McNulty, Margaret A., Wisner, Rebecca L., and Meyer, Amanda J. (2021) NOMENs land: The place of eponyms in the anatomy classroom. Anatomical Sciences Education, 14 (6). pp. 847-852.

PDF (Published Version) - Published Version Restricted to Repository staff only

Abstract

The law of Non-Original Malappropriate Eponymous Nomenclature (NOMEN) states that no phenomenon is named after its discoverer. However, eponymous terms are rife in the anatomical and medical literature. In this viewpoint commentary, the authors discuss the history of anatomical eponyms, explain the additional cognitive load imposed by eponyms that can negatively impact student learning and explore the view that eponyms are “pale, male and stale” in the socially conscious 21st century. The authors probe two of the most common arguments used to keep eponyms in anatomy education: (1) clinicians use them because they are easy, and (2) eponyms remind us of anatomy's history. Educators, clinicians and students need to work together to progress this movement and bring a modern lens to this discussion. Based on the arguments presented in this commentary, the authors propose that eponyms should be removed from anatomy curricula, textbooks and have no place in the anatomy classroom.

Item ID:	84984
Item Type:	Article (Editorial)
ISSN:	1935-9780
Copyright Information:	© 2021 American Association for Anatomy.
Date Deposited:	26 Mar 2025 07:02
FoR Codes:	39 EDUCATION > 3901 Curriculum and pedagogy > 390110 Medicine, nursing and health curriculum and pedagogy @ 100%
SEO Codes:	16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160301 Assessment, development and evaluation of curriculum @ 100%
Downloads:	Total: 2 Last 12 Months: 2
	More Statistics