NOMENs Land: The Place of Eponyms in the Anatomy Classroom

Margaret McNulty, Rebecca Wisner, Amanda Meyer

Research output: Contribution to journalReview articlepeer-review

8 Citations (Scopus)
93 Downloads (Pure)


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.
Original languageEnglish
Pages (from-to)847-852
Number of pages6
JournalAnatomical Sciences Education
Issue number6
Early online date18 Jun 2021
Publication statusPublished - 1 Nov 2021


Dive into the research topics of 'NOMENs Land: The Place of Eponyms in the Anatomy Classroom'. Together they form a unique fingerprint.

Cite this