Gross Anatomy Education Research Articles

Sheet plastination as a clinically based teaching aid at the University of Auckland.

As a concerted move toward closer integration of the clinical and preclinical aspects of the undergraduate medical curriculum at the University of Auckland, the Department of Anatomy with Radiology has implemented a number of clinical procedures, pathological observations and diagnostic methods into the course resulting in a structured program of clinically based teaching of gross anatomy to second- and third-year medical students. The recently developed method of E12 epoxy resin sheet plastination of sectioned cadaver specimens has expanded the learning process twofold, firstly as a developmental microscopy teaching aid enabling us to link histological slides directly to gross anatomical specimens and secondly as a radiographic training tool in the correlation of clinical imaging techniques of magnetic resonance (MRI) and computed tomography (CT) with the teaching of gross anatomy. The direct comparison between E12 serial sectioned cadaver specimens and the equivalent MRI and CT images provides the student with a much clearer understanding of anatomical structures in relation to clinical diagnosis.

A.D.A.M. (Animated Dissection of Anatomy for Medicine). CD-ROM program

A.D.A.M. Software, 1899 Powers Ferry Road, Suite 460, Marietta, GA 30067, USA Distributed in the UK by Churchill Livingstone The main difficulty in studying anatomy is the destructive nature of the dissection process. Several anatomy departments in Britain have been examining ways of improving the teaching of gross anatomy. The most radical approach has been to scale down, or even to abandon, dissection and to replace it with prosections and teaching methods that use computer aided learning. The developers of ADAM claim that it is “the Gray's Anatomy of the 21st century.” The ADAM packages come in three formats, Essentials, Standard, and Comprehensive. ADAM Comprehensive is primarily aimed at medical students. This packages offers simulated dissection either by system or by region. It also offers comparison of the structure with radiographic and magnetic resonance images in addition to the histological appearance of that structure. The ADAM CD-ROM program consists of thousands of overlapping illustrations of the body, starting with the skin and continuing …

Cadaver radiography in the teaching of gross anatomy.

The authors describe a new teaching method for first-year medical students, involving preparation and use of cadaver radiographs in the gross anatomy laboratory. A standard series of radiographs of each cadaver was obtained prior to dissection and provided to each group of students. This technique offers a unique opportunity for radiographic/anatomical/pathological correlation, facilitates an understanding of complex anatomical relationships, and illustrates the application of anatomical knowledge to clinical practice. It can also generate intense student enthusiasm and improve student-faculty communication and teaching relationships.

The use of live models in the teaching of gross anatomy.

Live models were introduced into the first-year gross anatomy course to provide medical students with an opportunity to apply to the living person what they learned from cadaver dissection. After each major segment of the cadaver dissection, clinical correlation sessions were presented for the students by clinicians using live models for demonstration, examination and correlation. At the completion of the course, an evaluation questionnaire was given to students. Their response indicated that the new teaching technique made anatomy seem more relevant to clinical medicine than using cadavers alone. Live models were rated superior to using cadavers, especially in demonstrating superficial anatomical structures and landmarks. On the basis of student response it was concluded that this programme provided medical students with a unique introduction to living human anatomy.

Letter: Role of autopsy in the teaching of gross anatomy.

Letter: Role of autopsy in the teaching of gross anatomy.

Role of the Autopsy in the Teaching of Gross Anatomy

Most pathologists have been trained for years to immerse surgical specimens and viscera removed at autopsy in formalin, sometimes even before they are examined and dissected, to preserve their cell detail and configuration. The result is a colorless, hard, rigid, often unrecognizable specimen that bears no resemblance to the colorful, soft, pliable original tissue observed by the surgeon or the autopsy prosector. For teaching purposes, especially to undergraduate medical students, it is almost mandatory for the specimens to be fresh, as observed in the patient, and not in the preserved state. Unfortunately, only a few pathologists abide by this principle. . . .

A new idea in temporal bone holders.

IN THE MODERN world of medicine clinical otologists, ear-nose-throat residents, and otologic researchers are becoming increasingly aware of the need for a suitable device for the holding of temporal bones during such microscopic procedures as: (1) teaching of gross and microstructure anatomy of the temporal bone; (2) instruction in general otomicro surgical procedures; (3) development of new clinical surgical methods; (4) investigation of surgical procedures for experimental research projects employing animal temporal bones; and (5) dissection of temporal bones for the study of inner ear structures utilizing phase-contrast and electron microscopy. Such a holding device would ideally provide lucid exposure of various structures of the temporal bone, a rigid holding capability, and flexibility of manipulation. In an attempt to achieve these attributes we have developed a contrivance which appears to have come far in the attaining of said goals. This device we are now presenting for review (Fig 1).

Ways and means in the teaching of gross anatomy

Ways and means in the teaching of gross anatomy