Relevant bibliographies by topics / Medical Anatomy

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Medical Anatomy'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Medical Anatomy"

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V, Dinesh Kumar, Rajprasath R, and Nim V.K. "SPECIALIZING ANATOMY - DEVELOPING AN INTEGRATED RADIOLOGICAL ANATOMY MODULE FOR THE FIRST YEAR MEDICAL STUDENTS." International Journal of Anatomy and Research 5, no. 3.1 (July 31, 2017): 4106–13. http://dx.doi.org/10.16965/ijar.2017.262.

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Kurniasari, Vina Alexandra, Yunia Hastami, and Siti Munawaroh. "The Effectiveness of Cadavers Compared with Mannequins on Understanding Anatomy of the Nervous System of Medical Students." Ahmad Dahlan Medical Journal 3, no. 1 (May 31, 2022): 1–5. http://dx.doi.org/10.12928/admj.v3i1.6207.

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Anatomy of the nervous system is one of the basic materials of medicine that is quite difficult for students to understand. One method used for learning anatomy is a practicum in the laboratory by using various media, such as cadavers and mannequins. Both of these learning media has advantages and disadvantages of each in helping students to understand anatomy material. This study aims to compare cadavers and mannequins as a medium to assist students' understanding of the anatomy of the nervous system. This research is quasi-experimental research. Sampling using cluster random sampling method amounted to 4 SGD groups of first semester students of Sebelas Maret University medical study program which were then divided into 2 groups for each given material using cadaver and mannequins. Data collection was carried out by pretest and posttest conducted before and after the material was given using cadaver or mannequins. Data analysis using the t-independent test. This study shows that there is no significant difference between the use of cadavers and mannequins in the learning process of the anatomy of the nervous system, with t-independent test values obtained significance values of more than 0.05 (significance = 0.558). We can conclude that cadavers and mannequins are equally effective for use as a tool for learning the anatomy of the nervous system. ABSTRAK Anatomi sistem saraf merupakan salah satu materi dasar kedokteran yang dinilai cukup sulit bagi mahasiswa untuk dipahami. Salah satu metode pembelajaran anatomi, yaitu dengan praktikum di laboratorium dengan menggunakan berbagai media seperti, cadaver dan manekin. Kedua media pembelajaran ini masing-masing memiliki kelebihan dan kekurangan dalam membantu proses pemahaman anatomi. Penelitian ini bertujuan untuk membandingkan cadaver dan manekin sebagai media untuk membantu pemahaman anatomi sistem saraf. Penelitian ini merupakan penelitian quasi-eksperimental. Pengambilan sampel menggunakan metode cluster random sampling berjumlah 4 kelompok SGD mahasiswa semester satu program studi kedokteran Universitas Sebelas Maret yang kemudian dibagi menjadi 2 kelompok untuk masing-masing materi diberikan menggunakan cadaver dan manekin. Pengumpulan data dilakukan dengan pretest sebelum pemberian materi dan posttest setelah pemberian materi, baik menggunakan cadaver maupun manekin. Analisis data menggunakan uji t-independen. Hasil penelitian ini menunjukkan bahwa tidak ada perbedaan yang signifikan antara penggunaan cadaver atau manekin dalam pembelajaran anatomi sistem saraf, dengan hasil signifikasi pada uji t-independen didapatkan lebih dari 0.05 (signifikasi = 0.558). Dapat kami simpulkan bahwa cadaver dan manekin sama efektifnya untuk digunakan sebagai media pembelajaran anatomi sistem saraf.
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Papa, Veronica, and Mauro Vaccarezza. "Teaching Anatomy in the XXI Century: New Aspects and Pitfalls." Scientific World Journal 2013 (2013): 1–5. http://dx.doi.org/10.1155/2013/310348.

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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.
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Munawaroh, Siti, Farhah Millata Hanifa, Nanang Wiyono, Yunia Hastami, Nur Dewi Kartikasari, and Bulan Kakanita Hermasari. "DELPHI TECHNIQUE: CONSENSUS OF ANATOMY CIRCULATORY SYSTEM CORE SYLLABUS FOR MEDICAL STUDENT." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 7, no. 2 (July 30, 2018): 107. http://dx.doi.org/10.22146/jpki.39101.

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Background: Anatomy is a very important basic science in medical education. However, the advance of science and technology affected medical curriculum. One of the changes is the decreased time available for anatomy learning. Therefore, an anatomy lecturer needs to sort and choose from many existing anatomical materials to adjust with time allocation. The purpose of this study is to gain consensus on what minimum anatomical knowledge is for a physician candidate in order to practice safely. Method: This study was design in qualitative approach with two round Delphi Technique. Using purposive sampling method, the subjects of the study were 20 general-physicians in Indonesia. The questionnare was arranged based on anatomy text book and the research about anatomic core syllabus. The firts Delphi aimed to select the anatomical course material and additional course material. The second Delphi round intended to provide level range from 1-4. The consensus level established by researcher at 60% point.Results: There is not any additional topics in the first Delphi round. So the number of first and second round topics is 270 topics. The Delphi second round agree that anatomic core syllabus of circulation system is 110 of 270 topics. There are 30 topics of cor, 3 topics of pericardium, 10 topics of mediastinum, 37 topics of artery, 9 topics of vena, 9 topics of lymphathic system, 4 topics of postnatal circulation, 5 topics of prenatal circulation, and 3 topics of portal hepatic system.Conclusion: The anatomy core syllabus consists of 110 of the 270 anatomical circulatory system topics.
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Cicerchia, Gaia, Kimberly Lumpkins, and Adam C. Puche. "Assessment of Anatomy Education Teaching Modalities before and during COVID-19 in US Medical Schools." Education Research International 2023 (January 7, 2023): 1–7. http://dx.doi.org/10.1155/2023/2108105.

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Medical schools in the United States, as well as across the world, have undergone curriculum reform in the delivery of anatomy courses, which recently required social distancing during the COVID-19 pandemic. The aim of this study was to compare total teaching time across three major types of anatomy curricular formats in preclerkship and clerkship phases of US medical education, and quantitatively describe which tools/teaching modalities are used within different curricula structures across preclinical and clinical anatomy courses as well as evaluate the relative percent of the curricular time their use comprised prior to and during the pandemic. An optional survey instrument (with skip patterns), developed using Qualtrics Software and approved by the author’s home Institutional Review Board, was sent to anatomy course directors at 152 allopathic medical schools, from all four geographic and size categories delineated by the Association of American Medical Colleges. Data were analyzed using Qualtrics XM Stats iQ software. Thirty allopathic US medical institutions were represented in this survey, among which there existed an even distribution across the three integration formats with the majority of instruction occurring in the first-year curriculum. Total anatomy teaching time varied widely, but cadaveric dissection and lectures were the predominant teaching modalities, even during the pandemic. Traditional dissection comprised the majority of contact time compared to alternative modalities, but less than half of respondents currently incorporate new modalities. Approximately half of the schools changed to an all-virtual format for 2020–2021. Among those that were fully virtual, time using 3D anatomy significantly increased. Our results demonstrate that traditional anatomic educational practices remain the mainstay of medical education. Surprisingly, total contact hours in anatomic education varied widely, but there were striking similarities in the use of traditional tools.
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Patil, Krishna S. "Netter's Moving Anatome: An interactive guide to musculoskeletal anatomy, 1st Ed." Journal of Anatomical Sciences 31, no. 1 (June 2, 2023): 61–64. http://dx.doi.org/10.46351/jas.v31i1pp61-64.

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"Netter's Moving AnatoME, 1st Edition" is a groundbreaking addition to the realm of medical anatomy education. Departing from traditional static textbooks, this innovative resource employs animation, interactivity, and 3D technology to bring anatomy to life. This extensive review assesses the book's educational value, chapter by chapter, offering insights into the quality of both text and dynamic images.
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Saberski, Ean R., Sean B. Orenstein, Dale Matheson, and Yuri W. Novitsky. "Real-time Cadaveric Laparoscopy and Laparoscopic Video Demonstrations in Gross Anatomy: An Observation of Impact on Learning and Career Choice." American Surgeon 81, no. 1 (January 2015): 96–100. http://dx.doi.org/10.1177/000313481508100137.

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Medical curricula are continually evolving and increasing clinical relevance. Gross anatomy educators have tested innovations to improve the clinical potency of anatomic dissection and found that clinical correlations are an effective method to accomplish this goal. Recently, surgical educators defined a role for laparoscopy in teaching anatomy. We aimed to expand this role by using surgical educators to create clinical correlates between gross anatomy and clinical surgery. We held supplements to traditional anatomy open dissection for medical students, including viewing prerecorded operative footage and live laparoscopic dissection performed on cadavers. The main outcome measures were assessed through pre- and postsession surveys. Greater than 75 per cent of students found the demonstrations highly valuable, and students perceived a significant increase in their understanding of abdominopelvic anatomy ( P < 0.01). Additionally, 62 per cent of students with previous interest in surgery and 10 per cent of students without previous interest in surgery reported increased interest in pursuing surgical careers. Our demonstrations advance the use of minimally invasive surgical technology to teach gross anatomy. Live laparoscopic demonstrations augment traditional anatomic instruction by reinforcing the clinical relevance of abdominopelvic anatomy. Additionally, laparoscopic demonstrations generate interest in surgery that would otherwise be absent in the preclinical years.
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Silva, V., D. Vilela, F. Gonçalves, and R. Regacini. "First-year medical undergraduate students opinion about the use of radiology in gross anatomy course." Journal of Morphological Sciences 33, no. 02 (April 2016): 055–61. http://dx.doi.org/10.4322/jms.081614.

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Abstract Introduction: Although the importance of anatomy teaching in the undergraduate medical curriculum is incontestable, the lack of knowledge retention and clinical application are the greatest challenges for anatomy teachers. New teaching methodologies are replacing cadaver' dissection in many schools around the world and the usage of radiologic images can become a valuable resource for student's learning the human body structures. The aim of this article was to analyze the perception of first-year undergraduate medical students in the usage of radiology in gross human anatomy course. Materials and methods: One hundred students answered a 30 questions survey using a 5-point Likert scale about the usage of radiologic images in the human anatomy classes. Results: Most subjects have shown desire and the availability to learn human anatomy using images. After the usage of radiologic images there has been an increase on the subjective aspects of the human body such as admiration and respect, an improvement in the correlation of human anatomy with clinical aspects and in the three dimensional perception of the human body anatomic structures. Conclusions: Most of the research participants evaluated the usage of radiologic images as positive and beneicial for the teaching and learning human anatomy as it increases the interest for anatomy and it can favor learning and clinical practice performance. Results shows that according to students' opinion the usage of radiology can be an excellent complement in human anatomy learning and can induce us to think it can prepare and train more competent doctors in diagnostic imaging.
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Qamar, Khadija, Amna Abbas Malik, Faiza Kiran, Wasif Ali Yousaf, Masfah Asif, Laiba Khalid, and Alisha Ali Naqvi. "Perceptions of Medical Students on Anatomy Education Environment in Medical Colleges by Aeemi: A Bi-Centre, Comparative Study." Pakistan Armed Forces Medical Journal 72, SUPPL-4 (December 12, 2022): S845–48. http://dx.doi.org/10.51253/pafmj.v72isuppl-4.9677.

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Objective: The aim of the study was to evaluate the different constructs of the Anatomy learning environment and the perception of medical students regarding the teaching facilities. Study Design: It was a thorough cross-sectional study. Place and Duration of Study: The study was conducted in a public sector and private sector medical college over a period of 6 months from Nov 2021 to Apr 2022. Methodology: It was a descriptive study in which a structured and self-administered questionnaire was distributed after obtaining consent from the subjects. For this study project, the best fit and validated model of The Anatomy Education Environment Measurement Inventory (AEEMI) was selected to evaluate the perception of medical students of educational climates with regard to teaching and learning anatomy. The sample size was 163 and 104 respectively. Data was collected from final year students of two medical colleges; one teaching Anatomy in a traditional manner and other teaching Anatomy via integration so we assumed that the Anatomy learning environment is different in both colleges. Results: The analysis of data revealed that out of 163 students from the traditional curriculum, 75(46.0%) had a positive area about Perceptions of Anatomy Knowledge Relevance and 61(37.4%) had a positive area about Students’ Positive Perceptions of Anatomy Teachers. Moreover, 104 students from integrated curriculum (63.8%) had a positive area about Students Negative Perceptions of Anatomy Teachers and 36(22.1%) had a positive area about Students’ Perception of Anatomy Subject Mastery. In addition, 48(29.4%) out of 163 had positive areas about Students’ Perception of Anatomy Learning Resources. Students learning Anatomy via integration had positive perceptions in all five domains of inventory. Conclusions: The data reveals that out of 163 students, 56(34.22%) had a positive perception of the constructs of the anatomy learning environment. Total 67(61%) students who were studying Anatomy via integration had positive perceptions about their Anatomy teachers, whereas 80(49%) students of traditional curriculum were of the view that Anatomy educators need to improve their teaching methodologies. Nearly 55(50%) students of integrated curriculum were satisfied that they have mastered the subject and 63(57%) were happy about novel and updated learning resources.
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Sinha, DN. "Anatomy teaching in medical education." National Journal of Clinical Anatomy 10, no. 2 (2021): 103. http://dx.doi.org/10.4103/njca.njca_10_21.

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Dissertations / Theses on the topic "Medical Anatomy"

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Kozinetz, Claudia A. "Anatomy of the Medical Literature." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1499.

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Finn, Gabrielle Maria. "Anatomy and professionalism in an undergraduate medical curriculum." Thesis, Durham University, 2010. http://etheses.dur.ac.uk/539/.

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Name: Gabrielle Maria Finn Title of thesis: Anatomy and professionalism in an undergraduate medical curriculum Higher degree for which submitted: Doctor of Philosophy (PhD) Year of submission: 2010 This thesis describes two themes within the undergraduate medical curriculum; innovations in anatomy teaching, and the assessment of professionalism. Methodologies from both the quantitative and qualitative paradigms were utilised. The main findings were: 1) The Virtual Human Dissector™ (VHD) was shown to be equally as effective as cadaveric prosections as a tool for learning cross-sectional anatomy. 2) Body painting was demonstrated as being a highly motivating and engaging exercise for students. Students reported that the bold colours and kinaesthetic nature of body painting promotes retention of knowledge and informed their approach to future patients when painting was coupled with simultaneous peer-physical examination (PPE). 3) Contextual learning and simulation were shown to directly impact upon retention of knowledge through the use of clothing in anatomy education. This highlighted how when implementing simulation small and seemingly trivial details, such as clothing, are important. 4) The Conscientiousness Index (CI) has been demonstrated as an objective and scalar measure of one element of professionalism, conscientiousness. The CI identified students at the positive and negative end of the behavioural spectrum, and this correlated with peer and staff judgements on the professionalism exhibited by students at these extremes of behaviour. 5) Students were able to accurately assess the conscientiousness of their peers, however were unable to self-assess conscientiousness. The reliability of such peer assessments was improved when peers assessed only those in their tutor groups, with whom they had the majority of academic contact, compared to when assessing the entire cohort. This demonstrated the importance of assessor familiarity in assessments. 6) Critical incident reporting, of extremes in professionalism, was shown to promote reflection in students. Critical incident reports, as with the Conscientiousness Index, offers faculty a tool by which outlying students can be identified. 7) Students were unclear about the constituent elements of professionalism and the contexts in which professionalism was relevant. Three contexts were identified; the clinical, the academic (University), and the virtual (online) context. The impact of professionalism assessments and the scrutiny on students has led students to struggle with identity negotiation. This was with respect to their personal and professional identities and the expectations of different stake holders, such as faculty, the media and prospective patients.
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McInnis, Meredith. "Dissecting the erotic : art and sexuality in mid-Victorian medical anatomy." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/930.

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In the mid-nineteenth century, anatomical illustration in England underwent a crisis of representation. Moral authorities were growing increasingly concerned with the proliferation of images of the naked body and the effects they might have on public “decency.” The anatomical profession was sensitive to this hostile climate to nude representations. In the years immediately preceding the Obscene Publications Act of 1857 that defined the category of “pornography,” anatomical illustration was being purged of sexual connotations as part of an attempt to consolidate medicine as a respectable “profession.” In the eyes of this new professional body, there was no space for sexual associations in anatomical texts. Artistic medical anatomy’s rejection was driven by its links to problematic erotic traditions. Specifically, anatomy’s proximity to pseudo-medical pornography, the same-sex eroticism of the Hellenic tradition, and the problem of the male and female nude in “high art” were at issue. In representing the naked body artistically, anatomists brought their illustrations into dangerous proximity with these traditions. By systematically putting the work of one Victorian anatomist, Joseph Maclise, into dialogue with these erotic traditions, it becomes clear that medicine was not isolated from the broader sexual culture. This study demonstrates that viewing publics and viewing practices are historically specific and are brought into being by the interaction of visual phenomena by emphasizing the fluidity between representational fields of art, medicine and sexuality. The effort to excise the sexual meanings contained in anatomy ultimately led to the emergence of a new diagrammatic style of anatomical drawing that became the orthodox style of medical illustration, and that persists to this day.
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Haubert, Lisa Marie. "Surgical Clinical Correlates in Anatomy: Implementation of a First-Year Medical School Program." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253374287.

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Otto, Karl 1972. "3-dimensional anatomy-based verification in stereotactic radiosurgery." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=27895.

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An on-line beam to target portal verification technique has been developed for stereotactic radiosurgery. Conventional radiosurgery employs a stereotactic frame in order to obtain sufficient spatial accuracy in dose delivery. Frame based verification methods attempt to ensure accurate target positioning with respect to the frame but they do not account for possible movement of the frame with respect to the anatomy and isocenter. We account for this possibility by superimposing digitally reconstructed radiographs (DRRs) over orthogonal edge detected digital portal image pairs. By developing a process for interactively manipulating the CT-data in three dimensions (rotations and translations) new DRRs are generated and overlaid with orthogonal portal images. This method is able to account for ambiguities in matching due to rotations and translations outside the imaging plane because of the availability of DRRs at any possible orientation. This matching procedure is performed using only the anatomy and is used in tandem with a fiducial marker array attached to the stereotactic frame. The method is evaluated using portal images simulated from patient CT-data and then tested using a radiographic head phantom. Results show that repositioning precision of the system is at the level required by stereotactic radiosurgery.
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Foland, Jed Rivera. "The body through the lens : anatomy and medical microscopy during the enlightenment." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:3a82a1a2-15fd-458e-a566-6d52ed59d8b7.

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This thesis examines the role of microscope technology in informing medical and anatomical knowledge during the Enlightenment. Past historians have claimed that microscopy generally stagnated until the popularisation of achromatic microscopes and cell theory in the middle of the nineteenth century. As evidence for this decline, historians have pointed to the poor quality and slow development of microscope designs until the popularisation of achromatic microscopes in the 1820s. In contrast, this thesis highlights the role of specific Enlightenment-era microscopes in answering medical and anatomical questions. It suggests that medical microscopy was far more advanced than previous scholarship has ascertained. Thus far, instrument historians have focused more attention on competing instrument makers as opposed to rival instrument users. This thesis presents several case studies which explore both makers and users. These concern the histories of Enlightenment-era epidemiology, reproduction theory, anatomy, and physiology as well as the different types of microscopes which influenced these fields. In terms of methodology, this thesis neither follows nor casts doubt on any particular theory of historical development; rather, it attempts to shed further light on available primary sources and their contexts. Presenting key case studies illustrates the difficulties that early microscope users faced in acquiring and publishing new observations. To explore the practice of early microscopy further, this thesis presents re-enactments of these case studies using Enlightenment-era microscopes and modern tissue samples. Thus, this thesis is a call to broaden the scope of primary sources available to historians of science and medicine to include instruments and re-enactments. This thesis finds that technological advances did not correlate to microscopical discovery in medicine or anatomy. Both simple and complex microscope designs aided anatomical and medical research. Broader advances in anatomy, physiology, and medical etiology dictated the utility of medical microscopy. Although various groups, such as the French clinicians, saw little need for microscopy towards the end of the eighteenth century, microscope-based evidence continued to play a diagnostic role among lesser-known practitioners despite its lack of visibility in medical literature.
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Falah, Jannat Faiez M. "The characterisation of a virtual reality medical training system for anatomy education." Thesis, Glasgow Caledonian University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.636813.

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The field of medical education is an ever evolving area constantly enriched by newly discovered information and changing facts provided by active research in all areas of medicine. The recent years have witnessed the introduction of a number of promising technologies and applications to medical education to meet this demand. Virtual Reality (VR) applications are considered one of the evolving methods that have contributed to enhancing medical education. This Thesis utilises Virtual Reality to provide a solution to improve the delivery of the subject of anatomy to medical students, and facilitate the teaching process by providing a useful aid to lecturers, whilst proving the effectiveness of this new technology in this particular area. An intensive investigation into the current anatomy teaching system in the Faculty of Medicine in the University of Jordan was carried out and the challenges this system faces were characterised. The lecturers and students needs and requirements were identified, and measured against the perceived training system adapting the SERVQUAL instrument, and limitations associated with current teaching modalities were defined. In order to overcome these limitations and enhance the anatomy education process, a novel system was developed utilising VR technology. This system offers a real-time 3D representation of the heart in an interactive VR environment that provides self-directed learning and assessment tools through a variety of interfaces and functionalities. The effectiveness of VR technology and the usefulness of the developed system in improving the understanding of the anatomical structures were proven through a randomised controlled study. In order to assure future utilisation of the system by teaching staff and students in the Faculty of Medicine, further evaluation was conducted adapting the Technology Acceptance Model. This confirmed the end users' acceptance of the system as a teaching and learning aid, and their intention to incorporate it into the anatomy education process in the future.
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au, c. farag@optusnet com, and Christine Victoria Farag. "The anatomy of two medical archetypes : a socio-historical study of Australian doctors and their rival medical systems." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20080625.134351.

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In this thesis it is argued that the migration of ideas and personnel from Britain to colonial Australia resulted in the reproduction of two distinctive medical archetypes, namely, the soldier/saviour and the generalist (family) physician and surgeon. These have been both conceptualised as” ideal type” carriers or expediters of two rival forms of medical professionalism. They each emerged in the ‘modern’ era as institutional products of distinctive educational processes and work practices available for doctors in 19th and 20th century Britain and Australia. While Freidson (1988) asserts one of the problems of dealing with studies of professionalism is that researchers have failed to clearly define work patterns, he could be seen as being close to Foucault (1973) whose emphasis was on the different social spaces in which practitioners worked. I show firstly that the career of the ‘imperial’ army medical officer was revived in the 19th century so that in colonial contexts they could alternate between military and civilian servicing, especially as administrators and managers in public office. The soldier/saviour was also associated with the 19th century revival of Masonic and quasi-Masonic military and religious orders, consecrated by royal sovereigns and exported to Australia. In contrast, the Scottish pedagogues and other generalist doctors coming to Australia from Britain were influenced by Edinburgh University’s Medical Faculty’s humanist traditions and design of the “modern” medical curriculum producing the generalist physician and surgeon who met community needs. Within wider imperial social relations, these generalist doctors were looked upon as ‘dissenting’ or counter-hegemonic. The aim of this thesis is to examine these archetypes in terms of their characteristics of rationalisation to analyse and understand their professional differences historically as well as in the contemporary period. The significance is that one does not often come across studies which specifically look at doctors within the same society in such terms. Furthermore, by locating them within wider hegemonic and counter-hegemonic social relations, links between ideas about medical professionalism and issues of human rights become evident. This follows the World Health Organization’s directives to treat health or medical issues and human rights as a cross-cutting research activity. To my knowledge, no study has been undertaken in Australia of the background and impact of these different traditions.
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Farag, Christine Victoria. "The anatomy of two medical archetypes: a socio-historical study of Australian doctors and their rival medical systems." Thesis, Farag, Christine Victoria (2007) The anatomy of two medical archetypes: a socio-historical study of Australian doctors and their rival medical systems. PhD thesis, Murdoch University, 2007. https://researchrepository.murdoch.edu.au/id/eprint/48/.

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In this thesis it is argued that the migration of ideas and personnel from Britain to colonial Australia resulted in the reproduction of two distinctive medical archetypes, namely, the soldier/saviour and the generalist (family) physician and surgeon. These have been both conceptualised as ideal type carriers or expediters of two rival forms of medical professionalism. They each emerged in the modern era as institutional products of distinctive educational processes and work practices available for doctors in 19th and 20th century Britain and Australia. While Freidson (1988) asserts one of the problems of dealing with studies of professionalism is that researchers have failed to clearly define work patterns, he could be seen as being close to Foucault (1973) whose emphasis was on the different social spaces in which practitioners worked. I show firstly that the career of the imperial army medical officer was revived in the 19th century so that in colonial contexts they could alternate between military and civilian servicing, especially as administrators and managers in public office. The soldier/saviour was also associated with the 19th century revival of Masonic and quasi-Masonic military and religious orders, consecrated by royal sovereigns and exported to Australia. In contrast, the Scottish pedagogues and other generalist doctors coming to Australia from Britain were influenced by Edinburgh University's Medical Faculty's humanist traditions and design of the modern medical curriculum producing the generalist physician and surgeon who met community needs. Within wider imperial social relations, these generalist doctors were looked upon as dissenting or counter-hegemonic. The aim of this thesis is to examine these archetypes in terms of their characteristics of rationalisation to analyse and understand their professional differences historically as well as in the contemporary period. The significance is that one does not often come across studies which specifically look at doctors within the same society in such terms. Furthermore, by locating them within wider hegemonic and counter-hegemonic social relations, links between ideas about medical professionalism and issues of human rights become evident. This follows the World Health Organization's directives to treat health or medical issues and human rights as a cross-cutting research activity. To my knowledge, no study has been undertaken in Australia of the background and impact of these different traditions.
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Farag, Christine Victoria. "The anatomy of two medical archetypes : a socio-historical study of Australian doctors and their rival medical systems /." Farag, Christine Victoria (2007) The anatomy of two medical archetypes: a socio-historical study of Australian doctors and their rival medical systems. PhD thesis, Murdoch University, 2007. http://researchrepository.murdoch.edu.au/48/.

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In this thesis it is argued that the migration of ideas and personnel from Britain to colonial Australia resulted in the reproduction of two distinctive medical archetypes, namely, the soldier/saviour and the generalist (family) physician and surgeon. These have been both conceptualised as ideal type carriers or expediters of two rival forms of medical professionalism. They each emerged in the modern era as institutional products of distinctive educational processes and work practices available for doctors in 19th and 20th century Britain and Australia. While Freidson (1988) asserts one of the problems of dealing with studies of professionalism is that researchers have failed to clearly define work patterns, he could be seen as being close to Foucault (1973) whose emphasis was on the different social spaces in which practitioners worked. I show firstly that the career of the imperial army medical officer was revived in the 19th century so that in colonial contexts they could alternate between military and civilian servicing, especially as administrators and managers in public office. The soldier/saviour was also associated with the 19th century revival of Masonic and quasi-Masonic military and religious orders, consecrated by royal sovereigns and exported to Australia. In contrast, the Scottish pedagogues and other generalist doctors coming to Australia from Britain were influenced by Edinburgh University's Medical Faculty's humanist traditions and design of the modern medical curriculum producing the generalist physician and surgeon who met community needs. Within wider imperial social relations, these generalist doctors were looked upon as dissenting or counter-hegemonic. The aim of this thesis is to examine these archetypes in terms of their characteristics of rationalisation to analyse and understand their professional differences historically as well as in the contemporary period. The significance is that one does not often come across studies which specifically look at doctors within the same society in such terms. Furthermore, by locating them within wider hegemonic and counter-hegemonic social relations, links between ideas about medical professionalism and issues of human rights become evident. This follows the World Health Organization's directives to treat health or medical issues and human rights as a cross-cutting research activity. To my knowledge, no study has been undertaken in Australia of the background and impact of these different traditions.
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Books on the topic "Medical Anatomy"

1

Snell, Richard S. Clinical anatomy for medical students. 6th ed. Boston: Little, Brown, 2000.

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Snell, Richard S. Clinical anatomy for medical students. 3rd ed. Boston: Little, Brown, 1986.

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McQuade, J. Stanley. Anatomy & medical records. [Harrisburg, Pa.] (104 South St., P.O. Box 1027, Harrisburg 17108-1027): Pennsylvania Bar Institute, 1990.

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Moore, Keith L. Clinically oriented anatomy. 6th ed. Philadelphia: Wolters Kluwer/Lippincott Williams & Wilkins, 2010.

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Moore, Keith L. Clinically oriented anatomy. 5th ed. Baltimore: Williams & Wilkins, 2006.

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Moore, Keith L. Clinically oriented anatomy. 3rd ed. Baltimore: Williams & Wilkins, 1992.

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Moore, Keith L. Clinically oriented anatomy. 6th ed. Philadelphia: Wolters Kluwer/Lippincott Williams & Wilkins, 2010.

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F, Dalley Arthur, and Agur A. M. R, eds. Clinically oriented anatomy. 5th ed. Philadelphia: Lippincott Williams & Wilkins, 2006.

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F, Dalley Arthur, and Agur A. M. R, eds. Clinically oriented anatomy. 6th ed. Philadelphia: Wolters Kluwer/Lippincott Williams & Wilkins, 2010.

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F, Dalley Arthur, ed. Clinically oriented anatomy. 4th ed. Philadelphia: Lippincott Williams & Wilkins, 1999.

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Book chapters on the topic "Medical Anatomy"

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Patel, Kavita M., and Nancy M. Major. "Compartmental Anatomy." In Medical Radiology, 665–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-77984-1_38.

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Rademakers, F. E., and J. Bogaert. "Cardiac Anatomy." In Medical Radiology, 29–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/978-3-642-60252-8_2.

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Amestoy, William. "Anatomy." In Review of Medical Dosimetry, 683–721. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13626-4_12.

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Mould, Richard F. "Persian Anatomy." In Mould's Medical Anecdotes, 271. New York: Routledge, 2018. http://dx.doi.org/10.1201/9780203746448-174.

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Kadoch, Michael A., and Hans-Christoph R. F. Becker. "CT Cardiac Anatomy." In Contemporary Medical Imaging, 227–34. Totowa, NJ: Humana Press, 2019. http://dx.doi.org/10.1007/978-1-60327-237-7_20.

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Mehta, Sonal, and Randall C. Edgell. "Neurovascular Anatomy." In Neurointervention in the Medical Specialties, 11–30. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1942-0_2.

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Stecco, Carla. "Fascial Anatomy." In Fascia, Function, and Medical Applications, 19–30. First edition. | Boca Raton : CRC Press, 2020.: CRC Press, 2020. http://dx.doi.org/10.1201/9780429203350-2.

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Marreez, Yehia M. A.-H., and Luuk N. A. Willems. "The Use of Medical School Museums in Teaching “Anatomy” Within an Integrated Medical Curriculum." In Teaching Anatomy, 267–75. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08930-0_30.

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Deutsch, Tibor, Ewart Carson, and Endre Ludwig. "Anatomy of Medical Knowledge." In Dealing with Medical Knowledge, 83–118. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4757-9951-4_5.

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Naicker, Jade. "Medical Illustration in Anatomy." In Graphic Medicine, Humanizing Healthcare and Novel Approaches in Anatomical Education, 63–83. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-39035-7_4.

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Conference papers on the topic "Medical Anatomy"

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Kose, Ursula, Kees P. Visser, Cathy L. Tryon, and Marcel Breeuwer. "Comprehensive combined visualization of anatomy and hemodynamics." In Medical Imaging, edited by Robert L. Galloway, Jr. and Kevin R. Cleary. SPIE, 2005. http://dx.doi.org/10.1117/12.593585.

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Tizhoosh, H. R., and A. A. Othman. "Anatomy-aware measurement of segmentation accuracy." In SPIE Medical Imaging, edited by Martin A. Styner and Elsa D. Angelini. SPIE, 2016. http://dx.doi.org/10.1117/12.2214869.

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Peng, Zhigang, Yiqiang Zhan, Xiang Sean Zhou, and Arun Krishnan. "Robust anatomy detection from CT topograms." In SPIE Medical Imaging, edited by Nico Karssemeijer and Maryellen L. Giger. SPIE, 2009. http://dx.doi.org/10.1117/12.813689.

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Zhao, Liming, Jayaram K. Udupa, Dewey Odhner, Huiqian Wang, Yubing Tong, and Drew A. Torigian. "Automatic anatomy recognition of sparse objects." In SPIE Medical Imaging, edited by Sébastien Ourselin and Martin A. Styner. SPIE, 2015. http://dx.doi.org/10.1117/12.2082567.

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Valentino, D. J., J. C. Mazziotta, and H. K. Huang. "Mapping Brain Function To Brain Anatomy." In Medical Imaging II, edited by Roger H. Schneider and Samuel J. Dwyer III. SPIE, 1988. http://dx.doi.org/10.1117/12.968665.

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Masutani, Yoshitaka. "Medical image understanding and Computational Anatomy." In 2015 IEEE 8th International Workshop on Computational Intelligence and Applications (IWCIA). IEEE, 2015. http://dx.doi.org/10.1109/iwcia.2015.7449449.

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Udupa, Jayaram K., Dewey Odhner, Alexandre X. Falcão, Krzysztof C. Ciesielski, Paulo A. V. Miranda, Monica Matsumoto, George J. Grevera, Babak Saboury, and Drew A. Torigian. "Automatic anatomy recognition via fuzzy object models." In SPIE Medical Imaging, edited by David R. Holmes III and Kenneth H. Wong. SPIE, 2012. http://dx.doi.org/10.1117/12.911580.

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Valentino, D. J., P. D. Cutler, J. C. Mazziotta, H. K. Huang, R. A. Drebin, and C. A. Pelizzari. "Volumetric Display of Brain Function and Brain Anatomy." In 1989 Medical Imaging, edited by Samuel J. Dwyer III, R. Gilbert Jost, and Roger H. Schneider. SPIE, 1989. http://dx.doi.org/10.1117/12.976455.

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Huang, Lidong, Jayaram K. Udupa, Yubing Tong, Dewey Odhner, and Drew A. Torigian. "Automatic anatomy recognition on CT images with pathology." In SPIE Medical Imaging, edited by Georgia D. Tourassi and Samuel G. Armato. SPIE, 2016. http://dx.doi.org/10.1117/12.2216442.

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Wang, Huiqian, Jayaram K. Udupa, Dewey Odhner, Yubing Tong, Liming Zhao, and Drew A. Torigian. "Body-wide anatomy recognition in PET/CT images." In SPIE Medical Imaging, edited by Robert J. Webster and Ziv R. Yaniv. SPIE, 2015. http://dx.doi.org/10.1117/12.2082718.

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Reports on the topic "Medical Anatomy"

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López Núñez, Álvaro José. Anatomía ósea para estudiantes. Ediciones Universidad Cooperativa de Colombia, November 2021. http://dx.doi.org/10.16925/gcgp.34.

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El hueso es un tejido conectivo duro, muy especializado que compone el esqueleto humano, aunque en el recién nacido son blandos y flexibles por su componente principal, los cartílagos. Según el tipo de tejido, se clasifican como compacto y esponjoso; y de acuerdo con su forma se denominan: largos, cortos, planos, irregulares y sesamoideos. Funcionalmente, el esqueleto se divide en axial, ubicado en la línea media del cuerpo humano y Apendicular, localizado por fuera del eje central del cuerpo. Sus funciones destacan el movimiento del cuerpo humano, protección de órganos internos, mantenimiento de la postura, almacén metabólico, sostenimiento del cuerpo humano y productor de células sanguíneas. Con esta guía se pretende que el estudiante del curso sistema músculo esquelético y tegumentario de la Facultad de Medicina identifique y realice la armazón del esqueleto en el laboratorio de morfología y refuerce el estudio anatómico del sistema óseo.
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González Niño, Javier. Enfermería para el cuidado de las heridas, lesiones por presión y ostomías. Ediciones Universidad Cooperativa de Colombia, April 2023. http://dx.doi.org/10.16925/gcgp.93.

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Esta guía para el cuidado de las heridas se presenta como una guía para el estudiante de enfermería que desee adquirir conocimientos y habilidades en el cuidado integral de la piel, las heridas quirúrgicas, las lesiones por presión y las ostomías, con el fin de prevenir complicaciones y estimular su curación. Este documento está constituido por las temáticas de la piel comprendiendo su anatomía, histología y su valoración integral. Por otra parte, se determinan la clasificación de las heridas, las fases de la cicatrización y su valoración; se detallan las lesiones por presión al igual que su clasificación según sus etapas y se describen las ostomías y su clasificación. Por cada temática se describe el procedimiento para su valoración y cuidado respectivo. Finalmente tendrá un plan de cuidados de enfermería, según el tipo de lesión que tenga el usuario, que será una guía para orientar los diagnósticos más pertinentes pero que no debe obviar otros diagnósticos reales en el usuario. Los temas mencionados anteriormente le permitirán conocer más a profundidad los cuidados necesarios para los usuarios neonatales, pediátricos y adultos de manera general con diferentes tipos de lesiones o heridas a nivel hospitalario. También permitirán conocer cuáles son los insumos necesarios para ser más eficiente y eficaz en el momento de proporcionar cuidado. Además, este documento le ayudará a identificar factores de riesgo y tomar acciones correctivas cuando hay deterioro de la integridad cutánea o tisular, garantizando medidas preventivas adecuadas para la persona.
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