Practical Anatomy Research Articles

Teaching of Practical Anatomy in the University of Veterinary Science

Morphology subjects taught by our department are very important parts of the veterinary medical studies. Functional anatomy, concluded with a final exam, provides knowledge of classical anatomy and is taught for three semesters. The lectures are followed by the plenary sessions where the dissection is done under a camcorder, which shows the students the methods used. Topographical anatomy is taught in the fourth semester – mostly demonstrated on live animals – the visible, palpable structures and the projections of the inner organs on the surface of the body. Introduction to biology summarizes the study of cell biology and also the general knowledge of developmental anatomy. Histology is also given in the second and third semesters, ending with a final exam. However, for the 25 years I have been teaching the anatomy and the subjects taught by our department, I always had the feeling that the students do not pay enough attention or show much appreciation of these studies after the initial enthusiasm. Anatomical knowledge should also be well known during the later year studies at our university. Until recently our teaching program lacked the repetition of systemic anatomical studies that is mostly for applied science. The very recently introduced elective courses, such as radiological anatomy, surgical anatomy, organogenesis and the anatomy of birds are all scheduled for the late evening hours, but the lecture hall are still always full with students of all grades. The enquirers could find the needed anatomical information in special books and atlases until now. However, practising vets say it takes a lot of time and making uncomfortable difficulties to analyse the books. Because of forgetting the details that are less important for the vet's everyday work it can be hard to find solutions for small but urgent problems. That is why we decided to picturise and make a summary in an edition for demonstrating different elements of certain species of animals. The multimedia CD‐ROM was made based on clinical view providing the opportunity for the vet to analysing and studying the part that is the actually subject of his work. After 30 years long break, today there is no graduate or continuing education program without teaching anatomy, which means to give the knowledge to our colleagues applying to their needs also to their everyday work.

Hepatic vein anatomy of the medial segment for living donor liver transplantation using extended right lobe graft

Hepatic vein anatomy (V4) of the medial segment (S4) has been a matter of concern since introduction of extended right lobe (ERL) graft. To assess risk of hepatic venous congestion (HVC) in ERL donors, we tried to newly classify V4 anatomy. We analyzed V4 anatomy of 328 living donor livers by using 3-dimensional reconstruction (3-DR) and volumetry of computed tomography (CT). Variations of V4 were divided into type A (middle hepatic vein [MHV] dominant: n = 142, 43.3%), type B (MHV-dominant, but enabling preservation of dorsal V4 branch [V4b]: n = 40, 12.2%), type C (mixed: n = 92, 28%), and type D (left hepatic vein dominant: n = 54, 16.5%). We analyzed the amount of HVC at S4 in 143 donor livers of right lobe (RL) and ERL grafts. Occlusion of MHV trunk induced HVC equivalent to 85.2%, 85.4%, 55.2%, and 35.4% of S4 volume and 34%, 33.9%, 20.3%, and 14.2% of left liver volume in livers of types A, B, C, and D, respectively. Tailored V4b preservation reduced HVC significantly in type B livers. Considering that functional capability may be decreased in HVC portion, functional hepatic resection rate (FHRR) of ERL graft procurement ranged as follows: 62.3%-75% in type A; 62.2%-75% and 62.2%-68.7% in type B with and without V4b preservation, respectively; 63.2%-70.7% in type C; and 61.8%-67.2% in type D. These results support the theory that these categories of V4 types are closely correlated with potential amount of HVC at S4, reflect the possibility of V4b preservation, and are compatible with CT findings. We believe that this V4 classification is applicable to assess donor V4 anatomy in practice.

New path for teaching anatomy: Living anatomy and medical imaging vs. dissection

New path for teaching anatomy: Living anatomy and medical imaging vs. dissection

CPD Article: Lumbar puncture for the generalist.

The safe and successful performance of a lumbar puncture demands a working and yet specific knowledge as well as competency in performance. This review aims to aid understanding of the knowledge framework, the pitfalls and complications of lumbar puncture. It includes special reference to three dimensional relationships, functional anatomy, imaging anatomy, normal variation and living anatomy. A lumbar puncture is a commonly performed procedure for diagnostic and therapeutic purposes. Epidural and spinal anaesthesia, for example, are common in obstetric practice and involve the same technique as a lumbar puncture except for the endpoint of the needle being in the epidural space and subarachnoid space respectively. The procedure is by no means innocuous and some anatomical pitfalls include inability to find the correct entry site for placement of the lumbar puncture needle and lack of awareness of structures in relation to the advancing needle. Headache is the most common complication and it is important to avoid traumatic and dry taps, herniation syndromes and injury to the terminal end of the spinal cord. With a thorough knowledge of the contraindications, the regional anatomy and rationale of the technique and adequate prior skills practice, a lumbar puncture can be performed safely and successfully. (SA Fam Pract 2004;46(2): 38-42)

Workshop in clinical anatomy for residents in gynecology and obstetrics.

A workshop in the clinical anatomy of the female pelvic viscera has been part of the training program for the first year residents in Gynecology and Obstetrics at the University of Padova since the 1999-2000 academic year. The purpose of the workshop is to offer a direct experience of practical anatomy despite a shortage of cadavers. It is designed for six residents who work in three teams on three specimens. The anatomical specimens are unembalmed, unfixed, female pelvic visceral blocs that are harvested from the cadavers 24 hr after death. They are stored at -12 degrees C and removed from the freezer 12 hr before the workshop. The workshop is 3 hr in length and has two parts: one on theory and one practical. In the theoretical section (30 min), the teacher presents the topographical anatomy of the specimens and the residents analyze a clinically oriented worksheet. In the practical section (2 hr), the residents identify viscera, vessels, and nerves through inspection and palpation, and then a step-by-step dissection is carried out. In the last section (30 min), the workshop includes presentations on the three specimens that illustrate anatomical variability and assess knowledge of topographical anatomy. For many residents, this is the first practical experience of the anatomy of the female pelvic viscera because the anatomical courses for medical students do not include direct dissection by students. The unfixed viscera preserves the natural characteristics of the different tissues that exhibit the aspects of living organs, such as color, softness, and pliability, enhancing the knowledge of anatomy. The worksheet is structured as a guide to the anatomical basis of physical examination through inspection and palpation of the viscera. It also introduces the residents to the surgical anatomy of the female pelvis through a brief and selective dissection focused on the relationship between the different regional systems.

A short course of dissection for second-year medical students at the School of Medicine of Padova.

A "Short course of dissection" was introduced in 1999 for the second-year medical students at the University of Padova. The course aims to offer a direct experience of practical anatomy despite a shortage of time for anatomy courses and lack of availability of cadavers. The course is optional and is planned for 40 students, subdivided into eight working groups. It consists of five sessions on the following topics: the viscera of the male pelvis; the viscera of the female pelvis; the kidney, the testis and spermatic cord; the thorax and abdomen; the brain. Each session lasts 3 hours and is organized as follow: (A) Theory: Teacher: concise review of the systematic and topographic anatomy of the selected topic (20 min); Students: analysis of a dissection guide (20 min). (B) Practice: Students: identification of the viscera and vascular and nervous structures, through inspection and palpation (15 min); step-by-step dissection following the worksheet (80 min); presentation of the visceral blocks as prosections under a closed-circuit telecamera (anatomical variability) (30 min); Teachers and students: three-dimensional conceptualization tests (15 min). At the end of the 2000 and 2001 courses, a questionnaire was administered to the students and the results confirm the usefulness of dissection for developing a three-dimensional knowledge of anatomy. In our opinion the main guidelines in planning a short course of dissection are: (1) selection of the topics, aimed at allowing experience of the gross anatomy of single viscera, fascia and serosa as well as the evaluation of the topographical relationships between parts of different systems including the local vessels and nerves; (2) preparation of a worksheet, presenting in 10-15 points concise instructions for the step-by-step progression from inspection to palpation and dissection of the anatomical structures of the visceral block; (3) direct dissection, brief and selective, by students; (4) clinical correlation; (5) motivational teachers, who stimulate the active involvement of students in "learning by doing" and also "learning how to do".

Human Anatomy: Color Atlas and Text

This atlas, now in its fourth edition, has long been a stand-by for those wanting good quality photographs of dissections, with explanatory diagrams. These remain its principal strength. The new edition is just a little larger, which has allowed a slightly larger font. However, the font is also somewhat less black, so that I did not notice a marked improvement in readability. The terminology is updated to comply with the new Terminologica Anatomica as one would expect. New cross-sections-there were very few in the previous edition are presented as viewed from below in accordance with radiological practice (though if radiological practice was followed strictly they would be referred to as axial sections). The relatively small number of CT and MRI images are a welcome addition as these are one major way in which students will see most anatomy in clinical practice. A few things that could usefully have been changed have not been. For instance, in the introductory section the dermatome layout of the head and neck is not shown, the cervical nerves are shown only on the rear view and then not extending up far enough onto the head (though this is shown later). One weak element is the lack of surface projections and surface anatomy - the other major way in which students will later encounter anatomy. There are, of course, other good volumes that deal with this, but a good diagram showing the relationships between parietal pleura, the lobes of the lungs and the ribs would be more immediately memorable than the text - a point amplified by the good illustration of the surface projection of the heart and its valves. The exam skills section is now entirely MCQ and misses out the type of questions that asks the students to produce some words from memory rather than simply select from options. It is a minor point in the context of the book's main purpose, but one could argue that patients never present themselves with the choice of five diagnoses neatly written out for selection, and so the variety of question formats used in the previous edition was educationally better. The ‘Clinical skills’ case studies remain almost exactly as before, but the ’Observation skills‘ section using CT and MRI images with a few horizontal sections of wet specimens is to be welcomed and fills a notable gap in the previous edition. Their inclusion in only the thorax, abdomen and head is perhaps understandable in terms of space, but a few MRIs of the limbs and especially the back would have been welcome and clinically relevant. Another gap - the relative lack of correlative radiographs - has not been filled; in the upper limb the only radiograph is of the hand, and in the lower limb two of the foot, the lateral view being rather less well produced than in the earlier edition. It is not at all clear why the MRI of the heart in the previous edition has been exchanged for a CT as the former showed the chambers of the heart to better effect. As before, the dissections go from superficial to deep. This is useful as a guide to dissection but does not help functional understanding as the muscles are dealt with well before the joints on which they act. Apart from minor layout changes most pages stay almost exactly the same and the book is essentially what the previous editions were - a set of superb colour illustrations of dissections with explanatory diagrams and a straightforward descriptive text. These will be valuable as a source of reference for those without access to good dissections. The changes are welcome, if relatively minor. Although the changes do not keep pace with the way in which students will increasingly be asked to interpret anatomy as they engage in their clinical studies, if the book is used by students to develop their own three-dimensional concept of body structure then it will have served a valuable purpose.

Human Anatomy: Color Atlas and Text

Human Anatomy: Color Atlas and Text

Practical Vascular Anatomy I

Practical Vascular Anatomy I

Photographic atlas of practical anatomy I and II.

Photographic atlas of practical anatomy I and II.

Accomplishments and challenges of surgical simulation.

For nearly a decade, advanced computer technologies have created extraordinary educational tools using three-dimensional (3D) visualization and virtual reality. Pioneering efforts in surgical simulation with these tools have resulted in a first generation of simulators for surgical technical skills. Accomplishments include simulations with 3D models of anatomy for practice of surgical tasks, initial assessment of student performance in technical skills, and awareness by professional societies of potential in surgical education and certification. However, enormous challenges remain, which include improvement of technical fidelity, standardization of accurate metrics for performance evaluation, integration of simulators into a robust educational curriculum, stringent evaluation of simulators for effectiveness and value added to surgical training, determination of simulation application to certification of surgical technical skills, and a business model to implement and disseminate simulation successfully throughout the medical education community. This review looks at the historical progress of surgical simulators, their accomplishments, and the challenges that remain.

The anatomy of practice in the use of mailing lists: A case study

<span>This paper reports the main findings from a study of two mailing lists or listservs: Oz-Teachers and UK-Schools[1], used by teachers in Australia and the United Kingdom to communicate electronically with each other. Typically, communications were characterised by text messages that posed questions or offered answers; by 'threads' of discussion based around single or combined themes; and by statements of information. The content of these messages was almost always either technical or educational, the former centred on hardware or software issues; the latter on concerns with the use of technologies in teaching and learning.</span><p>The study found that there is a possibility in the use of mailing lists, to create vital, energetic and occasional communities for professional development activities, building curriculum and information resource libraries and facilitating informal communicative networks, serving the social, professional and personal needs of teachers. The type of lists investigated here were unmoderated, self serving and self censoring, and they appeared to work well for a majority of the list membership. Topics of postings and the willingness to engage them fluctuated as the list communities matured. In particular, some dialogue displayed elements of a critical dimension - a necessary precursor to developing serious, reflective, engagement with practices, theory and research that should accompany any professional development process.</p>

Photographic Atlas of Practical Anatomy (Vol. I)

Medical Journal of AustraliaVolume 169, Issue 4 p. 190-190 Book Review Photographic Atlas of Practical Anatomy (Vol. I) Ruth Armstrong MJA, Ruth Armstrong MJASearch for more papers by this author Ruth Armstrong MJA, Ruth Armstrong MJASearch for more papers by this author First published: 01 August 1998 https://doi.org/10.5694/j.1326-5377.1998.tb140219.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume169, Issue4August 1998Pages 190-190 RelatedInformation

Photographic Atlas of Practical Anatomy, part 1: Abdomen, Lower Limb, +companion volume including Nomina Anatomica and index. By Walter Thiel. (Pp. xviii+844; 414 figures in colour and black & white; £205/$298 hardback; ISBN 3 540 61195 9.) Berlin: Springer. 1997.

Journal of AnatomyVolume 192, Issue 2 p. 315-317 Free Access Photographic Atlas of Practical Anatomy, part 1: Abdomen, Lower Limb, +companion volume including Nomina Anatomica and index. By Walter Thiel. (Pp. xviii+844; 414 figures in colour and black & white; £205/$298 hardback; ISBN 3 540 61195 9.) Berlin: Springer. 1997. HAROLD ELLIS, HAROLD ELLISSearch for more papers by this author HAROLD ELLIS, HAROLD ELLISSearch for more papers by this author First published: 18 December 2002 https://doi.org/10.1046/j.1469-7580.1998.192203155.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume192, Issue2February 1998Pages 315-317 RelatedInformation

Photographic atlas of practical anatomy I (abdomen, lower limb): Thiel W. 1 vol (24× 31 cm) 414 figs., 844 + XVIII pages, Springer-Verlag. Heidelberg, 1997. DM 498

Photographic atlas of practical anatomy I (abdomen, lower limb): Thiel W. 1 vol (24× 31 cm) 414 figs., 844 + XVIII pages, Springer-Verlag. Heidelberg, 1997. DM 498

Mastery of Surgery

ABSTRACT The mission of Mastery of Surgery, as defined by its creators, is to be a comprehensive text encompassing a broad cross-section of that which the general surgeon is apt to encounter. The third edition of this well-established work accomplishes that mission, as have its predecessors. Mastery of Surgery is one of the most readable and useful general surgical texts available today. The editors, two original and one new, have reorganized the third rendering, changed the authorship of many chapters, added new ones where appropriate, and expanded the book by almost 250 pages.Mastery of Surgery is thoughtfully laid out in nine major sections that encompass all of current general surgical practice and a bit more. Each begins with a chapter on the practical anatomy and clinically relevant anomalies of the body parts to be dealt with. The superb opening section deals with perioperative care and includes new chapters on enteral

Regional Anesthesia and Analgesia

Chief, Department of Anesthesiology Virginia Mason Medical Center 1100 Ninth Avenue, Mail Stop B2-AN Post Office Box 900 Seattle, Washington 98111.Regional Anesthesia and Analgesia. Edited by David L. Brown. Philadelphia, W. B. Saunders Company, 1996. Pages 764. Price: $135.00.Dr. Brown states in the Preface that this book is “designed to fill the need for a clinically focused textbook of regional anesthesia and analgesia.” It may serve as a companion to his previous book: Atlas of Regional Anesthesia, in that the clinical applications are much more thoroughly discussed. The target audience includes physicians in-training and in practice. It is divided into five major sections: development of regional anesthesia; basic science of regional anesthesia; induction of regional anesthesia; concurrent medical problems, side effects, and complications with regional anesthesia; and regional anesthesia and analgesia in practice. There are 59 contributors, most of whom are recognized authorities in their field. The clinical focus means that the contributors use their experience to help the reader apply these techniques in the clinical arena. Basic science and clinical studies are extensively cited, but there is a welcome synthesis of most material that makes the information useful to the practitioner. This is especially true for the sections on induction of regional anesthesia and the section on regional anesthesia and analgesia in practice. From these sections, the practitioner can gain comprehensive guidance in their practice. Here one can find approaches to specific surgeries like regional anesthesia for herniorrhaphy, carotid endarterectomy, mastectomy, and awake craniotomy.Each chapter is “stand-alone,” therefore there is some (but not excessive) overlap. There has been editing for uniformity of terminology. The book is nicely indexed for quick reference.The initial two chapters are an outstanding, concise review of the history and development of regional anesthesia. It is interesting and important for the subspecialty.This handsome book has 699 illustrations including pictures, classic radiographs, computed tomography and magnetic resonance imaging scans, cadaveric prosections, and some spectacular full-color digital reconstructions of anatomy (the last of which are impressive but actually add little to comprehension). One of the most appealing aspects of the book is the all new set of illustrations by David A. Factor. Mr. Factor should be warmly congratulated for his contributions to the field of regional anesthesia because the novice and inexperienced practitioner depend highly on illustrations from such a book to comprehend anatomy and gain success in practice. The precision, shading, and clarity of his drawings add an understandable, three-dimensional perspective this reviewer has not seen in previous textbooks.The inclusion of pain management and obstetrics is an ambitious undertaking for a book like this. Their inclusion allows some discussion of all aspects of regional anesthesia and analgesia, but the coverage is less comprehensive than other textbooks. To this reviewer, the value of these chapters is in overview of therapeutic options and identification of controversies rather than guidance in specific applications (seen in earlier chapters). The contents of the chapter on “Outcome After Epidural Anesthesia and Analgesia” is important for every anesthesiologist to know.I am delighted to recommend this book to the addition of every anesthesia department library. It will be a valuable resource for the practitioner to help avail our patients to the growing popularity and benefits of regional anesthesia.Stephen M. Rupp, M.D.Chief, Department of Anesthesiology; Virginia Mason Medical Center1100 Ninth Avenue, Mail Stop B2-ANPost Office Box 900; Seattle, Washington 98111

A method for teaching the classical inferior alveolar nerve block.

A teaching method was developed to improve the ability of dental students to understand and perform their first inferior alveolar nerve block. Lectures, demonstrations, and laboratory sessions were utilized to provide correlation of anatomical and clinical information. The use of cadavers for injection demonstration and practice was an integral part of this teaching approach. Cadavers were dissected so that the oral cavity remained intact. Laterally the skin and masseter muscle were reflected, and the superior portion of the ramus of the mandible was removed. This procedure permitted exposure of the medial pterygoid muscle and the inferior alveolar and lingual nerves and, therefore, permitted observation of a syringe needle during the practice of inferior alveolar nerve blocks. In addition, the supraorbital, infraorbital, and mental nerves were exposed. This combined anatomical-clinical experience provided reinforcement of the relevance of anatomy in clinical practice, provided instruction and practice sessions before the first patient injection, and aided in relieving some of the anxiety often associated with the initial injection.

Practical topographic anatomy for radiation therapy

Practical topographic anatomy for radiation therapy

Anatomy of Urban General Practice. By D. Wilkin, L. Hallam, R. Leavey and D. Metcalf. (Pp. 187; illustrated; £14.95.) Tavistock: London. 1987.

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