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. 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. 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. 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. 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. 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. 7, Issue 3, 2014 Cover Image

ON THE COVER: To enhance independent learning and integration of embryology and to address decreased time in the curriculum, Texas Tech University Health Sciences Center School of Medicine developed a hybrid method of the flipped classroom to deliver embryology content . Here, students in the anatomy laboratory are using the online embryology videos to learn heart development and integrate this knowledge with the adult structures visualized through dissection, models, and medical images. This knowledge is later reinforced during a faceto‐ face question‐answer session utilizing clinical cases. These experiences are described in this issue by Dr. Beale and his co‐authors. Photography by Neal Hinkle, Texas Tech University Health Sciences Center, Department of Medical Education.     

Anatomical Sciences Education Vol. 4, Issue 3, 2011 Cover Image

Medical Gross Anatomy lecture at the University of Padova, Italy. Gross Anatomy at the University of Padova is taught utilizing both traditional and technological resources, which are integrated with practical laboratory exercises (mainly on plastic models and plastinated specimens) as well as radiological anatomy. In this issue of ASE, Dr. Veronica Macchi and her colleagues from the Department of Human Anatomy and Physiology at the University of Padova discuss an innovative pilot project with their University Hospital in which they obtain body parts removed from patients during surgical procedures and utilize them for gross anatomy education. The cover photograph shows one of the co‐authors of this paper, Professor Raffaele De Caro and his students, performing dissection of the distal forearm and hand in the anatomy lecture theater at the University of Padova.     

Anatomical Sciences Education Vol. 5, Issue 3, 2012 Cover Image

Medical students at the Schulich School of Medicine and Dentistry at The University of Western Ontario in London, Ontario, Canada, learn clinical facts about the hepatobiliary system as transplant surgeon Dr. Vivian McAlister (at the far right) demonstrates Whipple's procedure in the anatomy laboratory. In this issue of ASE, Ullah and colleagues describe an extracurricular student initiative known as the Surgically Oriented Anatomy Program (SOAP), which aims to deliver anatomy teaching from a surgical perspective through the philosophy of “education through recreation”.     

Anatomical Sciences Education Vol. 7, Issue 1, 2014 Cover Image

ON THE COVER: In response to a Letter to the Editors from Drs. Cornwall and Stringer in New Zealand regarding cadaver CT scans in gross anatomy courses, the ASE Editors received additional letters from schools in the United States and abroad commenting on this practice. One of the letters was from Chika R. Nwachukwu, Ph.D., a current fourth‐year medical student at Mayo Medical School. Chika, who had taken a human anatomy course during her first year in medical school and served as an anatomy teaching assistant during her third‐year, commented that having a CT of their cadaver significantly enhanced her learning. The Mayo course, featured on the cover, utilizes cadaver CTs as an integral part of the anatomy curriculum. These Letters to the Editors are published in the current issue of ASE.     

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.     

Anatomical Sciences Education Vol. 4, Issue 2, 2011 Cover Image

Anatomy and Physiology undergraduate students learn histology using live digital imaging of microscopic slides on a SMART board. The interactive live digital imaging system consists of a digital camera‐equipped microscope that projects images from glass slides on a wall‐mounted SMART board via a classroom computer. This setup allows the instructor to make real‐time annotations of key structural components of the cells and tissues. In this issue of ASE, Dr. Higazi from the Department of Biological Sciences at the Ohio University Zanesville Campus discusses the impact of interactive live digital imaging technology on students' performance in his undergraduate A&P course. The photograph (taken by Ms. Christine Shaw, Director of Public Relations at Ohio University Zanesville Campus) shows Dr. Higazi and his students discussing different epithelial cell characteristics found in the medulla of the kidney.