Kaibogaku Zasshi [JOURNAL]
Sun
200 papers
[Achievements in anatomy education by Dr. Otto Mori in Taiwan].
Mori C
Kaibogaku Zasshi · 2008 Dec · PMID 19108486
My grandfather, Otto Mori (1980-1967) was one of the founders of anatomy education in Japan from 1940s to 1960s. While he was the director of Department of Medicine of Taipei Imperial University, he made efforts to estab...
My grandfather, Otto Mori (1980-1967) was one of the founders of anatomy education in Japan from 1940s to 1960s. While he was the director of Department of Medicine of Taipei Imperial University, he made efforts to establish the medical and anatomical education in Taiwan. Introduction of the achievement of anatomy education in Taiwan is important to know the history of anatomy education in Japan. I visited Taiwan National University (former Taipei Imperial University) in 2005, which was 60 years after Otto Mori started his life as a professor in Taiwan, and 110 years after Rintaro (Ogai) Mori, my great-grandfather stayed shortly in Taiwan after Japan-China War. After the World War II, there has been very few opportunity of communication between anatomy labs of Taiwan and Japan. In Taiwan, more than 70 years ago, Japanese style anatomy education was established, however, after the WW II, they learned education style from the U.S. Chiba University exchange "sister universities" agreement between National Taiwan University in 2007, and started exchange communication regarding anatomy education and scientific research. It is meaningful to learn from excellent education system of old Japan when we communicate with National Taiwan University.
[Historical development of modern anatomical education in Japan].
Sakai T
Kaibogaku Zasshi · 2008 Dec · PMID 19108485
The medical schools in the beginning of Meiji era were diverse both in the founders and in the way of education, frequently employing foreign teachers of various nationalities. In 1871, German teachers were appointed to...
The medical schools in the beginning of Meiji era were diverse both in the founders and in the way of education, frequently employing foreign teachers of various nationalities. In 1871, German teachers were appointed to organized medical education at the medical school of the university of Tokyo. The anatomical education in the school was conducted by German teachers, i.e. Miller (1871-1873), Dönitz (1873-1877), Gierke (1877-1880) and Disse (1880-1885), followed by Koganei who returned from the study in Germany. In 1882 (Meiji 15th), the general rule for medical school was enforced so that the medical schools were practically obliged to employ numbers of graduates of the university of Tokyo. In 1887 (Meiji 20th), the educational system was reformed so that many of the medical schools were closed, and the medical schools were integrated into one university, five national senior high schools and three prefectural ones in addition to four private ones. After that most of anatomical teachers were either graduates of the university of Tokyo or those who studied in the anatomical department of the university. Before 1877 (Meiji 10th), the anatomical books were mainly translated from English books, and foreign teachers of various nationality were employed in many medical schools in Japan. After 1877 (Meiji 10th), the anatomical books based on the lectures by German teachers at the university of Tokyo were published. The anatomical books after 1887 (Meiji 20th) were written based on German books, and the German anatomical terms were utilized. After 1905 (Meiji 38th), the original Japanese anatomical books appeared, employing international anatomical terms. At the first meeting of Japanese Association of Anatomists in 1893 (Meiji 26th), the Japanese anatomical teachers met together and most of them were graduates of the university of Tokyo or fellows of its anatomical department.
[Education in anatomy initiated by Pompe van Meerdervoort].
Koji T, Aikawa T
Kaibogaku Zasshi · 2008 Dec · PMID 19108484
Pompe van Meerdervoort arrived at Nagasaki port on September 21, 1857 and started his western-style medical education for the first time in the Nishiyakusho of Nagasaki on November 12, 1857. He had 12 students including...
Pompe van Meerdervoort arrived at Nagasaki port on September 21, 1857 and started his western-style medical education for the first time in the Nishiyakusho of Nagasaki on November 12, 1857. He had 12 students including Ryojun Matsumono. The curriculum was largely based on that of Utrecht Army Medical School, which was re-organized after 1841 and very good in balance of theory and practice. Among subjects, much attention was paid for Anatomy which was quite advancing at the time and in fact the lecture was given on every Tuesday, Thursday and Saturday morning from 1857 to the end of 1859. His lecture note on Anatomy was based on Handboek der Ontleedkunde van den Mensch originally written by C. E. Bock, which was translated into Dutch by P. H. Pool. The note currently available is a copy by the students. In Europe of those days, microscopes were developed and "Histology" had been established as a new science. Therefore, his lecture contained details of histological findings and now we can appreciate his policy to think much of Anatomy in the introduction of western-style medical education.
[Attempt to reduce the formaldehyde concentration by blowing cooled fresh air down in to the breathing zone of medical students from an admission port on the ceiling during gross anatomy class].
Takayanagi M, Sakai M, Ishikawa Y … +4 more , Murakami K, Kimura A, Kakuta S, Sato F
Kaibogaku Zasshi · 2008 Sep · PMID 18807948
Cadavers in gross anatomy laboratories at most medical schools are conventionally embalmed in formaldehyde solution, which is carcinogenic to humans. Medical students and instructors are thus exposed to formaldehyde vapo...
Cadavers in gross anatomy laboratories at most medical schools are conventionally embalmed in formaldehyde solution, which is carcinogenic to humans. Medical students and instructors are thus exposed to formaldehyde vapors emitted from cadavers during dissection. To reduce high formaldehyde concentrations in the breathing zone above cadavers being examined by anatomy medical students provisionally, dissection beds were located under existing admission ports on the ceiling to supply cooled fresh air from the admission port blowing downward on to the cadaver. In all cases, compared to normal condition, the downward flow of cooled fresh air from an admission port reduced formaldehyde concentrations by 0.09-0.98 ppm and reduced to 12.6-65.4% in the air above a cadaver in the breathing zone of students. The formaldehyde concentrations above cadavers under admission ports were not more than the formaldehyde concentrations between beds representing the indoor formaldehyde concentrations. Although the application of an existing admission port on the ceiling in this study did not remove formaldehyde, the downflow of cooled fresh air using this system reduced the formaldehyde concentration in the air above cadavers being attended by anatomy students during dissections. These results suggest the need for reducing formaldehyde levels in gross anatomy laboratories using fundamental countermeasures in order to satisfy the guidelines of 0.08 ppm established by the World Health Organization and the Japan Ministry of Health, Labor and Welfare.
[The physical therapy undergraduate students' responses to the gross human anatomy subjects].
Anahara R, Kawashiro Y, Matsuno Y … +2 more , Mori C, Kohno T
Kaibogaku Zasshi · 2008 Sep · PMID 18807947
Instruction in gross human anatomy is one of the important items in the subject for co-medical students of the physical therapist course. The physical therapy undergraduate students are required to have a solid understan...
Instruction in gross human anatomy is one of the important items in the subject for co-medical students of the physical therapist course. The physical therapy undergraduate students are required to have a solid understanding of the structure and formation of the human body. Therefore, their good-understanding of the course on the gross human anatomy and their experience of the gross human anatomy laboratory (observation practice) are acquired to improve their knowledge of the human body. To clarify the student responses to the gross human anatomy course including the gross human anatomy laboratory, several questionnaires were administered to the freshman physical therapy undergraduate student for two years. We found that more than 80% of the students, who felt a negative attitude for gross human anatomy before the course started, had a positive attitude about the gross human anatomy after going through the course. The experience of the gross human anatomy laboratory increased the students' activity of learning and they thought more about the dignity of being human after the course than before viewing. In addition, the results suggested that the multiple experiences of the gross human anatomy course are useful for the physical therapy undergraduate students to improve the quality of their understanding of the human body.
[SEM studies on the connective tissue cores of the lingual papillae of the northern goshawk (Accipiter gentilis)].
Emura S, Okumura T, Chen H
Kaibogaku Zasshi · 2008 Sep · PMID 18807946
The lingual papillae and their connective tissue cores (CTCs) of the northern goshawk were examined by scanning electron microscopy (SEM). The length of the tongue was approximately 2.5 cm. The median groove divided the...
The lingual papillae and their connective tissue cores (CTCs) of the northern goshawk were examined by scanning electron microscopy (SEM). The length of the tongue was approximately 2.5 cm. The median groove divided the body of the tongue into symmetrical parts. At a point approximately 2/3 of the length, there were large conical papillae between the body and the root of the tongue, the apices of which were pointed towards the posterior part of the tongue. Under the light microscopy, the filiform papillae of the dorsal surface in the lingual body showed the desquamate cells of non-keratinized epithelium. There were openings of the lingual glands on the anterior part and root of the tongue. The lingual papillae and their CTCs of the northern goshawk had a structure similar to those of the white tailed eagle and black kite.
[Model for the functional instruction of swallowing].
Satoda T, Shimoe S, Makihira S … +3 more , Tamamoto M, Murayama T, Nikawa H
Kaibogaku Zasshi · 2008 Jun · PMID 18572803
It is difficult to teach students about the mechanism of swallowing. There are three phases of swallowing; oral phase, pharyngeal phase and esophageal phase. The bolus of food is propelled to back of mouth by the tongue...
It is difficult to teach students about the mechanism of swallowing. There are three phases of swallowing; oral phase, pharyngeal phase and esophageal phase. The bolus of food is propelled to back of mouth by the tongue and the swallowing reflex happens. After nasopharynx and mouth closure, the glottal closure occurs, then hyoid and larynx are lifted by the contractions of suprahyoid and thyrohyoid muscles. As for the epiglottis, it is compressed by the tongue and inclines downward. As the larynx is lifted upward and anteriorly, slight vacuum is caused in the lower pharynx and upper esophagus at the same time, and pharyngeal constrictor compress bolus, therefore, the bolus passes the piriform fossa, and is inhaled into the esophagus. This time, we made a model in order to explain this complicated mechanism. The mandible is made of paper clay by using a metallic plate in it. The tongue, the soft palate, and the epiglottis are made by using the EVA (Ethylene Vinyl Acetate) sheet. Styloglossus, suprahyoid, thyrohyoid muscles are made with the wire. Moreover, a movable wooden chip represents the contraction of the pharyngeal constrictor muscles. The spring is put in the trachea in order to lift the larynx. The upper part of esophageal constrictor is made with spring plates.
[Trial to stimulate learning motivation of medical students in the dissection practice "teaching assistant system"].
Kawashiro Y, Kadota T, Matsuno Y … +3 more , Miyaso H, Komiyama M, Mori C
Kaibogaku Zasshi · 2008 Jun · PMID 18572802
At the Medical School of Chiba University, educational dissection tours have been conducted for intra- and extramural students in other programs, such as students of nursing. In the 2006 school year there were more than...
At the Medical School of Chiba University, educational dissection tours have been conducted for intra- and extramural students in other programs, such as students of nursing. In the 2006 school year there were more than 1,500 students. As presented in a previous report, we tested an educational program in which our medical students teach other students parts of splanchnology, neurology, and myology to promote student understanding of human physiology through their own teaching. Since this system, termed the "teaching assistant system," was fairly laborious for many medical students, we attempted to improve it by decreasing the students' load and reducing the frequency of teaching from several times to once during the one-term dissection practice. We assessed the improved method with questionnaires for medical students who had studied at the school in 2006 and 2007 (n = 206) before and after teaching other students. The response rate for the questionnaires was 91.3% (n = 188). The results were as follows. (1) Most medical students (69.7%) realized that the task of teaching had stimulating effects on their own learning motivation. (2) According to most of their evaluations (80.4%), the duties of teaching involved in the previous assistant system were laborious. In contrast, the ratio of medical students who considered teaching to be laborious decreased by about half (55.3%) in the present improved system. (3) Most students (79.8%) were satisfied with the teaching assistant system. We concluded that the improved teaching assistant system was effective for the dissection practice.
[Vertical distribution of formaldehyde concentration and simulated temperature and wind velocity from computational fluid dynamics in a gross anatomy laboratory].
Takayanagi M, Fujita T, Mikuni T … +6 more , Sakai M, Ishikawa Y, Murakami K, Kimura A, Kakuta S, Sato F
Kaibogaku Zasshi · 2008 Mar · PMID 18416107
Cadavers for gross anatomy laboratories are typically embalmed in formaldehyde. Thus, medical students and instructors are exposed to formaldehyde vapors emitted from cadavers during dissection. In an attempt to improve...
Cadavers for gross anatomy laboratories are typically embalmed in formaldehyde. Thus, medical students and instructors are exposed to formaldehyde vapors emitted from cadavers during dissection. In an attempt to improve the dissection environment, we examined indoor formaldehyde concentrations in a gross anatomy laboratory. Air samples were taken from 20, 110, 160, and 230 cm above the floor between dissection beds to represent areas near the floor, in the breathing zone of sitting students, in the breathing zone of standing students, and near the ceiling, respectively. Formaldehyde vapors were thoroughly diffused from the floor to the ceiling, suggesting that medical students are exposed to similar concentrations of formaldehyde based on distance from the floor. Computational fluid dynamics showed that cadavers are warmed by overhead fluorescent lights and the body heat of anatomy students, and indicated that the diffusion of formaldehyde vapors is increased by lighting and the body temperature of students. Computational fluid dynamics showed that gentle convection from anatomy students and cadavers carry formaldehyde vapors upward; downward flow near admission ports diffuse formaldehyde vapors from the ceiling to the floor in the anatomy laboratory.
[Abstracts of the 113th Annual Meeting of the Japanese Association of Anatomists. Oita, Japan. March 27-29, 2008. Abstracts].
Kaibogaku Zasshi · 2008 Mar · PMID 20017250
Abstract loading — click title to view on PubMed.
[Anatomical names of skeletal surfaces: analysis and classification of Latin names, and comparison with corresponding Japanese names].
Shikano S, Yamashita Y, Sato T
Kaibogaku Zasshi · 2007 Dec · PMID 18095480
For better understanding of the structures comprising the human body and in view of possible need for future revision, Latin anatomical names (Terminologia Anatomica) of the skeletal surfaces were analyzed and classified...
For better understanding of the structures comprising the human body and in view of possible need for future revision, Latin anatomical names (Terminologia Anatomica) of the skeletal surfaces were analyzed and classified, and compared with the corresponding Japanese anatomical names. The words following Facies indicated: 1) morphological resemblance of the surface; 2) the structure that articulates with the surface; 3) the structure attached to the surface; 4) the structure in contact with the surface; 5) the way of connection between the surface and the structure that faces it; 6) the structure of which the surface is a component; 7) the structure that the surface faces; 8) the site that the surface faces; 9) the relative position of the surface; 10) the non-relative position of the surface; 11) an articulation of the surface; or 12) both the structure with which the surface articulates and the structure of which the surface is a component. Analysis of Latin names and comparison with Japanese names clarified some characteristics of both names and revealed some problems in them.
[Differences in vocalization and morphology of the syrinx between Carrion crows (Corvus corone) and Jungle crows (C. macrorhynchos)].
Tsukahara N, Aoyama M, Sugita S
Kaibogaku Zasshi · 2007 Dec · PMID 18095479
The vocal characteristics and the morph of the syrinx in Carrion crows (Corvus corone) and those in Jungle crows (C. macrorhynchos) were compared. The vocalizations of both species of crow were recorded into sonograms an...
The vocal characteristics and the morph of the syrinx in Carrion crows (Corvus corone) and those in Jungle crows (C. macrorhynchos) were compared. The vocalizations of both species of crow were recorded into sonograms and analyzed. The appearance and inner configuration of the syrinx were observed using stereoscopic microscope. In addition, the inside diameter of the syrinx, the sizes of the labia and the attached position of the syringeal muscles were measured. The attached figures of syringeal muscles were different between the two species. The vocalizations of Carrion crows were noisier than possibly because their labias were noticeably smaller than those of Jungle crows. The attachment patterns of the syringeal muscles in Jungle crows suggested that they allow for more flexibility on the inside structure of the syrinx. The inner space of the syrinx in Jungle crows was also wider than those of Carrion crows. These results suggested that Jungle crows may be able to make various vocalizations because of these morphological characteristics.
[Rare case of supernumerary submandibular gland lobes forming a complex with the sublingual gland].
Sukekawa R, Itoh I
Kaibogaku Zasshi · 2007 Sep · PMID 17892019
In the sublingual/submandibular gland complex (L/M complex hereafter), the submandibular gland process adjoins the sublingual gland. Therefore, it is speculated that the L/M complex in the fused state is due to excessive...
In the sublingual/submandibular gland complex (L/M complex hereafter), the submandibular gland process adjoins the sublingual gland. Therefore, it is speculated that the L/M complex in the fused state is due to excessive development of the submandibular gland process. However, we encountered a case of the L/M complex formed due to supernumerary glandular lobes (lobes A, B, and C) developing in the posterior 1/3 portion of the submandibular duct. Lobes A, B, and C showed the following macroscopic morphologies, constitutions, ducts, and histological morphologies. Lobe A was disc-shaped, and this lobe together with the major sublingual gland was wrapped with the minor sublingual gland. Lobe B was attached to lobe C, forming a cingulate lobe. Lobe B had an irregular shape and was attached to the superior area of lobe A, while lobe C was rod-shaped and attached to the posterior area of lobe B. The posterior area of lobe C was attached to the submandibular gland at the base of the submandibular duct. The excretory ducts of lobes A, B, and C joined, forming one duct, which joined the posterior 1/3 portion of the submandibular duct. The histological morphologies of lobes A, B, and C showed a predominance of serous cells over mucous cells, which was the same as the morphology of the submandibular gland. In this case, the L/M complex may have formed by the following mechanism. Supernumerary lobes A, B, and C of the submandibular gland formed in the posterior 1/3 portion of the submandibular duct, and lobe A together with the major sublingual gland was wrapped with the minor sublingual gland. Lobes B and C formed a cingulate lobe, and its posterior portion (posterior portion of lobe C) attached to the submandibular gland, resulting in a fused state.
[Process of development of body donation law in Japan].
Sato T
Kaibogaku Zasshi · 2007 Jun · PMID 17585600
In the world, throughout history it has been difficult to obtain bodies for cadaveric dissection practice and research. In Japan, the difficulties were enhanced by the unique social culture and understanding surrounding...
In the world, throughout history it has been difficult to obtain bodies for cadaveric dissection practice and research. In Japan, the difficulties were enhanced by the unique social culture and understanding surrounding the deceased and family responsibility. Further, from the 1970's onward, there was a large influx of new medical schools. In order to provide such a large number of medical students with anatomical study materials which are not merely obtained from unknowing deceased, but rather willfully donated by the deceased, a means by which to officially donate bodies was necessary. From the mid-1970's anatomy professors and leaders of volunteer body donation organizations realized that there was a need to formulate a procedure for the wholesome development of a body donation law. Together, they proposed this concept to senators and then on to the Ministry of Education. Their efforts bore two fruits: creation (1982) of an Official Certificate of Appreciation from the Ministry of Education (addressed to the deceased and given to the family) and also the Body Donation Law (1983). For society, such a law ensures the cultural acceptance of the concept of body donation, because it proves verification by the government. Also, such a law resolves possible later disputes between family members. Further, this law can facilitate the true wishes of the deceased, not that of the family members. In 1995, the Crown Prince and Princess participated in the Ceremony of the Centenary of the Japanese Association of Anatomists. In his address, the Prince congratulated the Association for their leadership in the development of Japanese modern medicine. He noted that body donation has been a key point to facilitate excellent medical education. As a result of the body donation law, presently there is a sufficient number of donated bodies for student dissection practice at the medical schools throughout Japan. Certainly it is pleasing to all to know that the will of the deceased has been carried out. For the family as well as the schools, this process is undertaken in an official and socially acceptable manner. In this review, we describe the process toward the development of the body donation law and the influences of this law by quoting the official journal of the Japan Union of Voluntary Body Donation, "Tokushi Kentai" (Voluntary Body Donation).
[A histological study and three-dimensional reconstruction of F4/80-positive reticular cells and macrophages at the onset of murine bone marrow hematopoiesis].
Notsu E, Sonoda Y, Sasaki K
Kaibogaku Zasshi · 2007 Jun · PMID 17585599
Adult bone marrow consists of two different compartments, a vascular compartment of sinusoid and a hematopoietic compartment consisting of stromal cells and hematopoietic cells. In the hematopoietic compartment, stromal...
Adult bone marrow consists of two different compartments, a vascular compartment of sinusoid and a hematopoietic compartment consisting of stromal cells and hematopoietic cells. In the hematopoietic compartment, stromal cells play an important role in the formation of the microenvironment for hematopoiesis. To clarify the relationship between hematopoietic cells and stromal cells, particularly reticular cells and macrophages, we examined the femur bone marrow of ICR mouse fetuses and neonates using F4/80 immunostaining and three-dimensional reconstruction under light and electron microscopy. In the fetal femurs, the marrow cavity formed early from 15 days of gestation, and it showed a marked increase in volume thereafter. On the basis of the appearance of hematopoietic cells, marrow development could be classified into two stages, a pre-hematopoietic stage from 15 days of gestation to two days of age, and a beginning stage of hematopoiesis thereafter. The pre-hematopoietic bone marrow contains not only stromal reticular cells but also macrophages, and both types of stromal cells were strongly positive to F4/80 monoclonal antibody. These F4/80-positive reticular cells had a triangular cell profile with long and slender cytoplasmic processes. Reticular cells often contained large lysosomes of not only dying neutrophils but also erythroblast nuclei. A few erythroblasts accumulated around the processes, and the number of erythroblasts around reticular cells increased with bone marrow development. On the other hand, macrophages were located either close to sinusoids or in sinusoid lumen, and a close relationship to hematopoietic cells was hardly noticeable. At the beginning stage of hematopoiesis, F4/80-positive reticular cells extended their long and slender cytoplasmic processes, and the number and length of the processes appeared markedly increased. The three-dimensional cell surface of the F4/80-positive reticular cells became very complex. Numerous erythroblasts accumulated around the processes, and erythroblastic islands could gradually be recognized after four days of age. In the erythroblastic islands, central reticular cells were F4/80-positive and contained numerous large phagosomes originating from the expelled nuclei of erythroblasts. Although macrophages contained large phagosomes, the relationship between macrophages and hematopoietic cells could not clearly be elucidated even at the beginning stage of hematopoiesis. At the onset of bone marrow hematopoiesis, the hematopoietic compartment contained two kinds of F4/80-positive phagocytes, i.e., reticular cells and macrophages. In marrow erythroblastic islands, not macrophages but F4/80-positive reticular cells were located at the center of each island.
[Formaldehyde concentrations in the breathing zone of medical students during gross anatomy laboratory in Toho University].
Takayanagi M, Sakai M, Ishikawa Y … +4 more , Murakami K, Kimura A, Kakuta S, Sato F
Kaibogaku Zasshi · 2007 Jun · PMID 17585598
Cadavers for gross anatomy laboratories are conventionally embalmed by formaldehyde (FA) solution in most medical schools. Thus, medical students and instructors are exposed to FA vapors emitted from cadavers during diss...
Cadavers for gross anatomy laboratories are conventionally embalmed by formaldehyde (FA) solution in most medical schools. Thus, medical students and instructors are exposed to FA vapors emitted from cadavers during dissection. As a basic survey for the improvement of the dissection environment, we examined FA concentration in the gross anatomy laboratory during the 2006 academic year at the Faculty of Medicine of Toho University. Air samples were taken from 20 cm above a cadaver as breathing zone, and above a desk between cadavers as indoor FA concentration. FA concentrations in the breathing zone were ranged from 0.24 to 3.04 (mean 1.71) ppm during systematic anatomy, and from 0.72 to 1.60 (mean 1.16) ppm during neuroanatomy, and indoor FA concentration ranged from 048 to 1.11 (mean 0.76) ppm and from 0.21 to 0.23 (mean 0.22) ppm, respectively. These results showed that medical students and instructors are exposed to higher concentrations of FA than allowed by the guidelines of the Japan Ministry of Health, Labor and Welfare, and suggested the need to reduce FA levels in the gross anatomy laboratory.
[History of collecting cadavers in Japan].
Kozai T
Kaibogaku Zasshi · 2007 Mar · PMID 17396568
This study investigated how and from where medical students had acquired cadavers for research throughout Japanese history. At the beginning of dissection in the mid Edo era, they cut up executed prisoners granted by the...
This study investigated how and from where medical students had acquired cadavers for research throughout Japanese history. At the beginning of dissection in the mid Edo era, they cut up executed prisoners granted by the Tokugawa Shyogunate to study internal body parts. After the Meiji Restoration, the social mechanism of delivering cadavers underwent a complete transformation and they began to utilize 1) dead bodies of inpatients who had received free medical treatment and 2) unclaimed bodies mainly from homes for the aged and prisons. It was quite recently that "kentai", voluntary body donation, became common practice of collecting cadavers. Consequently the history of cadavers submitted to dissection faithfully reflects the relation between medical science and society.
[Anatomical education in the late Meiji era --Lu Xun, doctor Fujino and their comtemporaries].
Sakai T
Kaibogaku Zasshi · 2007 Mar · PMID 17396567
Lu Xun studied medicine at Sendai Medical School for 1 and a half years and then changed his course to Literature. In his novel "Doctor Fujino", Lu Xun told his memory on the anatomical notes in which Professor Fujino ma...
Lu Xun studied medicine at Sendai Medical School for 1 and a half years and then changed his course to Literature. In his novel "Doctor Fujino", Lu Xun told his memory on the anatomical notes in which Professor Fujino made numerous corrections. I analyzed the anatomical notes by Lu Xun and his classmates, and revealed the situation of lectures at that time. The teachers drew many anatomical illustrations on the black board with colored chalks. The lecture notes of students may be either clean copies rewritten after lectures or crude notes written during the lectures. When making clean copies, they copied anatomical illustrations in the anatomical textbooks at hand. The anatomical textbooks by Gegenbaur, Rauber and Ishikawa were utilized. Lu Xun made clean copies in the first two months after matriculation, and made crude notes after then. Corrections by Professor Fujino were found in the crude notes for his lectures.
[Beginning of modern anatomy in Japan from the perspective of anatomical bibliographies of the Meiji era].
Shimada K
Kaibogaku Zasshi · 2007 Mar · PMID 17396566
In contrast to the days of the Shogunate during the Edo period when knowledge and information from abroad were derived solely from The Netherlands (so-called Western learning), the establishment of the new Meiji governme...
In contrast to the days of the Shogunate during the Edo period when knowledge and information from abroad were derived solely from The Netherlands (so-called Western learning), the establishment of the new Meiji government marked the arrival of a wealth of new knowledge from English and German speaking countries to Japan. As with other academic fields, the field of medicine, particularly anatomy, experienced an influx of many foreign books during this period. In the early to middle Meiji period (1868-1887), anatomy books from English-speaking countries became mainstream, and translations of these books were subsequently published. However, following Japan's decision in the third year of the Meiji era (1870) to model itself after German medicine, and the subsequent introduction of German teachers in Japanese medical education, medicine from English-speaking countries was gradually replaced by German medicine. Consequently, a multitude of German anatomy textbooks began to be imported into Japan during the middle Meiji period. In the later half of Meiji period (1888-1912), sequential publication of books written by Japanese anatomists based on German anatomy books became more common, along with the development of medical personnel who had been taught by foreign teachers. Most of the anatomy textbooks written by Japanese anatomists followed a format based on that of German anatomy textbooks of the time. This format style became well established by the late the end of Meiji period, and continued to be used in subsequently published anatomy textbooks until around the end of World War II. Here we introduce books, such as the translated anatomy books and textbooks, that were published during the turbulent Meiji era, and describe these within a bibliographical context.
[Anatomy education at the beginning of Japan's Meiji era and an anatomical model with topographical expressions of anatomy under the fasciae].
Tsukisawa M
Kaibogaku Zasshi · 2007 Mar · PMID 17396565
One anatomical model of a human is preserved at Kyushu University. We presume this model to have been made at the beginning of Japan's Meiji era as a copy of the Anatomie clastique, which was designed and manufactured by...
One anatomical model of a human is preserved at Kyushu University. We presume this model to have been made at the beginning of Japan's Meiji era as a copy of the Anatomie clastique, which was designed and manufactured by Louis Thomas Jérôme Auzoux and imported from France at the end of the Edo era. The model has labels of anatomical nomenclature in Japanese, which are taken from Kazuyoshi Taguchi's Kaibou-Ranyo, (see text) and the unique expressions of topographical anatomy under the fasciae. These are unique characteristics that cannot be seen on the Auzoux original. This model is supposed to have been made for use in professional medical training, and these characteristics reflect the historical background of the times when Western medicine was being introduced into Japan. At that time, Japan urgently needed training for doctors who were acquiring the techniques of surgery, but there was no system to supply a plentiful number of cadavers for use in anatomical education.
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