Existence and morphology features of the myodural bridge in JapaLura Splendida / 解剖学报

Objective The dense fibrous connective tissue that connects sub-occipital muscles which consist of the rectus capitis posterior minor muscle (RCPmi), rectus capitis posterior major muscle (RCPma), obliquus capitis inferior muscle (OCI) and nuchal ligament (NL) to the spinal dura mater (SDM), is described as the myodural bridge (MDB) in humans. The MDB is perceived as an essential anatomical structure and has been a subject of interest for clinicians. Studies have revealed that MDB may be related to the dynamic circulation of the cerebrospinal fluid (CSF) and a chronic cervicogenic headache. To date, the MDB is identified as a universal, existing structure in mammals and it exists in other vertebrates as well, such as Gallus domesticus and Rock pigeons in Avifauna, Siamese crocodile and Trachemys scripta elegans in Reptile. The current study is to further analyze different structures features of the MDB in sundry classes and provide the anatomical basis for functional studies. The JapaLura Splendida is the most common species in Lacertiformes, Reptilia. So we chose it as the experimental object to supply the morphological study of the MDB in Reptilia. Methods The study was based on gross anatomical dissection, thick sheet section, histological staining to observe the structural characteristics of the post-occipital area of twenty JapaLura Splendidas and the existence of the MDB. Results The deep post-occipital muscles were composed of the rectus capitis dorsal muscle (RCD) and the obliquus capital posterior (OCP) muscle. The RCD was merged by the rectus capitis dorsal major muscle (RCDma), the rectus capitis dorsal minor muscle (RCDmi) and the obliquus capitis anterior muscle (OCA). In the atlanto-occipital space, the dense fibrous bundles were found to originate from the ventral aspect of the RCD and run ventral, closely inserting into the SDM. In the atlanto-axial space, the dense fibrous bundles were found to originate from the ventral aspect of the OCP and run ventral, closely contacted with the SDM. These dense fibrous bundles were the collagen type I fibers with strong double refraction. Conclusion The result of this study indicates that the MDB is located between the post-occipital muscles and the SDM in JapaLura Splendida. The MDB of Japalura splendida may be related to the activities of the head and neck, and exert a physiological function similar to the MDB in humans.

Primeras disecciones anatómicas con fines docentes en Chile / First anatomical dissections for teaching purposes in Chile

RESUMEN: En Chile, los primeros antecedentes de la enseñanza de la anatomía aparecen en el siglo XVI, para proveer conocimientos a los profesionales sanitarios que ejercían en el territorio. En 1704, el Papa Sixto IV permite la práctica de la disección, encabezada por el alcalde de la ciudad y en donde se invitaba a médicos y cirujanos. Posteriormente, la enseñanza exclusivamente teórica de la medicina en la Universidad Real de San Felipe estimuló a los profesores a enseñarla clínica y la anatomía en forma práctica para complementar las clases expositivas. La Independencia de Chile, determinó que las carreras universitarias sufrieran cambios curriculares importantes, aunque en medicina y anatomía, su desarrollo fue lento y tortuoso. El objetivo de este trabajo fue describir las prácticas de la disección anatómica en la formación de médicos en Chile durante el periodo comprendido entre los años 1704y 1889. Se realizó una revisión bibliográfica en libros de historia de Chile, de historia de la medicina chilena y artículos científicos relacionados al tema, esto nos permitió describir los inicios, desarrollo y características de la práctica de la disección utilizada en la formación de médicos en el periodo en cuestión. El análisis de los resultados nos permitió identificar 5 etapas distintas entre sí, fuertemente influidas por su contexto histórico y diferenciadas por el enfoque que les infundieron los profesores de cada una de estas etapas, que definieron una bibliografía, una orientación y una práctica de la disección en función de las formaciones académicas de cada uno de ellos. Este trabajo, permitió ordenar y exponer información valiosa para la historia de la medicina en Chile, y muy importante, comprender las prácticas educativas que se llevaron a cabo en la formación de estos profesionales que tuvieron un rol preponderante en el proceso de establecimiento de la naciente nación.

SUMMARY: In Chile, the first teachings of anatomy were carried out in the XVI century, to develop the knowledge of health profesionals practicing in the country. In 1704, Pope Sixtus IV allowed the practice of dissection, led by city's mayor of the city and where doctors and surgeons were invited. Subsequently, the exclusively theoretical teaching of medicine at the Real Universidad de San Felipe encouraged teachers to teach anatomy in clinical and practical ways to complement the lectures. Independence of Chile, found that university careers suffer major curricular changes, although in medicine and anatomy, development was slow and tortuous. The aim of this study was to describe the practice of anatomical dissection in training doctors in Chile during the period between 1700 and 1889. A literature review was conducted in scientific articles related to the subject and books on the history of Chile and the history of Chilean medicine. This allowed us to describe the beginnings, development and characteristics of the dissection practice used in the training of physicians in the period in question. The analysis of the results allowed us to identify 5 different stages, strongly influenced by their historical context and differentiated by the approach used by the teachers of each of these stages, who defined a bibliography, an orientation and a dissection practice. In turn, the focus of each teacher was based on the academic training of each of them. This work allowed ordering and exposing valuable information for the history of medicine in Chile, as well as understanding the educational practices that were carried out in the training of these professionals who had a critical role in the process of this developing nation.

Human anatomical dissection takes a compulsory break during covid-19 pandemic / La disección en Anatomía Humana toma un descanso obligatorio durante la pandemia de Covid-19

The outbreak of the coronavirus effects on people's daily lives. Like nothing most people have experienced before, one of the many affected sectors is education. In response to Covid-19 pandemic, medical education faculty have quickly transitioned the curriculum to online formats. But no matter the quality of the online resource, do not provide the same level of understanding of complex anatomical relationships as studying human bodies. Under restriction of social isolation because of Covid-19 pandemic, human anatomical dissection takes a compulsory break. Afterward students will come back to their essential training in dissection room.

El brote de coronavirus ha tenido efectos en la vida diaria de las personas de una forma en que la mayoría de las personas no había experimentado. Uno de los muchos sectores afectados es la educación, a consecuencia de la pandemia, las facultades de medicina han debido adaptar sus planes de estudio a formatos en línea. Independiente de la calidad de los recursos informáticos, éstos no brindan el mismo nivel de comprensión de las relaciones anatómicas complejas que el estudio directo de cuerpos humanos. Bajo la restricción del aislamiento social debido a la pandemia de Covid-19, la disección anatómica humana toma un descanso obligatorio. Posteriormente, los estudiantes volverán a su formación básica en la sala de disección.

Venezuelan surgeons view concerning teaching human anatomical dissection / 대한해부학회지

Currently, the importance of human anatomical dissection have come under debate in many countries but there are not references in Venezuela on this concern. This survey's aim is to assess the insights of Venezuelan surgeons and their outlines of usage of human anatomical dissection in teaching and learning human anatomy. Sixty-five Venezuelan surgeons at the Centro Médico Docente La Trinidad completed an anonymous survey on current and future teaching practices in human anatomy. Eighty-nine point two three percent of surveyed (n=58) conferred importance to human anatomical dissection despite the arrival of new innovations in learning human anatomy. The group surveyed view human anatomical dissection-based teaching as the most beneficial method of teaching human anatomy and it should be bolstered in human anatomical education with matching use of three-dimensional computerized tomography imaging as a complementary form for teaching and learning.

El uso de la tecnología en la enseñanza de la anatomía en México y su comparación con la enseñanza internacional / The use of technology in the teaching of anatomy in Mexico and its comparison with international education

Resumen Introducción: El papel de la enseñanza de la anatomía está decayendo en su papel formativo en los programas educativos de medicina a nivel mundial. El tiempo dedicado a su enseñanza se ha reducido un total de 105 horas en Estados Unidos en un lapso de 25 años. Se cree que esto se debe a la poca motivación del estudiante para estudiar la materia y al cambio de enfoque de la enseñanza actual de la medicina, aunado a los altos costos de los laboratorios de disección. Por lo que se propone sumar a la enseñanza tradicionalista de la anatomía nuevas tecnologías que motiven y produzcan alumnos con una mejor preparación y capacidad para resolver problemas en la práctica clínica. Nuestro objetivo es describir la opinión de los estudiantes sobre la utilización de recursos tecnológicos en la enseñanza de la anatomía y el impacto que han tenido sobre su aprendizaje y realizar una comparación con la literatura mundial. Material y método: Se creo una encuesta de 16 preguntas con puntos clave sobre la enseñanza de la anatomía, la cual se aplicó en 3 universidades (UNAM, La Salle, Anáhuac), se realizó un análisis estadístico de las respuestas y se compararon con ya lo descrito a nivel internacional. Resultados: Se encontró una preferencia del estudiante por el método tradicionalista de instrucción, y optan por recibir enseñanza utilizando pizarrón y un enfoque prevalentemente tecnológico en las 3 universidades encuestadas; el 100% de los encuestados ya había utilizado algún recurso web para su aprendizaje. Conclusiones: El uso de la tecnología en la enseñanza es indiscutible, pero en México nos encontramos ante una paradoja en cuanto a la preferencia de los estudiantes sobre cómo les gusta ser instruidos, ya que prefieren -y están acostumbrados- a un método tradicionalista; pero la tendencia es hacia la implementación de la tecnología.

Abstract Introduction: The importance of teaching anatomy on medical students its decreasing world wide, in the United States the number of hours has decreased in a 25 years lapse about 105 hours. This can be caused because of the lack of motivation from the students and the change on the way of teaching medicine and the high costs for the Universities of having dissection laboratories. It has been proposed that the schools of medicine have to add to the traditional model of teaching new technological elements with the objective of motivate and prepare students for their daily clinical practice. The objective of this study is to describe the opinion of the medical students about the utilization of technological resources on the anatomical teaching an the impact of this resources on their learning, and compare this findings with the international literature. Material and method: we created a questionnaire with 16 key points about the anatomy teaching, this questions were applied on 3 medical University's (UNAM, La Salle, Anahuac), and we analyzed an compared the answers with the international literature. Results: We found that the medical student prefers the traditional model of teaching, and the use of blackboard to learn, also found that the model of teaching on this university's is the technological approach, the 100% of the students used a web resource for their learning. Conclusions: The use of the technology for learning is uncontroversial, but in Mexico we are on a paradox because the student's prefers the traditional model of teaching but the tendency is to the technological model, several studies have found that this paradox responds to the habituation and the commodity of the student with the traditional model of teaching.

Anatomical symmetry of the intrahepatic Glisson system / 解剖学报

Objective To observe the anatomical symmetry of the structures and istribution of the Glissonean pedicle of the intrahepatic Glisson system ,integrating with embryology and comparative anatomy .Methods Morphology of the Glissonean pedicle of liver was examined through peeling and dissecting 20 adult corpses without liver pathological changes.The relevant data were collected and analyzed statistically .Meanwhile, we tried to elucidate elaborating the symmetry theory of liver anatomy through the dissection anatomy ,embryonic anatomy and comparative anatomy .Results The angle between main stem of Glisson system/left branch of Glisson system(GM/GL) was (76.7 ±17.36)°.The angle between GM/GR was (81.4 ±13.8)°.The length of the the Glisson pedicle of left hepatic was (3.1 ±0.76) cm.The length of the the Glisson pedicle of middle hepatic was ( 2.61 ±0.72 ) cm.The length of the the Glisson pedicle of right hepatic was (1.5 ±0.50)cm.The shapes of the Glissonean pedicle stem of the left hepatic presenting arch , the number of radial level 3 branches were between 2-8.The shapes of the Glissonean pedicle stem of the middle hepatic continuing the main of Glissonean pedicle , the number of radial level 3 branches were between 2-6.The shapes of 30%of the Glissonean pedicle of the right hepatic presenting Y and V , 70% of the Glissonean pedicle of the right hepatic presenting C , the number of radial level 3 branches were between 3-8.Conclusion In the light of morphology ,embryology and comparative anatomy, it is reasonable to divide the liver into left ,middle,right lobe by Glissonean pedicle of radial level 2 branches and the liver is an axiality and symmetry organ .

Anatomical dissection: a positive experience for Venezuelan first year medical students / Disección anatómica: una positiva experiencia para alumnos venezolanos de primer Año de medicina

An anonymous survey was handed out to 616 first year medical students of the José María Vargas School of Medicine of the Central University of Venezuela during the six academic years from 2002 and 2008, so that they answer it voluntarily after a cadaver dissection session, after the first unit of the practice syllabus of Gross Anatomy I had completed. The results of these surveys delivered to first year medical students report a positive response to their initial experience with a cadaver in the anatomical dissection room. In fact, the students described this initial experience as positive in a 52.22 percent, while 34,25 percent referred to it as very positive, 7.14 percent as stressing and only a 1.13 percent rated it as traumatic. In the case of only 13.63 percent of these students the anatomical dissection room was the most stressing aspect of the anatomy syllabus.

Una encuesta anónima fue distribuida entre 616 estudiantes de primer año de Medicina, de la Escuela de Medicina J.M. Vargas, de la Universidad Central de Venezuela, durante los seis años académicos comprendidos entre 2002 y 2008. Esta encuesta debía ser respondida de manera voluntaria, posterior a una práctica de disección de cadáveres, una vez transcurrida la primera unidad del temario práctico de Anatomía Normal I. Los resultados de esta encuesta, entre estudiantes del primer año de Medicina, indicaron que es positiva la respuesta a su encuentro inicial con un cadáver en la sala de disección anatómica. El 55,22 por ciento de los estudiantescalificaron este encuentro inicial como positivo; 34,25 por ciento como muy positivo; 7,14 por ciento estresante y, tan solo el 1,13 por ciento de los estudiantes lo calificó como traumático. Para el 13,63 por ciento de estos estudiantes la sala de disección anatómica constituía lo más estresante en la Cátedra de Anatomía.

Theatrum Anatomicum in History and Today / El Teatrum Anatomicum en la Historia y Hoy

Human cadaveric dissection was introduced in Alexandria around 300 B.C. performed by Herophilos (335-255) for 30 or 40 years. Then it stopped, until Vesalius (1514-1564) began his work during the Renaissance in the Occident. He replaced the dominating theories of Galen (130-201), who had gained his knowledge from animal sections. In the 14th and 15th century human dissections were arranged in small makeshift rooms. Early designs of anatomical theatre were prepared by Alexander Benedictas from Padua 1497 and Carotas Stephanus from Paris 1564. The 1st temporary anatomical theatres arose in Italy in the 16th century, where the term Teatrum Anatomicum came from. In 1594 the 1 st permanent anatomical theatre was opened in Padua, that became the model for many anatomical buildings. A most representative type was established in Bologna 1649, but the 1st solitary anatomical theatre originated from Paris 1694. Progress of anatomical knowledge gave birth to the foundation of anatomical institutes in some European countries during the 18th century. They arose in different architecture. Common to all of them was the separation between teaching and research facilities. The stylistic elements came from the axial type, e.g. the Senckenberg Institute in Frankfurt 1776 and the institute of Dorpat (1803-1825/27) and from the Sommering type the institute in Greifswald (1854/55). Progress of sciences in the 19th century gave impulses for many architectural solutions, this was the German-European type and the Anglo-Saxon-American type. Technical progress of audio-visual equipment caused a new start for the restoration of the auditory to an "Spectatorium" 1872. The auditory was displaced from its central position and changed to a cinema with audio-visual equipment. This was once and for all the end of the traditional eatrum Anatomicum.

La disección de cadáveres humanos fue introducida en Alejandría alrededor de 300 A.C. y perfeccionada por Herófilos (335-255) durante 30 o 40 años. Estas disecciones pararon hasta Vesaho (1514-1564) cuando inició su trabajo durante el Renacimiento en Occidente. Él reemplazó las teorías dominantes de Galeno (130-201), quien obtuvo sus conocimientos de secciones de animales. En los siglos 14 y 15 las disecciones humanas fueron realizadas en pequeñas lugares. Los primeros diseños del teatro anatómico fueron preparados por Alejandro Benedicto en Padua en 1497 y por Carolus Stephanus de París en 1564. Los primeros teatros anatómicos temporales surgieron en Italia en el siglo 16, desde donde viene el término Theatrum Anatomicum. En 1594, el primer teatro anatómico permanente fue abierto en Padua, convirtiéndose en el modelo para muchos edificios anatómicos. El tipo más representativo se construyó en Bolonia en 1649, pero el primer teatro anatómico solitario se originó en París en 1694. El progreso del conocimiento anatómico durante el siglo 18 dio a luz la creación de institutos anatómicos, en algunos países europeos. Ellos presentaron diferentes arquitecturas. El campo común a todas ellas fue la separación de las instalaciones entre la enseñanza y la investigación. Los elementos estilísticos vinieron del tipo axial, e. g. el Instituto de Senckenberg en Frankfurt en 1776 y el Instituto de Dorpat (1803-1825/27) y del tipo de Sómmering en Greifswald (1854/55). El progreso de las ciencias en el siglo 19 dio gran impulso para muchas soluciones arquitectónicas, éstas eran tipo alemán-europeo y el tipo anglo-sajón-americano. El progreso técnico del equipamiento audiovisual causó un nuevo comienzo para la restauración del auditorium en un "Spectatorium" en 1872. El auditorio fue desplazado desde su posición central y cambiado a un cine con el equipamiento audiovisual. Esto fue de una vez por todas el fin del tradicional Theatrum anatomicum.

The Study on the Menisci of Korean Adults / 대한정형외과학회잡지

The menisci or semilunar cartilages of the knee provide the function of mechanical lubrication and they are particularly important in allowing rotational movements of the knee joint. The study was carried out on 123 Korean adult knees for measurement of the menisci and observation of surrounding ligamentous structures through anatomical dissection of formalin embalmed cadavers. Detection of abnormal meniscal lesions was also included in this study. The following results were obtained: 1. A-P diameter, transverse diameter, maximal width and thickness were measured in 123 knees of 62 cadavers. 2. Among 62 cadavers,' the anterior menisco-femoral ligament was present in 11 subjects (17.7%), the posterior menisco-femoral ligament in 59 (95.2%), and the transverse ligament in 36 (58.0%). 3. Discoid lateral meniscus was found in 5 knees (4.1%), and tear was associated in 3 of them. 4. Meniscus tear was found in 13 knees (10.6%), and the site of tear was medial in 9 knees and lateral in 4 including 3 torn discoid menisci. The oblique pattern of tear was most common.