Anatomical Dissections and Teaching in Padua (1540-1600)

该项目主要基于1540年至1600年间在帕多瓦学习医学的五名学生的笔记本，其目的是重写帕多瓦大学后维萨里解剖教学和解剖解剖的历史，帕多瓦大学是当代欧洲同类领先的机构。根据这些非常详细的学生笔记，总共约750页，其中有一个例外，迄今为止还不知道，以及其他印刷和手稿来源，该项目将突出四个主要的研究领域，我们在这一点上只有不完整的，零碎的知识。这些可以通过一些指导性问题来最好地描述：1。实践：多久进行一次解剖，在哪些场合和从哪里获得尸体？学生如何描述解剖学家在解剖台上进行解剖的方式？使用了哪些工具？动物的切片、活体解剖和实验在哪里？2.解剖学教学：解剖学知识在哪里和如何传授？与历史学家迄今为止主要关注的公共解剖演示相比，在一小群经过挑选的学生面前进行的私人解剖（学生们非常详细地记录了这些解剖）有什么地位？学生能否积极参与解剖并掌握实用的解剖技能？解剖台上的解剖学教学与经典解剖学教材的讲座有什么关系，因为帕多瓦的学生笔记中也有这些内容？3.方法和内容：在解剖台上，解剖学家在学生的簇拥下，探讨了哪些具体的问题？他们是否也评论了不同部分的内部结构？它们在多大程度上将结构和功能联系起来？学生们在发表新的解剖学发现之前，在哪里记录这些发现呢？就像Falloppia演示腹部的乳血管和回盲瓣一样。4.与实践的相关性：解剖学家在多大程度上将解剖学发现与疾病和实际医学联系起来，从而强调了解剖学知识与医学实践的相关性？他们是否也参考了已故病人的尸检结果？解剖学教学与外科学教学有什么关系？在帕多瓦，外科学教学也是解剖学教授的职责。

Based primarily on the notebooks of five students who studied medicine in Padua between 1540 and 1600, the aim of this project is to rewrite the history of post-Vesalian anatomical teaching and anatomical dissections at the University of Padua, the leading institution of its kind in contemporary Europe. Based on these very detailed student notes, which extend over altogether about 750 pages and which were, with one exception, unknown so far, as well as on other printed and manuscript sources, the project will highlight on four major areas of research about which we have only incomplete, fragmentary knowledge at this point. These can be best described by some guiding questions:1. Practices: How often were dissections performed, on which occasions and from where were the corpses obtained? How do the students describe the ways in which the anatomists proceeded at the dissection table? Which instruments were used? What was the place of sections, vivisection and experiments of/on animals?2. Anatomical teaching: Where and how was anatomical knowledge imparted? What was the place of private dissections in front of a small group of selected students, which the students record in great detail, in comparison with the public anatomical demonstrations on which historians have so far largely focused? Could the students take active part in the dissections and acquire practical anatomical skills? How did anatomical instruction at the dissection table relate to lectures on classical anatomical texts, as they are documented also for Padua in student notes?3. Methods and contents: Which concrete questions did the anatomists approach, surrounded by their students, at the dissection table? Did they also comment on the internal structure of the different parts? To what degree did they link structure and function? Where do the students record new anatomical findings before they were published in print, as in the case of the demonstration of the lacteal vessels in the abdomen and of the ileocecal valve by Falloppia?4. Relevance for practice: To what degree did the anatomists link anatomical findings to diseases and practical medicine and thus underlined the relevance of anatomical knowledge for medical practice? Did they also refer the results of autopsies on deceased patients? How did anatomical teaching relate to the teaching of surgery, which was, in Padua, also the responsibility of the professors of anatomy?