Validity and reliability of anatomy examination of organ structure and topography
Ade Gafar Abdullah, Isma Widiaty, Cep Ubad Abdullah in Medical Technology and Environmental Health, 2020
Anatomy is a basic science that is very important for medical students (Nugraha et al. 2019). Anatomy is the science of body structures and the relationships among them (Gerard et al. 2009). Doctors without an education in anatomy are like moles working in the dark (Hegazy & Minhas 2015). Knowledge of the structure of the human body at a macro level and down to the molecular level is the basis for understanding bodily functions and their changes due to disease. Anatomy studies the normal structure of the body starting from the shape, size, and location of body parts and organs and their support of and relationship with surrounding structures. Anatomy is also the basis for knowing physiology and pathology or changes in the structure of the bodily relationships due to disease (Nugraha et al. 2019).
Introduction
Rui Diogo, Drew M. Noden, Christopher M. Smith, Julia Molnar, Julia C. Boughner, Claudia Barrocas, Joana Bruno in Understanding Human Anatomy and Pathology, 2018
The points mentioned above emphasize the importance of a holistic approach to developmental and gross anatomy and pathology. Understanding gross anatomy can inform pathology, and knowledge about pathology, combined with evolutionary and developmental information, can also inform—and thus make easier to understand—human gross anatomy, as we will show in this book. In fact, in the nineteenth century and the beginning of the twentieth century, many physicians and medical researchers were also comparative anatomists and/or evolutionary biologists. Rudolf Virchow (1821–1902) and Etienne Serres (1786–1868) are two particularly elucidatory examples of this tradition. The current gaps between medicine, evolutionary biology/comparative anatomy, and developmental biology appeared only later, particularly with the more gene-centered approach to which many biologists and medical researchers started to subscribe in the second half of the twentieth century. These separations have been breaking down over the last few years as molecular genetics merges evolutionary and developmental processes—(Evo-Devo) and more recently evolutionary medicine and evolutionary developmental anthropology—and blurs the distinction between “normal” and pathological mechanisms.
Body form and function
David Heylings, Stephen Carmichael, Samuel Leinster, Janak Saada, Bari M. Logan, Ralph T. Hutchings in McMinn’s Concise Human Anatomy, 2017
The study of anatomy, from the Greek meaning to cut up, refers to the study of the structure of the body allied to its function as seen with the naked eye (in contrast to various kinds of microscopy). It is often referred to as gross or topographical anatomy - the geography of the body. Traditionally gross anatomy is learned through dissection, the Latin equivalent of the Greek for cutting. Although many current students do not carry out dissection themselves, they are usually able to study through the use of appropriate specimens prepared by their teachers and through the use of textbooks or other visual material. Study therefore tends to give the impression that deep to the skin human anatomy is identical, although our eyes show that everyone, externally at least, is different.
Anatomy education in physiotherapy training: perceptions of Nigerian-based undergraduate physiotherapy students
Published in Physical Therapy Reviews, 2022
Chidiebele Petronilla Ojukwu, Emeka Godson Anyanwu, Chekwube Benjamin Onyebuchi, Chigozie Ikenna Uchenwoke, Adaora Justina Okemuo, Chinelo Jennifer Okafor, Chioma Nneka Ikele
Human anatomy is a domain of knowledge that studies the various structures of the human body and is focused on three main levels, including microanatomy, macro anatomy and developmental anatomy [1]. It is very crucial for enhancing the clinical skills of all medical and health students worldwide and is learned in the forms of gross and functional anatomy, histology and embryology [1–4]. In the coursework of any physical therapy programme, anatomy is regarded as a fundamental subject required to produce a sound physiotherapist with a resultant effective clinical practice [5]. From recent studies [4,6,7], health professionals, especially physical therapists perceived anatomy education as relevant resulting from their beliefs that suitable anatomy knowledge is extremely important for sharpening their clinical skills, thus making them better health practitioners.
The relationship between spatial ability, cerebral blood flow and learning with dynamic images: A transcranial Doppler ultrasonography study
Published in Medical Teacher, 2018
Jay J. Loftus, Michele Jacobsen, Timothy D. Wilson
Anatomical education is a fertile area to investigate the impact of technology in teaching and learning. Anatomy is a critical discipline in essentially all health sciences. Further, anatomy is inherently complex and relies on visual information. As such, one of the presumed affordances of using digital resources for anatomy teaching is the ability to use dynamic images to convey function and spatial relationships between structures (Lowe 2004; Khalil et al. 2005; Trelease 2016). In spite of the presumed affordances, previous research suggests that technological innovations like complex images or animations may preferentially benefit individuals with high spatial ability (Lowe 2004; Meijer and van den Broek 2010). These results highlight the fact that some common and more contemporary tools used within modern teaching environments can hinder learning in a population of learners (Garg et al. 1999). The role visual complexity plays in learning environments is not new, however our ability to probe the physiological subsystems is advancing, and with it, our understanding of mental effort and cognitive load.
The “difficult” cadaver: weight bias in the gross anatomy lab
Published in Medical Education Online, 2020
Adeline L. Goss, Leah Rethy, Rebecca L. Pearl, Horace M. DeLisser
We view weight bias as an issue of medical professionalism, for it poses an obstacle to the ethical care of patients with overweight or obesity. Gross anatomy is an important early site of professionalism education. Cutting into a deceased human body challenges students’ previously held moral beliefs and evokes fears about illness and mortality [24,39]; how they reconcile these existential and moral dilemmas is thought to shape their cognitive and emotional responses to future dilemmas in patient care [28,29,40]. Gross anatomy courses have the potential to teach ethical reasoning and professional virtues [28,41], but the dissection experience may alternatively foster unwanted attitudes and behavior, ranging from depersonalization, to jokes at the donors’ expense or disrespectful handling of dead bodies [26,42,43]. Our results suggest that students’ interactions with larger cadavers and adipose tissue had the potential to tip them in either direction: some students perceived the experience as strengthening a commitment to protect and respect the donor, while other students perceived the experience as fueling negative attitudes toward larger bodies and anxiety about caring for individuals with overweight and obesity.
Related Knowledge Centers
- Comparative Anatomy
- Physiology
- Surface Anatomy
- Embryology
- Phylogenetic Tree
- Gross Anatomy
- Magnetic Resonance Imaging
- Developmental Biology
- Evolutionary Biology
- CT Scan