Books, bones and bodies: The relevance of the history of anatomy in Nazi Germany for medical education today

2021 ◽  
Author(s):  
Sabine Hildebrandt
2016 ◽  
Vol 3 (1) ◽  
pp. 312-321
Author(s):  
DJ Jordan ◽  
M Griffin ◽  
B Phillips ◽  
S Hindocha ◽  
A Elgawad

Anatomy has long been a topic of interest amongst both those in medicine and those not. The understanding of biology, in terms of the function and structure of the organs and other structures of the body, has dramatically changed over time, and has been closely related to both scientific improvement and religious feeling.There is no doubt that gross anatomy is one of the preclinical cornerstones of medical education, but the way in which it has been taught has changed over the years. As early as the 16thcentury, Vesalius stated that anatomy could only be taught by dissection, however, alternative options for cadaveric study are certainly more available now than when this statement was made.Current teaching methods incorporate the tried and tested cadaveric based dissection, but has more recently been super ceded by the use of computer based imaging and the change to self-orientated or problem based learning. The shift towards the latter has led to a perceived suffering to the gain of anatomical and pathological knowledge of new doctors and surgeons.This paper aims to describe the history of anatomy teaching and review the current evidence for and against the current methods used for its deliverance.


Author(s):  
Paul Michael Rea

Advances in digital technologies are rapidly progressing, and as such, those involved in education at all levels have to adapt our educational methodologies to ensure effective and validated pedagogical methods in our teaching practice. One such area rapidly progressing is that of anatomical and medical visualisation. With such a rich and prestigious history, the subject of anatomy is at the forefront of these advances. This chapter highlights the history of anatomy in medical education, and clearly illustrates the key changes that are paramount to our digital natives learning today. With the advent of a new MSc in Medical Visualisation and Human Anatomy which bridges the gap between traditional and modern techniques in anatomical education, this chapter clearly illustrates how to amalgamate traditional teaching methodologies with those of the digital age. It will also highlight key areas to enhance employability of students entering employment in an ever-changing market.


2020 ◽  
Vol 27 (2) ◽  
pp. 231-234
Author(s):  
Emily L Humphries ◽  
Felix Allen ◽  
Simon Grange ◽  
Andrew Goldberg ◽  
Peter Smitham

Eponymous orthopaedic examinations frequently appear in modern clinical examinations, yet their original description and cause for change are often omitted from medical education today. This is important to appreciate in order to understand their diagnostic relevance in modern medicine and subsequent interpretation of results by fellow clinicians. This article reviews the original description of these tests by their namesakes, how they have evolved over time and their relevance in orthopaedics today. An online literature review (PubMed) was conducted of the original descriptions and other published literature detailing their history, evolution, sensitivity and specificity. While elements of these tests have been lost naturally over time to the ‘Chinese Whispers’ effect, most have evolved positively secondary to a deepening anatomical and pathological understanding of their target conditions. They retain some usefulness in clinical medicine, however it is recognized that their diagnostic value is invariably supplanted by improvements in diagnostic imaging.


2021 ◽  
Vol 8 ◽  
pp. 237428952110102
Author(s):  
Susan A. Kirch ◽  
Moshe J. Sadofsky

Medical schooling, at least as structured in the United States and Canada, is commonly assembled intuitively or empirically to meet concrete goals. Despite a long history of scholarship in educational theory to address how people learn, this is rarely examined during medical curriculum design. We provide a historical perspective on educational theory–practice–philosophy and a tool to aid faculty in learning how to identify and use theory–practice–philosophy for the design of curriculum and instruction.


2016 ◽  
Vol 25 (2) ◽  
pp. 291-311 ◽  
Author(s):  
DAVID BRYDAN

AbstractMany of the forms and practices of interwar internationalism were recreated under the auspices of the Nazi ‘New Europe’. This article will examine these forms of ‘Axis internationalism’ by looking at Spanish health experts' involvement with Nazi Germany during the Second World War. Despite the ambiguous relationship between the Franco regime and the Axis powers, a wide range of Spanish health experts formed close ties with colleagues from Nazi Germany and across Axis and occupied Europe. Many of those involved were relatively conservative figures who also worked with liberal international health organisations in the pre- and post-war eras. Despite their political differences, their opposing attitudes towards eugenics and the tensions caused by German hegemony, Spanish experts were able to rationalise their involvement with Nazi Germany as a mutually-beneficial continuation of pre-war international health cooperation amongst countries united by a shared commitment to modern, ‘totalitarian’ forms of public health. Despite the hostility of Nazi Germany and its European collaborators to both liberal and left-wing forms of internationalism, this phenomenon suggests that the ‘New Europe’ deserves to be studied as part of the wider history of internationalism in general and of international health in particular.


2018 ◽  
Vol 51 (3) ◽  
pp. 513-522
Author(s):  
Christopher Dillon

In their 1991 monograph on Nazi Germany,The Racial State, Michael Burleigh and Wolfgang Wippermann asked why it was “acceptable to use anthropological categories in the case of youth or women, and apparently unacceptable to employ them in the case of men?” The expansive historiography of Nazism, they complained, offered nothing “beyond an isolated venture into the realm of male fantasies, or a few studies of homosexuals.” The answer, in fact, had a lot more to do with scholarly motivation than acceptability. Put starkly, there was no intellectualfrissonin recovering the history of “men” as a social category in Nazi Germany. Influential asThe Racial Stateproved to be in driving the research agenda for historians of National Socialism, the authors’ ensuing chapter, “Men in the Third Reich,” merely confirmed as much. It presented a dry, empirical overview of Nazi racial and economic policies, excised of those specifically directed at women and children. The termsgender,masculine, ormasculinitydo not appear once in thirty-six dense pages of text. To be sure, this reflected the wider state of knowledge in the academy. Now, almost three decades later, historians can draw on a sociology of gender relations that was still in its infancy when Burleigh and Wippermann were writing. They study “men” to decode historical configurations of power. They no longer conceive of women, children, and men as discrete actor groups, but as protagonists in systems of gender relations. A sophisticated interdisciplinary literature has rendered men legible as gendered subjects, rather than as an unmarked norm. This scholarship stresses the plurality of masculine identities. It advises that a racial state, like all known states, will be a patriarchal institution, and that the gendering of oppressed ethnic minorities plays a key role in the construction of majority femininities and masculinities. By pondering the relationship between racial and social identities in Nazi Germany, Burleigh and Wippermann nevertheless raised questions with which historians continue to grapple. Each of the contributors to this special issue ofCentral European Historyfocuses productively on the intersection of gender, ethnicity, and power in the “racial state.”


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