Category: Human Anatomy

Abstract

In the radiologic sciences program, radiation is a major factor that causes students to practice positions in another way. The technique is called simulation. Simulation allows the student to go through an experience without it being a real event but still lets the student get an idea how it would be if it was real. There are a few different types of simulations that can be used. The different types are 3-D printing, virtual simulation, motion tracking, interactive human anatomy, mannequins and phantoms.

Types of Simulation in Radiography

The phrase “practice makes perfect” is commonly known, but radiation exposure is not beneficial to the patient. In the radiological sciences program, they use a technique called simulation. Simulation is a way that students can go through an experience without it being a real event. Simulations can help give the students another way of learning so that they can be prepared if it would happen in a real-life event. Simulation can also provide a safe environment for students to learn from their mistakes and improve skills through repetition. Simulation is a way for students to practice on each other without exposing radiation and to help students learn better with positioning. Simulation have higher retention for students and can help change the behavior of the students for future encounters (So, Chen, Wong & Chan, 2019). The different types of simulations are 3-D printing, virtual simulation, motion tracking, interactive human anatomy, mannequins and phantoms.

3-D Printing

3-D printing is one type of simulation which involves taking a digital design to create a 3-D physical object layer by layer (Spence, 2019). Many different processes, materials and equipment are used to create a 3-D printing image. Students can use 3-D printing to help learn anatomy. Many positions in radiology rely on students feeling bony landmarks. 3-D printing can help students see and feel for the bony landmarks. This would improve the student positioning of patients better.

Virtual Reality

Virtual reality is common, but mostly known for video games. It brings that person into a virtual world (Russel & Spence, 2018). The person isn’t just reading the information from a textbook but now using that information in a real-life situation. Health care now has virtual reality software, especially used for the radiologic sciences program. It creates a safe way for students to practice. It can be frustrating for teachers to teach the student the skill and not be able to show the student how it should be properly done.

Virtual simulation can be a very helpful learning technique (Russel & Spence, 2018). Virtual simulation can let the student practice the procedural steps and can generate an image that will provide feedback without exposing the patient to unwanted radiation. The students don’t need to be concerned about adding additional radiation to a patient. With that being said the student can relax and focus and know it will be okay if they make a mistake.

Motion Tracking

Motion tracking has been used a lot in movies and computer game developments (Alghamdi, 2015). Motion tracking works by placing markers at the joints of an actor and the motion of that person is captured by a camera. The way this can be used for the radiologic sciences program is that the markers are placed on a student and the student will get into a position that they need to practice. Then the computer will generate an image and the student can see it. This can help the student feel what it is like to be in a position that they will make a patient get into. The student will take better care of the patient since they know how it feels. The only problem with this is that it takes time to set up and needs to be handled with great care.

Interactive Human Anatomy

Interactive human anatomy is another simulation involving computers. It is a human visualization platform from BioDigital Inc. that is a web-based program (Spence, 2019). It allows the person using the program to manipulate a virtual anatomic model into many different positions. The BioDigital human visualization can have the student manipulate skeletal models into radiographic projections and positions being studied. Any model that the user creates can be saved if needed in the future.

Male and female anatomy can be viewed from a variety of different views (Spence, 2019). Each body system is labeled and dissectible for east configuration for any educational need. The user can make customized views of any desired anatomy. It allows them to adjust tissue layers, dissect structures, highlight and annotate. The program also includes cases that have pathological conditions. Many of the cases are related to radiology including bone fractures, gout and osteoarthritis. Many radiologic students struggle with learning positioning and anatomy. The students can label the main structures and submit their images for grading. The students can video them describing the anatomy.

Many health programs use the Anatomage Table which is 3-D to help the students (Spence, 2019). It allows the user to manipulate a life-sized digital cadaver. This table is about the size of an operating room table. The user can see all the anatomy through a touch screen in a 360-degree perspective. The Anatomage Table features 4 gross anatomy models and more than 20 high-resolution regional anatomy models. It also contains more than 1,000 pathologic cases. These cases are also related to radiology like human visualization but include dislocations and healthy anatomy images. The Anatomage Table can be connected to a flat-screen monitor and it can mirror the teacher or the student. A large group of students can do learning activities. The Anatomage Table has been shown to improve students’ grades. The teachers can write on the table with pen and tag structures of interest with pins. The images can be saved and used for quizzes and exams.

Mannequins and Phantoms

Everyone has heard of mannequins. People use them for many things (Alghamdi, 2015). One of the most common is the use of mannequins for automobile studies but the medical field has many useful reasons for them, also. The goal of the mannequin is to have a realistic person to simulate on. Mannequins are life-size that have flexible joints which resemble human joints. The mannequin should have human qualities such as soft tissue and anatomical landmarks that can be felt on the skin. The base of the skull and the tip of the pelvis is important. Anatomical landmarks are attached to the mannequin. The anatomical landmarks can be felt by the person using the mannequin through the skin. The mannequin needs to be light enough so that one or two people can carry and move the mannequin without having a lifting device. A mannequin is composed of a lightweight aluminum skeleton structure and has polysilicon skin, which gives a realistic shape of a human. They have sensors inside the mannequin that the orientation of all the joints are connected to a computer. This will be used to generate an x-ray image. The skeleton structure is connected by multiple-axis joints with rotation sensors and or radio frequency transmitters. The joints are to act like human joints such as shoulders, elbows, wrists, knees and ankles. The rotation sensors are connected to the computer system. The mannequin is manipulated by the user into the imaging modality model. The angular information of each sensor is fed to the posture interface.

Imaging Modality Model and Interface

The imaging modality model and interface accept input of imaging parameters from the user (Alghamdi, 2015). Parameters include filtration, tube voltage and tube current of x-ray generator in the case of simulating x-ray based imaging modalities. This data is supplied to the physics simulator to generate virtual radiation particles. The control of these functions can be incorporated into the graphic user interface (GUI). GUI can reflect a specific look and shape of a standard normal digital x-ray.

Posture Interface

The posture interface reads the data from the rotation sensors and or radio frequency position system (Alghamdi, 2015). A visual representation of the mannequin and imaging modality are displayed on the screen for the user. When the user is happy with the simulation configuration that includes the mannequin posture data and imaging parameters, the posture interface will forward the data to the computational phantom generator and physical simulator.

Computational Phantom Generator

The computational phantom generator is to construct a computational phantom (Alghamdi, 2015). It starts with the data from the posture interface which provides information of the selected joints in the mannequin. This also includes the corresponding joints in the computational phantom. This has a built-in reference phantom. They can real scans from a real patient in supine position. This gets 3-D image gets segmented so that the tissue and organs are individually identified. The mannequin’s dimension and joint positions come from this reference phantom making the selected joints in the mannequin reflect the joints in the reference phantom.

Physics Simulator

The physics simulator is the last step and it uses the data from the imaging modality model to create the appropriate models of the radiation source and detectors (Alghamdi, 2015). It generates and tracks virtual radiation particles through the imager and computational phantom geometry. The particle generation depends on the radiation source. The user chooses the kVp and mAs. The physical simulator is generating virtual photons at energies, positions and directions relevant to the study. The simulator then tracks the photons through the geometry using a combination of Monte Carlo and deterministic techniques. When the photon enters the imaging detector, a score will be registered; the process is continued until a sufficient number of photons satisfy the statistical benchmark of slandered Monte Carlo scoring criteria. Realistic images can be created so that students can observe the effect of patient posture and their choice of radiation source and imager. Students can be familiar with the choice of anode-filter combination, kVp and mAs setting in x-ray-based imaging. All images are converted into DICOM format for storage and display by PACS.

Discussion

Simulation in the radiologic sciences program provides students with a helpful learning tool. They have many different types of simulation. They have 3-D printing, virtual reality, motion tracking, interactive human anatomy, mannequins and phantoms. Mannequins and phantoms have 6 stages. Start with the mannequin then go to the imaging modality model and interface, then go to the posture interface, then go to the computational phantom generator then last is the physics simulator.

References

1. Alghamdi, A. A. (2015). Simulation system for radiology education integration of physical and virtual realities: Overview and software considerations. Journal of Health Specialties, 3(3).144-152. doi:10.4103/1658-600X.159890
2. Hing Yu So, Phoon Ping Chen, George Kwok Chu Wong, & Tony Tung Ning Chan. (2019). Simulation in medical education. The Journal of the Royal College of Physicians of Edinburgh, 49(1). 52-57. doi:10.4997/JRCPE.2019.112
3. Russel, A., & Spence, B. (2018). Virtual simulation in radiologic science education. Radiologic Technology, 90(2). 169-171. Retrieved from http://search.ebscohost.com.mcneese.idm.oclc.org/login.aspx?direct=true&db=ccm&AN=132750219&site=eds-live
4. Spence, B. (2019). Practical applications in radiography education. Radiologic Technology, 90(4). 369–386. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=134820184&site=eds-live

I. Abstract

With the click of a button or a tap on the screen, we could have the entire world at our hands but now it is possible to have it in front of our eyes. Technology is gradually advancing to change hand-held devices to wearable devices. Medical Education has been in dire need of technologies that can replace the old school and expensive cadaver dissection but at the same time keep the precision intact. In this paper, we aim to conduct an in-depth survey on the technologies that can help our future doctors to learn without jeopardizing accuracy and precision. Mixed Reality, Augmented Reality and Virtual Reality are the three technologies that can make this happen. We will review the technology extensively to reach the correct conclusion on whether it is the right source. We will also review the earlier models created in the field and in related fields to get an extensive overview. The paper shall be concluded with the best thought-out potential techniques and methods for revolutionizing education in the field of medical sciences.

Keywords: Mixed Reality, Augmented Reality, Virtual Reality, Medical Education

II. Introduction

Virtual Reality or VR is entirely a computer-created view of the world whereas Augmented Reality or AR overlays the computer-generated images as well as sounds onto the real world. Mixed Reality or MR is somewhere in between them. Also known as Hybrid Reality, this technology is what produces both an immersive and an interactive environment.

• Virtual
• Reality
• Augmented
• Reality
• Mixed
• Reality

AR, VR and MR have undeniably dazzled the audience with its effects in the field of gaming and entertainment and now it is an upcoming technology in the field of medical sciences. The field of medicine is a very vast field that requires a lot of understanding. Precision and accuracy are the most important elements in the medical field. Considering this, technology must grow in order to provide better, more comfortable and cheaper learning methods. This can be achieved duly by AR, VR and MR. By wearing MR glasses and using the technology one can easily see an organ from all dimensions required. The dissections of the human anatomy can be carried out with utmost precision. The beauty of the entire thing is that it is almost like a lifelike human organ. The perfection that the technology provides is just undeniable. Along with this the interactivity between students and the professor becomes easier while the professor explains the entire concept. This technology tends to appeal due to its visual characteristics. The opportunities for research are great due to this developing technology. The practice of this technology in the field is increasing worldwide giving students hands-on experience. It tends to deliver a situational experience for the learners. Practicing this technology in the medical field is indeed a low-risk practice and prevents a lot of patient harm. Greater diversity and complexity in procedures can be achieved with this. This technology is slowly turning into a new reality. The market of Mixed Reality in the field of Medicine is going to see a boom in the coming few years. By reviewing various papers and understanding the techniques implemented in them a project model is in being implemented to execute AR, VR and MR in the field of medicine.

III. Literature survey

The survey topic was chosen according to the interest in the field and for acquiring a deep knowledge of the topic. Initially, the information about the topic was acquired through various sources of the internet. The literature survey was conducted after viewing a lot of published papers. All the papers with the query title of Mixed Reality in Medical Education were required. The papers based on this query input were searched in the publishing repositories. The relevant papers were found and searched thoroughly.

1. Tells about the characteristics and applications of Augmented Reality, Virtual Reality, and Mixed Reality. These technologies have created quite a large base of applications for its developers and users. The paper also takes into consideration the effects on a person due to the long use of this wearable technology. Out of the three, Mixed Reality has been described as a more forward-looking technology in the medical field. The applications in healthcare practices have been studied in-depth. Stanford University uses the Google Glass AR technology for Autism treatment. It helps children with autism to interpret and realize other people’s emotions and in the future interpret the emotions without Google Glass but with memories and previous practices. VR exposure therapy helps a person to deal with anxiety and fear, in medical terms Acrophobia, claustrophobia, etc. The AR Phantom Limb Pain treatment also helps the patient interact with their amputated limb to provide a therapeutic effect. The applications of these technologies in medical education has been noteworthy. Human anatomy teaching has been made easier and more comprehensive with AR and VR technology. This time and cost-saving method has indeed made explanations easier and available for wide and repeated use. VR surgery simulation is becoming a common practice among doctors to prevent operational errors.
2. Investigates the use of AR in lung anatomy and respiration. The paper aims to enhance the understanding of AR in human lung anatomy. The research method used is DBR i.e. Design-based research. The DBR method searches for design space and along with that checks what happens in the iterations when the implementation is taking place. This investigation is carried out both on teachers as well as students. The application Anatomy Alive was iterated 3 times in different classes for 60 minutes. The data was carried out through DBR, it included 25,30,25 students of the anatomy and physiology lesson. The class was given a problem to solve after being divided into 6 groups. Video recordings of the lessons and students’ assignments and evaluations were taken up. The analysis was done in order to check the relationship between the body, technology and picture in the specific use of the app. The analysis showed a variety of things including the description given by students of what they visualized from the app, their interaction in the room and the search of content from the application. The Inquiry Based Science Education (IBSE) approach shows the results as that the students can take their own time and actions which they deem fit to understand the lung anatomy in humans.
3. Presents the specifications and importance of the Virtual Reality Medical Training System in the field of medicine. This system was developed in order to build a solid anatomical base for medical students to help them in future endeavors. The 3D heart model used in the system was developed by an Industry standard modeling application involving several techniques and tools. The construction of the complex geometry in the 3D heart model was done by using polygon-based modeling techniques. The model has been constructed and deployed in Unity 3D along with C# programming language to create a real-time and interactive VR environment. The model has been developed in close consultation of medical professionals and doctors for absolute precision and accuracy. The model includes all the major parts and sections of the heart with differentiating color schemes of the flesh. The system has several functionalities available for the students and teacher, like the dissection of the heart in layers, the rotate and zoom feature, the highlighting of a structure in the model, the resetting of the structure after changes in the orientation. Additionally, anatomical knowledge and information is provided for all structures. A quiz interface to examine the students has been designed for the teachers. Along with this, the students can also use this for self-assessment. The semi-immersive environment to for the students to gain a deeper understanding of the structures can be delivered through the remote manipulation of 3D data in VR or a common mouse/keyboard. The evaluation of the model was done by medical experts and doctors who were presented with a questionnaire with 10 questions using the 7-points Likert scale. The results were encouraging with only a few minor changes. The system presents an educational aid that helps medical students to learn in an interactive and immersive environment and gain knowledge through visuals.
4. Aimed to recognize the applications of virtual reality technology in medical group teaching. The study was reviewed through several papers from different publishing repositories. The papers were then selected based on some parameters. The results of this study give some data which is useful in analyzing the use of VR in the field of medicine. The results of the paper show that VR was used in laparoscopic cases in 11 cases which is about 48% of the survey. The VR technology has improved the learning experience in 17 cases which amounts to 74% of the studies and it has also reported higher accuracy in medical practices in almost 20 i.e. 87% of the studies. The paper suggests that Virtual Reality should be tried on different medical groups to improve their learning experience.
5. Aims to provide clarity of concepts to the users in a real-world environment through 3D visual objects. The main hardware required for segmented reality are a processor or a CPU which analyses the data to synthesize and position augmented objects. It also requires a display to output the augmentations. Sensors are also required in order to interact with the system. Hand gestures, eye gaze, posture etc can be inculcated as gestures for the system. The input devices used for the augmentations can be a joystick or a trackball, a pressure-sensitive stylus, a data glove, etc. Augmented reality can be viewed in two types of view i.e. the source view and the user’s view.
6. Aims to focus on the recent developments in the field of Mixed Reality in education. The paper identifies the present trends for MR and provides guidance for future work. The paper gives an overview of the present systems and the challenges for future work. Body movements, hand gestures and voice commands can be used to interact with virtual objects in an MR environment. Depth cameras can be used to keep the position of the user’s hand in track and set up a touch-free gesture-controlled interface. The students are prone to e attracted and engaged when interacting with the MR interface, but they lose their interest as soon as the connection is lost. MR technology has had a huge response in the field of gaming. These interfaces are thought of as playing games that tend to develop more interest and motivation in the users. The mobility and the content of the application is something that matters a lot. The mobility of the application is important as mobile devices have become a part and parcel of life. MR needs to have changes and updates in the software and hardware for users to have a hassle-free experience.
7. Offers the advantages and disadvantages of Virtual Reality and Augmented Reality technology in a natural user interface or NUI. The AR/VR technologies are undoubtedly interactive, and attractive and provide realism for medical students to work with but they do lack empathy and emotion. There has been an influx of AR/VR technology in the market today. Several devices in all kinds of price ranges have been developed for users to experience the technology.

IV. System overview:

The system is being developed in Unity with C# programming language. The networking model of the project has been done through Photon and Adobe Experience Design is used to create an engaging user experience.

The system is aimed to provide an interactive environment for the user to work in. It lets creates 3D models of the human anatomy for the visual understanding of the user. Several tools and techniques have been used to develop the system and enhance visualization.

The human anatomy model can be dissected into various layers. These layers can depict organs, muscles, bones etc.

The applications to be carried out in the system are:

1. Zoom In/Out: The application is an interactive application in which the user can zoom in and out of the model to check the minute elements.
2. Rotate Clockwise/Anti-Clockwise: The application can be rotated in both directions as required. The tool offers the user to look at the model from all directions and spaces for better understanding.
3. Toggle: The toggle tool lets the user toggle between the different organs, muscles, bones, etc and the entire model.

V. Conclusion:

In this paper, we created a system for implementing mixed reality in the field of medical education. We explored the advantages and disadvantages of the technology. Based on several medical expert reviews and opinions the system was developed. The applications of Mixed Reality, Augmented Reality and Virtual Reality have been identified and considered while developing the system. The scope of mixed reality in the field of medicine is huge and something which should be considered in order to provide an interactive and immersive environment for medical students.

References:

1. Min-Chai Hsieh* and Jia-Jin Lee Preliminary Study of VR and AR Applications in Medical and Healthcare Education
2. ANNETTE RAHN & MIE BUHL Augmented Reality as Wearable Technology in Visualizing Human Anatomy
3. Jannat Falah, Salsabeel F. M. Alfalah, Soheeb Khan, Warren Chan, Tasneem Alfalah, David K. Harrison and Vassilis Charissis Virtual Reality Medical Training System for Anatomy Education
4. MAHNAZ SAMADBEIK, DONYA YAAGHOBI, PEIVAND BASSANI, SHAHABEDDIN ABHARI, RITA REZAEE, ALI GARAVAND The Applications of Virtual Reality Technology in Medical Groups Teaching
5. Abhijitsinh Jadeja, Richa Mehta and Deepak Sharma New Era of Teaching Learning: 3D Marker Based Augmented Reality
6. Steven Szu-Chi Chen and Henry B. L. Duh Mixed Reality in Education: Recent Developments and Future Trends:
7. Marjorie A. Zielke, Dj Jahangir Zakhidov, Gary Hardee, Leonard Evans, Sean Lenox, Nick Orr, Dylan Fino, Gautham Mathialagan Developing Virtual Patients with VR/AR for a Natural User Interface in Medical Teaching

The Renaissance Humanism program was the age of recovery and emulation. This course examined the shift toward the interpretation and analysis of Medieval and Renaissance anatomy. In this essay, I will demonstrate Andreas Vesalius and William Harvey presented the goals and ideals of the Renaissance Humanist program. Furthermore, due to a shift towards a more humanist approach, aided by the anatomical expertise of Renaissance artists, knowledge of medicine improved as physicians gradually corrected the mistakes of the ancient authors Celsus and Galen and improved surgical methods and practices. These goals and ideals ushered in an era of development and enlightenment in medicine.

In ancient times, as in the Middle Ages, there were theological concerns for human dissections, believing in the doctrine of resurrection for an individual, who should be buried and restored as a whole. The shift to Renaissance medicine can be accounted to the increase in anatomical knowledge, supported by an easing of the restrictions placed on human dissections. To further emphasize the change to allow doctors to gain a better understanding of the human body, in the final paragraph of On Medicine, Celsus discloses, “that of the dead is a necessity for learners, who should know positions and relations, which the dead body exhibits better than does a living and wounded man. As for the remainder, which can only be learned from the living, actual practice will demonstrate it in the course of treating the wounded in a somewhat slower yet much milder way” (Celsus, 2).

According to Celsus, direct observation of the human body allows the examiner to see, touch and explore the various organs. Seeing the organs and understanding how they work within a single body would strengthen their comprehension of biological systems. When applied to their own bodies, this may then translate to a better understanding of human anatomy.

For this reason, during the Middle Ages, anatomical understanding in medicine derived mostly from the works of physician and medical researcher, Galen. He performed countless animal dissections and vivisections in order to enhance his surgical skills and to learn more about the human body. An excerpt from his On Anatomical Procedure mentions, “if you do not have the luck to see anything like this, still you can dissect an ape, and learn each of the bones from it” (21). Considered one of the most influential figures in the world of medicine, Galen’s vivisection and dissection of animals, led to centuries of misunderstandings about human anatomy and physiology. Though he dissected some human bodies, many of his ideas on the human anatomy were based on dissections of various animals. His writings on the functions of the body consequently contained many misconceptions and did not take into account the nuances of human anatomy.

Medical practitioner William Harvey focused much of his research on the mechanics of blood flow in the human body. In past studies from the ancients, most physicians of the time believed the heart were responsible for moving blood throughout the human body. Harvey relied on experimentation, comparative anatomy and calculation to provide accurate and precise knowledge of the body. This concept is further demonstrated in the Circulation of Blood, where Harvey, “declares the blood to course and revolve by a new route, very different from the ancient and beaten pathway trodden for so many ages, and illustrated by such a host of learned and distinguished men, I was greatly afraid lest I might be charged with presumption…unless I had first…confirmed its conclusions by ocular demonstrations in your presence… My dear colleagues…I profess both to learn and to teach anatomy, not from books but from dissections; not from the positions of philosophers but from the fabric of nature; and then because I do not think it right or proper to strive to take from the ancients any honor that is their due…” (Harvey, pg. 1)

His theory supported the accepted beliefs of the time, which were based on the teachings of Galen. An examination of Harvey’s motives reveals that many ideals agreed with his theory largely because of the logic of his argument and his use of experimentation and quantitative methods. Prior to his findings, the medical view of blood in the body came from Galen. Galen explained the flow of blood as a to-and-fro movement being pumped by the veins and arteries themselves. Galen also believed that blood was made and then used up in the body (Galen 86). This made Harvey’s work more accurate because he performed specific experiments and calculations. Harvey combined his experimental findings with Galen’s view of the circulation of blood flow through the arteries and veins. From these notions, Harvey created the theory of a constant circulation of blood throughout the body by the pumping of the heart. Beyond the immediate issues and arguments, however, the discovery is important because it combined the philosophical work of ancient authors like Galen, and medical practitioners of the Renaissance that accurately explained not just the structure of the human body, but how the body worked.

The ideology that arises when one learns from the ancients while also gradually correcting the mistakes helps medical physicians to have a better understanding of the body. For example, while uncovering that blood circulated around the body, Harvey discovered that a number of the ancient teachings were incorrect. This was because the ancients, such as Galen had taken his evidence from animal bodies and not human bodies. By delving into the workings of the human body, Harvey showed that the body contained specialized systems with different functions, all of which worked together to allow life, a discovery that would help to shape the Renaissance Humanism period. Excerpts from Soul Searcher references, “To be a good philosopher according to Harvey, one must learn from the Ancients… the Humanists‟ ability to combine old and new in a heady mix of respect for authority and desire to supersede (or at least equal) those authorities” (Goldberg 1,3). Essentially, when relating ancient practices to dissections and reasoning it helps physicians to better understand human anatomy and physiology. By understanding and acknowledging the progression, it will improve their understanding of the body. Errors formed from the ancients provide insight into why and how the human body has unfolded and become as it is from their perspective.

As a result of Galen’s discovery and its reasoning, medical practitioners during the Middle Ages generally believed that this meant that there was a reason for human dissections, given that everything had already been outlined in Galen’s texts. Thus, they had been trained to accept, rather than challenge, traditional beliefs. For that reason, physician and anatomist Andreas Vesalius’s work brought a number of groundbreaking changes to the traditional beliefs of anatomy. Most importantly, his critique of experiential and practical practices to seeking new anatomical knowledge stemmed from his respect for venerable ancient authors like Galen. From an excerpt from his De Fabrica, Vesalius stated that “Galen often corrects himself” (2) more than once after he learns more about his mistake, leading to many contradictions. Throughout the time period of the early renaissance, the practice of anatomy had been regulated to debates about earlier practices. Ancient practitioners, like Galen prized themselves through first-hand observation (autopsia) of the natural world. Vesalius challenged the theories of Galen and carried out dissections to closely observe the inner structure and construction of the human body. His demonstration that authorities had made errors in their claims about human anatomy can be seen as groundbreaking. He discovered, recorded, and published his findings of Renaissance anatomy. Vesalius’s doctrine marked the beginning of scientific research and observation with the challenging of ideas deriving from ancient authors and laid the foundation for Renaissance humanistic anatomy.

To conclude, the Renaissance Humanism program was the age of recovery and emulation. It is important to examine the shift toward the interpretation and analysis of Medieval and Renaissance anatomy. In this essay, I will demonstrate Andreas Vesalius and William Harvey presented the goals and ideals of the Renaissance Humanist program. Furthermore, the shift to Renaissance medicine can be accounted to the increase in anatomical knowledge, supported by an easing of theological concerns placed on human dissections. Aided by the revived anatomical expertise of Renaissance artists, knowledge of medicine improved as physicians gradually corrected the mistakes of the ancient authors Celsus and Galen and improved surgical methods and practices. These goals and ideals ushered in an era of development and enlightenment in medicine.

Do you know how you were conceived? Do you know how you became? The reproductive system is the framework that made that all conceivable. Without the regenerative framework, you wouldn’t have been conceived. So as to create posterity, the male and female regenerative frameworks must be unique. Every system has various parts, issues, and care. Every framework has various purposes: the male conceptive framework’s capacity is to create sperm, while the female regenerative framework’s capacity is to deliver ova, store ova, and house a prepared egg.

The male conceptive framework is isolated into two classifications: inner and outside regenerative organs. Outer organs are outside the body and inner organs are inside the body. The external reproductive organs are the penis, testes, scrotum, epididymis, and seminiferous tubules, which are in the testes. The penis enables fluid waste and semen to leave the body. The testicles, which are involved in seminiferous tubules, produce sperm. Sperm blends in with original liquids to deliver semen. Semen is discharged through the penis, and sperm in the fundamental liquid can prepare an egg. The scrotum secures and holds the testicles and epididymis. The epididymis stores sperm. It additionally enables them to develop. The internal regenerative organs are the vas deferens, original vesicles, Cowper’s organ, and the prostate organ. The vas deferens stretches out from every epididymis. They enable the sperm to leave the scrotum and blend in with the original liquids. The fundamental vesicles, Cowper’s organ, and the prostate organ have comparative capacities. They are situated at the base of the penis and they produce and store fundamental liquid.

Various issues influence the male conceptive framework. Issues of the testicles incorporate testicular injury, testicular torsion, testicular break, and testicular malignant growth. Testicular injury is accepting a hit to the testicles and minor agony happens. They may appear to be excruciating, yet different issues are considerably increasingly genuine. Testicular torsion is the bending of one testicle cutting off the blood supply. Another genuine however amazingly uncommon issue is testicular burst. It is brought about by testicles being squashed and blood spilling into the scrotum. Treatment for both incorporates medical procedures within 6 hours of getting the damage. One of the most difficult issues is testicular malignant growth. It is the main disease in guys ages 15 to 35. It can, in any case, be distinguished ahead of schedule by performing month-to-month testicular self-tests (TSEs). Some issues happen in territories other than the testicles. The most popular issue is prostate cancer. It isn’t as simple to distinguish as testicular malignancy, yet it tends to be expelled by medical procedures, chemotherapy, or radiation. Another issue of the prostate, which is regular with maturing, is a developed prostate organ. It tends to be right by medical procedures, and it’s anything but a significant issue. Different issues that don’t influence a specific organ are sterility and inguinal hernias. Sterility is the failure to deliver sperm in adequate numbers. There is no known solution for this illness. Inguinal hernia is the last serious issue. It is the pushing of organs into the stomach torment, causing a debilitated stomach divider. It tends to be adjusted by medical procedures.

The female regenerative framework is mind-boggling and significant. All pieces of the female conceptive framework are inside the body. The framework serves three principal capacities: to store ova, to deliver ova, and to house a treated egg until it is prepared to live without anyone else. The framework is included a wide range of parts. The initial segment is the ovaries. The ovaries contain a large number of youthful ova from the start, which in the long run develop during adolescence. The ovaries produce estrogen and progesterone, which permit the ova to develop. Next are the fallopian tubes. They are tubes that convey the ova from the ovaries to the uterus. The uterus is a pear-molded organ. It protects and supports a creating infant or hatchling. The endometrial lines the uterus. It thickens during pregnancy. The opening of the uterus is the cervix. The vagina is the solid section from the uterus to the outside of the body. It fills in as a passing spot for menstrual liquid and other releases.

The menstrual cycle is something that a lot of young ladies and even folks have inquiries concerning. The menstrual cycle is something that solitary young ladies experience once they experience pubescence. This is nothing more progressively than the course of an egg through the female’s regenerative framework. The menstrual cycle begins as the egg develops in the ovary. The egg is then discharged from the ovary during the procedure called ovulation. The egg at that point goes in the fallopian tube until it arrives at the uterus. On the off chance that it isn’t prepared by a sperm, through preparation, at that point it is out of the body in a procedure known as a monthly cycle, or a period.

More issues influence the female regenerative framework than the male conceptive framework. Ovarian tumors are found on the ovaries, they can be benevolent or threatening. They are effectively expelled by medical procedures. Ovarian torsion, like testicular torsion, is the curving of the ovary. A typical issue of the female regenerative framework is ovarian sores. They are sacs on the ovaries loaded up with liquid or semisolid material. Polycystic ovary disorder (POS) is an issue identifying with the endocrine framework too. POS includes the overproduction of male hormones. It very well may be treated by female hormone pills. Ovarian disease is the most major issue of the ovaries. It tends to be right by medical procedures, chemotherapy, or potentially radiation. Vaginitis is an issue that influences the vagina. It is a disease of the vagina. Torment and irritation are manifestations that will happen. Vaginal draining is an issue caused as a rule by embedded remote items into the vagina. To keep this issue from occurring, abstain from putting remote articles close to the vagina, other than a tampon. There are additional issues that influence the feminine cycle. Those issues are dysmenorrhea, agonizing periods, or oligomenorrhea, missed or inconsistent periods. The two issues might be rectified by hormone pills or agony prescriptions. Different issues that happen incorporate bosom and uterus malignancy.

Summing up, the reproductive system is a complex but significant framework. Without this framework, there wouldn’t be any life whatsoever. It might be humiliating to discuss, yet I believe that it is fundamental to thought about it. Knowing this information will help us better understand ourselves and our bodies.