Anatomy and embryology in medical education at Cambridge University, 1866-1900.
BACKGROUND
The teaching of anatomy remains controversial to the present day. This paper explores the arguments over its merits in medical and scientific education at one of the ancient universities.


METHODS
Medical professors at Cambridge University relied upon the science departments to provide basic scientific instruction, whilst science professors relied upon medical students to make up numbers for their courses.


CONCLUSIONS
Human anatomy became a source of contention: did it really educate the mind, or was it simply a dry subject that medical students had to learn by rote? Could the university even cater for professional education?
Blackman
Helen J
HJ
Centre for Medical History, Exeter University, Exeter, UK. h.j.blackman@exeter.ac.uk
D000715:Anatomy / Q000266:history*; D004501:Education, Medical / Q000266:history*; D004626:Embryology / Q000266:history*; D004739:England; D049672:History, 19th Century; D049673:History, 20th Century; D012577:Schools, Medical / Q000266:history*; D013663:Teaching / Q000266:history*; D014495:Universities / Q000266:history*