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Anatomy is a foundational subject in medicine and serves as its language. Hippocrates highlighted its importance, while Herophilus pioneered human dissection, earning him the title of the founder of anatomy. Vesalius later established modern anatomy, which has since evolved historically. In Korea, formal anatomy education for medical training began with the introduction of Western medicine during the late Joseon Dynasty. Before and after the Japanese occupation, anatomy education was conducted in the German style, and after liberation, it was maintained and developed by a small number of domestic anatomists. Medicine in Korea has grown alongside the country's rapid economic and social development. Today, 40 medical colleges produce world-class doctors to provide the best medical care service in the country. However, the societal demand for more doctors is growing in order to proactively address to challenges such as public healthcare issues, essential healthcare provision, regional medical service disparities, and an aging population. This study examines the history, current state, and challenges of anatomy education in Korea, emphasizing the availability of medical educators, support staff, and cadavers for gross anatomy instruction. While variations exist between Seoul and provincial medical colleges, each manages to deliver adequate education under challenging conditions. However, the rapid increase in medical student enrollment threatens to strain existing anatomy education resources, potentially compromising educational quality. To address these concerns, we propose strategies for training qualified gross anatomy educators, ensuring a sustainable cadaver supply, and enhancing infrastructure.

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Clinical anatomy education is meant to prepare students for caring for the living, often by working with the dead. By their nature many clinical anatomy education programs privilege topographical form  over the donor's humanity. This inbalance between the living and the dead generates tensions between the tangible and the spiritual insofar as semblances of the humanity of donors endure even in depictions and derivatives. This article argues that considering the relevance of spirituality, and what endures of a donor's humanity after death, would enhance contemporary anatomy education and the ethical treatment of human body donors (and derivatives). In developing this argument, we (the authors) address the historical connection between spirituality and anatomy, including the anatomical locations of the soul. This serves as a basis for examining the role of the mimetic-or imitative-potential of deceased human donors as representations of the living. We deliberate on the ways in which the depersonalization and anonymization of those donating challenge the mimetic purpose of human body donors and the extent to which such practices are misaligned with the health care shift  from a biomedical to a biopsychosocial model. Weighing up the risks and opportunities of anonymization versus personalization of human body donors, we propose curricula that could serve to enhance the personalization of human donors to support students learning topographical form. In doing so, we argue that the personalization of human donors and depictions could prevent the ill effects of digital representations going "viral," and enhance opportunities for donors to help the general public learn more about the human form.

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INTRODUCTION: Anatomy textbooks´ connection to the rigid censoring laws enacted by Habsburg rulers, was never sufficiently investigated. Using anatomy textbooks written at the University of Vienna, our article aims at investigating the influence of censorship laws on the anatomy textbooks in Vienna between 1786 and 1865. METHODS: In our case study we compared legal text and archival sources (source material A) with seven prefaces of textbooks written by Viennese anatomists (source material B). The prefaces were comparatively investigated by applying the following questions based on source material A: (1) What motives for writing the textbooks were indicated by the anatomists in the prefaces? (2) What legal or other influences were mentioned as motives that point to a connection to the censorship regulations installed? (3) Referring to changing censorship guidelines is there a change in the mentioned audience? RESULTS: Our results are that we found evidence for censorship regulations (source material A) in the prefaces (source material B). Also, the motives for writing those textbooks changed over time because of changing censorship regulations. CONCLUSION: Our findings show that Viennese anatomy textbooks were part of the Austrian censorship laws in the investigated period with a timely correlation between the appointment as professor and the publication of the textbooks and prefaces (indirectly) referring to censorship laws. The academic tradition of writing textbooks arose from this system, when freedom of speech stood in opposition to the absolute Habsburg reign. Thus, when working with historical anatomy textbooks it is important to reflect on their censorship heritage.

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Mortimer Frank (1874-1919) was an ophthalmologist in Chicago, Illinois. He published a number of papers on the history of medicine, and was secretary of the Chicago Society of the History of Medicine and editor of their Bulletin. His major contribution to the history of medicine relates to the history of anatomical illustration. The classic book on that subject had been published in 1852 in German by the physician and historian, Johann Ludwig Choulant (1791-1861). However, by Frank's time this text was both out dated and out of print. Frank took on the tremendous project of translating Choulant's German text into English as History and Bibliography of Anatomic Illustration in Its Relation to Anatomic Science and The Graphic Arts. He improved Choulant's text with the results of his and other scholars' research, greatly enlarging the text. Frank supplemented the original book with a biography of Choulant, essays on anatomists not considered in the original text, and an essay on the history of anatomical illustration prior to those authors discussed by Choulant. This book, now referred to as Choulant/Frank, has been reprinted several times, and is still useful as a reference in this field, though some of its research is now dated.

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En el antiguo Perú, en la era preincaica, en la localidad de Sechín, sus habitantes dejaron grabados en piedras una serie de imágenes anatómicas, que tal vez constituyan los testimonios más antiguos de disecciones humanas realizadas en el mundo. (AU)

In Ancient Peru, in the pre-Inca era, in the town of Sechin, its habitants left engravings in stones a series of anatomical images, which may be the oldest testimonies of human dissections made in the world. (AU)

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This review deals with the art of (anatomical) embalming. The first part contains a brief historical review of the history of embalming, starting with ancient cultures such as the Egyptians and the lesser known Chinchorro culture, then going down the centuries and describing the anatomical techniques developed over the last two centuries. The second part deals in detail with the chemicals used for embalming purposes. The third part deals with several approaches to evaluating embalming methods, their suitability for biomechanical testing, antimicrobial properties, histological appearance, and usability. The fourth and final part analyze the European Biocidal Products Directive (98/8/EC) in the light of embalming.

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Anatomy is the science that studies the body and a basic discipline in health and biological sciences indispensable to students that study this area, and plays a important role in the comparison of species. Nowadays anatomy is falling into academic and scientific crisis. Recently, the number of papers and reviews on health science education have increased considerably. Pre-clinical disciplines are essential for all health and biological science courses; among them anatomy is considered to be the basis of morphological sciences. For that reason, throughout history, this discipline has been viewed as a factual knowledge base that must be learned in its entirety. History of anatomy demonstrated that teaching in this area is facilitated by the use of dissection of both animal and human disciplines. In absence of human cadavers, it is possible to use animals for dissection for the benefits of students. The aim of this paper is to serve as a reminder to understand that anatomy is the basis of current health science and to realize what is important in the teaching of anatomy. It is also important to learn anatomy since researchers sometimes draw wrong conclusion because of lack of anatomical knowledge.

La anatomía es la ciencia que estudia el cuerpo y una disciplina básica en ciencias de la salud y biológicas, indispensables para los estudiantes que tratan esta materia, teniendo además, un importante papel en la comparación de las especies. Actualmente, la anatomía está en una crisis académica y científica. Por otra parte, recientemente, el número de artículos y revisiones en la educación en ciencias de la salud han aumentado considerablemente. Las disciplinas pre-clínicas son esenciales para todos los cursos de salud y ciencias biológicas, entre ellas, la anatomía es considerada como la base de las ciencias morfológicas. Por esa razón, a lo largo de la historia, la anatomía ha sido considerada como una base de conocimiento de los hechos que deben ser aprendidas en su totalidad. La historia de la anatomía ha demostrado que la enseñanza en esta área se ve facilitada por el uso de la disección de animales. En ausencia de cadáveres humanos, es posible utilizar los animales para la disección, generando así beneficios para los estudiantes. El objetivo de este trabajo fue recordar el pasado para entender que la anatomía es la base de la ciencia de la salud actual y darse cuenta de la importancia de la enseñanza de esta disciplina. Finalmente, es importante recordar que los investigadores algunas veces han llegado a conclusiones erróneas debido a la falta de conocimiento sobre temas anatómicos.

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Erasistratus de Ceos (310-250 a.C.) es considerado uno de los precursores del estudio e investigación en el área anatómica, realizando las primeras disecciones junto con Herophilus su maestro, fundador de las Escuelas de Medicina y Anatomía de Alejandría. Realizó importantes aportes en el estudio y enseñanza de la neuroanatomía, entre otras disciplinas anatómicas.

Erasistratus of Ceos (310-250 b.C) is considered one of the precursors of study and research in the anatomical area, doing the first dissections along with Herophilus, their teacher, founder of the Schools of Medicine and Anatomy of Alexandria. He made important contributions in the study and teaching of neuroanatomy, among other anatomical disciplines.

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