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Axial Image Orientation in Anatomy Disciplines: Clinical View not Anatomical View
Author(s) -
Champney Thomas
Publication year - 2015
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.29.1_supplement.692.9
Subject(s) - orientation (vector space) , confusion , presentation (obstetrics) , neuroanatomy , anatomy , field (mathematics) , medical physics , psychology , medicine , computer science , radiology , geometry , mathematics , pure mathematics , psychoanalysis
Historically, horizontal (axial) images in the anatomical disciplines have been presented with posterior (dorsal) at the top of the field and anterior (ventral) at the bottom of the field. With the development and clinical use of axial imaging techniques (computed tomography (CT) and magnetic resonance imaging (MRI)), the clinical axial presentation has been standardized with posterior at the bottom of the field and anterior at the top of the field. This situation has required students and faculty to switch between two different orientations depending on the type of information presented. When learning embryology, neuroanatomy or any other subject, students should be able to assume that all axial images are in the same orientation – with posterior (dorsal) at the bottom of the field and anterior (ventral) at the top of the field. This makes an easier and smoother transition from foundational basic science instruction to clinical imaging. For the past three years, the anatomy, embryology and neuroanatomy instruction at the University of Miami has made a concerted effort to only use the clinical view when teaching first year medical students. This has required faculty to develop new images in the proper orientation. The students appreciate having one consistent orientation throughout their medical education. All stakeholders in the field should adopt this standard approach to displaying horizontal images. Educators, journal editors, book publishers and assessment organizations should insist that all figures be in the “clinical” orientation. This will provide a standardized view throughout medical education and will prevent confusion in students who have to switch from an anatomical view (during their basic science education) to a clinical view (during the remainder of their career).