bluuebunny/crossref_metadata_2025_split huggingface dataset:
Sharing Formative Exam Analysis Data with the Students Is a Useful Tool for Providing an Immediate Feedback During Learning
Authors: Eladl Mohamed Ahmed , Ranade Anu Vinod , Guimei Maha Mosheer 
Published: June 2021

BackgroundOne of the crucial needs of the students is to receive a constructive feedback that shows them how well they are doing as they learn. This gives them a sense of achievement and drives them to improve their learning. Hence, the educators are continuously seeking for an appropriate tool to help them better observe students' learning and provide them with an immediate feedback. Furthermore, the exam questions that appear to be quite clear to the teachers while framing them might not be as clear to students. Students always need an elaborate clarification about their assessments and sometimes feel unsatisfied when faced with difficult questions that they are unable to solve.This study aims to present a new approach by sharing exam analysis data and its repercussions as a tool for not only providing immediate feedback but also for engaging the students in the assessment process. It also investigates the students' perceptions of the effectiveness of this technique on the students' learning process.MethodA formative anatomy MCQ test was used and was evaluated by the scantron machine. The machine provided details of the item analysis for each question, number of students answering each question, and an average exam score. On the following day of the exam, all the questions were discussed with the students along with a complete description of their item analysis that has been provided by the scantron machine. In addition, the exam validity and reliability were also demonstrated and discussed with the students. Students' perception (N=106) was further measured using quantitative and qualitative instruments through a self‐designed questionnaire and a focus group discussion.ResultsThe students admitted that sharing the item analysis was an interesting tool for getting an immediate feedback. They also agreed that apart from it being enjoyable (80%), it also motivated them for further learning (86%). Sharing Item analysis not only provided the students with diverse options for testing their knowledge (79%) but further stimulated them to attend these sessions (82%). Eighty‐four percent of the students indicated that it engaged them in the assessment process, and 91% agreed that it was a useful process to clarify the reasoning behind judgments.ConclusionSharing exam item analysis is a helpful tool that can be employed as an effective tool for providing immediate feedback during learning.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Study Preferences of Strong and Weak Graduate Students
Authors: Bishop Keith 
Published: June 2021

Many students beginning an allied health professional program come directly from their undergraduate academic experience. It is frequently the case that their first experience in a graduate program is a human anatomy course. Instructors frequently report that students struggle more in an anatomy course compared to other courses in a graduate program. One source of these challenges may be their lack of graduate level study skills. In an attempt to lessen student transition struggles with study skills from undergraduate to graduate education, faculty often provide a variety of supports. These may include assessment of learning styles, introduction to new study methods, providing subscriptions to online resources, lecture capture recordings, flash‐cards, anatomy models, cadavers, as well as spaces for group study. Questions arose regarding which of these supports were perceived as most effective for students in a graduate anatomy course.This study examined graduate students' preferred study techniques during two consecutive summer anatomy courses for the years 2014 and 2015 at a small private university's College of Health Sciences. 130 DPT and OTD students completed a voluntary online survey on this topic. The survey asked the students, “Having completed this course, please rank the following study techniques in the order you feel was of the greatest benefit to your personal study method for the exams in the lecture portion of the course.”Of the students that completed the survey, 16 earned an A grade and 14 received a C grade. In this study, the data from the 100 students achieving a B grade was not evaluated. The intent was to determine what the highest and lowest scoring students preferred to use in their written exam preparations. Each student ranked his or her preferred study techniques from 1 (most important) to 7 (least important). These data were evaluated using a Mann‐Whitney U‐test. The results of this survey indicated that the students earning the highest grades significantly (p< .05) utilized cadavers as a method of preparing them for lecture exams compared to the lower scoring students. In addition, the data from the C students identified that their use of a study group was ranked significantly (p <.05) more beneficial when compared to the study preferences of the higher scoring students.These results suggest that the stronger PT and OT students are better able to synthesize the practical hands‐on cadaver experiences and apply them towards the content tested on the written exam. In addition, it appears that the weaker students might be relying too heavily on the use of group study sessions in their preparations for the written exams.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
The use of games for teaching anatomy in basic education schools
Authors: Bonatto‐Costa João Antônio , Melo Matheus Aires , Scherer Jéssica Deisiane , Cândia Jonas Maximo , Ramos Matheus , De Campos Deivis , de Oliveira Lino Pinto 
Published: June 2021

IntrodutionPlayful activities contribute a lot in the learning process of children, and using this through pedagogic games can potentiate the exploring and the construction of knowledge, because allows children to identificate, group and combine information. Knowing this, one of the ways to promote the teaching of anatomy in basic education is through the use of educational games, therefore, making possible the improvement of the student's teaching‐learning process, in the school enviroment.ObjetiveEvaluate alternative anatomy teaching methods for basic education.MethodsStudents of Physical Education, in the discipline of anatomy of the organic systems, nervous system and skeletal muscle were instigated to, in small groups, criate informative games of anatomy, to certain age groups, thus reaching primary to high school. After, each group shoul aply their game in a class of a chosen age group, film and then, bring the experiences and dificulties in the execution to their classmates.ResultsWith the effort of the academics and the games quality, the sucess of the game's application was very significative, because it made possible to a large number of children (about one thousand) to experience the teaching of anatomy and provided its learning to all ages in basic learning. To provide this experience to the children was notable to the eyes of the academics of Physical Education and their professor. As consequence of this work, it was criated a place for the games of anatomy with more than 50 games, which have rules and instructions manual, and that today are available to all students and professors of the university that want to disseminate the learning of anatomy in the school enviroment, or simply play and learn about anatomy.ConclusionThe use of educational games while teaching anatomy can be a tool to awake the knowledge of the human body and facilitate this experience for students of schooling age. Having a educational toy library in the academic enviroment can easy the access to the playful teaching of anatomy, and demystify that this learning can only happen when using traditional methods, when it can be a lot more interesting for children and even adults.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
The games students play: student perceptions of creative revision strategies
Authors: Croker Sarah L. , Bryce Deborah , Burgess Annette 
Published: June 2021

BACKGROUNDTowards examinations, students are conscious of maximising study opportunities. Recently we introduced the “Anatomy Theory Games” as a new method of theory revision for the final anatomy session of the first year of the Sydney Medical Program. The purpose of this study was to demonstrate the design and implementation of this new program; and explore participant perceptions to consider its strengths, and needs for improvement.METHODSA theory revision session for anatomy students was devised incorporating activities based on retrieval practice and team‐based learning, presented in a games format. The program was introduced for all Stage 1 students in 2016 (n=350) and 2017 (n=257). Students self‐allocated into teams of approximately 6 or 7. Rounds consisted of 1) students verbally describing anatomical features written on cards to peers; and 2) multiple choice questions (MCQ) answered initially as individuals, then discussed and answered as a team. Immediate feedback from students was sought using a paper‐based survey. The survey included three closed questions, using a Likert‐scale of 1–5, and open‐ended questions. Descriptive statistics were used to analyse data.RESULTSIn total, 473/607 (77.9%) students participated in the games in 2016 and 2017, and 451/473 (95.4%) of participants responded to the survey. Regarding the card game, 79.8% agreed or strongly agreed that it was helpful for identifying knowledge gaps. Nearly all students (96.7%) agreed or strongly agreed that the MCQs were helpful for identifying knowledge gaps. Almost as strongly, 92.8% agreed or strongly agreed that working as a team after the individual test was beneficial. Students described the card game as “great fun”. However, they found the MCQ with teamwork to be more beneficial to their learning. Students additionally commented that the MCQs helped to identify their knowledge gaps, and motivated them to revise. Students valued working in teams, however would prefer to work in smaller teams. Students suggested that more sessions be held throughout the year, and some felt more time should be allocated to the session.CONCLUSIONSThe students found the Anatomy Theory Games both a valuable and enjoyable means to revise and identify knowledge gaps. They found the card games to be fun, and the MCQ and teamwork particularly useful to their learning. Improvements include considering scheduling more such sessions where possible, and increasing the time for each MCQ.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Motivational Pedagogy: A Targeted Needs Assessment in the Neuroscience & Neuroanatomy block of a 1st Year Medical School Curriculum
Authors: Wasicek Brian , McHugh Douglas 
Published: June 2021

Background & RationaleThe mediocre teacher tells.The good teacher explains.The superior teacher demonstrates.The great teacher inspires.‐ William Arthur WardMedical school requires student perseverance and hard work on a level that most have never experienced. Neuroscience, Head & Neck Anatomy (NH&N) is described by M1 students as one of the most challenging curricular blocks. Motivational pedagogy is an emerging teaching framework that endeavors to minimize disengagement and instead promote intrinsic student motivation (i.e., students learn because they enjoy it or get a sense of accomplishment from learning).Study objectiveTo conduct a targeted needs assessment of the NH&N block of the Frank H. Netter MD School of Medical 1st Year curriculum pertinent to a motivational pedagogy.MethodsThe needs assessment included: i) a systematic literature review conducted using PubMed, MedEdPortal, and J.A.N.E (Journal/Author Name Estimator); ii) student focus groups; iii) a review of existing NH&N curriculum evaluation data; and iv) qualitative interviews with key faculty stakeholders.FindingsLiterature searches yielded 1062 potential articles; application of inclusion and exclusion criteria resulted in 17 final articles. Self‐determination theory (SDT) emerged from this as the most pertinent theory. SDT places a person on a spectrum describing the degree to which their motivation is fully self‐determined: intrinsic motivation > identified regulation > external regulation > amotivation. It goes on to posit three determinants of intrinsic motivation: autonomy, competence, and relatedness.Focus group participants reported seeking self‐directed competence when their levels of motivation were strong enough to engage them in effective learning strategies. On the other hand, some focus group participants found that the inherent difficulty, novelty, and pace of the NH&N material led them to rely on modes of learning (e.g., rote memorization and heavy repetition) which required tremendous effort and relied on extrinsic motivation (i.e., behavior driven by rewards or to avoid negative consequences). These demotivated and disengaged learners consciously chose to reject many learning opportunities, including: lectures, pre‐event exercises, review sessions, and active participation in small group sessions. For many, disengagement extended into the next organ system teaching block. Evaluation data and faculty opinions echo these observations.ConclusionOur assessment emphasizes the need for NH&N curriculum development toward an improved motivational pedagogy, and has implications for neuroscience and neuroanatomy teaching at other health professional institutions.Support or Funding InformationFrank H. Netter MD School of Medicine Summer Research Fellowship.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Simultaneous, real‐time assessment of mitochondrial function and archiving of multiple organs from a single mouse
Authors: Mar Curtis T. , Boddu Aayush , Howell Sarah A. , Mehta Aditya J. , Zemljic‐Harpf Alice E. , Schilling Jan M. 
Published: June 2021

IntroductionMany disease models utilizing mice involve multiple organs that, if analyzed and assayed in conjunction, could lead to a more complete and insightful understanding of disease. Many barriers exist to real‐time assays in multiple organs. Mitochondria are key to energy homeostasis and survival/death signaling and serve as end effectors of (dys)function in many organs. We attempted to develop a multi‐stage flow protocol for simultaneous assessment of mitochondrial respiration in six organs in conjunction with archiving parallel samples for end point analysis (i.e., RNA, protein, histology) from a single mouse.MethodsUsing the Oroboros O2k oxygraph for high‐resolution respirometry, the rate of oxygen consumption of tissues and cells can be measured. We initially optimized protocols for oxygen consumption in several murine organs individually (heart, skeletal muscle, hippocampus, liver, kidney, and lungs). We optimized tissue preparations to use mechanically and chemically isolated fibers (skeletal muscle), mechanically permeabilized fibers (heart), mechanically permeabilized tissue (liver, kidney, and lungs), and whole tissue homogenate (hippocampus) to assess oxygen flux. In parallel, multiple different organs were harvested for further biochemical and histological analysis. With optimized protocols for respiration and tissue preparation, we performed a substrate‐uncoupler‐inhibitor titration protocol utilizing ETS complex substrates (CI ‐ malate, glutamate; CII – succinate; CIV ‐ ascorbic acid/TMPD) and inhibitors (CI – rotenone; CIII ‐ antimycin A) on six organs simultaneously from a single mouse. Cytochrome c was used to test outer mitochondrial membrane integrity.ResultsVarious organs utilized different amounts of oxygen normalized to tissue weight during combined complex I & II respiration [oxygen flux in pmol O2/(s*mg), N=3, Mean±SEM; heart (1260.5±284.6) > kidney (439.5±58.2) > skeletal muscle (211.3±17.8) > liver (112.0±13.8) > hippocampus (93.5±3.0) > lung (26.4±3.8)]. Cytochrome c response was highest in liver tissue indicating possible outer mitochondrial membrane damage as result of the preparation. Additional tissue collected was archived for further processing.ConclusionAssessing oxygen flux in parallel in primary preparations of several organs from one organism is possible within a short amount of time with good quality preparations utilizing our flow‐protocol for respiration and tissue preparation. Simultaneous preparations of multiple different organs from one organism could help to establish a metabolic organismal phenotype under various disease conditions, after drug treatment, and during toxicology studies leading to a more global understanding of how multiple organs may be impacted in certain models.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Zebrafish as a Model for Benign Paroxysmal Positional Vertigo
Authors: Thiessen Kevin , Supe Emily , Kramer Kenneth 
Published: June 2021

Dislodgment or degradation of calcium carbonate bio‐crystals within the inner ear, called otoconia, can result in an acute sensation of vertigo. The most common form of this vestibular disorder among adults and the elderly is known as Benign Paroxysmal Positional Vertigo (BPPV). BPPV is characterized by the dissociation of otoconial particles from the utricle which relocate either to the semicircular canals (canalithiasis) or the cupulae (cupulolithiasis). Feelings of vertigo that lead to loss of balance leaves affected individuals susceptible to falls, which is the leading cause of accidental death in the elderly. Although the exact mechanisms of BPPV are still unknown, elevated plasma levels of a key otoconial protein, Otolin‐1 (Otol1), have been proposed to be an early clinical marker for BPPV susceptibility. This study aimed to determine if zebrafish could be used as a model to predict BPPV incidence in humans by examining Otol1 levels in the blood plasma of zebrafish deficient in the gene tecta that are susceptible to vertigo. Western blot analysis of age‐matched males showed increased plasma levels of Otol1a in tecta‐null adults compared to wild‐type clutchmates. Beta‐actin was used as a sex‐independent marker of serum protein expression. Immunofluorescence was used to characterize otolith degradation in tecta‐null adults. Altogether, this data suggests a close link between BPPV susceptibility and otolith degradation in both humans and zebrafish. Moreover, this zebrafish model will allow further probing into the etiology of BPPV.Support or Funding InformationWe are grateful for funding through grants from NIH/NIGMS Neurosensory COBRE Grant.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Variations in the Pattern of the Interosseus Arteries of the Forearm
Authors: Hurley Mary , Neu Devlynn , Douglas Scott , Stevens Todd , Olivieri Marion 
Published: June 2021

In many anatomy texts, the ulnar artery is named as the source of the common interosseus artery, and anterior and posterior interosseus arteries branch from the common interosseus artery. In the fall semester of 2017, a variation was observed in dissection of one of the cadavers, in which the common interosseus artery was a branch of the radial artery. This research determines variations in the branching pattern of common, anterior and posterior interosseus arteries in the population of cadavers dissected in fall 2017. Of the 17 upper extremities that were dissected and measured, only 5 common interosseus branches were observed, branching from the ulnar artery at an average of 3.4 cm distal to the split of brachial artery into the radial and ulnar arteries. Most limbs had no common interosseus artery, instead a branching of the ulnar to anterior and posterior interosseus directly, at an average of 3.75 cm from the split of the brachial. Three limbs displayed branching of the posterior interosseus directly from the ulnar at an average of 3.6 cm from the split of the brachial, proximal to the branching of the anterior interosseus at an average of 4.0 cm from the split of the brachial. In the limb in which the common interosseus was a branch of the radial artery, the branching of the common interosseus was 5.3 cm from the split of the brachial, and the length of the common interosseus was 2.2 cm. That cadaver's opposite limb had no brachial artery, instead the radial and ulnar arteries were branches of the axillary artery.Support or Funding InformationResearch supported by the Biology and Math Department of D'Youville CollegeThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
The Effect of Diet on Renal Cortical Thickness in Mammals
Authors: Al‐Khaledi Sondos , Hechtel Laura J. 
Published: June 2021

The kidney regulates and maintains the solute and water composition of the internal environment and is known to vary in size and structure among mammals. Such differences may be associated with diet and water conservation demands. The measurement of the renal cortical thickness is regarded as a valid biomarker for such renal function condition. Therefore, it is likely that renal cortical thickness will vary in relation to the type of diet among mammals. In this study, several species of mammals were dissected, in order to compare renal cortical thickness differences based on herbivorous, omnivorous, or carnivorous diet. Not surprisingly, it was found that cortical thickness increased with increasing kidney weight (p=0.00053). However, the interaction of renal size and diet was not significant indicating that the change in cortical thickness to kidney size is constant across all groups. This may suggest an optimum filtration mechanism independent of diet, which may open the door for better understanding of filtration dysregulation and renal disease.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.