bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Intermingled History of Occupational Therapy and Anatomical Education – A Retrospective Exploration
Authors: Carroll Melissa A , Lawson Katherine A 
Published: June 2021

The 18th Century brought about a revolutionary movement that transformed traditional methods of treatment. The 20th Century gave structure and importance to occupations as a therapy. First mentioned in WWI, “Reconstruction Aides” relied on a combination of behavioral and anatomical knowledge to rehabilitate soldiers with injuries that were incompatible with normal function. These ventures contributed to the development of AOTA and a standardized curriculum. Since October, 1923, minimum standards of practice have included a strong foundation in biological sciences that specifically address human structure, function and motion. New standards and minimums have been identified through the progression and expansion of the OT field. The need to understand human development, congenital disorders and the life span are now critical to the treatment of children and adults with disabilities. The goal has always been to provide skills for daily living; for this reason, anatomical education has remained a benchmark of the field.Grant Funding Source: N/A
Codebook Analysis of Metacognitive Blogs in an Anatomy Learning Skills Course
Authors: Schutte Audra 
Published: June 2021

At Indiana University MSCI M100: Improving Learning Skills in Anatomy was developed to help students to recognize and implement study methods which will help them to be successful in Anat A215: Basic Human Anatomy. One of the course assignments is a weekly blog in which students reflect on various aspects of the learning process, such as assessing the effectiveness of their study methods or managing their time. The goal of this assignment was to help increase metacognitive awareness in students.Thematic analysis was conducted to assess the blogs submitted by MSCI M100 students from three different semesters. This analysis involved the development of a codebook in which various categories, themes and subthemes were generated from the data itself. After multiple codebook iterations the blogs were coded, and code frequencies were produced to identify trends in the topics discussed within students’ blogs. Similar trends were found across all three semesters. As each semester progressed students spent a greater percentage of their discussion sharing which methods and tools were helping them to be successful and suggesting changes to their methods. Their time management plans became more detailed in nature, and self‐efficacy regarding anatomy exams improved.Grant Funding Source: Lippincott Williams Wilkins/AAA Education Research Scholarship
Specialized anatomy electives for fourth year medical students in preparation for residency specialties: Plastic Surgery, Orthopaedics, and Obstetrics & Gynecology
Authors: Viscomi Natalie S , Suprenant‐Kotal Stephanie , Jones Braden K. , Combs Ryan A. , Clough Rich W. 
Published: June 2021

Gross anatomy is taught during the first year at our medical school when students are often unsure what specialty they plan to pursue. Based on residency type, students may take an individualized 4th‐year anatomy elective to strengthen their knowledge and technique as it relates to the field they have chosen. Using surgical textbooks or current primary literature to learn the procedures, students independently perform mock surgical or exposure techniques on cadavers to better learn anatomical relationships as they relate to surgery. Having studied and reviewed the surgical technique, the students perform dissection often dictating their approach, precautions, procedures and findings. Many of the procedures are videotaped for later review by the students and attending physicians. This allows students the ability to visualize important anatomical landmarks, review anatomical structures at risk during the particular surgical processes, and regain a sense of three‐dimensional anatomy. This elective has been well received by our residency directors and has proven successful for students to develop an applied use of anatomy as it relates to surgical approaches and techniques before starting residency. Supported by SIU School of Medicine.Grant Funding Source: None
The role of clinical imaging tutorials in anatomy education
Authors: Smith Lindsay , Hoover Alison , Brian Pamela , Lazarus Michelle 
Published: June 2021

Radiology imaging aids anatomy learning, and computer modules offer flexibility; however, few studies evaluate the impact of radiology tutorials on anatomy knowledge. We evaluated the impact of imaging tutorials on medical student anatomy learning through objective repeated measures. Axial and appendicular regions were used to determine if radiologic tutorials impact student learning and if learning depends on structural region. Various radiologic image types, structural labeling, and clinical correlations were included within each tutorial. The control group (n=18) received basic anatomy education, while the intervention groups (n=16) received, additionally, the thoracic or lower limb tutorial. The mean differences in assessment scores were calculated between intervention and control groups. Tutorial access positively impacted overall anatomy knowledge (+11.92% thorax; +7.26% lower limb). The most significant impact of these tutorials on learning was in structure identification of radiologic images (+32.95% thorax; +20.42% lower limb). Tutorial users improved their knowledge in novel anatomy concepts within the thoracic region (+9.82% change), but not in the lower limb, suggesting a greater positive impact of these tutorials in axial anatomy education. This study provides evidence that clinical imaging tutorials are a viable adjunct in enhancing anatomy education.Grant Funding Source: None
Taking a SecondLook™ at teaching histology – Development of a self‐evaluation iPad application
Authors: Hortsch Michael 
Published: June 2021

As today's generation of students gravitates more and more to electronic teaching resources that are interactive and provide efficient feedback, I developed an iPad app that allows students studying histology to test their knowledge before participating in quizzes and exams. This iPad app called “Michigan eHistology – A SecondLook™ Series” is based on 28 PowerPoint files that cover all aspects of human histology. In two surveys to which 289 Michigan M1 students, who used the SecondLook™ PowerPoint files, responded, 95.8% named this resource as one of the three most valuable learning resources available to them. The second most valued histology learning resource was attending the lectures in person, which was named by 34.9% of all respondents. Both SecondLook™ formats allow students to efficiently gauge their level of histology knowledge in a free question–answer format, with the iPad app version offering some additional performance enhancing features, like a progress indicator and slide randomizer (see http://www.med.umich.edu/lrc/secondlook/).Supported by a Teaching with Technology Institute award from the University of Michigan Center of Research on Learning and Teaching (CRLT)
Dual‐Lecturer‐Mode in Teaching Advanced Medical Histology
Authors: Chen Jian , Daley William , Cui Dongmei 
Published: June 2021

Basic medical science education in medical school is more clinically oriented in both the preparation of medical board examination and following clinical rotation. We are introducing a new lecture mode, which involves dual lecturers in advanced medical histology class as compared to traditional one lecturer mode. Audiences are senior medical students who have already completed medical histology and medical pathology. During the lecture, lecturers teach the same topics but from different perspectives. A histologist presents histological terms and interprets normal microscopic structures, while a pathologist integrates clinical cases, presents and interprets pathological changes and findings at the same time. Students are encouraged to ask and discuss questions during and after each topic. Both lecturers are involved in leading the discussion and answering questions from different angles and expertises. Compared to traditional teaching given by one lecturer, dual‐lecturer‐mode is more effective in delivering contents and more appreciated by senior students. With availability of multi‐media and other teaching technologies, this teaching mode may be implemented in first year histology course. However, the success of this dual‐lecturer‐mode requires cooperation of both the basic and clinical departments.Grant Funding Source: University of Mississippi Medical Center
Evaluation of gross anatomy teaching styles at the University of Auckland
Authors: Reilly Keryn , Wearn Andy , Riordan Peter 
Published: June 2021

Traditional methods of teaching gross anatomy include cadaveric dissection. Our medical programme at the University of Auckland includes an integrated clinical anatomy programme involving whole body dissection. Due to unforeseen circumstances in 2011 we were forced to teach without the use of cadavers or the dissecting room, and instead used structured workshops with plastinated and prosected materials and models. We surveyed the students to gauge their opinions on the different approaches to teaching. We had two cohorts, one had a semester of dissection prior to structured workshops (Year 3 students), the other had the reverse experience (Year 2 students).The survey was offered online and consisted of ratings, open questions and demographics. 74% students responded. The cohorts had different results regarding which style better helped them learn anatomy, both preferring their first experience. However when asked which they would choose if they could experience only one style, 51% of Year 2 students and 79% of Year 3 students chose dissection.Students identified inherent value in both styles of teaching. This presentation will explore the results and their implications for anatomy learning.
Development of a Resource for Training Anatomy Lab Dissection Techniques
Authors: Bladon John H , Zumwalt Ann 
Published: June 2021

Human cadaver dissection is a well‐established tool for teaching medical gross anatomy. Often students formally learn the subject matter, but learn the technique of dissection and tissue manipulation informally during their first labs. Previous classes have indicated the desire for more formal training in dissection techniques to reduce their uncertainty and nervousness. In response, we developed a formal curriculum and resources to help students more quickly become comfortable with dissection tools and techniques. The curriculum involved training Teaching Assistants (TAs) about a range of dissection techniques and uses for the tools. The TAs then taught lessons in tool use to the medical students during the first 3 labs of our course. Both TAs and students valued the techniques incorporated into this curriculum. We are also developing a website that will highlight the same lessons, which will be made freely available. Feedback indicates that using a formal framework to teach dissection techniques helped students become more comfortable with dissection and ultimately dissect more efficiently. Both students and teachers benefitted from the module and recommend it for future classes.Grant Funding Source: Boston University
Introducing Anatomical Concepts to Junior High School Students: Early Engagement
Authors: Franz‐Odendaal Tamara 
Published: June 2021

Anatomical concepts can be challenging for undergraduate students to grasp. Often fundamental concepts (body axes, relationships between cells and tissues, the importance of understanding structure and function) are either assumed knowledge or are taught very quickly in the first week of classes. Students are then expected to fully understand these terms as they get loaded with a large quantity of very specific terminology in Anatomy, Cell Biology and Developmental Biology courses. By introducing some of these concepts during junior high school in a fun hands‐on way, students will develop a stronger foundation in these key concepts, will be exposed to and possibly develop a desire to pursue these subjects later on, and can also get introduced to problem‐based learning. An early introduction to anatomical concepts in a fun way will ensure that students are excited about this subject and will remember these fundamental concepts as they continue with their courses.Grant Funding Source: NSERC Canada
Zinc supplementation prevents diabetes‐induced heart malformation in mouse model
Authors: Srinivasan Dinesh Kumar , Murugaiyan Vijaya , Tay Samuel Sam Wah 
Published: June 2021

Cardiac malformations are frequently observed in infants born of diabetic mothers in the clinics. Metallothionein (MT) is a cysteine‐rich protein that binds metals such as zinc (Zn) and acts as an antioxidant that is very efficient in scavenging various free radicals or reactive oxygen species (ROS). We analyzed the preventive role of Zn in diabetic cardiac embryopathy. In vivo study revealed a significant decrease in lipid peroxidation, superoxide ions, oxidized glutathione and an increase in reduced glutathione, nitric oxide and superoxide dismutase in the developing heart at E13.5 and E15.5 in Zn supplemented diabetic group when compared to diabetic group. In addition, significantly down‐regulated protein and mRNA expression of MT in the developing heart of embryos from the diabetic group was rescued by Zn supplementation. Further, nuclear microscopy results showed that trace elements such as Phosphorus, Calcium and Zn levels were significantly increased (p<0.001), whereas the iron level was significantly decreased (p<0.05) in the developing heart of embryos from the Zn supplemented diabetic group. In vitro study showed a significant increase in cellular apoptosis and the generation of ROS in H9c2 cells exposed to high glucose concentrations. Supplementation with Zn significantly decreased apoptosis and reduced the levels of ROS. In summary, maternal diabetes could play a role in the development and progression of cardiac embryopathy, and Zn supplementation could be a potential therapy for diabetic cardiac embryopathy.Grant Funding Source: Academic Research Fund Singapore & Start‐Up Grant, LKCMedicine
The role of neuropeptide Y and aquaporin 4 in the pathogenesis of intestinal dysfunction caused by traumatic brain injury
Authors: Duan Hubin , Hao Chunyan , Li Shuzhen , Fan Yimin , Wang Hongqin , Hao Jiehe , Liu Yueting , Liu Xiaodong 
Published: June 2021

Backgroud and purposeTo study the role of neuropeptide Y(NPY) and aquaporin 4 (AQP4) in the pathogenesis of intestinal dysfunction caused by traumatic brain injury£TBI£©.Methods40 Wistar rats were randomly divided into control group, mild trauma group, moderate trauma group and severe trauma group. All the rats were sacrificed at 24 hours after the operation. The contents of NPY and AQP4 in the rats blood and jejunum were detected by ELISA, PCR, western blot and immunohistochemical staining. The pathological changes of intestinal cells structure and ultrastructure were observed by light microscopy and transmission electron microscopy.ResultsThe more severe the grade of trauma, the more serious the degree of intestinal mucosal injury, the higher the content of NPY and AQP4 in the plasma and jejunum of rats(P<0.05). Moreover, there are positive correlation between NPY and AQP4(P<0.05).ConclusionAQP4 and NPY may be involved in the pathogenesis of intestinal dysfunction after TBI. Increased NPY level might be responsible for the Intestinal ischemia and hypoxia, AQP4 might play an important role in intestinal edema. In addition, the increase of NPY content might be one of the main reasons that lead to the increased of AQP4 content after TBI.
Production and characterization of oxidation‐resistant variants of the human ribonuclease inhibitor
Authors: Uebersohn Alec W , Dickson Kimberly A. 
Published: June 2021

Repeat proteins are widely used in nature to modulate protein activity. New protein engineering technologies have exploited the scaffolds of repeat proteins to construct novel protein‐binding surfaces that rival the specificity and robustness of antibodies. The human ribonuclease inhibitor (RI) is a horseshoe‐shaped leucine‐rich repeat (LRR) protein that binds to pancreatic‐type ribonucleases with extraordinary affinity (KD ≈ fM). Its conserved modular frameworks and extensive surface area renders it an alluring scaffold for protein engineering. Unfortunately, RI is extremely sensitive to oxidation due to the high number of cysteines (32 residues, 7 % of total amino acids). Oxidation of only a few cysteines results in a collapse of the tertiary structure and complete inactivation. We have constructed oxidation‐resistant variants of RI in which some or all of its 32 cysteine residues have been replaced. Six variants of RI have been produced in which groups of 5–7 cysteines (at conserved positions within the LRR motif) have been mutated. Preliminary results indicate that the RI variants maintain affinity for ribonucleases, but possess decreased oxidation sensitivity. These data contribute to our understanding of the structural stability of LRR proteins and suggest that RI and other LRR proteins are practical scaffolds for the design of novel binding surfaces.This work was supported by a Lawrence University Excellence in Science Grant and a Mellon Foundation Grant for Senior Experience to A.W.U and Lawrence University start‐up funds to K.A.D.
Development of Effective Learning Modules to Integrate the Anatomy and Clinical Skill of Musculoskeletal System
Authors: Doroudi Majid 
Published: June 2021

Development of Effective Learning Modules to Integrate the Anatomy and Clinical Skill of Musculoskeletal SystemMany students find memorizing MSK materials difficult and daunting, and often find themselves feeling overwhelmed by the number of muscles, bones, innervations, vessels and special tests that they must commit to memory. The overall objective of this study was to encourage students to adopt a more anatomical approach to clinical skills and also to show explicitly the relevance of musculoskeletal anatomy, thus moving away from rote memorization of physical exam skills and anatomical knowledge. The focus of this project was to develop effective learning modules that will help students learn musculoskeletal materials and enhance their education environment. In order to accomplish the goal of interactive modules we used the Medicine and Dentistry Integrated Curriculum Online (MEDICOL) Vista to create two modules that integrated the anatomy and clinical skill of musculoskeletal system. Using the MEDICOL we were able to add interactive labeled diagrams to review MSK anatomy and pictures to study clinical skills and integrated quizzes to test student knowledge. The MSK modules were evaluated objectively from the survey questionnaire results and subjectively from the comments from the results. Before the modules 55% of students felt they knew the MSK materials well or very well. After the modules 83% of students felt they knew the MSK materials well or very well.
Astrocytes expressing Nef promote apoptosis and SMAD signaling in Neurons
Authors: Manoharan‐Valerio Michael Anand , Colon Janet , Martinez Neysha , Quiroz Elisa , Noel Richard 
Published: June 2021

HIV is known to infect cells in the brain causing neurological impairments. Damage ranges from mild (HAND) to severe (HAD). We found learning impairment in rats infused with astrocytes expressing Nef. Histological studies performed on the brain tissues showed loss of neurons near the infusion site as well as evidence for TGFB signaling. We set up in vitro experiments to test for relationships between astrocytic Nef, TGFB signaling and neuron loss. We propose this loss is due to an apoptotic response of the neurons to the astrocytes expressing Nef. We exposed neuronal cells to astrocytes expressing Nef or GFP. Annexin V staining was used to measure apoptosis and a reporter assay measured SMAD activity by TGFB signaling. Results suggest that astrocytic Nef expression causes neuronal apoptosis. These neurons also show an increase in SMAD reporter activity. These studies suggest that loss of neurons may have been due to apoptosis caused by astrocytic Nef expression. These studies are relevant to understanding the high prevalence of HAND among patients receiving antiretroviral treatment.Supported by STEP‐UP Program, DA026722, RR003050/MD007579, GM09695 and 5G12RR003050/8G12MD007579.
Vitamin D supplementation for four months causes cardiac hypertrophy and diastolic dysfunction in normal rats
Authors: Santos Priscila Portugal , Rafacho Bruna , Gonçalves Andréa , Cândido Renata , Ferreira Vanessa , Roscani Meliza , Minicucci Marcos , Campana Alvaro , Zornoff Leonardo , Gaiolla Paula , Paiva Sergio 
Published: June 2021

The aim of the study was to evaluate different vitamin D supplementation doses in the cardiac structure and function in normal rats.Methods46 male rats allocated into 3 groups: control (C, n=14) received standard chow; D3 (n=16) and D10 (n=16) received 3,000 and 10,000 IU of cholecalciferol/kg chow for 4 months, after was performed echocardiography evaluation and morphometry.ResultsThe posterior wall thickness (C=1.3(1.3–1.5); D3=1.8(1.8–2.0); D10=1.8(1.7–1.8) mm; p<0.001), relative wall thickness (C=0.39±0.04; D3=0.52±0.09; D10=0.50±0.06; p<0.001) and left ventricle mass/weight body (WB)(C=1.6±0.2; D3=2.0±0.3; D10=2.0±0.4 mg/g; p<0.001) were higher in supplemented groups compared to C. The supplemented animals presented higher left atrial diameter/aortic diameter (C=1.1±0.1; D3=1.4±0.2; D10=1.3±0.2; p<0,001). The worst diastolic dysfunction was in D10, which led to lower values of tricuspid E/A‐wave ratio (C=0.66(0.57–1.28); D3=0.58(0.52–0.71); D10=0.53(0.47–0.60); p=0.04) and higher values of right ventricle weight/WB(C=0.46±0.03; D3=0.46±0.03; D10=0.50±0.05 mg/g; p=0.014) compared to C.ConclusionNormal rats supplemented with vitamin D showed concentric cardiac hypertrophy and diastolic dysfunction with impaired right side heart in animals supplemented with the highest dose.
Beneficial effect of blueberry wine on alcoholic fatty liver in rats
Authors: Choi Hansol , Kim Juyeon , Park Joonghyeap , Noh Sang K. 
Published: June 2021

Evidence indicates that wines made from berry fruits are beneficial for health. This study was conducted to investigate whether blueberry wine would ameliorate the accumulation of serum and hepatic lipids in ethanol‐induced fatty liver rats. Adult male rats were fed either an ethanol Lieber‐DeCarli liquid diet or an isocaloric control diet or the ethanol diet with blueberry wine. Rats were fed equally their respective diets for 6 wk. Serum triglycerides, total cholesterol (C), HDL‐C, and non‐HDL‐C were determined at 0, 3, and 6 wk. The liver was removed for histology at 6 wk. Blueberry wine administration significantly lowered liver weight, compared to ethanol‐fed rats. Also, blueberry wine significnatly decreased hepatic lipids to the levels of control. These data indicate that blueberry wine protects the liver from fat accumulation induced by ethanol comsumption.This work (Grants No. C0035781) was supported by Business for Cooperative R&D between Industry, Academy, and Research Institute funded Korea Small and Medium Business Administration in 2012.