scholarly journals Teaching Anatomy; Dissecting its Delivery in Medical Education

2016 ◽  
Vol 3 (1) ◽  
pp. 312-321
Author(s):  
DJ Jordan ◽  
M Griffin ◽  
B Phillips ◽  
S Hindocha ◽  
A Elgawad
Keyword(s):  
Medical Education ◽  
Teaching Methods ◽  
Gross Anatomy ◽  
The Body ◽  
Current Evidence ◽  
Religious Feeling ◽  
Teaching Anatomy ◽  
History Of ◽  
Computer Based ◽  
History Of Anatomy

Anatomy has long been a topic of interest amongst both those in medicine and those not. The understanding of biology, in terms of the function and structure of the organs and other structures of the body, has dramatically changed over time, and has been closely related to both scientific improvement and religious feeling.There is no doubt that gross anatomy is one of the preclinical cornerstones of medical education, but the way in which it has been taught has changed over the years. As early as the 16thcentury, Vesalius stated that anatomy could only be taught by dissection, however, alternative options for cadaveric study are certainly more available now than when this statement was made.Current teaching methods incorporate the tried and tested cadaveric based dissection, but has more recently been super ceded by the use of computer based imaging and the change to self-orientated or problem based learning. The shift towards the latter has led to a perceived suffering to the gain of anatomical and pathological knowledge of new doctors and surgeons.This paper aims to describe the history of anatomy teaching and review the current evidence for and against the current methods used for its deliverance.

scholarly journals Teaching Anatomy in the XXI Century: New Aspects and Pitfalls

2013 ◽  
Vol 2013 ◽  
pp. 1-5 ◽  
Author(s):  
Veronica Papa ◽  
Mauro Vaccarezza
Keyword(s):  
Medical Education ◽  
Gross Anatomy ◽  
Computer Assisted ◽  
Past Century ◽  
Anatomy Education ◽  
Postgraduate Students ◽  
Racial Background ◽  
Teaching Anatomy ◽  
Clinical Problems ◽  
Anatomy Teaching

Anatomy has historically been a cornerstone in medical education regardless of nation, racial background, or medical school system. By learning gross anatomy, medical students get a first “impression” about the structure of the human body which is the basis for understanding pathologic and clinical problems. Although the importance of teaching anatomy to both undergraduate and postgraduate students remains undisputed, there is currently a relevant debate concerning methods of anatomy teaching. In the past century, dissection and lectures were its sole pedagogy worldwide. Recently, the time allocated for anatomy teaching was dramatically reduced to such an extent that some suggest that it has fallen below an adequate standard. Traditional anatomy education based on topographical structural anatomy taught in lectures and gross dissection classes has been replaced by a multiple range of study modules, including problem-based learning, plastic models or computer-assisted learning, and curricula integration. “Does the anatomical theatre still have a place in medical education?” And “what is the problem with anatomic specimens?” We endeavor to answer both of these questions and to contribute to the debate on the current situation in undergraduate and graduate anatomy education.

scholarly journals Post-Mortem Pedagogy: A Brief History of the Practice of Anatomical Dissection

2020 ◽  
Author(s):  
Connor T. A. Brenna ◽  
Keyword(s):  
Medical Education ◽  
Clinical Medicine ◽  
The Body ◽  
Human Anatomy ◽  
Third Century ◽  
Anatomical Dissection ◽  
Anatomical Knowledge ◽  
History Of ◽  
Increasing Demand ◽  
Human Dissection

Anatomical dissection is almost ubiquitous in modern medical education, masking a complex history of its practice. Dissection with the express purpose of understanding human anatomy began more than two millennia ago with Herophilus, but was soon after disavowed in the third century BCE. Historical evidence suggests that this position was based on common beliefs that the body must remain whole after death in order to access the afterlife. Anatomical dissection did not resume for almost 1500 years, and in the interim anatomical knowledge was dominated by (often flawed) reports generated through the comparative dissection of animals. When a growing recognition of the utility of anatomical knowledge in clinical medicine ushered human dissection back into vogue, it recommenced in a limited setting almost exclusively allowing for dissection of the bodies of convicted criminals. Ultimately, the ethical problems that this fostered, as well as the increasing demand from medical education for greater volumes of human dissection, shaped new considerations of the body after death. Presently, body bequeathal programs are a popular way in which individuals offer their bodies to medical education after death, suggesting that the once widespread views of dissection as punishment have largely dissipated.

O Estudo da Morte e dos Cuidados Paliativos: Ausências no Currículo de Medicina./ The Study of Death and Palliative Care: Curriculum in the Absence of Medicine.

1970 ◽  
Vol 3 (3) ◽  
pp. 74-86
Author(s):  
Maria das Graças Mota Cruz de Assis Figueiredo ◽  
Rita de Cassia M. T. Stano
Keyword(s):  
Palliative Care ◽  
Medical Education ◽  
Professional Practice ◽  
Medical Schools ◽  
The Body ◽  
The Family ◽  
Current Scenario ◽  
History Of ◽  
Education In Brazil ◽  
De Medicina

O presente artigo acompanha a história da formação médica no Brasil e levanta algumas das origens do cenário atual da prática da medicina no país, considerada como bastante resolutiva na busca da cura do corpo, mas despreparada para a abordagem do sofrimento global que acompanha o processo de adoecimento e da morte. As autoras enfatizam a necessidade de reavaliação crítica dos currículos das escolas de formação médica, buscando-se aliar à excelência técnica da prática profissional, valores como o cuidado integral ao doente por detrás da doença, e a atenção às necessidades deste e da família quando se avizinha a morte. Com base na sua experiência no ensino da Disciplina de Tanatologia e Cuidados Paliativos em duas Faculdades de Medicina, o artigo aponta como um dos caminhos para a construção de uma nova base curricular, mais responsivo à necessidade de profissionais e doentes, o ensino desta Disciplina nas diversas escolas médicas do país.  Palavras-chave: Tanatologia, Cuidados Paliativos, Currículo.       ABSTRACT This article outlines the history of medical education in Brazil and raises some of the origins of the current scenario of medical practice in the country, considered as quite resolute in the pursuit of healing the body, but unprepared for addressing global suffering that accompanies the process of illness and death. The author emphasizes the need for critical reappraisal of curricula of medical education, seeking to combine technical excellence in professional practice, values ​​as comprehensive care for the patient behind the disease, and attention to the needs of the family and when approaching death. Based on his experience in teaching discipline Thanatology and Palliative Care in two medical schools, the article points out how one of the ways to build a new base curriculum more responsive to the needs of professionals and patients, the teaching of this discipline in several medical schools in the country.  Keywords: Thanatology, Palliative Care, Curriculum.   

scholarly journals Bastidores da anatomia: da história à essência humana

2020 ◽  
Vol 4 (2) ◽  
pp. 114
Author(s):  
Isabela Pereira Almeida ◽  
Andressa Karoline Da silva Malheiro ◽  
Zara Dantas Oliveira
Keyword(s):  
Middle Ages ◽  
Human Body ◽  
The Body ◽  
Human Anatomy ◽  
Present Moment ◽  
The Arts ◽  
History Of ◽  
History Of Anatomy ◽  
Human Care ◽  
The Grotesque

INTRODUCTION: The history of Anatomy, its artistic representation and the history of the human body, with its taboos, have come a long way until the present moment. The objective of this work is to understand the historical points of this area of knowledge, as well as the subjectivity involved, correlating it with Literature and the Arts. DEVELOPMENT: The production of anatomical knowledge begins in prehistory; it is watertight in the Middle Ages; gains momentum in Oriental Medicine and reaches its peak in spectacles of public dissections. Anatomy is established as a form of entertainment through the regulation of public dissections, leading to the trivialization of death, the appreciation of the grotesque, the scarcity of corpses and the fear of misappropriation of bodies. As anatomy has grown as an area of knowledge, it has created the basis for health sciences and human care. It has emerged over time that the study of anatomical pieces requires essential principles - sensitivity, ethics and respect - and allows us to reflect on the transposition of the boundaries between the beautiful versus the grotesque; the pleasant versus the disgusting. It also allows reflection on the trivialization, commercialization and eroticization of the body, as well as on the limits of science. CONCLUSION: Human anatomy, in its multiple aspects, has come a long way and constitutes a precious source of knowledge, however, it is faced with enticement by the most different interests. It is necessary to rescue the beauty of the human body, which is an inseparable part of the being that inhabits / dwelt there in order to resignify its human essence.

Confronting the Cadaver

Janus Head ◽  
2011 ◽  
Vol 12 (2) ◽  
pp. 131-140
Author(s):  
Brent Dean Robbins ◽  
Keyword(s):  
Medical Education ◽  
Lived Experience ◽  
Medical Model ◽  
Gross Anatomy ◽  
Modern Medicine ◽  
Cadaver Dissection ◽  
Mechanical Process ◽  
Death Denial ◽  
History Of ◽  
Concrete Event

Through a cultural hermeneutic interpretation of the cadaver in the history of modern medicine, this study will argue that at least some medical interpretations of embodiment serve as a form of death denial. This analysis will draw on four major sources of evidence to support this contention: (a) the history of cadaver dissection in Western medicine, (b) diary entries by medical students taking a course in gross anatomy, (c) responses to a 2005 panel on cadaver dissection held at Daemen College, and (d) interviews with Guenther von Hagens, the creator of the “BodyWorlds” exhibit, which features plastinated corpses for the purpose of “edutainment.” In each of these cases, the data suggest that medical education works implicitly to manage death anxiety through a set of defenses which conceal the nothingness of death. Namely, by making death into a concrete event, preserved for example in the form of the cadaver or plastinated corpses, and by speaking rhetorically about death as a mechanical process, the medical model of death conceals the existential terror that comes with the lived experience of death as the termination of existence.

Advances in Anatomical and Medical Visualisation

2016 ◽  
pp. 244-264 ◽  
Author(s):  
Paul Michael Rea
Keyword(s):  
Medical Education ◽  
Teaching Practice ◽  
Digital Technologies ◽  
Digital Age ◽  
Human Anatomy ◽  
Traditional Teaching ◽  
Teaching Methodologies ◽  
History Of ◽  
History Of Anatomy ◽  
The Subject

Advances in digital technologies are rapidly progressing, and as such, those involved in education at all levels have to adapt our educational methodologies to ensure effective and validated pedagogical methods in our teaching practice. One such area rapidly progressing is that of anatomical and medical visualisation. With such a rich and prestigious history, the subject of anatomy is at the forefront of these advances. This chapter highlights the history of anatomy in medical education, and clearly illustrates the key changes that are paramount to our digital natives learning today. With the advent of a new MSc in Medical Visualisation and Human Anatomy which bridges the gap between traditional and modern techniques in anatomical education, this chapter clearly illustrates how to amalgamate traditional teaching methodologies with those of the digital age. It will also highlight key areas to enhance employability of students entering employment in an ever-changing market.

Animating the Anatomical Specimen: Regional Dissection and the Incorporation of Photography in J.C.B. Grant’s An Atlas of Anatomy

2012 ◽  
Vol 18 (1) ◽  
pp. 120-150 ◽  
Author(s):  
Kim Sawchuk
Keyword(s):  
Medical Training ◽  
Gross Anatomy ◽  
The Body ◽  
New Techniques ◽  
Line Drawings ◽  
University Of Toronto ◽  
Anatomical Specimen ◽  
Modes Of Representation ◽  
History Of ◽  
The University

In 1943 Dr J.C.B. Grant, of the University of Toronto, published the first anatomical atlas ever fully produced in North America, An Atlas of Anatomy. Within the history of biomedical teaching, the publication of this textbook is remarkable for at least two reasons, both connected to the themes of animation and automation. The visual narrative of the anatomical body found in Grant’s Atlas encapsulated a paradigmatic shift in gross anatomy from a systemic approach (dividing the body into its systems) to a regional anatomy (dividing the body into areas containing interlocking systems). The contextually contingent reasons for this shift in medical training are represented in the production of this textbook. What is crucial is that anatomy is thus conceived as directly applicable to surgical practice, which intervenes on the bodies of the living, rather than the dead. The second important dimension of Grant’s Atlas was his rigorous, yet invisible, incorporation of photography into the practice of medical illustration. Grant’s Atlas systematically deployed hand-drawn tracings of photographic images in the production of his bestselling textbook to affirm an indexical connection to a ‘real body’. At the same time, this use of photography is erased within the visuals, which rely instead on hand-drawn illustrations (line-drawings and carbon-dusting) to produce this particular pedagogy of the anatomical body. The production of ‘textbook anatomy’ is thus articulated to changes in technical modes of representation (photography) and to the new techniques in print-technologies from the late 19th until the mid 20th century.

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