That's Neuroanatomy, not Gross Anatomy. I could be very wrong, but most medical students find the brain very interesting, if even from a theoretical perspective, and thus enjoy Neuroanatomy/Neuroscience much more than Gross Anatomy, and learning about Camper's and Scarpa's fascia.
I guess it depends which part of Neuroanatomy --- I can see how maybe different parts of the brainstem can do that, i.e. like the different cuts at different levels.
Let's just say there are certain parts of Gross Anatomy that I hate with the strength of a thousand suns. Another one - the layers of the scrotum: http://radiopaedia.org/articles/layers-of-the-scrotum-mnemonic
I agree. Common misperception by med students is that most of the learning/book work is only in MS-1/MS-2. It's only a foundation which is why it is called "basic" science. It can get quite intricate when people have certain variations in anatomy -- i.e. the pathway of certain heart vessels. Of course pointing out on a cadaver, a plastic model, or an atlas picture is much different, than when you're putting a Glidoscope down someone's throat (and a huge, fat throat at that).
And for some reason, it's almost clockwork that the stuff that M1s always seem to pick is "useless", actually is used in clinical medicine. My belief is that it isn't the material that is the problem, but that it is taught very very poorly. =Unfortunately it requires a lot of resources for med schools to integrate clinicians well into the basic science curriculum (making up for lost RVUs by faculty coming in and lecturing), that many schools, just scrap the entire idea and just have PhDs teach everything.
For someone who chose medical school as a non-traditional student, as a step up from where you were previously, you're particularly annoying.
Which transcription factors are responsible for forelimb and hindlimb development?
Answer my question from memory.
You're killing your patients, bud. Hox genes are for segmentation. Which Tbx genes in particular.
Bingo. I thought everyone knew that. Hox genes (Homeobox) are pounded into med students like no other.
EMDO2018 and circulus vitios are quite interchangeable. They're like siamese twins.
If you didn't want to learn this stuff and think it's all unimportant, then why in God's name would you go to med school? You were a non-traditional student so in theory you actually thoroughly researched the amount of investment before you quit your job, unlike your typical traditional student.
I expected more of professional school. At times (most of the time) it feels like a graduate program in biology. Hopefully MS2 will be more interesting because MS1 sucks.
MS-1 is the foundation to build upon when you enter MS-2 and things are segmented into organ systems. Many diseases have cellular/signal transduction dysfunction -- i.e. Neoplasia such as colon cancer.
Longer than that and he already has.
Yup, as much as USWNR rankings are criticized, they do have some validity. Just look at how Anatomy is taught. At Wash U for example, radiology residents help with helping students understand Anatomy by understanding how to look at imaging. Yet there are still medical schools in which students don't get exposed to imaging or learning how to read imaging in Anatomy, which is important at least, bc there are image questions on USMLE Step 1 - even if you look at the sample questions. Is it resource intensive, yes - that's why some med schools can't do it.
Tbx 4 and 5 obviously. Everyone knows this. You might as well ask how many cells are produced by mitosis.
I just thought it was the norm to have input of clinicians in some of these major classes that I just said; I guess it is not... Heck! Even my 7 days genetics class was mainly taught by a M.D. geneticist...
Um, who is that?
Btw you know that role of Tbx and Hox genes are mediated by retinoic acid right? This is why retinoid drugs (like Acutane) are highly teratogenic.
No, I didn't know that. Putting that one little fact into the lecture would have made it more interesting.
Ironically, my clinician professors in biochem and physiology were the absolute worst. I feel that MD/PhD's do the best job by far.
Clinical facts are too pedestrian.
So then now that you know, why don't you have at least a little faith in the system, and have a little introspection that you don't know everything about what is relevant and what will be relevant.
Do you really spend that much time in embryology? Our Anatomy exams usually has 3-4 questions of embryo and most people I know usually read the PP slides a couple of hours before the exam... Most of us have figured out that it is not an efficient use of our time to master 5-6 chapters in that Langman's book to answer 3-4 questions correctly, which is not even guaranteed.
A PhD doesn't have the ability or skill set to give a clinical lecture. The same way an MD doesn't necessarily have the ability to give a basic science heavy cellular biology lecture.
It's a small portion of our grade, but we still have to devote time to go through the horrible ****ing abortions that are embryology lectures.
Have you gotten to neuroanatomy yet? Neuroanatomy only seemed intuitive to me after reviewing embryology.
I see... It is a VERY small portion of my anatomy class. Most people that I talk to in my class don't really spend time on it that much... Then again, I heard one student went to administration and complain about that; I hope they don't change anything about the # of embryo questions they put on these exams...
