Medical illustration: from caves to cyberspace

Developing skin cancer education materials for darker skin populations: crowdsourced design, message targeting, and acral lentiginous melanoma

Despite decreased susceptibility, darker skin individuals who develop melanoma have worse survival. This disparity in melanoma mortality is the largest for any cancer, and partly driven by a lack of patient education materials targeted to darker skin populations in whom acral lentiginous melanoma (ALM) is the most common subtype. To address this communication disparity, the current study reports a multi-phase design process that leverages crowdsourcing and message testing to develop ALM-focused patient education materials for darker skin populations. Crowdsourced design was utilized to develop a pool of designs (phase 1), the pool was narrowed and thematically analyzed (phase 2), and select designs were evaluated via a message experiment (N = 1877). For darker skin populations, designs that depicted people enhanced knowledge of ALM through message memorability. The current study engages melanoma disparities by providing ALM patient education materials for darker skin populations vetted via a multi-phase process.

Locating disease spread: cholera to coronavirus and the art of the image

This article considers the history of medical image-making to shed light on an aspect of the COVID-19 pandemic. Starting from a contemporary art commission in the Science Museum's 'Medicine: The Wellcome Galleries', we look at the role of image production and presentation in understanding the spread of disease. From the intertwined histories of art and scientific image-making, we explore five examples of iconic medical images, by John Snow, Florence Nightingale, Arthur Schuster, Donald Caspar and Aaron Klug, ending with a model of the coronavirus by the Cambridge University Laboratory of Molecular Biology. We trace how images have provided the means for discovery, for description and for diagnosis and outline the different ways in which diseases have been located in the history of the medical image: in the community, in the body, in the cell and on the image itself.

Using Concept Videos to Teach Predoctoral Dental Students About Intraoral and Extraoral Photography

INTRODUCTION

Clinical photography in dentistry has become a vital part of dental education and clinical practice. Dental students seek demonstrations that help them visualize and understand new concepts and clinical procedures. Few multimedia resources are available that provide instruction regarding clinical photography for dental students. The concept videos serve as adjunctive teaching tools for predoctoral dental students in taking clinical photographs.

METHODS

I created the three concept videos on intraoral and extraoral photography by recording narrated PowerPoint slideshows. After sessions on basic photography concepts and digital camera operation, I used concept videos to show how to take comprehensive quality dental photographs in a step-by-step manner and to demonstrate positions of an operator and a patient. I collected feedback using an electronic survey sent to all 33 third-year dental students who participated.

RESULTS

Eleven students completed the survey; all students responded favorably to this method of instruction. Individual comments were also positive on helpfulness, conciseness, and applicability.

DISCUSSION

These concept videos were shown to be a helpful resource for dental students in enhancing their knowledge and skills in obtaining dental photographs. Multimedia resources that helped provide students with practical tips and suggestions could supplement clinical chair-side teaching with faculty and further advance their knowledge and skills. Future studies could include more interactive platforms for better student utilization of the resource, and also compare students' performance before and after watching the videos.

Assessing the Role of Screencasting and Video Use in Anatomy Education

The subject of anatomy, commonly taught with applied clinical focus on medical programmes, is frequently brought to life alongside art, imagery and visualization. Yet, despite being continually hailed as the cornerstone of medicine, the cyclic revalidation of its curricula has often found its educators in the unenviable position of maintaining knowledge standards in the face of reduced contact time. However, the gravity of such challenges has created an opportunity for creative and innovative solutions to these problems. The ease by which educational technology can now be used by non-experts is constantly increasing and the use of technology enhanced learning has now become universal within Higher Education. Many anatomical science educators have turned to building bespoke interactive and engaging online supplementary material which can be blended with face to face delivery as a way to circumvent the time pressure issues. Today's students appear to have a growing preference for visualising moving images and audio explanations as opposed to older traditional static resources, underpinned by vast pages of unattractive dense text and pictures. One such technique being used to provide flexible and student-centred learning is screencast videos. These digital recordings of screen captured drawings, with accompanying narration are overwhelmingly popular with students and on the ascendance. However, as new tools emerge, it becomes increasingly important to determine their impact on both the student experience and knowledge gain. It is also valuable for educators to share their classroom experiences or instructional techniques to optimise their use for learning. This chapter explores the rise of this application in anatomy education and discusses the evidence available investigating student engagement and learning outcomes in the context of well-established learning theories.

Pioneering Turkish neurosurgeon Hami Dilek and the traces of Harvey Cushing's legacy in his work

Hami Dilek trained in neurosurgery under Clovis Vincent and Thierry de Martel, pioneers of French neurosurgery who ranked among Harvey Cushing's most loyal admirers. Taking cues from Cushing and the giants of French neurosurgery, Dilek became the first surgeon to practice neurosurgery regularly in Turkey during the 1930s. In 1949, Dilek founded the first independent Turkish department of neurosurgery in Istanbul, and in 1951 he initiated resident training in neurosurgery. Both Cushing and Dilek started out as general surgeons and then became fascinated by the brain and spine. Also, they both single-handedly developed a new specialty where one did not exist before. Further similarities between Dilek and Cushing are also revealed in Dilek's delightful surgical and anatomical drawings. Dilek played an important role in the establishment and development of modern Turkish neurosurgery, and his life story highlights the fact that Cushing's legacy strongly influenced Turkish neurosurgery in the first half of the 20th century.

Brain, mind, and body: interactions with art in renaissance Italy

The Renaissance saw the first systematic anatomical and physiological studies of the brain and human body because scientists, for the first time in centuries, were allowed to dissect human bodies for study. Renaissance artists were frequently found at dissections and their attention to detail can be observed in their products. Scientists themselves were increasingly artistic, and they created astonishing anatomical models and illustrations that can still be studied. The cross-fertilization of art and science in the Renaissance resulted in more scientific analyses of neuroanatomy as well as more creative ways in which such analyses could be depicted. Both art and science benefited from the reciprocal ways in which the two influenced each other even as they provided new ways of explaining the mysteries of the human body and mind.

ETHICAL CONSIDERATIONS FOR CLINICAL PHOTOGRAPHY IN THE GLOBAL SOUTH

Clinical photography is an important tool for teaching practitioners and field workers about the clinical manifestations of famine and undernutrition, particularly with respect to the Global South. Current international guidelines for clinical photography are not consistently applied or enforced, which has led to violations of privacy and rights, particularly for patients and victims of disaster in the Global South. Combining existing clinical photography guidelines from the North with ongoing clinical ethics debates in the South, this paper explores approaches to establishing photography guidelines throughout the world that will be sensitive to the privacy and dignities of all patients and victims of emergencies.