Anatomic Dissection

My deep rooted curiosity about the human body is what has driven me to study this course. Contributing to future medical developments, as well as breakthroughs in wider science, is something that both excites and motivates me. This fascination surrounding the body works has led to an enthusiasm for science, particularly Biology, that extends beyond the classroom.

The word autopsy derives from the Greek word autopsia, which means “the act of seeing for oneself” (Autopsy 1). An autopsy purpose is to “determine the cause of death, observe the effects of disease” (Autopsy 1). Human dissection was frowned upon until after the Middle Ages. The first human dissection was performed in 300 BCE by Herophilus and Erasistratus, two physicians who were studying disease (Autopsy 2). In the late 2nd century CE a Greek physician Galen of Pergamum was the first

Have you ever contemplated about the differences between a human and an animal’s body system or even more interesting, the anatomies of any two animals? Most important, people can explore how an animal sustains and grows itself. Also, you are able to learn animal management, which is useful for people working in a range of industries. Additionally, a body system consists of various organs which work together to carry out a special job, which is vital to living a healthy life. Most important, researching the anatomies of both, pigs and frogs, every system has its own composition of organs, functions, and its own purpose.

The curriculum provides a solid science foundation through the foundation of medicine course that emphasizes genetics, pathophysiology, etc. However, instead of simply learning the material, I want to be able to apply it, so I am prepared for my clinical rotations. The integration into clinical concepts taught in small groups led by faculty is what distinguishes this program from other PA programs. Therefore, George Washington’s curriculum fits my learning style perfectly because when I joined small peer groups for physiology and biochemistry during my undergraduate career, I retained more information and learned how to apply it to various scenarios helping me excel on the tests. Therefore, this course provided throughout the didactic portion will allow me to apply the knowledge first through case studies, and then as a

This meant that not only could the sonographer explain to me what was happening and what they were seeing, they could explain to the student observing. I remember thinking about how amazing that would be to sit and be taught one on one how

Currently, I am in the process of earning my Bachelor’s degree in Biology with a pre-medical emphasis from Grand Canyon University. Upon graduation, I hope to attend either a medical or physician assistant school. My specific goal in the medical field is still up in the air, however, I am avidly exploring the fields of pathology, oncology, emergency medicine, and surgery. My interest in the medical field was sparked by my human anatomy and physiology class during my senior year of high school. Put simply, my life in high school was rough, and I was completely lost, as far as my career decisions were concerned. I enrolled in a human anatomy course, to fill a hole in my schedule during my senior

The learn about the different joints our bodies consist of and how those joints help our bodies function and move.

Moments such as this solidified my already growing desire to study a science in preparation for a career in the

Although grave robbing was not as large an issue after the passing of the Anatomy Act, the field still had its darkest times ahead. During the 19th and early 20th century, anatomists took advantage of the most disadvantaged sections of society including the mentally ill, people of color and poor immigrants (Cutter 2002, Halperin 2007). While these atrocities are worth remembering, anatomy truly reached its lowest point during the regime of the National Socialist Party. Corpses from concentration camps, mental facilities, and prisons were all sent to aid in research and teaching (Kaiser 2013). Throughout history, anatomists have put their morals aside for the sake of scientific advancement, but it is clear that this reached its most inexcusable

The first and second years of medical school are the pre-clinical years. M1, the first year, focuses on expanding on subjects learned in undergraduate studies. The courses taken in the first year are Basic Immunology & Microbiology, Brain & Behavior, Cell & Tissue Biology, Essentials of Clinical Medicine 1-2, Human Development, Medical Human Anatomy/Embryology I & II, Neuroanatomy, Medical Biochemistry, Medical Genetics, Physiology I, and Physiology II. Term-based learning is used and it is a type of instructional method that uses theoretically based and empirically grounded strategies to ensure that small groups working in classes that have high student-faculty ratios are still learning effectively. The three major phases of Term-based learning are preparation, readiness assurance, and application. The curriculum for the second year, M2, focuses on bridging the gap of being able to clinically apply the fundamentals of molecular medicine learned. Knowledge of pathology, microbiology and immunology, and pathophysiology of the patient is taught through didactic lectures, term based learning and laboratories. The courses taught in the M2 year are Clinical Microbiology/Immunology, Clinical Pathophysiology, Essentials of Clinical Medicine 3-4, General/Systemic Pathology, Medical Pharmacology, and Psychiatry. After the second year of medical school, students take Step 1 of the USMLE, which is a standardized test. In the

The Stanford curriculum’s structured program of study coincides with my specific learning styles and interests as a medical student. As a kinesthetic and social learner, the “flipped classroom” approach will allow me to dissect the material on my own and then exchange ideas and questions with members of a small group. Together we can challenge our understanding of concepts and ensure a solid foundation to our medical careers. Additionally, the scholarly concentration provides an invaluable opportunity to customize my education towards my interest in working with underserved populations. The Community Health foundation will enable a better understanding of the many determinants of health that affect the lives of my future patients every day.

One of the most amazing moments of that class was the chance that I had to visit a human anatomy lab at a local college. There college students showed us the cadavers they had been working on, allowing us to see the human body up close and personal. I saw the difference between a smoker’s lung and a non-smoker’s lung, exactly how a knee replacement works, and other insights to the human body.

I blended my lectures with multiple tools of teaching to clarify the complex concept and make lecture enjoyable. Besides enjoying the activities in my lectures, the students appreciate my pneumonic and jokes for memorizing anatomy terminologies. We further got an opportunity to start dissection from embalming a cadaver to prepare it for prosection. As a part of practicum I prepared museum standard molded and jar specimens. Advanced histology course got accomplished by taking pictures of H&E and Masson’s Trichrome slides we made, along with images from Transmission Electron Microscope (TEM) and Scanning Electron Microscopes (SEM). I evaluated a multidisciplinary graduate program which exposed me to the teaching styles of multiple faculties including, medicine, nursing, policy studies, law and business, further provide me with skills to evaluate the success of any program I am teaching. While working with Enrichment Study Unit (ESU), Queen’s University, I along with my colleagues developed quality curriculum, organized activities and instructed to

Overall, I found this SSC in dissection fun and very helpful for anatomy. I would recommend this SSC to all the first year students. I am actually really looking forward to doing it again next year. It has made me appreciate just how complicated the human body is. I also realised that doing this SSC has helped me visualise the structures we learnt about in the locomotor module in relation to one

He spent much of his time dissecting birds and mice. (Vesalius) Then in 1529, Vesalius started his educational years at the Catholic University of Leuven until 1533. In 1533, he started at the University of Paris, where he really began to dissect animals. He went to the University of Paris until he transferred back to the Catholic University of Leuven in 1536. Finally, in 1537, Andreas Vesalius received his medical degree in Padua. (Vesalius) In addition, he also was known to have robbed graves and dissected human beings. (Andreas Vesalius) It is believed that Vesalius was inspired by Rhazes; “Rhazes was a Persian polymath, physician, alchemist, chemist, philosopher, and figure of medicine.” (Rhazes) During this time in world history, little was known about anatomy. From Egyptian mummifying to