Xavier Bichat and the renovation of the pathological anatomy

Xavier Bichat, who lived a short life (1771-1802), was prominent French anatomist and physiologist during the time of revolution and one of the founders of French scientific medicine. He played a key role in the creation of the science of histology. Indeed, he was the first to see the organs of the body as being formed through the specialization of simple, functional units (tissues). Bichat is also known as one of the last of the major theorists of vitalism.

Acta Anatomica

Seventy years ago, two medical art students painted a group portrait of the staff of the anatomy department in the University of Manchester Medical School. The painting is an unusual allegorical portrayal of the staff as pantomime characters. This paper asks: who were they and what were their subsequent careers? Does this picture tell us anything about the role of anatomy in medical education in the 1950s?

The life of the prince of anatomists Jean Riolan, Jr. (the Younger) (1577-1657)

For the first time in the history of anatomy, the important French anatomist Jean Riolan, Jr., clarifies several conditions that anatomy adepts should accomplish during their preparation in his work Anthropographia. Anatomists should be physically, mentally, culturally, and ethically ready for their work. The anatomy teacher should consider three rules: have experience in anatomical dissection, have the essential knowledge and approach to dissection, and use a suitable teaching method.

Skull Anatomy in "Saint Jerome in the Wilderness" by Leonardo da Vinci

As a result of a detailed study of "Saint Jerome in the Wilderness", we found that Leonardo described the skull in this work in an original way. A portion of the skull's face is visible in St Jerome's chest and abdomen projection. This image shows the orbit, the frontal bone, the nasal aperture and the zygomatic process. In our opinion, Leonardo described the skull in the painting with his usual originality.

Bhagwan Din Chaurasia (1937-1985): The unsung hero of Indian anatomy

In the era of unavailability of computers and internet platform for learning anatomy, Dr Bhagwan Din Chaurasia's textbook on human anatomy was like a boon for the medical students. Dr Chaurasia was the great anatomist of India who published his first textbook in 1979 and since then it is widely read all over the world by the medical students pursuing MBBS. His books are unique in presenting systemic and comprehensive texts of applied anatomy in a simple language with easily reproducible line diagrams. Dr Chaurasia was a rare combination of an excellent teacher and a distinguished research worker. He was also a member of the advisory board of many national and international journals. Although he died at a young age, but his legacy continues through his contributions in the field of anatomy.

Cross-sectional representations of the central nervous system in Pirogov's "Ice Anatomy"

Russian surgeon Nikolay Ivanovich Pirogov (Pirogoff; 1810-1881) introduced the teaching of applied topographical anatomy in Russia. Pirogov's monumental four-part atlas, Anatome topographica sectionibus per corporis humanum congelatum triplici directione ductis illustrate (An Illustrated Topographic Anatomy of Saw Cuts Made in Three Dimensions Across the Frozen Human Body), colloquially known as the "Ice Anatomy," was published in Latin in folio in the 1850s. Pirogov sought to investigate "the normal and pathological positions of different organs and body parts using sections made in the three principal directions [anatomical planes] … throughout all regions." To accomplish this, he froze cadavers "to the density of the thickest wood" and then cut them into thin plates with a special mechanical saw. His approach was reportedly inspired by his observations of butchers sawing across frozen pig carcasses at the meat market in St. Petersburg during winter. Pirogov systemically obtained full-size representations of more than 1,000 sections. A painter made a representative copy of the cross-sectional contours of each section, using ruled glass overlain on the sections. The final lithographs were of high artistic quality and execution, resembling modern high-resolution medical imaging (i.e., CT or MRI). Moreover, structures were serially sectioned and systematically illustrated along all three anatomical planes, something that had never previously been attempted. This allowed clinicians and anatomists to scrutinize the spatial relationships of structures from multiple perspectives and at a much more detailed level than was previously possible, although the cost, massiveness, and complexity of the completed work precluded wide dissemination.

Creating an inexpensive yet effective downdraft table for a gross anatomy laboratory: Proof-of-concept

The expense of creating exhaust ventilation in a gross anatomy laboratory can be an impediment to gross anatomical education, especially in locations with little availability of funds (e.g., developing countries). Thus, the need for inexpensive yet effective exhaust ventilation is important for gross anatomical education. This study details the creation of a downdraft ventilation table that cost less than 200 USD to build, was built with commonly available materials (i.e., lumber, tarps, rebar, corrugated steel, staples, and screws), was built by one person with little difficulty in a matter of hours, was relatively light weight (75.2kg fully-assembled), and was easy to transport. Further, the table was structurally sound and handled a load of at least 331kg without damage. The table was affixed to a simple local exhaust ventilation system that cost ∼300 USD and generated an exhaust flow of 3099m³/h from the table. The table was capable of removing all airborne formaldehyde (0.00ppm) despite a pool of 100% formalin placed 20.3cm above the table. Furthermore, the height of the table could easily be adapted for handicapped accessibility and for individuals who are shorter or taller than average. The downdraft system also has applications beyond the gross anatomy laboratory (e.g., exhaust ventilation for embalming, manufacturing, and clinical/surgical aerosol-generating procedures). This report represents a proof-of-concept: a downdraft table that costs less than 200 USD can be built easily and paired effectively with an inexpensive local exhaust ventilation system at a total expense of approximately 500 USD. This report marks an improvement in gross anatomy laboratory safety and accessibility.

The impact of using an "anatomy escape room" on nursing students: A comparative study

BACKGROUND

Anatomy is an important part of health science education. In teaching anatomy, new teaching strategies have been studied in comparison with traditional-based approaches. In this manner, strategies such as the escape room-based approach have been used as an innovative learning approach in nursing education, but little is known about its application in an Anatomy module.

OBJECTIVE

To evaluate the effectiveness of the escape room for anatomy-related knowledge retention in nursing and the perceived value of the game.

DESIGN

In the first semesters of the academic years 2017-2018 and 2018-2019, a comparative cross-sectional study was conducted.

SETTINGS

This study took place at the University of Almeria with students enrolled in the Anatomy module.

PARTICIPANTS

A total of 248 first-year nursing students took part in the study.

METHODS

The study included two groups: an experimental group (EG) that participated in an escape room in the final session of their Anatomy module, and a control group (CG) that received a traditional-based teaching approach in their final lesson.

RESULTS

Students enrolled in the Anatomy module were randomly assigned to either the experimental (EG, n = 128) or control groups (CG, n = 120). The escape room was conducted in groups of four and lasted no more than 15 min. In terms of satisfaction with the escape room, EG scored above the mean. The item "I enjoyed playing" received the highest score (4.88 ± 0.35). Taking the final scores of each group into account, the EG had a final average score of 8.94 ± 0.96, while the CG had a final average score of 7.70 ± 1.25 (p = 0.001).

CONCLUSIONS

According to the findings, the "Anatomy Escape Room" is a game-based approach that motivates students and constitutes a down-to-earth resource for anatomy learning in healthcare students.

Learning processes in anatomy and physiology: a qualitative description of how undergraduate students link actions and outcomes in a two-semester course sequence

This qualitative study investigated processes used by undergraduate students over a course sequence in anatomy and physiology (A&P). Longitudinal data for each participant include weekly written reflections and interviews at the beginning, middle, and end of the two-semester sequence. The themes that emerged describe three variations of approach to learning the course content. In some cases, the focus was on completing tasks and actions without connecting those to a specific outcome. In other cases, the focus was on outcomes without specific references to what steps might lead to that outcome. A third approach explicitly linked tasks and actions to one or more of nine different outcomes, including both personal and course expectations. Two other themes emerged as salient in combination with the three approaches: self-identified shortcomings with their study approaches and affective responses to the course and content. Affective responses included both positive affect such as enjoyment or excitement and negative affect such as frustration or dislike. Understanding the approaches that students take to learning, combined with their affect and shortcomings in those approaches, can inform instructor decisions about course activities and resources that support specific learning outcomes. It also provides a foundational knowledge base for the development of context-specific instruments for quantifying student learning processes in A&P.

Harnessing Augmented Reality and CT to Teach First-Year Medical Students Head and Neck Anatomy

RATIONALE AND OBJECTIVES

Three-dimensional (3D) visualization has been shown to benefit new generations of medical students and physicians-in-training in a variety of contexts. However, there is limited research directly comparing student performance after using 3D tools to those using two-dimensional (2D) screens.

MATERIALS AND METHODS

A CT was performed on a donated cadaver and a 3D CT hologram was created. A total of 30 first-year medical students were randomly assigned into two groups to review head and neck anatomy in a teaching session that incorporated CT. The first group used an augmented reality headset, while the second group used a laptop screen. The students were administered a five-question anatomy test before and after the session. Two-tailed t-tests were used for statistical comparison of pretest and posttest performance within and between groups. A feedback survey was distributed for qualitative data.

RESULTS

Pretest vs. posttest comparison of average percentage of questions answered correctly demonstrated both groups showing significant in-group improvement (p < 0.05), from 59% to 95% in the augmented reality group, and from 57% to 80% in the screen group. Between-group analysis indicated that posttest performance was significantly better in the augmented reality group (p = 0.022, effect size = 0.73).

CONCLUSION

Immersive 3D visualization has the potential to improve short-term anatomic recall in the head and neck compared to traditional 2D screen-based review, as well as engage millennial learners to learn better in anatomy laboratory. Our findings may reflect additional benefit gained from the stereoscopic depth cues present in augmented reality-based visualization.

Anatomic Veterinary Usage: Discussion Around Technical Nomenclature Vs. Jargon

This article discusses some examples of problems derived from the mix of technical jargon and anatomical veterinary words and makes recommendations regarding their use according to specific situations.

Can virtual reality improve traditional anatomy education programmes? A mixed-methods study on the use of a 3D skull model

BACKGROUND

Realistic, portable, and scalable lectures, cadaveric models, 2D atlases and computer simulations are being combined more frequently for teaching anatomy, which result in major increases in user satisfaction. However, although digital simulations may be more portable, interesting, or motivating than traditional teaching tools, whether they are superior in terms of student learning remain unclear. This paper presents a study in which the educational effectiveness of a virtual reality (VR) skull model is compared with that of cadaveric skulls and atlases. The aim of this study was to compare the results of teaching with VR to results of teaching with traditional teaching methods by administering objective questionnaires and perception surveys.

METHODS

A mixed-methods study with 73 medical students was conducted with three different groups, namely, the VR group (N = 25), cadaver group (N = 25) and atlas group (N = 23). Anatomical structures were taught through an introductory lecture and model-based learning. All students completed the pre- and post-intervention tests, which comprised a theory test and an identification test. The theory test consisted of 18 multiple-choice questions, and the identification test consisted of 25 fill-in-the-blank questions.

RESULTS

The participants in all three groups had significantly higher total scores on the post-intervention test than on the pre-intervention test; the post-intervention test score in the VR group was not statistically significantly higher than the post-intervention test score of the other groups (VR: 30 [IQR: 22-33.5], cadaver: 26 [IQR: 20-31.5], atlas: 28[IQR: 20-33]; p > 0.05). The participants in the VR and cadaver groups provided more positive feedback on their learning models than the atlas group (VR: 26 [IQR: 19-30], cadaver: 25 [IQR: 19.5-29.5], atlas: 12 [IQR: 9-20]; p < 0.001).

CONCLUSIONS

The skull virtual learning resource (VLR) was equally efficient as the cadaver skull and atlas in teaching anatomy structures. Such a model can aid individuals in understanding complex anatomical structures with a higher level of motivation and tolerable adverse effects.

White matter-Maximien Parchappe and the integration of articulate language

The Imperial Academy of Medicine of Paris met in the spring of 1865 to discuss the localization of speech. One of the participants was Maximien Parchappe (1800-1866), an alienist whose research interests lay in the cerebral cortex. This article addresses Maximien Parchappe's concept that the cognitive elements of language-such as the translation of thoughts into words, the will to express them, and the means to do so-reside within the cortical gray matter, and that they are integrated through white-matter fibers. In so doing, Parchappe anticipated Carl Wernicke's linking of the posterior aspects of the dominant frontal and temporal lobes in verbal expression, and Jules Dejerine's linking of the angular gyrus and Wernicke's area in the understanding of written language. Functional imaging has revived interest in language as a network of neuronal aggregates and has given new relevance to Parchappe's concept of the functional organization of language.

3D Printing Technology Improves Medical Interns' Understanding of Anatomy of Gastrocolic Trunk

OBJECTIVE

Complex vascular anatomy has always been a difficult point for medical students. Gastrocolic trunk (Henle trunk) has many branches and variations, involving the venous reflux of the stomach, right colon, and pancreas. This study investigated the effects of 3 dimensional (3D) printing technology on medical interns' understanding of Henle trunk's variation, by comparing 2 dimensional (2D) images.

SETTING

Henle trunk modes were manufactured using 3D-CT angiography and 3D-printing technology.

PARTICIPANTS

Forty-seven interns from 2 medical schools (Nanjing Medical University and Medical College of Nantong University) participated in the study.

DESIGN

The interns were divided randomly allocated into 2 groups, where group 1 was the control group with a 2D image of Henle trunk plus surgical video (named 2D image group), and group 2 was the study group with a 3D printed model of Henle trunk plus surgical video (named 3D-printing group). Knowledge of interns on the Henle trunk was compared between 2 groups using a question test before and after the teaching intervention.

RESULTS

All interns had an improved overall assessment score as a result of attending the seminar, whether in the 2D image group or the 3D-printing group. The score of the 2D image group increased 32.57 ± 13.86, and the 3D-printing group increased 47.04 ± 12.99, showing significant difference (p = 0.001). There was no significant difference observed between postseminar scores between 2 medical schools (p = 0.975). There was a significant improvement in satisfaction among the 3D-printing group for education depth, novel and inspiring of teaching method, except for the interaction between teacher and interns (p = 0.215). Interns hope to have more teaching time for 3D printing, and not satisfied with the time of 3D printing teaching compared with those in the 2D image group (p = 0.021).

CONCLUSIONS

The 3-D printed Henle trunk model is a very effective teaching tool, which can help interns understand the anatomy of Henle trunk. The application of 3D printing technology in the teaching of interns of complex vascular anatomy is worth popularizing in teaching hospitals.

Franz Joseph Gall on hemispheric symmetries

Franz Joseph Gall believed that the two cerebral hemispheres are anatomically and functionally similar, so much so that one could substitute for the other following unilateral injuries. He presented this belief during the 1790s in his early public lectures in Vienna, when traveling through Europe between 1805 and 1807, and in the two sets of books he published after settling in France. Gall seemed to derive his ideas about laterality independently of French anatomist Marie François Xavier Bichat (1771-1802), who formulated his "law of symmetry" at about the same time. He would, however, later cite Bichat, whose ideas about mental derangement were different from his own and who also attempted to explain handedness, a subject on which Gall remained silent. The concept of cerebral symmetry would be displaced by mounting clinical evidence for the hemispheres being functionally different, but neither Gall nor Bichat would live to witness the advent of the concept of cerebral dominance.

Evaluation of HoloHuman augmented reality application as a novel educational tool in dentistry

AIMS

To investigate dental student's perception of the augmented reality (AR) head and neck anatomy application and to determine whether the learning environment was beneficial for students compared with traditional cadaver learning.

METHODS

A total of 88 students participated in a self-administered questionnaire prior to and after the use of AR. This was conducted during anatomy classes for second-year dentistry students. Descriptive data analysis was performed to determine the perceptions of experience gained through AR.

RESULTS

The study revealed that over two-thirds of participants perceived that it would assist in their learning with 52.3% of participants who agreed and 35.2% of participants who strongly agreed. After the use of HoloHuman, it was found that 43.5% of participants agreed that the 3D anatomical structures improved their understanding of anatomy and 36.5% agreed that they felt more confident about their anatomy skills. The results also demonstrated that only 34.1% agreed that it added value in training compared with relying solely on traditional methods. Overall, 75.3% of participants agreed that HoloHuman teaching should not replace traditional cadaver training.

CONCLUSION

This study suggested that the use of AR offers an additional mean of dental anatomy training; however, it cannot be used as a replacement for traditional modes of cadaver anatomy training. AR has the potential to be used as an adjunct tool in the learning of dental head and neck anatomy as it has demonstrated increased student engagement and enjoyment; however, limitations with the device still remain.

Characterising Functional Venom Profiles of Anthozoans and Medusozoans within Their Ecological Context

This review examines the current state of knowledge regarding toxins from anthozoans (sea anemones, coral, zoanthids, corallimorphs, sea pens and tube anemones). We provide an overview of venom from phylum Cnidaria and review the diversity of venom composition between the two major clades (Medusozoa and Anthozoa). We highlight that the functional and ecological context of venom has implications for the temporal and spatial expression of protein and peptide toxins within class Anthozoa. Understanding the nuances in the regulation of venom arsenals has been made possible by recent advances in analytical technologies that allow characterisation of the spatial distributions of toxins. Furthermore, anthozoans are unique in that ecological roles can be assigned using tissue expression data, thereby circumventing some of the challenges related to pharmacological screening.

Editorial: Suspension notice

 Okajimas Folia Anatomica Japonica was first published in 1922 through the private funding of Professor Keiji Okajima, the first head of the Department of Anatomy, Keio University School of Medicine. Back then it was the only western-language anatomical journal available in our country, through which the researchers could present their achievements worldwide. To this date, for about 100 years, it has been published periodically by the editorial committee in the department.  This time, the committee decided to put a break constructively; we suspend publication of this journal while anticipating the future resumption as a form adapted to the times. Accordingly, we have closed new submissions on September 30, 2019. Thank you for understanding and continuous support for Okajimas Folia Anatomica Japonica.

Enhancement of Anatomical Education Using Augmented Reality: An Empirical Study of Body Painting

Students in undergraduate premedical anatomy courses may experience suboptimal and superficial learning experiences due to large class sizes, passive lecture styles, and difficult-to-master concepts. This study introduces an innovative, hands-on activity for human musculoskeletal system education with the aim of improving students' level of engagement and knowledge retention. In this study, a collaborative learning intervention using the REFLECT (augmented reality for learning clinical anatomy) system is presented. The system uses the augmented reality magic mirror paradigm to superimpose anatomical visualizations over the user's body in a large display, creating the impression that she sees the relevant anatomic illustrations inside her own body. The efficacy of this proposed system was evaluated in a large-scale controlled study, using a team-based muscle painting activity among undergraduate premedical students (n = 288) at the Johns Hopkins University. The baseline knowledge and post-intervention knowledge of the students were measured before and after the painting activity according to their assigned groups in the study. The results from knowledge tests and additional collected data demonstrate that the proposed interactive system enhanced learning of the musculoskeletal system with improved knowledge retention (F_(10,133)  = 3.14, P < 0.001), increased time on task (F_(1,275)  = 5.70, P < 0.01), and a high level of engagement (F_(9,273)  = 8.28, P < 0.0001). The proposed REFLECT system will be of benefit as a complementary anatomy learning tool for students.

Integration of Anatomy Ontologies and Evo-Devo Using Structured Markov Models Suggests a New Framework for Modeling Discrete Phenotypic Traits

Modeling discrete phenotypic traits for either ancestral character state reconstruction or morphology-based phylogenetic inference suffers from ambiguities of character coding, homology assessment, dependencies, and selection of adequate models. These drawbacks occur because trait evolution is driven by two key processes-hierarchical and hidden-which are not accommodated simultaneously by the available phylogenetic methods. The hierarchical process refers to the dependencies between anatomical body parts, while the hidden process refers to the evolution of gene regulatory networks (GRNs) underlying trait development. Herein, I demonstrate that these processes can be efficiently modeled using structured Markov models (SMM) equipped with hidden states, which resolves the majority of the problems associated with discrete traits. Integration of SMM with anatomy ontologies can adequately incorporate the hierarchical dependencies, while the use of the hidden states accommodates hidden evolution of GRNs and substitution rate heterogeneity. I assess the new models using simulations and theoretical synthesis. The new approach solves the long-standing "tail color problem," in which the trait is scored for species with tails of different colors or no tails. It also presents a previously unknown issue called the "two-scientist paradox," in which the nature of coding the trait and the hidden processes driving the trait's evolution are confounded; failing to account for the hidden process may result in a bias, which can be avoided by using hidden state models. All this provides a clear guideline for coding traits into characters. This article gives practical examples of using the new framework for phylogenetic inference and comparative analysis.

Mapping anatomical related entities to human body parts based on wikipedia in discharge summaries

*: Background Consisting of dictated free-text documents such as discharge summaries, medical narratives are widely used in medical natural language processing. Relationships between anatomical entities and human body parts are crucial for building medical text mining applications. To achieve this, we establish a mapping system consisting of a Wikipedia-based scoring algorithm and a named entity normalization method (NEN). The mapping system makes full use of information available on Wikipedia, which is a comprehensive Internet medical knowledge base. We also built a new ontology, Tree of Human Body Parts (THBP), from core anatomical parts by referring to anatomical experts and Unified Medical Language Systems (UMLS) to make the mapping system efficacious for clinical treatments. *: Result The gold standard is derived from 50 discharge summaries from our previous work, in which 2,224 anatomical entities are included. The F1-measure of the baseline system is 70.20%, while our algorithm based on Wikipedia achieves 86.67% with the assistance of NEN. *: Conclusions We construct a framework to map anatomical entities to THBP ontology using normalization and a scoring algorithm based on Wikipedia. The proposed framework is proven to be much more effective and efficient than the main baseline system.

On the life and work of Korbinian Brodmann (1868-1918)

This study describes the life and work of early-twentieth-century German scientist Korbinian Brodmann (1868-1918). His medical training at universities in Munich, Würzburg, Berlin, and Freiburg and his further education are illustrated. His early Leipzig career and cooperation with brain researchers Oskar and Cécile Vogt in Berlin are portrayed, as are his contributions to a localization theory of the cerebral cortex-namely, Brodmann's cytoarchitectonic approach-and the invention of a cortex area nomenclature, further developed until the beginning of World War I. His Tübingen professorship and being nominated to manage a major department of Emil Kraepelin's Munich research unit represent further aspects of this study, a promising career ahead, harshly interrupted by an early and unexpected death.

Organizing phenotypic data-a semantic data model for anatomy

BACKGROUND

Currently, almost all morphological data are published as unstructured free text descriptions. This not only brings about terminological problems regarding semantic transparency, which hampers their re-use by non-experts, but the data cannot be parsed by computers either, which in turn hampers their integration across many fields in the life sciences, including genomics, systems biology, development, medicine, evolution, ecology, and systematics. With an ever-increasing amount of available ontologies and the development of adequate semantic technology, however, a solution to this problem becomes available. Instead of free text descriptions, morphological data can be recorded, stored, and communicated through the Web in the form of highly formalized and structured directed graphs (semantic graphs) that use ontology terms and URIs as terminology.

RESULTS

After introducing an instance-based approach of recording morphological descriptions as semantic graphs (i.e., Semantic Instance Anatomy Knowledge Graphs) and discussing accompanying metadata graphs, I propose a general scheme of how to efficiently organize the resulting graphs in a tuple store framework based on instances of defined named graph ontology classes. The use of such named graph resources allows meaningful fragmentation of the data, which in turn enables subsequent specification of all kinds of data views for managing and accessing morphological data.

CONCLUSIONS

Morphological data that comply with the here proposed semantic data model will not only be computer-parsable but also re-usable by non-experts and could be better integrated with other sources of data in the life sciences. This would allow morphology as a discipline to further participate in eScience and Big Data.

The Clinical Anatomy and Imaging Laboratory: Vertical Integration in the Preclerkship Curriculum

INTRODUCTION

As medical schools implement integrated curricula, anatomy education especially has experienced increased pressure to make foundational content clinically relevant. We designed a novel type of integrative anatomy laboratory experience where students could use foundational anatomy concepts in concert with modern imaging/diagnostic techniques to enhance important clinical concepts.

METHODS

We selected a process called Lesson Study to develop the multidisciplinary Clinical Anatomy and Imaging Laboratory (CAIL) in the cardiovascular and gastrointestinal systems. We utilized soft-embalmed cadavers extensively for their highly realistic tissue appearance and texture, which allowed instructors and students to perform a wide array of procedures in case-based scenarios similar to practicing clinicians. We conducted field observations of participating students, focus-group discussions, and knowledge-based exams to examine efficacy of the CAIL.

RESULTS

Approximately 150 first- and second-year students participated in each of the CAIL activities on an annual basis. Most focus-group participants felt the CAIL was a great learning experience. They commented on how the lab provided relevance to anatomy knowledge and helped integrate prior classroom learning more deeply. Instructors noted that students asked more advanced, clinically relevant questions than in a typical anatomy lab. Knowledge improved significantly after the CAIL, although it is unclear if this translates to summative exams.

DISCUSSION

The CAIL creates a unique learning experience where students use prior foundational anatomy knowledge in conjunction with modern imaging and diagnostic techniques to reinforce important clinical concepts. We have continued to integrate CAIL experiences into more clinical systems in our medical school curriculum.

Variation in the representation of human anatomy within digital resources: Implications for data integration

Clinical informatics makes use of anatomical representation-particularly in the form of anatomical terms. But differences and ambiguities in naming anatomical structures and partitioning the body can complicate efforts to interlink anatomical resources and integrate clinical data. To better understand differences in representations of human anatomy, we compare five digital resources: a formal ontology, a terminology, and three 3D graphics applications. Because the graphics applications offer explicit representation of the boundaries and partitions of anatomical structures, they reveal the differences in modeling of anatomy that may not be apparent through text-based representations. The variations in these resources allow us to categorize differences in representations of anatomy and to highlight the importance of this topic in the context of clinical informatics.

Distributed corporeality: Anatomy, knowledge and the technological reconfiguration of bodies in ballet

Various specialist cultures configure bodies as complex technological devices. We know little about how exactly this is done. I focus on one of these cultures, classical ballet, to praxeologically reconstruct the conceptual, situational and material configuration of bodies as particular instruments. The technologization of the body is closely intertwined with the scientification of the practice - its ladenness with scientific knowledge about the body and an elaborate apparatus for the production of bodies. When anatomical knowledge and didactics intertwine in ballet class, this facilitates an opening of the black box 'body' for technical improvement. 'A body' becomes a plurality of (in this case, anatomically distinguished) actants. This distributed corporeality suggests that 'the body' is an assemblage that becomes apparent as such in moments of its modification. The empirical case as well as the analytical approach here give reason to reconsider the distinction between humans and non-humans that still prevails in actor-network theory and elsewhere.

Construction of the Equine Digestive System: A Tool for Teaching Topographical Anatomy

Anatomy is traditionally regarded as a difficult, non-motivating course involving a large body of theoretical and practical content, and it is often associated with high levels of dropout and failure. Given the relevance of the topic, we propose an alternative active multisensory teaching tool consisting of the construction of a low-fidelity anatomical model assembled into an articulated equine skeleton. Model construction and assembly assists students in the recognition of the topography and anatomical boundaries of the equine abdominal digestive system. Digestive system organs (liver, pancreas, stomach, small and large intestines) were constructed using common, easily available materials, such as newspaper, balloons, laminated rubber sheets, and polyethylene cylinders. The method described in this study is a low-cost, user-friendly teaching tool that is potentially applicable across different academic disciplines and that can also be used to construct models of other systems and species. However, it should be combined with other anatomy teaching methods because it does not provide detailed representation of specific digestive system organ features.

Improving Online Interactions: Lessons from an Online Anatomy Course with a Laboratory for Undergraduate Students

An online section of a face-to-face (F2F) undergraduate (bachelor's level) anatomy course with a prosection laboratory was offered in 2013-2014. Lectures for F2F students (353) were broadcast to online students (138) using Blackboard Collaborate (BBC) virtual classroom. Online laboratories were offered using BBC and three-dimensional (3D) anatomical computer models. This iteration of the course was modified from the previous year to improve online student-teacher and student-student interactions. Students were divided into laboratory groups that rotated through virtual breakout rooms, giving them the opportunity to interact with three instructors. The objectives were to assess student performance outcomes, perceptions of student-teacher and student-student interactions, methods of peer interaction, and helpfulness of the 3D computer models. Final grades were statistically identical between the online and F2F groups. There were strong, positive correlations between incoming grade average and final anatomy grade in both groups, suggesting prior academic performance, and not delivery format, predicts anatomy grades. Quantitative student perception surveys (273 F2F; 101 online) revealed that both groups agreed they were engaged by teachers, could interact socially with teachers and peers, and ask them questions in both the lecture and laboratory sessions, though agreement was significantly greater for the F2F students in most comparisons. The most common methods of peer communication were texting, Facebook, and meeting F2F. The perceived helpfulness of the 3D computer models improved from the previous year. While virtual breakout rooms can be used to adequately replace traditional prosection laboratories and improve interactions, they are not equivalent to F2F laboratories.

[History of the anatomical and clinical autopsy]

The history of the autopsy is naturally also a part of the history of anatomy and pathology and spans over about 2300 years. The first documented autopsies were conducted in about 300 B.C. Thereafter, due to the prohibition of dissections due to religious, social, or hygienic reasons, a long period of stagnation took place. With the onset of the Renaissance in the 15th and 16th century, interest in the ancient sciences such as anatomy began to rise and consequently an increasing number of dissections for anatomical studies were conducted. Nevertheless, it took nearly 200 years until clinical symptoms and/or causes of disease and death were correlated with anatomical findings. In the second half of the 19th century, the clinical autopsy based on the combination of macroscopic and microscopic findings became more and more important as a precondition for the systematic description of diseases. Based on autopsy findings and together with several new techniques, modern pathology could be established at the beginning of the 20th century as a source of scientific knowledge for the clinical medicine and as a theoretical discipline of its own.

The histopathologic reliability of tissue taken from cadavers within the gross anatomy laboratory

The purpose of this study was to examine the histopathologic reliability of embalmed cadaveric tissue taken from the gross anatomy laboratory. Tissue samples from hearts, livers, lungs, and kidneys were collected after the medical students' dissection course was completed. All of the cadavers were embalmed in a formalin-based fixative solution. The tissue was processed, embedded in paraffin, sectioned at six micrometers, and stained with H&E. The microscope slides were evaluated by a board certified pathologist to determine whether the cellular components of the tissues were preserved at a high enough quality to allow for histopathologic diagnosis. There was a statistically significant relationship between ratings and organ groups. Across all organs, there was a smaller proportion of "poor" ratings. The lung group had the highest percentage of "poor" ratings (23.1%). The heart group had the least "poor" ratings (0.0%). The largest percentage of "satisfactory" ratings were in the lung group (52.8%), and the heart group contained the highest percentage of "good" ratings (58.5%) The lung group had the lowest percentage of "good" ratings (24.2%). These results indicate that heart tissue is more reliable than lung, kidney, or liver tissue when utilizing tissue from the gross anatomy laboratory for research and/or educational purposes. This information advises educators and researchers about the quality and histopathologic reliability of tissue samples obtained from the gross anatomy laboratory. Anat Sci Educ 11: 207-214. © 2017 American Association of Anatomists.