Miracle-dz/UniFAR-FTUs huggingface dataset:
Quantitative and qualitative changes in teaching histology by means of virtual microscopy in an introductory course in human anatomy

This study compares overall laboratory averages and individual test scores along with a student survey to determine the effects of using virtual microscopy in place of optical microscopes in a large undergraduate human anatomy course. T‐tests revealed that the first two laboratory examinations (of four) and the overall laboratory averages were significantly increased compared with the previous year. We hypothesize that this is due to students' ability to use and understand the technology quickly as opposed to learning how to maneuver an optical microscope. Students also responded positively in a survey about the virtual microscope, indicating that increased accessibility, ease of use, and the ability to understand the material were important components of the virtual microscope. In addition, an increase in student collaboration was noted because multiple students were able to view the image at a time. This level of acceptance of virtual microscopy has been reported in previous studies, though this level of increased examination scores is rare. We attribute this to differences between the medical students, with whom this technology has been researched in the past, and undergraduate introductory students. Anat Sci Educ 2:218–226, 2009. © 2009 American Association of Anatomists.
Validation of a haemoglobin dilution method for estimation of blood loss

Background and Objectives Analysis of haemoglobin (Hb) dilution after bleeding is a simple, inexpensive and non‐invasive method to estimate blood loss. Blood volume is estimated, taking sex, weight and height into account. The Hb concentration before and after blood loss is analysed and, from the difference, the blood loss volume can be calculated assuming a normovolemic subject. Although widely used this method has never been validated.
The use of electronic media to develop transferable skills in science students studying anatomy

Transferable skills such as team working, communication, information gathering, critical thinking, and peer assessment are essential for graduates seeking employment in the competitive jobs market. Use of online discussion boards have grown to allow students to communicate with each other at a time and location of their choosing. This study aimed to develop transferable skills using specially developed online components supported by discussion boards and chat rooms. Students enrolled in the Human Anatomy and Histology module at the University of Manchester were put into groups of six or seven students (26 groups in total). Two e‐learning components were constructed to develop transferable skills. Each group had a discussion board and chat room available to assist communication in completion of the components. Peer marking was also done on this media. Data collected showed the discussion boards were heavily utilized (average number of posts per group was 48). Eighty‐three percent of students found the discussion boards useful to complete the tasks. Students felt their team building and critical analysis skills had improved. Peer assessment was well received by students. Using online discussion boards proved an excellent way to develop transferable skills in a large group of science students. Anat Sci Educ. © 2012 American Association of Anatomists.
Challenges and controversies in the treatment of prolactinomas

Recent studies have reported a higher prevalence of pituitary tumors than previously thought. Among these tumors, prolactinomas occur in up to 66% of cases. Since the mid-1980s, the widespread use of dopamine agonists has facilitated the management of the majority of prolactinomas, allowing biological and tumoral control in most cases. The less frequent cases of resistant prolactinomas remain challenging despite a multimodal therapy approach. The understanding of genetic alterations in familial and aggressive pituitary tumors provides new perspectives in the management of some prolactinomas. Genetic screening should be considered, particularly in familial cases but also in young patients with macroprolactinomas, as some mutations can predict potential aggressiveness.
Effect of Sodium Bicarbonate Ingestion on High Intensity Exercise in Moderately Trained Women

The aim of this research was to determine whether sodium bicarbonate would improve total work and peak power during maximal cycling ergometer performance in 10 moderately trained women. Each subject undertook 3 max tests on a cycle ergometer: control (C), placebo (P), and bicarbonate (B) trials. For 5 subjects the order was C, B, and P; for the other 5 it was C, P, and B. During all tests, 75 µl of blood was drawn from each subject prior to ingestion of B or P, and again at 30-min intervals starting 90 min prior to the cycle test as well as immediately postexercise and at 1,3, and 5 min post. Samples were analyzed for blood lactate, pH, blood bicarbonate, and base excess. Subjects rated their perceived exertion on the 20-point Borg scale. Blood bicarbonate was significantly higher prior to exercise in the B trial and was still significantly higher at the end of the test. There were no significant differences in max HR between trials. The amount of work completed in C and P was not different. Peak power was significantly improved in the B trial. Blood lactate in B was significantly higher at both postexercise and 1 min postexercise. Ratings of perceived exertion were significantly greater in B. The results indicate that women athletes can use bicarbonate buffering to improve work and power output during high intensity exercise of 60 sec duration.
Explaining socio-economic differences in injury risks

As is common in the public health arena in general, the literature concerned with social differences in injury risks is dominated by individual-level studies. Though numerous, these studies are predominantly descriptive, mainly concerned with injury risk distribution across socio-economic groups (measured in terms of social class, education, income, occupation or ethnicity) or with persons in various socio-economic circumstances (e.g., the unemployed, single parents, multi-child families). There is a great need to improve our understanding of the mechanisms underlying social patterning of injury risks. Injury research still lacks explanatory models for and empirical evidence on how contextual and individual factors interact in injury causation. Such research may be of considerable help in understanding social differentials in injury risks and, perhaps most importantly, the differential benefits of preventive strategies.
Self‐efficacy's influence on student academic achievement in the medical anatomy curriculum

Self‐efficacy is defined as a person's beliefs in his or her own abilities to successfully complete a task and has been shown to influence student motivation and academic behaviors. More specifically, anatomical self‐efficacy is defined as an individual's judgment of his or her ability to successfully complete tasks related to the anatomy curriculum; these include dissecting, learning anatomical concepts, and applying anatomical knowledge to clinical situations. The purpose of this study was to investigate the influence of anatomical self‐efficacy on the academic performance of students enrolled in a medical gross anatomy course. To obtain students' anatomical self‐efficacy ratings, surveys containing the same anatomical self‐efficacy instrument were completed by first‐year medical students at a southeastern United States allopathic medical school after each of four gross anatomy assessments. Additional data collected included student demographic information, Medical College Admission Test® (MCAT®) scores, and anatomy assessment scores, both written examination and laboratory practical. To investigate the potential predictive nature of self‐efficacy for academic performance on both the written examination and the laboratory practical components of medical anatomy assessments, hierarchical linear regression analyses were conducted. For these analyses, academic ability (defined as the sum of the physical sciences and biological sciences MCAT scores) was controlled. The results of the hierarchical linear regressions indicated that all four laboratory practical scores were predicted by the corresponding self‐efficacy ratings, while two (i.e., thorax/abdomen and pelvis/lower limb) of the four written examination scores were predicted by the corresponding self‐efficacy ratings (P ≤ 0.05). Anat Sci Educ. © 2012 American Association of Anatomists.
Computer‐based learning: Interleaving whole and sectional representation of neuroanatomy

The large volume of material to be learned in biomedical disciplines requires optimizing the efficiency of instruction. In prior work with computer‐based instruction of neuroanatomy, it was relatively efficient for learners to master whole anatomy and then transfer to learning sectional anatomy. It may, however, be more efficient to continuously integrate learning of whole and sectional anatomy. A study of computer‐based learning of neuroanatomy was conducted to compare a basic transfer paradigm for learning whole and sectional neuroanatomy with a method in which the two forms of representation were interleaved (alternated). For all experimental groups, interactive computer programs supported an approach to instruction called adaptive exploration. Each learning trial consisted of time‐limited exploration of neuroanatomy, self‐timed testing, and graphical feedback. The primary result of this study was that interleaved learning of whole and sectional neuroanatomy was more efficient than the basic transfer method, without cost to long‐term retention or generalization of knowledge to recognizing new images (Visible Human and MRI). Anat Sci Educ. © 2012 American Association of Anatomists.
Constructive, collaborative, contextual, and self‐directed learning in surface anatomy education

Anatomy education often consists of a combination of lectures and laboratory sessions, the latter frequently including surface anatomy. Studying surface anatomy enables students to elaborate on their knowledge of the cadaver's static anatomy by enabling the visualization of structures, especially those of the musculoskeletal system, move and function in a living human being. A recent development in teaching methods for surface anatomy is body painting, which several studies suggest increases both student motivation and knowledge acquisition. This article focuses on a teaching approach and is a translational contribution to existing literature. In line with best evidence medical education, the aim of this article is twofold: to briefly inform teachers about constructivist learning theory and elaborate on the principles of constructive, collaborative, contextual, and self‐directed learning; and to provide teachers with an example of how to implement these learning principles to change the approach to teaching surface anatomy. Student evaluations of this new approach demonstrate that the application of these learning principles leads to higher student satisfaction. However, research suggests that even better results could be achieved by further adjustments in the application of contextual and self‐directed learning principles. Successful implementation and guidance of peer physical examination is crucial for the described approach, but research shows that other options, like using life models, seem to work equally well. Future research on surface anatomy should focus on increasing the students' ability to apply anatomical knowledge and defining the setting in which certain teaching methods and approaches have a positive effect. Anat Sci Educ 6: 114–124. © 2012 American Association of Anatomists.
A “Do‐It‐Yourself” interactive bone structure module: Development and evaluation of an online teaching resource

A stand‐alone online teaching module was developed to cover an area of musculoskeletal anatomy (structure of bone) found to be difficult by students. The material presented in the module was not formally presented in any other way, thus providing additional time for other curriculum components, but it was assessed in the final examination. The module was developed using “in‐house” software designed for academics with minimal computer experience. The efficacy and effectiveness of the module was gauged via student surveys, testing student knowledge before and after module introduction, and analysis of final examination results. At least 74% of the class used the module and student responses were positive regarding module usability (navigation, interaction) and utility (learning support). Learning effectiveness was demonstrated by large significant improvements in the post‐presentation test scores for “users” compared with “non‐users” and by the percentage of correct responses to relevant multiple choice questions in the final examination. Performance on relevant short answer questions in the final examination was, on average, comparable to that for other components. Though limited by study structure, it was concluded that the module produced learning outcomes equivalent to those generated by more traditional teaching methods. This “Do‐It‐Yourself” e‐learning approach may be particularly useful for meeting specific course needs not catered for by commercial applications or where there are cost limitations for generation of online learning material. The specific approaches used in the study can assist in development of effective online resources in anatomy. Anat Sci Educ 6: 107–113. © 2012 American Association of Anatomists.
The body donation program at the Federal University of Health Sciences of Porto Alegre: A successful experience in Brazil

The use of dissection to study human anatomy is the foundation for educational excellence among future health professionals, as it offers an ideal opportunity to learn the body's morphology in three dimensions while also providing students with a more humanistic education. The shortage of bodies for dissection, combined with the Brazilian population's lack of knowledge concerning the possibility of voluntarily donating their own bodies, led to the creation of the Body Donation Programs for Education and Research in Anatomy at the Federal University of Health Sciences of Porto Alegre (UFCSPA). The program is based on three pillars: Informing the general public about the program, donor registration, and donation itself. Since the creation of the donor program in 2008, there has been an increase in both the number of donations made during donor's lifetime and the number of bodies received by the university. There has also been a shift in relation to the origin of these bodies, as before the creation of the program most bodies were unclaimed cadavers, while today most of the bodies are sourced from voluntary donations. The initial results regarding the public's acceptance of the possibility of making body donations have been encouraging, as shown by the annual growth in donor registrations. Consequently, the quality and quantity of the material available for educational purposes have greatly improved. Anat Sci Educ. © 2013 American Association of Anatomists.
Indicaciones de revascularización: aspectos clínicos

La revascularizacion coronaria es una intervencion terapeutica plenamente consolidada y, por tanto, incluida en todas las estrategias de tratamiento de los pacientes con enfermedad coronaria. A pesar de sus mas de 40 anos de desarrollo, los continuos avances tecnicos, tanto de la revascularizacion quirurgica como de la percutanea, hacen que cada vez haya mas grupos de pacientes en los que se ha demostrado su utilidad. Por tanto, es necesario actualizar periodicamente sus indicaciones y limitaciones. El objetivo de la revascularizacion es mejorar el pronostico o la sintomatologia y calidad de vida de los pacientes con cardiopatia isquemica. La revascularizacion comprende 2 aspectos: 1) la indicacion y seleccion del tipo de revascularizacion y 2) la intervencion revascularizadora. En el primero, la participacion del cardiologo clinico es fundamental. Su mision consiste en detectar y seleccionar, sobre la base de datos clinicos, funcionales y anatomicos, a los pacientes que se pueden beneficiar de la revascularizacion, asi como ayudar en la seleccion de la tecnica. En este articulo de «Puesta al Dia» sobre revascularizacion se revisaran, referidos a la cardiopatia isquemica estable y al sindrome coronario agudo sin elevacion del ST: 1) los aspectos clinicos mas relevantes que es necesario considerar en la valoracion de la necesidad o el tipo de revascularizacion (edad, genero, diabetes, funcion renal, alteraciones electrocardiograficas, funcion ventricular, cuantificacion de la importancia funcional de la enfermedad coronaria o el grado de viabilidad de areas acineticas); 2) las indicaciones, tanto de la cirugia como de la angioplastia coronaria, y la estrategia terapeutica de acuerdo con las ultimas evidencias y recomendaciones de las sociedades cientificas, y 3) los datos disponibles en el momento actual sobre la controversia de la seleccion del tipo de revascularizacion en los pacientes con enfermedad multivaso
Medical students' reactions to anatomic dissection and the phenomenon of cadaver naming

The teaching of gross anatomy has, for centuries, relied on the dissection of human cadavers, and this formative experience is known to evoke strong emotional responses. The authors hypothesized that the phenomenon of cadaver naming is a coping mechanism used by medical students and that it correlates with other attitudes about dissection and body donation. The authors developed a 33‐question electronic survey to which 1,156 medical students at 12 medical schools in the United States voluntarily responded (November 2011–March 2012). They also surveyed course directors from each institution regarding their curricula and their observations of students' coping mechanisms. The majority of students (574, 67.8%) named their cadaver. Students most commonly cited the cadaver's age as the reason they chose a particular name for the cadaver. A minority of the students who did not name the cadaver reported finding the practice of naming disrespectful. Almost all students indicated that they would have liked to know more about their donor, particularly his or her medical history. Finally, students who knew the birth name of the donor used it less frequently than predicted. The authors found that the practice of naming cadavers is extremely prevalent among medical students and that inventive naming serves as a beneficial coping mechanism. The authors suggest that developing a method of providing students with more information about their cadaver while protecting the anonymity of the donor and family would be useful. Anat Sci Educ 7: 169–180. © 2013 American Association of Anatomists.
Can anatomists teach living anatomy using ultrasound as a teaching tool?

The utilization of bedside ultrasound by an increasing number of medical specialties has created the need for more ultrasound exposure and teaching in medical school. Although there is a widespread support for more vertical integration of ultrasound teaching throughout the undergraduate curriculum, little is known about whether the quality of ultrasound teaching differs if performed by anatomists or clinicians. The purpose of this study is to compare medical students' evaluation of ultrasound anatomy teaching by clinicians and anatomists. Hands‐on interactive ultrasound sessions were scheduled as part of the gross anatomy course following principles of adult learning and instructional design. Seven teachers (three anatomists and four clinicians) taught in each session. Before each session, anatomists were trained in ultrasound by clinicians. Students were divided into groups, rotated teachers between sessions, and completed evaluations. Results indicated students perceived the two groups as comparable for all factors except for knowledge organization and the helpfulness of ultrasound for understanding anatomy (P < 0.001). However, results from unpaired samples t‐tests demonstrated a nonstatistically significant difference between the groups within each session for both questions. Moreover, students' test performance for both groups was similar. This study demonstrated that anatomists can teach living anatomy using ultrasound with minimal training as well as clinicians, and encourage the teaching of living anatomy by anatomists in human anatomy courses using ultrasound. Repeating this study at a multicenter level is currently being considered to further validate our conclusion. Anat Sci Educ 7: 340–349. © 2013 American Association of Anatomists.
Pupil participation: comments from a case study

Purpose – This paper sets out to describe a small case study which aimed to unravel the complexity of pupil participation in secondary schools.Design/methodology/approach – A secondary school in the south of England was selected as the case. Four group interviews, one individual interview and collection of relevant Healthy School documents provided data from which to begin to understand the mechanism, context and outcome of pupil participation in the case school.Findings – The paper attempts to illuminate the theoretical underpinning for pupil participation with comments made by staff and pupils from the case study school. The mechanisms of participation are discussed briefly; however, it is recognised that individual schools will select initiatives according to their preference. Tentative evidence of a positive outcome for pupils who participate in school decision making is revealed. By exploring the context, or conditions, under which involvement occurs possible strategies for effective pupil participat.
The cranial nerve skywalk: A 3D tutorial of cranial nerves in a virtual platform

Visualization of the complex courses of the cranial nerves by students in the health‐related professions is challenging through either diagrams in books or plastic models in the gross laboratory. Furthermore, dissection of the cranial nerves in the gross laboratory is an extremely meticulous task. Teaching and learning the cranial nerve pathways is difficult using two‐dimensional (2D) illustrations alone. Three‐dimensional (3D) models aid the teacher in describing intricate and complex anatomical structures and help students visualize them. The study of the cranial nerves can be supplemented with 3D, which permits the students to fully visualize their distribution within the craniofacial complex. This article describes the construction and usage of a virtual anatomy platform in Second Life™, which contains 3D models of the cranial nerves III, V, VII, and IX. The Cranial Nerve Skywalk features select cranial nerves and the associated autonomic pathways in an immersive online environment. This teaching supplement was introduced to groups of pre‐healthcare professional students in gross anatomy courses at both institutions and student feedback is included. Anat Sci Educ 7: 469–478. © 2014 American Association of Anatomists.
Adverse reactions during transfusion of thawed haematopoietic progenitor cells from apheresis are closely related to the number of granulocyte cells in the leukapheresis product

Background and Objectives The infusion of thawed haematopoietic progenitor cells from apheresis (HPC‐A) is associated with minor but frequent adverse reactions (ARs), which has been mainly attributed to dimethyl sulphoxide (DMSO). Nevertheless, other factors may play a role in the pathogenesis of such toxicity.