The “Arterial Schematic” represents the intricate three-dimensional human arterial system in a highly simplified two-dimensional design reminiscent of the London Underground Map. Each “line” represents an artery within the body; a black circle marks a major vessel, whilst “stubs” stemming from the main lines represent the distal vasculature. The coloured “zones” represent the main divisions of the human body, for example; the yellow zone indicates the neck.
The schematic was inspired by Henry Beck’s work on the first diagrammatic London Underground Map. His aim was to represent complex geographical distribution in a simple and accessible form. He achieved this aim by omitting swathes of information that had plagued previous designers’ versions. Beck’s approach was succinct yet produced a design that was immediately successful in clearly portraying to commuters how to traverse London most efficiently. The “Arterial Schematic” hopes to culminate this idea of communicating complex concepts in a concise manner, mirroring what is expected of medical professionals on a daily basis.
The schematic is a prototype design intended to be part of a series of images that will diagrammatically represent the various systems of the human body. The prototype was inspired by a desire to teach anatomy via a fresh and engaging visual medium. Recent years have seen significant debate over reduced undergraduate anatomy teaching and its later consequences. The hope is that the “Arterial Schematic” and its sister diagrams will inspire students to learn anatomy and encourage them to further their knowledge via other sources.
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When originally learning about the immune system I struggled to understand how the different components developed individually and worked together. I realised that a flowchart would be an excellent way to demonstrate this and was surprised to find that there wasn’t anything suitable on the internet that linked both the innate and adaptive systems.
I developed this flowchart based on information from lectures and several textbooks and disseminated it amongst students in multiple years. The diagram proved to be an excellent tool for revision and in developing a foundational understanding of the immune system.
This is a teaching resource that aids the student in memorisation of the Cranial Nerves, their anatomical path and function.
Additionally, it stimulates a clinical approach to the functions of the Cranial Nerves, with some 'not to be missed' signs.
This has been designed to show how the different components of the immune system develop individually and work together. I realised that a flowchart would be an excellent way to demonstrate this and was surprised to find that there wasn’t anything suitable on the internet that linked both the innate and adaptive systems. I know the diagram looks a bit dry but if you spend 5 minutes reading through it, I hope you'll find it useful. I'll hopefully add some images to make it more appealing at a later date.
The flowchart is based on information from lectures and several textbooks and has proven to be an excellent tool for revision and in developing a foundational understanding of the immune system for many students.
The skull has numerous holes (foramina) through which various cranial nerves, arteries, veins and other structures pass. To aid learning of these important foramina, I have created this visual mnemonic.
There are various triangles of the neck, largely divided by the sternocleidomastoid muscle to form anterior and posterior triangles. Some triangles are more 'important' that others, and this simplified visual mnemonic hopes to emphasises this.
Cardiac abnormalities in children are predominantly congenital. Cardiac abnormalities are the largest group of congenital defects Epidemiology 8 per 1000 children have a significant congenital cardiac abnormality 1 in 10 still births have a cardiac abnormality 10-15% of cases have more than one abnormality