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EDITORIAL

Driving Effective Communication Through Anatomy

The skills of communication have never been more relevantthan in today’s global community, interconnected by cellphones, pagers, e-mails, and the internet. As Editors of thenew journal, Anatomical Sciences Education (ASE), we recog-nize the importance of that communication and we hope toexplore the opportunities and specific challenges afforded allof us in this interconnected community.

Our initial challenge was how to share our excitementabout ASE in a world that has already lost the wonder ofinstant communication. How do we capture your attentionand convey the relevance of the goals and objectives of ASEwithout being targeted for the delete folder? Somehow, it hashappened. In the first few months of existence, ASE hasreceived manuscripts from Asia, Africa, Europe, North Amer-ica, and Australia. What was fascinating was the speed withwhich news spread between anatomists. This was proof that,as a profession, we are a vibrant worldwide community readyto share our innovative thoughts and ideas.

Thinking further about our worldwide interactions, we rec-ognized that in a sense, they were a reflection of what we con-tinually do with our students, at our home institutions, and inour local communities. In many medical schools, anatomycourses are among the first to emphasize the value of good com-munication and provide opportunities for the development ofsuch skills. This initial student–anatomist contact is critical as itprovides a solid foundation on which further skills are taughtand mastered. Miscommunication as a result of various linguis-tic and cultural barriers, often experienced within professionalsettings, lead us to reflect on the importance of clear inter-change that allows successful conveying of medical and scien-tific knowledge to different audiences (Evans, 2008).

Therefore, how do we as anatomists and educators main-tain transparency and a global perspective while communicat-ing changes in our curriculum so students, colleagues, andthe local community gain a clear perspective and understand-ing of these activities? In other words, are we communicatingour educational needs to society in an ethical, culturally com-petent, and professional manner?

In the search for answers to these questions, one may ben-efit from reading the article authored by Zhang et al. (2008)from Nanjing Medical University in China included in thisissue of ASE. Their manuscript provides the reader with aglimpse into history and the current state of anatomy bequestprograms in China including that of authors’ home institu-

tion. Additionally, it offers an excellent example of how anat-omists effectively communicate with the local communityabout the need for a body donation program. The privilegeof human dissection is a gift not only from individual donors,but also from a society that recognizes human dissection asan important component of medical education (Swick, 2006).Like many anatomists around the world, Zhang and his col-leagues believe that dissection significantly contributes to theeducation of their physicians. With the establishment of a cul-turally-sensitive donation program and the opening of anEducational Center for Medical Ethics in Nanjing MedicalUniversity, the anatomists communicated clearly their educa-tional needs and in return what society can expect from theirmedical graduates. Their efforts were positively rewarded.

The ability to communicate with society is one of theessential skills, by which, an anatomist can enhance knowl-edge and understanding within the general population (Evans,2007). This type of contract between society and medicalprofessionals (including educators and their students) isbroadly defined as professionalism. Communication skills andprofessionalism are interdependent. It is recognized that ero-sion of communication in medical practice has a seriousimpact on health care providers and is reflected in the appa-rent attrition of medical professionalism (Thomas, 1995). Inthe Zhang article, Chinese anatomists skillfully demonstratedtheir effectiveness as communicators and proved to be vitallinks in the professionalism contract with society.

Why should these issues be a focus with our students?Simply because we care about our students and want them togrow intellectually and emotionally as they develop into com-passionate and competent physicians.

Wojciech Pawlina*College of MedicineMayo ClinicMayo Medical SchoolRochester, Minnesota

Richard L. Drake*Cleveland Clinic LernerCollege of MedicineCleveland, Ohio

LITERATURE CITED

Evans DJR. 2007. The role of the anatomist in communicating anatomy to alay audience. Eur J Anat 11 (Suppl 1):79–83.

Evans DJR. 2008. Designing patient-focused information: An opportunity forcommunicating anatomically related information. Anat Sci Ed 1:41–45.

Swick HM. 2006. Medical professionalism and the clinical anatomist. ClinAnat 19:393–402.

Thomas L. 1995. The Youngest Science: Notes Of a Medicine––Watcher. NewYork: Penguin Books Ltd. 288 p.

Zhang L, Wang Y, Xiao M, Han Q, Ding J. 2008. An ethical solution to thechallenges in teaching anatomy with dissection in the Chinese culture. Anat SciEd 1:56–59.

*Correspondence to: Wojciech Pawlina, Mayo Medical School, MayoClinic, 200 First Street SW, Rochester, MN 55905. E-mail:pawlina.wojciech@mayo.edu or Richard L. Drake, Cleveland ClinicLerner, College of Medicine, Cleveland Clinic / NA24, 9500 EuclidAve., Cleveland, OH 44195. E-mail: draker@ccf.org

Received 15 January 2008; Accepted 16 January 2008.

Published online 29 February 2008 in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/ase.17

© 2008 American Association of Anatomists

Anatomical Sciences Education MARCH 2008 Anat Sci Ed 1:49 (2008)