Components separation. Back to back: From Anatomy knowledge to Surgery and from Surgical experience to Anatomy

The reconstruction of the abdominal wall is one of the paradigms of how anatomical knowledge is applied to surgery and how from surgical experience can go back to anatomy to apply it in new and more effective techniques. The fundamental basis of hernia repair procedures has been always the restoration of the regional anatomy, achieving it by simple closure till myoplasty. The introduction of prostheses seemed to be the solution to almost all problems related to the closure of pathological defects in the abdominal wall. Surgical experience has shown that the isolated use of prosthesis is often insufficient to resolve all situations. Therefore, in recent years the use of prosthetic material has been associated to myofascial plasty with the aim of redistributing the tension in the abdominal wall, facilitating closure and at the same time preserving its integrity and full function. These autoplasties, called ‘anatomical separation of components’ in their anterior and posterior versions, have been established as the method of choice in the surgical treatment of complex incisional hernias in which the simple use of prosthesis may be insufficient. In this article the anatomical basis of such repairs are described as well as the most relevant technical aspects to be taken into account in performing them (AU)

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Using videoclips to improve theoretical anatomy teaching

The introduction of multimedia technology intoteaching has brought important changes in universityteaching. This study seeks to evaluatewhether the use of videoclips as an aid in theoreticallessons, improves students’ performance.This study compares the results obtained inthe scores of Locomotive System Anatomy fortwo consecutive groups of students that took theFirst Course of Descriptive Anatomy in thedegree in Biology at the Faculty of Health andLife Sciences at the “Universitat Pompeu Fabra”of Barcelona.In the first group (G1 n=72) theoretical teachingwas performed through conventionallectures supported with Power Point slides. Inthe second group (G2 n=70), during the sameperiod of time, teaching was done by a combinationof theoretical explanations, slides andmultimedia anatomy videos, which were usedin order to reinforce the key issues of all lectures.The evaluation of theoretical knowledgewas achieved through a multiple-choice test of30 questions (70% of final mark), completingwith a test of 15 short questions (30% of thefinal mark). Evaluation was performed doneselectively based on the same items in 2 examinationsusing different questions. Comparison of the results revealed that students receiving video input performed significantly better (G1:76 % vs. G2: 93 %). Results ofstudents opinion performed between two groups find out to be similar in each group (G1:5.7 vs. G2: 5.9). The adequacy of the teaching material was (G1: 7.9 vs. G2: 7.5) and general satisfaction with the teaching methods was (G1: 6.8 vs. G2: 6.8). In conclusion, it was found that using videoclips for teaching Human Anatomy significantly improves students’ comprehension of theoretical contents

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Web-based course for teaching Human Anatomy. The UPF experience

The extraordinary development of new technologies has led to enormous changes in Undergraduate Education. These changes concern several aspects in teacher/student relationships, and imply new approaches to the teaching of theoretical and practical classes and to the preparation of additional materials. Human Anatomy is an ideal subject with which to use these new teaching tools. The teaching methods for this subject are easily adapted to new technologies, and with the introduction of new imaging and therapeutic techniques the need for knowledge has also changed significantly in recent years. In the last few years many initiatives that link new needs in anatomic knowledge with the new facilities offered by computer technology have been taken and show promising results. The use of multimedia materials makes the subject much more appealing for new generations of students, who are more familiar with computers than teachers and are accustomed to using research materials and information from non-conventional resources. Here we describe our experience over the last four years of introducing multimedia materials via Internet to teach Human Anatomy in the Biology degree at the Universitat Pompeu Fabra in Barcelona (Spain) (AU)

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