Evidence‐based surface anatomy

Standring, Susan

doi:10.1002/ca.22133

Cited by 20 publications

(18 citation statements)

References 24 publications

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“…A core clinical skill is the ability to use palpable surface features such as bony prominences and tendons to locate structures under the skin [21]. Injection or surgical incision made medial to 60% of the distance from the RSP will be outside the safe-zone of the MN.…”

Section: Discussionmentioning

confidence: 99%

Determination of the median nerve safe-zone in the carpal tunnel using the distal forearm bony prominences

et al. 2014

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Section: Discussionmentioning

confidence: 99%

Determination of the median nerve safe-zone in the carpal tunnel using the distal forearm bony prominences

et al. 2014

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“…First, surface anatomy of the human body must be contextually reliable (Standring, ). Researching inconsistencies in surface anatomy landmarks and re‐examining clinically relevant surface markings in the context of variables such as age, sex, ethnicity, BMI should be prioritized.…”

Section: Future Directionsmentioning

confidence: 99%

“…Surface anatomy is an essential component of studying the human body (Leonard et al, ; Standring, ). It is not just about knowing what lies under the skin and what structures are perceptible to touch in a living body, it is also about enabling learners to improve their skills in clinical examinations, interventional procedures (Leonard et al, ), and interpretation of diagnosing images.…”

Section: Introductionmentioning

confidence: 99%

The place of surface anatomy in the medical literature and undergraduate anatomy textbooks

Azer

2013

Anatomical Sciences Ed

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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.

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“…In an effort to integrate human anatomy, we must strive to provide our students with a better understanding of surface anatomy, which is essential in most branches of medicine. The importance of surface anatomy is so obvious that, as Standring (2012) said "the subject is of more than academic interest". It is an essential part of medical student training enabling them to learn skills that will be carried over into future clinical practice (Boon et al, 2002;Hale et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

The Teaching of Surface Anatomy by Body Painting

et al. 2019

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The present project on learning surface anatomy through the body painting method was undertaken because anatomical knowledge supports medical practice. The appropriate anatomical training of the doctor depends on surface anatomy. We considered the renovation of teaching strategies and didactic resources to optimize the overall teaching-learning process. 189 first-year medical students, enrolled in the Trunk and Splanchnology course at the University of Cádiz (Spain) participated in this study. Students were divided into 5 groups each of 38-41 students. The students were asked to complete a satisfaction questionnaire supplied to each participant through an on-line platform. On the basis of the results, we recommend the body painting method as an alternative tool for learning surface and clinical anatomy.

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Evidence‐based surface anatomy

Cited by 20 publications

References 24 publications

Determination of the median nerve safe-zone in the carpal tunnel using the distal forearm bony prominences

Determination of the median nerve safe-zone in the carpal tunnel using the distal forearm bony prominences

The place of surface anatomy in the medical literature and undergraduate anatomy textbooks

The Teaching of Surface Anatomy by Body Painting

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