Musculoskeletal Anatomy Knowledge in Australian Chiropractors

2021 ◽  
Author(s):  
Rosemary Giuriato ◽  
Goran Štrkalj ◽  
Tania Prvan ◽  
Anneliese Hulme ◽  
Nalini Pather
Keyword(s):  
Musculoskeletal Anatomy ◽  
Anatomy Knowledge

Musculoskeletal Anatomy Knowledge Retention in the Macquarie University Chiropractic Program: A Cross‐Sectional Study

2019 ◽  
Vol 13 (2) ◽  
pp. 182-191 ◽  
Author(s):  
Anneliese K. Hulme ◽  
Kehui Luo ◽  
Goran Štrkalj
Keyword(s):  
Knowledge Retention ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Musculoskeletal Anatomy ◽  
Anatomy Knowledge

scholarly journals Integration of Surface Anatomy with Massage Therapy: Impact on Musculoskeletal Anatomy Knowledge and Student Wellness

2018 ◽  
Vol 32 (S1) ◽  
Author(s):  
Darren S. Hoffmann ◽  
Dede Dancing ◽  
Marcy Rosenbaum
Keyword(s):  
Massage Therapy ◽  
Student Wellness ◽  
Surface Anatomy ◽  
Musculoskeletal Anatomy ◽  
Anatomy Knowledge

Musculoskeletal Anatomy: Laboratory Study Guide

1975 ◽  
Vol 55 (7) ◽  
pp. 817-818
Author(s):  
Terry Sanford ◽  
Helen Blood
Keyword(s):  
Laboratory Study ◽  
Study Guide ◽  
Musculoskeletal Anatomy ◽  
Anatomy Laboratory

scholarly journals Orthopaedic foundation jobs improve anatomy knowledge in junior doctors

2015 ◽  
Vol 23 ◽  
pp. S97
Author(s):  
P.S.E. Davies ◽  
S.M. Johnson ◽  
A.C. Faulkner ◽  
J.G.B. Maclean
Keyword(s):  
Junior Doctors ◽  
Anatomy Knowledge

The musculoskeletal anatomy of the reindeer (Rangifer tarandus): fore- and hindlimb

Polar Biology ◽  
2011 ◽  
Vol 34 (10) ◽  
pp. 1571-1578 ◽  
Author(s):  
Katy Wareing ◽  
Peter George Tickle ◽  
Karl-Arne Stokkan ◽  
Jonathan Richard Codd ◽  
William Irvin Sellers
Keyword(s):  
Rangifer Tarandus ◽  
Musculoskeletal Anatomy

scholarly journals How (and why) fins turn into limbs: insights from anglerfish

2018 ◽  
Vol 109 (1-2) ◽  
pp. 87-103 ◽  
Author(s):  
Blake V. DICKSON ◽  
Stephanie E. PIERCE
Keyword(s):  
Deep Sea ◽  
Functional Significance ◽  
Vertebrate Evolution ◽  
Underlying Structure ◽  
Pectoral Fin ◽  
Anatomical Features ◽  
Pectoral Fins ◽  
Selective Pressures ◽  
Musculoskeletal Anatomy

ABSTRACTThe fin-to-limb transition is heralded as one of the most important events in vertebrate evolution. Over the last few decades our understanding of how limbs evolved has significantly increased; but, hypotheses for why limbs evolved are still rather open. Fishes that engage their fins to ‘walk' along substrate may provide some perspective. The charismatic frogfishes are often considered to have the most limb-like fins, yet we still know little about their underlying structure. Here we reconstruct the pectoral fin musculoskeletal anatomy of the scarlet frogfish to identify adaptations that support fin-assisted walking behaviours. The data are compared to three additional anglerfish species: the oval batfish, which represents an independent acquisition of fin-assisted walking; and two pelagic deep-sea swimmers, the triplewart seadevil and ghostly seadevil. Our results clearly show broad musculoskeletal differences between the pectoral fins of swimming and walking anglerfish species. The frogfish and batfish have longer and more robust fins; larger, differentiated muscles; and better developed joints, including a reverse ball-and-socket glenoid joint and mobile ‘wrist'. Further, the frogfish and batfish show finer-scale musculoskeletal differences that align with their specific locomotor ecologies. Within, we discuss the functional significance of these anatomical features in relation to walking, the recurring evolution of similar adaptations in other substrate locomoting fishes, as well as the selective pressures that may underlie the evolution of limbs.

Distributed corporeality: Anatomy, knowledge and the technological reconfiguration of bodies in ballet

2018 ◽  
Vol 48 (6) ◽  
pp. 869-890
Author(s):  
Sophie Merit Müller
Keyword(s):  
Scientific Knowledge ◽  
Network Theory ◽  
Analytical Approach ◽  
Actor Network Theory ◽  
Black Box ◽  
The Body ◽  
Technical Improvement ◽  
Anatomical Knowledge ◽  
Classical Ballet ◽  
Anatomy Knowledge

Various specialist cultures configure bodies as complex technological devices. We know little about how exactly this is done. I focus on one of these cultures, classical ballet, to praxeologically reconstruct the conceptual, situational and material configuration of bodies as particular instruments. The technologization of the body is closely intertwined with the scientification of the practice – its ladenness with scientific knowledge about the body and an elaborate apparatus for the production of bodies. When anatomical knowledge and didactics intertwine in ballet class, this facilitates an opening of the black box ‘body’ for technical improvement. ‘A body’ becomes a plurality of (in this case, anatomically distinguished) actants. This distributed corporeality suggests that ‘the body’ is an assemblage that becomes apparent as such in moments of its modification. The empirical case as well as the analytical approach here give reason to reconsider the distinction between humans and non-humans that still prevails in actor-network theory and elsewhere.

scholarly journals Detecting Happiness Using Hyperspectral Imaging Technology

2019 ◽  
Vol 2019 ◽  
pp. 1-16 ◽  
Author(s):  
Min Hao ◽  
Guangyuan Liu ◽  
Anu Gokhale ◽  
Ya Xu ◽  
Rui Chen
Keyword(s):  
Facial Expression ◽  
Oxygen Saturation ◽  
Hyperspectral Imaging ◽  
Repeated Measures ◽  
Motor Behavior ◽  
Tissue Oxygen Saturation ◽  
Coding System ◽  
Tissue Oxygen ◽  
Individual Personality ◽  
Musculoskeletal Anatomy

Hyperspectral imaging (HSI) technology can be used to detect human emotions based on the power of material discrimination from their faces. In this paper, HSI is used to remotely sense and distinguish blood chromophores in facial tissues and acquire an evaluation indicator (tissue oxygen saturation, StO2) using an optical absorption model. This study explored facial analysis while people were showing spontaneous expressions of happiness during social interaction. Happiness, as a psychological emotion, has been shown to be strongly linked to other activities such as physiological reaction and facial expression. Moreover, facial expression as a communicative motor behavior likely arises from musculoskeletal anatomy, neuromuscular activity, and individual personality. This paper quantified the neuromotor movements of tissues surrounding some regions of interest (ROIs) on smiling happily. Next, we selected six regions—the forehead, eye, nose, cheek, mouth, and chin—according to a facial action coding system (FACS). Nineteen segments were subsequently partitioned from the above ROIs. The affective data (StO2) of 23 young adults were acquired by HSI while the participants expressed emotions (calm or happy), and these were used to compare the significant differences in the variations of StO2 between the different ROIs through repeated measures analysis of variance. Results demonstrate that happiness causes different distributions in the variations of StO2 for the above ROIs; these are explained in depth in the article. This study establishes that facial tissue oxygen saturation is a valid and reliable physiological indicator of happiness and merits further research.

scholarly journals Pocket Atlas of MRI Musculoskeletal Anatomy.

1996 ◽  
Vol 78-B (2) ◽  
pp. 340-340
Author(s):  
M. Laurence
Keyword(s):  
Musculoskeletal Anatomy

scholarly journals OPINIONS OF MEDICAL STUDENTS ABOUT PHASE I ANATOMY EDUCATION: A PRELIMINARY STUDY. Opiniones de los estudiantes de medicina acerca de la Fase I de la enseñanza de Anatomía: Un estudio preliminar

2016 ◽  
Vol 7 (1) ◽  
pp. 26-33
Author(s):  
Ayla Kurkcuoglu ◽  
Can Pelin ◽  
Ragiba Zagyapan ◽  
Ersin Ogus
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Phase I ◽  
Medical Curriculum ◽  
Anatomy Education ◽  
Interactive Education ◽  
Education Material ◽  
Preliminary Study ◽  
Anatomy Knowledge ◽  
De Medicina

Objetivos: La estandarización de la educación médica y programas centrados en la salida se han vuelto más importantes en los últimos años. Sin embargo, todavía no hay consenso sobre el lugar de las ciencias básicas en el mencionado concepto. A pesar que la importancia de la anatomía en la educación médica es  indiscutible, su lugar en el currículo médico todavía se está discutiendo ampliamente. Varios estudios y observaciones se han publicado hasta hoy sobre la educación anatómica básica. La mayoría de ellos reflejan las opiniones de los médicos clínicos o tutores médicos. El número de estudios de evaluación de la educación en anatomía en el pregrado, desde la perspectiva de los estudiantes de medicina, es limitado. El presente estudio tiene como objetivo evaluar las opiniones de los estudiantes de medicina en las clases de anatomía. Material y métodos: En este estudio, a 102 estudiantes de medicina que completaron la fase II de la educación en la Universidad de Baskent se les dio un cuestionario con 32 preguntas de tipo Likert preparados por los Departamentos de Anatomía y Medicina de la Educación, entre diciembre de 2012 y mayo de 2013. Las preguntas fueron dadas a los estudiantes en junio, justo antes de terminar el período de educación relacionado. Resultados y Conclusiones: Los estudiantes de medicina enfatizaron que entendían la importancia de la anatomía mucho después de haber terminado la educación de fase I cuando estaban tomando los cursos clínicos y mencionaron que el aporte de sus conocimientos de anatomía básica para su práctica clínica era débil. Los resultados del estudio indicaron que los estudiantes prefieren una educación integrada verticalmente, con orientación clínica e interactiva, y dieron más valor a la práctica de laboratorio en lugar de las conferencias clínicas. Objectives: Standardization of medical education and output-focused core programs has become more important in the recent years. However, still there is no consensus on the place of basic sciences in the aforementioned concept. Even though the importance of anatomy for a qualified medical education is indisputable, its place in medical curriculum is still being widely discussed. Several studies and comments have been published up to date on basic anatomy education. Most of these reflect the opinions of clinical doctors or medical tutors. The number of studies evaluating undergraduate anatomy education from the perspective of medical students is limited. The present study aims to evaluate the opinions of medical students on anatomy classes in medical education. Material and Methods: In this study, 102 medical students who completed phase II education in Baskent University were given a questionnaire containing 32 Likert’s type questions prepared by the Departments of Anatomy and Medical Education between December 2012 and May 2013.The questioner was given to the students in June just before the education of the related term was completed. Results and Conclusion: The medical students emphasized that they understood the importance of anatomy long after they had completed phase I education while they were taking the clinical courses, and they mentioned that the contribution of their basic anatomy knowledge to their clinical practice was weak. The results of the study indicated that students preferred a vertically integrated, clinically oriented and interactive education, and gave more value to laboratory practice rather than the clinical lectures. 

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