bluuebunny/crossref_metadata_2025_split huggingface dataset:
Concussion Prevention Education for Maintenance of a Healthy Brain
Authors: Nguyen NhuNhu , Guiterrez Richard , Puder Barb 
Published: June 2021

A concussion education program was designed to educate children ages 10 to 12 to help prevent pediatric traumatic brain injury that impacts 475,000 children in the United States each year. Short‐ and long‐term cognitive impairments and physical and psychological symptoms are seen after traumatic brain injury or concussions. Thus, it is important to educate children about what a concussion is, what the signs and symptoms are, and what to do if they sustain a concussion so they can get the medical care they need.Goals of this program were for participants to be able to define a concussion, recognize the signs and symptoms of a concussion, what to do in an event of sustaining a concussion, and evaluate the efficacy of our concussion education outreach.We created a brief concussion education program that includes an informative presentation, hands‐on activities to reinforce the material discussed and pre‐ and post‐tests to evaluate the efficacy of our concussion education experience. We taught a total of 207 fifth and seventh grade students about concussions using our education program.Results obtained from quantitative data from the pre‐ and post‐test revealed that the students who participated in our concussion education showed highly statistically significant increases in their knowledge on concussions after participating in our concussion education activity. Qualitative data from the student experience survey administered at the end of the Brain Outreach Program revealed that the participating students found our concussion education station fun, enjoyable, and easy to understand. Therefore, educational outreach programs such as the one executed are effective in engaging and raising awareness on concussions.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Development of an experimental model for the study of nasosinusal and skull base arterial system using iodinated contrast and latex in specimens's vessels
Authors: Barros Mirna Duarte , Burchianti Lívia Maria , Dolci Ricardo Dolci Landini Lutaif , Mendes Carlos José Lazzarini , Zuppani Henrique Bortot , Mendes Lucas Araújo , Santos Lucas Carvalho , Lazarini Paulo Roberto 
Published: June 2021

Introductioncadaver dissection is the most reliable and safe form of anatomical study; computed tomography is an essential exam for the nasosinusal and skull base anatomical understanding, surgery planning and vascularization knowledge of a complex region. In this way, the convergence of radiological and surgical information becomes essential.ObjectiveTo propose an experimental model of tomographic study of the skull base arterial and venous network (focus on the anterior ethmoidal artery) before doing the dissections. Secondarily, we aim to ensure the dissection of skull base and simulation of endoscopic surgery on a reliability much closer to that found in vivo.Methodsfour cadaver heads previously preserved in 10% formaldehyde remained for 72 hours in a solution of quaternary ammonium salt dimethyl ethanol mono/dialkyl siloxane. The arterial and venous network (the common carotid arteries, vertebral arteries, and internal jugular veins) were washed with a saline solution before being injected with a solution of latex, fabric paint and Ultravist 300. Sequentially, tomographic acquisitions were performed.Partial resultsAfter the solution injection of Ultravist 300, fabric paint and latex, it was possible to obtain tomographic acquisitions for a detailed study of the nasosinusal and skull base vessels. As a secondary result, we obtained a greater enrichment of information through the combined radiological and surgical study, which is represented by the dissections.DiscussionThe use of iodinated contrast to the injected solution allowed the acquisition of computed tomography for a radiological study of the skull base vessels (as the anterior ethmoidal artery and its anatomical variations, that should be identified in a tomographic study or neuronavigation system before beginning dissected). With precise tomographic acquisitions and subsequent software processing, became possible to perform a three‐dimensional reconstruction of the vessels of the skull base, optimizing the study and learning of this anatomical region.ConclusionIt was possible to perform an experimental model using iodinated contrast and latex injection on specimens' vessels for a tomographic evaluation of nasosinusal and skull base vessels preceding the dissection. The injection of colored latex highlighted the vascular structures allowing an improvement of the anatomical knowledge of this region during the dissection.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
When Traditional Teaching Leaves Your Head Spinning: A New Interactive Online Learning Module on the Vestibular System
Authors: Rheaume Alan , Leong Megan , Inglis Timothy , Krebs Claudia 
Published: June 2021

The objective of our project was to create an interactive multimedia learning module on the anatomy and physiology of the vestibular system.Classroom instruction and textbook reading on the vestibular system is inherently challenging—the vestibular system comprises complex, interrelated organs of the inner ear whose unique cellular and gross anatomy must be conceptually visualized to understand its dynamic, 3‐D physiological functions.To address these challenges, we developed innovative online learning modules on the anatomy of the vestibular apparatus and the physiology of sensory transduction by the vestibular organs. The modules synthesize original visuals and animations with interactive schematics to tell the story of how vestibular organs transform head movements into neural schemas of balance and equilibrium. These modules serve as a complementary resource to curricular content for students in health professional programs.Complementing these modules is a high‐quality video on the anatomy and physiology of the vestibular system. This video uses intuitive visuals, animations, and high resolution filming of the bony structures in the temporal bone. Together, these resources provide an open education resource on the anatomy and physiology of the vestibular system for understanding of students and faculty around the world.Critical feedback on the “Vestibular System” Learning Module was obtained with a Student Experience Survey on SurveyMonkey. From March 1 to December 1, 2017, a total of 100 respondents completed the post‐module feedback survey. This survey was used to solicit feedback about the module and determine if learners preferred this interactive online module to other learning resources on the vestibular system.Survey respondents agreed the module was logically presented (98%), enriched their understanding of the vestibular system (98%), is relevant to their learning (99%), and covered core concepts adequately (98%). After completing the module, 85% of learners felt confident they could explain the vestibular anatomy and physiology to someone else, and 97% planned to revisit this module as a study aid. Importantly, learners preferred our learning module (67% of respondents) over other resources to prepare for academic examinations, such as class lectures (52%), textbook readings (24%), or other online resources (39%).The overwhelmingly positive survey response and self‐reported preference for our online module for exam studying demonstrates a proof of concept that interactive online learning resources can complement and augment traditional classroom and textbook pedagogy on the Vestibular System.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Ask an Anatomist: Identifying Global Trends, Topics and Themes of Academic Anatomists Using Twitter
Authors: Lazarus Michelle , Marsland Madeleine 
Published: June 2021

Social media (SoMe) is being increasingly integrated into higher education. Twitter©, a SoMe platform, is readily accessible, easily searchable and globally available. The twitter platform @AskAnatomist is a global tweet‐chat run weekly, where participants are invited to discuss the anatomy discipline (using the searchable hashtag #AnatQ). Due to the global stakeholder access of the twitter handle, the authors undertook a study identifying themes arising during the formative stages of the @AskAnatomist tweet chats in an effort to better understand potential concerns, issues, and ideas within the anatomy discipline.The @AskAnatomist tweet chat incorporated the hashtag #AnatQ into their tweets allowing for retrospective searches. The #AnatQ hashtag was annotated allowing data to be stored and compiled with Symplur©, an online analytical platform; Symplur was data‐mined using #AnatQ for related analytics and transcripts. A thematic analysis using open coding was undertaken where themes were identified.Participants in the Twitter© discussion were primarily academic anatomists, with some contribution from students in select themes. Thematic analysis revealed three core themes arising in the formative stages of the @AskAnatomist Twitter© site: (I) Anatomical Education Modalities, with subthemes including Donor Dissection, Expert Content Delivery, Examinations, Resources, Difficult Areas in Anatomy Education, and Favorite Areas of Anatomy (teach & learn); (II) Specific Anatomy Content, with subthemes including Structure & Function, Histology, Embryology, Evolution & Comparative Anatomy, and Layman Anatomy ; (III) Research Motivations, with subthemes including Textbook Limitations, Controversial Topics, Student Involvement, and Collaborations. These themes reveal controversies within the field, areas for potential education resource improvement and research, and anatomists' humor.Though the original intent of the @AskAnatomist site was to engage the community in anatomy content and knowledge and increase anatomy literacy broadly, tweet analysis suggests that academic anatomists were the primary active “tweeters”. This “failed experiment” did yield a positive outcome, with engaged academics fostering an @AskAnatomist progression into a web‐based Community of Practice (CoP), suggesting an additional benefit of SoMe communities in the field of anatomy. This low‐cost approach to overcoming geographical limitations may have significant impacts in other discplines by fostering global collaborations and gaining neccesary insights to progress a given field.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Innovation for Computerized anatomy educational tools.
Authors: Nyamse Victor 
Published: June 2021

The climate of uncertainty that has existed over the past decades has spurred the increased need for innovation seen in most areas of human activities. This demand for innovation has also been experienced in anatomy education with calls for new tools and thinking on the delivery of anatomical instruction. The response has been the implementation of new instructional methods (e.g. peer‐to‐peer teaching, body painting) and the use of new instructional medium and tools (e.g. computing systems, virtual and augmented reality, 3D printing). However, the introduction of these new innovations, though promising, has been unable to adequately address the concerns in the anatomy educational community. This is particularly seen with innovative computing systems used for anatomy education.In seeking to innovate and investigate the situation with computerized anatomy educational tools (CAET), the research took a different approach by relying on the process of making a CAET as a way of investigating the problem. This approach involved the introduction of different ideas and practices from different disciplines throughout the research process. Based on this, we defined what an innovative instructional tool should be from three perspectives: psychologist, anthropologist and educationist as a learning tool that does not impose a negative cognitive load on the learner; affords sufficient processing of anatomical information; and results in increased confidence, respectively. This led to creation of a learning technology using the anatomy of the heart as a case study, that when evaluated showed a positive effect on cognitive load, learners behaviour associated with processing and self efficacy.Based on the results of the evaluation it was concluded that this tool and its design positively affected the effective experience of learning anatomy. The finding was broadened to the general debate among instructional method in anatomy education, suggesting that CAETs and other learning technologies (LT) could positively affect on the anatomy learning experience that is associated with academic performance. In doing this, it suggests a new perspective for research around LT proposing a shift in focus from comparative studies that has been shown to offer little insights in determining their effect, to seeking ways that they could positive affect the experience of learning. Ultimately, the findings could be seen as innovative in the meaning associated with CAETs, as educational tools that positively improves the ALX, and not supplements or adjunct to other instructional tools or their replacement. It is expected that future research on CAET would focus on this meaning, de‐emphasizing the focus on comparative studies that has been prevalent for the past three decades in anatomy education.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Obesity, It's More Than Appearance: An Innovative Use of Anatomical Dissections to Teach About Obesity and Nutrition
Authors: Thompson Brent James , Uhley Virginia 
Published: June 2021

BackgroundThe growing epidemic of obesity and diabetes in the US has highlighted the need for future physicians to have formal training on the health impacts of obesity, and on how to advise their obese patients. Unfortunately, this training is lacking in most medical curriculums. As obesity is a complex, chronic condition with multiple pathophysiological aspects, students need an understanding of how basic principles of nutrition affect the body so they can take a more proactive role in talking to patients about what they eat, as well as how to change their diet and exercise habits to maintain an optimal weight. One barrier to achieving this goal this is getting students truly engaged in the subject and understanding its importance in overall health.MethodsWe developed visually impactful dissection videos, using obese donors, to highlight the pathophysiological effects of obesity on the human body. In particular the increased risk of hernia, enlarged greater omentum, accumulation of visceral fat, fatty liver disease, fatty pancreas, and effects of obesity on the heart. The collected photos and videos were imbedded into a SoftChalk module and used to engage students in a discussion on obesity before turning to discussions on how nutritional intervention can impact obesity.ResultsHere we present an outline of an innovative method used to engage students in the discussion of obesity. This Obesity and Nutrition module was based on a previous anatomy and nutrition session designed for second year medical students in the OUWB curriculum. As we strive to use relatively normal body weight donors in the gross anatomy course, this is the first time most students have observed the impact of significant obesity on donors. In addition, this innovative use of donors to teach about obesity allows us to accept donors that would otherwise be declined and honor the donors wish to be used to educate our future physicians.ConclusionsInitial comments from students are positive. We believe that by combining the use of obese donors and nutritional education, we can develop effective modules to teach about obesity and nutrition in multiple courses. Future research using this approach may help to identify and overcome barriers to improving health care for patients diagnosed with obesity.Support or Funding InformationOUWB Fellowship in Medical Education Award to Brent J. ThompsonThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Climatic Adaptation in Human Inferior Nasal Turbinate Morphology: A Preliminary Investigation in Arctic and Equatorial Populations
Authors: Marks Tarah N. , Butaric Lauren N. , Maddux Scott D. , Franciscus Robert G. 
Published: June 2021

The occupation of human populations in climatically diverse regions is of interest to anthropologists and clinicians alike. However, the extent to which humans have adapted to increasing respiratory demands posed by varying temperatures and humidities is still under exploration. Respiratory air conditioning is an important aspect of climatic adaptation in humans, and is governed predominantly by the amount of contact between respired air and mucosa within the internal nasal cavity. An important component contributing to internal nasal cavity shape are the nasal turbinates, which are scroll‐shaped bones that project from the nasal wall. Because the nasal turbinates directly influence the size, shape, and surface area of the mucosa‐lined nasal passages, variation in turbinate morphology may substantially impact heat and moisture exchange within the nasal fossa. However, unlike the encapsulating walls of the nasal cavity, ecogeographic variation in nasal turbinate morphology has not been established. Accordingly, this study investigated variation in inferior nasal turbinate morphology, employing linear measurements of inferior turbinate length, height, and breadth, as well as nasal passage and common meatus widths. These measurements were collected from CT‐scans of crania from two climatically distinct, mixed‐sex, modern human samples: equatorial Africans (n=33) and Arctic populations (n=30). Permutation t‐tests revealed the existence of significant ecogeographic differences in inferior turbinate morphology, with the Arctic sample characterized by significantly longer (p<0.0001), taller (p=0.0005), and wider (p=0.011) inferior turbinates compared to equatorial African individuals. Further, although the Arctic sample was found to possess slightly narrower nasal passages (p=0.015), greater breadth of the inferior turbinate resulted in substantially narrower common meatus dimensions (p<0.0001). Indeed, analysis of covariance (ANCOVA) results show that Arctic individuals would possess significantly narrower common meatuses (p=0.0002) given the same nasal passage breadths as sub‐Saharan Africans. These results suggest that turbinate morphology likely augments other, previously documented, aspects of nasal fossa anatomy which modulate heat and moisture exchange by increasing or decreasing contact between respired air and nasal mucosa.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Unknown foramen in the middle cranial fossa
Authors: Bonatto‐Costa João Antônio , de Mello Coutinho Anna Julie , Araújo Cecília Emmel , Busatto Amanda Antônio , Renner Josué O. , Da Rocha Andrea Oxley , De Campos Deivis , de Oliveira Lino Pinto 
Published: June 2021

The sphenoid is a bone that is part of the neurocranium and is located in the middle cranial fossa. A lot of anatomic structures go through its foramina. The typical foramina found in the sphenoid bone are the following seven: optic canal, superior orbital fissure, foramen rotundum, inferior orbital fissure, foramen ovale, foramen spinosum and foramen lacerum. However, in a skull belonging to the collection of the anatomic laboratory of an university of the South of Brazil, it was found an unusual foramen in the body of the sphenoid bone, below the optic canal, connecting the middle cranial fossa with the nasal cavity; a foramen not yet described in the literature. The goal of this paper was to check the presence of this foramen in dry skulls that had their base exposed, verifying their prevalence in the collection of the anatomic labs of the participating universities. Therefore, a search was made in all of the skulls, following the inclusion criteria, in three universities of Rio Grande do Sul, looking for the same observed foramen. The analysis was performed in other 71 skulls, finding the uncommon foramen in another 3 skulls, making a total of 5.4%. Among them, two had this foramen unilaterally and the other two presented the foramen bilaterally (2.7 %). The analysis was performed in dry skulls. It was not possible to see what structures could go through it. The knowledge of the existence of this foramen entails the need to, in the future, research in other cadavers in gross anatomy available in these institutions in order to identify possible anatomic structures that cross this foramen as well as their functions. The discovery of this anatomic variations can benefit neurosurgeons, antropologists, radiologists and others professionals in the health field, as well as showing itself as a variation depending on other variables. Future perspectives of this study will be concentraded on the observation of the existence of this foramen in cadavers during dissection and removal of the brains.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.