THE student of medicine, whether undergraduate or practising physician, although he may have no interest in clinical roentgenology, is vitally concerned with the living body; and, therefore, dependent upon the technics of roentgenology which teach us so much about the living. In human anatomy we desire to know the living structure and the gross function of the body, and anatomy has been pursued in the classical way to gain this knowledge. This desire agrees with the best anatomical tradition, beginning with Vesalius, yet in most medical schools, no matter what the pronouncements about inadequacies of dead anatomy, the terms “anatomy” and “dissecting” are still synonymous. Obviously, fabrics of the body may be learned in the dissecting room but the topographic anatomy of the living must be learned from the living. That part of physiology which the physiologists do not claim and which has, therefore, remained with anatomy—the function of muscle groups, the action of joints, the mechanics of the chest—is likewise not a cadaver study. Anatomy to medical students and to physicians should mean a study of the living body by any means. Naturally dissection has played a significant rôle in this study and must continue to do so, but it should not be emphasized at the expense of exclusion of other methods. I explain to my students that in anatomy we study the body by any technic which yields knowledge. Certain facts may be obtained only by dissection but many of these facts are useless unless vitalized. In the vitalization, the radiologic laboratory helps us most. I have taught first-year medical students and first-year dental students and I am now teaching graduate doctors, preparing for special fields of practice. I have excellent opportunity to obtain a bird's-eye view of the results of medical school teaching in anatomy and I am more convinced than ever that the teaching of anatomy must be in fact the teaching of the anatomy of the living. In the following remarks, I shall draw on my experiences, especially those obtained in the Department of Anatomy in the University of Cincinnati, where, by trial and error, I developed certain teaching methods which enabled me, even in the crowded medical curriculum, to present the anatomy of the living. This technic, as it concerns the use of the radiologic laboratory, will be described in some detail, because I find that the teaching value of the fluoroscopic screen and the roentgen film varies with the aptness of the presentation. My ideas about the use of roentgenologic facilities in anatomy were gradually shaped during five years of experimentation with the x-ray as a teaching aid. In this trial period, I found that it was not profitable to put view boxes into the corridors or into the dissecting rooms, with films changing from week to week. As long as the instructor looked at the films, the student looked. I think that the reason for this is obvious: the student did not understand how to see.
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