I am Chung, a Korean medical doctor
and anatomist. I am happy to introduce my book.
In anatomy class of medical schools,
memorization burden is enormous.
The burden can be reduced using book
that minimizes information.
Medical students spontaneously develop
mnemonics for survival. Taste is an acronym
for structures in the posterior mediastinum.
Schematics would be preferred
by medical students.
There already exists a book that minimizes
information and uses mnemonics
I have decided to produce another book
having following features. The first feature
is regional anatomy that directly assists
medical students who dissect cadavers.
The book is subdivided into eight regions.
It doesn’t matter which region is learned
and dissected early just as it doesn’t matter
which region is washed early in the shower.
Each region consists of subsections that
are either subregions or systems.
Essential bone structures are simply listed.
Medical students are recommended
to learn regional anatomy after understanding
The second feature is minimized information.
It is because medical schools are continuously
decreasing number of hours anatomy
is being taught.
Structures that aren’t essential in understanding
other related structures are excluded.
The individual cutaneous nerves in the upper
limb are excluded.
Structures that aren’t discriminated by routine
dissection are excluded. The liver segments are
excluded despite their clinical significance.
Related clinics are hardly introduced.
Along the same lines, eponyms used in
clinics are excluded.
I concentrate on anatomy itself
and its supportive embryology
more than on clinics.
I concentrate less on numbers.
It is simply written that three scalene muscles
originate from the cervical vertebrae.
Exact information will be added in the next edition.
The third feature is mnemonics.
The auditory ossicles are memorized
by saying “Mail includes stamp.”
One of mnemonics is etymology.
The soleus muscle is named after
its shape resembling a fish sole.
Fittingly, the book is titled
“Memory Booster of Regional Anatomy.”
The fourth feature is extreme schematics.
All intrinsic laryngeal muscles are explained
using a schematic figure.
The schematic figure has to
be compared to actual figures by users.
I have given board lecture for thirty years.
With no gifted artistic talent,
I draw schematics such as arrows to represent
origins and insertions of the muscles.
For the book, schematics are digitized on
Adobe Illustrator. Users can easily draw along
with schematics, which facilitates memorization.
I have invented head shapes to represent
viewing directions of schematics.
Planar figure of the head shapes
is used as cover of the book.
The fifth feature is my comics
you have already seen.
Learning comics are put in the book
to make anatomy approachable.
Comic strips are put in the book to depict
mnemonics. Three erector spinae muscles
are memorized by saying “I love spine.”
Detailed stories on my comics are narrated
in the journal, Anatomical Sciences Education.
I also teach children anatomy using my comics.
The picture is used as cover
of the journal this year.
The last feature is free distribution.
On my homepage, PDF file of the book can
be downloaded free of charge or registration.
PDF file can be seen even in classroom
and dissection room.
PDF file allows users to search for
the wanted anatomy term.
Texts and figures in PDF file can be copied
for other purposes such as lecture slide.
PDF file can be printed out to get a real book.
During the last half year, the book has
been read in various countries including China.
If one types an anatomy term on Google,
the book may be suggested to read or not.
The book will be revised annually,
because I strive toward more perfect book.
For that, any comments and suggestions will
be gratefully received.
To assess learning effect of the book,
I asked my medical students to answer a few questions.
On average, they read the book twice or three times.
It was because they had to take fill-in-the-blank
quizzes made from the book.
As expected, reading times of the book
and grades on written exams showed
Grades on written exams and lab exams
also showed positive correlation.
Additional feedback was relatively positive.
In the book, one principle is applied to different
structures, which facilitates memorization.
The book wasn’t without flaws.
(Schematics are too simplified for students
to get real morphology.)
The assessment is being done in other
medical schools to realize whether medical
students read the book regardless of lecture or exams.
On my homepage, full version of learning comics
on systemic anatomy can be obtained.
Hundreds of comic strips can be obtained.
Some are for fun: After dining,
we are sleepy because of the gastopalpebral ligament.
That isn’t all. Dissection manual can
be obtained as a supplement.
Visible Korean products can be obtained too.
I have produced the serial sectioned images
of cadaver that can be browsed for sectional anatomy.
3D models of plenty of structures can
be selected in any combinations and freely
rotated for stereoscopic anatomy.
The more users benefit from my educational
resources, the more I feel fruitful of my work.
Hopefully, other anatomists are interested
in production and distribution of their own
I’d like to give you two take home messages.
One, board lecture is source of my educational
resources. PowerPoint has no power. Two,
don’t forget my homepage, anatomy.co.kr.