bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Formula 1 Heart of the Etruscan Shrew Suncus etruscus: Using the Extreme to Exemplify Basic Principals in Cardiovascular Physiology
Authors: Harris Michael B. , Flores Phillip H. , Francis Rohin 
Published: June 2021

Modern teaching in physiology is greatly enhanced by strategies such as case‐based instruction. A variant of this employs a comparative approach to illustrate basic physiological principles and promote mechanistic thinking. As with clinical cases, examples from comparative physiology can illustrate dramatic responses of physiological systems under extreme stresses, or specializations, optimizations and integration of physiological processes underlying extreme performance. A typical course in physiology considers the structure and function of muscles, and specializations particular to cardiac muscle. Characteristics of cardiac myocytes are illustrated which underlie myogenic pacemakers and syncytial propagation of cardiac action potential between adjacent cells. Considered are patterns of excitation distribution from cardiac pacemakers through the conducting system leading to precise patterns of muscle contraction ensuring synchronized blood flow through the chambers of the heart. Mechanisms coupling changes in membrane polarization to myofibril cross‐bridge formation and ion fluxes and channel properties integral to muscle contraction, relaxation and refractory periods are all described. Integral to these concepts are the temporal durations of basic physiological processes resulting in a coordinated pattern of autorhythmic systole and diastole, and the capacities for autonomic modulation of the heart to match cardiac output to metabolic demands. These basic principles are commonly only described in relation to humans, and resulting in a healthy heart beating at 72 beats per minute. The Etruscan Shrew, Suncus etruscus, presents as a compelling comparative example, having a heart rate as high as 1500 bpm. We consider the shrew to illustrate basic physiological mechanisms, what is known, what can be predicted and what mysteries remain as to the capacities necessary to accommodate extreme cardiac cycle frequencies approaching 25 Hz.Support or Funding InformationWork reported in this publication was supported by the National Heart Lung and Blood Institute and National Institute of General Medical Sciences of the National Institutes of Health under awards 1R15HL126105 and 1SC2GM112570. The work is solely the responsibility of the authors and does not necessarily represent the official view of the National Institutes of Health or any other funding body.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Building Bridges in Anatomical Sciences and Medical Education: Brazil and US, one step closer
Authors: Curcio Daniella F. , Laitman Jeffrey T. 
Published: June 2021

Building Bridges (BB) is an international outreach initiative to foster collaborations and exchange experiences in anatomical sciences among students, researchers, and educators from Brazil and the US. BB began in April of 2015 with a mini‐symposium at the Icahn School of Medicine at Mount Sinai. This was followed in November 2015 by lectures, colloquia, and student‐faculty exchange sessions in Sao Paulo (Santa Casa School of Medical Sciences), Ribeirao Preto (University of Sao Paulo School of Medicine, USP‐RP) and Rio de Janeiro (Medical School of the Federal University of Rio de Janeiro, UFRJ). Here we report recent BB activities that took place in Rio in November 2017. Presentations were held in the Brazilian National Academy of Medicine (BNAM) and at the Medical School of the State University of Rio de Janeiro (UNIRIO). Dr. Rossano Fiorelli, Member of the BNAM, Chief of the Department of Surgery and Vice Dean of the School of Medicine and Surgery at UNIRIO effectuated the meetings. At the BNAM the event was a Symposium on Advanced Topics in Cervical Surgery. One of us (JL) gave a plenary lecture addressing our current research in developmental and evolutionary anatomy of the larynx, which is funded in part by grants to us from CNPq (Conselho Nacional de Desenvolvimento Científico e Tecnológico/National Council for Scientific and Technological Development). The talk was attended by members of the BNAM, in addition to clinicians, anatomists, and many medical students from Rio. Students representing the academic organizations known as “Anatomy Leagues” awarded JL a special recognition for his, and BB, outreach initiatives, which made this meeting a historic one at the BNAM. At UNIRIO, JL lectured on advances in anatomical and surgical education, and current issues in curriculum design to faculty, resident physicians and students from medical schools in Rio. Following, there was an open exchange and discussion of advances (e.g., use of new technologies such as laparoscopes and robots in teaching in the US) and difficulties (e.g., obstacles in medical education at state universities in Brazil, and shrinking curricular time in the US) in medical education sensu lato in Brazil and the US. The active participation of students, residents, and faculty, including many members of the BNAM, showed a clear and growing interest in the Building Bridges initiatives and the great value of cooperation between the anatomical communities of the two countries.Support or Funding InformationMeeting support funded in part by The Anatomical Record; Research reported funded in part by CNPq grant PDE #249582/2013–9This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Creation of Anatomy R & R Boot Camps
Authors: Rarey Kyle E. , Nonabur Venkatesh , Maxey Amanda , Wright Ashleigh , Hagen Melanie 
Published: June 2021

Anatomy retention and recall (R & R) boot camps were created to further strengthen student's learning of clinically‐relevant gross anatomy. Three boot camps were given generally during a 2 week period prior to an anatomy practical. Importantly, the boot camps were spaced so students could self‐assess their level of anatomical knowledge and have time to review areas that they might be need more time to learn. The anatomy R & R boot camps replaced the traditional practice practical that usually was held the day before the anatomy practical, thereby, lessening the possibility that student could significantly increase their level of knowledge a day before a given practical. Each boot camp session was scheduled for 1 hour; students were asked to identify tagged structures at 25 stations during the first 30 minutes; students then had ~ 30 minutes to immediately review and gain feedback on what clues were used to identify a given structure. Students' perspective of the value of the anatomy R & R boot camps have been overwhelmingly positive. An online survey taken this past academic year by students in the first 3 years of training identified that the boot camps: 1) enhanced their recall and improved their retention (99% strongly agreed); 2) increased their confidence in their ability to identify structures and functions (81% strongly agreed); 3) facilitated their learning of anatomy (99% strongly agreed); and 4) provided feedback on their level of knowledge (88% strongly agreed). Qualitative data further confirmed the positive impact students placed on the boot camps. Although setting up individual boot camps was time‐intensive, the teaching faculty viewed the boot camps experiences as a means to further enrich students' knowledge base of anatomy.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Analyzing the Knowing‐Doing Gap of Pedagogy Implementation by Near‐Peer Pre‐Professional Anatomy Lab Teachers
Authors: Malmgren Lauren E. , Smith Devon T. , Read Chloe C. , Nguyen Sarah E. , Arrington Derek D. , Brennan Tyler A. , Sullivan Jessica A. , Dawson Danny D. , Day D. Clark , Foulk Corey A. , Gamble Elyce M. , Jenkins Preston R. , Myers Emma J. , Nielson Amanda , Stout Robert O. , Tenney Heath A. , Wayment Aspen , Wisco Jonathan J. 
Published: June 2021

Training pre‐professional Teaching Assistants (TA's) in the art of pedagogy is a first step toward mastery of the ACGME Core Competencies of Patient Care, and Interpersonal and Communication Skills. The Knowing‐Doing Gap (KDG) of implementing training into practice is a common problem in the field of medical education. We wanted to identify the specific factors that contributed to the KDG for near‐peer pre‐professional Gross Anatomy TA's toward implementing new teaching strategies. A 6‐week pedagogy training program was implemented in which Anatomy Lecture TA's instructed peer Lab TA's on a variety of teaching strategies applicable for any of the three different lab classroom formats: Didactic Lab (DL), Open Lab (OL), unsupervised Free Lab (FL). The goal of the program was to improve the teaching skills of the Lab TA's and identify barriers to pedagogy implementation. Following the completion of the training program, we asked lab TA's to complete an IRB approved reflection through Qualtrics that assessed their implementation of teaching strategies. Questions included both Likert and free response formats. Likert data were expressed as percentage of respondents. Free response data were analyzed using a grounded theory approach, beginning with constructing a word cloud to reveal the most frequent words used in responses that informed subsequent detailed thematic qualitative analysis. Of our 63 Lab TA's, 46 responded (73%) to the survey. We analyzed the use of six teaching strategies. Flipped classroom style and facilitating justification reasoning were used most frequently in DL (17.2%, 48.78%). Peer teaching and gamification were used most frequently in OL (24%, 18.4%). Second order questions and case‐study methods were used most frequently in FL (48.75%, 20.73%). Lab TA's reported that gamification was the most difficult to implement. Across pedagogies, inadequate time to implement, student under‐preparation and/or disinterest in the pedagogical technique as a help for learning the material, were the principal factors that contributed to the KDG in the Anatomy Lab. Future studies will examine methods to overcome barriers toward implementing novel pedagogical techniques.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 Best of Two Worlds: Combined Prosection and Dissection in a Clinical‐anatomy Enhanced Medical Anatomy Lab
Authors: Viscomi Natalie S. , Li Cheng‐Shu , Sarko Diana , Huang Anthony , Clough Richard W. 
Published: June 2021

Medical and other health science students are provided a unique theatre in the anatomy lab, to dissect, reflect upon and discover normal anatomy, anomalous variations, disease or trauma‐induced disruptions, and often times, pre‐mortem clinical interventions as exist in modern humankind. This highly effective learning activity is becoming temporally less practical. With diminished time available for cadaveric dissection, alternative approaches have become more common: i.e., prosection‐only approaches, digital/electronic anatomy, discovery using plastinates, and others. Accepting the reality of more limited time, but still appreciating the beneficial attributes of dissection, on many levels, we launched a new approach in our anatomy curriculum. In its inaugural year, we have proceeded to hemi‐dissect each of the student group cadavers such that when the students come into the lab to dissect, the alternate side of their cadaver is already prosected. As such, students have a ready consult at their station that shows them what to strive for as they dissect the side contralateral to the prosection. This gives the students more time to be more careful on their side and gives them an unparalleled and timely opportunity to “learn” from the prosection while dissecting the alternate side (rather than “standing around” while some dissect and others don't). This has proven to be wildly popular for this year's class. Moreover, this has proven to shave dissection time from the calendar, make more efficient the dissection experience for the students, and to actually ease the burden on faculty with regards to “teaching”. For example, “teaching” can commence nearly immediately in any given lab session and while the “student dissectors” are working their hemi‐dissection. This approach markedly increases the temporal efficiency of dissecting while preserving the tangible and more intangible attributes of cadaveric dissection.Support or Funding InformationSupported by SIU School of MedicineThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Use of Expert Opinions as a Guide to Develop a Tool to Assess a Virtual 3D Pelvis Model for Medical Training
Authors: Meyer Edgar R. , James Amber M. , Dehon Erin , Pound Charles R. , Warren Susan , Cui Dongmei 
Published: June 2021

3D anatomical models are often implemented in medical education to assist medical students and residents in learning human anatomy. During surgical procedures, virtual 3D anatomical models can also help residents and attending physicians map their approaches to anatomical structures during operational interventions. Given the variability that exists in 3D models, experts will be solicited for their opinions concerning which anatomical structures are most crucial to display in virtual 3D models of the pelvis used in educating medical students and residents. Experts will include physicians and scientists who have mastered pelvic anatomy and who have experience teaching medical students and residents about the pelvic region. These expert opinions will be used to improve the accuracy of structures and to enhance the interpretation of the special 3D relationships of structures within the model. Each of the expert responses will be incorporated into a survey that will be distributed to all of the experts for a final review in which they will analyze each item and rank, using a Likert scale, its importance for medical training. The content validity of this survey will be determined by computing the content validity index (CVI) and removing items with a low rank. The results of this survey will be used to guide the creation of the 3D model and to improve the quality of pelvic models in medical education. Future studies will address the evaluation of pelvic models using this assessment tool. In addition, future studies will explore the application of these models to medical students' learning as well as medical residents' training in surgical procedures involving the contents of the pelvic cavity and the contents of the lower abdominal cavity that are closely associated with the pelvis.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Virtual Dissection Adds Educational Value to a Traditional Medical Undergraduate Cadaveric Anatomy Course
Authors: Darras Kathryn , Spouge Rebecca , Arnold Abigail , de Bruin Anique , Nicolaou Savvas , Krebs Claudia , Hatala Rose , Forster Bruce 
Published: June 2021

BackgroundVirtual dissection is performed on near life‐size anatomy visualization tables (AVTs), which are like hospital radiology workstations. Patient CT scans are loaded into these tables and through powerful software interactions students work together to manipulate the data and perform their dissection. The purpose of this study was to develop virtual dissection laboratories for first year medical students and to qualitatively assess the educational value of these sessions as well as students' preferred pedagogical approaches for this new technology.MethodsAll students in the first‐year medical undergraduate program were included in this study (n = 292). A Basic Virtual Dissection Curriculum focused on normal anatomy was offered to all students concurrently with the Cadaveric Laboratory Sessions and an Advanced Virtual Dissection Curriculum focused on pathology was offered as 4 extra‐curricular sessions. 36.6% of students participated in the Advanced Curriculum. Following the course, both groups of students were surveyed to determine their attitude toward virtual dissection and the pedagogical approaches they perceived to be the most useful for this technology. Results were statistically analyzed using the Schulze method.ResultsThe response rate for the Basic Curriculum was 69.2% and the response rate for the Advanced Curriculum was 82.9%. 93% indicated that virtual dissection was “definitely” a valuable addition to the anatomy lab. 89% of respondents “agreed” or “strongly agreed” that AVT virtual dissection improved their understanding of disease and pathology. They reported that the aortic aneurysm case was the most memorable case because the imaging made it easier to understand the pathogenesis of the disease. Students felt that small group demonstration and problem‐based learning would be the best teaching approaches for this technology.ConclusionsVirtual dissection adds educational value to undergraduate anatomy teaching, primarily because it provides students with a clinical context for the anatomy they are 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.
Netlab: A platform for crowdsourcing virtual microscopy knowledge
Authors: Doyle Michael D. , Harrod Kimberly R. 
Published: June 2021

The Netlab project is part of an ongoing effort in image informatics that began in early 1985. This early work resulted in the development of the first digital histology atlas system, which was presented at a NASA conference in 1987. That system used a technology called MetaMAP to make every pixel of the image an independently‐addressable hotspot, linkable to histology knowledge data relating to the cell or structure at that location in the image. The MetaMAP system was then applied to larger anatomy imaging projects, first in the Visible Embryo Project, at UCSF, in 1994, then in the Muritech Atlas of Mouse Development, in 1996, and the Eolas AnatLab project in 1998 and later. In the AnatLab system, MetaMAP allowed the creation of over 800,000 3D anatomical annotations to be made on the image data from the Visible Human Project. The scale of that effort exposed the extreme difficulty involved in validating this kind of data, even when the annotators were trained anatomy students supervised by a professor. The Netlab system is an attempt to lay the groundwork for both building virtual microscopy resources of unlimited scale, and leveraging the power of crowdsourcing to facilitate detailed and validated annotation of the microscopic image data accessible through the system. The Netlab client software allows users to access Aperio‐scanned slide image data streamed in real time over the cloud from the Netlab servers to either a Web browser or a mobile app. Users can pan and zoom in and out across the magnification ranges typical of microscopes in the lab, and can place textual annotations at any locations on any slides in the collection. Each annotation can be classified as private, group or public. Any user with access permission to view another user's annotation can validate that annotation. Each validation is assigned a weight based upon the role of the validator (peer or professor, for example). Group moderators (e.g., professors) can set thresholds for validation. Annotations above the threshold have a “verified valid” icon displayed when viewed. Future work will focus on both expanding the image collection and the development of a more automated validation system, using an approach inspired by the proof‐of‐stake distributed consensus algorithms currently popular in the blockchain technology 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.
Using Three‐Dimensional Cranial Scans to Teach Anatomical Variation
Authors: Ganoe Maria R. , Lynch Hannah L. , Koons Aaron W. , Lambert H Wayne , Zdilla Matthew J. 
Published: June 2021

Learning anatomical variations of the cranium poses unique difficulties particularly with regard to having physical access to crania with variations, adequate time to appreciate specimens, and an inherent lack of depth perception afforded from textbook images. This report documents the development of a repository of three‐dimensional (3D) scans of crania possessing both common and rare anatomical variations. Examples of such anatomical variations include metopism, plagiocephaly, elongate styloid processes, confluence of the foramen ovale and spinosum, elongate nasal bones, osteoma, clival foramina, mastoidal emissary foramina, and caroticoclinoid foramina. The utility of 3D scans overcomes many barriers to learning cranial variation. For example, by having a digitized model of a cranium, a student can interact with the model in three dimensions outside of a laboratory. It allows for time flexibility as well. Additionally, there are benefits beyond the primary goal of educating the student, which include eliminating concern for damage to crania from mishandling and concerns of theft.Support or Funding InformationWV Research Challenge Fund [HEPC.dsr.17.06] and [HEPC.dsr.14.13]This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.