School Anatomy Research Articles

The Education Track PhD Program in Anatomy at Indiana University School of Medicine: A Decade Producing Anatomy Educator‐Scholars

In 2008, the Indiana University School of Medicine (IUSM) admitted its first student to a newly approved PhD program focusing on anatomical education rather than biomedical research. The goal of the Education Track PhD program is twofold: (1) to provide students with extensive training in all of the anatomical sub‐disciplines coupled with sufficient teaching experience to be fully prepared to assume major educational responsibilities upon graduation and (2) to train students to conduct rigorous, medical education research and other educational scholarship necessary for promotion and tenure. The 90‐credit hour curriculum includes coursework in anatomy and other biomedical subjects, education, statistics, and electives. For their dissertation work, the students complete a research project about some aspect of medical education. As of December 2017, the Education Track program had admitted 23 students and produced 10 graduates. Two more students are anticipated to graduate by June 2018. All of the graduates were offered faculty appointments (8 tenure track and 2 non‐tenure track) immediately upon graduation at major universities and medical schools. Four of the graduates were offered positions at IUSM. Eight graduates have appointments in medical school anatomy departments, 1 in a physical therapy department, and 1 in a physician assistant department. None of the graduates have been in their faculty positions long enough yet to have achieved tenure. During the period from 2009 through 2017, the students and graduates of the program gave 77 conference presentations and authored 40 peer‐reviewed publications about anatomy or other aspects of medical education. Thus, in the 10 years since its inception, the Education Track program has successfully produced a small but stable supply of doctoral‐level anatomy educator‐scholars for a growing academic market.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

After School Anatomy Lesson

For the purpose of this learning, after school,we have bought bags of balloons, twistties, rubber sheaths for how we aim to teachrespiration, pressure curves, the anatomyof lungs. One by one they puffout measured gulps of air, laborious ouncesof breaths stretching temporary lungs, pinkimagined lobes growing full with unspokenwhorls of verbs. While engagedin the midst of this August demo-play, we hear,all of a sudden, a pop then shh, then a roundof laughs— and find on the floor, torn skinof a balloon, leaking secrets. This, right then,becomes a perfect moment to teach; absolute limits—impromptu, unrehearsed, the afternoon lesson,on how extreme conditions can kill.

Pathology resident perspectives about early autopsy experiences.

The performance of autopsies remains an integral part of residency training in Anatomic Pathology. A number of medical schools no longer require an autopsy experience; therefore, a subset of pathology residents has never seen an autopsy performed prior to commencement of residency training. Although much as been written regarding student's perspectives on their medical school anatomy experiences, practically nothing has been written about resident perspectives on the autopsy experience. Surveys were sent to all Pathology resident trainees (n = 27) in a training program exploring resident perspectives on their early autopsy experiences. Of the 13 residents who completed the survey, ten indicated a discomfort level of 3 or 4 (Likert scale of 1-5 with 1 = no discomfort and 5 = very uncomfortable) associated with their first autopsy; the most commonly cited reasons included discomfort with odors/body fluids (n = 6), fear of making a mistake (n = 5), and uncertainty about what to do (n = 4). Six residents felt it would be worthwhile to engage in a discussion around the first autopsy experience to help process it. In summary, a subset of residents experience discomfort around their first autopsy experience. Sensitivity to and acknowledgement of this discomfort and an opportunity to vet feelings and concerns should be considered as part of Pathology residency education.

Dmitry A. Zhdanov ― the Founder of the Functional Anatomy of the Lymphatic System (to the 110th Birth Anniversary)

D.A. Zhdanov is the eminent member of Russian anatomy school, member of the USSR Academy of Medical Sciences, great lymphologist, talented master and wise mentor whose 110th jubilee is held this year. Having introduced completely new way of teaching and learning anatomy, Zhdanov expanded knowledge of functions and structure of lymphatic system, presented new information unknown before and determined direction of further studies for his disciples. Being the founder of functional anatomy of the lymphatic system, D.A. Zhdanov brought up a lot of scientists of morphology who developed the aspects he had noticed. The article reveals main directions of Zhdanov’s occupation and activity (studying the lymphatic system, mentorship and tutorship); major findings and methods which he used in his researche works; his interesting and many-sided personality. The article also describes works of D.A. Zhdanov in other scientific areas such as history of medicine and art, analyzes his international scientific work and role in formation of the Russian anatomy school, presents some biographical data, description of researches and recollections of colleagues.

Pathology Findings in Medical School Anatomy Cadavers

This article was migrated. The article was not marked as recommended. With more medical schools in the United States and abroad turning to virtual anatomy instead of gross dissection of actual cadavers, unexpected pathological findings may not be encountered as teaching opportunities. By using real cadavers the cause of death information provided might confirm pathology which is found in the course of routine anatomical dissection. Additional pathology not attributable to cause of death adds further to the experience of the cadaver dissection. Over the course of four academic years, human cadavers at New York Institute of Technology College of Osteopathic Medicine were sampled based on encountered gross pathological findings. Over the four years, there were 64 cadavers sampled randomly and forty two percent of the cadavers had findings related to cause of death. Sixty-six percent of the cadavers had findings which were not related to the cause of death. Thus, not only is pathology abundant in human anatomy cadavers and a source of important medical education but additional pathology outside of cause of death is an even greater source of teaching material. The benefits of human anatomy dissection are good medical educational sources with or without clinical information in the form of cause of death. Having limited clinical information may further enhance the educational value of anatomy dissection.

An Innovative Approach to Incorporating the Use of Cadavers in High School Human Anatomy and Physiology Courses

Making the study of the human anatomy and physiology authentic and clinically relevant poses many challenges. Described herein is a program that, through the use of medical school cadavers, provides high school students a unique experience to enhance their clinically based study of human anatomy and physiology. The program incorporates many learning modalities as well as problem-based team learning and can be a feasible addition to many high school anatomy programs.

Can CanMEDS competencies be developed in medical school anatomy laboratories? A literature review.

ObjectivesThe purpose of this literature review was to identify potential ways in which undergraduate medical anatomy education may be relevant to the CanMEDS Roles, a competency-based framework used throughout Canadian medical training. MethodsA scoping review of medical education literature was conducted in March 2017 for English language publications that included key words related to anatomy education and to key competencies formally described for each of the Roles in the CanMEDS 2015 framework. Indicated benefits were then collated, characterized, and synthesized for each CanMEDS Role. ResultsThere were 71 studies identified describing original findings. Perceived benefits of anatomy education were most often identified for competencies related to the Medical Expert Role. Multiple studies also cited benefits related to the Scholar, Professional and Collaborator Roles. There was a lack of literature related to the Health Advocate, Communicator, and Leader Roles. The majority of benefits defined in the literature were limited to student perceptions rather than objectively measured outcomes. ConclusionsThere is some evidence to suggest that anatomy education can facilitate the development of core competencies related to several CanMEDS Roles, outside of simply developing medical knowledge in the Medical Expert Role. Future studies need to develop methods to objectively assess outcomes related to these competencies.

Papilian's anatomy - celebrating six decades.

Victor Papilian was born an artist, during high school he studied music in order to become a violinist in two professional orchestras in Bucharest. Later on he enrolled in the school of medicine, being immediately attracted by anatomy. After graduating, with a briliant dissertation, he became a member of the faculty and continued to teach in his preferred field. His masters, Gh. Marinescu and Victor Babes, proposed him for the position of professor at the newly established Faculty of Medicine of Cluj.Here he reorganized the department radically, created an anatomy museum and edited the first dissection handbook and the first Romanian anatomy (descriptive and topographic) treatise, both books received with great appreciation. He received the Romanian Academy Prize. His knowledge and skills gained him a well deserved reputation and he created a prestigious school of anatomy. He published over 250 scientific papers in national and international journals, ranging from morphology to functional, pathological and anthropological topics.He founded the Society of Anthropology, with its own newsletter; he was elected as a member of the French Society of Anatomy. In parallel he had a rich artistic and cultural activity as writer and playwright: he was president of the Transylvanian Writers’ Society, editor of a literary review, director of the Cluj theater and opera, leader of a book club and founder of a symphony orchestra.

Operative Surgery and Topographic Anatomy School, Second Moscow Order of Lenin State Medical Institute (Russian State Medical University, N.I. Pirogov Russian National Research Medical University): Continuation of teachers' work. On the occasion of the 80th anniversary of Professor V.G. Vladimirov's birth

Operative Surgery and Topographic Anatomy School, Second Moscow Order of Lenin State Medical Institute (Russian State Medical University, N.I. Pirogov Russian National Research Medical University): Continuation of teachers' work. On the occasion of the 80th anniversary of Professor V.G. Vladimirov's birth

The Value of Clinical Practice in Cadaveric Dissection: Lessons Learned From a Course in Eye and Orbital Anatomy

To test the hypothesis that there is greater benefit in a dissection-based anatomy course among those participants with clinical experience in the relevant field, and those without. A retrospective comparative study. Brighton and Sussex Medical School Anatomy Department: an educational facility that provides undergraduate and postgraduate anatomy teaching using cadaveric specimens. All attendees (n = 40) to a postgraduate course in eye and orbital anatomy completed course evaluation forms. The course has been attended by delegates from around the country, with experience ranging from that of final year medical students to clinical fellows who have completed their specialist training in ophthalmology. Those participants who were practicing ophthalmology tended to be older than those who were not, with a greater amount of time spent on prior learning. Participants scored both the prosection-led and dissection-led sessions highly, with a mean combined evaluation of 8.9 (out of 10) for dissection-led learning and 9.2 for prosection-led learning. Prosection-led learning was regarded equally by those participants currently practicing in ophthalmology, and those who are not. In contrast, dissection-led learning was scored higher by those participants who were practicing ophthalmology (9.4), when compared with those not in ophthalmic practice (8.5; p = 0.018). The present study supports the hypothesis that the benefits of cadaveric dissection could be maximized during postgraduate surgical training. This has important implications given the trend away from cadaveric dissection in the undergraduate curriculum.

Transforming Learning Anatomy: Basics of Ultrasound Lecture and Abdominal Ultrasound Anatomy Hands-on Session.

As point-of-care ultrasound units become more compact and portable, clinicians in over 20 different medical and surgical specialties have begun using the technology in diverse clinical applications. However, a knowledge gap still exists between what medical students are learning in their undergraduate medical education curriculum and the clinical skills required for practice. Over the last 10 years, point-of-care ultrasound content has been slowly incorporated into undergraduate medical education, yet only a handful of medical schools have developed ultrasound curricula. This module was developed at our institution in response to survey feedback from medical students overwhelmingly requesting preclerkship ultrasound education. The target audience for this module is first-year medical students with no prior ultrasound exposure. The module consists of a 1-hour introductory lecture and a 1-hour hands-on session during the abdominal anatomy course. Associated materials include the introductory lecture, presenter notes for the introductory lecture, instructor guidelines for the hands-on session, hands-on session setup instructions, a student handout for the hands-on session, and a module evaluation form. We have successfully implemented this module for the past 3-years and learner feedback has been overwhelmingly positive. Learner comments on a postmodule survey included, "Great job of explaining the science behind ultrasounds as well as how to interpret the images." As a result of our first-year students' evaluation responses, this module has been incorporated into our medical school's anatomy course.

Applied Anatomy for Anaesthesia and Intensive Care.

The fundamental challenge—and, conversely, the inherent joy—of anesthesiology flows from its multidisciplinary nature. Every day, we are called upon to synthesize the basic sciences of anatomy, physiology, and pharmacology and apply them to our patients, whose every organ system—yes, even those beyond the immediate focus of our surgical colleagues—will be affected by our decisions. Although we must study and have access to texts dedicated to highly specific components of our practice, it can also be helpful to have a more general guidebook that ties multiple aspects together and provides a sense of the forest for the trees. A welcome addition to the latter group is the recently released Applied Anatomy for Anaesthesia and Intensive Care.As the title implies, this book provides an overview of basic anatomy and covers a panoply of procedural interventions based on this knowledge. Regional neuraxial blocks receive top billing, but also included are a wide range of central neuraxial techniques, venous cannulation sites, and even a few surgical maneuvers, such as cricothyroidotomy. The chapters are arranged geographically, in the manner of a basic medical school anatomy course; in order, the authors cover the spine, head, neck, thorax, upper limb, abdomen, and lower limb—the final chapter is a brief overview of fetal circulation that, while interesting, does not feel integral to the material. Of greater utility are the summary of anticoagulation guidelines and general overview of the nervous system presented at the outset, both of which provide an excellent framework for understanding and employing the rest of the text.Within each section, the authors present an overview of the major anatomical structures—skeletal, vascular, and neural—as well as a light treatment of relevant physiology. Although the illustrations are not always of the same breath-taking quality as those found in an old hard copy of Netter, they are lucidly displayed and color coded, with a clear goal of comprehension and utility—the use of an outline of Queen Elizabeth as a model for cutaneous distribution of the trigeminal nerve is particularly inspired. The procedures are each individually presented in discrete boxes, with a standard description of indications, contraindications, and the different approaches and techniques employed.It is this last feature that makes this book particularly commendable. Without being either verbose or terse, the procedural sections show how ultrasound-guided and landmark techniques can be separately successful while also showing how they support one another. Particularly at this moment in time—when a generation of attendings primarily schooled in landmark technique is supervising a group of residents almost exclusively trained in ultrasound—a resource that succinctly compares and unifies these schools is immensely valuable.Of course, the downside of brevity is that some valuable material will inevitably miss the cut. Of note, there is essentially no discussion of the evidence behind different approaches of the same procedures; the reader is left to wonder, for example, whether one of the four landmark approaches to the sciatic nerve—Labat, Mansour, Raj, and Beck—has been shown to be more efficacious, or whether it is simply dependent upon the provider. Likewise, there is no mention of what medications and doses are most commonly employed for various blocks. One could say that these are beyond the scope of this work, but it would nonetheless be helpful to the novice to get at least get a rough sense of these issues. Finally, it would be helpful to have a separate index specifically for the procedures themselves, as this might help the anesthesiologist seeking to quickly refresh their memory on a given intervention.In their introduction, the authors state their desire to create a book for both “reference and core knowledge” as well as for readers to “revise and develop their procedural skills.” I am happy to report that they succeed on both counts. Whether you are a new resident trying to learn about how to apply your anatomical knowledge to different procedures, a seasoned attending looking to review the underpinnings of your everyday practice, or someone on either side of the generational gap, eager to understand the philosophy in which the other side was trained, Applied Anatomy for Anaesthesia and Intensive Care is well worth your time.

Medical School Anatomy and Pathology Workshops for High School Students Enhance Learning and Provide Inspiration for Careers in Medicine

“Anatomy and Pathology Workshop” is a cadaver-based outreach program that models medical education to large groups of high school students. This study was designed to evaluate the impact of this program on students’ knowledge of anatomy and interest in biomedical science. A total of 144 high school students participated in the workshop in 2015. Preworkshop and postworkshop assessments were administered to assess students’ learning. A postworkshop survey was conducted to solicit students’ reflections and feedback. It was found that student performance in the postworkshop examination (mean 78%) had significantly improved when compared to the performance in the preexamination (mean 54%), indicating that this program enhances learning. Students were also inspired to consider opportunities in medicine and allied health professions—97% indicated that they had a better understanding of medical education; 95% agreed that they had better understanding of the human body; 84% thought anatomy was interesting and exciting; and 62% of the students indicated that they looked forward to studying medicine or another health profession. Students rated the instructors highly—95% agreed that the instructors were professional and served as role models. Medical/graduate student instructors were also highly regarded by the high school students—96% thought it was valuable to have student instructors and 94% thought that student instructors were caring and enthusiastic about teaching. In summary, this study demonstrates that outreach programs provided by medical schools help young adults during their formative years by modeling professionalism, providing role models, enhancing learning, and encouraging many to consider opportunities in the health professions.

Near-peer driven dissection selective: A primer to the medical school anatomy course.

In the anatomy laboratory, skill remains a critical component to unlocking the true value of learning from cadaveric dissection. However, there is little if any room for provision of instruction in proper dissection technique. We describe how near-peer instructors designed a supplemental learning activity to enhance the dissection experience for first-year medical students. This study aimed to evaluate the efficacy of this curriculum in improving participants' understanding of dissection technique and its impact on perceived challenges associated with the anatomy course. Curriculum was designed under faculty guidance and included didactic sessions, low-fidelity models, dissection, student presentations, and clinical correlations. Participants' (n = 13) knowledge of basic dissection techniques and concepts were assessed before the selective, and both participants' and nonparticipants' (n = 39) knowledge was assessed at the end of week one and week seven of the anatomy course. Scores were compared using repeated measures ANOVA followed by post hoc t-tests. Thirteen deidentified reflective essays were reviewed by four independent reviewers for themes that aligned with learning objectives. Participants in the selective course scored higher on assessment of dissection techniques and concepts one week after the selective compared to both nonparticipants and their own baseline scores before the selective. Analysis of student reflections resulted in four themes: confidence with dissection skill, sharing resources and transfer of knowledge, learning environment, and psychological impact of perceived challenges of the anatomy course. Near-peer driven supplemental exercises are effective in facilitating dissection skills. This dissection primer increases student confidence and alleviates apprehension associated with anatomy courses.

John Hunter (1728-1793) and his legacy to science.

John Hunter was born in 1728 in Kilbride East, Lanarkshire, Scotland, as the youngest child of a family of ten children. John’s father died in 1741 and he was thus left to care for his mother. When John was about 17, young John moved to London to study under William Hunter (1718–1783), his 10-yearelder brother and was already an anatomist and obstetrician [24]. He studied as a dissector in William’s Anatomy School in Covent Garden in 1748 and showed his abilities on cadaver dissections. In 1749, he became a lecturer and demonstrator in anatomy [11]. His brother obtained permission for him to attend the Chelsea Hospital under the supervision of Dr. William Cheselden (1688–1752), Hunter’s first master in surgery and the most celebrated surgeon of his time. On the retirement of Dr. William Cheselden from Chelsea Hospital, Hunter entered as surgeon’s pupil at St. Bartholomew’s Hospital and became a pupil of Percivall Pott (1714–1788) [17]. During his studies under the aforementioned scientists, John made a great progress on dissection. In 1753, as an award of his progress and an honor bestowed upon his mentor Percivall Pott, Hunter was elected Master of Anatomy at Surgeon’s Hall [3]. During the Seven Years’ War (1756–1763) with France, Hunter was commissioned as an army surgeon in Belle Isle and Portugal. He acquired surgical skills and experienced on gunshot wounds and inflammation [11]. He began to collect materials on those issues which published posthumously in 1794 [15]. On his return to England in 1763, he began to build up his private practice. In 1767, he was elected as a Fellow of the Royal Society [22]. He published the first part of his Treatise on the teeth in May 1771 [12, 19]. Two months later, he married Anne Home (1742–1821), a daughter of an old Scottish family [8]. In 1768, he was elected Surgeon to St. George’s Hospital and he was appointed as SurgeonExtraordinary to King George III in 1776. In 1786, he won the Copley Medal, the highest award of the Royal Society [24]. While meeting of the Board of Governors of St. George’s Hospital, he collapsed and died on 16 October 1793. There are some conflicts on the reason of his death. The autopsy demonstrated lesions in his aorta compatible with his self-induced syphilis [22]. Others argued that there was no autopsy evidence of syphilis but evidence only of advanced arteriosclerotic vascular disease [6, 10]. He was initially buried in a crypt of the Church of St. Martin-in-the-Field. His remains were transferred to Westminster Abbey in February 1859 [24].

William Cruikshank (1745-1800), anatomist and surgeon, and his illustrious patient, Samuel Johnson.

William Cumberland Cruikshank (1745-1800) was a Scot who from 1771 until his death taught anatomy at the famous school of anatomy in Great Windmill Street, London, founded by William Hunter (1718-1783). Arguably, his most famous patient was Samuel Johnson, the celebrated 18th Century man of letters and author of the first English dictionary. This article, largely drawn from Johnson's correspondence, documents the medical condition that caused Johnson to consult Cruikshank and some of the social links between Johnson, Hunter, and Cruikshank.

Impact of cadaveric surgical anatomy training on urology residents knowledge: a preliminary study.

Cadaveric dissection is used as a major tool for anatomy education at the medical school. In this study we aimed to determine how a uro-anatomy cadaveric dissection course would impact urology residents knowledge. A three days course was given to 50 urology residents by experienced trainers in 1-3 June 2012 at Ege University Medical School's Anatomy Department, İzmir, Turkey. Efficacy of the course was assessed using a multiple choice questionnaire of 20 questions given before and after the course. Completed questionnaires before and after the course were available for 25 residents (50%) that were included. Residents answered correctly to 11.7 out of 20 questions (59%) before the course and 13.0 out of 20 (65%) after (p<0.05). In individuals analysis, 16 residents (64%) increased their scores, 4 (16%) had similar scores and 5 (20%) had lower scores. The number of correct answers for 6 out of the 20 questions was lower following the course. This cadaveric surgical anatomy course was effective in improving surgical anatomy knowledge for most urology residents but not all and helped to identify ways to improve the course in the future.

A wheeled walker improves physical activity in chronic obstructive pulmonary disease

L.W.C. Ng1,2,3, S. Jenkins 1,2,4, N. Cecins 2,4, P. Eastwood1,5,6, K. Hill 1,5 1 Curtin University of Technology, Physiotherapy and Exercise Science, Perth, Australia; 2 Sir Charles Gairdner Hospital, Physiotherapy, Perth, Australia; 3 Singapore General Hospital, Physiotherapy, Singapore, Singapore; 4 Lung Institute of Western Australia, Perth, Australia; 5 Sir Charles Gairdner Hospital, Pulmonary Physiology, Perth, Australia; 6 University of Western Australia, School of Anatomy and Human Biology, Perth, Australia

An Exploration of Learner‐Centered Teaching and the Impact on Physical Therapy Students Teaching a High School Anatomy Summer Program

An evaluation of a student‐faculty collaborative study investigating the efficacy of graduate level physical therapy students conducting a student‐centered program entitled Body Basics: Exploring Anatomy to high school students. The study examined the impact of student‐centered learning on physical therapy students and whether the experience may influence their ability to articulate knowledge of anatomy to individuals with little or no anatomical background. This study presents the case that assuming a teaching role requires students to explain concepts in anatomy and kinesiology to a “lay audience” helping them attain clinical skills in communicating difficult concepts to patients they will eventually encounter.

Human Temporal Bone Removal: The Skull Base Block Method.

Objectives To describe a technique for harvesting larger temporal bone specimens from human cadavers for the training of otolaryngology residents and fellows on the various approaches to the lateral and posterolateral skull base. Design Human cadaveric anatomical study. The calvarium was excised 6 cm above the superior aspect of the ear canal. The brain and cerebellum were carefully removed, and the cranial nerves were cut sharply. Two bony cuts were performed, one in the midsagittal plane and the other in the coronal plane at the level of the optic foramen. Setting Medical school anatomy laboratory. Participants Human cadavers. Main Outcome Measures Anatomical contents of specimens and technical effort required. Results Larger temporal bone specimens containing portions of the parietal, occipital, and sphenoidal bones were consistently obtained using this technique of two bone cuts. All specimens were inspected and contained pertinent surface and skull base landmarks. Conclusions The skull base block method allows for larger temporal bone specimens using a two bone cut technique that is efficient and reproducible. These specimens have the necessary anatomical bony landmarks for studying the complexity, utility, and limitations of lateral and posterolateral approaches to the skull base, important for the education of otolaryngology residents and fellows.