Clinical Anatomy最新文献

{"title":"The Lumbar Sympathetic Trunk and Its Branching Variability: Relevance for Clinical and Interventional Strategies.","authors":"Agustina A Pontecorvo, Nicolás F Laurensio, Tomás R Patrón, Manuel Gatto, Verena B Franco-Riveros, Juan Carlos Flores, Joe Iwanaga, André P Boezaart, Miguel A Reina, Bruno Buchholz","doi":"10.1002/ca.24280","DOIUrl":"https://doi.org/10.1002/ca.24280","url":null,"abstract":"<p><p>Precision medicine relies on a thorough understanding of lumbar sympathetic anatomy and its branches to elucidate related pathophysiology and improve treatment of conditions such as low back pain, lumbopelvic pain, and vascular autonomic disorders affecting the lower limbs. This study aims to expand knowledge of fetal lumbar sympathetic anatomy by providing a detailed description and systematic classification of the communicating branches, their specific distribution to each lumbar spinal nerve, and the origin of lumbar splanchnic nerves. The lumbar and retroperitoneal regions of 25 human fetuses (50 sides) were subjected to detailed sub-macroscopic dissections. The lumbar sympathetic trunk generally comprises three ganglia. The L2 and L3 ganglia are consistently present, but accessory ganglia along certain communicating branches are rare. The 466 communicating branches examined (229 on the right, 237 on the left) comprised 144 superficial, 251 deep transverse, and 71 deep discal branches. Deep transverse branches appeared consistently across all levels, whereas superficial branches originated only from the L1, L2, and occasionally L3 ganglia. Discal branches were inconsistent across ganglionic levels. All lumbar spinal nerves received at least one communicating branch, though the distribution varied by branch type. Most lumbar splanchnic nerves originated from a single root, those having two roots or accessory splanchnic nerves being less common. The origins of splanchnic nerves were frequent at L1 and L2, less common at L3, and inconsistent at L4 and L5. There were no differences between the left and right sides regarding ganglia, origin, or distribution of sympathetic branches. In conclusion, the fetal autonomic branching patterns and connections of the lumbar sympathetic trunk are significantly variable, though they are more consistent than those in the cervical region. Detailed anatomical knowledge of this area is essential for improving the precision and effectiveness of lumbar sympathetic trunk interventions and minimizing complications in lumbar and retroperitoneal surgeries.</p>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143804714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Incorporating Clinical Examination Skills Into a Preclinical Anatomy Course: A Method for Facilitating Engagement and Interest.","authors":"Aysha Alani, Justin O'Leary, Andrew Stieb, John P McNamara, Michael F Nolan","doi":"10.1002/ca.24276","DOIUrl":"https://doi.org/10.1002/ca.24276","url":null,"abstract":"<p><p>Anatomy instruction is enhanced when students are engaged and interested in course material, and the relevance of the subject matter to their academic success and professional careers is emphasized. We developed a learning activity for a pre-clinical anatomy course using the clinical skills of inspection and palpation of a cadaver donor to demonstrate the value of those skills in learning anatomy and to facilitate anatomical understanding in a format similar to that used in clinical practice. Students were instructed to inspect and palpate various anatomical structures and relationships on their donor cadavers to identify features that could help in recognizing potential abnormalities, understanding disease mechanisms, and learning the anatomical bases of certain medical interventions and surgical procedures. Using these techniques, a tumor mass involving the medial end of the clavicle was identified. Student interest was increased, which led to further study and subsequent pathological identification of the tumor as a rare osteochondroma. We found that the addition of inspection and palpation as methods for learning human anatomy in the dissection laboratory, methods not commonly used, facilitated both engagement and interest in a particular area of the subject. Students also developed a respect for their donors, viewing them as their first patients. In light of the diversity in lifestyles, medical conditions, and causes of death within donor populations, we believe the approach described here can contribute greatly to the value of human anatomy courses that use cadaver donors.</p>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143789363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introducing Novel Surgical Clinical Correlations Into an Undergraduate Medical Anatomy Course.","authors":"Liam McLoughlin, Theofano Zoumpou, George P Holan, Bao-Ngoc Nasri, Daniel B Jones, Jeremy J Grachan","doi":"10.1002/ca.24274","DOIUrl":"https://doi.org/10.1002/ca.24274","url":null,"abstract":"<p><p>Anatomy education is a hallmark of many preclinical medical school curricula, but students are often unable to identify the clinical relevance of anatomy and its applications. Vertical curricula that integrate clinical concepts into the preclinical basic science years and vice versa have been shown to benefit student learning and increase educational enjoyment. This study explores second-year medical students' perceptions of the integration of clinical surgical concepts and surgical faculty into a preclinical digestive system (GI) anatomy course. The GI anatomy course at Rutgers New Jersey Medical School was modified to build on traditional anatomy content by correlating it directly with clinical surgical content. This included a novel, focused anatomy and surgery correlations booklet and surgical videos relevant to anatomical topics. Additionally, practicing general surgeons came to the anatomy lab to interact with the students and provide further clinical relevance. Survey data were collected regarding students' perceptions of integrating surgical concepts and surgeons into the anatomy curriculum, and exploring factors influencing their interest in a surgical career. The data revealed that students valued both the correlations booklet and interacting with surgeons in the anatomy lab. When ranked on a five-point Likert scale, students found both surgeons in the laboratory (M = 4.15, SD = 0.86) and the surgical correlation booklet (M = 3.52, SD = 0.51) helped them in learning the anatomy curriculum. The data did not suggest a direct relationship between interacting with surgeons in the anatomy lab and student surgical career interest. Instead, students reported additional experiences (i.e., shadowing and preceptorships) and anatomical dissection as influencing their career decisions. This study provides further evidence for the benefits of a vertical medical school curriculum by integrating clinical content and formal interactions with clinicians during the preclinical curriculum. The findings also demonstrate that further research should be completed to understand the factors influencing student interest in a surgical career.</p>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143789364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Anatomy…is a science which has revealed man's body to himself”","authors":"R. Shane Tubbs","doi":"10.1002/ca.24278","DOIUrl":"10.1002/ca.24278","url":null,"abstract":"<p>One hundred thirty years ago, Thomas Armitage (1819–1896) wrote, “The three great branches which man loves to study in himself are his organization, his vital functions, and his moral and intellectual powers.” He specifies, “Anatomy…is a science which has revealed man's body to himself in detail, and therefore always commands his interest” (Armitage <span>1895</span>).</p><p>In this issue of <i>Clinical Anatomy</i>, we offer the reader papers that explore the organization of the human body, including topics such as the tibial collateral ligament and neck of the left atrial appendage. Educational papers include one on practicing dentists' perceptions of what and how dental students are taught gross anatomy. Technical papers that will undoubtedly be of interest include how ChatGPT can be used to create case-based multiple-choice questions for anatomy exams and a systematic review of the roles of Artificial Intelligence in teaching anatomy (Figure 1).</p>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":"38 4","pages":"407-408"},"PeriodicalIF":2.3,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ca.24278","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143781768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparing the Anatomy of the Lateral Femoral Cutaneous Nerve in Patients With and Without Meralgia Paresthetica: A Systematic Review and Meta-Analysis.","authors":"Jacob M Johnson, Simbarashe J Peresuh, Joseph E Nassar, Michael Shipp, Joseph A Gil, Julia A Katarincic","doi":"10.1002/ca.24273","DOIUrl":"https://doi.org/10.1002/ca.24273","url":null,"abstract":"<p><p>The anatomical variations of the lateral femoral cutaneous nerve (LFCN) are well documented, with several studies hypothesizing that specific variants may increase the LFCN's susceptibility to meralgia paresthetica (MP). This systematic review and meta-analysis aimed to compare the prevalence of LFCN anatomical variations among limbs with and without MP. It also sought to determine if the LFCN's cross-sectional area (CSA) on ultrasound differed between limbs with and without MP. PubMed, SCOPUS, CINAHL, and Cochrane databases were used to query publications from inception to June 13, 2024. Included studies had a population of living patients, with or without the diagnosis of MP, and reported on the LFCN's exit from the pelvis, branching patterns, distance from the anterior superior iliac spine (ASIS), and/or CSA on ultrasound. Eighteen studies were included, nine retrospective and nine prospective, with a total of 1512 nerves. The LFCN in limbs with MP was closer to the ASIS (p < 0.01) and the MP limbs had a higher percentage of nerves exiting the pelvis lateral to or over the ASIS (p < 0.01) when compared to healthy limbs. The CSA was larger in the nerves affected by MP compared to the unaffected nerves (p < 0.01). The results demonstrate that specific anatomical variations of the LFCN, where the nerve courses in a more lateral or superficial position, may increase its susceptibility to developing MP. The differences in nerve CSA also show the potential utility of ultrasound as a diagnostic adjunct for MP.</p>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143744299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Septal Swell Body: An Anatomic Misnomer.","authors":"William E Bolger, Zachary Upchurch, Maria Manuela Chemas-Velez, Tatyana Khan, Matthew Mobily","doi":"10.1002/ca.24266","DOIUrl":"https://doi.org/10.1002/ca.24266","url":null,"abstract":"<p><p>Several recent publications describe a \"septal swell body\" within the nasal cavity. We review the corresponding sinonasal anatomy and revisit early anatomical descriptions to assess whether this designation is an \"anatomical misnomer\" and if the classic anatomical nomenclature should be preserved. Citations for the septal swell body and synonyms were searched using PubMed and Cochrane Library databases from inception until December 31, 2023. Classic anatomy articles and historical medical textbooks were also reviewed for references to the regional anatomy and nomenclature. Our database search revealed a variety of anatomical terms for the septal or nasal swell body. However, classic historical anatomical texts that predate the introduction of modern database searches used the terms tuberculum septi or septal tubercle. Accurate knowledge of paranasal sinus anatomy is key in surgery. Precise nomenclature, based on official terms and named anatomical entities, makes communication clear, which is essential for surgical training, medical education, and patient care. Changing anatomical nomenclature and terminology if the existing terms are not wrong can lead to confusion, misunderstanding, anatomical jargon, and misnomers. We recommend the use of tuberculum septi or its English translation \"septal tubercle\" to denote the thickened area of normal anterior septal anatomy described herein. We also underscore a limitation of modern electronic literature searches in anatomical research.</p>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143722572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can ChatGPT Generate Acceptable Case-Based Multiple-Choice Questions for Medical School Anatomy Exams? A Pilot Study on Item Difficulty and Discrimination","authors":"Yavuz Selim Kıyak,&nbsp;Ayşe Soylu,&nbsp;Özlem Coşkun,&nbsp;Işıl İrem Budakoğlu,&nbsp;Tuncay Veysel Peker","doi":"10.1002/ca.24271","DOIUrl":"10.1002/ca.24271","url":null,"abstract":"<div>\u0000 \u0000 <p>Developing high-quality multiple-choice questions (MCQs) for medical school exams is effortful and time-consuming. In this study, we investigated the ability of ChatGPT to generate case-based anatomy MCQs with acceptable levels of item difficulty and discrimination for medical school exams. We used ChatGPT to generate case-based anatomy MCQs for an endocrine and urogenital system exam based on a framework for artificial intelligence (AI)-assisted item generation. The questions were evaluated by experts, approved by the department, and administered to 502 second-year medical students (372 Turkish-language, 130 English-language). The items were analyzed to determine the discrimination and difficulty indices. The item discrimination indices ranged from 0.29 to 0.54, indicating acceptable differentiation between high- and low-performing students. All items in Turkish (six out of six) and five out of six in English met the higher discrimination threshold (≥ 0.30) required for large-scale standardized tests. The item difficulty indices ranged from 0.41 to 0.89, most items falling within the moderate difficulty range (0.20–0.80). Therefore, it was concluded that ChatGPT can generate case-based anatomy MCQs with acceptable psychometric properties, offering a promising tool for medical educators. However, human expertise remains crucial for reviewing and refining AI-generated assessment items. Future research should explore AI-generated MCQs across various anatomy topics and investigate different AI models for question generation.</p>\u0000 </div>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":"38 4","pages":"505-510"},"PeriodicalIF":2.3,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143702108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effectiveness of the Student-Centered Flipped Classroom Approach in Medical Anatomy Teaching: A Quasi-Experimental Study","authors":"Qianyin Yao,&nbsp;Peiyi Zhu,&nbsp;Xintian Yu,&nbsp;Yatao Cheng,&nbsp;Weigang Cui,&nbsp;Qin Liu","doi":"10.1002/ca.24267","DOIUrl":"10.1002/ca.24267","url":null,"abstract":"<div>\u0000 \u0000 <p>Anatomy, a cornerstone of medical education, is crucial for cultivating clinical skills among medical students. However, traditional anatomy teaching models face challenges such as insufficient learning outcomes and inadequate preparation for clinical application. Flipped Classroom teaching methods, which combine the flexibility of online learning with interactivity within groups, can offer new ways of addressing these challenges. In this quasi-experimental study, a convenience sample of first-year clinical medical students was recruited and divided into an experimental group (EG, <i>n</i> = 67) and a control group (CG, <i>n</i> = 59). The EG received the Flipped Classroom (FC) teaching method, while the CG received traditional Face-to-Face (F2F) teaching throughout an 18-week basic anatomy course. The study compared knowledge proficiency, self-directed learning ability, and classroom participation between the two groups. The results revealed no significant differences in knowledge proficiency scores (<i>t</i> = 0.938, <i>p</i> = 0.35), but students in the EG obtained significantly higher scores for self-directed learning ability (<i>t</i> = 3.078, <i>p</i> &lt; 0.05) and classroom participation (<i>t</i> = 3.936, <i>p</i> &lt; 0.001) than students in the CG. Although there were no significant differences in participants' knowledge levels, students who received the Flipped Classroom model improved significantly in self-directed learning ability and classroom participation. This study not only provides practical guidance for educational practice but also offers empirical support for research on educational theory.</p>\u0000 </div>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":"38 4","pages":"496-504"},"PeriodicalIF":2.3,"publicationDate":"2025-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143694036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Anatomy is the basis of medical discourse”","authors":"R. Shane Tubbs","doi":"10.1002/ca.24270","DOIUrl":"10.1002/ca.24270","url":null,"abstract":"<p>Hippocrates is credited with the title of this editorial. Other clinical anatomy resources have also used this quote to emphasize the importance of a firm basis in the morphological sciences as being important in the practice of medicine and surgery (Standring, <span>2016</span>).</p><p>Of the writings of Hippocrates, and where this quote can be found (Hipp. LocHom. 2), his <i>On Anatomy</i> is the shortest and was arranged to describe regional anatomy (Craik, <span>1998</span>).</p><p>Craik (<span>1998</span>) has described the writing of <i>On Anatomy</i> as “While the syntax is bald, telegraphic, and asyndetic, the vocabulary is recondite, and poetic. It is an unoriginal and uncritical summary of earlier anatomical works, incorporating Demokritean material.” This said, <i>On Anatomy</i> is an early view into the understanding of the human body, which has been studied since this ancient time. Such humble beginnings of our anatomical understanding have been used since to build upon and form the corpus of our current knowledge.</p><p>In this issue of <i>Clinical Anatomy</i>, multiple educational papers are sure to be of interest to the educator of the anatomical sciences. Additionally, papers such as one on the psychometric properties of the critical appraisal tool for anatomical meta-analysis will be useful to those who perform research in anatomy. Original studies are also included in this issue.</p><p>Live anatomically!</p>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":"38 3","pages":"227"},"PeriodicalIF":2.3,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ca.24270","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143664887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perceptions of Clinical Dentists on the Content and Methods of Gross Anatomy Education in Dentistry","authors":"Da-Hye Kim,&nbsp;Jung-Hee Bae","doi":"10.1002/ca.24265","DOIUrl":"10.1002/ca.24265","url":null,"abstract":"<div>\u0000 \u0000 <p>Gross anatomy deals with the structure of the human body, and knowledge in this field is essential for dental staff so they can examine, diagnose, and treat patients accurately. In this study, clinical dentists were surveyed to obtain their opinions on the content and methods of gross anatomy education required for prospective dental staff and to identify differences in their perceptions in relation to their general characteristics. The study ultimately enrolled and analyzed 182 participants. The content of gross anatomy education was first divided into the whole body and the head and neck, each region being subdivided into local body parts (14 items) and detailed anatomical structures (22 items). The questions relating to gross anatomy education methods consisted of eight detailed items. Each item was quantified using a 5-point Likert scale. When the clinical dentists' opinions on the degree to which anatomy knowledge by body parts is necessary for work performance were assessed, the head received the highest score among the 14 parts (4.73 ± 0.58). In the head and neck region, the temporomandibular joint received the highest score (4.83 ± 0.55). Among gross anatomy education methods, practice using medical images such as radiographs received the highest score (4.52 ± 0.62). These results can help trainers select the content and methods of gross anatomy education needed for future dental clinical workers, strengthening their capabilities by providing knowledge that will be practically helpful in clinical work.</p>\u0000 </div>","PeriodicalId":50687,"journal":{"name":"Clinical Anatomy","volume":"38 4","pages":"480-495"},"PeriodicalIF":2.3,"publicationDate":"2025-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143587885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}