bluuebunny/crossref_metadata_2025_split huggingface dataset:
Valasalva: “de aure humane tractatus…” 1707, Utrecht: The second edition of the seminal treatise on the structure of the ear
Authors: LE FLOCH‐PRIGENT PATRICE PIERRE , NGUYEN Juliette , GILLOT Jean Bernard 
Published: June 2021

The scientific bookstore Alain BRIEUX owned in 2018, the second edition of the famous treatise of Antonio Maria VALSALVA. The complete title was “De aure humana tractatus, in quo integra auris fabrica, multis novis inventis and iconismis illustrat, describitur..; Quibus interposita est Musculorum uvulae, atque pharingis nova descriptio, et delineatio”. It was published for this edition in Utrecht by vande Water in 1707. It was an in‐quarto of 143 pages with ten plates of illustrations, engraved by H. Lenting. This book described with a great accuracy the structures of the three parts of the ear, and the muscles of the external ear. The two parts of the cochlea are described (vestibular and tympanic one). The eponymic maneuver is described and also the pathological stapedian ankylosis. Valsalva (1666–1721) from Bologna was a follower of Malpighi and a professor of Morgagni. The first edition was printed three years before in Bologna by Constantino Pisari.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
USE OF TBL IN HUMAN MORPHOLOGY EDUCATION IN A MEDICAL DEGREE
Authors: CERQUEIRA GILBERTO SANTOS , RAMOS CAMILLA SANTOS , MARTINS CLÁUDIA FORTES , FARIAS PAULO VICTOR FERNADES , SANTOS RENATO MENDES , GONÇALVES THIALLY BRAGA , CAVALCANTI KATRINE BEZERRA 
Published: June 2021

Among the subjects of Human Morphology seen in a medical school, there are Anatomy and Histology as the exponents of enormous importance for medical training. However, these subjects are always seen by students as monotonous and discouraging, due to the exhaustive memorization of complex structures. On the other side, TBL (Team‐Based Learning) is a dynamic learning method, which creates an encouraging and cooperative environment. On this scene, the current work aims to evaluate the use of TBL as the pedagogical tool for learning the subject of Morphofunctional Laboratory (LMF). For such, complementary TBL sessions to the class of Morphofunctional Laboratory were realized, where subjects related to Human Anatomy and Histology are worked with students of the Medicine School UNIME / Lauro de Freitas ‐ BA. Therefore, TBL sessions were executed during the semester of 2017.2, with weekly meetings in which knowledge related to LMF classes were applied following a sequence of activities that include previous stages to meeting with teachers and others assisted by them, being as follows: individual prepare (pre‐class), evaluation of preparing guarantee (study) and knowledge application. Before each session, the students have received an orientation about the approached subject, and then, they should study it based on bibliographic references. The class was randomly split into fourteen groups of 7 or 8 students. At the beginning of each session, an individual test was applied in 15 minutes. At the end of the time, students reunited in their groups to discuss the questions of the test. When a consensus was reached about the answers, they should mark a scratch card with the answers in it. When they answered any question wrong, they could try again (with minor score) or write an appeal, questioning and arguing about any answer that they were not according to. After this step, it was realized a discussion about the questions and the clinical application of the subject. When questioned about the new methodology, 78% of the students said that they preferred the TBL sessions and about 63% preferred this kind of approach for discussion of clinical cases. Thus, we conclude that the results suggest TBL has shown itself well accepted among academics in LMF activities. New activities that make students more autonomous in the teaching‐learning process and seeking more and more information must always be stimulated.Support or Funding InformationThere wasn't any Funding SupportThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
The Effects of Image Type and Signaling on Learning in Human Anatomy: Schematics versus Dissection‐based Cadaveric Photographs
Authors: Marrelli Kristina M. , Jadeski Lorraine C. 
Published: June 2021

The multimedia principle states that individuals learn best from a combination of images and text, rather than text alone. In gross anatomy education, images such as schematics and photographs are often utilized to promote the learning of anatomical concepts and effectively prepare students for laboratory sessions and course examinations. Students enrolled in human anatomy courses are typically offered a variety of resources containing either schematics, dissection‐based cadaveric photographs, or both – which are often laden with coloured highlights and text‐based labels. While ‘signalling’ (eg. using colours or labels to highlight important anatomical structures) has been shown to decrease cognitive load (an outcome associated with improved learning), it is unclear whether using schematics or dissection‐based cadaveric photographs influences students' learning efforts differently. The aim of this project was therefore to compare the influences of schematics and dissection‐based cadaveric photographs on students' examination performance and short‐term knowledge retention. At the onset of this project, a pilot study was conducted on students enrolled in an advanced undergraduate human anatomy course. Participants were randomly assigned to one of four modules containing specific image types: cadaveric photographs (CP), coloured cadaveric photographs (cCP), schematics (SC), or coloured schematics (cSC). They then used their assigned module to study an anatomical region prior to completing two examinations; (1) immediately after the study period, and (2) one week after the first examination. Performance on the examinations and short term knowledge retention were compared between groups, and no statistically significant differences in mean examination performance were detected between them (p> 0.05). However, examination scores of those assigned to modules that contained images subjected to signalling demonstrated less drastic mean performance decreases in the second examination than those who studied the modules containing non‐coloured images. These findings suggested that the images subjected to signaling may have aided short‐term knowledge retention. The present study repeated the pilot study protocol on students enrolled in a large third‐year undergraduate introductory human anatomy course. The preliminary results indicated a similar trend, wherein signaling had beneficial effects on students' short‐term retention. The results of this project suggest that signaling using coloured highlights should be used when creating a novel resource, regardless of the type of image that is used. These findings may be used to inform the development of pedagogical resources and create teaching materials that promote the retention of anatomical knowledge and concepts.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
A Global Perspective of Muscular System Coverage in Undergraduate Human Anatomy and Anatomy & Physiology Courses: Part 2 ‐ Comparisons between U.S and International Institutions
Authors: Goodwin Michael , Reynolds Amberly , O'Loughlin Valerie 
Published: June 2021

What instructors value as essential knowledge for their students to learn in anatomy can vary in terms of breadth and depth. While a previous study by Saladin (2008) assessed variation in muscular system coverage between university instructors via listservs, the sample was only 20 instructors located within the United States. A larger, more representative sample was required to be able to assess variation between differing demographics such as geographical divisions within the U.S, and countries outside of the U.S. In order to obtain a more global understanding of content taught in undergraduate anatomy courses, a comprehensive survey where A&P (or human Anatomy) faculty could report the extent to which they cover the muscular system was constructed. The online survey was developed by the authors and administered via Qualtrics. The skeletal muscles listed in the survey were those detailed in Human Anatomy, 5th edition textbook by McKinley, O'Loughlin, and Pennefather‐O'Brien (2017). Participants were recruited via a poster presentation at the Human Anatomy and Physiology Society (HAPS) 2018 annual meeting and recruitment emails sent out through AAA, HAPS and AACA listservs. Currently, we have complete data for 227 U.S instructors and 31 international instructors The study was deemed exempt by Indiana University IRB ‐ Protocol # 1805378498. All data was de‐identified prior to analysis. General instructional trends indicate that non‐U.S countries are just as likely to assess specific muscles and compartments across broad muscular regions (e.g. upper limb, lower limb). However, the U.S is less likely to teach specific muscles of the hand, foot, and pelvis than their international counterparts. Chi‐square tests for each of these three aforementioned regions (i.e. hand, foot, pelvis) revealed these differences to be statistically significant. These instructional trends can increase our understanding of the anatomical education undergraduate students are receiving around the world. Furthermore, it may encourage critical conversations to develop between instructors about content development and curriculum, elucidating reasons why particular muscular system regions and content differ between the U.S and international countries. Our methodology could then lead to the construction of similar surveys assessing variation in how other anatomical systems or regions are taught, such as the nervous system and microscopic anatomy (histology).This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Mastering Anatomical Techniques: Enhancing anatomical skills
Authors: Quiñones‐Rodríguez Jailenne I. , Rivera‐Rodríguez Michael , Villamil‐Ríos Catalina I. , Jiménez‐Dietsch Sofía 
Published: June 2021

As medical schools attempt to find time in their curriculum to cover more content, they have sought to develop new methods of teaching gross anatomy. The amount of time spent studying gross anatomy has declined amidst controversy as to how and when teaching is best delivered. Moreover, previous studies have established that medical student interest in surgery has declined, along with their technical skills in anatomy. This loss of interest is due to several factors, such as the male‐dominance present in the field, the difficulty of obtaining high enough grades, and nationality. For this reason, the Anatomy Department of the Universidad Central del Caribe School of Medicine at Puerto Rico (UCC) decided to create a pilot project aimed at second‐ and third‐year medical students with surgical interest, providing them with an integrated apprenticeship and an opportunity to mentor first‐year students during their Human Gross and Developmental Anatomy (HGDA) course. Their responsibilities include preparing for dissection, instructing students during dissection on weekends, and tutoring to emphasize anatomical concepts. This provides students with a variety of learning opportunities and a set of skills that we believe are necessary to pursue a career in the surgical field. To evaluate the viability of this pilot project, we carried out a comparison of the scores obtained by first‐year medical students during the first block examination on the musculoskeletal system in 2017 and 2018. The academic performance of first‐year medical students in 2018 served as the experimental variable, while that of students in 2017 served as the control, since they did not receive any help during their first year. In addition to this, a survey addressing satisfaction was also developed for this first phase of the study. The latter was sent to all 74 first year medical students at UCC. The survey included a 5‐point questionnaire using a Likert scale response ranking. Preliminary positive results were obtained for both the academic performance comparison and the survey. These results represent an exciting opportunity for the development of innovative approaches for teaching and learning anatomy that transform the traditional didactic methods towards more engaging and stimulating methods of learning. The analysis of academic performance regarding the remaining three examination blocks (thorax, abdominopelvic cavity, and head and neck) are pending and will take place as the course progresses. Nevertheless, findings for this first phase of the project support our hypothesis that second‐ and third‐year medical students are a viable educational resource promoting professionalism, critical thinking, and instructions.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Learning anatomy through ultrasound: The student experience
Authors: Smith Claire France , Sharp Abigail , Dilley Andrew 
Published: June 2021

Ultrasound is an important tool for teaching anatomy, it provides students with a live window into the body so that functional anatomy can be viewed in real‐time. Importantly, ultrasound provides a clinically relevant approach to learning anatomy. At Brighton and Sussex Medical School, ultrasound has been fully integrated into year 1 and 2 of the MBBS medical curriculum in small group teaching sessions (n = 15), that total 12 hours. To determine the usefulness of ultrasound for teaching anatomy, students completed an evaluation questionnaire consisting of 15 questions following each systems‐based module in year 1 for the 2014/15 and 2017/18 cohorts. All responses (n = 49–90) were scored on a five‐point Likert scale. Two focus groups (n=13 students) explored students' perceptions. Thematic analysis highlighted themes of respect and empathy for the patient, and concerns over the impact if no one volunteered. Students also reported the helpfulness of ultrasound for aiding interpreting 3D and radiological images. Student's responses to survey reveal: that they see why ultrasound is relevant to practice, felt it helped them to comprehend the 3D nature of the human body and helped their understanding of surface anatomy. However, students felt less proficient using ultrasound as the course progresses (P=<0.05) and they found it more difficult to examine the heart (P=<0.001). Student's ability to recognize vessels increased as the year progressed (P=<0.001.). In summary, interpretation of an ultrasound image can be challenging for students. In particular, students find it difficult to orientate a 2D slice through organs such as the heart, which is largely because small adjustments in probe orientation can result in unfamiliar views. Students clearly understand the clinical relevance of ultrasound. With increasing use of ultrasound in clinics, early exposure will undoubtedly help prepare students for clinical practice. Finally, this work clearly emphasises the need for better learning resources in this field.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
White Pulp Expansion of the Spleen is correlated with Plasma IL‐6 and Glucose in Mice Fed High‐Fat, High‐Sugar Diet
Authors: Buchan Levi , Hellings Austin , St. Aubins Chaheyla R , Fisher Amy L , Castro Monica , Al‐Nakkash Layla , Broderick Tom L , Plochocki Jeffrey H 
Published: June 2021

We previously identified significant splenomegaly in mice fed a diet high in fat and sugar (HFSD) in comparison to mice fed a standard diet. Mice fed HFSD also exhibited elevated blood plasma levels of glucose and the proinflammatory cytokine IL‐6. However, the relationship between these markers and the proliferation of immune tissue in the spleen is unclear. The white pulp of the spleen is a site of immune response and may expand when exposed to proinflammatory signaling molecules. In this study, we investigated the correlations among splenic white pulp area, plasma glucose, and plasma IL‐6. Female C57BL/6 mice aged 6 weeks were randomly divided into lean control (n=4) and HFSD (n=4) groups. HFSD consisted of chow with 60% fat content and drinking water with 42 g/L sugar (55% sucrose, 45% fructose). Treatment was administered for 12 weeks. White pulp area of the spleen was measure from histological sections stained with H&E. Mice in the HFSD group became significantly obese and hyperglycemic by the end of the study (P < 0.05). Mice fed HFSD also had significantly larger splenic white pulps than lean mice (P < 0.05). Splenic white pulp area was positively correlated with blood plasma levels of IL‐6 (r = 0.725, P < 0.05) and glucose (r = 0.686, P < 0.05). Plasma Il‐6 was also positively correlated with plasma glucose levels (r = 0.887, P < 0.01). These data support the hypothesis that HFSD is associated with histological expansion of the white pulp of the spleen that correlates with diet‐induced hyperglycemia and the expression of proinflammatory cytokines.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Title: Using Evolutionary Biology to Identify Disparities in Cervical Dysplasia at a Safety Net Hospital in the Southeast
Authors: Peneva Ralitza , Jernigan Amelia , Mussell Jason 
Published: June 2021

PurposeDespite widespread cervical cancer screening, up to 13,000 invasive cervical cancer cases and >40,000 cases of carcinoma in situ are diagnosed in the US annually. This burden of disease is disproportionately heavy in the southeast and is fraught with disparities, improved understanding of which can help target improvements in clinical care. A majority of lesions do not progress to cervical cancer. This poses an interesting area of research to understand regression, persistence, or progression of an abnormal pap smear. High risk strains of human papilloma virus have an intimate connection to cervical dysplasia. However, HPV infection is not sufficient to lead to high grade lesions. Other cofactors such as age, parity, tobacco use, long‐term oral contraceptive use, and failed adherence to treatment, are thought to increase risk by altering the underlying epigenetics of the host. Given the disproportionately high impact of cervical cancer in Louisiana, it is key to understand the unique cofactors that affect our population's risk. We pose that examining these disparities through the lens of evolutionary biology will aid in our understanding of the burden of disease and guide our clinical practice.MethodsWe are pursuing a retrospective chart analysis to identify how, outside of HPV, the cofactors noted above contribute to regression, persistence, or progression of abnormal cervical pathology in a population seeking care at UMCNO Health, New Orleans from August, 2015 to present. Inclusion criteria are: initial abnormal pap with no history of prior abnormality, a cotest for HPV virus, ethnicity, ages 21–65, parity, smoking status, HPV vaccination status, and at least two subsequent visits for cervical cancer screening.ResultsWe anticipate that disparities exist in regression, persistence, and progression among ethnic groups. We anticipate that there is an ethnic difference in HPV viral subtype, cofactors, and vaccination rates that may contribute to these outcomes.ConclusionsAn understanding of the factors contributing to health disparities as they pertain to cervical cancer development would be insufficient were it not examined through the lens of evolutionary biology. This most basic of biologic concepts can help shed light on one of healthcare's most puzzling questions – despite standard of care, why do health disparities exist and persist? Cervical cancer screening is one such puzzle where we can apply evolutionary biology to unravel our limitations as clinicians and, ideally, to better target our efforts to mitigate them.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Modularity and Integration of the Sphenoid Body in Human Cranial Variation: The Confluence of Functional Matrices
Authors: Ryan Katharine G.J. , Auerbach Benjamin , Butaric Lauren 
Published: June 2021

In the Functional Matrix Hypothesis (FMH), Moss suggests that the formation and development of soft tissues of the head influences variation in the bony features in the skull. How multiple soft tissues with different developmental origins interact to influence skull variation remains unresolved. In this study, we investigate the covariation of the anterior intracranial space with the anatomical shape and location of the orbits and palate, two regions under local influence by soft‐tissue‐hard‐tissue interfaces. We obtained 12 virtual landmarks from a sample of 30 microCT scans of human crania. Using geometric morphometrics to capture the shape and location, we examined the sphenoid, which interfaces with both the dura mater and the mucosa lining of the sphenoidal paranasal sinus, along with dimensions reflecting the orbits and the palate. Regions were compared through Partial Least Squares analyses and Klingenberg's measures of morphological integration. Given their developmental separation, we predicted the shape and location of the orbits to be independent of variation in the position of the sphenoid, while the sphenoid body and sinus may shift as part of the anterior cranial fossa due to its developmental relationship with brain growth. We also expected the position and shape of the palate to be independent of the spatial position of the sphenoid, though not independent of the orbits given developmental processes mediated through the midface. Results show that most of cranial variance occurs in the anteroposterior length and superoinferior depth for the cranium as a whole. This is reflected by the entire sphenoid body shortening and rotating superoposteriorly along with increases in the cranial base angle (CBA). This morphological variance provides covarying changes in the orbits and palate, which lengthen with increased anteroposterior space for the face. When CBA does not vary, most of the variation is in anterosuperior expansion of the lesser sphenoid wing, and an inferior expansion of the sphenoid body which we hypothesize to be driven by sinus variation. Shifts in the position of the sphenoid results in changes in the anteroposterior length of the anterior cranial fossa, but no anteroposterior changes in the rest of the face. These results indicate that the sphenoid body is significantly modular (p=0.045, RV=0.37) from the facial skeleton, but also has significant covariation (p=0.0034) with the same features that we hypothesize to be driven by interaction between the dura mater and the endocranial fossae making up the basicranium and posterior face. These results preliminarily indicate that variation of the dimensions of the sphenoid body are largely driven through interactions with brain development.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.