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TOPICAL ISSUES OF THE ANATOMY OF BONE JUNCTIONS TEACHING

https://doi.org/10.20340/mv-mn.2023.31(1).706

Abstract

The educational topic «General anatomy of bone joints» of human anatomy in medical universities, which is key to understanding arthrology and syndesmology, is quite difficult for students to master due to serious discrepancies in the description of this section by the authors of textbooks and manuals which written on Russian Language and English Language. The purpose of this study is to compare the interpretation of the general data on bone joints of Russian-speaking and English-speaking anatomical schools in order to determine the basic differences in approaches to their study, which should be taken into account when teaching this topic to medical students. The texts of textbooks and manuals on human anatomy for students of medical universities in Russian and English served as materials for the study. Differences in approaches to the description of bone joints and in the interpretation of their main characteristics are revealed. Most Russian textbooks do not indicate exactly what type of connective tissue fibrous compounds are formed, it is not clear whether all fibrous compounds should be considered syndesmoses, or whether these are only ligaments and membranes. Classifying some joints as both complex and combined contradicts the principle of classification according to mutually exclusive features. As for the English-language educational literature, the English word «joint» is not a synonym for the Russian word «articulation» i.e. «connection between bones» and can mean any type of connection in general, in contrast to its Russian counterpart, which has a specific meaning, synonymous with the phrase «synovial connection». When describing the articular surfaces, the verbal construct «articular surfaces» is not used, only the structures that make up the joint are described. Flat joints are called «gliding joint», the movement described in them is called gliding. All these discrepancies and contradictions introduce a significant amount of misunderstanding in the course of studying the relevant topics by students, require explanations for the approaches to describing and classifying bone joints, their revision in order to increase the efficiency of studying the relevant sections and the unambiguity of their interpretation.

About the Authors

Anna A. Kolokolova
Kursk State Medical University, Kursk
Russian Federation

Candidate of Medical Sciences, Associate Professor of the Department of Human Anatomy


Competing Interests:

The author declares that she have no conflicts of interest in the planning, implementation, financing and use of the results of this study



Elena S. Chernomortseva
Kursk State Medical University, Kursk
Russian Federation

Docent, Doctor of Medical Sciences, Professor of the Department of Human Anatomy


Competing Interests:

The author declares that she have no conflicts of interest in the planning, implementation, financing and use of the results of this study



Mariya O. Slobodina
Kursk State Medical University, Kursk
Russian Federation

Studentin


Competing Interests:

The author declares that she have no conflicts of interest in the planning, implementation, financing and use of the results of this study



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Supplementary files

On the ground of a comparison of classifications and general information available in Russian- and English-language anatomy textbooks, the authors identified the main differences in approaches to the study of bone junctions that should be taken into account when teach human anatomy of medical students

Review

For citations:


Kolokolova A.A., Chernomortseva E.S., Slobodina M.O. TOPICAL ISSUES OF THE ANATOMY OF BONE JUNCTIONS TEACHING. Morphological newsletter. 2023;31(1):67-71. (In Russ.) https://doi.org/10.20340/mv-mn.2023.31(1).706

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