Anatomical Sciences Education vol.2, issue 5, 2009 cover image

A near‐peer (NP) teacher discussing structures of the head and neck region with first‐ and second‐year students in the anatomy laboratory at Brighton and Sussex Medical School. NP teachers are fourth‐year medical students who elect to teach in gross anatomy practical classes delivered to first‐ and second‐year medical students. Evans and Cuffe discuss design, implementation and outcomes of the NP teaching program in the current issue of ASE.     

Anatomical Sciences Education vol. 3, issue 2, 2010 cover image

Biology undergraduate students learn about vertebrate skull structure, function, and evolution. In the Integrative Anatomy course at Central Washington University, students gain a broad perspective on vertebrate (including human) anatomy, histology, and embryology in an evolutionary context. In this issue of ASE, Darda summarizes data gathered from biology departments at fouryear undergraduate institutions in Washington State and suggests how the undergraduate anatomy curriculum might be modified to meet student needs (both pre‐health career students and “regular” biology majors) given the constraints of staffing and time. Pictured in the photograph (taken by CWU photographer Richard Villacres) are Dr. David Darda (on the right) and his students Jessica Christnacht, Tyler Dexter and Spencer Moen.     

Anatomical Sciences Education vol.3, issue 3, 2010 cover image

Medical students at the University of Hong Kong learn about the development of the gastrointestinal tract using the “midgut‐rotation apron” worn by their gross anatomy instructor. The midgut, represented by a tube attached to the apron, can be pulled out and manipulated to simulate the elongation and rotation of the midgut. In this issue of ASE, Dr. Lap Ki Chan shares his experiences using this and other simple tools to promote active learning during gross anatomy sessions.     

Anatomical Sciences Education vol.3, issue 4, 2010 cover image

Students use a new gross anatomy laboratory facility at Philadelphia University that used to be a lecture room . The details of this efficient and effective conversion are described in the article by Goldman in the current issue of ASE     

Anatomical sciences education vol. 5, issue 5, 2012 cover image

A group of third-year undergraduate veterinary medicine students with their instructor from the Royal Veterinary College at the University of London in the United Kingdom learn equine anatomy using "Anato-Rug". This innovative tool depicting topographical anatomy and key areas for lung, heart, and gastrointestinal auscultation on a live horse is described in this issue of ASE. Senior veterinary medicine student, Ms. Francesca Braid and her teachers Drs. Sarah Williams and Renate Weller evaluate the students' perceptions, education outcomes, and benefits in using this low-fidelity simulation tool.     

Anatomical Sciences Education Vol. 6, Issue 6, 2013 Cover Image

ON THE COVER: In order to improve student learning of surface anatomy, full body digital X‐ray images of each cadaver are part of the learning materials available to medical students at Stellenbosch University in South Africa . Here Dr. Kotzé gives instruction to her students on palpating and visualizing various bony points and other non‐palpable surface anatomical landmarks on the images and a mounted skeleton. This exercise is later reinforced using a drawing activity. In this issue of ASE Dr. Kotzé and her co‐authors discuss the use of these full body digital X‐rays in anatomy education.     

Anatomical Sciences Education Vol. 6, Issue 1, 2013 Cover Image

ON THE COVER: Gross anatomy lecture c. 1888 delivered by Joseph Leidy, M.D., LL.D., (1823‐1891), Professor of Anatomy at the University of Pennsylvania. Dr. Leidy, a founder and first president (1899‐1889) of the American Association of Anatomists, received a Doctor of Medicine degree from the University of Pennsylvania in 1844 and in 1886 he was awarded an honorary Doctor of Learning and Laws degree by Harvard University. According to the University of Pennsylvania catalogue for the 1886/1887 academic year, the course in anatomy for medical students consisted of 3 lectures and 10 hours of practical anatomy classes with an additional 2 lectures per week of topographical anatomy.     

Anatomical Sciences Education Vol. 5, Issue 6, 2012 Cover Image

Peer‐teachers receive instruction from Drs. Johnson (center), Charchanti (right) and Troupis (left) on details of the deep structures of the cerebral hemispheres . These training sessions focus on reviewing material and honing teaching skills, so that peer teachers can assist during the anatomy laboratory for second‐year medical students. Using checklists, peer teachers review structures on cadaveric specimens, models, crosssections, as well as on programs available in the computer laboratory. In this issue, Dr. Johnson and her colleagues describe the integrated multimodal ‐ multidisciplinary anatomy teaching program applied at the University of Ioannina School of Medicine in Ioannina, Greece.     

Anatomical Sciences Education Vol. 6, Issue 5, 2013 Cover Image

ON THE COVER: Anatomy students studying the head and neck region in a virtual dissection class at the Sackler Faculty of Medicine, Tel Aviv University, Israel . The students learn the detailed anatomical structures of each region utilizing living individuals' CTscans, assisted by working‐sheets, osteology specimens and anatomy atlases. In this issue of ASE, May and her colleagues present their new CT‐based anatomy curriculum. This paper describes motivations and reasoning for development of the new curriculum, the CT‐based learning system itself with practical examples of virtual dissections and students' assessments of the new anatomy program.     

Anatomical Sciences Education Vol. 4, Issue 6, 2011 Cover Image

Physical Therapy students at the College of Medicine, Mayo Clinic in Rochester, Minnesota receive instruction at the cadaver during a second year musculoskeletal course. In this issue of ASE Dr. Krause and his colleagues from the Doctoral Program in Physical Therapy share their experience developing a clinical skills course in a human gross anatomy laboratory.     

Anatomical Sciences Education Vol. 6, Issue 4, 2013 Cover Image

ON THE COVER: Anatomy students at McMaster University, Canada, study a model of the female pelvis. In this issue of ASE, Dr. Wainman and his colleagues compare the efficacy of models, threedimensional simulations and traditional images in learning the anatomy of the pelvis.     

Anatomical Sciences Education Vol. 6, Issue 3, 2013 Cover Image

ON THE COVER: Medical students at the Federal University of Health Sciences of Porto Alegre, in Porto Alegre, Brazil, are viewed from the cadaver's perspective, as they interact during a session in the anatomy laboratory . In this issue of ASE, Dr. Andréa Rocha and her co‐authors discuss the launch of the university's Body Donation Program for Education and Research in Anatomy which has not only led to an increase in the number of bodies donated, but also in the number of individuals signing up to donate their bodies after death. Included in this report is a discussion of the factors that have led to this success. Photograph by Mr. Luciano A.J. Valério.     

Anatomical Sciences Education Vol. 7, Issue 6, 2014 Cover Image

ON THE COVER: Students at Monash University in the Centre for Human Anatomy Education . In this issue of ASE, Professor Paul McMenamin and co‐authors describe how they have developed novel methods to produce 3D printed copies of anatomical specimens with data derived from either laser scanning or CT imaging. These 3D prints are being used here in a class of medical students learning head and neck anatomy. The authors hope these 3D prints will act not only to supplement cadaver based instruction but moreover, they point out in their article the potential value of 3D prints for institutions and countries where access to cadaver material is difficult for cultural, ethical or logistic reasons. Photograph by Gerard Hynes.     

Anatomical Sciences Education Vol. 5, Issue 2, 2012 Cover Image

The dissecting competition in progress at the Otago School of Medical Sciences, University of Otago, Dunedin, New Zealand. In this issue of ASE, Drs. Samalia and Stringer describe a dissecting competition for third year medical students. Working alone, students undertake a detailed dissection during a single weekend day and present an appropriately labeled prosection, together with a 300 word abstract emphasizing the clinical relevance of their work. Dissections are judged on presentation, accuracy of labeling, and relevance to the clinical abstract.