Advances in Anatomical and Medical Visualisation

Background

Anatomical knowledge and understanding has dated back to the Egyptian times circa 1600 BCE. The first writing that documented anatomical, and indeed medical and surgical history was the Edwin Smith Papyrus, named after the American Egyptologist who purchased it (“An ancient medical treasure,” 2010.). It details 48 surgical cases, but also lays out a foundation for describing the type of injury, how to undertake a diagnosis, the longer term prognosis, as well as the treatment and any further explanations.

Since that time, many famous names in anatomical and medical circles contributed to knowledge and understanding including Hippocrates of Kos (4^th-5^th century), Aristotle, Herpohilos and Erasistratus (4^th century BC) and Galen (2^nd century BC). More significant works, which influenced development in the progression of anatomy, included the Canon of Medicine (completed in 1025, and influenced well into the 16^th century) and then De Humani Corporis Fabrica by Andreas Vesalius, based on actual cadaveric dissection.

Indeed, even from the Renaissance, anatomical teaching has been undertaken using cadavers (Persaud, 1984). This also extended into the 16^th and 17^th centuries, especially with the influence of William and John Hunter in advancing anatomical knowledge and understanding (Moore, 2005). Since these times cadaveric based anatomical teaching became the mainstay of medical education. As such, there was a surge in private anatomical schools along with hospital based training courses. Into 1822, the Royal College of Surgeons came to the agreement that short courses would no longer be acceptable to enter the college diploma. Shortly after this in 1832, the Anatomy Act echoed this opinion too about medical training, and specifically the use of the cadaver. This resulted in a shift in the way anatomy and medical training occurred. Previously, it was more of an apprenticeship model that was used where the student and the instructor would work closely with each other. The move towards more of a professional development course using the deceased from a hospital based environment, and where larger numbers of students were taught together was more favoured (McLachlan & Patten, 2006).