The Thorax in History 3. Beginning of the Middle Ages
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Distance Learning Program Anatomy of the Human Heart/Pig Heart Dissection Middle School/ High School
Distance Learning Program Anatomy of the Human Heart/Pig Heart Dissection Middle School/ High School This guide is for middle and high school students participating in AIMS Anatomy of the Human Heart and Pig Heart Dissections. Programs will be presented by an AIMS Anatomy Specialist. In this activity students will become more familiar with the anatomical structures of the human heart by observing, studying, and examining human specimens. The primary focus is on the anatomy and flow of blood through the heart. Those students participating in Pig Heart Dissections will have the opportunity to dissect and compare anatomical structures. At the end of this document, you will find anatomical diagrams, vocabulary review, and pre/post tests for your students. National Science Education (NSES) Content Standards for grades 9-12 • Content Standard:K-12 Unifying Concepts and Processes :Systems order and organization; Evidence, models and explanation; Form and function • Content Standard F, Science in Personal and Social Perspectives: Personal and community health • Content Standard C, Life Science: Matter, energy and organization of living systems • Content Standard A Science as Inquiry National Science Education (NSES) Content Standards for grades 5-8 • Content Standard A Science as Inquiry • Content Standard C, Life Science: Structure and function in living systems; Diversity and adaptations of organisms • Content Standard F, Science in Personal and Social Perspectives: Personal Health Show Me Standards (Science and Health/Physical Education) • Science 3. Characteristics and interactions of living organisms • Health/Physical Education 1. Structures of, functions of and relationships among human body systems Objectives: The student will be able to: 1. -
Evaluation of Medical Literature and Journal Clubs
4 Evaluation of Medical Literature and Journal Clubs Lindsay Davison, PharmD, and Jean Cunningham, PharmD, BCPS CASE H.G. is a pharmacy student on an internal medicine APPE rotation. At the end of the month, all students on the rotation are required to participate in the pharmacy’s journal club. H.G. remembers presenting a handful of journal clubs during pharmacy school, but he has never presented to a roomful of pharmacists before. Why It’s Essential Discussions about journal clubs and medical literature evaluation have been known to cause rapid heart rate, increased blood pressure, and a host of other unfortunate adverse events in otherwise healthy fi nal-year student pharmacists (please note: these data were derived from observational N of 1 studies). Alas, have no fear! This chapter is here to save you. You may wonder why medical literature evaluation and journal clubs are considered part of The Essentials. Medical literature is what creates the treatment guidelines we rely on as clinicians, and its evaluation is how we can be confi dent (or not so confi dent) in a publication’s fi ndings. Just as you would not drive a car through an intersection with your eyes shut while the passenger concluded that the coast was clear, you should not accept the author’s conclusions of a trial without evaluating the literature. Understandably, you may now be wondering how in the world pharmacists can fi nd the time to evaluate all of the medical literature that impacts their practice. The answer is that they do not. This is where journal clubs come in. -
The Teaching of Anatomy Throughout the Centuries: from Herophilus To
Medicina Historica 2019; Vol. 3, N. 2: 69-77 © Mattioli 1885 Original article: history of medicine The teaching of anatomy throughout the centuries: from Herophilus to plastination and beyond Veronica Papa1, 2, Elena Varotto2, 3, Mauro Vaccarezza4, Roberta Ballestriero5, 6, Domenico Tafuri1, Francesco M. Galassi2, 7 1 Department of Motor Sciences and Wellness, University of Naples “Parthenope”, Napoli, Italy; 2 FAPAB Research Center, Avola (SR), Italy; 3 Department of Humanities (DISUM), University of Catania, Catania, Italy; 4 School of Pharmacy and Biomedical Sciences, Faculty of Health Sciences, Curtin University, Bentley, Perth, WA, Australia; 5 University of the Arts, Central Saint Martins, London, UK; 6 The Gordon Museum of Pathology, Kings College London, London, UK;7 Archaeology, College of Hu- manities, Arts and Social Sciences, Flinders University, Adelaide, Australia Abstract. Cultural changes, scientific progress, and new trends in medical education have modified the role of dissection in the teaching of anatomy in today’s medical schools. Dissection is indispensable for a correct and complete knowledge of human anatomy, which can ensure safe as well as efficient clinical practice and the hu- man dissection lab could possibly be the ideal place to cultivate humanistic qualities among future physicians. In this manuscript, we discuss the role of dissection itself, the value of which has been under debate for the last 30 years; furthermore, we attempt to focus on the way in which anatomy knowledge was delivered throughout the centuries, from the ancient times, through the Middles Ages to the present. Finally, we document the rise of plastination as a new trend in anatomy education both in medical and non-medical practice. -
REVIEW ESSAY Situating the History of Medicine Within Chinese History
REVIEW ESSAY Situating the History of Medicine within Chinese History Marta Hanson, John Hopkins University Andrew Schonebaum. Novel Medicine: Healing, Literature, and Popular Knowledge in Early Modern China. Seattle: University of Washington Press, 2016. 296 pp. $50 (cloth); $30 (paper). Hilary A. Smith. Forgotten Disease: Illnesses Transformed in Chinese Medicine. Stanford, CA: Stanford University Press, 2017. 248 pp. $85 (cloth); $25 (paper/e-book). The past ten years have seen the publication of more than seventy English-language monographs, edited books, translations, dictionaries, and even a three-volume catalogue, related to the history of medicine in China. Such substantive, varied, and often ground-breaking scholarship is finally starting to do justice to the complexity of the subject and the richness of the sources vis-à-vis the better known, and thus more widely taught, history of European and Anglo-American medicine from antiquity to the modern world. Collectively bringing the field of the history of medicine in China to a new level of synthesis, these works not only demonstrate how integral the history of medicine and public health is to Chinese history but also should help facilitate the integration of East Asian medical history into more broadly conceived global histories of medicine and public health. This major boon in publications on the medical history of China over the past decade also reveals the wide-ranging methods and diverse approaches scholars have chosen to frame, and thereby exert heuristic control over, what arguably has become newly visible as the contours of a vast, complex, and essential subject of not just Chinese but human history. -
Annotated Bibliography of Journals for Educational Scholarship
AAMC-Regional Groups on Educational Affairs (GEA) Medical Education Scholarship, Research and Evaluation Section Annotated Bibliography of Journals for Educational Scholarship Revised July 2019 Coordinated by: SGEA (Southern Group on Educational Affairs) in collaboration with NEGEA, WGEA and CGEA. Compiled by: Andrea Berry, MPA University of Central Florida College of Medicine Compiling Authors: Lisa Coplit, MD Frank H. Netter MD School of Medicine Alice Fornari, EdD, RD Hofstra North Shore-LIJ University School of Medicine Larrie Greenberg, MD George Washington University School of Medicine Keith Metzger, PhD Hofstra North Shore-LIJ University School of Medicine Susan Pasquale, PhD, MT-BC, NMT University of Massachusetts Medical School Janine Shapiro, MD University of Rochester Medical Center Laura Willett, MD, FACP Robert Wood Johnson Medical School Nagaswami Vasan, PhD UMDNJ-Robert Wood Johnson Medical School DR-ED E-list Librarian Coordinators Pamela Herring, MLIS, D-AHIP, Harriet F. Ginsburg Health Sciences Library, University of Central Florida College of Medicine Judy M. Spak, MLS, Harvey Cushing/John Hay Whitney Medical Library, Yale School of Medicine For questions/suggestions contact Andrea Berry at [email protected]. THANKS! Contents Academic Emergency Medicine 5 Academic Emergency Medicine Education & Training 5 Academic Medicine 6 Academic Pathology - Supports Open Access 7 Academic Pediatrics 7 Academic Psychiatry - Supports Open Access 8 Academic Radiology - Supports Open Access 9 Advances in Health Sciences Education -
Descartes' Bête Machine, the Leibnizian Correction and Religious Influence
University of South Florida Digital Commons @ University of South Florida Graduate Theses and Dissertations Graduate School 4-7-2010 Descartes' Bête Machine, the Leibnizian Correction and Religious Influence John Voelpel University of South Florida Follow this and additional works at: https://digitalcommons.usf.edu/etd Part of the American Studies Commons, and the Philosophy Commons Scholar Commons Citation Voelpel, John, "Descartes' Bête Machine, the Leibnizian Correction and Religious Influence" (2010). Graduate Theses and Dissertations. https://digitalcommons.usf.edu/etd/3527 This Thesis is brought to you for free and open access by the Graduate School at Digital Commons @ University of South Florida. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Digital Commons @ University of South Florida. For more information, please contact [email protected]. Descartes’ Bête Machine, the Leibnizian Correction and Religious Influence by John Voelpel A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts Department of Philosophy College of Arts and Sciences University of South Florida Major Professor: Martin Schönfeld, Ph.D. Roger Ariew, Ph.D. Stephen Turner, Ph.D. Date of Approval: April 7, 2010 Keywords: environmental ethics, nonhuman animals, Montaigne, skepticism, active force, categories © Copyright 2010, John W. Voelpel 040410 Note to Reader: Because the quotations from referenced sources in this paper include both parentheses and brackets, this paper uses braces “{}” in any location {inside or outside of quotations} for the writer’s parenthetical-like additions in both text and footnotes. 040410 Table of Contents Abstract iii I. Introduction 1 II. Chapter One: Montaigne: An Explanation for Descartes’ Bête Machine 4 Historical Environment 5 Background Concerning Nonhuman Nature 8 Position About Nature Generally 11 Position About Nonhuman Animals 12 Influence of Religious Institutions 17 Summary of Montaigne’s Perspective 20 III. -
From Drug Literature Evaluation to Evidence-Based Medicine: Transforming the Focus of a First Year Pharmacy Curriculum
Volume 7 | Number 2 Article 2 4-22-2016 From Drug Literature Evaluation to Evidence- Based Medicine: Transforming the Focus of a First Year Pharmacy Curriculum Shannon Reidt University of Minnesota College of Pharmacy, [email protected] Keri Hager University of Minnesota College of Pharmacy, [email protected] James Beattie University of Minnesota Medical School, [email protected] Amy Pittenger University of Minnesota College of Pharmacy, [email protected] Maureen Smith University of Minnesota College of Pharmacy, [email protected] See next page for additional authors Follow this and additional works at: http://pubs.lib.umn.edu/innovations Recommended Citation Reidt S, Hager K, Beattie J, et al. From Drug Literature Evaluation to Evidence-Based Medicine: Transforming the Focus of a First Year Pharmacy Curriculum. Inov Pharm. 2016;7(2): Article 2. http://pubs.lib.umn.edu/innovations/vol7/iss2/2 INNOVATIONS in pharmacy is published by the University of Minnesota Libraries Publishing. From Drug Literature Evaluation to Evidence-Based Medicine: Transforming the Focus of a First Year Pharmacy Curriculum Authors Shannon Reidt, Keri Hager, James Beattie, Amy Pittenger, Maureen Smith, and Kristin Janke This case study is available in INNOVATIONS in pharmacy: http://pubs.lib.umn.edu/innovations/vol7/iss2/2 Case Study Report EDUCATION From Drug Literature Evaluation to Evidence-Based Medicine: Transforming the Focus of a First Year Pharmacy Curriculum Shannon Reidt, PharmD, MPHa; Keri Hager, PharmD, BCACPa; James Beattie, MLISb*; Amy Pittenger, PharmD, PhDa; Maureen Smith, MEda; Kristin Janke, PhDa aUniversity of Minnesota College of Pharmacy; bUniversity of Minnesota Medical School *At the time of this work, James Beattie was associated with the University of Minnesota Biomedical Library Abstract This case study describes a longitudinal curricular sequence implemented to teach evidence-based medicine (EBM) skills. -
A Brief History of the Practice of Anatomical Dissection
Open Access Rambam Maimonides Medical Journal HISTORY OF MEDICINE Post-Mortem Pedagogy: A Brief History of the Practice of Anatomical Dissection Connor T. A. Brenna, B.Sc., M.D.(C.)* Department of Medicine, University of Toronto, Toronto, ON, Canada ABSTRACT Anatomical dissection is almost ubiquitous in modern medical education, masking a complex history of its practice. Dissection with the express purpose of understanding human anatomy began more than two millennia ago with Herophilus, but was soon after disavowed in the third century BCE. Historical evidence suggests that this position was based on common beliefs that the body must remain whole after death in order to access the afterlife. Anatomical dissection did not resume for almost 1500 years, and in the interim anatomical knowledge was dominated by (often flawed) reports generated through the comparative dissection of animals. When a growing recognition of the utility of anatomical knowledge in clinical medicine ushered human dissection back into vogue, it recommenced in a limited setting almost exclusively allowing for dissection of the bodies of convicted criminals. Ultimately, the ethical problems that this fostered, as well as the increasing demand from medical education for greater volumes of human dissection, shaped new considerations of the body after death. Presently, body bequeathal programs are a popular way in which individuals offer their bodies to medical education after death, suggesting that the once widespread views of dissection as punishment have largely dissipated. KEY WORDS: Anatomy, dissection, epistemic frameworks, history, medical education Citation: Brenna CTA. Post-Mortem Pedagogy: A Brief History of the Practice of Anatomical Dissection. Rambam Maimonides Med J 2021;12 (1):e0008. -
Therapy and Medicaments by Ibn Al-Nafis
Bull. Ind. Inst. Hist. Med. Vol. XXII pp 111 to 120 THERAPY AND MEDICAMENTS BY IBN AL-NAFIS SAMIR YAHIA EL-GAMMAL'~ ABSTRACT Ibn AI-Nafis was one 01 the head physicians in Egypt and an outstanding and brilliant philosopher of the 13th century A.D. He devoted all his life to his studies in medicine and anatomy. He began his research work with explaining the compilations of othe- physicians then turned his way, and began writing his own books based on his pe-sonal experiments on human bodies and animals, and could come to his own conclu- sions about the mechanism of action of the different organs. He also tried his best to present medicine to the common people as simple as possible. He described many forms of dietary food, best drugs to use etc. He gave specified new nomenclature and defini- tions to drugs also. Thus his life was filled with scientific activity specially medicine arid helped in directing it to the right and true path which guided the European scientists to follow his ideas and to discover more about it. Alaa EI Din Ali ibn Abi Al-Hazrn sician in the Hospital AI-Naseri (built Ibn AI-Nafis Al-Our ashi (or Al-Oara- by the King AI-Naser Salah AI-Din shi) ... known as Ibn AI- Natis, was (Saladin). Later on, he became chief one of the head physicians in Egypt physician at the Bimarestan AI-Man- and an outstanding and brilliant souri which was built by the King philosopher of the 13th century A.D. -
Aristotle on the Brain 13, 14)
HISTORY OF NEUROSCIENCE this light was necessary for vision (11, Aristotle on the Brain 13, 14). This idea that the eye contains light became the basis of theories of vi- CHARLES G. GROSS sion that persisted beyond the Renais- sance. Indeed, Alcmaeon’s idea of light in the eye was only disproved in the mid- dle the Aristotle argued that the heart was the center of sensation and movement. By contrast, of eighteenth century (15). his predecessors, such as Alcmaeon, and his contemporaries, such as the Hippocratic Among the other pre-Socratic philos- doctors, attributed these functions to the brain. This article examines Aristotle’s views on opher-scientists who adopted and ex- brain function in the context of his time and considers their subsequent influence on the panded on Alcmaeon’s view of the func- development of the brain sciences. The Neuroscientist 1:245-250,1995 tions of the brain were Democritus, Anaxagoras, and Diogenes (10, 13, 14, KEY WORDS Aristotle, History of science, Greek science, Localization of function 16). Democritus developed a version that became very influential because of its on Plato. Democ- Aristotle’s name is invariably linked to ence of Aristotle on the subsequent de- impact Specifically, philosophy; indeed, for centuries, he velopment of the brain sciences. ritus taught that everything in the uni- verse is made of atoms of a was known as &dquo;The Philosopher.&dquo; Figures 1 and 2 provide some orienta- up particular size and The mind, However, he was also the leading bi- tion in time and space for this article. -
The Year of the Animal in France
1668 The Year of the Animal in France Peter Sahlins ZONE BOOKS • NEW YORK 2017 © 2017 Peter Sahlins zone books 633 Vanderbilt Street Brooklyn, NY 11218 All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, including electronic, mechanical, photocopying, microfilming, recording, or otherwise (except for that copying permitted by Sections 107 and 108 of the U.S. Copyright Law and except by reviewers for the public press), without written permission from the Publisher. Printed in Canada. Distributed by The MIT Press, Cambridge, Massachusetts, and London, England Permissions from the publishers to incorporate from the following previously published works is greatly appreciated: “The Royal Menageries of Louis XIV and the Civilizing Process Revisited,” was originally published in French Historical Studies 35.2, pp. 226–46. © 2012 Society of French Historical Studies. All rights reserved. Republished by permission of the copyright holder, and the present publisher, Duke University Press. www.dukeupress.edu; “A Tale of Three Chameleons: The Animal between Literature and Science in the Age of Louis XIV,” was originally published in French Thinking About Animals, eds. Louisa MacKenzie and Stephanie Posthumus, pp. 15–30. © 2014 Michigan State University Press; “Where the Sun Don’t Shine: The Royal Labyrinth at Versailles, 1668– 1674,” was originally published in Animals and Early Modern Identity, ed. Pia Cuneo, pp. 67–88. © 2014 Ashgate: Surrey, England and Burlington, VT, 2014. Reprinted by permission from Taylor & Francis; “The Beast Within: Animals and the First Xenotransfusion Experiments in France, 1667–68,” was originally published in Representations 129, pp. -
02C Fetal Pig Autopsy
Name(s): ________________________ HASPI Medical Anatomy & Physiology 02c Lab Activity Period: _________ Date: ___________ The following outlines the standard procedure and protocol for an autopsy performed by a medical examiner or coroner. Step 1. Preliminary Procedures Details are crucial to an autopsy! Anyone who will be reading the autopsy report will need to be able to follow these details step-by-step. This starts with identification of the victim (if known), case number, as well as the location, date, time, and reason for the autopsy. Any other special considerations also need to be recorded. Step 2. Summary of Known Circumstances http://www.pathguy.com/lectures/autopsy_6_11_07_1.jpg This is a short summary of the known facts about the victim. This most often includes the victim’s sex, race, and age. If known, it will also include a description of the circumstances in which the body was found. Any additional information on the victim’s plans or activities before or after death will also be included. Step 3. Review Documents and Examine Evidence Any reports created during the police investigation should be reviewed before autopsy. This allows for the medical examiner to have an idea of what he or she may be looking to find. In some cases, the type and shape of a weapon are crucial details in determining if any of the injuries found on the victim may be connected to any weapons found at the scene. Step 4. External Examination of the Body It is important to note any and all external details before disturbing the victim. Simple notes like the condition, state, or position of an item of clothing may be the detail needed by investigators to piece together a crime scene.