First Half of the Nineteenth Century
Arturo Castiglioni in A History of Medicine, 2019
Medical supremacy passed to the French in the first part of the nineteenth century, later to rest with the Germans, at the time of the political and industrial ascendency of Germany. The progress of science in the early nineteenth century reveals numerous and determining factors — a circumstance that makes the history of the epoch unusually interesting and yet difficult to follow. The modern study of anatomy, begun with the epoch-making work of Vesalius, had continued through the eighteenth century to be limited to the gross anatomy of organs, muscles, and bones in their visible form. A leader in American anatomy was Caspar wistar, Professor of Anatomy at Pennsylvania, highly reputed teacher, and writer of the first American textbook on the subject. A further developmental factor was the progress in anatomy and pathology, which explains the supremacy of the French school.
Educational Role of Pathology
Jeremy R. Jass in Understanding Pathology, 2020
Generally speaking, anatomical pathologists (regardless of whether they are employed by universities, hospital authorities or private companies, or are self-employed) represent a subspecialty group within the medical profession. The term profession implies an organisation which offers a service that is founded on a body of knowledge, skills, attitudes and ethical codes that has developed over many years, indeed centuries. Human pathology is relatively meaningless as an isolated discipline. Histology, gross anatomy, genetics, embryology, molecular biology, microbiology, physiology and biochemistry are prerequisites for an understanding of disordered structure and function. Anatomical pathology is an intensely visual discipline and as such its teaching is visually based. The needs of the medical student have rarely been defined, and most medical students report that their medical education did not prepare them for life on the wards.
About the Book
Rui Diogo, Drew M. Noden, Christopher M. Smith, Julia Molnar, Julia C. Boughner, Claudia Barrocas, Joana Bruno in Understanding Human Anatomy and Pathology, 2018
Anatomy is the oldest formal discipline in medicine, and this book builds upon the exceptional contributions made by outstanding scholars. Among them, we want to pay special tribute to some of the most accurate and most frequently used atlases and dissector manuals for human gross anatomy: Netter’s Atlas of Human Anatomy (6th edition, 2014), Gray’s Atlas of Anatomy (2nd edition, 2014), Grant’s Atlas of Anatomy (13th edition, 2012), and Grant’s Dissector (15th edition, 2015). We are particularly grateful to the authors of these books, and their predecessors, for their remarkable and crucial contribution to the learning and teaching of human gross anatomy. The present book is a way for us to acknowledge our deep gratitude for the amazing work done by these authors and by the authors of similar atlases and textbooks.
Body painting to promote self-active learning of hand anatomy for preclinical medical students
Published in Medical Education Online, 2016
Pitchanee Jariyapong, Chuchard Punsawad, Suchirat Bunratsami, Paranyu Kongthong
BackgroundThe purpose of this study was to use the body painting method to teach hand anatomy to a group of preclinical medical students. MethodsStudents reviewed hand anatomy using the traditional method and body painting exercise. Feedback and retention of the anatomy-related information were examined by a questionnaire and multiple-choice questions, respectively, immediately and 1 month after the painting exercise. ResultsStudents agreed that the exercise was advantageous and helped facilitate self-active learning after in-class anatomy lessons. While there was no significant difference in knowledge retention between the control and experimental groups, the students appreciated the exercise in which they applied body paint to the human body to learn anatomy. ConclusionThe body painting was an efficient tool for aiding the interactive learning of medical students and increasing the understanding of gross anatomy.
Microscopic anatomy of sensory receptors
Published in Journal of the History of the Neurosciences, 2019
Experiences following stimulation of the senses have been recorded for millennia, and they could be related to the gross anatomy of the sense organs. Examination of their microanatomy was to await the development of achromatic microscopes in the early nineteenth century. Among the microscopic structures that were isolated and described were specialized sensory cells, called receptors, and they could be related to the stimuli that excited them. Those located in well-defined sense organs (like the eyes, ears, nose, and tongue) were named on the basis of their morphology, whereas the receptors in or beneath the surface of the skin were generally named after those who first described them. Illustrations of early representations of sensory receptors are combined with “perceptual portraits” of the microanatomists who described them.
The use of a video interview to enhance gross anatomy students’ understanding of professionalism
Published in Medical Teacher, 2007
Tia R. Kostas, David B. Jones, Terry K. Schiefer, Jeffrey B. Geske, Stephen W. Carmichael, Dr Wojciech Pawlina
There is much room for innovation in teaching medical students professionalism. The goal of this exercise was to enhance first-year Gross Anatomy students’ understanding of professionalism, including the attributes of confidentiality, respectful behavior and humanism in medicine through a video interview with a donor family member. Survey results demonstrated that students generally agreed that the video helped them better understand professionalism in the context of the gross anatomy laboratory and gave them a deeper respect for donors. Most students strongly agreed that future medical students would benefit from viewing this video interview.