bluuebunny/crossref_metadata_2025_split huggingface dataset:
Physician Assistant and Dental Student Use of Student Support Services Versus Academic Performance and Brief COPE Survey
Authors: Thiessen Amy , O'Donoghue Daniel , Williams Kelley 
Published: June 2021

BackgroundStudents in medical programs report high stress levels associated with academic load. Stress can lead to poor academic performance and coping strategies. The use of universities' resources and services to assist physician assistant students (PAS) and dental students (DS) has not been correlated with stress or academic performance.PurposeThis study examines the relationships between student coping behaviors, academic performance, and student support service usage in PAS and DS during their 6‐weeks of human anatomy.MethodsConsenting PAS and DS were administered the Brief COPE as a measure of coping behaviors and their support services usage. The questionnaires were in online format following exams. The Brief COPE was used as a standardized measure of coping behaviors. Data analysis included: 1. Two‐tailed t‐test of individual survey items 2. Pearson's Correlation between Brief COPE items and exam scores 3. Comparison of student services usage, exam scores and significant Brief COPE items.ResultsAfter the first exam reported support usage increased up to 27%. Poorly performing students utilized tutoring and professor office hours less than higher performing peers. Brief COPE items indicating “self‐criticism” and “situational disbelief” correlated to decreased support usage and decreased exam scores.DiscussionStudents with poor coping strategies had reduced academic performance and student support usage. Identification of these students may increase opportunity for interventions through support services and may improve academic performance. This type of survey data can help identify students who may benefit from additional opportunities and services.Support or Funding InformationNo funding or financial support to disclose.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
First‐year Indiana University Medical Student Study Strategy Interviews Provide an Overwhelmed and Over‐reliant Attitude
Authors: Reynolds Amberly , Husmann Polly 
Published: June 2021

First‐year medical students are inundated with resources for their courses, often including slides and/or notes provided by professors. With a multitude of resources, students are expected to define their study habits to find success but how do they go about that and what are their attitudes toward the expectations? First‐year medical students across Indiana University School of Medicine campuses were interviewed (n=26) regarding their study habits within their Gross Human Anatomy course. Semi‐structured interviews were completed and recorded over the phone during the summer following the first year of medical school and generally lasted between twenty and sixty minutes. Interview questions focused on how students studied for both the lecture and lab components of the class and what influenced their study strategy decisions. Thematic analysis of transcribed interviews pinpointed patterns in the data regarding content resources, study habits and student attitudes. These were developed into themes of overwhelmed and over‐reliant student attitudes important to the qualitative understanding of student study habits. This study focused on students' overwhelmed attitude with the number of resources provided but a lack of how to use said resources and the over‐reliance and expectations of professor presentation slides. Pertinent to Anatomy educators is the forethought to instruct students how to choose and use the multitude of resources and to ensure that students do not believe that instructor slideshows contain the only important course content. Medical education faces many curricular changes as we work to provide our future physicians with the proper content but also important is our ability to teach them the necessary skills of how best to use the vast content resources.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Evaluation of Lecture Presentation Style in Anatomical Education
Authors: Wood Miranda , Troy Amanda 
Published: June 2021

ContextAdvancements in technology have allowed medical students to tailor their study habits to their learning styles. However, little has changed in the way of material presentation in medical school anatomy. The style in which topics in anatomy were presented to the class of 2018 was completely PowerPoint (PPT) for topics in Integumentary/Musculoskeletal (IMSK), Cardiovascular/Respiratory/Heme (CVRH) and Gastrointestinal/Nutrition (GINUT). For the class of 2019, the document camera was used almost exclusively. The students were expected to draw and hand write notes along with the instructor.ObjectivesTo determine which style of presentation for anatomical sciences, PPT or document camera/drawing, that provides better student performance on assessment outcomes.MethodsData was collected from exams addressing three areas of anatomy: IMSK, CVRH and GINUT. An evaluation of exam questions in an exam item by exam item analysis was conducted, comparing outcomes between two classes: 2018 and 2019. Only exam items used verbatim for both classes were included for comparative analysis. Student's t‐test was used for statistical analysis.ResultsThe class of 2019 performed significantly higher (p=0.026) on 49 exam items across the three anatomical regions, on average 5.1% above the class of 2018. The class of 2019 performed 5.3% (n=28), 6.2% (n=11) and 3.2% (n=10) higher in IMSK, CVRH and GINUT, respectively. The class of 2018 performed better on 8 of 49 exam items, while no difference in performance was seen on 5 items.Conclusion and Future DirectionOverall, the interactive lecture style utilizing the document camera is more effective for student performance. Encouraging students to actively participate through drawing and writing along with the instructor helps students stay engaged during the lecture and improves retention. Moving forward, we would like to assess, by questionnaire, the student perspective on alternative lecturing styles in comparison to assessment outcomes.Support or Funding InformationSupport provided by Liberty University College of Osteopathic Medicine.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 Effectiveness of a Student‐Centered, Experiential Learning Curriculum on Musculoskeletal Anatomy of the Lower Limb Using Yoga Asanas
Authors: He Marie‐Helene , Zec Michelle , Bentley Danielle , Hopman Wilma , Pang Stephen C. 
Published: June 2021

Background and purposeTraditional human anatomy pedagogy has been experiencing paradigm shifts over the years as curricula evolve to better engage students with student‐centered, experiential learning. Today, these conceptual strategies are integrated into Dance Technique Education, as a way to increase dancers' knowledge and understanding of how to use their own bodies. The same active learning approach has a future in applications to other physical activities including yoga practice. Using the three representations (Iconic, Symbolic, and Enactive) of curriculum design from Bruner's Theory and Kolb's two‐fold Experiential Learning Theory, the primary purpose of this study was to fashion a new teaching curriculum dedicated to the learning and understanding of the anatomy of the lower limb. The secondary purpose was to document and assess improvements in participants' Range of Motion (ROM), flexibility, strength, and balance in the lower limbs post completion of the experiential learning curriculum.MethodFollowing literature reviews on the successful impact of Active and Experiential Learning, 17 experimental participants were recruited to participate in a two‐hour, lower‐limb musculoskeletal anatomy learning session using yoga asanas and inspired by Bruner's three Representations. In contrast, 17 control participants were recruited to participate in yoga sessions lacking anatomical instruction. All participants were assessed on anatomical knowledge retention, ROM, flexibility, strength, and balance performance over a two‐month time period. Participants attended two follow‐ups sessions where the researcher documented changes in lower limb mobility. Participants' qualitative feedbacks were used to study the overall impact of a learner‐centered and experiential learning experience.ResultsBased on participant feedback and documented results, the Experiential Learning program was well received, effective in teaching anatomical concepts, and notably increased participants' ROM, flexibility, and strength. Experimental participants outperformed control participants in knowledge retention and overall improvement in lower limb mobility over two months.Discussion and ConclusionBruner's theory on curriculum design and Kolb's theory on experiential learning proved effective when implemented into a two‐hour anatomy‐yoga learning session. The positive outcomes yielded from the two‐hour learning session and the two follow‐ups sessions over the span of two months holds promise for this curriculum's future application using any movement‐based practice. Future work should focus on the development of anatomical experiential learning curricula to compliment traditional didactic teaching approaches.Support or Funding InformationQueen's UniversityThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Effects of Supplementing the Deconstructive Process of Dissection with the Constructive Process of Building Muscles in Clay
Authors: Malone Erica R. , Seo Jinsil Hwaryoung , Zahourek Jon , Pine Michelle 
Published: June 2021

Typically, gross anatomy courses utilize cadaver dissection to facilitate learning specific structures as well as spatial relationships of one structure to another. The deconstructive nature of dissection, however, directs students to first examine the big picture and then discover underlying details. While this approach may be useful for many, some students are more successful when they are able to build‐up knowledge from the smallest details to the larger picture. Further, if students are able to successfully work through the deconstructive process of dissection, then mirror the process in a constructive way, they are more likely to have a comprehensive understanding of the location of structures and the spatial relationships between them. To evaluate how supplementing learning by dissection with a constructive analogy affects students' knowledge acquisition and application, 165 undergraduate gross anatomy students were asked to build pelvic limb muscles in clay following a dissection of the same muscles. Prior to the clay building activity students had completed the following class assignments: 1) watched lecture videos presenting information regarding pelvic limb muscles, 2) participated in class activities in which they were asked to apply information from the videos, and 3) completed a dissection of the pelvic limb on canine cadavers. At this point, students were asked to take a pre‐quiz designed to evaluate knowledge gained in four specific concepts as related to the muscles of the pelvic limb: 1) origins and insertions, 2) actions based on location, 3) identification, and 4) spatial relationships. During one lab period following the pre‐quiz, students participated in a guided activity involving building muscles on a skeletal model of the dog or human (Anatomy in Clay® CANIKEN® & MANIKEN®) in order from the deepest muscles to the most superficial. At the end of the activity, students were asked to complete a five‐point Likert‐scale survey which measured their perceived benefit from the activity. One week following the activity, they were given a post quiz which evaluated the same four concepts. Overall quiz scores improved significantly after completing the muscle construction activity. The pre‐quiz average was 59% while the post quiz average was 77% (p < 0.0001). Based on the survey, the majority of students agreed or strongly agreed that the physical and interactive nature of the activity was beneficial and that it helped improve their spatial abilities, their ability to visualize locations of muscles relative to one another and identify specific muscles.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Gender bias in authorship in the Anatomical Record and Anatomical Sciences Education journals.
Authors: Olivares Melani , Brown Kirsten 
Published: June 2021

There has been a clear difference in gender representation in scientific publishing with males publishing more papers than females across the scientific and clinical disciplines. Moreover this gender bias appears to start early on during training, with male PhD students being more likely than females to be listed as authors on journal articles. Given the importance of publications in job acquisition, promotion, and tenure, the academic career of females appears to be at a disadvantage compared to their male counterparts. Although much work has been done on the gender bias in science, gender bias in authorship in the anatomical sciences has not yet been investigated.We sought to determine if there was a gender bias in authorship in the anatomical sciences by looking at the gender of authors in Anatomical Sciences Education (ASE) and the Anatomical Record (AR). Gender of each author was presumed based on author's first name and/or determined based on various social media accounts (e.g., LinkedIn, ResearchGate, and Facebook) or departmental webpages. Those authors whose genders could not be discerned based on the above methods were excluded from analyses. Gender was determined for first, senior, and middle (i.e., second, third, etc.) authorship in all journal articles from the ten volumes in AR and ASE spanning from 2008–2017. Results were tabulated and a chi‐square test of independence was conducted to determine if there was gender bias authorship position in these journals.Within ASE, males had more first (227/409; 55.5%), senior (248/372; 66.7%), and middle authorships (477/780; 61.2%) than females. Males also had more first (839/1460; 57.5%) senior (946/1326; 71.3%) and middle authorships (2110/3256; 64.8%) compared to females in AR. Chi‐square analyses demonstrated a statistically significant relationship between gender and the level of authorship (first, middle, and senior) in ASE [x2 (2, n = 1561) =10.226, p = 0.006, Cohen's w= 0.081] and AR [x2 (2, n = 6042) =58.765, p < 0.001, Cohen's w = 0.099].These results indicate that like the other basic and clinical science a gender bias in publishing exists in the anatomical sciences. Whether this bias is driven by authorship (i.e., more males publish than females), editorial decisions, or other factors is unclear. However, this data can and should be used by anatomists as we try to mitigate gender bias in our discipline.Support or Funding InformationNoneThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
The Effects of Prenatal Exposure of Nicotine/Thiocyanate on the Pancreas of 1–Month‐Old Rat Offspring, a Histological Study
Authors: Othman Manal Ahmed 
Published: June 2021

BackgroundMaternal cigarette smoking is associated with various adverse effects. This might be associated with impaired pancreatic functions, including the development of pancreatitis, as well as type II diabetes in the offspring of smoking mothers. Nicotine (NC) from cigarette smoke has been linked to several deleterious side effects. Thiocyanate (TCN) present in some body fluids, is consistently related to cigarette smoking, so TCN is being used as a biomarker to check for adult smoking cessation. This study aimed to evaluate the toxic effects of nicotine versus thiocyanate on the pancreas of developing rats.Materials and methodsFifteen pregnant female Sprague Dawley rats were divided into three groups (five rats each): group I, group II, and group III. Group I was considered as the control group; group II was treated with nicotine (6 mg/kg/day subcutaneously from gestation day 4–20); and group III was treated with potassium thiocyanate orally (25 mg/ kg/day from gestation day 4–20). Male offspring of each group were sacrificed after 1 month. Specimens from the pancreatic tail were processed for light microscopic examination.ResultsIn both NC and TCN treated groups, there were congested dilated blood vessels, increase in interlobular connective tissue and infiltration of mononuclear cells. The acini were separated by wide spaces, which may be due to cellular edema. Focal areas of acinar degeneration were found to be completely destroyed leaving empty spaces. Vacuolization of some cells of the acini was found in addition to deficient zymogen granules. Regarding the islets of Langerhans, there was vacuolization of some cells with deeply stained nuclei. These changes were more profound in the nicotine‐treated group than the TCN group.ConclusionThe present study demonstrated that prenatal nicotine administration among substances found in cigarettes, could be responsible for its degenerative changes in the pancreas more than thiocyanate.Support or Funding InformationNo funding was provided for this research.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Protective Effect of Beta vulgaris on Carbon tetrachloride induce Cardiotoxicity of adult Wistar Rat
Authors: OKECHUKWU HOPE , IHENTUGE CHURCHILL , EGEONU SOLOMON , ANIBEZE CHIKE , NDUKWE GODWIN 
Published: June 2021

Beta vulgaris a leafy green vegetable consumed throughout the world and traditionally used as an anti‐hyperglycemic nutritional supplement and treatment of various diseases such as cancer, diabetes and liver damage. This study was to investigate the protective effect of beta vulgaris on the heart following Carbon tetrachloride (CCl4) toxicity. Twenty five adult albino wistar rats weighing between 150g and 200g were used in this study. The animals were divided into five groups. Groups A, B, C, D, and E. Groups A and B served as control were injected with paraffin oil for two consecutive days and group B in addition were fed with Beta vulgaris extract alone. Groups C and D were injected with CCl4 (1.0ml/kg b.w i.p) for two consecutive days and group D fed with Beta vulgaris extract throughout the experimental days. Group E was fed with Beta vulgaris extract throughout the experiment and injected with CCl4 on the last two days of the experimental period (28 days). At the end of the experimental period, animals were reweighed and sacrificed using chloroform vapour. The heart was harvested and trimmed for histological studies. The results showed a decrease in mean body weight of 5% in group C animals. The heart weight was significantly higher in group C (p<0.05) when compared with groups (A and B) and other experimental groups (D and E).Histological examination (H&E) of the heart in group C animals showed massive destruction of cardiac muscle fibres, tissue inflammation, and hemorrhagic appearance in the heart tissues, while groups A, B and E were normal and group D showed mild vacuoles (apoptosis) and signs of regeneration of cardiac muscle cells. This result shows that Beta vulgaris has the ability to prevent and also restore histological changes in the heart following CCl4 toxicity.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
ABDUCTOR HALLUCIS MUSCLE HAS ONE MORE MUSCLE INSERTION POINT
Authors: Wada Juliano , Akamatsu Flávia Emi , Itezerote Ana Maria , Hojaij Flávio , Andrade Mauro , Jacomo Alfredo Luiz 
Published: June 2021

In Anatomy textbooks, the medial proximal portion of the proximal phalange of the hallux is described as the insertion site of the abductor hallucis muscle. This muscle plays an important role in the functional biomechanics of the foot and its dysfunction has recently been implicated in the physiopathology of the myofascial foot pain. We investigated anatomical aspects of the muscle and its innervation looking for useful structural information, which could contribute to a better understanding of painful disorders of the foot.MethodsWe dissected 30 feet from fixed cadavers and features of the muscle belly and detailed description of the entry points of branches of the medial plantar nerve into the muscle were recorded. Specimens were documented with a NIKON D50 camera.ResultsWe found a consistent secondary insertion of the abductor pollicis muscle in the navicular tuberosity in addition to the classical descriptions of the phalangeal insertion.ConclusionOur findings differ from current knowledge of the abductor hallucis muscle anatomy. The additional site of insertion observed in the navicular bone may be related to acquired abnormalities of the plantar arch and open a new field to investigate plantar myofascial pain.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Anatomical variations of the ethmoidal roof: differences between men and women
Authors: Elizondo‐Omaña Rodrigo Enrique , Muñoz‐Leija Milton Alberto , Quiroga‐Garza Alejandro , Guzman‐Lopez Santos 
Published: June 2021

IntroductionDue to the diverse variation of the ethmoid bone, we evaluated the roof using the Keros and Yenigun classifications, stratifying results by gender and side to determine difference.Materials and methodsParanasal sinus high‐resolution computed tomography were included from 2012 to 2017, excluding all those with pathologies that alter the anatomy of the region in study. The depth of the cribriform plate in a coronal view and the anterior‐posterior length in a cross section were measured for classification and analysis.ResultsA total of 120 high resolution CT were included. The Keros Type II and Yenigun type I were the most frequent, with only statistical difference between men and women in Yenigun types I and II (p = 0.010 and p = 0.049, respectively). Statistical difference was observed in anterior‐posterior means in the comparison between both classifications. In both, right and left side for men (p = 0.003 and p = 0.05) and women (p = 0.029 and p = 0.039)ConclusionMorphological variability exists in a Mexican population. Bone injury may be more likely in men and vascular injury in women due to their incidence of classification. Gender differences that must be taken into account by the surgeon to avoid such complications.Support or Funding InformationThere was no external funding. All funding provided by the department involved and medical school.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.