The anatomical technique of injection, dissection and colored segmentation of the venous system: Claude Gillot’s coloring technique

TL;DR

This paper describes a revived anatomical technique using colored latex to study veins, offering a vivid and reliable method for teaching venous anatomy.

Contribution

The study revives and validates a historical technique for venous system visualization with modern applications in anatomical education.

Findings

Gillot’s technique achieved 93% venous patency with minimal leakage.

Dissection time averaged ten hours per limb.

The method is flexible, inexpensive, and compatible with digital capture.

Abstract

Injection of colored media remains pivotal for three‑dimensional appreciation of vascular anatomy since the pioneering work of Harvey, Ruysch and Swammerdam. Claude Gillot revived the approach for the study of the venous system by combining green‑latex infusion with post‑dissection vein painting (“colored segmentation”) to enhance anatomical education. To detail Gillot’s injection technique, evaluate its technical reliability, 400 fresh lower limbs (200 donors, mean age 75 years; Centre du Don des Corps, Paris) were irrigated with warm soapy water and injected via an ankle 19‑G butterfly into the great saphenous vein with filtered green latex (120–150 ml; 20 ml syringe; 20–30 kPa). Proximal femoral venous drainage prevented reflux. After 24 h polymerization the limbs were dissected; venous segments were painted according to a seven‑color palette. Patency, leakage and dissection time were recorded. Three exemplary specimens were photogrammetrically documented. Overall venous patency reached 93% with minimal segmental leakage (mean < 2 cm per limb). Dissection time per lower limb averaged ten hours. Gillot’s colored‑segmentation protocol provides a vivid, dependable and inexpensive platform for teaching and research in venous anatomy. Its flexibility and compatibility with digital capture surpass many contemporary embalming or silicone‑based perfusion techniques. Future work should integrate three‑dimensional models into virtual‑reality curricula and quantify learning outcomes.

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