Rath Gayatri, Garg Krishna
Department of Anatomy, Verdhaman Mahavir Medical College and Safdarjang Hospital, New Delhi 110024.
J Indian Med Assoc. 2006 Jun;104(6):331-3.
The concept of dissection for acquiring knowledge about the structure of human body was started in 15th century and barber--surgeons used to demonstrate various structures at the professors command. Andreas Vesalius (1514-1564) was the first medical student to dissect the cadaver and also continued with it even as a professor. Slowly and steadily its importance was realised. Once autopsy was accepted as a ideal parameter to establish the causes of death, the importance of dissection got enhanced. Cadavers were obtained earlier from the grave robbings and mortuaries, which was followed by, an Anatomy Act of 1832, by which unclaimed bodies were provided to the anatomy department. For last two decades, many persons started donating their bodies to the department of anatomy. In India, mostly unclaimed bodies are handed over to anatomy department for teaching and research purpose. Cadavers teach students during 1st professional course, autopsy teaches again in IInd and IIIrd professional courses and even later on throughout the career. Dissection helps in developing a spatial and tactile appreciation for the fabric of the human body that cannot be achieved by prosection or computerised learning aids alone.
通过解剖来获取人体结构知识的概念始于15世纪，当时理发师兼外科医生常常按照教授的指令展示各种人体结构。安德烈亚斯·维萨里（1514 - 1564）是第一位解剖尸体的医学生，并且即使成为教授后仍继续进行解剖。慢慢地，人们逐渐认识到了解剖的重要性。一旦尸体解剖被视为确定死因的理想参数，解剖的重要性就进一步提高了。早期尸体是从盗墓和停尸房获取的，随后在1832年通过了一项《解剖法案》，该法案规定将无人认领的尸体提供给解剖学系。在过去的二十年里，许多人开始将自己的遗体捐赠给解剖学系。在印度，大多无人认领的尸体被交给解剖学系用于教学和研究目的。尸体在第一专业课程中用于教学，尸体解剖在第二和第三专业课程中再次用于教学，甚至在整个职业生涯中都有帮助。解剖有助于培养对人体结构的空间感和触感，这是仅通过局部解剖或计算机辅助学习工具无法实现的。
