bluuebunny/crossref_metadata_2025_split huggingface dataset:
EMG Comparison between Sixth Grade Students
Authors: Rascon Jozelyn , Pena Francisco J. , Ramirez Juliana A. , Pena Marcelo , Trujillo Elizabeth , Melendez Gladys , Lazcano Cameron , Morales Acuna Francisco J. , Gurovich Benjamin , Valencia Carolina , Gurovich Alvaro N. 
Published: June 2021

Physiology Understanding (PhUn) week is the K‐12 outreach program of the American Physiological Society to enhance STEM education. During a PhUn week activity, we seek to observed differences between boys and girls in the electromyography (EMG) of the biceps brachii. An EMG signal is the electrical manifestations of the neuromuscular activity, or action potential, in response to muscle contractions. The signals wavelengths are recorded as a mean voltage or peak‐to‐peak (PP) time. EMG could be affected by the anatomical and physiological characteristics of the muscle, the nervous system, as well as features of the instrumentation being utilized to analyze them. Seventeen middle school students (7 boys and 10 girls), between the ages of 12–14, were ask to voluntarily participate in PhUn week. A Biopac MP40 system was used to acquire the EMG data by examining motor recruitment and skeletal muscle fatigue. The EMG values were recorded on both dominant and non‐dominant arms while holding a 10lb weight at a 45‐degree elbow flexion, for a duration of 2 seconds. Thereafter the same procedure was performed with a 20lb weight and held until skeletal muscle fatigue was reached. The results showed that, overall, there was significant differences between dominant and non‐dominant arms only in P‐P at 10lb (1.4±2.1 vs. 0.9±1.2 ms, respectively, p<0.05). There were no differences between dominant and non‐dominant arms in any EMG signal in boys or girls. However, there was a significant difference between boys and girls when comparing all the P‐P times for 10 and 20lb in dominant and non‐dominant arms showing a higher muscle fiber recruitment in boys. The evidence suggest that the dominant arm tends to have a higher activation of muscle fibers, as opposed to the non‐dominant, and that more muscle fibers are recruited in boys than girls, when performing the same task.Support or Funding InformationThis work was partially supported by the National Institute of General Medicine Sciences of the National Institute of Health under linked Awards Numbers RL5GM118969, TL4GM118971, and UL1GM118970.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
INNOVATIONS IN HIGH SCHOOL PHYSIOLOGY: THE ARDUINO HEART RATE L.E.D MONITOR
Authors: Anjur Sowmya 
Published: June 2021

Physiology and Disease (PAD) is a Biology elective at the Illinois Mathematics and Science Academy, Aurora, Illinois, which is a residential magnate school for students gifted in math and science. My PAD class is based upon student centered learning which has proven to be the best way to challenge students to take responsibility for their own learning. Students spend the most time on the cardiovascular unit, wherein they measure their heart rates, lung capacity and blood pressure before, during and after exercise, correlating their data to their understanding of neuronal controls. Students also build a working model of the mechanical pumping of the human heart. Although several such opportunities are provided in this unit for hands‐on experiences in the laboratory and in the classroom, the intrinsic conduction system of the heart has yet to be modeled. Students normally measure their heart rate using carotid pulse or radial pulse while exercising. Digital heart rate monitors are expensive and not very conducive to re‐use. Based on my previous experience with the mechanical heart models, requiring students to build models seems to correlate better with their improved understanding of the material. This prompted the creation of the arduino heart rate L.E.D. monitor project. Another factor that strengthened the necessity of an innovative lab that used their programming skills to model the electrical system of the heart, was the mandatory computer science requirement for high school graduation. For the arduino project, students are provided with Arduino UNO or compatible boards, Grove base shields, Grove ear clip heart rate sensors, Grove universal 4‐pin cables and LED and 330 Ohm resistors. They are provided with instructions on how to complete building their project, and are allowed to modify the instructions provided. At the end of this project, students are required to write a reflection on their work, correlating the working of the model to their understanding of the intrinsic conduction system of the heart. At this time, students in my classes are currently working on their heart rate models and I plan to collect their feedback for this project along with any suggestions for improvement or modification. Future research is planned to correlate student understanding to modeling activities in the classroom, based on their work and that of upcoming classes in the course. The main purpose of this assessment is for students to engage their creative skills and take responsibility for their own learning. The evaluation of this assessment includes appraisal of the quality, accuracy and creativity of their monitors and the accuracy of their reflective correlations with the electrical circuit of the human heart. It is hoped to continue building upon this non‐traditional method of modeling for other physiology concepts next semester, to further enhance student 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.
Who Donates the Body to Science? The Profile of the Donor in Southern Brazil
Authors: da Rocha Andrea Oxley , Maues João Lins , Macedo Mateus Belmonte , Thomaz Gabriela Dalla Giacomassa Rocha , Okabayashi Caio Seiti Mestre , Picanço João Marcelo Astolfi , de Moraes Maria Paula Oliveira 
Published: June 2021

ObjectiveHuman bodies are considered essential for teaching and research purposes involving the health sciences. To have a good understanding of the body structure and function, it is necessary throughout the graduation to grant opportunities for the study of anatomy directly from actual bodies. Therefore, the Body Donation Program at UFCSPA (BDP) was developed to fulfill the need of the university for material to the teaching of anatomy. However, it is still necessary to expand the understanding regarding body donation to the population, so that the project can be effectively implemented. To achieve this objective, this study aims to identify the demographic characteristics of the people registered in the program as an alternative to develop marketing strategies focused of the potential donors.MethodsThe study was approved by the Research Ethics Committee of UFCSPA (No. 721/2008). The data were collected using a specific form filled out by the donors or their family members at the time of registration. It included data from the time of the program's creation, in January 2008, to June 2016. All individuals who participated in the study completed and signed a consent form at the time of registration. The survey included 12 questions covering demographic, socioeconomic and health related aspects.ResultsData from 414 donors were analyzed. It was verified that 60% of the donors were 60 or older, being the majority female (62.9%), single, divorced and widowed donors (70.9%), and 26% of the donors had at least one family member already registered in the database. Most of the registrants (89%) claimed to have religious beliefs. There was no prevalence of health science professionals or students of health sciences among the donors. It was found, however, that the generic profile of the donors is represented by educated individuals, with 93,8% of them having completed high school, and individuals defined as belonging to the middle class (40,4%). Most of the registrants heard about the BDP through the press.ConclusionSince the study had the objective to expand knowledges about the possibility of the body donation, the results can be useful to universities faced with the problem of acquiring bodies for academic purposes. It may be beneficial to consider implementing body donation programs, and those universities that already have an ongoing program should consider targeting their campaigns more precisely. Furthermore, a higher number of studies aiming the analysis of shared aspects among donors would be even more useful, since a better understanding of donor populations can be advantageous for recruitment campaigns.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
An Impact of Images on Multiple‐Choice Questions in Anatomy Examination Score in Nursing Students
Authors: Narnaware Raj 
Published: June 2021

Anatomy examinations often have a key visual component with the inclusion of many images, and research shows that visualization can have a positive effect on learning (Vorstenbosch et al., 2013) while altering learner's cognitive load, memory and examination anxiety (Mayer RE, 2005). However, most of the studies on the effects of images on anatomy examinations are focused in medical, pre‐nursing, or pre‐health science students but have not yet been assessed in nursing students. To assess the effects of images on anatomy examination scores, quizzes and final examination containing multiple‐choice questions with greater or lesser anatomical images was assessed. Results show that inclusion of more anatomical images in a multiple‐choice anatomy quiz (quizzes #1 and 2, section BN01) significantly (P<0.01) increased their percent class average compared to a similar quiz with fewer images (Quiz #1 and 2, section BN02). In quiz#3, reducing the number of images by 50% in anatomy section BN01 resulted in a significant decrease (P<0.05) in their percent class average compared to an image‐rich quiz in section BN02. However, the final anatomy examination containing an equal number of images in both anatomy sections (BN01 & BN02) did not alter their percent class average. Interestingly, the percent score of individual questions from the examinations with images was significantly higher than the same questions without images. In conclusion, the results from this study indicate that image inclusion in anatomy examinations can have a positive impact on recall of anatomical knowledge and may provide a hint to an answer in anatomy examinations in nursing students.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.
How Students Choose E‐learning Resources ‐ The Importance of Convenience and Familiarity
Authors: Hortsch Michael 
Published: June 2021

Electronic learning technologies are popular with today's generation of students. However, how they choose their favored resources from the plethora of available e‐learning tools has not been investigated in much detail and therefore is not sufficiently understood. A popular electronic self‐assessment resource was offered in three different formats to students participating in two histology courses at the University of Michigan (an introductory histology summer course for first year dental students and a full‐term histology course for graduate and undergraduate students). The SecondLook™ Histology review tool was available to them in the form of PowerPoint files, as an interactive website, and as a mobile smartphone and computer tablet app. Identical in content, each format had its specific advantages and disadvantages, specifically the types of compatible devices and access limitations. After the conclusion of both courses, students were surveyed about their format choices and reasons for selecting their favorite format, as well as usage patterns. The overall survey participation rate for both courses was 91.8%. Only one out of 156 participating students reported not having used the SecondLook™ resource. The majority of students (over 54%) tried only one resource format, with PowerPoint being the most popular final choice (58%). Although the interactive website and mobile app offered several user‐friendly features not available with the PowerPoint files, they each only garnered around 20% final popularity. Ease of access and familiarity with the PowerPoint software were given most often as reasons for students' choice of resource format. The availability of and preference for specific devices (laptops, smartphones and computer tablets) and the flexibility of time and place to use the resource were also named as factors in the final format selection. The availability of mobile learning resources encouraged some students to use the tool in environments with many distractions which may interfere with learning (commuting, gym etc.). It also encouraged some students to forgo other learning opportunities, specifically textbooks, the course website, and other supplementary learning resources. In conclusion, my results suggest that today's students are less motivated to actively seek out novel learning resources and formats than commonly believed and instead often select familiar and convenient approaches and study tools.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Combination of a Variety of Technological Tools in the Anatomy Classroom.
Authors: Stashenko Vetaley , Walker Candice 
Published: June 2021

We have developed an Anatomy and Physiology course with highly effective uses of the latest advanced technological tools, which are essential to student's engagement, success and development of critical thinking abilities and the expansion of the classroom outside the college Campus. The presentation will discuss strategies, which we have implemented for the process of the selection of the text book, course software and hardware resulting in the improvement of grades, retention, and completion and mastery of the subject matter. The combination of visual approaches (text and digital) with the normally anatomically correct projected cadaver and specimens allows students to interact with the subject study in a 3D environment anytime and anywhere with customized interactive assessments that maintain the continuity of learning between lectures and the laboratory. Additionally this allows students to integrate basic scientific knowledge with clinical (personal) applications. Student's experiences and survey results will also be shared. Steps of our implementation process will also be discussed.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Using Augmented Reality Glasses in Central Venous Line Placement Simulations
Authors: Thomas Jonathan , Huang Cynthia Y. , Alismail Abdullah , Cohen Avi , Almutairi Waleed , Daher Noha , Terry Michael , Tan Laren 
Published: June 2021

Central venous lines are used to administer medicines, nutrients, and blood products to the heart via the large internal jugular vein. This technology is used when medications cannot be administered orally or injected through smaller veins. The procedure involves a high level of precision and there is little room for error. The goal of this research is to investigate the feasibility of using augmented reality (AR) glasses in central line simulation by novice operators and comparing its efficacy to standard central line simulation/teaching. With the Brother AiRScouter augmented reality glasses, the learner controls the timing of each step and receives real‐time information from the AR glasses. A grader documented the time to AR glasses placement, time to venipuncture, number of attempts, and completion of a pre‐determined checklist. This study used a prospective randomized enrollment of 32 novice operators. Subjects were randomized on a 1:1 basis to either a simulation using the augmented reality glasses or a simulation using only conventional instruction. There was a total of 32 subjects participating in this study. Mean age of participants was 39.8±7.8 years; 5 Females and 27 Males; 11 Physicians, 19 Respiratory Therapists, and 2 Sleep Technologists. The mean time for AR placement in the AR group was 71 ± 43 secs and time to IJ cannulation was 316 ± 112 sec. There was no significant difference in median (min, max) time (seconds) to IJ cannulation for those who were in the AR group and those who were not (339 (130, 550) vs 287 (35, 475), p=0.09), respectively. There was also no significant median difference between the two groups in total procedure time (524 (329, 792 vs 469 (198, 781), p=0.29), respectively. Our results are consistent with the idea that AR‐simulation of central venous catheters is feasible and efficacious for novice operators. AR technology is likely to be generally applicable to both procedural and fundamental medical education.Support or Funding InformationBrother Augmented Reality glasses were provided by Brother‐USA. Tom & Vi Zapara School of Business at La Sierra University supported this study.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Immersive Technologies to Augment Anatomy Education
Authors: Malone Erica R. , Pine Michelle , Seo Jinsil Hwaryoung , Smith Brian , Brunner Michael , Cook Margaret , Leal Steven , Bai Zhikun 
Published: June 2021

Correctly defining the locations and positional relationships between anatomical structures requires learners to complete complex spatial mental transformations. Learners must ultimately be able to visualize structures and their relationships in order to apply anatomical concepts in practice. However, no group of students is homogeneous. Because students have varying levels of innate spatial ability, it is necessary to develop learning tools that provide scaffolding for individuals across this spectrum. To that end our multidisciplinary team is utilizing virtual reality technologies to address this need. Anatomy Builder VR is designed to encourage learning anatomy through exploration of 3Dimensional virtual skeletons. Learners start in a hub room and then choose to build either a human or canine skeleton. Novice learners start with introductory, guided lessons that demonstrate the following: 1) the use of directional nomenclature, 2) correct anatomical orientations, 3) basic movements of the joints of the thoracic limb, and 4) the proper names of each bone. Each lesson is designed with targeted learning outcomes and allows for exploration, practice of concepts, and assessment with immediate feedback. The application also has a sandbox component where learners can assemble skeletons with minimal guidance, and a game room that allows users to test their knowledge of osteology in a low stakes and fun environment. Our goal is to harness the unique features of immersive technology to help learners create their own accurate mental representations of the features and relationships of structures within the body. Overall feedback during interaction has been positive and the next phase of the study is to recruit undergraduate students and begin assessing the impact of using Anatomy Builder VR on visual‐spatial understanding.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Using Real‐time Ultrasound Imaging to Enhance Students' Learning of Anatomical Knowledge in Physical Therapy Education
Authors: Day Leslie , Markowski Alycia , Watkins Maureen 
Published: June 2021

In the Doctor of Physical Therapy program, students complete an anatomy course where they are expected to learn proper identification of anatomical structures and develop didactic manual skills to properly palpate those structures. For many students, the connection between what they view in the cadaveric laboratory and surface anatomy can be challenging. The purpose of this study was to use real‐time ultrasound imaging (RTUI) technology to enable students to visualize real‐time anatomy for the accuracy of their palpation skills. Subjects consisted of two consecutive years of students in the first semester of a Doctorate of Physical Therapy program taking gross anatomy (n=91; n= 102). The fifteen‐week gross anatomy course consisted of a lecture, prosected cadaver and a separate surface anatomy laboratories. Students were allocated into a control or experimental group based on laboratory sections. The standard surface anatomy laboratory education (control) included visual demonstration of palpation technique for the collateral ligaments of the knee and ankle, followed by verbal feedback from instructors while students were practicing. The experimental group also received visual feedback utilizing a GE Healthcare LOQIQ‐S7 Ultrasound Imaging Machine during identification of knee ligaments, but not during the identification of ankle ligaments. Four weeks following the intervention, all students' palpation performances of the knee and ankle ligaments were assessed for time and accuracy. In addition, students completed a six‐question survey assessing their perceived confidence in their palpation skills. Comparison of traditional and technology enhanced learning both within subject (knee v. ankle ligaments) and between subjects (control v. experimental) was analyzed for effectiveness on student's skill acquisition and confidence. The use of RTUI during laboratory teaching improved students' learning and accuracy in palpation of knee ligaments. The implementation of an emerging technology (RTUI) with traditional laboratory techniques may assist with student's transference of anatomical knowledge in cadaveric specimens to surface anatomy, which may have a long‐term impact on clinical skills.Support or Funding InformationThe development of this technology assisted instructional program is funded by Northeastern University Provost Instructional Development 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.
Surface Projection of Cubital Tunnel: Cadaver Study
Authors: Khan Mustafa A. , Khan Tasrif Alam , Khan Mahwish Iqbal , Kanwar Kiran , Liu Howe , Lovely Rehana Sultana 
Published: June 2021

Cubital tunnel syndrome (CTS) involves the compression or stretching of the ulnar nerve within the cubital tunnel. Two possible sites of compression are the sulci nervi ulnaris and the tendinous arch of the flexor carpi ulnaris (FCU) muscle where the two heads (ulnar and humeral) join. Accurate identification of these locations is important for developing differential diagnoses and providing appropriate intervention for CTS. While the sulci nervi ulnaris can be palpated at the posterior surface of the medial epicondyle, locating the tendinous arch of the FCU can be difficult. This study was conducted to help clinicians identify the location of the FCU tendinous arch by using an average thumb width. Twenty cadavers (10 males and 10 females, ages 56–97 years) were dissected for analysis. The midpoint of a straight line between the olecranon (OE) and medial epicondyle (ME) was identified and the perpendicular distance from the OE‐ME line midpoint to the FCU tendinous arch was measured. These measurements were then converted to thumb interphalangeal joint widths. A mean thumb width of 17.94 ± 3.9 mm was used from a previous study. The distance between the midpoint of the OL‐ME line to the tendinous arch was found to be 1.14 thumb widths or 20.50 ± 1.3 mm. Based on this information, clinicians may be able to approximate where the two heads of the FCU join by palpating one thumb width distally from the OL‐ME line midpoint.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.