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Journal of Visualized Experiments : JoVE Nov 2014The Drosophila melanogaster eye disc is a powerful system that can be used to study many different biological processes. It contains approximately 800 separate eye...
The Drosophila melanogaster eye disc is a powerful system that can be used to study many different biological processes. It contains approximately 800 separate eye units, termed ommatidia. Each ommatidium contains eight neuronal photoreceptors that develop from undifferentiated cells following the passage of the morphogenetic furrow in the third larval instar. Following the sequential differentiation of the photoreceptors, non-neuronal cells develop, including cone and pigment cells, along with mechanosensory bristle cells. Final differentiation processes, including the structured arrangement of all the ommatidial cell types, programmed cell death of undifferentiated cell types and rhodopsin expression, occurs through the pupal phase. This technique focuses on manipulating the pupal eye disc, providing insight and instruction on how to dissect the eye disc during the pupal phase, which is inherently more difficult to perform than the commonly dissected third instar eye disc. This technique also provides details on immunostaining to allow the visualization of various proteins and other cell components.
Topics: Animals; Cell Differentiation; Dissection; Drosophila melanogaster; Eye; Morphogenesis; Ophthalmologic Surgical Procedures; Photoreceptor Cells; Pupa
PubMed: 25406645
DOI: 10.3791/52315 -
Medical Principles and Practice :... 2018Cadaver dissection (CD) is considered a tool for studying the structural details of the human body. Lately, conflicting opinions regarding the utility of this modality... (Review)
Review
Cadaver dissection (CD) is considered a tool for studying the structural details of the human body. Lately, conflicting opinions regarding the utility of this modality in medical training have been published in medical literature. This review of the literature examines the status of anatomy teaching with CD in traditional, modern, and postgraduate medical training across the world. Literature published in the En-glish language on topics related to CD in the past 3 decades was scrutinized using different search engines. About 200 full texts were reviewed. We describe how medical schools have continued to include CD in anatomy teaching in the traditional or modified form. Medical schools that stopped or decreased CD have learnt from their experiences, and have restarted it in modified forms by integrating it vertically with medical training. In addition, CD activities have increased in postgraduate anatomy courses, surgery training, and voluntary/optional CD programs. CD, when integrated vertically, still has a part to play in medical training in modified ways. This overview may help curriculum designers to place CD in medical curricula and training programs in a justified manner.
Topics: Anatomy; Cadaver; Curriculum; Dissection; Education, Medical, Undergraduate; Educational Measurement; Humans; Schools, Medical
PubMed: 29529601
DOI: 10.1159/000488320 -
GMS Journal For Medical Education 2023Many patients have undergone visceral surgery. The effects on anatomy and physiology, which can result in further surgical or gastroenterological clinical pictures, are...
OBJECTIVE
Many patients have undergone visceral surgery. The effects on anatomy and physiology, which can result in further surgical or gastroenterological clinical pictures, are equally significant and require special knowledge. This content should be taught in an interdisciplinary elective course. The draft of the new 2025 approval regulation and the current approval regulation specify that preclinical and clinical content should specifically be combined within the framework of a Z-curriculum and that the new elective course should meet these requirements.
METHODOLOGY
Practical and theoretical aspects of recognising and treating patients with postoperative modified anatomy are to be taught and the findings are to be demonstrated using anatomical and artificial preparations. The curriculum of the preclinical course covers anatomy and physiology. The target group of the curriculum is all participating students with a special interest in topics such as anatomy, visceral surgery and gastroenterology. However, the goal is to involve student tutors of the anatomical dissection courses, who, in turn, will pass on knowledge of modified anatomy to the supervised preclinical students.
RESULTS
According to Thomas and Kern, the curriculum development process entails the following six stages: general needs assessment, targeted needs assessment, the formulation of goals and content, the description of strategies, planned implementation and evaluation.
CONCLUSION
A "modified anatomy" curriculum for an interdisciplinary elective course in surgery, gastroenterology, and anatomy was developed. Through the training of anatomy table tutors, a "dovetailing" with the preclinical stage is to be achieved. In addition, new concepts related to the transfer of knowledge and competencies were introduced and should be evaluated for suitability.
Topics: Humans; Education, Medical, Undergraduate; Curriculum; Dissection; Educational Measurement; Students, Medical
PubMed: 37560042
DOI: 10.3205/zma001625 -
Anatomical Record (Hoboken, N.J. : 2007) Apr 2022As European anatomical teaching developed in the middle ages, anatomists found themselves balanced between the educational and judicial systems. Dissection was...
As European anatomical teaching developed in the middle ages, anatomists found themselves balanced between the educational and judicial systems. Dissection was associated with the final stages of legal prosecutions and the supply of bodies was severely limited. Driven by increasing student demand for dissection, anatomists found themselves pushed to explore alternative routes for body supply. This led to association with the developing profession of grave robber, body snatchers, and even murderers. Keen to protect themselves from increasing vulnerability to legal prosecution, the eminent anatomists of the United Kingdom pushed for government legislation to provide a supply of cadaveric material for education. This article looks at the development of the Anatomy legislation in the United Kingdom in 1832. By highlighting three events in the early 1800s, it demonstrates that the development of the legislation was for addressing the concerns of the anatomists rather than any ethical concerns about the cadaveric supply. The poorest in society were used to develop the medical understanding of the more wealthy before, during, and after the introduction of the legislation. The first event made the anatomists criminal liable for body supply while the latter two events linked anatomists with murderers. The increasing demand for legislation to provide a supply of cadaveric material released the anatomists from the financial burden of dealing with grave robbers while still allowing dissection tables to be supplied with the poorest in society.
Topics: Anatomists; Anatomy; Cadaver; Dissection; Humans; Middle Aged; United Kingdom
PubMed: 34636494
DOI: 10.1002/ar.24794 -
The Journal of Thoracic and... Aug 2019
Topics: Aortic Dissection; Dissection; Humans
PubMed: 30578053
DOI: 10.1016/j.jtcvs.2018.11.026 -
Wiener Medizinische Wochenschrift (1946) Jun 2021At all times anatomists endeavored to procure scientific foundations for medicine. The anatomist dissected corpses in order to serve the living. The knowledge of anatomy... (Review)
Review
At all times anatomists endeavored to procure scientific foundations for medicine. The anatomist dissected corpses in order to serve the living. The knowledge of anatomy is a prerequisite for the understanding of physiological and pathophysiological processes. In the "Hippocratic corpus" there is no clear reference to the performance of human autopsies. Anatomy was taught on a human corpse for the first time in Alexandria around 300 B.C. For more than 1300 years anatomy and medicine then stood under the influence of Galen of Pergamon (131-201 A.D.). The Italian Mondino dei Luzzi (1275-1326) was the first to introduce systematic anatomy lessons with a regular inclusion of teaching dissections in the teaching curriculum in Bologna. Andreas Vesalius (1514-1564) from Belgium founded the scientifically based human anatomy during the modern era and corrected many errors in the traditional views on anatomy of Galen. In the seventeenth and eighteenth centuries the Dutch universities, particularly the University of Leiden, were the leaders with respect to the clinical and practical student training.
Topics: Anatomy; Curriculum; Dissection; Humans; Italy; Medicine; Universities
PubMed: 33852091
DOI: 10.1007/s10354-021-00836-8 -
BMC Medical Education Dec 2023As technology advances, some schools are moving away from human cadaveric dissection to teach anatomy, leading to concern regarding the possible loss of a professional...
BACKGROUND
As technology advances, some schools are moving away from human cadaveric dissection to teach anatomy, leading to concern regarding the possible loss of a professional identity building experience. This study explored the role of dissection in students' professional identity formation.
METHODS
A mixed-methods study was conducted using survey methodology and semi-structured interviews of medical students at an American-style graduate-entry medical school in Singapore. The questionnaire adopted the conceptual framework of the Ring Theory of Personhood and the MacLeod-Clark Professional Identity Scale was used to measure professional identity, followed by semi-structured interviews of students using Braun and Clarke's six-phase reflexive thematic analysis.
RESULTS
Respondents did not differ substantively from non-respondents by age, nationality, or ethnicity, and year of entering medical school, however, they were slightly more female dominant. The number of hours of hands-on participation in dissection showed no significant relationship (r = 0.010; p = 0.424) with professional identity formation measured by the MacLeod-Clark Professional Identity Scale. Despite the survey results, semi-structured interviews revealed rich and nuanced findings suggesting the influence of dissection in participants' professional identity formation through deepening students' appreciation of humanistic values and enhancing their notions of patients' personhood. Notably, students without dissection experience did not express these sentiments and were orientated towards knowledge acquisition.
CONCLUSION
While our findings do not suggest that dissection strongly impacts students' professional identity formation, students shared thought-provoking experiences which suggest some level of its contribution. Careful consideration of this phenomenon should be exercised prior to removing dissection in favour of technological alternatives.
Topics: Humans; Female; Students, Medical; Social Identification; Dissection; Schools, Medical; Education, Medical, Undergraduate; Cadaver
PubMed: 38114993
DOI: 10.1186/s12909-023-04913-x -
World Journal of Surgical Oncology Feb 2019Few studies of robotic nipple sparing mastectomy (NSM) were reported. We report feasibility of robotic NSM and determine standard surgical procedure and learning curve...
BACKGROUND
Few studies of robotic nipple sparing mastectomy (NSM) were reported. We report feasibility of robotic NSM and determine standard surgical procedure and learning curve threefold.
METHODS
A cohort of patients with robotic NSM for breast cancer was analyzed. Complications and post-operative hospitalization stay were reported. The same technic was used for all patients except for skin and nipple areolar complex (NAC) dissection. Differences between three surgical procedures of NAC dissection were analyzed: group 1, dissection with robotic scissors using coagulation; group 2, dissection with robotic scissors without coagulation; and group 3, dissection with non-robotic scissors and then robotic dissection. We explored possible effect of learning curve among patients from group 1 with the same surgical procedure.
RESULTS
Twenty-seven NSM with immediate breast reconstruction for breast cancers, 22 invasive and 5 in situ, were performed, with robotic latissimus dorsi-flap (RLDF) only in 17 cases, RLDF and breast implant in 6 cases, and implant alone in 4 cases. Repartition according to 3 surgical procedure groups was 16, 5, and 6 patients. Mean time of surgery and anesthesia decrease according to groups 1 to 3. Among 16 patients from group 1, time of surgery and anesthesia decreased with learning curve. Post-operative hospitalization decreased from group 1 to 3. We reported a total of 11 complications, with significant difference between groups (10 for group 1). Skin complications were higher for group 1 in comparison with groups 2-3 (p = 0.02).
CONCLUSION
Robotic NSM can be performed with a brief learning. Standardized technique is proposed with non-robotic scissors superficial dissection and then dissection with robot.
Topics: Adolescent; Adult; Aged; Breast Neoplasms; Cohort Studies; Dissection; Feasibility Studies; Female; Humans; Learning Curve; Length of Stay; Mastectomy, Subcutaneous; Middle Aged; Nipples; Operative Time; Organ Sparing Treatments; Postoperative Complications; Robotic Surgical Procedures; Treatment Outcome; Young Adult
PubMed: 30728011
DOI: 10.1186/s12957-019-1567-y -
BMC Research Notes Feb 2021We developed an actuator-driven pulsed water jet device (ADPJ) for flexible neuroendoscopy to achieve effective tissue dissection with vasculature preservation. Although...
Effect of endoscope flexibility on tissue dissection profile assessed with pulsed water jet device: ensuring safety, efficacy, and handling of thin devices for neuroendoscopic surgery.
OBJECTIVE
We developed an actuator-driven pulsed water jet device (ADPJ) for flexible neuroendoscopy to achieve effective tissue dissection with vasculature preservation. Although flexibility is a strong advantage for minimally invasiveness, the effect of the ductile curvature on the dissection profiles remains unknown. The purpose of this study was to clarify the impact of the curvature change of the ADPJ connecting tube on the dissection safety and efficacy.
RESULTS
Three ADPJ connecting tubes with different inner diameters (1.0, 0.75, 0.5 mm) were used to dissect the brain phantom. They were bent at 3 angles: 0°, 60°, and 120°. The dissection profiles were evaluated using the mean depth and coefficient of variation (CV) for efficacy and safety, respectively.The larger inner diameter connecting tube dissected more deeply. The dissection depth was not changed regardless of the curvature degree in each tube. There was no significant difference in CVs regardless of inner diameter and curvature. The ductile curvature of the flexible neuroendoscope did not affect the efficacy and safety of the ADPJ dissection profile. Among the numerous instruments, tube-formed devices, including suction and injecting devices such as ADPJ, can be used safely and effectively without flexibility-related limitations.
Topics: Dissection; Endoscopes; Neuroendoscopes; Neuroendoscopy; Water
PubMed: 33597009
DOI: 10.1186/s13104-021-05475-1 -
Anatomical Sciences Education Jan 2020Dissection videos are commonly utilized in gross anatomy courses; however, the actual usage of such videos, as well as the academic impact of student use of these... (Comparative Study)
Comparative Study
Dissection videos are commonly utilized in gross anatomy courses; however, the actual usage of such videos, as well as the academic impact of student use of these videos, is largely unknown. Understanding how dissection videos impact learning is important in making curricular decisions. In this study, 22 dissection videos were created to review structures identified in laboratory sessions throughout the Organ Systems 1 (OS1), 2 (OS2), and 3 (OS3) courses. Dissection videos were provided to 201 first-year medical students, and viewing data were recorded. Demographic data for age and gender identity were also collected from students. Overall, there was a significant decrease in total views (P = 0.001), the number of students who pressed play (P < 0.001), and the number of students who viewed ≥ 90% of the total length of videos (P < 0.001) from OS1 to OS3. The total adjusted time spent viewing videos was not significantly different between individual OS courses. There were some instances where significant differences existed in examination performance between those who did and did not view videos, and by time spent viewing videos. There were no significant differences in time spent viewing videos by gender. Together these data suggest that students may utilize dissection videos more at the beginning of a dissection course, although they remain an important resource throughout the year for a subset of students.
Topics: Adult; Anatomy; Computer-Assisted Instruction; Curriculum; Dissection; Education, Medical, Undergraduate; Educational Status; Female; Humans; Learning; Male; Sex Factors; Students, Medical; Time Factors; Video Recording; Young Adult
PubMed: 30663269
DOI: 10.1002/ase.1860