Women on the Other Side of the Knife: Women Engaged in Anatomical Learning and Dissection in Newspapers, Magazines, and Popular Culture.

Reconsidering laboratory-based anatomy within the backdrop of digital transformation: Bringing an old practice into a new world.

Cadaveric dissection has been used for centuries to explore anatomy. The role of dissection in modern medical curricula has been a topic of intense debate. Anatomical education has been undergoing reforms in line with the demands of medical profession. Despite the rise of modern technology and evolved teaching methods, dissection continues to remain a cornerstone of the anatomy curriculum. Dissection helps to build discipline independent skills which are essential requirements of modern healthcare setup. Its utility is also reflected in the perception of students who believe that dissection provides them a foundation to develop clinical skills. Objections to the use of cadavers had led to other alternatives including virtual dissection of computer models. The current state of dissection in anatomy is deteriorating. Present study aims to assess the importance of traditional method like cadaveric dissection in teaching and learning anatomy at the present time when medical schools are inclining towards integrated and clinical application of learning methods.

There are few graduate programs available for pursuing a doctorate in anatomy where students gain specific training in gross anatomy dissection and the responsibilities of a medical educator. In light of this fact, the University of Kentucky created a Graduate Certificate in Anatomical Sciences Instruction in 2006. This 12-credit hour curriculum includes detailed training in gross anatomy and/or neuroscience courses, practicum experiences, a seminar class in pedagogical literature, and a course in educational strategies for the anatomical sciences. The award of certificate completion affirms that the candidate has demonstrated faculty-supervised proficiency in anatomy dissection, instruction in anatomy topics, and teaching strategies for anatomy. Seventeen graduate students have earned the certificate since its inception; nine students accepted teaching positions in anatomy following their graduate training and currently nine certificate graduates have assistant (six) or associate (three) professor positions in academia. In 2016, an anonymous survey including Likert-style and open-ended questions was emailed to all certificate graduates. Graduates favorably responded (each question averaged 4.4 or greater out of 5) that the certificate increased their awareness of teaching-faculty responsibilities, adequately prepared them for teaching-related duties, and positively contributed toward their first employment. Graduates indicated that the lecturing and dissection experience, awareness of faculty responsibilities, and job preparation (e.g., teaching philosophy development) were the most helpful aspects of the certificate. These results indicate that the Graduate Certificate in Anatomical Sciences Instruction is viewed by its graduates and their employers as a valuable teaching credential that can be attained alongside a basic science degree. Anat Sci Educ 11: 516-524. © 2018 American Association of Anatomists.

BackgroundHuman anatomy education is compulsory in the undergraduate curriculum in all Australian chiropractic education programs. There is very little data on clinicians’ perceptions of the adequacy of their anatomy training and its relevance to practice. The aims of this study were to evaluate Australian registered chiropractors’ perceptions on the relevance and adequacy of anatomy training for clinical practice and analyse their opinion on the usefulness of the teaching resources utilized during their preprofessional training.MethodsA questionnaire-based survey was conducted on a sample of Australian registered chiropractors focussing on the adequacy of their anatomical science (gross anatomy, histology, neuroanatomy and embryology) training and the clinical relevance of each individual sub-discipline, and the perceived value of each of the different anatomy teaching resources utilized.ResultsA total of 128 completed surveys were returned from an estimated 387 attendees at two national chiropractic conferences (estimated 33% response rate). The respondents represent 2.6% of registered chiropractors in Australia in 2016 and were representative in terms of gender (66.4% male) but not age, with older generations being over-represented (peak age group 35–44 vs. 25–34). The majority of the survey respondents obtained their chiropractic qualification in Australia (89.1%) and graduated after 1990 with an average of 21.7 years (SD = 11.3, range = 1–44) in practice. Respondents were equally likely to have undertaken anatomy training in Medicine, Science, Health Science, or other faculties. The disciplines perceived most relevant for clinical practice were neuroanatomy (100% of respondents agreeing) and gross anatomy (99.2%), followed by histology (86.0%) and embryology (81.1%). Respondents also perceived their training to be most adequate in neuroanatomy (99.3%) and gross anatomy (99.2%) followed by histology (91.4%) and embryology (85%). Respondents confirmed exposure to a varied suite of anatomy teaching tools utilized during their pre-professional training and highly valued access to cadavers and prosected specimens.ConclusionsThe majority of respondents perceived anatomy as highly relevant to their clinical practice and noted that it was adequately taught within a wide range of educational approaches. These results will assist educators to refine content and delivery of anatomy course offerings to maximize relevance in chiropractic clinical practice.

Medical schools in the United States have continued to demonstrate deficiencies in musculoskeletal education. In response to the findings of numerous studies and to the objectives of the U.S. Bone and Joint Decade (an international collaborative movement sanctioned by the United Nations and the World Health Organization for the purpose of promoting awareness of musculoskeletal disease), several institutions, including Harvard Medical School, have reassessed the preclinical musculoskeletal curriculum at their respective medical schools. A cross-sectional survey at Harvard in 2004 found that students lacked clinical confidence in dealing with the musculoskeletal system. In addition, only one quarter of the graduating class of medical students passed a nationally validated exam in basic musculoskeletal competency. In 2005, 33 total hours of musculoskeletal medicine were added to the musculoskeletal blocks of the preclinical anatomy, pathophysiology, and physical examination courses. Alongside this movement toward more musculoskeletal education, there has been continued debate over the relevance and cost-effectiveness of cadaveric and surface anatomy labs. With the advent of advanced imaging technology, some argue that dissection anatomy is outdated and labor-intensive, whereas three-dimensional images are more accessible and time-effective for today's students. However, knowledge of anatomy is a critical foundation to learning musculoskeletal medicine. Thus, making room for more musculoskeletal curriculum time by cutting out cadaveric anatomy labs may ultimately be counterproductive.

Donated to Science: Humanity is more than skin deep

Why teach anatomy? Anatomists respond

IntroductionThe anatomical sciences have been regarded as the cornerstone of medical education for centuries. Although vital for healthcare students, understanding the human anatomy can be cognitively challenging, especially for beginner learners. Furthermore, lectures and cadaveric dissections as traditional teaching methods can be costly for the corresponding faculty. With advancements in technology, however, multimedia may harbour great potential to assist educators in their tasks and supplement the traditional pedagogy of teaching anatomy. Additionally, learners can have greater accessibility and flexibility to strengthen their knowledge outside of curricular time and learn at their own pace, respectively. Thus, the impact of utilizing multimedia on anatomy education prompts further investigation.ObjectivesThe purposes of this study include understanding the role of a video‐based dissection and anatomy guide and investigating its impact on medical education via learners’ attitudes.MethodsA video‐based guide on the cadaveric dissection and anatomy of the heart was filmed at the University of British Columbia, edited using the Camtasia 2020 software, and made available to learners via YouTube, a media platform that is readily accessible to the public. The video features a list of learning objectives, step‐by‐step dissection of the heart, the associated and labeled gross anatomical structures, important and labeled notes related to the structures, dissection techniques for learners, and review questions for viewers to test their knowledge on the content discussed. A feedback survey was included at the end of the video, and responses were collected for a period of three months.ResultsFrom October 2020 to January 2021, the cadaveric dissection guide and anatomy video of the heart received 2,036 views, 90 “Likes” and 0 “Dislikes”. During this time, a total number of 65 respondents provided feedback. The majority of respondents are from Canada (90.8%), study Doctor of Medicine (93.8%), and are in their first year of their degree (86.2%). When asked about their purpose(s) for watching this video, respondents indicated that they used the video to prepare for their anatomy lab(s) and dissection(s) (86.2%), anatomy lecture(s) (58.5%), examination(s) (52.3%), for self‐studying (46.2%), and for pleasure (16.9%). Although only 3.2% of the viewers completed the survey, an astonishing number of respondents strongly agreed that the video assisted them in fulfilling their goal(s) (81.5%). On a 5‐Point Likert Scale (“Very Poor” = 1; “Very Good” = 5), the organization and logical flow of the video received the highest score and had the lowest standard deviation (4.80 ± 0.47), while the transitions between contents received the lowest score and had the highest standard deviation (4.45 ± 0.79); the overall quality and rating of the video received a score of 4.71 ± 0.52.ConclusionIn summary, the results indicate that multimedia, at least in the format of a video‐based guide, can supplement a learner’s understanding of the dissection and anatomy of the heart. Additionally, video‐directed learning is greatly beneficial in helping them fulfill their purpose(s).

Anatomy educators are focused on designing and developing learning and teaching approaches that provide for the most effective learning experience, lead to measurable learning gain and prepare students for the next phase of their learning journey and career track. The eagerness of educators to evaluate and challenge approaches and pedagogy has seen an exponential increase in scholarship within anatomical education over recent years as demonstrated by the number and quality of published outputs across many educational journals including Anatomical Sciences Education. Such activity bodes well for the provision of effective learning opportunities for students, the continued advancement of evidence-based practice in the teaching of the anatomical sciences, and the ability to adapt and respond to disruptions within the higher education environment.

In the preclinical medical curriculum, anatomical sciences are classically taught with face‐to‐face, interactive lectures, and laboratory sessions. Although students have formal instructional time for anatomy, there is growing concern that the reduced teaching time has compromised student learning and engagement. Social media‐based platforms represent one such solution, and have been used to engage students outside the classroom. Prior work has identified favorable student responses for incorporating these platforms in medical education. However, the bulk of research has examined Twitter or Facebook, and not specific photo‐sharing applications (e.g, Instagram). Therefore this work sought to answer the question, how do medical students utilize Instagram to facilitate their anatomy learning during the preclinical years?A customized Instagram account (@BuffNBlueAnat) for the George Washington University School of Medicine & Health Sciences (GWSMHS) was created during the Fall 2017 semester for second year medical students (n=185) studying anatomy, neuroanatomy, and radiographic anatomy. Students were recruited to via email and through the application. Participation was voluntary. Throughout the semester, various types of posts (swipeable quizzes, short videos, etc.) were shared on the account. Feedback to student comments on the posts was provided in realtime. Social media analytics, tracking content views and shares, were collected every 2–3 weeks using the Instagram Insights tool. Data was also collected for the types of posts (anatomy, motivation, etc.) shared. A survey questionnaire built in Google forms was used to determine student perceptions and usage preferences. All data were coded and analyzed using non‐parametric t‐tests in SPSS (v. 26.0).Over the semester, 137 posts were shared, with the majority of them being anatomy‐related (n=77; 56.2%). Followers engaged with these posts the most (722 total likes); however, the posts with the highest mean engagement rates were those that highlighted GWSMHS (28.71 mean likes) and provided motivational content (18.81 mean likes). Survey respondents (n=58; 34.3%) overwhelmingly thought Instagram was a useful supplement to traditional anatomical instruction. Students that viewed and interacted with the account more frequently rated the account as significantly more beneficial than those who viewed (p=0.004) or interacted less frequently (p=0.003). Survey responses highlighted the account’s strengths for reviewing content and providing relevance to pop culture.These data suggests that the Instagram account was used to review anatomy; however given the response rate, future implementation of Instagram in curricula should perhaps be formalized. Students who viewed and interacted with the account regularly not only used it to review anatomical concepts, but also to maintain a sense of community at GWSMHS and stay motivated during learning based on their activity. Ultimately, Instagram presents a new opportunity for anatomy educators to engage with students outside of designated class hours. The platform enables interactions and connections between users that can foster learning by tapping into informal educational opportunities.

BackgroundThe cadaver serves as a crucial resource in medical education, research, and clinical practice, as well as a vital foundation for fundamental medical experimental teaching.ObjectiveThis study aims to use bibliometric analysis to create a knowledge map of cadaver donation in medical education, identify global trends, anticipate future research directions, and offer a foundation for upcoming investigations.MethodsArticles and review papers concerning cadaver donation and medical education, with a final search cutoff of January 10, 2025, were systematically retrieved from the Web of Science Core Collection database. Two reviewers carefully examined the initial set of articles based on titles and abstracts to exclude irrelevant ones. A quadratic regression model was used to examine the annual publication data. The model’s goodness of fit was assessed using the R2 value, and the statistical significance of the findings was determined through the P valu. The selected publications were then analyzed and visualized for country, institution, author, reference, journal, and keywords using CiteSpace 6.3R3, VOSviewer 1.6.19, and the Online Analysis Platform of the Literature Metrology Database.ResultsThe quadratic regression model yielded the equation Y=0.1586X²−633.9X+633395, indicating a substantial increase in the number of publications over time (R2=0.9575, P<.05). The model forecasts that the publication count will reach 107 by 202. This upward trend is statistically significant, highlighting a notable rise in research interest and activity within this field over time. The United States was a major contributor, accounting for 21.2% (303/1114) of all publications. In terms of continents and faiths, Europe and Christianity contributed the most, while McGill University and The University of Sydney were the leading institutions. Prominent authors in this field included De Caro Raffaele, Macchi Veronica, Porzionato Andrea, Stecco Carla, and Dhanani Sonny. The most frequently cocited reference was “Bodies for Anatomy Education in Medical Schools: An Overview of the Sources of Cadavers Worldwide.” The journal Anatomical Sciences Education published the most articles in this area and received the highest citation count. Cluster analysis of keywords revealed that “kidney transplantation,” “gross anatomy education,” and “brain death” were key research topics, while burst analysis of keywords identified “public perception” and “anatomical science” as emerging areas of investigation.ConclusionsThis research presents a distinctive bibliometric approach to cadaver donation within medical education, setting it apart from previous studies by delivering an extensive global overview of trends and influential contributors in this domain. The results emphasize the increasing global interest and collaborative efforts surrounding cadaver donation, while also offering fresh perspectives on emerging topics like public perception and anatomical sciences. This paper serves as an important reference for researchers, policymakers, and educators, supporting the development of future strategies to enhance cadaver donation programs and further medical education.

As the saying goes, those who pay the piper call the tune. In most countries where research is publicly funded there are national systems for assessing research outputs. Governments, research councils, charitable bodies and other investors all want value for money. Accordingly, the UK is currently undergoing a research assessment exercise (RAE) in a process which will be familiar to researchers in many countries worldwide. Since 1986, the four UK higher education funding bodies have sponsored successive RAEs, the outcomes of which have been used to inform funding allocations and to provide benchmarking for research quality. The current RAE will report its findings towards the end of 2008.

Body donation is the bequest of whole body after death for the purpose of medical research and education. Cadaver and donated bodies remains a principal teaching tool for the Anatomists teaching gross anatomy. Anatomy learning without hands on training of dissection on human bodies is never considered perfect. The Anatomy act provides for the supply of unclaimed bodies to the hospitals and teaching institutions for the purpose of anatomical examination and dissection and other similar processes. In this article, suitability of body donation, importance of body donation, various factors such as age, culture, personality characteristics, donor's attitudes and role of mass media etc are discussed. Key words: Body donation; anatomy learning. DOI: 10.3329/bja.v8i2.7023Bangladesh Journal of Anatomy July 2010, Vol. 8 No. 2 pp. 85-88

BackgroundAlthough traditional human body dissection has been the mainstay method for gross anatomy pedagogy, the popularity of virtual teaching methods has increased in recent years. The Anatomage table offers a life-size digital representation of the human body and allows visualization, manipulation, and virtual dissection. This study investigated the perception of medical students towards virtual dissection vis-à-vis traditional dissection in anatomy pedagogy.MethodsThe cross-sectional survey included medical students at the University of Ghana who completed an internet-based questionnaire administered using Google® Forms. The questionnaire comprised 20 close-ended questions that solicited information on demographics, experience with traditional human body dissection and virtual dissection, and perception of virtual dissection. Data was summarized as frequencies and percentages with 95% confidence intervals.ResultsOf the 297 participants, 295 [99.4% (95% CI = 97.3–99.9)] participated in human body dissection from which 93.2% had a positive and 6.8% had poor experiences. Whereas 223 [75.1% (95% CI = 69.7–79.8)] of the participants would participate in dissection again given the opportunity, 74 [24.9% (95% CI = 20.2–30.3)] were unwilling. Of 297 participants, 205 [69.0% (95% CI = 69.7–74.2)] had used Anatomage table, while 92 [31.0% (95% CI = 25.8–36.6)] had not. About 68% (95% CI = 60.8–74.0) of the 205 agreed with the relative ease of operation and use of the Anatomage table compared to traditional human body dissection while 9.4% disagreed. Inadequate operational skills [51% (95% CI = 48.9–53.4)] and limited accessibility [39% (95% CI = 35.2–42.3)] were limitations to Anatomage use. 66.8% (95% CI = 59.9–73.1) of participants agreed virtual dissection had a positive influence on learning anatomy while 6.6% disagreed. Of the 205, 87.9% (95% CI = 82.3–91.8) discouraged virtual anatomy dissection completely replacing traditional human body dissection.ConclusionVirtual dissection is an effective supplement to traditional body dissection but not a replacement. Its use alongside traditional methods improves anatomy learning. Integrating technology into anatomy education will enhance student engagement and learning.

The teaching of macroscopic anatomy has changed a lot from ancient times until now, since the first human being observed the anatomical parts of other human beings or animals either during a healing action, a fight or a hunting. Later on the first documented systematic anatomical dissections on the human body were carried out around the third century B.C. in Alexandria, but soon was banned for about 16 centuries. Anatomical dissections were restored during late middle age and subsequently improved during the renaissance and following centuries. In the 21st century as complement to improve the medical education new technologies to the teaching of human anatomy are being incorporated. Nevertheless, anatomical dissection will continue to be essential in medical education because cadavers impart a real-time three-dimensional perspective about human body complexities and improve medical practical skills.