Vorster W

Anatomical evidence for an endocrine activity of the vomeronasal organ in humans

The mammalian vomeronasal organ (VNO) is a well‐adjusted chemosensory structure that facilitates social and reproductive behavior in mammals. The existence, locality, and function of this organ in human adults remain a matter of discussion. Most authors now agree that a neuroreceptive function of the adult human VNO can be excluded due to the absence of both neural receptive cells associated with the VNO in other mammals despite the enigmatic reports on the effects of pheromones on human behavior. Adult cadavers form European (Caucasoid) descent were used in this article and parasagittal dissection of the heads allowed access to the nasal septa, which were grossly examined for the VNO openings. Tissue samples were collected, embedded in gelatin and serially sectioned through cryomicrotomy. Nissl staining was performed as well as immunohistochemically stained with an antibody against calcium‐binding protein. The findings presented here confirm the bilateral presence of the VNO in adult cadavers and demonstrate morphological connections of VNO receptor cells with the underlying capillaries. In addition, possible endocrine activity associated with the epithelium of this chemosensory structure has been demonstrated by the expression of calcium‐binding protein in a part of these receptor cells. Clin. Anat. 27:856–860, 2014.

Anatomy Education in Namibia: Balancing Facility Design and Curriculum Development.

The anatomy curriculum at Namibias first, and currently only, medical school is clinically oriented, outcome‐based, and includes all of the components of modern anatomical sciences i.e., histology, embryology, neuroanatomy, gross, and clinical anatomy. The design of the facilities and the equipment incorporated into these facilities were directed toward simplification of work flow and ease of use by faculty, staff, and students. From the onset, the integration of state of the art technology was pursued to facilitate teaching and promote a student‐centered pedagogical approach to dissections. The program, as realized, is comprised of three 16‐week semesters with seven hours of contact time per week, namely three hours of lectures and four hours of dissection laboratory and microscopy time. Set outcomes were established, each revolving around clinical cases with integrated medical imaging. The design of the facility itself was not constrained by a legacy structure, allowing the School of Medicine, in collaboration with architects and contractors, to design the building from scratch. A design was implemented that allows for the sequential processing of cadaveric material in a unidirectional flow from reception, to preparation, embalming, storage, dissection, and maceration. Importantly, the odor of formaldehyde typically associated with anatomy facilities was eliminated outside of the dissection areas and minimized within via a high‐performance ventilation system. By holistically incorporating an integrated curriculum, facility design, and teaching at an early stage, the authors believe they have created a system that might serve as a model for new anatomy programs. Anat Sci Educ.

The posterior intercostal vein: A thermoregulatory gateway to the internal vertebral venous plexus

The internal vertebral venous plexus (IVVP) plays a putative role in thermoregulation of the spinal cord. Cold cutaneous venous blood may cool, while warm venous blood from muscles and brown fat areas may warm the spinal cord. The regulating mechanisms for both cooling and warming are still unknown. Warm venous blood mainly enters the IVVP via the intervertebral veins. In the thoracic area these veins are connected to the posterior intercostal veins. In this study, anatomical structures were investigated that might support the mechanisms by which warmed venous blood from the intercostal muscles and the recently described paravertebral patches of brown adipose tissue are able to drain into the vertebral venous plexus. Therefore, tissue samples from human cadavers (n = 21) containing the posterior intercostal vein and its connections to the IVVP and the azygos veins were removed and processed for histology. Serial sections revealed that the proximal parts of the posterior intercostal veins contained abundant smooth muscle fibers at their opening into the azygos vein. Furthermore, the walls of the proximal parts of the posterior intercostal veins contain plicae that allow the vessel to dilate, thereby allowing it to serve as a pressure chamber. It is suggested that a cold induced closure of the intercostal/azygos opening can result in retrograde blood flow from the proximal posterior intercostal vein towards the IVVP. This blood flow would be composed of warm blood from the paravertebral brown adipose tissue and blood containing metabolic heat from the muscles draining into the intercostal veins. Clin. Anat. 26:735–740, 2013.

Edinburgh, the Scottish pioneers of anatomy and their lasting influence in South Africa

The history of the origin of anatomy education in South Africa is the history of an arduous journey through time. The lasting influence of Edinburgh came in the form of Robert Black Thomson. He was a student and assistant of Sir William Turner who gave rise to the first chair of anatomy and the establishment of a department at the South African College, known today as University of Cape Town. Thomson was later succeeded by Matthew Drennan, a keen anthropologist, who was revered by his students. This Scottish link prevailed over time with the appointment of Edward Philip Stibbe as the chair of anatomy at the South African School of Mines and Technology, which later became the University of the Witwatersrand. Stibbe’s successor, Raymond Arthur Dart, a graduate of the University of Sydney, was trained in an anatomy department sculpted on that of Edinburgh by Professor James Thomas Wilson. Wilson’s influence at the University of Sydney can be traced back to Edinburgh and William Turner through Thomas Anderson Stuart. Both Dart and Robert Broom, another Scot, were considered as Africa’s wild men by the late Professor Tobias. Here, the authors explore the Scottish link and origins of anatomy pedagogy in South Africa.

The anatomical variation of the circulus arteriosus cerebri in a cadaver cohort representing the population dynamics of the Western Cape

Abstract The literature revealed a connection between the variations of the Circulus arteriosus cerebri (CAC) and cerebrovascular disease, ischemia, stroke, aneurysms and atherosclerosis. The diameters of the vessels forming the CAC have been classified into 22 types by previous authors. The aim of this study was to assess the variation of the CAC (diameter, length and anomalies) in a cadaver cohort representing the population of the Western Cape. Thirty-nine subjects (female n = 11, male n = 28) who had died of causes unrelated to brain trauma, were obtained from Stellenbosch University. Additionally, a pilot study was done on 20 specimens. The CAC were removed and fixed for three weeks in 10% buffered formaldehyde. Digital images were taken and the vessels were measured using Adobe Creative Suite 5: Extended edition (Photoshop). The normal diameter (type 1) was observed in 41% of specimens and type 4 (hypoplastic posterior communicating artery) was observed in 23.1%. One case (bilateral hypoplastic posterior communicating arteries and a hypoplastic right posterior cerebral artery) was classified as “other”, since it could not be classified into the 22 types. Additional variations included duplication (17.9%) and one point fusion (15.4%) of the anterior communicating artery. Studies have shown that about half of a healthy population have a typical CAC (normal diameter and no anomalies). In the present study the prevalence of a typical CAC was only 15.4%. Studies can only be compared if the same definitions for variations are used. The knowledge of these variations is important in endarterectomy, stenting head and neck surgery and angiography.

Designing gross anatomy laboratory to meet the needs of today’s learner

There are three key aspects to anatomy pedagogy: the when, the how much, and the how. The relative importance of all three will vary to a certain extent depending on teaching methods but all require an adequate learning environment. In the design of this learning environment, student learning, local culture, and assessment all need to be taken into consideration. Within this context as much attention should be given to the development of the informal and hidden curricula as to that of the formal curriculum. Ultimately, it is assessment and its environment that will drive learning. Here the authors provide a succinct, practical, and problem-oriented approach to the design of gross anatomy laboratories that addresses the needs of today’s anatomy student. The authors also include key design considerations as well as aspects of the design process. This includes the provision for appropriate sensory stimulation, plumbing and electricity requirements, floor area for each student, the attainment of learning objectives, catering for assessment, e-learning capabilities, and a dynamic environment that can be suitably reconfigured.