bluuebunny/crossref_metadata_2025 huggingface dataset:
Entamoeba histolytica Stimulates the Release of the Alarmin Molecule HMGB1 by a PI3 Kinase Dependent Mechanism
Authors: Begum Sharmin , Moreau France , St‐Pierre Joëlle , Chadee Kris
Published: November 2023

The enteric protozoan parasite Entamoeba histolytica (Eh) is responsible for the development of amebiasis in humans. In ~90% of cases, Eh resides in the intestinal lumen asymptomatically and for unknown reasons this asymptomatic relationship breaks down and parasites invade the underlying colonic mucosa. Host pro‐inflammatory responses induced by the Eh are critical in disease pathogenesis but the exact underlying mechanisms of this response is poorly understood. Contact between Eh and macrophage triggers a raging pro‐inflammatory response by activating NLRP3 inflammasome (IL‐1β) and other uncharacterized pathways (TNF‐α) but it is not clear how non‐contacted bystander immune cells sense invasive Eh. High Mobility Group Box 1 protein (HMGB1) is a critical mediator of inflammation during infection and to shape the magnitude and degree of the inflammatory response. HMGB1 is a non‐histone nuclear protein, which have overlapping binding side with histone H1 in the chromatin. It is released in the extracellular space during infection by activated or damaged immune cells and act as an alarmin molecule. In this study, we identified HMGB1 as the earliest alarmin signals released by Eh‐contacted macrophages that can cross talk with bystander immune cells. Human monocytic cell line (THP‐1) and mouse bone marrow derived macrophages (BMDMs) were treated with live Eh and Eh components and western blotting was used to detect HMGB1 secretion. Stimulation with live Eh but not Eh components triggered robust time‐dependent (as early as 5 minutes) secretion of HMGB1. Early release of HMGB1 by macrophages was actively secreted and independent of cell death as quantified by the detection of acetylated HMGB1 by immunoprecipitation studies and translocation of HMGB1 from the nucleus to the cytoplasm by confocal microscopy. Two major virulent factors of Eh were critical for HMGB1 protein secretion, the Gal‐lectin surface adhesin and cysteine protease 5 (EhCP5). Eh coupling to macrophages via the Gal lectin and EhCP5 induced the release of HMGB1 by a PI3 kinase dependent mechanism. NLRP3 inflammasome activation was not a prerequisite for HMGB1 secretion as similar results were obtained using BMDMs from caspase‐1−/− mice. Our results have identified that HMGB1 release is the earliest innate response upon Eh contact with macrophages that serve as a danger signal to sense parasite invasion and to signal bystander cells to enhance inflammation in innate host defense against amebiasis.

Support or Funding Information

Grant Support: NSERC
Team‐based Learning in the Neuroanatomy Lab of an Undergraduate Human Anatomy and Physiology Course – a Lesson Study
Authors: Schanandore James , Liu Sumei , Schwartz Christine , Stapley Ryan
Published: November 2023

Students in the Human Anatomy and Physiology Laboratory at the University of Wisconsin‐La Crosse are responsible for learning a large amount of material. In particular, the neuroanatomy lab is challenging for students due to the complex spatial relationships among structures in the nervous system. Team‐based learning (TBL) is an active learning approach that has potential to engage students, allow instructors to provide immediate feedbacks, and help students to learn anatomy effectively. We conducted a lesson study on using TBL in the neuroanatomy lab. Eleven lab sections with a total of 179 undergraduate students participated in this lesson study. The TBL module included a pre‐lab reading assignment, a recorded video demonstrating sheep brain dissection, an individual readiness assurance test (pre‐test), an instruction for team activities, a team readiness assurance test, and a team application problem. During the lab, student learning, engagement, and group dynamics were observed by at least two observers. Two weeks later, a post‐test was given to assess the impact of TBL on student learning retention. To assess student perceptions of TBL, a survey was administered after the laboratory unit exam. The results suggested that students achieved higher mean posttest scores (70.17±1.40%, n =177) two weeks after the TBL module comparing to the pretest scores (43.08±1.40%, n=177; p < 0.001). Comments from the observers indicated that TBL promoted student participation, team work, and peer teaching. The results of the student survey showed that most students believed that TBL helped them understand laboratory content (82.12%), correct misconceptions (78.78%), develop information synthesizing skills (67.60%), and prepare them for the laboratory examination (74.86%). The survey also indicated that over 80% of the students have a positive attitude toward team working and collaboration. We concluded that TBL was an effective exercise for the neuroanatomy lab and that this learning approach was viewed positively by students, instructors, and outside observers. Based on this, we will explore other topics where TBL could be an effective learning tool in the Human Anatomy and Physiology Laboratories.

Support or Funding Information

This project was supported by a grant from the Center of Advanced Teaching and Learning at the University of Wisconsin‐La Crosse. We greatly appreciate Marjorie Bazluki, Lukas Buttke, Bill Cerbin, Faye Ellis, Khendum Gyabak, Deb Hoskins, Lisa Kobs, Bryan Kopp, Emily Murphy, and Renee Redman for their time spent observing the lesson. All authors contributed equally to this work.
Utilizing Pre‐ and Post‐Exercise Changes in Heart Rate as a Method of Teaching the Scientific Method to Second Grade Students
Authors: Taylor Jessica C , Mercier Betsy
Published: November 2023

Background/Purpose

School children of all ages can learn and utilize the scientific method to hone problem‐solving skills. Heart rate measurements taken before and after various playground‐style exercises (PSE) are an easy and effective modality for teaching the scientific method. Therefore, the purpose of this experiment was to hypothesize and subsequently test 4 PSE and determine which caused the greatest increase in heart rate.

Methods

Second‐grade students (n=20) were introduced to the steps of the scientific method and the research question concerning heart rate (HR) increases. The students were then asked to hypothesize which of the four PSE would increase HR the most. Next, the students were taught to palpate and count a resting (control) radial pulse (3 practice measurements) and then the control HR was obtained and recorded. Students were then randomly divided into four groups of five students and taken to the playground to perform the PSE. Following completion of the PSE, exercise HR were obtained and recorded. Data from averaged PSE HR was compared with control HR.

Results

Running was hypothesized as the PSE which would increase HR the most. However, jumping jacks increased HR more than any other exercise, refuting the classes' hypothesis.

Discussion

The students were able to demonstrate the ability to work through the steps of the scientific method and form a question, hypothesize, collect data and analyze the results. They were surprised by the data, but learned that refuting your hypothesis does not make you wrong, but instead leads to another question.
“The Locomotion”: Not the Pop Song but an Activity Designed to Integrate Energetics and Mechanics to Understand Human Movement
Authors: Elmer Steven
Published: November 2023

Understanding healthy and pathological movement requires integration of both energetics and mechanics. These concepts are often taught in isolation in exercise physiology and biomechanics courses, respectively. In the Department of Kinesiology and Integrative Physiology at Michigan Technological University I designed and implemented “The Locomotion” unit for undergraduate exercise science students (n = 16) to emphasize the links between the energetics and mechanics of human locomotion. Background content on 1) muscle mechanics, 2) work, power, and energy, and 3) metabolic cost of transport was off‐loaded to self‐paced video lectures to allow more class time for the following active learning activities. Day 1‐Journal Club: students read Bramble and Lieberman's historic cover‐of‐Nature publication (“Endurance Running and the Evolution of Homo”, >1,000 citations) and worked in small groups to compare and contrast the mechanics and energetics of human walking and running as well as bipedal and quadrupedal locomotion. Day 2‐Data Collection: students explored the basis for Bramble and Lieberman's endurance running hypothesis by collecting oxygen consumption during walking and running across a broad range of speeds (e.g., 4–5 min trials, walking at ~0.5–2.5 m/s, running at ~2.5–5.0 m/s) and calculating the metabolic cost of transport (ml O2/kg/km and J/kg/m) for each movement. Day 3‐Intepretation and Applications: students graphed their metabolic cost of transport data and compared to those curves reported in Figure 2 of the Nature publication. Subsequently, metabolic cost of transport findings were connected to peer‐reviewed publications highlighting applications in sports, rehabilitation, military, and space exploration. Following this series of in class activities, students' perceived knowledge of human movement increased (2.6 ± 0.8 vs. 4.2 ± 0.8 Likert scale units, P < 0.01). Majority of students (>85%) agreed or strongly agreed that they stayed engaged, enjoyed the activities, and recommended that the activities be performed again. This locomotion unit provided a novel approach for integrating the energetics and mechanics of human movement and was favorably perceived by students. Finally, if “The Locomotion” unit can only have similar success to the pop song (American Top 5 list ‐ 3 times over 3 different decades) it will be a smashing hit!

Support or Funding Information

Michigan Technological University Center for Teaching and Learning
The QMRC Method: A Systematic Approach for Undergraduate Students to Understand, Analyze, and Communicate Data Figures from Primary Research Articles
Authors: Hinkle Karen
Published: November 2023

As faculty members strive to prepare undergraduate students for the rigors of graduate school or careers in the sciences, perhaps the most important tools to familiarize students with are primary research articles. Since the complexities and often times intricate focus of these publications is intimidating for many undergraduates, it is important to not only use primary articles as teaching tools often in our classrooms but also to develop consistent, organized approaches with clear guidelines for students to adhere to when analyzing and communicating information from the articles. The goal of this presentation is to introduce an approach named the “QMRC” method that can be utilized for students to analyze data figures in primary articles. This “Question/Method/Result/Conclusion” approach is simple yet consistent and allows for students in any class, whether presenting data orally or in writing, to approach figures logically and with focus and clear objectives. Qualitative assessments comparing student comfort level reading journal articles at the beginning of courses versus the end have revealed a heightened level of comfort and ability reading primary scientific literature. Using a primary journal article utilized in an upper division Physiology course, the guidelines utilized in the classroom not only for data analysis but for journal article summary assignments that cover all aspects of scientific literature will be shared.
The use of Livescribe&[trade] Echo® pen recordings to make videos of Jeopardy‐like questions to encourage spaced out, interleaved study by students
Authors: Chapman Jane S , Denofrio‐Corrales Lauren
Published: November 2023

Oftentimes in the first semester of A&P, the structure and function of muscle fibers and neurons provides students with their first exposure to how things function at a molecular and mechanistic level which can be quite daunting and overwhelming. Exams assessing student understanding of those topics usually have the lowest average of all the unit exams. Trying to find ways to help students be successful in learning these foundational topics is of continual interest to the authors.

Feedback from reflective questions on exams indicated that many students were making and using flashcards to study for the exams, in a one and done fashion, using them only for that exam despite the accumulative nature of exams over the course of the semester.

In an effort to reduce the time students spend on making flashcards, a method that doesn't easily or always translate into durable learning and application of concepts, the Livescribe™ Echo® pen was used to make “Jeopardy‐like Flashcard” videos which were posted on a classroom management system and assigned in an interleaved, spaced out manner by the instructor. Enabled tracking statistics were used to ascertain student use of the Jeopardy‐like flashcard videos to see if viewing the videos could be linked to improved performance on content‐related test questions.

Topics for the Jeopardy‐like flashcards, included in this preliminary study, were muscle anatomy, muscle physiology and neuron physiology which were all topics covered the on the subsequent unit exam. Preliminary results suggest that students who viewed the Jeopardy‐like flashcard videos tended to do better on the knowledge and comprehension part of the exam as well as the application part of the exam.
Investigation of Factors Impacting Medical Students' Quality of Life under Current Civil War in Yemen
Authors: AL‐GHURABI MOHAMMED OMAR , Al‐Gunaid Mohammed Abdulrahman , Alaidroos Hussein Abdullah , Ba‐Abbad Abdulrahman Ali , Bawazir Ahmed Abdulraheem , Abdulwali Fareeha Kaiser , Shareef Mohammed Abrar , Obad Adam Subait
Published: November 2023

Introduction

Medical students generally are known to have low quality of life due to the challenging academic load and the stressful environment. However, exploring medical students' quality of life in war zones, like Yemen, where social, political and economic instability, can impact their quality of life is of great value. The prime objective of this study was to examine various factors that can influence the quality of life among medical students in Hadramout, Yemen.

Methods

A validated Arabic version of the WHOQOL‐BREF questionnaire with additional demographic and basic life support inquiries was used to collect data. Mann Whitney U and Kruskal‐Wallis tests were used to determine the difference between groups.

Results

A total of 416 responses were included in the analysis. Alarmingly, 10%, 61%, and 33.4% of the students did not have basic life supports of water, electricity and sewage treatment, respectively (P values<0.05). Male students scored higher than females in physical (P=0.013), psychological (p=0.02) and social domains (P<0.001). While the overall quality of life was low, major factors that contributed to better quality of life were: Environment‐wise being married or single compared to divorced (P=0.007, P=0.01, respectively); overall, living in a town compared to countryside (P=0.01); being healthy compared to having an illness in overall score and individual domains (P<0.01); living in family owned or rented house compared to dorms in the environmental domain (P<0.001, P=0.006, respectively); and having a good relation with one's parents in physical (P=.003), psychological (P=0.001), social (0.02), and the overall score (P=0.001) compared to poor relationship.

Conclusion

Social and economic factors that were exacerbated by the current war in Yemen have significantly contributed to low quality of life among Yemeni medical students. Prompt, yet strategic steps should be taken by the national and international organizations to rescue the academic and social life of medical students' in Yemen by providing basic academic and social life support for students.

Support or Funding Information

We would like to thank Hadramout University, faculty and students for their support and help in completing this study. Special thanks and appreciation to our 4th year colleagues from Hadramout University, College of medicine: 1) Muhammed Salah Al‐Qu'aiti, 2) Abdullah Salem Bahadi, 3) Ashraf Fahed Basalelah.
Tonicity and Osmolarity, Why Are They Confusing?
Authors: Kuang Serena Y
Published: November 2023

In teaching body fluids as a part of physiology, the concept of osmolarity seems to be a bit challenging to only a small fraction of students, but when the concept of tonicity is added, the portion of students who are confused increases. The author noticed that the definition and explanation of tonicity in many lecture materials, including textbooks, are inaccurate and inconsistent. In this presentation, the author will 1) summarize and analyze the definitions of osmolarity and tonicity; 2) explain the implicit logic underlying these definitions and identify the cause(s) of confusion in teaching and learning the two concepts; and 3) share teaching strategies based on this logic to avoid confusion and make teaching and learning of the two concepts easier.

Support or Funding Information

No.
Educating the educators: a unique physiology‐ and anatomy‐based educator workshop in the Wiregrass region
Authors: Vasauskas Audrey A. , Richardson Chante' L. , Anderson Sarah A. , Robinson Amanda L.
Published: November 2023

It is well‐established that educator development is important for optimal curriculum delivery and student engagement, particularly in the science and health‐related professional fields. Educator development may include teaching workshops, peer‐to‐peer mentorship, and professional training. Here, we describe a free‐of‐charge, community‐oriented outreach program for high school and college educators that incorporates workshops and hands‐on training in cadaver‐based anatomical sciences, teaching methodologies, patient simulation laboratories, and current bench‐to‐bedside research. To date, this is the only workshop of its kind in the Wiregrass region. Educators from nursing and other allied health college programs as well as high school science educators attended the Health and Anatomy in the Wiregrass Educator Workshop, held this year during summer 2016. This was the third annual educator workshop, and this year's theme was the Respiratory system. All sessions were led by medical school faculty. Attendees rotated through the following programs: 1. Hands‐on anatomy laboratory with a prosected human cadaver and dissection of porcine lungs and heart, 2. Respiratory‐case simulation laboratory using the SimMan® patient simulator, 3. Lung biologist guest lecture on pseudomonas aeruginosa research, and 4. Team‐based Learning (TBL) interactive workshop involving a clinical respiratory case. Attendees were asked to complete a survey immediately post‐workshop. One hundred percent of respondents strongly agreed that the workshop was useful to them as educators, with 71% citing the TBL experience as valuable to their development as educators and 42% stating that the anatomy laboratory was important to them. The majority of attendees stated that the use of hands‐on, interactive sessions with skilled facilitators as the main strength of the workshop. Offering a resource that benefits local educators may improve the educational backbone of the region as well as educator enthusiasm for teaching in the health and bio‐sciences.

Support or Funding Information

The Health and Anatomy in the Wiregrass Educator Workshop is supported by a grant from the South Alabama Medical Center Foundation
The Effect of Growth Rate and Biomechanical Loading on Bone Laminarity in the Emu Hindlimb
Authors: Kuehn Amanda , Simons Erin L. R. , Lee Andrew H. , Main Russell P.
Published: November 2023

The orientation of vascular canals in primary bone may reflect differences in growth rate and/or adaptation to biomechanical loads. Previous studies link specific canal orientations to bone growth rates, but results are contradictory. In particular, circularly‐oriented vascular canals (forming laminar bone) are hypothesized to reflect rapid growth rate or locomotion‐induced torsional loading. Previous work on the locomotion of the emu shows that the femur and tibiotarsus experience large shear strains (torsional loads) that increase through ontogeny. Here, we test how growth rate and biomechanical loading effect bone laminarity in the femur and tibiotarsus from growing emu (2 – 60 wk). If bone laminarity is purely an expression of growth rate, it should be most elevated at the growth spurt and decrease with age. Alternatively, if laminar bone reflects biomechanical accommodation, it should become more abundant with age. Transverse mid‐shaft histological sections from the femur and tibiotarsus were prepared and imaged. Birds had been intramuscularly injected with xylenol orange and then six days later with calcein. On fluorescent images, distance was measured between xylenol and calcein tags and divided by six days to give daily growth rate. Vascular canal orientation was quantified using laminarity index (proportion of circularly oriented canals). Overall, the growth rate of the femur and tibiotarsus each exhibits a bell‐shaped distribution with age. The growth spurt in which the rate is at a maximum (99 and 84 μm/d for the femur and tibiotarsus, respectively) occurs at 8 wks. Although in both elements laminarity is low to moderate (0.02–0.56), it increases with age. Elevated laminarity may develop as a response to the relatively larger shear strains placed on the femur and tibiotarsus as the bird increases in age/mass. In conclusion, biomechanical loads seem to play a dominant role in the development of bone microstructure in the emu hindlimb.
Effects of Perinatal Circadian Programming on Activity and Skeletal Morphology in C57BL/6 Mice
Authors: Peacock Sarah J , Bates Keenan , Talton Omoseigho O , Schulz Laura C , Middleton Kevin M
Published: November 2023

The timing and duration of locomotor activity can be impacted by changes in environmental light conditions. In mammals, the circadian system in offspring is initially entrained by that of the mother. Photoentrainment of the biological clock by the perinatal light environment begins at birth, and development of the circadian system is completed postnatally when the individual establishes its own internal circadian rhythm. Because of this perinatal to adult patterning, the perinatal light environment can have important developmental consequences to behavior and physiology in the adult. Here we explore the possible effects of photoentrainment on the skeleton using a mouse model system. Skeletal phenotypes are produced through a combination of an animal's genetic background, its plastic responses to its environment (e.g., diet, activity), and the interactions between genetics and environment. Because light environment can have both immediate and long‐term effects on locomotor behavior patterns, variation in photoperiod may impact bone biology indirectly via altered activity levels. To investigate the influence of perinatal light environment on adult activity patterns and bone morphology, one group of C57BL/6 mice was kept under a standard 12:12 L/D photoperiod (12 L; n = 10) and another group (24 L; n = 8) lived under constant light throughout their prenatal and early postnatal development. After five postnatal weeks, the 24 L group were transitioned into a 12:12 photoperiod. Home cage activity data for each animal was collected at 12, 20, and 28 postnatal weeks. After 31 weeks, mice were sacrificed to allow morphometric analyses on dissected long bones. At each of the three time points, we found that the 24 L mice spent significantly less of their time walking (P = 0.044) and walked lower distances overall than the 12 L group (P = 0.006). However, despite significant differences in activity, comparisons of femur length, AP diameter, ML diameter, proximal width, distal width, head height, and head depth indicated no significant differences between the two treatment groups. Overall, our results suggest that while perinatal light environment does have a lasting influence on the activity levels of adults, neither the differences in perinatal environment nor in adult activity between the two treatment groups had a significant impact on femoral morphology. These results support other recent research which has indicated that genetic background has a greater impact on skeletal phenotype than exercise does. Future studies will include investigating bone mineralization and bending mechanics.

Support or Funding Information

American Diabetes Association 1‐14‐BS‐181
Sexual anatomy differs between orthograde and pronograde primates and other mammals: Implications for human evolution
Authors: Hall Margaret I , Plochocki Jeffrey H , Rodriguez‐Sosa Jose R , Ruiz Saul
Published: November 2023

Detailed descriptions of the perineal anatomy of most primates are lacking so that studies of modern human perineal anatomy in the context of general primate evolutionary morphology still require a broader framework. Our dissections of human, non‐human primate, and non‐primate mammal perinea (human (n=43), dog (n=16), cat (n=3), goat (n=9), pig (n=9), horse (n=3), cotton‐top tamarin (n=2), ring‐tailed lemur (n=1), potto (n=1), and Verreaux's sifaka (n=1)) suggest that modern human perineal anatomy likely follows a g eneral primate pattern. Primates with a habitually orthograde locomotor position copulate ventro‐ventrally and initial observations suggest that they have different perineal anatomy than primates and non‐primate mammals that employ habitually pronograde locomotor position and copulate dorso‐ventrally. Specifically, females of orthograde primate species have a relatively shallow vulva with easy access to a ventrally facing, prominent clitoris – easily stimulated during sexual courtship. Conversely, females of pronograde primate and non‐primate mammal species possess deep vulvae with subcutaneous constrictor muscles. These restrict access to a dorsally facing, recessed clitoris and vaginal orifice during courtship and the clitoris is only available during copulation. We suggest that adaptation of the pelvis for orthograde locomotor posture during the evolution of bipedalism followed a general pattern of primate perineal anatomy. This pattern of female perineal morphology enables easier access to the clitoris so that pre‐copulatory stimulation is possible. This female perineal anatomy possibly set the stage for loss of estrus in women that facilitates the modern male‐female pair bond social structure.

Support or Funding Information

Support received from Midwestern University intramural funds
Osteons and Osteocytes in Belanger's Tree Shrews (Tupaia belangeri) – a comparative study
Authors: Wang Qian , Kondru Vijaya , Kesterke Matthew J , Feng Jian Q
Published: November 2023

In recent years, tree shrews have gained interest among researchers as animal models in the study of human development and disease, owing to their phylogenetic closeness to primates. In this comparative study among trees shrews, humans, and mice, the bone microstructure and morphology were analyzed to evaluate the usefulness of tree shrews as a non‐human primate model, and whether this model is better than mice more commonly used in bone system biology. In the femurs of three adult male Belanger's tree shrews (Tupaia belangeri), the osteon structure of the cortical bone was studied using confocal imaging by Fluorescein Iso‐Thio‐Cyanate sample preparation and staining, and osteocyte morphology was visualized using acid‐etch SEM. Overall, the density and structure of osteons, as well as the morphology of osteocytes, in Belanger's tree shrews bore greater resemblance to mice than humans. These findings indicate that, though tree shrews are phylogenetically closer to humans than mice, they do not necessarily serve as better non‐human primate models for bone research than mice.
Cranial and Appendicular Skeletal Elements Show Correlated Responses to Selection among Large‐Bodied and Small‐Bodied Tamarins
Authors: Agosto Elizabeth R , Auerbach Benjamin M
Published: November 2023

Correlated evolution among the appendicular skeleton and cranium is largely unexamined. The skeletal elements of the skull, neck, and upper thorax share soft tissue and developmental pathways, and so we hypothesize that these elements exhibit share responses to evolution. If such a relationship exists, we anticipate that correlated responses to evolutionary forces may be related to changes in body size over time. This study assesses the response to selection among four basicranial, five shoulder girdle, and three appendicular dimensions using retrospectively estimates selection gradients among two species of tamarins, large‐bodied Saguinus oedipus and the small‐bodied Saguinus fuscicollis illigeri, and an estimated mid‐species condition.

The sample for this study consists of 50 individuals of each species; these data were used both in the primary analysis and to estimate a sample of individuals of intermediate body size. Vectors of estimated selection gradients necessary to evolve one tamarin species into another and from an intermediate state to large and small body sizes were analyzed using the following measurements: foramen magnum length and width, condylar length, size of the nuchal region, the length and width of the glenoid fossa and humeral head, and the lengths of the scapula, scapular spine, humerus, and clavicle. A 95% confidence interval was estimated for each selection gradient using a non‐parametric bootstrap.

Results show correlated responses to selection among cranial and post‐cranial elements. These analyses demonstrate that most traits evolved by correlated responses to selection on other traits, and most significantly between cranial and post‐cranial traits. We show that the basicranium, scapula, and humerus are not evolving independently. While most of the observed responses to selection appear to follow expected changes in body size, the width and length of the foramen magnum, and the length of the scapula and humeral head do not, and may be reflecting underlying genetic covariances affecting these traits. This study demonstrates that the scapula and the head have mutual constraint, and that treating functional trait complexes as evolutionary isolated groups of traits may be overlooking important trait interactions. We cannot argue any longer that shoulder morphology reflects selection on the shoulder alone.
The Prevalence of Supraorbital Foramina and Notches among Different Populations, Sexes, and Sides
Authors: Bliss Kaitlyn N , Koons Aaron W , Russell Michelle L , Mangus Kelsey R , Zdilla Matthew J
Published: November 2023

Information regarding the prevalence of supraorbital foramina and notches among sexes of certain populations remains incomplete. This study examined images of 634 right‐sided orbits and 642 left‐sided orbits obtained from the University of Pennsylvania Online ORSA database for the presence of supraorbital foramina and supraorbital notches. Orbits were from the following geographic groups: Peruvians, Egyptians, Africans, East Asians, Malayans, Mexicans, Europeans, and Bengali. Overall, notches were most prevalent (55.3%). Malayan and Mexican populations had a higher prevalence of foramina (53.5% and 50.0%, respectively) relative to all other geographic groups which had a higher prevalence of notches. Females were found to have a higher prevalence of foramina than males (36.4% vs. 32.0%) while males were found to have a higher prevalence of notches than females (55.6% vs 51.7%). Foramina were found most often on the right side (35.3% vs. 30.0%), while notches were found more often on the left side (61.4% vs 49.2%). The right side also showed a higher prevalence of concomitant ipsilateral supraorbital foramina and supraorbital notches (15.4% vs. 10.0%).

Support or Funding Information

WV Research Challenge Fund [HEPC.dsr.14.13]
Tooth Mineral Density in Primates: Effects of Developmental Strategies and Dietary Preference
Authors: Paddock Kelsey A , Zeigler Larissa Marie , Harvey Brianna M , Millen Michelle E , Vinyard Christopher , Muchlinski Magdalena M , DeLeon Valerie B , Smith Tim D
Published: November 2023

Tooth size of newborn primates negatively correlates with gestational length, and also varies with diet. In this study, we examine the effects of these variables on hydroxyapatite (HA) density of the mandibular teeth in newborn primates. Forty‐eight newborn primates (24 species) were microCT scanned at 70 kVp/114 μA at a resolution of 20.5 μm. From the scans, grayscale intensity was converted to hydroxyapatite (HA) density (mg HA/cm3) using a linear conversion of grayscale values to calibration standards of known HA density (R2=0.99). Voxels representing teeth were segmented from the volume using Amira software. Mean HA densities were calculated for deciduous and permanent postcanine teeth, and the influence of diet tested using a one‐way ANOVA. Pearson correlation tests were used to assess the relationship of HA density to gestational length. Preliminary results indicate HA density is negatively correlated with gestational length, but only for deciduous teeth, suggesting different factors affect mineralization of permanent molars. No significant differences in HA density are observed based on dietary specialization among the primates sampled. However, peak HA density appears especially high in small bodied strepsirrhines (e.g., dwarf lemurs, galagos and lorises). Thus further study is needed to understand phylogenetic and body size influences on peak HA density

Support or Funding Information

Funded by the National Science Foundation; Grant numbers: BCS‐1231350, BCS‐1231717, BCS‐0959438.
Think FAST: Using a Clinical Ultrasound Examination to Study Abdominal Anatomy
Authors: Hoffman Leslie A
Published: November 2023

Background

Ultrasound is increasingly being incorporated into gross anatomy courses to augment traditional teaching methods. Ultrasound has been found to be useful in presenting clinically relevant material, creating a link between basic science and clinical courses. A Focused Assessment with Sonography for Trauma (FAST) exam is used to inspect the abdominopelvic and pericardial cavities for injury and bleeding following trauma. The purpose of this study was to assess the utility of using a clinical ultrasound examination, the FAST exam, to study abdominal anatomy in a medical gross anatomy course.

Methods

First‐year medical students at Indiana University School of Medicine ‐ Fort Wayne were invited to participate in an ultrasound activity during which they were introduced to basic ultrasound principles and techniques and then instructed on how to conduct a FAST exam. The students were provided with hands‐on experience conducting the exam on student volunteers. Facilitators were on‐hand to assist with probe placement and structure identification. Following the activity students completed a brief survey about the experience.

Results

Seventeen out of 32 students (53%) elected to participate in the activity. Students completed the activity in groups of 5–6 students so that each student had ample opportunity for hands‐on probe time. All students agreed that participating in the activity was a valuable use of their time and increased their knowledge of abdominal anatomy. All students also indicated that they had a better understanding of anatomical relationships within the abdominal cavity after participating in the activity.

Conclusions

Student response to the FAST exam activity was overwhelmingly positive. Students found the FAST exam to be a useful method for examining the 3‐dimensional relationships within the abdominal cavity. Framing the anatomical relationships in a clinical context made these relationships more meaningful and relevant for medical students.
Student Attitudes Toward a Flipped Classroom Design for Circulatory System in Medical School Gross Anatomy
Authors: Curran Shannon , Royer Danielle
Published: November 2023

Flipped classroom strategies are implemented with growing prevalence in medical school. With an emphasis on active learning, these strategies promote deeper understanding and retention. The goal of this study was to develop a flipped classroom curriculum for circulatory system learning objectives in medical gross anatomy, and determine student attitudes toward the new instructional strategy. A total of six circulatory self‐study tools were developed for medical gross anatomy: Unit 1 (upper limb, lower limb), Unit 2 (thorax, abdomen, pelvis), and Unit 3 (head & neck). The PowerPoint tools displayed static and animated line drawings of typical vessel branching patterns and anastomoses, with prompts for students to draw along and text pop‐ups, followed by ten multiple choice and six fill‐in‐the‐blank blood flow questions. Students were asked to complete each tool in advance of its accompanying classroom session. The 1–2 hour classroom sessions sought to apply content from the self‐study tool; each featured blood flow cases for practice and interactive image‐based activities focusing on vessel identifications, landmarks, and relationships facilitated with an audience response system. First year medical students (N=184) at the University of Colorado were invited to complete an anonymous online IRB‐exempt survey after each of the three units. Each survey included seven Likert items (1 = strongly disagree, 5 = strongly agree) measuring student views of the effectiveness of the new curriculum. Summary statistics were calculated for each item. A nonparametric Mann‐Whitney U test was used to compare ratings between units, and a Spearman's Correlation test was used to measure the association between select items. Average survey response rate was 37.5% with mean ratings for all items ranging from 4.3 to 4.6. Specifically, students rated the study tools very highly for facilitating learning (Unit 1 mean= 4.63 ± 0.60) and strongly agreed that the new flipped classroom approach was effective (Unit 1 mean= 4.45 ± 0.90). No significant differences (p > 0.05) were observed between identical questions on the three Unit surveys, indicating high student satisfaction with the new curriculum across all regional units. Responses on the Unit 1 survey showed a significant positive correlation (p < 0.001) between student ratings of the in‐class blood flow activities (mean = 4.26 ±0.97) and the image‐based activities (mean = 4.31 ±0.82); the same significant association was noted in each Unit. These results indicate the perceived effectiveness of both in‐class activities, although student comments were split with about half requesting more time for blood flow practice versus more time for image‐based activities. Students perceived the circulatory system flipped classroom strategy as highly effective for learning. In the next phase, exam scores from traditional and flipped classroom curricula will be compared to evaluate the educational impact of the new strategy.
Using Practical‐Based Team Based Learning as a Tool For Providing An Immediate Feedback to the Students During Learning Anatomy
Authors: Eladl Mohamed Ahmed , Jaffar Akram Abood , Ranade Anu
Published: November 2023

Background

Although assessment of learning may promote deep learning, it does not provide immediate feedback to drive further learning and training. In addition, with the students being subjected to formative exams during the course of their study, feedback might not be provided appropriately and timely. Students would like to understand and use the reasoning behind judgments and they demand that practical assessment criteria be explained. Team‐based learning (TBL) is a student‐centered learning strategy, which has been confirmed in medical education to enhance learning in small groups. Nevertheless, it has not been implemented during practical anatomy learning that challenges the spatial perception of the learned material in contrast to other disciplines.

This study aims to present a novel intervention in using practical‐based TBL in anatomy and its impact as a tool for providing immediate feedback. It also determines students' perceptions of the practical‐based TBL and the effect of the given feedback on anatomy learning.

Method

An objective structured practical examination (OSPE) formative test setup was used. Students took the test in two successive formats: individually (iRAT) and in teams (tRAT). Individual students rotated around the practical stations in the form of a steeplechase examination during the iRAT. For the subsequent tRAT, photographs of the stations were projected in the classroom to groups of eight students each. The session was concluded by discussing the answers with the tutor who provided an immediate feedback. Students' perception (N=110) was measured using quantitative and qualitative instruments through a self‐administered questionnaire and a focus group discussion.

Results

The students perceived that the practical‐based setup was a useful tool in providing immediate feedback. They also agreed upon the fact that apart from highlighting areas of their weakness (86%); the practical‐based TBL also provided diverse options for testing knowledge (79%) and further stimulated motivation in them to attend these sessions (80%). Seventy eight of the students indicated that it boosted their self‐confidence to face the examinations, and 80% were able to clarify the reasoning behind judgments.

Conclusion

Practical‐based TBL is a valuable learning strategy and can be employed as an effective tool for providing immediate feedback during anatomy learning.
The benefits of pair‐share concept mapping in anatomy and embryology
Authors: Elzie Carrie , Goodmurphy Craig W.
Published: November 2023

Objective

Concept maps are graphic tools for organizing and representing knowledge and their use in medical education is increasing. Concept maps foster the development of meaningful learning, critical thinking and problem solving in the learner. Therefore, we created a pair‐share concept mapping session in anatomy and embryology to foster expansion and integration of knowledge.

Methods

All M1 medical students were required to attend a brief lecture on the parameters and utilities of concept maps for studying. Students were then instructed to first work individually on a concept map. Student A mapped the spinal cord inflow and outflow, while Student B mapped the first two weeks of development. After sufficient time to work, each pair of students swapped their maps and were asked to expand their partner's map. Pairs of students then reviewed their maps and were instructed to teach their partner the information they contributed.

Only fifty‐five percent of the class had used concepts previously to study. At the conclusion of the session, seventy‐two percent of the students found the activity helpful. More importantly, ninety‐seven percent of the students thought the activity exposed gaps in their knowledge. Seventy‐six percent of students said they were likely to use concept mapping as a study tool. However, a follow‐up survey will be administered to address the prevalence of mapping as a study tool at the end of the semester.

Conclusion

Pair‐sharing concept mapping is an effective tool to reveal gaps in knowledge when studying and therefore is a valuable activity to be incorporated into curricula ideally prior to exams.

Support or Funding Information

none
Does Team‐Based Learning Have a Positive Effect on Student Learning Outcomes in a Medical Developmental Anatomy Course?
Authors: Abisamra Hala , Treadway Brent , Conway Marianne
Published: November 2023

Team‐based learning (TBL), a version of the flipped classroom, has been well supported over traditional didactic lecture and is a widely used teaching method aimed to encourage active student participation in the learning process via a three‐step format: individual pre‐class preparation, in‐class readiness assurance testing, and application‐focused exercises. Many fields of health‐related professional education have incorporated this teaching strategy. This year, the course instructor decided to fully integrate TBL into the Developmental Anatomy (DA) course at the University of Mississippi Medical Center. DA is a 2‐credit hour course that has followed a flipped classroom model and is integrated with Gross Anatomy. In the past few years, students have been provided with online self‐study modules to review on their own time before attending optional interactive review sessions using clickers. The review sessions were a chance for students to assess their knowledge and exam readiness. The goal of using TBL is not only to help facilitate an active learning environment, but also to create a system in which students are encouraged to review material in a timely, evenly‐distributed manner. With the introduction of TBL, sessions are no longer optional and contribute 10% to the students' overall grade in the course. The authors of this paper intend to describe the use of a newly implemented, modified‐form of TBL in the classroom and its effects on current student exam results as compared to those of the previous year. Modifications of the official TBL format had to be made. These alterations include: 50‐minute pre‐scheduled sessions when longer sessions are typically suggested for effective TBL and the non‐traditional use of Turning Technology “clickers” rather than paper for both individual (IRAT) and team readiness assurance tests (TRAT) to reduce paper consumption and increase grading efficiency. Prior to the start of the term, the authors composed ten USMLE style clinical vignette questions based primarily on module and course objectives for use during the TBL sessions. The authors determined what topics to focus on by reviewing previous exams for questions missed by 30% or more of the class. Preliminary analysis of the data shows that when comparing exam question results, student performance significantly increased when the questions had been included in the TBL activity than when they were used during the interactive review session. Moreover, decrease in the Point Bi‐Serial value suggests that students in the lower quartiles might benefit more from these TBL sessions. Final outcomes will be determined following the conclusion of the term. The authors hypothesize that there will be a statistically significant improvement in learning outcomes in comparison to the previous year.

Support or Funding Information

University of Mississippi Medical Center Department of Anatomy
Teaching the Brachial Plexus to Medical Students in a Humane and Useful Way
Authors: Cotanche Douglas Allen
Published: November 2023

Encountering and learning the brachial plexus has always been a stress‐inducing challenge for first year medical students taking Gross Anatomy. The complexity of its structure and the names and origins of all its branches can make even the brightest students' head spin. I have developed an easy tool for teaching the brachial plexus to medical students that allows them to draw a skeletal model of it in less than a minute and from there they can use this to fill in the names of the various parts of the plexus and its terminal branches. The model begins with a simple mathematical formula for the plexus: Y3X2M. From this formula, I demonstrate how to quickly and simply draw out the rami, trunks, divisions, cords, and branches of the plexus. The model allows the students to easily visualize the structure of the brachial plexus and also to determine the spinal nerve components in each trunk, division, cord, and terminal branch. I suggest to the students that they immediately draw this model on the back of a page of their exam (immediately after entering their name) and then use the model to help answer specific questions on the plexus or innervation of the upper limb that they encounter throughout the exam. I have seen them actually do this on their exams and, as a consequence, they appear to better understand the brachial plexus and do much better on relevant questions on the exam.

Support or Funding Information

Supported by funds from the Department of Anatomy & Cell Biology at UIC