Practical pregraduate teaching in Human Anatomy: A review

There is a general agreement in all fields of sciences that practical pre-graduate education in human anatomy is absolutely necessary. It constitutes an inseparable partner with theoretical learning on the path to knowledge. As such is it critical to (1) establish the set of specific objectives for each practical session (PS), and (2) define more precisely the outcomes (i.e., knowledge, skills and attitudes) that are expected by students. The principle for efficiency of practical sessions (PSs) is that they should take place immediately after didactic sessions of the corresponding topic(s). In this way, students could best reinforce their learning. Considering that the morphology of the human body can be learned by means other than direct observation/dissection of anatomical donors, media, models and imaging have also gained popularity as “anatomy learning tools” in recent years. Imaging is a perfect complement for teaching in the dissecting room, but always in correlation with the reality of bodydonor sections, prosections and dissections of the same region. Anatomical models and computer programs express the reality of the human body, however, anatomical variations and many other qualities (i.e., surgical skills, ethics, pathology, professionalism) can only be appreciated via hands-on use of an anatomical donor to science. Therefore, the anatomical donor remains the Gold Standard for anatomy teaching, especially topographical Anatomy.

Practical postgraduate teaching in Human Anatomy: A review

Anatomy is a fundamental subject for both medical and surgical training. Anatomy departments might collaborate with clinicians organizing continuing medical education (CME) and other professional development courses. The courses should have a large practical component (in content and organization) but also should provide the latest scientifically based theoretical knowledge, respecting the learning of anatomy as well as aiming at performing different techniques. Anatomy departments should support these courses by establishing hands-on practical training courses and components.

The altered profile of a donated cadaver population: challenges for teaching and research?

Efforts by anatomists over the recent past, have converted the cadaver population in a South Afri-can institution from a predominantly unclaimed population into one purely derived from donors. Concurrent with this transformation were noticea-ble changes in cadaver demographics, which raised concerns for aspects of teaching and re-search. The aim of this study was therefore to ex-plore the effects of donation on the demographics and anatomical integrity of the Schools 2017 ca-daver population. The provenance, ancestry, sex and age of 74 cadavers were investigated. Dis-sected cadavers were studied to ascertain the general condition of their anatomy. Variations in tissue integrity, morphology and overt pathologies were surveyed. Cadavers represented only one population group with slightly more females (54%). The majority of the cohort (62%) was aged be-tween 71 and 90 years. With regards to anatomical integrity, 60% of the cadavers presented with ad-hering fascia, but no significant differences in the quantity of fat were found across the sample. High levels of muscle tearing and atrophy (76%) oc-curred and variations in visceral anatomy were noted. Various surgical interventions and overt pathologies were also observed. The donated ca-daver population differed from previous unclaimed cadaver populations in that they consisted of only White, older individuals. Variations, surgical inter-ventions and pathologies offer staff in anatomy an opportunity to engage with more clinically-oriented teaching, as well as introducing students to the discipline of gerontology.