A simplified fascial model of pelvic anatomical surgery: going beyond parametrium-centered surgical anatomy

The classical surgical anatomy of the female pelvis is limited by its gynecological oncological focus on the parametrium and burdened by its modeling based on personal techniques of different surgeons. However, surgical treatment of pelvic diseases, spreading beyond the anatomical area of origin, requires extra-regional procedures and a thorough pelvic anatomical knowledge. This study evaluated the feasibility of a comprehensive and simplified model of pelvic retroperitoneal compartmentalization, based on anatomical rather than surgical anatomical structures. Such a model aims at providing an easier, holistic approach useful for clinical, surgical and educational purposes. Six fresh-frozen female pelves were macroscopically and systematically dissected. Three superficial structures, i.e., the obliterated umbilical artery, the ureter and the sacrouterine ligament, were identified as the landmarks of 3 deeper fascial-ligamentous structures, i.e., the umbilicovesical fascia, the urogenital-hypogastric fascia and the sacropubic ligament. The retroperitoneal areolar tissue was then gently teased away, exposing the compartments delimited by these deep fascial structures. Four compartments were identified as a result of the intrapelvic development of the umbilicovesical fascia along the obliterated umbilical artery, the urogenital-hypogastric fascia along the mesoureter and the sacropubic ligaments. The retroperitoneal compartments were named: parietal, laterally to the umbilicovesical fascia; vascular, between the two fasciae; neural, medially to the urogenital-hypogastric fascia and visceral between the sacropubic ligaments. The study provides the scientific rational for a model of pelvic retroperitoneal anatomy based on identifiable anatomical structures and suitable for surgical planning and training.

     

Tomographical anatomy of the pelvis,visceral pelvic connective tissue,and its compartments

The sectional anatomy of the pelvic connective tissue was studied in plastinated sections of fetal and adult pelves, by computed tomography and by magnetic resonance imaging. The comparative study of the different specimens shows that the pelvic connective tissue consists of three compartments: a presacral compartment, a perirectal compartment, and a paravisceral compartment. The content and the borders of the compartments are described. Furthermore the pelvic fasciae and the pelvic ligaments are studied within the different specimens. A thin pelvic visceral fascia can only be found around the perirectal compartment. In tomographical anatomy the so called supportive ligaments of the uterus are only composed of the round ligaments and the sacrouterine ligaments. © 1995 WiIey-Liss, Inc.     

New views of male pelvic anatomy: role of computer-generated 3D images

There is considerable controversy concerning the role of cadaveric dissection in teaching gross anatomy and the potential of using 3D computer-generated images to substitute for actual laboratory dissections. There are currently few high-quality 3D virtual models of anatomy available to evaluate the utility of computer-generated images. Existing 3D models are frequently of structures that are easily examined in three dimensions by removal from the cadaver, i.e., the heart, skull, and brain. We have focused on developing a 3D model of the pelvis, a region that is conceptually difficult and relatively inaccessible for student dissection. We feel students will benefit tremendously from 3D views of the pelvic anatomy. We generated 3D models of the male pelvic anatomy from hand-segmented color Visible Human Male cryosection data, reconstructed and visualized by Columbia University's in-house 3D Vesalius trade mark Visualizer.(1) These 3D models depict the anatomy of the region in a realistic true-to-life color and texture. They can be used to create 3D anatomical scenes, with arbitrary complexity, where the component anatomical structures are displayed in correct 3D anatomical relationships. Moreover, a sequence of 3D scenes can be defined to simulate actual dissection. Structures can be added in a layered sequence from the bony framework to build from the "inside-out" or disassembled much like a true laboratory dissection from the "outside-in." These 3D reconstructed anatomical models can provide views of the structures from new perspectives and have the potential to improve understanding of the anatomical relationships of the pelvic region (http://www.cellbiology.lsuhsc.edu/People/Faculty/Venuti_Figures/movie_index.html).     

The Anatomical Society core anatomy syllabus for pharmacists: outcomes to create a foundation for practice

The Anatomical Society has developed a series of learning outcomes that ‘experts’ within the field would recommend as core knowledge outputs for a Master's Degree Programme in Pharmacy (MPharm) within the UK. Using the Anatomical Society core gross anatomy syllabus for medical anatomy as a foundation, a modified Delphi technique was used to develop outcomes specific to pharmacy graduates. A Delphi panel consisting of medical practitioners, pharmacists and anatomists (n = 39) was created and involved ‘experts’ representing 20 UK Higher Education Institutions. The output from this study was 49 pharmacy‐specific learning outcomes that are applicable to all pharmacy programmes. The new MPharm anatomy syllabus offers a basic anatomical framework upon which pharmacy educators can build the necessary clinical practice and knowledge. These learning outcomes could be used to develop anatomy teaching within an integrated curriculum as per requirements of the General Pharmaceutical Council (GPhC).     

A clinical anatomy curriculum for the medical student of the 21st century: Gross anatomy

Human anatomy forms the foundation for clinical medicine: thus its place in the medical school curriculum deserves careful attention. In an attempt to provide guidance to decision-makers involved in clinical anatomy curriculum development at the medical school level, the Educational Affairs Committee of the American Association of Clinical Anatomists (AACA) developed this document, which defines the contours of a gross anatomy curriculum leading to the M.D. or D.O. degree. The main body of the document sets forth the anatomical concepts as well as the subject matter a student should master prior to graduation from medical school. The AACA seeks to ensure that all medical students receive thorough training in clinical anatomy and that each student, regardless of the institution attended, will be exposed to a curriculum that will provide a fundamental level of competence required for the practice of medicine. © 1996 Wiley-Liss, Inc.     

Medical students' approaches to learning anatomy: Students' experiences and relations to the learning environment

To examine students' perceptions and experiences of learning anatomy, an on‐line Likert‐style questionnaire was administered during 2006 to students reading a Bachelor of Medicine 4‐ and 5‐year program (n = 256, 23.8%). Statistical analysis found that students predominantly felt that understanding anatomy and working with human cadaveric material were very important in becoming a doctor. Students reported that working on cadaveric specimens was an effective way of learning anatomy, and also found the amount of anatomy they needed to learn to be daunting. Student responses were correlated with their approaches to learning [Approaches to Studying Inventory for Students (ASSIST)] scores using a Kruskal Wallis test. Significant relationships between the approach to learning anatomy adopted and students' perception and experience of anatomy were found. A deep approach to learning anatomy correlated with students who reported that the most effective way of learning anatomy in the dissecting room was to get their hands in and feel for structures, who used anatomical terms and language at clinical opportunities, and who frequently used their anatomy‐radiology knowledge in clinical situations. A surface approach to learning anatomy was associated with elements, such as students finding anatomy learning daunting and not seeing the point to it. The outcomes provide clear associations between students' perception of the anatomy learning environment, the approach to learning adopted, and the anatomy activities in which students engage. The findings highlight that understanding and applying anatomical knowledge are best accomplished by the adoption of a deep approach to learning. Clin. Anat. 23:101–103, 2010. © 2009 Wiley‐Liss, Inc.     

Workshop in clinical anatomy for residents in gynecology and obstetrics

A workshop in the clinical anatomy of the female pelvic viscera has been part of the training program for the first year residents in Gynecology and Obstetrics at the University of Padova since the 1999-2000 academic year. The purpose of the workshop is to offer a direct experience of practical anatomy despite a shortage of cadavers. It is designed for six residents who work in three teams on three specimens. The anatomical specimens are unembalmed, unfixed, female pelvic visceral blocs that are harvested from the cadavers 24 hr after death. They are stored at -12 degrees C and removed from the freezer 12 hr before the workshop. The workshop is 3 hr in length and has two parts: one on theory and one practical. In the theoretical section (30 min), the teacher presents the topographical anatomy of the specimens and the residents analyze a clinically oriented worksheet. In the practical section (2 hr), the residents identify viscera, vessels, and nerves through inspection and palpation, and then a step-by-step dissection is carried out. In the last section (30 min), the workshop includes presentations on the three specimens that illustrate anatomical variability and assess knowledge of topographical anatomy. For many residents, this is the first practical experience of the anatomy of the female pelvic viscera because the anatomical courses for medical students do not include direct dissection by students. The unfixed viscera preserves the natural characteristics of the different tissues that exhibit the aspects of living organs, such as color, softness, and pliability, enhancing the knowledge of anatomy. The worksheet is structured as a guide to the anatomical basis of physical examination through inspection and palpation of the viscera. It also introduces the residents to the surgical anatomy of the female pelvis through a brief and selective dissection focused on the relationship between the different regional systems.     

Premedical anatomy experience and student performance in medical gross anatomy

Gross anatomy is considered one of the most important basic science courses in medical education, yet few medical schools require its completion prior to matriculation. The effect of taking anatomy courses before entering medical school on performance in medical gross anatomy has been previously studied with inconsistent results. The effect of premedical anatomy coursework on performance in medical gross anatomy, overall medical school grade point average (GPA), and Comprehensive Osteopathic Medical Licensing Examination Level 1 (COMLEX 1) score was evaluated in 456 first‐year osteopathic medical students along with a survey on its perceived benefits on success in medical gross anatomy course. No significant differences were found in gross anatomy grade, GPA, or COMLEX 1 score between students with premedical anatomy coursework and those without. However, significant differences and higher scores were observed in students who had taken three or more undergraduate anatomy courses including at least one with cadaveric laboratory. There was significantly lower perceived benefit for academic success in the medical gross anatomy course (P<.001) from those students who had taken premedical anatomy courses (5.9 of 10) compared with those who had not (8.2 of 10). Results suggest that requiring any anatomy course as a prerequisite for medical school would not have significant effect on student performance in the medical gross anatomy course. However, requiring more specific anatomy coursework including taking three or more undergraduate anatomy courses, one with cadaveric laboratory component, may result in higher medical gross anatomy grades, medical school GPA, and COMLEX 1 scores. Clin. Anat. 30:303–311, 2017. © 2017 Wiley Periodicals, Inc.     

The linguistic roots of Modern English anatomical terminology

Previous research focusing on Classical Latin and Greek roots has shown that understanding the etymology of English anatomical terms may be beneficial for students of human anatomy. However, not all anatomical terms are derived from Classical origins. This study aims to explore the linguistic roots of the Modern English terminology used in human gross anatomy. By reference to the Oxford English Dictionary, etymologies were determined for a lexicon of 798 Modern English gross anatomical terms from the 40^th edition of Gray's Anatomy. Earliest traceable language of origin was determined for all 798 terms; language of acquisition was determined for 747 terms. Earliest traceable languages of origin were: Classical Latin (62%), Classical Greek (24%), Old English (7%), Post‐Classical Latin (3%), and other (4%). Languages of acquisition were: Classical Latin (42%), Post‐Classical Latin (29%), Old English (8%), Modern French (6%), Classical Greek (5%), Middle English (3%), and other (7%). While the roots of Modern English anatomical terminology mostly lie in Classical languages (accounting for the origin of 86% of terms), the anatomical lexicon of Modern English is actually much more diverse. Interesting and perhaps less familiar examples from these languages and the methods by which such terms have been created and absorbed are discussed. The author suggests that awareness of anatomical etymologies may enhance the enjoyment and understanding of human anatomy for students and teachers alike. Clin. Anat. 25:1015–1022, 2012. © 2012 Wiley Periodicals, Inc.     

The clinical anatomy of several invasive procedures

This paper by the Educational Affairs Committee of the American Association of Clinical Anatomists (AACA) is a sequel to one published earlier, A Clinical Anatomy Curriculum for the Medical Student of the 21st Century (Clin. Anat. 9:71–99). In that curricular document a number of invasive procedures that apply gross anatomy to current medical practices are cited. The present paper describes several of these invasive procedures in detail to demonstrate 1) that gross anatomy forms the foundation for their safe, efficient, and effective performance and 2) that such a foundation in gross anatomy is delineated in our previously published curricular document. Furthermore, the AACA Educational Affairs Committee hopes this paper will serve as a valuable resource for incorporating these and other invasive procedures into a clinical anatomy curriculum for students of medicine. Clin. Anat. 12:43–54, 1999. © 1999 Wiley‐Liss, Inc.     

Clinical anatomy and surgical significance of the lingual foramina and their canals

The lingual foramina and canals can be categorized as median or lateral based on their relation to the midline of the mandible. Investigation of the mandibular lingual region is often done with gross anatomical dissections of cadavers, 2D panoramic radiographic imaging, CT, and cone beam CT (CBCT). While gross studies are the most reliable at qualifying canal contents and course, CBCT proved to be superior to other radiographic techniques for visualizing lingual foramina and canals. The submental and sublingual arteries, and their branches are found in the lingual vascular canals. There is tremendous variation between individuals in terms of the course of the lingual canals and their anastomosis with other vascular canals. Performing the dental implantation procedures in the anterior and posterior regions of the mandible can result in perforation of the lingual cortex, which could injure the arteries that lie within the lingual canal. If hemorrhage occurs, it could lead to life‐threatening upper airway obstruction. Pre‐surgical investigation to identify the diameter of the lingual foramina and canal as well as their distance from the alveolar process might be necessary to prevent hemorrhage for all patients. Clin. Anat. 30:194–204, 2017. © 2017 Wiley Periodicals, Inc.     

Junior doctors' knowledge of applied clinical anatomy

This study examines the level of knowledge of applied clinical anatomy among junior doctors. A multiple-choice questionnaire was designed, which covered 15 areas of anatomical knowledge essential to clinical practice, for example, important surface landmarks and interpretation of radiographs. The questionnaire was completed by 128 individuals. They comprised anatomy demonstrators, preregistration house officers (PRHOs), senior house officers (SHOs) and specialist registrars (SpRs) across the range of medical and surgical specialities. Answers were scored and analyzed by group, allowing comparison not only between newly qualified PRHOs and more senior doctors, but also with anatomy demonstrators who had undergone more traditional anatomical training. The results reveal a wide variation of knowledge among junior doctors, with PRHOs scoring an average of 72.1%, SHOs 77.1%, SpRs 82.4%, and demonstrators 82.9%. This progression in knowledge up the clinical hierarchy may reflect clinical experience building upon the foundations laid in medical school, although with demonstrators topping the league table, it seems that intensive academic training is the most beneficial. With junior doctors' training in the UK currently in flux, these results highlight the need for training in clinical anatomy to hold an important place in the development of tomorrow's clinicians.     

女性盆底子宫骶主韧带MRI的观察研究

目的通过MRI不同序列对健康女性盆底扫描,比较两种扫描序列对子宫骶主韧带的显示图像特点和清晰度,选择优化MRI扫描序列进一步三维建模研究女性盆底功能障碍。方法选择无盆底功能障碍性疾病的健康女性10例,分别采用质子密度加权自旋回波序列和TSE T2WI序列行盆底薄层MR成像,获得连续薄层断面的图像集,在横断面分别观察骶主韧带起源及终止点,观察每层的显示情况,辨认盆底器官与子宫骶主韧带解剖位置及与周围器官的关系,通过同一检查者相同的每一层辨认评分,比较两种扫描序列对子宫骶主韧带的显示图像辨认率和清晰度。结果质子密度加权自旋回波序列对子宫骶主韧带的显示优于TSE T2WI,有显著性差异（P〈0.05）,能更清楚地显示骶主韧带边界。10例检查者中骶韧带起自骶骨2例（20%）、尾骨肌/骶棘韧带复合体6例（60%）、坐骨棘2例（20%）;插入宫颈3例（30%）、阴道1例（10%）、宫颈和阴道6例（60%）;主韧带起自同侧骨盆侧壁坐骨大孔,解剖末端7例（70%）至宫颈,1例（10%）至阴道,2例（20%）至宫颈和阴道。结论采用MRI质子密度加权自旋回波脉冲序列对女性盆底成像,可清楚显示盆底器官与子宫骶主韧带解剖位置及与周围器官关系,活体骶主韧带解剖起止点、走行方向,与临床解剖对子宫骶主韧带观察一致,为探讨子宫脱垂患者的骶主韧带解剖改变与功能障碍关系奠定了研究基础。     

Gross anatomy in the surgical curriculum in Switzerland: Improved cadaver preservation,anatomical models,and course development

The invention of new techniques for surgery and interventional radiology demand improved training for ongoing specialists. The Anatomical Institutes in Switzerland support these requirements by establishing hands‐on practical training courses by using new procedures for cadaver embalming and model construction. Improvements allow courses to provide students with more realistic simulations of both established and experimental surgical methods. Through these changes, the value of in‐depth gross anatomy is enhanced as a topic of fundamental importance for the postgraduate medical and surgical curriculum. The web site http://www.unifr.ch/sgahe/snga.html contains information on courses using the Thiel embalming solution. Details about training courses in Switzerland using anatomical models are available at http://www.heartlab.org , http://www.vascular‐international.org , and http://www.elastrat.com . Anat Rec (New Anat) 265:254–256, 2001. © 2001 Wiley‐Liss, Inc.     

The impact of gross anatomy laboratory on first year medical students’ interest in a surgical career

This study sought to determine the impact of gross anatomy laboratory (GA) on first year medical students’ (M1) interest in a surgical career. Secondary objectives included identifying other influences in M1s’ career decision making. This prospective study included surveys before and after GA. All M1s enrolled in GA were invited to participate. Sixty students completed both the pre‐ and post‐test surveys. A 5‐point Likert‐type scale surveyed participants’ interests, specific personality traits, experience during the course of GA, and likelihood of pursuing a surgical career. Statistical analysis included Wilcoxon Signed Rank Test and (Polychotomous) Ordinal Logistic Regression Model. Students’ desire to work with their hands increased (50 vs. 33.3%) and enjoyment working with instruments and tools similarly increased (50 vs. 41.7%). Likelihood of pursuing a surgical career after gross anatomy increased in 31.7% of students, decreased in 16.7%, and was unchanged in 51.7%. Over 75% of students with a prior interest in surgery and 21% of those who previously felt neutral agreed that they were likely to pursue a career in surgery at the conclusion of the laboratory. Students with a surgeon family member were 0.1976 times as likely to exhibit a positive change in interest (P values 0.024). Gross anatomy may influence up to a third of the class to consider a surgical career, especially those with a prior interest in surgery and those previously feeling ambivalent. Students with a surgeon family member became less likely to enter a surgical career after gross anatomy. Clin. Anat. 29:691–695, 2016. © 2016 Wiley Periodicals, Inc.     

医学插画及其新可视化模式在解剖教学和临床中的应用进展

目的 总结医学插画的历史及其新可视化模式在解剖与临床中的应用。方法 以“医学插画” “解剖插画”以及“medical illustration”“medical illustration and three-dimensional”“medical illustration and virtual reality”为中英文关键词,在中国知网、万方数据和PubMed等数据库中检索2020年1月前发表的与医学插画历史、现状及其新可视化模式相关的文献,检索到文献634篇,剔除内容不符、无法获取全文、重复研究以及设计缺陷的文献,最终纳入32篇文献,对其进行总结分析。结果 从手绘解剖插画到大体解剖图谱,再到三维虚拟解剖模型、3D打印解剖模型及虚拟手术解剖,技术推动了解剖学的发展,为医学专业人员学习解剖提供了便捷,也改变着解剖学的教学方式和外科的培训模式。结论 医学插画的新可视化模式在解剖教学与临床培训中有很好的应用前景,如何利用这些新模式来创造更高效的教学工具,改进外科训练模式,有待进一步的探索。     

微创临床局部解剖学教学体系的建立和探索

目的随着临床医学中微创手术的广泛开展,传统局部解剖学的教学模式明显不切合于现在的临床应用,我们在近3年的局部解剖学教学中,尝试建立基础与临床相结合的临床微创局部解剖学教学体系,实现了医学生培养上的多赢。方法在北京大学医学部的3个年级临床医学专业的医学生中,分成传统局部解剖学(局解组)和微创局部解剖学(微创局解组)。微创局解组同学借助模拟腔镜等微创手术器械,开展微创临床解剖学的教学。结果与传统局解组相比,微创局解组同学在学习兴趣,学习的主动性,知识的牢固性,解剖动手能力,临床思维能力,解剖和临床知识的互补性,讨论及交流能力和师生互动等方面均有不同程度的提高。结论微创解剖学教学体系不仅能够满足医学生尤其是临床医学生早期接触临床微创手术及手术器械的需要,并且还可以促进解剖学老师深入了解临床手术的进展,有利于进一步明确教学目的,并促进了基础解剖与临床进展的交流。     

Comparisons between the attitudes of medical and dental students toward the clinical importance of gross anatomy and physiology

Marked changes are occurring within both the medical and dental curricula and new ways of teaching the basic sciences have been devised and traditional methods (e.g., dissection for gross anatomy and of bench‐based animal preparations for physiology) are increasingly no longer the norm. Although there is much anecdotal evidence that students are not in favor of such changes, there is little evidence for this based on quantitative analyses of students' attitudes. Using Thurstone and Chave attitude analyses, we assessed the attitudes of first year medical and dental students at Cardiff University toward gross anatomy and physiology in terms of their perceived clinical importance. In addition, we investigated the appropriateness (“fitness for purpose”) of teaching methodologies used for anatomy and physiology. The hypotheses tested recognized the possibility that medical and dental students differed in their opinions, but that they had a preference to being taught gross anatomy through the use of dissection and had no preference for physiology teaching. It was found that both medical and dental students displayed positive attitudes toward the clinical relevance of gross anatomy and that they preferred to be taught by means of dissection. Although both medical and dental students displayed positives attitudes toward the clinical relevance of physiology, this was greater for the medical students. Both medical and dental students showed a preference for being taught physiology through didactic teaching in small groups but the medical students also appreciated being taught by means of practicals. Overall, this study highlights the expectations that students have for the basic science foundation teaching within their professional training and signals a preference for being taught experientially/practically. Differences were discerned between medical and dental students that might reflect the direct association between systems physiology and pathophysiology and the application of this knowledge within the medical field in comparison to the dental field, which is heavily skill‐based. Clin. Anat. 27:976–987, 2014. © 2014 Wiley Periodicals, Inc.