The term anatomy is derived from the Greek word temnein, 
meaning “to cut.” Clearly, therefore, the study of anatomy 
is linked, at its root, to dissection, although dissection of 
cadavers by students is now augmented, or even in some 
cases replaced, by viewing prosected (previously dissected) 
material and plastic models, or using computer teaching 
modules and other learning aids.
Anatomy can be studied following either a regional or a 
systemic approach.
■ With a regional approach, each region of the body 
is studied separately and all aspects of that regionare studied at the same time. For example, if the thorax 
is to be studied, all of its structures are examined. 
This includes the vasculature, the nerves, the bones, 
the muscles, and all other structures and organs 
located in the region of the body defined as the 
thorax. After studying this region, the other regions of 
the body (i.e., the abdomen, pelvis, lower limb, upper 
limb, back, head, and neck) are studied in a similar 
fashion.
■ In contrast, in a systemic approach, each system of 
the body is studied and followed throughout the entire 
body. For example, a study of the cardiovascular system 
looks at the heart and all of the blood vessels in the body. 
When this is completed, the nervous system (brain, 
spinal cord, and all the nerves) might be examined in 
detail. This approach continues for the whole body until 
every system, including the nervous, skeletal, muscular, 
gastrointestinal, respiratory, lymphatic, and reproduc tive systems, has been studied.
Each of these approaches has benefits and deficiencies. 
The regional approach works very well if the anatomy 
course involves cadaver dissection but falls short when 
it comes to understanding the continuity of an entire 
system throughout the body. Similarly, the systemic 
approach fosters an understanding of an entire system 
throughout the body, but it is very difficult to coordinate 
this directly with a cadaver dissection or to acquire suffi cient detail.