Clinical Anatomy最新文献

Urogenital epithelium replaces the original paramesonephric (Müllerian) epithelium in the human fetal vagina. We re-investigated this cell replacement histologically and with three-dimensional reconstructions. In the lesser pelvis, both Müllerian ducts fuse to form the uterovaginal canal. Its large caudal “head” is flanked by the locally widened Wolffian ducts. In the 9th week, the urogenital epithelium that covers the Müllerian tubercle differentiates into small, dense-staining basal cells and columnar “clear cells” apically. Mesonephric (Wolffian-duct) outlet epithelium in contact with clear cells degenerates and is replaced by clear-cell epithelium. Meanwhile, the small cells of the urogenital-sinus epithelium form a funnel that physically contacts the underlying uterovaginal head, locally breaks down its basement membrane, and establishes a bridgehead. Here, extensive cell mixing of urogenital and Müllerian cells produces a “transformational” epithelium with regressing Müllerian and healthy urogenital cells as components. After spreading throughout the vaginal epithelium, the urogenital cells near their incursion site under the Wolffian-duct outlets begin to produce the bilateral “vaginal plates.” Its cells surround the transformational epithelium as a deflated double-layered cell plate. Where the vaginal plates contact the transformational epithelium, the epithelial cell layer thickens, its surface becomes rugged, and large regressive cells become numerous. The number of regressive cells drops precipitously in the adjacent vaginal plates, implying that this band of cells functions as a “purging zone.” Once the purging process reaches the midline, the vaginal epithelium consists of urogenital cells only. Their arrangement as a deflated double-layered cell plate temporally occludes the vaginal lumen.

The microvasculature of peripheral nerve not only is important for the understanding of the development of compression syndromes, but it plays a critical role in the evolution of other nerve pathologies, including, for example, the distribution of intraneural ganglion cysts and lymphoma. We investigated the anatomical course of vessels around the human sciatic nerve and its bifurcation in eight human cadavers. Specifically, the presence of fenestrations on the epineurium and paraneurium's thickness in relation to the intraneural vessels was investigated. The sciatic, tibial, peroneal and sural nerves at the level of the bifurcation are surrounded by different layers, including the epineurium and paraneurial layers. Multiple fenestrations were observed in all membranes surrounding these nerves, which formed openings for the transfer of adipocytes and vessels from one compartment to the neighboring one. The openings were relatively large compared to the size of the vessels. In conclusion, vessels always travel through a natural opening in the paraneurial and epineurium. These vessels are important connections between the extrinsic and intrinsic nerve vasculature. In addition, the fenestration provides an important anatomical explanation for the possibility of transfer of anesthetic agents or different nerve pathologies, including intraneural ganglion cyst and tumors.

Campbell was born in 1865 and died in 1926 and was a surgeon in New York. He recognized the importance of practical anatomy for the student and practitioner. This issue of Clinical Anatomy has relevant papers for both trainees and professionals in clinical anatomy. These include MRI details of Hoffa's fat pad, ultrasound assessment of the lateral pterygoid muscle, and visualization of the dentogingival junction using specialized plastination techniques.

Head, neck, and neuroanatomy are essential components of physical therapy education due to their broad clinical applications. Detailed syllabi exist for medical students, yet none have been developed for physical therapy. This study aimed to produce an International Federation of Associations of Anatomists core head, neck, and neuroanatomy syllabus specifically for physical therapy students. A Delphi panel of 45 anatomists and clinicians from 18 countries reviewed 978 head, neck, and neuroanatomy items across five sections: general nervous system; bones and muscles of the head and neck; nasal and oral cavities, pharynx and larynx; the brain; cranial nerves, special senses, and neural pathways (including the autonomic nervous system). Items were rated based on the knowledge required of a minimally competent physical therapy student and categorized as core, recommended, not recommended, or not core. Of the 1001 items in the final topic list, 675 (67%) were rated as core or recommended. For the brain, 85% (311/366) of items were core/recommended, followed by the general nervous system (38/50, 75%) and cranial nerves, special senses, and neural pathways (206/272, 76%). Less than half of the items in the other two categories were considered core/recommended-bones and muscles of the head and neck (108/222, 49%) and nasal and oral cavities, pharynx and larynx (12/91, 13%). This syllabus guides anatomy and physical therapy educators and students in the study of head, neck, and neuroanatomy, emphasizing central nervous system over musculoskeletal and visceral structures.

In classical gross anatomy instruction, we do not routinely discuss physical beauty and shape in anatomy. However, beauty and shape in anatomy, particularly in certain regions of the body, are of primary interest to aesthetic plastic surgeons. In recent years, a remarkable increase has occurred in patients' requests for gluteal augmentation procedures to reshape their buttocks into what they surmise will result in a more attractive form than what they currently display. Accordingly, there are many articles in the plastic surgery literature that attempt to define the ideal buttocks (mainly for women, but also for men). These articles routinely provide information on how gluteal anatomy defines the appearance of the buttocks and how this anatomy can be modified to produce a more ideal buttocks postoperatively. In some cases, these articles also refer to putative anatomical structures that are not in the normal anatomical lexicon (e.g., fat compartments). Here, we review the pertinent articles in the cosmetic surgery literature that relate buttock beauty to the underlying anatomy with the aim of instructing anatomists how plastic surgeons determine buttock anatomical beauty and some of the uncommon anatomical features that they rely upon.

While some health science professional programs may utilize a team to teach anatomy, they are often anatomists or professionals from the same field. The purpose of this study was to investigate the perspectives of health professional students on the incorporation of interdisciplinary team teaching comprised primarily of an anatomist, physical therapist, and a medical doctor to collectively teach a small group anatomy curriculum. The medical students (MS; N _{Class of 2025} = 179 and N _{Class of 2026} = 174), dental students (DS; N _{Class of 2027} = 90), and physical therapy students (PT; N _{Class of 2027} = 25) were enrolled in a human anatomy course between January 2023 and December 2023 and were invited to participate in this survey. Most students affirmed that each team member provided diverse perspectives to apply the anatomy to clinical settings, offering valuable insights and guidance for upper-level courses and their careers. They acknowledged that different team members excelled in specific content areas, and even though students did not often specifically target a faculty member for various topics, collectively, the diverse teaching team aided in facilitating a well-rounded learning experience. Students expressed high satisfaction with their professional school anatomy course, which was co-taught by an interdisciplinary team. Although students had access to faculty from different professions, they generally did not seek out specific faculty for field-related inquiries. They preferred to interact with the main teaching faculty, which included the primary anatomist, medical doctor, and physical therapist.

Given the challenges of teaching and learning anatomy, it is vital to explore tools that enhance knowledge and understanding. In line with this need, this study aimed to develop a web-based learning module with ChatGPT-based artificial intelligence-supported virtual manipulatives to enhance anatomy education and assess its efficacy. The ADDIE model was adopted for the instructional design process. By employing a mixed-method research design, the effects of this learning module on the students' academic achievement, cognitive load, retention, and perceptions were analyzed. In the quantitative research phase, a quasi-experimental pre- and posttest design was used to examine the effects of academic achievement and cognitive load, using the academic achievement test and cognitive load scale. Qualitative data were gathered via an interview form developed by the researchers. The results of the research demonstrate that the instructional design model that incorporates artificial intelligence-based virtual manipulatives, is an effective approach to learning anatomy, with a notable impact on academic achievement and a reduction in cognitive load. While the students' perceptions of their educational experiences showed that the usability of the web module was well-received and ChatGPT was adopted as a study companion, both positive and negative comments were made regarding the use of virtual manipulatives and ChatGPT. This study suggests that AI and virtual manipulatives may offer a promising alternative to traditional learning, providing an innovative framework for teaching and learning of anatomy.

The increasing adoption of digital tools has transformed how learning and teaching are delivered in anatomy. Digital anatomy is maturing from its nascent nature and emerges as a new discipline of great importance. This article discusses topical areas in digital anatomy education pertinent to the development of the anatomical science discipline in the future.