quality of the video demonstrated weregood to appreciate the structures and 91 students accepted to extend the video-based demonstration to otherregions of gross Anatomy as well.Conclusion: Incorporating videos would contribute to the success of a subset of students by reinforcing grossanatomy learning. We suggest that developing user friendly videos which maintains optimal cognitive load iscritical in enhancing student engagement and knowledge retention.

A comparative study of Thiel soft-embalmed and formalin preserved cadavers for anatomy dissection

@#<p><strong>Background and Objective:</strong> Cadavers are the main teaching and learning tools utilized by faculty and students of Gross Anatomy. The conventional procedure of using formalin to preserve cadavers has its limited benefit due to its obnoxious odor, darkened color, indistinguishable small structures, rigid joints, with friable organs and tissues. Using the Thiel Method, cadavers are known to have: life-like presentation, a high degree of suppleness, natural mobilization of various body parts with tolerable odor, natural color, and antimicrobial and antifungal efficacy. The aim of this study was to compare the Thiel soft-embalmed cadaver and the formalin-preserved cadaver for use in Gross Anatomy dissection.</p><p><strong>Materials and Method:</strong> Six formalin-preserved cadavers were compared with six Thiel soft-embalmed ones and were evaluated by 160 first year medical students and 10 faculty members of Gross Anatomy from the University of the Philippines College of Medicine using a visual analogue scale that evaluated the cadaver's presenting color. A Likert scale was utilized to assess the skin and muscle texture, blood vessel integrity, odor, joint flexibility, and state of cadaver preservation. Their perceptions on the ease of the dissection process, distensibility, and differentiation of structures were also elicited through a questionnaire checklist.</p><p><strong>Results:</strong> Results show that the Thiel Method-preserved cadavers were rated higher compared to the formalinpreserved cadavers in terms of: 1) presenting color; 2) tolerable odor; 3) skin and muscle texture; 4) blood vessel integrity; 5) joint flexibility; and 6) state of cadaver preservation after 1 year. However, the ease of the dissection process, the distensibility of structures, and the differentiation of the various structures were easily managed in the formalin-preserved cadavers while the feasibility of practicing laparoscopy, endoscopy, and intubation were seen in the Thiel soft-embalmed cadavers. Results validate the claims of previous studies on the advantages presented in using the Thiel Method.</p><p><strong>Conclusion:</strong> Cadavers preserved utilizing the Thiel Method are life-like and can be used for Gross Anatomy dissection. The data gathered support the feasibility of using them also in research and training.</p>

Anatomical comparison of bilateral anterolateral thigh flap / 解剖学报

Objective To study the anatomic variation of bilateral anterolateral thigh (ALT) flap, serving as an anatomical basis for the necessity of preoperative selection of donor thigh. Methods Ten fresh cadavers(20 cases) were recruited for the fabrication of bilateral ALT flap. The nutrient perforating branches of each flap were found out and then traced reversely to the vascular pedicle. The type and the number of perforating branches were recorded,and the length and diameter of the perforator and vascular pedicle was measured. Statistic data was expressed as x±s. Results Three cadavers were found that the bilateral ALT flap were nourished by both septocutaneous and musculocutaneous perforators, while the other 7 cadavers were found not feeded by the exactly same perforator in types bilaterally. Only 3/10 of the cadavers were noticed sharing the same number of perforator bilaterally, while the remnant 70% not. All the septocutaneous perforators pass through the intermuscular septum between the vastus lateralis and rectus femoris muscle,and all the musculocutaneous perforators penetrate vertically or obliquely into the vastus lateralis. Perforators derived solely from descending branch of lateral femoris circumflex artery(LCFA) were observed in 14 cases. The other 6 cases, 2 of which from 1 cadaver bilaterally and 4 of which from 4 cadavers unilaterally, saw that both oblique branch and descending branch of LCFA gave off perforators into the flap. The length and diameter of each main perforator and vascular pedicle in 10 cadavers bilaterally were not different significantly(P>0. 05). Conclusion Nutritive perforating branch of bilateral ALT flap differed in type, number, course and pedicle sourse, which has direct effects on the difficulty of flap fabrication and the duration of operation. Preoperative selection of donor thigh is helpful for safe and rapid preparation of anterolateral thigh flap.

Exploration of cooperative teaching of anatomy and spine surgery / 解剖学报

Objective: Under the impetus of curriculum integration mode, the combination of gross anatomy and clinic is the inevitable trend of the development of gross anatomy teaching. How to the combination of gross anatomy and clinic in teaching has been the ultimate goal of our exploration. Methods: Through the cooperation with the Department of Spinal Surgery of Union Hospital Affiliated to Huazhong University of Science and Technology, we held the "Elite Training Course about Complete Combination of Spinal Endoscopy and Under-endoscopy Power Equipments". Teachers of anatomy, clinicians and equipment engineers discussed the starting point of teaching, the teaching objective, teaching method and make specific teaching plans. Some clinicians and students were invited to participate in the training, conduct questionnaires to the participating clinicians, and conduct follow-up survey to the participating students to explore the feasibility of this teaching mode. Results: The teaching mode of combining anatomy with spinal surgery was feasible. The students had high enthusiasm and good learning effect and gave us good evaluation. Conclusion: The teaching mode of gross anatomy combined with clinical practice can increase students subjective initiative and enable students to master anatomy knowledge systematically in a limited time.

Clinical relevance of official anatomical terminology: the significance of using synonyms / Relevancia clínica de la terminología anatómica oficial: la importancia de usar sinónimos

Terminologia Anatomica is a unique collection of technical terms that enable communication in anatomy and medicine across the world. However, current anatomical terminology also contains some internal inconsistencies and discrepancies in regard to clinical terminology. Thus, a number of terms are not logically related to the names of similar anatomical entities, or the names of corresponding physiological and pathological conditions. Moreover, during clinical practice many anatomical terms have commonly been replaced by new, clinical idioms. These terminological discrepancies represent an impediment to learning and teaching in medical and health professions programs. In this paper it is proposed that the relevant synonyms should be introduced into Terminologia Anatomica in the same way as currently the case for the kidney (ren/nephros) and uterine tube (tuba uterina/salpinx). This change would significantly reduce inconsistencies in nomenclature and make anatomical terminology more logical, easier to understand and memorize. Furthermore, it would better align anatomy with other branches of medicine and medical education.

Terminologia Anatomica es una colección única de términos técnicos que permiten la comunicación en anatomía y medicina en todo el mundo. Sin embargo, la terminología anatómica actual también contiene algunas inconsistencias internas y discrepancias con respecto a la terminología clínica. Por lo tanto, varios términos no están lógicamente relacionados con los nombres de entidades anatómicas similares, o los nombres de las correspondientes condiciones fisiológicas y patológicas. Además, durante la práctica clínica muchos términos anatómicos han sido comúnmente reemplazados por nuevos modismos clínicos. Estas discrepancias terminológicas representan un impedimento para el aprendizaje y la enseñanza en los programas médicos y profesionales de la salud. En este trabajo se propone que los sinónimos relevantes se introduzcan en la terminología anatómica de la misma manera que en la actualidad, como en el caso del riñón (ren / nephros) y la tuba uterina (tuba uterina / salpinx). Este cambio reduciría significativamente las inconsistencias en la nomenclatura y haría la terminología anatómica más lógica, más fácil de entender y memorizar. Además, alinearía mejor la anatomía con otras áreas de la medicina y la educación médica.

Students' perceptions and usage of short anatomy videos: a preliminary study / Percepciones de los estudiantes y el uso de videos cortos de anatomía: un estudio preliminar

The efficacy of videos in anatomy education is still being debated. It appears that one of the major factors discouraging learners to use videos has been their length. To counteract this, 24 short videos (the longest lasting 1 minute and 13 seconds), were created for a course on musculoskeletal anatomy. Videos focused on identification of muscles of the limbs and their relations by area. The aim of this preliminary study was to assess students' perception of value of the videos and their utilisation. The number of views for each video was recorded. A questionnaire based survey was carried out focusing on students' perception of the educational usefulness of the videos. On average, each video had 339.5 views. Out of 312 students enrolled in the course, 210 completed the survey (67.3 % response rate). A total of 181 respondents (86.2 %) watched the videos and a majority perceived them useful in: Learning about the anatomy of the limbs (68 %), preparation for the laboratory (56.9 %), post-laboratory revision (65.6 %) and preparation for the practical test (66.3 %). Asked for feedback, students requested an increase in the number of videos to include structures other than muscles. Students reported to perceive videos as a useful resource in their musculoskeletal anatomy course. The shortness of the videos made them easy to access and use repeatedly. Future, more in-depth studies, based on the utilisation of the existing and newly produced videos, might throw more light on their full educational potential.

Actualmente, aún se está debatiendo la eficacia de los videos en la educación de la anatomía. Posiblemente, uno de los principales factores que desalientan a los estudiantes a usar videos ha sido el tiempo de duración. Para contrarrestar esto, se crearon 24 videos cortos (el más duradero de 1 minuto y 13 segundos) para un curso sobre anatomía musculoesquelética. Los videos se enfocaron en la identificación de los músculos de los miembros y sus relaciones por área. El objetivo de este estudio preliminar fue evaluar la percepción de los estudiantes sobre el valor de los videos y su utilización. Se registró el número de visitas para cada video. Se llevó a cabo una encuesta basada en cuestionarios que se centraron en la percepción de los estudiantes de la utilidad educativa de los videos. En promedio, cada video tuvo 339,5 visitas. De los 312 estudiantes matriculados en el curso, 210 completaron la encuesta (67,3 % de índice de respuesta). Un total de 181 encuestados (86,2 %) vieron los videos y la mayoría los percibieron útiles en: Aprender sobre la anatomía de los miembros (68 %), preparación para el laboratorio (56,9 %), revisión posterior al laboratorio (65,7 %) y preparación para la prueba práctica (66,3 %). Cuando se les pidió retroalimentación, los estudiantes solicitaron un aumento en la cantidad de videos para incluir estructuras distintas de los músculos. Los estudiantes informaron que perciben a los videos como un recurso útil en el curso de anatomía musculoesquelética. La brevedad de los videos los hizo de fácil acceso y posibles de utilizar repetidamente. Estudios más amplios a futuro, basados en la utilización de los videos existentes, como también aquellos producidos recientemente, podrían arrojar más luz sobre su total potencial educativo.

Digital lectures for learning gross anatomy: a study of their efficacy / 한국의학교육

PURPOSE: The current study investigates the level of students' learning and attitudes towards the teaching and learning process when using digital lectures to teach gross anatomy to year 1 medical students. METHODS: The study sampled year 1 medical students of cohorts 2013 and 2014. The year 1 medical students in 2013 were taught gross anatomy of the heart by didactic classroom lectures while those in 2014 were taught with digital lectures using the same content. A review session was conducted for the 2014 cohort. A 19-item survey was distributed amongst students to investigate their attitudes and feedback. The data were analysed using SPSS software. RESULTS: The 2014 cohort had a mean score of 47.65 for short essay questions and 51.19 for multiple choice questions, while the 2013 cohort scored an average of 36.80 for short essay questions and 49.22 for multiple choice questions. The difference in scores for each type of question was found to be significant. Using a 5-point Likert scale, students gave an average of 4.11 when asked if they liked the teaching and learning process and would like it to be applied further. CONCLUSION: The results of the study provide strong evidence that the digital teaching and learning process was well received by students and could also lead to improved performance. Digital lectures can provide a satisfactory substitute for classroom lectures to teach gross anatomy, thus providing flexibility in learning and efficient learning, whilst also freeing lecture slots to promote mastery learning.

Perceptions Of Undergraduate Medical Students On Use Of Flashcards As A Mode Of Learning Anatomy.

Background & Objective: Anatomy is one of the fundamental subjects taught to the medical students in their first year of medical curriculum. Of its many subdivisions, gross anatomy is one of the vast and important components covered in a short span of one year. The content matter of this subject is very volatile and many undergraduate students face difficulty in learning and recapitulating it. There are many methods adopted by students for learning Anatomy and flashcards is one amongst it. This study was thus planned with an objective to design flashcards for learning gross anatomy, to administer it to the undergraduates for self study revision and to take their perceptions on it. Methodology: The flashcards for gross anatomy of upper limb and lower limb were designed and given to the first year undergraduate students of a premier Medical College in Mumbai. The perceptions of the students on the use of flashcards in learning Anatomy were taken on a prevalidated questionnaire and analyzed. Results: 90% of the students felt that the flashcards helped them to do a quick revision, memorize the content easily and thus perform better in the exams. Conclusion: Flashcards proved to be an effective self study tool for learning gross anatomy