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This study examined how force tremor and muscle activity are altered between limbs when a visual target is removed for one limb during bilateral index finger abduction. Isometric index finger abduction force was examined in healthy adults (23 ± 4 years) when both index fingers abducted simultaneously. Abduction forces ranged from 5 to 20% maximum voluntary contraction, and these target forces were displayed on a PC monitor in front of the subject. Force tremor and first dorsal interosseous (FDI) activity were first collected while subjects viewed visual targets for both index fingers and then when the visual target was removed for the non-dominant index finger. Subjects successfully matched the force amplitudes generated for both limbs regardless of visual condition. When the visual target was removed for one limb, force tremor increased in this limb (p < 0.01). Different power spectral profiles were evident for each FDI EMG when targets were available for both limbs (p < 0.05); however, when one target was removed, the pattern of FDI EMG for the limb without a visual target closely reflected FDI EMG for the limb which had the visual target. The CNS actively modulates muscle activity in each limb to perform visually guided isometric contractions. Given that the goal was to match force output with both limbs, the requirements of the task must be established from the limb that had a visual target, and a copy of those motor commands appears to have been sent to the FDI of the limb without a visual target.

Teaching anatomy has traditionally been restricted to didactic lectures and cadaveric dissection, where students are required to rote learn, without focus on analysis, conceptualisation, and clinical reasoning. A shift in pedagogical practices has occurred with rapidly developing online technologies now embedded within many university degree programs. Anatomy education has evolved to include new teaching modalities, such as computer-assisted learning including the use of 2D images or 3D models, web-based interactive games, virtual reality, augmented simulation, and haptics. Dissection courses have been found to be time-consuming and expensive, and in many universities, time committed to teaching is on the decline, there are increased costs associated with running body donation programs, and larger student numbers have led to fewer laboratory sessions available to students for learning. This chapter focuses on the use of digital atlases as a useful supplement to teaching anatomy in not only medical but all the allied health professions.

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