Curriculum Development Unit, College of Medicine, King Saud University, Riyadh, Saudi Arabia.
Anat Sci Educ. 2013 Nov-Dec;6(6):415-32. doi: 10.1002/ase.1368. Epub 2013 May 6.
The aims of this review were to examine the place of surface anatomy in the medical literature, particularly the methods and approaches used in teaching surface and living anatomy and assess commonly used anatomy textbooks in regard to their surface anatomy contents. PubMed and MEDLINE databases were searched using the following keywords "surface anatomy," "living anatomy," "teaching surface anatomy," "bony landmarks," "peer examination" and "dermatomes". The percentage of pages covering surface anatomy in each textbook was calculated as well as the number of images covering surface anatomy. Clarity, quality and adequacy of surface anatomy contents was also examined. The search identified 22 research papers addressing methods used in teaching surface anatomy, 31 papers that can help in the improvement of surface anatomy curriculum, and 12 anatomy textbooks. These teaching methods included: body painting, peer volunteer surface anatomy, use of a living anatomy model, real time ultrasound, virtual (visible) human dissector (VHD), full body digital x-ray of cadavers (Lodox(®) Statscan(®) images) combined with palpating landmarks on peers and the cadaver, as well as the use of collaborative, contextual and self-directed learning. Nineteen of these studies were published in the period from 2006 to 2013. The 31 papers covered evidence-based and clinically-applied surface anatomy. The percentage of surface anatomy in textbooks' contents ranged from 0 to 6.2 with an average of 3.4%. The number of medical illustrations on surface anatomy varied from 0 to 135. In conclusion, although there has been a progressive increase in publications addressing methods used in teaching surface anatomy over the last six to seven years, most anatomy textbooks do not provide students with adequate information about surface anatomy. Only three textbooks provided a solid explanation and foundation of understanding surface anatomy.
本次综述的目的是研究体表解剖学在医学文献中的地位，特别是在教授体表和活体解剖学中使用的方法和途径，并评估常用解剖学教材在体表解剖学内容方面的情况。使用以下关键词在 PubMed 和 MEDLINE 数据库中进行检索：“体表解剖学”、“活体解剖学”、“体表解剖学教学”、“骨性标志”、“同伴检查”和“皮区”。计算了每本教材中涵盖体表解剖学的页数百分比，以及涵盖体表解剖学的图像数量。还检查了体表解剖学内容的清晰度、质量和充分性。该检索确定了 22 篇研究论文，涉及教授体表解剖学的方法，31 篇有助于改进体表解剖学课程的论文，以及 12 本解剖学教材。这些教学方法包括：身体彩绘、同伴志愿者体表解剖、活体解剖模型的使用、实时超声、虚拟（可视）人体解剖器（VHD）、全身数字化 X 射线尸体（Lodox（®）Statscan（®）图像）结合在同伴和尸体上触诊标志，以及使用协作、情境和自我指导学习。其中 19 项研究发表于 2006 年至 2013 年期间。这 31 篇论文涵盖了基于证据和临床应用的体表解剖学。教材内容中体表解剖学的比例从 0 到 6.2%不等，平均为 3.4%。体表解剖学的医学插图数量从 0 到 135 不等。总之，尽管在过去六到七年中，关于教授体表解剖学方法的出版物数量有所增加，但大多数解剖学教材并未为学生提供关于体表解剖学的足够信息。只有三本书提供了对体表解剖学的深入解释和理解基础。
