Abstract
Recent years have seen an explosion of interest in digitising museum collections. Among the objects of interest are anatomical and pathological specimens found in medical museums. As researchers increasingly produce digital replicas of these preparations, ways of integrating these resources into the medical curriculum must be explored. This article takes a medical humanities approach to this topical question, comparing the historic use of anatomical specimens to modern intentions, and exploring the potential for using digital anatomy to help integrate humanities into the curriculum. The use of anatomical specimens by William Hunter (1718–1783), whose collection is now kept at the Hunterian in the University of Glasgow, provides a key historic focus. The teaching intentions for his private courses of anatomy are examined, to investigate how specimens were used in an eighteenth-century “curriculum”. The motivations behind digitisation and the use of digital anatomy in modern curriculums are then examined and compared. Many of these motivations are shared with Hunter’s: the desire to maintain a unique anatomical resource, the need to provide multisensory engagement in learning, and a desire to attempt to show “natural” anatomy without the interference of human processes. The balance between fostering empathy and maintaining detachment is also key for both. Using digital replicas of historic specimens to teach anatomy also opens up a unique opportunity to educate students in the medical humanities in a fully integrated way. Understanding the full story of the specimens they use, as explored in the first half of the article, allows students to place themselves, their dissection subjects, and healthcare as a whole in a historical context. As well as fostering empathy in the dissection lab, the stories behind the specimens can be used to introduce key humanities topics, including ethics, institutional bias, and social aspects of health and disease. It is essential that this potential is explored now while digital anatomy is still a relatively young field, and therefore collaborations between anatomists and medical humanities practitioners can be built and included from the ground up.
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Thank you to the Early Modern Work in Progress group, particularly Professor Thomas Munck, for allowing me to present a draft of this work and giving feedback. Thank you also to Dr Richard Bellis and Sarah Gambell, who both gave helpful advice.
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Osis, F. (2021). “Inform the Head, Give Dexterity to the Hand, Familiarise the Heart”: Seeing and Using Digitised Eighteenth-Century Specimens in a Modern Medical Curriculum. In: Rea, P.M. (eds) Biomedical Visualisation. Advances in Experimental Medicine and Biology, vol 1317. Springer, Cham. https://doi.org/10.1007/978-3-030-61125-5_9
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