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      An Interactive Tool for the Human Anatomy Laboratory Translated title: Una Herramienta Interactiva para el Laboratorio de Anatomía Humana

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          Abstract

          A multimedia program has been developed at the Departament of Human Anatomy, Medicine School of Universidad Autónoma de Nuevo León. It offers an alternative to support the traditional laboratory practice and resolve, during the dissection, the most common problems that we have already identify in our students. Some features of this program are: photography's, diagrams, information about the structures, clinical correlation and tests. All this tools were integrated in a software using Macromedia Flash. The final result is a multimedia program that will be used by students during their laboratory practice. At present, we are making a study to determine the effect that is produced in the development of the students in the anatomy lab

          Translated abstract

          Hasta hoy, diferentes estudios han tratado de determinar la manera más efectiva de aprender Anatomía: algunos autores apoyan el método tradicional, otros prefieren el uso de computadores y algunos creen en la integración de ambos. En nuestra Escuela de Medicina utilizamos el método tradicional y el uso de computadores, así hemos desarrollado un programa multimedia que tiene por objetivo optimizar la disección como herramienta de aprendizaje. Este programa multimedia de apoyo está adaptado al manual de disecciones que es utilizado durante el curso. El programa cuenta con 6 módulos, de 5 regiones cada uno, en los que se incluyen: imágenes fotográficas y diagramas de las regiones, información acerca de las estructuras que deben ser identificadas, radiografías, correlaciones clínicas y autoevaluaciones

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          Most cited references32

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          Teaching anatomy without cadavers.

          Anatomy learning is generally seen as essential to medicine, and exposure to cadavers is generally seen as essential to anatomy learning around the world. Few voices dissenting from these propositions can be identified. This paper aims to consider arguments relating to the use of cadavers in anatomy teaching, and to describe the rationale behind the decision of a new UK medical school not to use cadaveric material. First, the background to use of cadavers in anatomy learning is explored, and some general educational principles are explored. Next, arguments for the use of human cadaveric material are summarised. Then, possible arguments against use of cadavers, including educational principles as well as costs, hazards and practicality, are considered. These are much less well explored in the existing literature. Next, the rationale behind the decision of a new UK medical school not to use cadaveric material is indicated, and the programme of anatomy teaching to be employed in the absence of the use of human remains is described. Curriculum design and development, and evaluation procedures, are briefly described. Issues surrounding pathology training by autopsy, and postgraduate training in surgical anatomy, are not addressed in this paper. Evidence relating to the effect on medical learning by students not exposed to cadavers is scant, and plainly opportunities will now arise through our programme to gather such evidence. We anticipate that this discussion paper will contribute to an ongoing debate, in which virtually all previous papers on this topic have concluded that use of cadavers is essential to medical learning.
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            The human cadaver in the age of biomedical informatics.

            Major national and international critiques of the medical curriculum in the 1980s noted the following significant flaws: (1) over-reliance on learning by rote memory, (2) insufficient exercise in analysis and synthesis/conceptualization, and (3) failure to connect the basic and clinical aspects of training. It was argued that the invention of computers and related imaging techniques called to question the traditional instruction based on the faculty-centered didactic lecture. In the ensuing reform, which adopted case-based, small group, problem-based learning, time allotted to anatomical instruction was severely truncated. Many programs replaced dissection with prosections and computer-based learning. We argue that cadaver dissection is still necessary for (1) establishing the primacy of the patient, (2) apprehension of the multidimensional body, (3) touch-mediated perception of the cadaver/patient, (4) anatomical variability, (5) learning the basic language of medicine, (6) competence in diagnostic imaging, (7) cadaver/patient-centered computer-assisted learning, (8) peer group learning, (9) training for the medical specialties. Cadaver-based anatomical education is a prerequisite of optimal training for the use of biomedical informatics. When connected to dissection, medical informatics can expedite and enhance preparation for a patient-based medical profession. Actual dissection is equally necessary for acquisition of scientific skills and for a communicative, moral, ethical, and humanistic approach to patient care. Anat Rec (New Anat) 269:20-32, 2002. Copyright 2002 Wiley-Liss, Inc.
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              Dissection laboratory is vital to medical gross anatomy education.

              G. Granger (2004)
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                Author and article information

                Journal
                ijmorphol
                International Journal of Morphology
                Int. J. Morphol.
                Sociedad Chilena de Anatomía (Temuco, , Chile )
                0717-9502
                September 2006
                : 24
                : 3
                : 377-382
                Affiliations
                [01] Monterrey orgnameUniversidad Autónoma de Nuevo León orgdiv1Departament of Human Anatomy orgdiv2MedicineSchool MÉXICO
                Article
                S0717-95022006000400014 S0717-9502(06)02400314
                10.4067/S0717-95022006000400014
                26f83fbd-247e-4790-a1ef-92059b6da2a4

                This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

                History
                : 23 March 2006
                : 25 June 2006
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 32, Pages: 6
                Product

                SciELO Chile


                Laboratory practice,Multimedia program,Dissection,Teaching anatomy,Práctica de Laboratorio,Programa de multimedia,Disección,Enseñanza de la Anatomía

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