bluuebunny/crossref_metadata_2025 huggingface dataset:
Effects of In‐Class Discussion with Pre and Post Lecture Quizzing on Retention
Authors: Akers Clare E. , Flann Kyle
Published: November 2023

Studies have encouraged science educators to stray away from the traditional class structure of lecture and lean towards active learning in order to promote student learning and retention of material. Previous research has emphasized student discussion, pretesting and quizzing, various testing formats, and classroom activities as avenues to promote student learning and retention. This study focused on gaining a better understanding of what combinations of classroom activities best promotes student learning and retention of subject material in an undergraduate human physiology class. All class sections analyzed for this study had the same instructor, assigned readings and in class discussions. The variable teaching activities that were analyzed included control sections where no pre or post‐lecture quizzing occurred (CON), pre‐lecture quiz sections where quizzes were given at the beginning of class which covered reading material and previous in‐class discussion content (PRE), and post‐lecture quiz sections where the quizzes were given at the end of class and covered only the in‐class discussion content of that lecture (POST). The results of the study found that the PRE group had a significant increase in learning outcomes compared to the CON group. Interestingly, student surveys reported that the students in the POST sections felt an increased incentive to prepare for lecture as compared to the PRE group. However, there was no statistical significance between the PRE and POST group as measured in student's learning outcomes. In conclusion, students’ active participation in class increases student learning outcomes, which are further increased with PRE quizzing. In addition, PRE quizzing promotes students’ preparation for class and therefore likely also promotes better class discussions. While attempts to increase incentive to participate in in‐class discussions through POST quizzing did not directly impact in discussions, the POST quizzing did incentivize students’ preparation for class.
Open Educational Resources in the Laboratory: Moving the Introductory Biology Laboratory Manual onto Pressbooks
Authors: Knight Sarah , Bentley Meg , Regner Lucas , Murphy Lindsay
Published: November 2023

The cost of textbooks in higher education has risen by 1041% since 1977, three times faster than inflation, so that the average student now pays $655 each year for books (1,2). With the rising cost of higher education students are finding themselves unable to meet these costs and purchase textbooks required by their course. At American University we surveyed 40 non‐major biology students and found 75% of students have previously not purchased a required textbook for a course because of cost. We also learned that 80% of our students make decisions on course choice based on textbook cost. To address this concerning trend we decided to pilot a scheme to use Open Educational Resources (OER) in our introductory non‐majors Biology 100 course with a laboratory.

In previous semesters for this course we have used a bound, printed laboratory manual that cost the students $30 in addition to their $100 laboratory fee and the lecture textbook Biology, Science for Life, by Belk & Borden‐Maier, which cost $140. Before this study we found 59% of 71 students surveyed strongly agreed or agreed that they would prefer an online, printable laboratory manual at no cost to them. This Fall 2015 semester we decided to use Open Educational Resources for both the lecture and laboratory portion of the course greatly reducing the cost of materials for the students. As the course text we chose Concepts in Biology published by OpenStax and put our laboratory manual online onto Pressbooks (3, 4). Both resources were available to students online at no cost or at a low cost to print. A hardback print copy of Concepts in Biology cost $29 and the faculty written laboratory manual costs less than $20 for a spiral‐bound color copy.

Using Pressbooks as a platform for the laboratory manual has allowed us to make major improvements to the manual. The manual has become a dynamic ever‐changing document where we can guide students using hyperlinks to external sites for information such as recent biological newsworthy events, for example Nobel Prize winner announcements and include links to online technique videos such as JOVE (5). Using an online platform allows us to update and edit protocols and correct any errors in real time. At least 97% of our students found the online laboratory manual to be the same or better than other laboratory manuals that had previously used.

In conclusion we deemed the use of OER in our introductory Biology laboratory class a success and with the help of faculty and student feedback we intend to continue to improve our online laboratory manual for use in future semesters.

Bureau of Labor Statistics

The National Association of College Stores

OpenStax http://cnx.org/contents/b3c1e1d2‐839c‐42b0‐a314‐e119a8aafbdd:1/Preface

http://www.pressbooks.com

http://www.JOVE.com
BENEFITS OF THE STUDENTS WHO GRADE PATHOLOGY ASSIGNMENTS OF THEIR NEAR‐PEERS
Authors: Biswas Suvra Kusum , Basu Amitabha , Raam Jiji
Published: November 2023

INTRODUCTION

We have asked the senior students to grade (Peer assessment1) the assignments of junior students of the Pathology course. This study aimed to understand how ‘peer‐assessments’ could help these assessor (near‐peer) students re‐learn Pathology materials and to understand their experiences as a peer‐assessor.

METHODS & MATERIALS

In the 4th semester of our curriculum, each student presents a Pathology topic before the class (e.g. ‐Lab diagnosis of apoptosis). Faculty members and one senior student of Pathology course (of 5th semester) grade them independently. 5th semester students were selected based on their temporal order in the class roster. Students get 2 days to prepare for the assessment. This paper is based on the feedback (via online anonymous questionnaire) of these near‐peer‐assessors. 18 students participated in the survey (98% of all assessors).

RESULTS

75% near‐peer assessors think this exercise helped them to re‐learn pathology critically & constructively in order to come up with an appropriate question, and to identify their mistakes. It helped them to revisit Histology & analyze of laboratory reports. Some of them mentioned that it was hard to grade without bias when the presenter was a friend. Some students needed more time to prepare form the assessment. 57% recommend this process for other medical courses.

CONCLUSIONS

Our study concluded that asking peer students to grade assignments help them to relearn the course materials, develop responsibility and to understand the meaning of professionalism. We plan to continue this study in the coming semester to get a better understanding of the advantages it can offer to the students.

Support or Funding Information
Benefits of Online Textbook Resources Depend on Physiology Students Using Retrieval
Authors: Anderson Lisa Carney , Keirstead Sue A
Published: November 2023

Retrieval practice is defined as a type of studying technique is which students try to recall what they have learned without consulting an outside resource. A purported method of retrieval practice is the use of supplemental online resources that accompany textbooks. The purpose of this study was to investigate the strategies used by physiology students using online quizzes from website supplementing their course textbook. The hypothesis was that physiology students that used retrieval (trying to figure out the answer first before going to the textbook for help) would score higher course grades than those students who searched for quiz answers in their textbook and online resources. Students who had completed an undergraduate physiology course were sent an online survey about their course experience. Two following reminders were emailed, asking student to complete an online survey. Students were asked to report their physiology course grade, satisfaction with how much they had learned, which resources they had used and how they had used online quizzes: (1) looked answer up online, (2) looked up answers in the textbook, (3) tried to figure out the answer before using the textbook, or (4) only used their recall. Categories (1) and (2) were considered non‐retrieval strategies and categories (3) and (4) were considered retrieval strategies. Students who practiced retrieval strategies achieved a course grade of 3.5 ± 0.6 on a 4 point scale, which was significantly higher (P=.008) than students using non‐retrieval strategies who achieved a grade of 3.1 ± 0.6 on a 4 point scale. These results may indicate that students that use retrieval practice as part of their studying habits perform better on course work.

Support or Funding Information

No funding to report
Effectiveness and reception of clinical pathophysiology lectures for physician assistant (PA) students
Authors: Johnson Fruzsina K , Seaman Michael P
Published: November 2023

Previously, we reported the development of comprehensive pathophysiology (FKJ) and clinical medicine (MPS) lecture pairs with the primary objective of integration in the physician assistant (PA) didactic curriculum at LMU‐DCOM. The PA program had 4 physiology/pathophysiology courses (I–IV) spanning all 4 semesters of the 13‐month didactic curriculum. In the Spring 2015 semester Physiology/Pathophysiology III course, the integrative topics were hypertensive crisis, heart failure, circulatory shock and chest pain. All materials have been previously covered in the previous Fall 2014 semester in the Physiology/Pathophysiology II and Clinical Medicine I courses from an organ system point‐of‐view. Lecture pairs were delivered “back‐to‐back” in the last lecture block of the Physiology/Pathophysiology III course and were tested on the final exam of the course using higher order pathophysiology and clinical scenario based questions. Scores for the pathophysiology questions increased by 9 points (100 point scale), and scores for the clinical medicine questions increased by 6 points (100 point scale) compared to the respective fall courses. Anonymous, voluntary end‐of‐course survey in Likert scale format was used to evaluate the students’ perceptions of these lectures. The survey was completed by 51% of the class. Of those students, 98% agreed that these lectures enhanced their understanding of pathophysiology (strongly agreed: 70%; agreed 28%) and clinical medicine (strongly agreed: 72%; agreed 26%). Additionally, all participating students agreed (strongly agreed: 74%; agreed 26%) that these lectures helped to integrate pathophysiology with clinical medicine. Students found all topics similarly useful: 98% agreed (strongly agreed: 60%; agreed 38%) that the hypertensive crisis, 97% agreed (strongly agreed: 57%; agreed 40%) that the heart failure, 100% agreed (strongly agreed: 60%; agreed 40%) that the circulatory shock, and 98% agreed (strongly agreed: 62%; agreed 36%) that the chest pain lectures were useful in understanding the course material. These results suggest that lectures with the specific objective of integration of pathophysiology and clinical medicine materials are useful and well received by the students. We concluded that using pathophysiology and clinical medicine lecture pairs is an effective way to integrate basic science and clinical medicine materials.
Problem‐Based Learning is a More Effective Method at Developing Critical Reasoning Skills When Compared to Traditional Instructional Methods
Authors: Franklin Brandon M , Xiang Lin M , Paulose Jiffin M , Collett Jason A , Rhoads Megan K , Osborn Jeffrey L
Published: November 2023

The effective development of critical reasoning skills (CRS) is one of the most important factors to ensure student success in the professional environment. Problem‐based Instruction (PBI) pedagogy has been theorized to be a more effective method of developing CRS compared to traditional lecture‐style instruction (LI). Previously, it has been shown that students taught by PBI perform better on exams compared to LI students and that this effect is magnified in traditionally low achieving students (Franklin et. al, AJP: Advances in Education, 2015). This study compared the effectiveness of PBI with LI at developing writing and critical reasoning skills in an upper level, undergraduate animal physiology (AP) course. Students enrolled in AP were randomly assigned to one of two experimental groups: LI (n=41) or PBI (n=73). Student grade point averages were not different between groups at the onset of instruction (p>0.05). To assess the effectiveness of each of these methods at developing CRS, student writing assignments at the beginning and end of the semester were evaluated. Within these writing assignments students were asked to explain the rationale behind a laboratory experiment, report experimental results in a logical manner and discuss the scientific implications of these results. All writing assignments were scored blindly, by 3 graders based on a specific rubric scaled 1–10. Scores were not different between the two groups at the onset of the course (writing assignment #1, first lab of the semester) with LI students scoring 5.45±1.29 points and PBI students scoring 5.18±1.18 points out of a possible 10 points. Writing assignment #2 covered the last lab of the semester. While students in both instructional groups showed improvement in their writing over the course of the semester, students in the PBI group exhibited markedly greater improvement (85.05±33.71%) between writing assignments 1 & 2 compared to LI students (36.79±25.24%, p<0.05, d=1.62). These results indicate that PBI students, who have been challenged to think about conceptual problems and work with their peers to find a solution, develop better critical reasoning skills compared to LI students who are simply provided with direct informational instruction in a lecture style format.

Support or Funding Information

This work was partially supported by National Science Foundation Grant 0431552 (to J. L. Osborn, Principal Investigator).
“Absolut Polycythemia”: Non‐traditional Case‐Based Instruction in Physiology Related to Alcohol Consumption
Authors: Harris Michael B
Published: November 2023

Modern teaching in physiology is greatly enhanced by case‐based instruction. It is challenging, however, to select cases that engage a wide audience. “Absolut Polycythemia” is a fictitious disorder (not to be confused with “absolute polycythemia” or polycythemia vera), resulting from the osmotic and fluid imbalances, and dehydration associated with alcohol consumption. Correctly ascribed as a “relative” polycythemia, consideration of this disorder facilitates consideration of a number of basic physiological principals and concepts including osmotic regulation, oxygen delivery, the vestibular system and vertigo, and alcohol metabolism. The context is particularly relevant to undergraduate students and may also allow reflection on decision making related to alcohol consumption.

Support or Funding Information

Work reported in this publication was supported by the National Heart Lung and Blood Institute and National Institute of General Medical Sciences of the National Institutes of Health under awards 1R15HL126105, 1SC2GM112570 and three linked awards number RL5GM118990, TL4GM118992 and 1UL1GM118991. The work is solely the responsibility of the authors and does not necessarily represent the official view of the National Institutes of Health or any other funding body.
The “420” Ptosis: Non‐Traditional Case‐Based Instruction in Physiology Related to Endocannabinoid Influences on the Sympathetic Nervous System and Cannabis Consumption
Authors: Harris Michael B
Published: November 2023

Modern teaching in physiology is greatly enhanced by case‐based instruction. It is challenging, however, to select cases that engage a wide audience. The “420” Ptosis is a well‐recognized symptom of cannabis consumption. Consideration of this symptom facilitates consideration of a number of basic physiological principals and concepts including distinctions and interactions between smooth and skeletal muscle, and autonomic regulation of muscle tone. The context is particularly relevant to undergraduate students, and topical in light of changing social norms and decriminalization efforts surrounding cannabis use. Clear understanding of this symptom may also be useful in the context of law enforcement and impairment testing.

Support or Funding Information

Work reported in this publication was supported by the National Heart Lung and Blood Institute and National Institute of General Medical Sciences of the National Institutes of Health under awards 1R15HL126105, 1SC2GM112570 and three linked awards number RL5GM118990, TL4GM118992 and 1UL1GM118991. The work is solely the responsibility of the authors and does not necessarily represent the official view of the National Institutes of Health or any other funding body.
Innovative Methods Common in Non‐science Disciplines Equally Effective in Physiology Courses
Authors: Hopper Mari K
Published: November 2023

Calls for reform in both undergraduate science and medical education have encouraged faculty to be innovative in engaging students. To this end, a 400 level undergraduate Advanced Physiology course (APhys) was developed with student engagement (SENG) as a primary objective. A validated fourteen question survey (Ahlfeldt et al., 2007), borrowing select questions from the National Survey of Student Engagement (NSSE), was used to assess levels of SENG. A variety of methods and assignments were utilized during the course of the semester and included the following: 1) Daily classroom activity was discussion based with minimal reliance on traditional didactic lecture; 2) The course relied on select readings gleaned from both the primary and popular literature; 3) Students began the course reading a variety of articles focusing on the impact of discussion on learning, and how to be effective discussion leaders and participants; 4) Class sessions were led by pairs of students, and all other students in attendance evaluated the session; 5) One note taker was assigned for each class period and notes were posted to a class Wiki; 6) Students viewed a popular documentary film and were asked to substantiate or refute claims based on evidence gathered from the primary literature; 7) Group projects requiring students to develop a one hour presentation for middle school students, based on what they learned, was assigned as the final exam. SENG surveys were administered near the end of the semester in APhys and all other courses taught by the author during the academic year. SENG scores were significantly higher in the APhys course (48.6±0.71) when compared to 100 level Anatomy and Physiology (37.23±0.94), 300 level Animal Physiology (39.2±1.32), and Medical Physiology (40.11±0.96) for first year medical students. Students enrolled in the APhys course also reported higher levels of SENG than fourth year undergraduate students completing the NSSE campus wide. Due to the success of the APhys course, a similar approach was later utilized in developing a Physiology of Aging course offered at the 200 level. SENG scores for the Aging course (45.5±2.3) were similar to scores for APhys. These data indicate that SENG was primarily influenced by innovative approaches and not entirely attributed to course level, or characteristics of students choosing to enroll in the course. These data indicate that innovative active learning methods, more commonly used in non‐science disciplines, were highly effective in engaging students in physiology based courses.
Use of Flipped Classroom Teaching Approach on Student Performance in Physiology
Authors: Gopalan Chaya
Published: November 2023

Flipped Class‐room (FC) is a pedagogical model in which the lecture and homework are reversed. Stu‐dents are expected to have completed assigned readings and/or lecture videos prior to the in‐class activities. There is a limited amount of research available on the effectiveness of FC on student performance. In this study, FC method of teaching was compared with that of traditional (unflipped; UF) lectures on student performance in their major exams. FC required students to complete the pre‐class material that included an assigned reading, lecture video along with the PowerPoint slides that were used in the video. In‐class activities were designed to engage students answer questions pertaining to the lecture utilizing team‐based learning (TBL) format. After the TBL session, each student completed an individual assessment related to the same lecture content. In the UF format, students were given PowerPoint slides as well as reading assignments prior to class and the class time was dedicated to podium‐style lecture. Pop quizzes were given to maximize student attendance. These live lectures were captured in real‐time and were made available for students to use as needed. Comparison of the student performance between FC and UF mode of teaching suggested that the FC method improved student performance by 17.5%. In addition, the students in both the upper and lower half of the class performed significantly better with the FC. Notably, the lower 50% of the class showed greater difference than the above 50% group from UF to FC. Moreover, in a student survey, sixty‐five percent of students agreed that FC changed the way they normally studied and 69% of the students agreed that they were more prepared for class than in the UF mode. These findings suggest that the FC mode is more effective than UF especially among the lower half of the class. FC has the potential to increase educational effectiveness.
Effects of a team‐based learning environment on student outcomes in Anatomy and Physiology for first year pharmacy students
Authors: Jones Heather Marie
Published: November 2023

The use of case studies to illustrate physiological principles is used by many faculty members as an active learning strategy. Case studies can be used to facilitate learning in a group setting or for individual assignments. This study was designed to determine the effectiveness of case studies in physiology for first year pharmacy students in the understanding higher order physiological concepts. Additionally, the mechanisms by which the case studies were administered in the class were examined. It was hypothesized that requiring attendance the to the case study workshops and increased participation in groups would facilitate learning and increase performance in the course. Three separate student populations were subjected to different pedagogical administration of the case studies. In one group the attendance to the workshop in which the case material was reviewed was optional. In the second cohort the students were placed into groups of eight that were designed based on performance in the previous term and each group had students from all the grading scales. Each group was responsible handing in one copy of the case study worksheet. Finally, a third cohort, was required to attend the workshop review sessions and hand in individual worksheets, but was not assigned to specific groups. Weekly quiz scores were compared among the groups to determine the efficacy of the pedagogical methods on each group. Summative examination questions for the three groups were separated based on Bloom's taxonomy level and performance on each category compared among the groups. Students were also surveyed for the effectiveness of each case study style and perceived usefulness. Results showed that students would rather work individually and not attend required sessions. Additionally, there was a statistical increase in student preparation when the workshop sessions were mandatory (p = 0.04). In conclusions, although team‐based learning strategies maybe effective in some classrooms, in this setting individual work on case studies may correlate with success on summative assessment, but not in preparedness.
Assessment of Team Cohesiveness, Potency and Reflexivity with First‐Year Medical Small Group Activities
Authors: Lee Michael William , Gabelica Catherine , Fiore Stephen M
Published: November 2023

Current medical school curricula are increasingly centered on team‐work and team‐based activities. However, the vast majority focuses only on the academic content to be learned while not attending to the collaborative component. Understanding how teams work together is just as important as understanding what they learn. But there is a relative gap in the literature concerning how to best analyze and tailor group activities to address collaboration processes (e.g., conflict) to ensure maximal team effectiveness. In this study, we developed a 54‐item Likert scale survey instrument to assess team cohesiveness, reflexivity, and group potency of first‐year medical students at a recently accredited medical school with an integrated curriculum. Specifically, we examined the degree to which our students perceived each other's creditability, degree of specialization, and coordination. When taken together, these metrics allowed us to assemble a picture of how groups viewed commitment of the team members towards the team task (task cohesion), team confidence in reaching the goals (group potency), reflection at the team level before, during, and after the task (reflexivity), recognition of team members degree of specialization (cognition), knowledge and knowledge sharing (construction and co‐construction), and discussion of areas of disagreement (constructive conflict). The findings provide valuable insight into team dynamic processes that can be used to drive changes in group learning activities and facilitator training.
Collaborative Testing Improves Performance on Long Answer Questions, and Maintains Long‐Term Retention of Course Material
Authors: Ritchie Kerry Lynn , Rajakaruna Rebecca , Newton Genevieve
Published: November 2023

Collaborative testing (CT) is an assessment strategy whereby students first write a test as an individual and then immediately following, write the same test again as a group, with the opportunity to discuss their thought process in reaching their answers. This strategy has been shown to increase performance on multiple‐choice (MC) tests, and to improve short‐term retention of material. However, this format has not been evaluated for tests using long answer (LA) questions, and measures of improved long‐term retention are inconsistent. The purpose of this study was to determine if CT improves performance on LA questions and whether CT could improve long‐term retention of course material compared to traditional teaching and testing methods. Two courses, (3rd year Exercise Physiology, n=102 and 2nd year Biochemistry, n=64) administered identical protocols which included an in‐class collaborative midterm (half MC and half LA questions), an unannounced, individual retention test 1 week later (short‐term) followed by a brief instructor‐led, in‐class review of the test, and finally another unannounced individual retention test 6 weeks later (long‐term). Performance was calculated as the difference in grades between collaborative and individual midterm. Retention was calculated as the difference in grades between a given retention test and the individual midterm. CT improved performance on both MC and LA questions, but the degree of improvement was greater on LA questions (16.5% ± 1.29%, 20.6% ± 1.41%, p<0.05). As expected, short‐term retention was better on questions that had been tested collaboratively compared to questions that were only seen individually (+3.7% ± 1.53% vs. −7.9% ± 1.50%, p<0.05). Surprisingly, long‐term retention was similarly maintained for both collaborative and individual questions (+0.69% ± 1.92% vs. −0.16% ± 1.89%), indicating that retention of the questions that had been tested individually had improved since the short‐term retention test. Our results show that CT can improve performance on LA questions and help students retain this information over several weeks, but also suggests that taking the time to review a test in class may be an equal strategy to improve long‐term retention of material.
Adding A Checklist To The Medical Neuroscience Laboratory Guide When Using A Computer‐Assisted Neuroanatomical Learning Tool
Authors: Severson Arlen R.
Published: November 2023

In order to meet the medical neuroscience laboratory educational needs, an interactive neuroanatomical learning tool along with a checklist of neuroanatomical structures is being used in an integrated neuroscience laboratory. The interactive neuroanatomical learning tool is available online for student use and facilitates learning neuroanatomical structures, structural relationships, significant morphological and functional features of the human central nervous system, and the clinical relevance of the neuroanatomical structures. Gross images of intact and dissected brains, thick and stained thin brain sections, thin stained brainstem and spinal cord sections, and MR images are available for study. Neural structures available for identification on the image are listed on the right‐hand side of the screen. Clicking on the name of a specific structure produces a transparent overlay of that structure. Structures can be identified also by moving the pointer over the image and clicking on a specific structure. With either approach, the structure is identified by a colored overlay and a collapsible dialog box at the bottom of the screen that provides a brief description of the structure and its functional role in the nervous system. A student can scroll from one image to another. The number of neuroanatomical images and structures identified in the computer‐assisted learning tool exceeds the student learning needs and the laboratory time available for student study. In order to focus student learning on specific neuroanatomical structures as seen in the images, a checklist of relevant structure was developed and made available for use during the laboratory. This allows the students to select specific images and relevant structures for identification. The checklist contains also a brief description of the function and clinical significance of the structure. A glossary of neuroanatomical terms used in the computer program allows the student to select and view the neuroanatomical structures in the gross, sectioned specimens, and the MR images specified on the checklist. Student comments indicate that this is an efficient and effective way to learn the neuroanatomical and functional aspects of the nervous system available online at the student's convenience. Using the checklist as a guide to structures to be identified on the computer program facilitates the accomplishment of our neuroscience laboratory learning goals.

Support or Funding Information

Supported by the Minnesota Medical Foundation
Effects of Geography, Genetics, and Environment on Morphological Variation in Two Subspecies of Common Chimpanzee
Authors: Burgess M. Loring , Junno Juho‐Antti , Ruff Christopher B.
Published: November 2023

Recent studies indicate that two subspecies of common chimpanzee, P. t. schweinfurthii and P. t. troglodytes, are characterized by clinal genetic variation, suggesting that samples from a wider geographic range may also exhibit higher genetic variability. If so, aspects of bony morphology that are genetically canalized may also correlate with geography. This study examines the relationship between geographic variation and bone lengths, proximal and distal articular breadths, and diaphyseal cross‐sectional properties of the femur and humerus in a sample of common chimpanzees (n[P.t.s]=26; n[P.t.t.]=43). We hypothesize that the degree of variation in length measurements, which are more highly genetically determined, will more closely track levels of geographic variation than cross‐sectional strength proportions, which should be less genetically mediated.

Latitudinal and longitudinal locality data were extracted from museum records. Bony linear dimensions were measured using calipers and an osteometric board, and diaphyseal cross‐sectional properties determined from pQCT scans. Coefficients of variation (CV's) were generated for geographic distance between localities and for each skeletal variable, and Levene's tests on logged values within sexes were used to test for subspecies differences in variation.

In this sample, P. t. schweinfurthii cover a significantly wider geographic range than P. t. troglodytes. They also tend to be more variable in femoral and humeral lengths, articular breadths, and estimated body mass, reaching statistical significance in length measurements. In contrast, levels of variation within the two taxa in femoral to humeral cross‐sectional strength proportions are similar. Results therefore generally indicate that more genetically controlled aspects of morphology more closely track the degree of geographic variation in these two subspecies. An apparently greater degree of variation in bone lengths than other dimensions across the sample is supported by the lack of significant correlation between variation in distal femoral breadths and lengths (Mantel tests on pairwise distance matrices, p > .05). In humans, linear dimensions are more sensitive to environmental variation than body breadth dimensions, suggesting that these pattern differences may be attributable to higher sensitivity of bone lengths to short‐term environmental effects.
Differences in trace elements over 10 thousand years: comparison of superficial enamel Pb, Mn, Zn, Cu, Sr, Cd, Ba, and Ag
Authors: Ramos Junia , Bilal Alina S , Toledo T C I , Veiga Marcia A M S , Maranhao Tatiane Andrade , Ramos Juliano Carvalho , Line Sergio Roberto Peres , Cartelle Cástor , Gerlach Raquel Fernanda
Published: November 2023

Some elements accumulate in the outer enamel of teeth, such as lead, fluoride, and manganese. It is well‐established that a few elements accumulated in the soil and sea as a consequence of anthropic activity, but the impact of this recent accumulation is difficult to study, particularly because the concentrations of this elements in animals tissues are difficult to measure, particularly those that accumulate in calcified tissues. Therefore, we hypothesized that the trend towards accumulation in the outer enamel might happen with other elements that have not been previously studied. This study aimed at comparing the concentrations of the trace‐elements Pb, Mn, Zn, Cu, Sr, Cd, Ba, and Ag in the superficial enamel contemporary with ancient teeth, as well as with non‐hominine primate teeth. The studied sample included the following groups of teeth: ancient humans: 22 teeth of 13 human older than 10 thousand years, based on anthropological assessment; Non‐human primates: a set of 20 teeth of 20 different individuals of several species of non‐human primates; Contemporary humans: 23 teeth of 13 individuals from the Anatomy Department. The teeth were submitted to two successive superficial etches using ultrapure diluted HCl for 30 seconds each. The samples were determined by Inductively Coupled Plasma Mass Spectrometry (ICP‐MS). Statistical analyses were performed to determine significant differences. No reference to the major elements Ca and P was made in the analyses. The most abundant of the trace elements found was Zn, which accounted for about 3/4 of the total amount of trace elements found in all samples, with no significant different between the groups tested. Cd could not be determined, its concentrations were below detection level. Pb showed no statistical difference, although 10% of the contemporary humans and the non‐human primates had high Pb in the outer enamel, as already found in other outer enamel human studies. Ba was significant higher in ancient teeth in comparison to contemporary ones (p=0.012), with a 6X decrease in contemporary humans, while non‐human primate teeth displayed intermediate concentrations. A similar trend was found for Mn, which was 10X higher in ancient teeth (p=0.00007 for comparison with contemporary teeth). An inverse trend was observed in Sr levels, which were 2 times lower in ancient teeth (p=0.0012 for comparison with contemporary teeth). Many of these elements are essential for life, being co‐factors of enzymes. Therefore, it seems that further studies on the concentration of elements using the outer enamel may help understanding changes in the availability and how mammals organisms dealt with their changes over time.
Human Soft Tissue Pelvic Anatomy: Evolutionary and Clinical Perspectives
Authors: Plochocki Jeffrey H , Rodriguez‐Sosa Jose , Hall Margaret I
Published: November 2023

Human pelvic skeletal anatomy has been extensively studied within an evolutionary context. However, less attention has been directed at soft tissue anatomy of the perineal region. Selective pressures have adapted perineal structures to meet locomotor, excretory, and reproductive functional requirements while maintaining a bipedal posture. Yet, the human perineum is subject to a high risk of injury and dysfunction, including pelvic organ prolapse, perineal laceration during vaginal birth, and urinary and fecal incontinence, than is found in many other taxa. In this study, we examine variations in the morphology and anatomical relationships of human perineal structures in a sample of 28 human cadavers. We discuss our findings within evolutionary and clinical contexts, and devote particular attention to the location, composition, and orientation of muscular and fascial layers and the perineal body.
Variations in the Branching of the Lingual and Facial Arteries
Authors: Hurley Mary Eder , Lee Wing Yan , Beyea Heather , Stevens Todd , haese Jason Den , Olivieri Marion Pace
Published: November 2023

Dissection of the branches of the external carotid in the anterior cervical triangle is an important exercise for medical and dental students. Netter's atlas shows the lingual artery branching from the external carotid at the level of the hyoid bone, and the facial artery branching from the external carotid approximately one centimeter distal to the lingual. Grant's atlas shows a common trunk for the lingual and facial arteries that is branching off the external carotid at approximately the level of the hyoid bone. Another depiction shows the facial artery branching off the external carotid immediately superior to the hyoid bone. Grant's atlas refers to his study of 211 specimens in which 80% had the lingual and facial arteries arising as separate branches of the external carotid, and 20% as arising from a common trunk. In our study, right and left arteries are analyzed separately. Four of 14 cadavers had a common trunk for the lingual and facial arteries. Their distance was measured from the bifurcation of the external carotid from the common carotid. Branching of the common trunk occurred between 12–15 mm from the bifurcation. In specimens in which lingual and facial were individual branches of the external carotid, the distance from bifurcation to lingual ranged from 7–22 mm, and bifurcation to facial from 14–25 mm.

Support or Funding Information

Department of Math and Natural Sciences of D'Youville College
Insight into the Anatomy of the Poor Visual system in the Adult African Giant Rat (Cricetomys gambianus Waterhouse)
Authors: Alawa Judith Nkiruka , Amuzor Stella , Sambo Samaila J , Alawa Clement Barikuma
Published: November 2023

The African giant rat (AGR) is microptic with poor day time vision, known to be nocturnal and depends on olfactory, auditory and tactile systems. This study investigated the morphometry, morphology and histology of the eyes of male and female adult AGRs to ascertain the anatomical basis of these adaptations. Results showed that the eye of the AGR is intermediate between nocturnal and diurnal mammals sharing close similarities in several features between them. The eye showed normal mammalian characteristics with mean diameter of 3.3 ± 0.02 mm and constituted 2% of body weight. Histologically, the lens is large and round occupying most of the vitreous chamber. The ciliary body is small with branching processes and lacking circular constrictor or radial dilator muscle bundles necessary for accommodation. This is suggestive of an inability to accommodate. The cornea is large relative to the eye size which is compensatory to increase visual sensitivity to low light levels and consistent with nocturnal vision. The AGR lacks Harderian glands and shows a separation between the posterior pigmented iris and the ciliary body which are features similar to the human eye. The retina showed characteristic lamination consistent with ability to detect low levels of light. This is evidenced by thick inner plexiform layer, thick outer nuclear layer and lack of fovea suggestive of poor visual acuity. Also observed was a high concentration of rods photoreceptors suggestive of peripheral vision and lack of colour as well as a monolayer of ganglionic cells suggestive of a small optic nerve. These unique anatomical features of the eyes of the AGR give credence to the poor vision and microptic nature of the AGR and these may have evolved as an adaptation to their dark habitats.

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Ahmadu Bello University, Zaria, Kaduna State. Nigeria
A Comparison Study of Model Based Anatomy Learning and Cadaver Based Learning
Authors: Chowdhury Syed , Akter Umme
Published: November 2023

This study investigated the importance of cadaver lab for the community college undergraduate science students who intend to pursue their career as a nurse or in other allied health field. Students for Human Anatomy & Physiology classes were taken to visit a cadaver lab. Students participated in hands on laboratory in the cadaver lab to explore the body organs and see and touch them. All the students had prior hands on experience in model based anatomy labs. After the tour students were given a questionnaire to report their expectations and findings. Most of the students reported that their perception was much different about the size, shape and texture of those internal body organs. In some extent the model based learning gave them a different feeling about those body organs. In many cases students had no difficulty in identifying the organs easily, however they realized that the idea they acquired from model based learning was misleading particularly in size and texture (tissue density).

They concluded that model based learning is useful however, after the model based learning having an experience in a cadaver lab makes a great difference in their learning. All of the 67 participants said that this experience was an eye opening for them and was a great help in their understanding in the anatomy of the human body. This exposure in the cadaver lab reduced their gap between their model based experience and the real structure based learning.

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Campus Life

St. Louis Community College

Wildwood
Pilot Study: Integration of 3‐D Dissection Table into Undergraduate Gross Anatomy Course
Authors: Lane Cleveland O'Neal
Published: November 2023

The learning landscape of undergraduate education has become more dynamic requiring instruction to be creative, engaging and inquiry based. Studying the human anatomy has often been limited to 2‐D images and models. The integration of 3‐D Dissection table provides the students the opportunity to be active in their learning and instructor to use interactive methods in assessing the student's conceptual understanding. In a pilot study, 20 undergraduate students used a 3‐D Dissection table to understand anatomical structures.

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Title III Funding
Applications of the Anatomy Comics
Authors: Chung Min Suk , Chung Beom Sun
Published: November 2023

The objective of this report is to promote the applications of anatomy comics for the interested people. In our anatomy class in medical school, board lecture has been performed for decades, which motivated us to draw comics. In order to enhance fundamental understanding of anatomy of laypeople and students, the anatomy learning comics were drawn in a simple style. All 17 body systems, composed of 853 cuts, were presented in the learning comics. Due to the limited number of cuts, overly detailed contents were excluded, which was fit to our intention.

Concomitantly, the humorous anatomy comic strips were created (hundreds of episodes). Medical students who have learned anatomy may comprehend the jokes that pertain to anatomy facts. The comic strips would be useful as they contain tips for memorizing anatomy. The medical students, who read the comic strips made by an experienced anatomist, may gain a big picture of what anatomy is. The comic strips may also be provided to the general audience who is curious about the tasks of anatomists. The humorous comic strips may supplement the learning comics to make the reading experience more enjoyable. Additional science comic strips are also available for all who are interested in natural science.

On the homepage (anatomy.co.kr), all comics, downloadable and printable, can be viewed without charge or registration. The homepage also provides the Visible Korean products, which are browsing software and portable document format (PDF) files that contain various sectional anatomy and stereoscopic anatomy images.

On the basis of anatomy comics, appropriate edits were applied to publish a commercial book in Korean. The book is being translated into English and is going to be freely distributed. The comics and new schematic drawings on regional anatomy will be included in “Almost All Anatomy,” a textbook that is being developed. In a Korean science museum, anatomy comics are currently displayed alone or beside the related exhibits with an intention to help the visitors be intimate with anatomy. In the science museum, the comics and Visible Korean products were used to help the visitors gain an indirect experience in anatomy and clinics.

Creation and pedagogic applications of the benefiting comics are in progress. These efforts have been and will be presented in scientific papers.
The flipped anatomy classroom: Does it help reduce study time outside the classroom?
Authors: Dorius Geoffrey T , Zhang Yingying , Olson Lenora M , Colbert‐Getz Jorie , Morton David A
Published: November 2023

The flipped classroom (FC) methodology has been described in literature in a variety of ways. However, little research has been dedicated to demonstrate what, if any, benefit the anatomy FC has on student study time. Therefore, we studied the relative number of hours spent studying each week by students using a more traditional lecture model compared to students with a FC model. 30 hours of anatomy content was delivered to first‐year medical students from the University of Utah School of Medicine (UofUSOM) in fall of 2013 (n=101) with a traditional lecture model and to students in fall 2014 (n=104) with a FC model. Students self reported the number of hours spent studying outside of the classroom. Analysis of surveys self reported by students upon completion of the course have shown that students that followed the FC method were overall better prepared for in‐class sessions and reported a reduced number of hours dedicated to studying outside the classroom. Continuation to collect student feedback for the FC method will allow for greater information in improving course material, and incorporating the FC into additional courses.