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2. Upper limb
7. Pelvis, perineum
8. Lower limb
I am Min Suk Chung, a Korean medical
doctor and anatomist. I am honored
to present my book.
In anatomy class of medical schools,
memorization burden is enormous.
Burden can be reduced by 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 and schematics.
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
Second feature is minimized information.
I concentrate less on numbers.
It is simply written that three scalene
muscles originate from the cervical vertebrae.
Exact information is obtainable in other books.
Structures that aren’t essential in
understanding other related structures
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.
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.
Schematic figure has to be compared
to actual figures.
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.
Students can easily draw along
with schematics, which facilitates
I have invented head shapes to
represent viewing directions of
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
obtainable from my articles of the journal,
Anatomical Sciences Education.
I also teach children anatomy using
my comics. I am honored that this picture
will be used as cover of the journal.
The last feature is free distribution.
On my homepage, PDF file of the book
can be downloaded free of
charge or registration.
Downloaded PDF file can be seen
even in classroom and dissection room.
PDF file allows users to search
for the wanted anatomy terms.
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.
The book will be revised annually,
as 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 positive correlation.
Grades on written exams and lab
exams also showed positive correlation.
Additional feedback was relatively positive.
In the book, one principal is applied to
different structures, which facilitates
The book wasn’t without flaws.
Schematic drawings are too simplified
for students to get the 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
Hundreds of comic strips are obtainable.
Some are for fun: After dining,
we are sleepy because of
the gastopalpebral ligament.
That isn’t all. Dissection manual is
obtainable as a supplement.
Visible Korean products are also obtainable.
I have produced the serial sectioned
images of cadaver, which 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 become interested
in production and distribution of
their own educational resources.
I’d like to give you two take home messages.
One, board lecture is source of my educational
resources. PowerPoint has no power.
Two, visit my homepage, anatomy.co.kr.