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Skull anatomy is a difficult region for anatomy students to learn and understand but is necessary for a variety of health professional students. To improve learning, a 3D-printed human skull was developed, produced, and distributed to a course of 83 dental students for use as a take-home study tool over the 10-week anatomy course. The 70% scale human skull derived from CT data had a fully articulating mandible, simulated temporomandibular joint, and accurate cranial structures. At the course end, students completed a perception survey and responses were compared with those who made a grade of A, B, or C in the course. Students overall reported using the model less than 3 h per week, but those who scored an A in the course reported using the model more frequently than those who scored a B or C. Free responses revealed that students used the model in a variety of ways, but found that the model was quick and easily accessible to check understanding while studying at home in the absence of direct observation by faculty. Overall, this study provides evidence on the feasibility of large-scale 3D printing and the benefits of the use of a 3D-printed model as a take-home study aid., (© 2024 The Authors. Anatomical Sciences Education published by Wiley Periodicals LLC on behalf of American Association for Anatomy.)

Understanding the three-dimensional (3D) structure of the human skull is imperative for medical courses. However, medical students are overwhelmed by the spatial complexity of the skull. Separated polyvinyl chloride (PVC) bone models have advantages as learning tools, but they are fragile and expensive. This study aimed to reconstruct 3D-printed skull bone models (3D-PSBs) using polylactic acid (PLA) with anatomical characteristics for spatial recognition of the skull. Student responses to 3D-PSB application were investigated through a questionnaire and tests to understand the requirement of these models as a learning tool. The students were randomly divided into 3D-PSB (n = 63) and skull (n = 67) groups to analyze pre- and post-test scores. Their knowledge was improved, with the gain scores of the 3D-PSB group (50.0 ± 3.0) higher than that of the skull group (37.3 ± 5.2). Most students agreed that using 3D-PSBs with quick response codes could improve immediate feedback on teaching (88%; 4.41 ± 0.75), while 85.9% of the students agreed that individual 3D-PSBs clarified the structures hidden within the skull (4.41 ± 0.75). The ball drop test revealed that the mechanical strength of the cement/PLA model was significantly greater than that of the cement or PLA model. The prices of the PVC, cement, and cement/PLA models were 234, 1.9, and 10 times higher than that of the 3D-PSB model, respectively. These findings imply that low-cost 3D-PSB models could revolutionize skull anatomical education by incorporating digital technologies like the QR system into the anatomical teaching repertoire., (© 2023 American Association for Anatomy.)

As a result of a detailed study of "Saint Jerome in the Wilderness", we found that Leonardo described the skull in this work in an original way. A portion of the skull's face is visible in St Jerome's chest and abdomen projection. This image shows the orbit, the frontal bone, the nasal aperture and the zygomatic process. In our opinion, Leonardo described the skull in the painting with his usual originality., (Copyright © 2023 Elsevier Inc. All rights reserved.)

The history of dentistry and medicine has a deep and ancient bond with the history of anatomy. From the ancient times to the present, the study of the human body represents the basis for research and clinical therapy. The historical contribution of anatomists to the development of dental medicine also helped in its characterization as an integrated but special and independent branch of medicine. From Galen's studies on animals to the discoveries of dental hard tissues characteristics using a microscope, this paper provides a brief literature review of how anatomy broadly contributed to the development of the dental sciences and how it still allows us to direct critical and fundamental anatomical-clinical paths for modern patient care. The history of the anatomy of teeth, description of skull bones, maxillary sinus characterization, the salivary glands, the tongue and labial musculature, and the microscopic anatomy of dental hard tissues will be examined. Historical research on the understanding of and progress in the oral field is of utmost importance in current clinical practice, thus inducing a future orientation in research. Most of the research especially that connected to the more distant historical periods has seen as main characters great personalities of morphological sciences, which contributes constituted fundamental basis for dental clinical aspects. Through a punctual and continuous historical assay, the ancient insights are reconnected to more recent knowledge and distinct research, thus permitting a detailed reconstruction of the historical-anatomical course in the progress of knowledge regarding the oral cavity and related anatomical structures., (© 2022 American Association for Clinical Anatomists and the British Association for Clinical Anatomists.)

Of the early-sixteenth century pre-Vesalian anatomists, Magnus Hundt in 1501 and Johannes Eichmann (known as Johann Dryander) in 1537 both attempted to summarize the anatomy of the head and brain in a single complex figure. Dryander clearly based his illustration on the earlier one from Hundt, but he made several improvements, based in part on Dryander's own dissections. Whereas Hundt's entire monograph was medieval in character, Dryander's monograph was a mixture of medieval and early-modern frameworks; nevertheless, the corresponding illustrations of the anatomy of the head and brain in Hundt (1501) and Dryander (Dryandrum 1537) were both essentially medieval. This article examines in detail the symbology of both illustrations within the context of the medieval framework for neuroanatomy and neurophysiology. These two woodcuts of the head and brain provide the most detailed pictorial representation of medieval cranial anatomy in a printed book prior to the work of Andreas Vesalius in 1543.

Leonardo da Vinci, the Renaissance polymath, is still recognized today-above all for his oil paintings and mechanical inventions. His anatomical studies have attracted less attention, even though he devoted over 30 years of his life to them. This paper outlines Leonardo's career and research methods and focuses on the importance of his medical images for anatomical research and teaching. Following a short presentation of the state of (dental) medicine in the early Renaissance period, it offers a description of five of his cranial drawings that show the anatomy of the teeth, the nervous and vascular system on inner and outer tables of the skull and the paranasal sinuses in great detail. Leonardo da Vinci had obviously discovered and depicted the maxillary sinus 150 years before the anatomist Nathaniel Highmore, who is usually credited with this discovery. Other anatomical drawings by Leonardo address the correct human dental formula and describe the morphology of the four types of teeth. His handwritten notes show that he recognized the connection between tooth form and function. Finally, this paper evaluates the influence of these discoveries and innovations on the development of dentistry and its establishment as a scientific discipline. There is no doubt that Leonardo da Vinci's preoccupation with the anatomy of the maxillofacial region influenced the development of anatomy and dentistry, even though he never published his anatomical research., (© 2021 Anatomical Society.)

Despite an increase in the use of technology in undergraduate anatomy education, and the rising popularity of online anatomy courses at community colleges in the United States, there have been no reports on the efficacy of augmented reality on anatomy education in this population. The purpose of this study was to test the hypothesis that augmented reality is an effective and engaging tool for learning anatomy in community college students. Participants recruited from Cuyahoga Community College (Cleveland, OH) studied skull anatomy using either traditional tools (i.e., textbook and plastic skull model) or an augmented reality head-mounted display with an interactive virtual skull application. Comparison of knowledge before and following the study period revealed that augmented reality was an effective tool for learning skull anatomy: pre-quiz = 32.7% (± 25.2); mean (± SD), post-quiz = 61.8% (± 19.5); n = 15; t (28) = 3.53; P = 0.001. The traditional tools were equally effective: pre-quiz = 44.9 % (± 18.6), post-quiz = 67.9 % (± 17.3); n = 17; t (32) = 3.73; P = 0.0007. Students rated the augmented reality device as 9.6 (± 1.0); mean (± SD) when asked if it fit the statement "fun to use" on a semantic differential scale from 1 (poor) to 10 (excellent). In conclusion, this study found that augmented reality is an effective and engaging tool for the instruction of skull anatomy at a community college., (© 2020 American Association for Anatomy.)

In 2019, the updated and extended version of Terminologia Anatomica was published by the Federative International Programme for Anatomical Terminology (FIPAT). This new edition uses more precise and adequate anatomical names compared to its predecessors. Nevertheless, numerous terms have been modified, which poses a challenge to those who prefer traditional anatomical names, i.e. medical students, teachers, clinicians and their instructors. Therefore, there is a need to popularise this new edition of terminology and explain these recent changes. The anatomy of the head, including the cranium, the extracranial bones of the head, the soft parts of the face and the encephalon, poses a particular challenge for medical students but also engenders enthusiasm in those of them who are astute learners. The new version of anatomical terminology concerning the human skull (FIPAT 2019) is presented and briefly discussed in this synopsis. The aim of this article is to present, popularise and explain these interesting modifications that have recently been endorsed by the FIPAT. Based on teaching experience at the Division of Anatomy/Department of Anatomy at Wroclaw Medical University, a brief description of the human skull is given here. This text can be useful to medical students, teachers, authors and researchers who might want to use the current version of anatomical terminology concerning the human skull.

Background: Realistic, portable, and scalable lectures, cadaveric models, 2D atlases and computer simulations are being combined more frequently for teaching anatomy, which result in major increases in user satisfaction. However, although digital simulations may be more portable, interesting, or motivating than traditional teaching tools, whether they are superior in terms of student learning remain unclear. This paper presents a study in which the educational effectiveness of a virtual reality (VR) skull model is compared with that of cadaveric skulls and atlases. The aim of this study was to compare the results of teaching with VR to results of teaching with traditional teaching methods by administering objective questionnaires and perception surveys., Methods: A mixed-methods study with 73 medical students was conducted with three different groups, namely, the VR group (N = 25), cadaver group (N = 25) and atlas group (N = 23). Anatomical structures were taught through an introductory lecture and model-based learning. All students completed the pre- and post-intervention tests, which comprised a theory test and an identification test. The theory test consisted of 18 multiple-choice questions, and the identification test consisted of 25 fill-in-the-blank questions., Results: The participants in all three groups had significantly higher total scores on the post-intervention test than on the pre-intervention test; the post-intervention test score in the VR group was not statistically significantly higher than the post-intervention test score of the other groups (VR: 30 [IQR: 22-33.5], cadaver: 26 [IQR: 20-31.5], atlas: 28[IQR: 20-33]; p > 0.05). The participants in the VR and cadaver groups provided more positive feedback on their learning models than the atlas group (VR: 26 [IQR: 19-30], cadaver: 25 [IQR: 19.5-29.5], atlas: 12 [IQR: 9-20]; p < 0.001)., Conclusions: The skull virtual learning resource (VLR) was equally efficient as the cadaver skull and atlas in teaching anatomy structures. Such a model can aid individuals in understanding complex anatomical structures with a higher level of motivation and tolerable adverse effects.

Just a few weeks before his death in 1828, Franz Joseph Gall, the father of what others would later call phrenology, wrote a letter to an unknown person, presumably a fellow physician. The manuscript describes the case of girl, 19 months of age. The girl's skull showed marked deformations consistent with what would be called craniosynostosis or Crouzon('s) syndrome by physicians today. Gall related some clinical features of her case and suggested some treatment options. This case report is particularly interesting because it is almost 200 years old, predates Crouzon's description of the syndrome by 84 years, and shows that Gall was still involved with treating patients, even in his final year.

In many mammals, gender and skull shape are related to the bone morphology of the entire body; however, this has not been well established in the domestic cat (Felis catus). This study aims to find a relationship between cervical, thoracic and lumbar vertebrae morphometrics with regard to the sex and skull shape of domestic cats. A total of 79 samples obtained from 92 dried bones of domestic cats were used to determine morphometric measurements for a total of 29 parameters. Hierarchical clustering was used to cluster the vertebral bones found in three groups: C3-T1, T2-T11 and T12-L7. The skull shape identification process employed discriminative analysis and revealed the highest training data accuracy rate at up to 86.20% in T4 followed by L1 (86.04%) Axis (85.71%) and C5 (85.18%). Sex identification employed discriminative analysis and displayed the highest training data accuracy rate at up to 75.58% in L1 followed by, T7 (71.87%) and C6 (71.79%). Moreover, we found that 14% of the samples had one vertebra missing (T13 or L1). In conclusion, domestic cat vertebral morphometrics were found to be more related to skull shape than gender. In addition, bone clustering employed morphometric data and yielded a result that was similar to that of traditional cluster analysis involving body regions.

Purpose: In many medical schools, the study of Anatomy is becoming increasingly theoretical owing to the difficulty of having human body parts available, rather than offering the students the possibility of a more realistic and practical approach. We developed a project where we use a 3D printer to produce models of the human skull bones, with high quality and quantity to satisfy the needs for Anatomy classes and to be available for request to study at home., Methods: We selected regular and well-shaped bones of the head upon which we based the 3D models. These bones were scanned using a 64-channel Computed Tomography (high-resolution volumetric acquisition) and the resulting images were then processed with a segmentation software to isolate and reconstruct the structures of interest. The final digital three-dimensional objects were converted into a printable file that the 3D printer could read. We used two filament extrusion type 3D printers, the Prusa i3 and the Zortrax M200., Results: We have printed successfully several models of the skull bones, such as the temporal, occipital, and sphenoid. All the models have obtained good anatomical detail, thus demonstrating the practicality of this technology. Key aspects of the CT image post-processing are discussed. The production process is cost-effective and technically accessible., Conclusions: These results confirm the potential of 3D printing to create more complex models (e.g. regional, vascular, nervous system structures) that would allow a similar experience compared with a dissection.

Bones contain spaces within them. The extraction and the analysis of those cavities are crucial in the study of bone tissue function and can inform about pathologies or past traumatic events. The use of medical imaging techniques allows a non-invasive visualisation of skeletal cavities opening a new frontier in medical inspection and diagnosis. Here, we report the application of a new mesh-based approach for the isolation of skeletal cavities of different size and geometrical structure. We apply a mesh-based approach to extract (i) the main virtual cavities inside the human skull, (ii) a complete human endocast, (iii) the inner vasculature of the malleus bone and (iv) the medullary of a human femur. The detailed description of the mesh-based isolation method and its pioneristic application to four different case-studies show the potential of this approach in medical visualisation.

In the middle of the 17th century, two founding fellows of the Royal Society -- John Evelyn and William Petty -- commissioned portraits of themselves with skulls. The paintings were commemorative, because Evelyn was celebrating his engagement and Petty had recently acquired an anatomical post at Oxford, but both sitters also intended their pictures to serve as reminders of mortality.

In 1987 the Swedish zoologist Karl Georg Wingstrand, (1919-92), who was professor of comparative anatomy at the University of Copenhagen, was going to retire. In that connection he handed over as a gift to the Historical Museum of Malmö a cranium, which he had inherited after his paternal grandfather's brother, Fr. august Wingstrand. It had been found, when the latter's home was emptied in the beginning of the 1910's after his death. On the inside of the sawed-off top of the cranium was written "Housewife Elsa Nilsdotter from Bäsinge, hanged on the Castle of Malmö in 1882". According to family tradition August Wingstrand had acquired it when serving as a prison doctor in Malmö. August Wingstrand was born in 1855 and started his medical studies at the University of Lund in 1878. After studies there and at the Medical School of Stockholm he took his degree as Licentiate of Medicine in 1897. The exceptionally long study period of 40 semesters can partly be explained through his active participation in the student life of his "Nation". After taking his degree he became a psychiatrist in mental hospitals and died in 1910. The background of the cranium was that in 1881 a farmer, Månsson, in the province of Skåne was shot and killed. The reason was that his wife, Else Nilsdotter, and the hired man, Sjöstedt, were in love with each other and had instigated the hired man's uncle, Eld, to shoot him. The crime was immediately solved and Else Nilsdotter, Sjöstedt and Eld were sentenced to death on January 7, 1882. Before the sentence had been submitted to the Court of Appeal Else Nilsdotter committed suicide on January 25, 1882, through hanging or rather strangling herself in her cell at the Prison in Malmm, the old fortress Malmöhus, where the Historical Museum now is situated. According to regulations her body was handed over to the Anatomical Institution of the University of Lund for use in dissection and afterwards she was buried there. The probable reason why the cranium did not follow the body was that some medical student had grabbed it in order to put it on his desk according to the habit of the period and that it had ended up in the possession of August Wingstrand. The latter had no post in the Anatomical or Patological institutions during the spring semester of 1882. Eld and Sjöstedt were reprieved from the death sentence and released in 1908 after serving 26 years of hard labour.