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Journal articles on the topic 'Medical Anatomy'

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

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1

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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2

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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3

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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5

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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7

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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9

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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10

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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11

Field, Peter L. "Anatomy for the Medical Clinician." ANZ Journal of Surgery 74, no. 5 (May 2004): 303. http://dx.doi.org/10.1111/j.1445-1433.2004.02871.x.

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12

Mathers, Lawrence H. "Clinical Anatomy for Medical Students." Annals of Plastic Surgery 18, no. 4 (April 1987): 360. http://dx.doi.org/10.1097/00000637-198704000-00018.

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13

Davidson, T. M. "Anatomy of a medical accident." Western Journal of Medicine 172, no. 4 (April 1, 2000): 267–70. http://dx.doi.org/10.1136/ewjm.172.4.267.

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14

Harris, John P. "Anatomy, medical education and surgeons." ANZ Journal of Surgery 84, no. 11 (October 27, 2014): 799. http://dx.doi.org/10.1111/ans.12842.

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15

Pabst, Reinhard. "Anatomy curriculum for medical students." Annals of Anatomy - Anatomischer Anzeiger 191, no. 6 (November 2009): 541–46. http://dx.doi.org/10.1016/j.aanat.2009.08.007.

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16

Dozois, Eric J. "Laparoscopic anatomy for medical students." Anatomical Sciences Education 1, no. 3 (2008): 135. http://dx.doi.org/10.1002/ase.18.

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17

Moses, Hamilton, David H. M. Matheson, Sarah Cairns-Smith, Benjamin P. George, Chase Palisch, and E. Ray Dorsey. "The Anatomy of Medical Research." JAMA 313, no. 2 (January 13, 2015): 174. http://dx.doi.org/10.1001/jama.2014.15939.

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18

Utkurkhodzhaevna, Kattakhodzhaeva Dinara, and Nigmatullaeva Zebiniso Nigmozhnon Kizi. "PEDAGOGICAL TECHNOLOGIES IN TEACHING ANATOMY DURING PREPARATION OF MEDICAL STUDENTS." International Journal of Advance Scientific Research 4, no. 5 (May 1, 2024): 39–43. http://dx.doi.org/10.37547/ijasr-04-05-08.

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The use of modern educational technologies, which ensure the personal development of students by reducing the share of reproductive activity in the educational process, can be considered as a key condition for improving the quality of education, reducing the workload of students, and more efficient use of educational time.
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Kiyasova, E. V. "Kazan anatomic scientific school of V.N. Tonkov and its siberian branches." Kazan medical journal 94, no. 6 (December 15, 2013): 947–54. http://dx.doi.org/10.17816/kmj1825.

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Anatomic scientific school of Tonkov is one of the established scientific and scholar schools in Russian medicine. The school has reached its rise at the period when Vladimir Nikolaevich Tonkov headed the department of anatomy at the Academy of Military Medicine, however, the scientific and life journey of that great anatomist is intimately related to the department of anatomy of the medical faculty at the Emperor’s Kazan University, where V.N. Tonkov was admitted at a hard time for the department. The situation has changed with his arrival. V.N. Tonkov was a talented scientist and scholar. He has founded the basis of a new scientific field in studying vascular system, anthropologic studies, that were traditional for the department, were continued. The certain merit of V.N. Tonkov was the foundation of the study museum at the department. Vladimir Nikolaevich headed the department of anatomy for 10 years (1905-1915). It was in Kazan where the famous anatomic Tonkov’s scientific school, honoured by its followers, alumni of Emperor’s Kazan University, who had grown up within its walls, got an outstanding education and left alma mater as a professor to honor the native university in other cities of Russia. From all of the V.N. Tonkov’s students, only V.A. Popov and K.M. Yakhontov did not leave the Kazan University. Both died in Kazan, being staff members of the department of anatomy. Honored scientific researcher and academician A.D. Speransky, the head of the department of anatomy of Omsk Medical Institute professor B.N. Bazhanov, the head of the department of anatomy of Saratov Medical Institute professor V.I. Bik had started their scientific career as students of V.N. Tonkov. They have always noted that they belong to the Kazan anatomic scientific school headed by Tonkov. K.V. Romodanovsky and I.S. Malinovsky, also students of V.N. Tonkov, have contributed to the development of medical education in the Universities of Siberia. The first head of the department picked out from the Emperor’s Kazan University alumni for its centennial history was the student of V.N. Tonkov, Nikolay Dmitrievich Bushmakin, who later participated in creation of medical faculty in Irkutsk University, and of Khabarovsk Medical Institute.
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SS, Anjali. "Self-Directed Learning in Anatomy." Journal of Human Anatomy 4, no. 1 (January 7, 2020): 1–3. http://dx.doi.org/10.23880/jhua-16000148.

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Exploration of medical science with the advent of technology demands medical doctors with in depth knowledge and skill to face the upcoming challenges promptly. Application of skills needs practice and that requires desire of learning and selfmotivation. Medical teachers get involved in creating self- motivation in the students so that self-directed learning will lead to achievement of learning goals. Proper planning, implementation and desire of learning will make the student able to reach the desired objectives. Self-directed learning is a dynamic way of learning where the cognitive ability of the student develops. Self-directed learning is adapted at many institutes as the student achieves desired objectives on its own. In competency based medical education in India separate 40 hours are allotted to SDL in the subject of Anatomy. Syllabus of anatomy is quite vast and students can be trained in achieving competencies through SDL method which makes the topic easy to understand and remember for long time. SDL is student centric method and their involvement is at higher level. In the review various methods of self-directed learning and their outcomes are discussed.
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21

Mazengenya, Pedzisai, and Rashid Bhikha. "A critique on Avicenna’s (980 – 1037 A.D) studies on anatomy of the upper respiratory system and some otorhinolaryngologic concepts." Bangladesh Journal of Medical Science 16, no. 2 (March 23, 2017): 188–93. http://dx.doi.org/10.3329/bjms.v16i2.29422.

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Background: Avicenna (also known as Ibn Sina) was arguably one of the outstanding medical scientists and physicians of the time. He made significant contributions in the development of various medical fields in the golden age of Islamic medicine (9-12th century AD) and in Europe. Ibn Sina contributed immensely to human anatomy, physiology, pathology and management of most disorders of the human body. Of paramount importance was the systemic description of the anatomy of various organs and surgical interventions associated with the problems. Although neither formal dissection nor surgical training was recorded during his time, the anatomic and surgical information presented in the Canon of Medicine is congruent with modern advancement. The current study was undertaken to compare Avicenna’s anatomy of the ear, nose, oral cavity, throat and larynx to modern anatomical texts.Methods: The current work analysed the anatomy information on the ear, nose, oral cavity, throat and the larynx as presented in volumes one and three of the Canon of Medicine. The information was compared to modern anatomic descriptions.Results: Avicenna described correctly the anatomy and functions of the external and internal ear, nose, oral cavity, parts of the throat and larynx. He described voice production in the larynx and subsequent contributions on the nose, uvula and tongue in shaping the syllables. The functional aspects, disorders and their management associated with the ear and the upper respiratory system were also described.Conclusions: The findings show that Ibn Sina’s contributions had a major influence on the development and advancement of medical practise. His anatomic explanations are comparable to modern knowledge on the subject. They also show that the Canon of Medicine is still a valuable book in the study of the history of medicine.Bangladesh Journal of Medical Science Vol.16(2) 2017 p.188-193
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Weyant, Emily C., and Nakia J. Woodward. "3D Organon VR Anatomy: A Virtual Anatomy Medical Education Tool." Journal of Electronic Resources in Medical Libraries 18, no. 4 (October 2, 2021): 198–203. http://dx.doi.org/10.1080/15424065.2021.2000911.

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23

Kondrashov, Peter, Dalton J. McDaniel, and Rebecca M. Jordan. "Premedical anatomy experience and student performance in medical gross anatomy." Clinical Anatomy 30, no. 3 (March 9, 2017): 303–11. http://dx.doi.org/10.1002/ca.22846.

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Anderson, Hana, Kenneth A. Beck, and Richard P. Tucker. "Frontloading gross anatomy: impacts on medical student performance." Anatomy 15, no. 3 (December 31, 2021): 240–46. http://dx.doi.org/10.2399/ana.21.1091961.

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Objectives: The human gross anatomy course offered at the University of California, Davis, School of Medicine, is part of a partially integrated foundational block in the first year of the medical curriculum. The block organization was implemented in 2006 in part to foster the horizontal integration of four basic science courses. However, simultaneous instruction in multiple courses presented a challenging workload to students, especially considering the large amount of information covered in anatomy. In an attempt to improve student outcomes, the gross anatomy course was compressed and frontloaded to the first 13 weeks of the foundational block while instructions of other courses were shifted later to make room for the frontloaded gross anatomy course. To assess the effect of frontloading of anatomy on students’ performance, we retrospectively compared the anatomy examination scores between before and after frontloading of the anatomy content. Methods: Student performance in the gross anatomy course was compared between the pre-frontloading (2013–2015) and post-frontloading (2016–2018) cohorts. Average scores of each examination category (quizzes, midterms, practical and written finals, and overall grades) were calculated and compared between the two cohorts. Results: Scores on the written final and practical final examinations and the overall grade in gross anatomy improved significantly (p<0.05) in the post-frontloading cohort (n=323) compare to the pre-frontloading cohort (n=343). Conclusion: Moving gross anatomy forward and offering a compressed course may be an option for educators looking to improve student performance without increasing student contact hours, concomitantly allowing focused learning and mastery of anatomy content.
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Lanier, L., and J. V. Kaude. "Radiologic Anatomy — A Credit Course for First-Year Medical Students." Acta Radiologica 34, no. 4 (July 1993): 414–16. http://dx.doi.org/10.1177/028418519303400423.

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Diagnostic radiology should assume a more prominent role in medical student education. We have developed a 4-year plan for radiologic education at the University of Florida. The initial step in this plan is a required credit course in radiologic anatomy given in the first semester. Designed to introduce students to various imaging modalities while teaching anatomic recognition, the course combines a lecture series with systematized self-study film packets and self-test packets. These are reinforced by a videotape series and other written materials. Examinations are in practical format utilizing radiographs on viewbox stations. The course provides a foundation for subsequent coursework in diagnostic radiology, including radiologic pathology and clinical radiology. These courses stress how to workup patients and how to use the radiologist as a consultant in patient care. The response to the radiologic anatomy course has been highly favorable.
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Rosa, Bruno Rodrigues, Mauro Monteiro Correia, Daniel Hetti Zidde, Luiz Claudio Santos Thuler, Ana Paula Coutinho Barros de Brito, and Jorge Calmon de Almeida Biolchini. "Aprendizado da Anatomia Hepatobiliar pela Mesa Anatômica Virtual 3D." Revista Brasileira de Educação Médica 43, no. 1 suppl 1 (2019): 615–22. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20190033.

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ABSTRACT Objective to evaluate the effectiveness of the 3D virtual anatomical table as a complementary resource to the learning of the hepatobiliary anatomy by undergraduate medical students. Method A randomized controlled study comparing the anatomical learning of hepatobiliary structures, supported by a real model versus a virtual model, both three-dimensional (3D), by undergraduate medical students. The students’ perception of the resources used to teach anatomy was also evaluated. The students were submitted to a pre-test and to two evaluations after the interventions were applied. Results Overall, both the 3D virtual anatomical table and the real liver increased students’ knowledge of the hepatobiliary anatomy in relation to their previous knowledge (p = 0.001 and p = 0.01, respectively for second and third evaluations). In the longitudinal comparison between the pre-test and the second evaluation (hepatobiliary anatomy and Couinaud’s segmentation), this increase was significantly higher in the group allocated to the real liver (p = 0.002); in the comparison of the pre-test with the third evaluation (inclusion of adjacent organs in the anatomical table or in the real liver), the increase in knowledge was significantly higher in the group allocated to the anatomical table (p = 0.04). The perception of participants’ satisfaction regarding the learning resources was considered very good, with a minimum percentage of satisfaction of 80%. Conclusion the 3D virtual anatomical table provided more hepatobiliary anatomy knowledge than a real liver for undergraduate medical students, in comparison to their previous knowledge about these structures. In the cross-sectional comparison of the post-instruction evaluations, there was no difference between the two interventions. Moreover, the 3D platform had a positive impact on the level of satisfaction of study participants. This study shows that the 3D virtual anatomical table has the potential to improve both medical students’ understanding and interest in anatomy. It is recommended, however, that future protocols such as this be carried out with larger samples and exploring other anatomical structures.
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Chew, C., P. J. O’Dwyer, David Young, and J. A. Gracie. "Radiology teaching improves Anatomy scores for medical students." British Journal of Radiology 93, no. 1114 (October 1, 2020): 20200463. http://dx.doi.org/10.1259/bjr.20200463.

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Objective: The aim of this study was to evaluate if small group teaching in Radiology impacted Anatomy scores in the summative end of year examination. Methods: Small group teaching in Radiology was incorporated into Anatomy of year one medical students during the academic years 2016/17 and 2017/18. Examination outcome for 2 years before and 1 year after the study period were compared. Question papers for end of year summative examinations were retrieved; questions relating to Anatomy were identified and anonymised scores for students were obtained. Results: Student numbers ranged 238 to 290/year. Mean Anatomy scores ranged 62–74%, this compared with mean total exam score of 62–65%. No significant difference in Anatomy and Total examination scores for 2015, 2016 and 2019. Mean (SD) Anatomy scores were significantly higher than the Total examination scores for the study period of 2017 and 2018 [68.97 (17.32) vs 63.12 (11.51) and 73.77 (17.85) vs 64.99 (10.31) (p < 0.001)]. Combined Anatomy scores 2017 and 2018 were significantly higher than 2015 and 2016, difference of 5.50 (95% C.I. 3.31–7.70; p < 0.001). Conclusion: This is the first study to objectively demonstrate Radiology small group teaching significantly improved Anatomy scores for medical students in the summative end of year examination. Advances in knowledge: No evidence in the literature that Radiology teaching improves examination outcomes for medical students. This is the first study to directly link Radiology teaching with improved Anatomy examination result. Small group teaching in Radiology is a feasible way to teach Anatomy.
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Fidduha, Cholisa, Siti Munawaroh, Nanang Wiyono, and Yunia Hastami. "Anatomical Core Material of the Superior Extremity Musculosceletal System for Medical Student Learning." Ahmad Dahlan Medical Journal 2, no. 1 (December 29, 2021): 1–9. http://dx.doi.org/10.12928/admj.v2i1.3330.

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Background: Anatomy education is the essential basic science as a physician to run the clinical practice. The global development leads to the transformation of the medical curriculum which then results in the reduced time allotment for anatomic learning. In musculoskeletal system, superior extremity is one of the sections having the wide range of material coverage which cannot be learned in a short length of time. As a result, the students find it difficult to learn the material. A large number of anatomic material in superior extremity musculoskeletal system which need to be learnt in a limited time underlies the researcher to conduct this research.Methods: This research employed qualitative study using two-round Delphi method. The research subjects were 20 general physicians in Indonesia selected by purposive sampling. The initial questionnaire was arranged by the researcher based on 3 anatomic textbooks, 1 research on core anatomic material, 1 research on the anatomic component of clinical orthopedic, the substance recapitulation of national anatomy curriculum, and nomina anatomica. In the first Delphi round, the panel was asked to select the component which is important to be learned based on the clinical cases as well as to add whether the component has not been written yet by the researcher. In the second Delphi round, the panel ranked from 1-4. The consensus determined by the researcher is 35%.Results: In the first Delphi round, there is no topic added yet 53 components are removed. Thus, a number of component in the first round was decreased from 510 to 457 components. The second Delphi round obtains 26 core anatomic material out of 457 topics.Conclusion: General physician consensus is 26 from the core material out of the entire anatomic material in the superior extremity musculoskeletal system. There are also clinical reasons or correlation from the material of superior extremity muscukoskeletal system which are considered important by the panels. The results obtained from the panels who come from various regions to represent the general physician in Indonesia. Keywords: anatomy; core material; Delphi method; general physician consensus; musculoskeletal system,
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Turney, BW. "Anatomy in a Modern Medical Curriculum." Annals of The Royal College of Surgeons of England 89, no. 2 (March 2007): 104–7. http://dx.doi.org/10.1308/003588407x168244.

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Anatomy in undergraduate education has been in decline for many years. Some suggest that it has fallen below a safe level. Balances between detail and safety, and assimilation and application of anatomy have yet to be established as the methods of teaching undergo another metamorphosis. For doctors, the human body is the focus of investigation and intervention on a daily basis; for this reason, the study of anatomy in some form will continue to be essential to safe medical practice. It is necessary for core knowledge of anatomy to be assimilated by all doctors in order to practice and communicate safely. It may be true that most doctors do not need to dissect a cadaver or study a prosection in order to practice, but if it can improve their understanding of what they do and why they do it, this surely has to be of benefit both for the safety of the patient and satisfaction of the doctor as a professional. Integration of newer teaching modalities and modern technology will encourage interest and retention of anatomical knowledge and its clinical relevance. Anatomy has a promising future in postgraduate specialist and surgical training. Detailed knowledge should be integrated into specialist training when it is clinically relevant allowing specialists of the future to practice safely and accurately and also to provide a strong base for future clinical developments.
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Toomsalu, Maie, and Pille Randjärv. "Medical collections today." Papers on Anthropology 27, no. 1 (June 25, 2018): 72–90. http://dx.doi.org/10.12697/poa.2018.27.1.08.

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In 1890 Professor of Anatomy August Antonius Rauber founded a museum of anatomy at the Old Anatomical Theatre in Tartu (Dorpat) in order to illustrate his lectures and to improve the students’ knowledge. As Rauber lectured in German, but most students were Russians, illustrating lectures with models and original specimens was of great significance. Unfortunately, a great number of exhibits of Rauber’s museum, although not all, have been lost in wars. In 1999, the institutes moved from the Old and New Anatomical The atres to the new building of Biomedicum. This, however, could not accommodate the collection of pathological anatomy which had been collected over 200 years, and it remained in the Old Anatomical Theatre. The Club of Friends of the Old Anatomical Theatre succeeded in writing a project to keep the Old Anatomical Theatre and the excellent collection of pathological anatomy alive. In September 2005, a medical exhibition was opened in the same Old Anatomical Theatre again, now under the name of the Medical Collections of the Faculty of Medicine of the University of Tartu. The exhibition also acquired a number of new functions. During 2011, the Medical Collections of the Faculty of Medicine cooperated with the Estonian Sports Museum, and the collections were displayed in their exhibition hall. In 2012, the medical exhibition moved to the premises of the Science Centre AHHAA, and since then, educational programmes have been developed.
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Farrokhi, Ahmad, and Masoume Soleymani Nejad. "Teaching Anatomy: need or taste?" Journal of Medical Research and Innovation 1, no. 2 (May 2, 2017): AT1—AT2. http://dx.doi.org/10.15419/jmri.67.

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Background: Anatomy is one of the core sections of Basic Medical Sciences. Given the central role of anatomy, the development of medical knowledge and reach new horizons in science is not possible without relying on anatomy. Since in the anatomy science, students are familiar with the basic terms of medical language, the anatomy's hard to know and have a negative attitude towards this course. With these conditions, anatomy professors have an important role in providing incentives for medical students. However, sometimes applying tastes and the entry of too much anatomical detail creates conditions that cut the motivation for medical students. Therefore, this article seeks to offer solutions to cut apply tasteless and coordinate the teaching of anatomy to interest and motivate medical students to increase this lesson. Keywords: Anatomy, Medical Students.
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Luesink, David. "Anatomy and the Reconfiguration of Life and Death in Republican China." Journal of Asian Studies 76, no. 4 (October 23, 2017): 1009–34. http://dx.doi.org/10.1017/s0021911817000845.

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This article argues that the establishment of anatomo-power in China preceded and set the foundation for biopower. Anatomo-power is disciplinary power over live bodies in the military, schools, and hospitals, but also the power of the medical profession over dead bodies to investigate pathology through dissection. At the turn of the twentieth century, Chinese conceptions of political anatomy were used to advocate anatomical knowledge, and an anatomy law in 1913 made routinized dissection possible. Chinese society began to be transformed as old taboos were broken, and thousands of new terms allowed the scientific worldview to take root among professionals and the public. Anatomical researchers addressed both microscopic pathology to cure individuals and macroscopic questions that grouped individuals into a population to be managed, or that sought data to tell new narratives about the origins and future of humanity—a new political anatomy based on the practice of human dissection.
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CAN, Mehmet Ali. "Development of an Anatomy Attitude Scale for Medical School Students and Analysis of Their Attitudes." Journal of Education in Science Environment and Health 8 (April 1, 2022): 187–99. http://dx.doi.org/10.55549/jeseh.1115817.

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Anatomy is one of the most fundamental areas of medical sciences. When medical education is given in its "normal" course, primarily macroscopic anatomy education and other basic medical sciences form the foundation, and then the clinical medical sciences are built on top of this foundation. Due to its importance, as mentioned above, it is known to be a course feared by students newly starting their medical education. A literature search showed that there was not an "Anatomy Attitude Scale" that questions the views of medical school students in our country about anatomy. This study aims to develop a scale to reveal the attitudes of medical school students towards anatomy validly and reliably and to investigate anatomy attitudes of medical school students using this scale in a pilot administration. This study included 700 Term 2, 3, 4, 5, and 6 students studying in the School of Medicine of Çanakkale Onsekiz Mart University (ÇOMU) in the academic year 2020-2021 who agreed to take part in the study. Of these students, 345 were recruited for factor analysis and 355 for investigation of attitudes. In the study, an Anatomy Attitude Scale was developed first in line with the literature, which consisted of 14 items and 3 subfactors, "Value of Anatomy", "Hating Anatomy", and "Time Allocated to Anatomy". The results of construct validity were also verified by confirmatory factor analysis. Then, the scale was administered to 355 students. The results obtained from the data showed that the students of ÇOMU Medical School were aware of the importance of anatomy as a fundamental medical science, and the physician candidates who intended to become a specialist in any branch in the future attributed more value to Anatomy. We believe that the "Anatomy Attitude Scale" we have developed as a result of this study will help shape medical education in our country.
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CAN, Mehmet Ali. "Development of an Anatomy Attitude Scale for Medical School Students and Analysis of Their Attitudes." Journal of Education in Science Environment and Health 8 (April 1, 2022): 187–99. http://dx.doi.org/10.55549/jeseh.01115817.

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Anatomy is one of the most fundamental areas of medical sciences. When medical education is given in its "normal" course, primarily macroscopic anatomy education and other basic medical sciences form the foundation, and then the clinical medical sciences are built on top of this foundation. Due to its importance, as mentioned above, it is known to be a course feared by students newly starting their medical education. A literature search showed that there was not an "Anatomy Attitude Scale" that questions the views of medical school students in our country about anatomy. This study aims to develop a scale to reveal the attitudes of medical school students towards anatomy validly and reliably and to investigate anatomy attitudes of medical school students using this scale in a pilot administration. This study included 700 Term 2, 3, 4, 5, and 6 students studying in the School of Medicine of Çanakkale Onsekiz Mart University (ÇOMU) in the academic year 2020-2021 who agreed to take part in the study. Of these students, 345 were recruited for factor analysis and 355 for investigation of attitudes. In the study, an Anatomy Attitude Scale was developed first in line with the literature, which consisted of 14 items and 3 subfactors, "Value of Anatomy", "Hating Anatomy", and "Time Allocated to Anatomy". The results of construct validity were also verified by confirmatory factor analysis. Then, the scale was administered to 355 students. The results obtained from the data showed that the students of ÇOMU Medical School were aware of the importance of anatomy as a fundamental medical science, and the physician candidates who intended to become a specialist in any branch in the future attributed more value to Anatomy. We believe that the "Anatomy Attitude Scale" we have developed as a result of this study will help shape medical education in our country.
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35

Chapman, Stephen J., Abdul R. Hakeem, Gabriele Marangoni, and K. R. Prasad. "Anatomy in medical education: Perceptions of undergraduate medical students." Annals of Anatomy - Anatomischer Anzeiger 195, no. 5 (October 2013): 409–14. http://dx.doi.org/10.1016/j.aanat.2013.03.005.

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36

Brenner, Erich. "Anatomy in Competencies-Based Medical Education." Education Sciences 12, no. 9 (September 9, 2022): 610. http://dx.doi.org/10.3390/educsci12090610.

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Anatomy as a basic science discipline is “vanishing” in recent competencies-based medical curricula. The fundamental requirement of these curricula to apply the knowledge from the basic disciplines in practical and clinical everyday life contributes to this disappearance. Anatomical educational objectives are in many cases not yet adapted to these changes. At the same time, the higher levels of the progress dimension in the cognitive domain and the activities associated with them certainly allow the application; even the analysis or evaluation of anatomical knowledge. However, a change in the teaching objectives to these higher levels of the progress dimension must also be accompanied by a change in the anatomical assessments. Since these forms of examinations themselves represent a practical application of anatomical knowledge, they must be carried out on suitable examination material. However, in order to protect living persons, the donated body again comes into focus.
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37

Jain, Anjali. "Anatomy: The foundation for medical science." CHRISMED Journal of Health and Research 5, no. 2 (2018): 89. http://dx.doi.org/10.4103/cjhr.cjhr_41_18.

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38

Rea, Paul, and Daniel Livingstone. "MSc medical visualisation and human anatomy." Journal of Visual Communication in Medicine 41, no. 4 (October 2, 2018): 177–83. http://dx.doi.org/10.1080/17453054.2018.1505426.

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39

Azoulay, Pierre, Ryan Michigan, and Bhaven N. Sampat. "The Anatomy of Medical School Patenting." New England Journal of Medicine 357, no. 20 (November 15, 2007): 2049–56. http://dx.doi.org/10.1056/nejmsa067417.

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40

Garg, Amit X., Geoff Norman, and Lawrence Sperotable. "How medical students learn spatial anatomy." Lancet 357, no. 9253 (February 2001): 363–64. http://dx.doi.org/10.1016/s0140-6736(00)03649-7.

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41

MONKHOUSE, W. "Anatomy and the medical school curriculum." Lancet 340, no. 8823 (October 1992): 834–35. http://dx.doi.org/10.1016/0140-6736(92)92695-c.

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42

Snow, Mikel H. "Book ReviewClinical Anatomy for Medical Students." New England Journal of Medicine 315, no. 18 (October 30, 1986): 1173. http://dx.doi.org/10.1056/nejm198610303151825.

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43

Abdulrahman, A. "Practical anatomy teaching in medical schools." Bulletin of the Royal College of Surgeons of England 102, no. 2 (February 2020): 70–73. http://dx.doi.org/10.1308/rcsbull.2020.70.

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44

Abdulrahman, A. "Practical anatomy teaching in medical schools." Bulletin of the Royal College of Surgeons of England 102, no. 2 (February 2020): e006. http://dx.doi.org/10.1308/rcsbull.2020.e006.

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45

Benninger, Brion, Nik Matsler, and Taylor Delamarter. "Classic versus millennial medical lab anatomy." Clinical Anatomy 27, no. 7 (March 28, 2014): 988–93. http://dx.doi.org/10.1002/ca.22260.

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46

Adwedaa, E. "Anatomy of the Medical Negligence Claim." Postgraduate Medical Journal of Ghana 3, no. 1 (July 12, 2022): 44–49. http://dx.doi.org/10.60014/pmjg.v3i1.57.

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47

Peck, David, and John E. Skandalakis. "The Anatomy of Teaching and the Teaching of Anatomy." American Surgeon 70, no. 4 (April 2004): 366–68. http://dx.doi.org/10.1177/000313480407000420.

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Professional education is one of the greatest problems currently confronting the healing professions. The incorporation of basic science departments into colleges of medicine has affected curriculum design, research, admissions criteria, and licensure. Those who are not practicing members of a particular health care profession wield undue influence in medical schools. Ideally, gross anatomy teachers should be health care professionals who use anatomy in their practices. Reorganization of medical education will heal the rift between research and clinical medicine.
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Tubbs, R. Shane, E. George Salter, and W. Jerry Oakes. "Anatomic Landmarks for Nerves of the Neck: A Vade Mecum for Neurosurgeons." Operative Neurosurgery 56, suppl_4 (April 1, 2005): ONS—256—ONS—260. http://dx.doi.org/10.1227/01.neu.0000156541.78020.da.

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Abstract ANATOMIC LANDMARKS ARE often quite useful in localizing structures within the human body, especially in the surgical realm. We have reviewed the medical literature and multiple texts of surgery and anatomy and culled together many anatomic landmarks regarding important nerves of the neck. This region is complicated by formidable anatomy, and a single collection of the relationships of the nerves in this region is lacking in the literature. It is our hope that this collection will serve to assist the surgeon who operates in this region of the body.
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Kavanagh, Kevin T. "World Wide Web-Based Temporal Bone Anatomic Sections." Otolaryngology–Head and Neck Surgery 126, no. 5 (May 2002): 573–77. http://dx.doi.org/10.1067/mhn.2002.124851.

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The study goal was to post a complete set of temporal bone anatomy slides on the World Wide Web for anatomic study. Magnification of the width of the sections varied from 2.4 to 33.6 inches. Good representation of gross and tissue anatomy was obtained, but cellular detail was lacking. The website used approximately 37 megs of disk space. The resultant website provides a cost-effective method of presenting large color photographs of temporal bone anatomy. Thumbnails allow comparison between sections, which aids in learning 3-dimensional anatomy. A method for measuring distance on digitized images is also described. The sections may be viewed at www.ear-anatomy.com , and continuing medical education credits may be earned at www.cme-usa.org .
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Singh, Rajani. "History of anatomy and its involvement with medical science and practice: Historical review." Anatomy Journal of Africa 12, no. 2 (August 17, 2023): 2340–51. http://dx.doi.org/10.4314/aja.v12i2.2.

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The medical practice starts from Patient’s discomfort in his body structures due to distortion in morphology. This is located and examined by clinician so, medical practice and Anatomical knowledge are hand and gloves with each other. It is evident from history of Anatomy that Anatomy has been discovered by practicing physicians and surgeons. That clearly indicate that they could make the medical practice only after exploring the Anatomy. The source of knowledge of Anatomy were animal or human being as is evident from this review. The medical practice might have been started from evolution of human-being. Earlier some people were exploring the herbal medicine on the results of experiments on themselves for the effect of these medicines to treat their own discomforts. When it shewed the impact, they chose it to treat others for the same discomfort. That time they might not be knowing Anatomy but it was an empirical result. As the location of discomforts was associated with remedy so, this might have involved Anatomy. History of clinical practice and thereby Anatomy is as old as 1600BC. Earliar the people experimented on animals and then on cadavers and executed criminals. Then came different Anatomical Laws governing the use of cadavers. Now, current scenario is that there is lack of cadevers all over the world. To compensate for this, new methods including anatomage table, models and charts have been used to teach anatomy. But these novel methods can only supplement and cannot replace cadaveric dissections. It is very essential to know how Anatomy evolved and took present shape. This encouraged the author to review history of Anatomy and correlate with the simultaneously running clinical practice. The development of Anatomy has been presented along with its advancement with development of science and technology involved with medical education and clinical practice. Thus, Anatomy is not merely an academic subject in medical education rather Anatomy is needed to grasp all the subjects of medical education used to develop clinical skill for clinical practice. This has also been supported by history of Anatomy as all other subjects of medical education evolved from Anatomy. The interwoven interrelations between these subjects with clinical practice are essential as revealed by history of Anatomy to analyse the diagnosis and treatment.
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