In the preface to the first edition of his Atlas, Johannes Sobotta wrote in May 1904: “M any years of experience in anatomical dissection led the author to proceed with the presentation of the peripheral nervous system and the blood vessels such that the illustrations of the book are presented to the student exactly in the same manner as body parts are presented to them in the dissection laboratories, i.e. simultaneous presentation of blood vessels and nerves of the same region. Alternating descriptive and image materials are distinctive features of this atlas.
The images are the core piece of the atlas. Apart from table legends, auxiliary and schematic drawings, the descriptive material includes short and concise text parts suitable for use of this book in the gross anatomy laboratory.” As with fashions, reading and study habits of students change periodically. The multimedia presence and availability of information as well as stimuli are certainly the main reasons of ever changing study habits.
Apart from interviews and systematic surveys of students, the textbook sector is occasionally an indicator enabling the evaluation of expectations of students. Detailed textbooks with the absolute claim of completeness are exchanged in favour of educational books that are tailored to the didactic needs of students and the contents of the study of human medicine, dentistry, and biomedical sciences, as well as the corresponding examinations.