bluuebunny/crossref_metadata_2025_split huggingface dataset:
Class Attendance and Student Performance in Medical School Anatomy Education
Authors: Fang Xiaoqian , Olvera Nina , Madrigal Karina 
Published: June 2021

Student academic performance in medical school is positively correlated to their success during their graduate medical education, as well as their career in the short term. Improving student academic performance is an essential part of educational research. A significant decline of classroom attendance in medical school has been noticed with the trend of non‐mandatory classes and the availability of lecture videos. In this study, we used the data collected in anatomy education to investigate the relationship between students' classroom attendance and academic performance. Since the attendance for lectures is optional, the attendance data was collected in the mandatory laboratory sessions by circulating an attendance sign‐in sheet or through an electronic application (TopHat). Students were divided into three groups, 1) students who attended the session less than the mandatory requirement, 2) students who attended all sessions, and 3) students who attended the session more than the mandatory requirement. This study included one‐hundred students, covering eight different modules, including both year 1 and year 2 medical students. We find that (a) group 3 always performed better than group 2 in written exams; (b) group 3 always performed better than group 2 in lab practical exams; (c) group 1 performed better in the beginning of the medical school study even though students attended mandatory lab sessions less frequently than their peers; (d) from the third module onwards, group 1 students started performing poorer than the other two groups and remained the same till the end of the second year. The main conclusion reached by this study was that classroom attendance positively correlates to student academic performance. This study highlights that student attendance can be used as a predictor to estimate student academic performance and can help educators identify and facilitate interventions for at‐risk students.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Examining Color Vision Deficient Health Professional Student Performance and Attitudes in Histology
Authors: Weinfeld David , Granadier Robert , Attardi Stefanie M. 
Published: June 2021

All United States medical and dental schools incorporate histology into their curricula. Histology is the microscopic study of tissues and often involves specific colored staining. Histology's role in health professional education and practice underscores the need for students to understand and apply histological concepts. It has been proposed that color vision deficient (CVD) students may struggle learning histology and it is estimated that 8% of men and 0.5% of women in the general population are CVD. No studies have quantifiably assessed students' color vision and performance in histology. This research objectively assesses health professional students' color vision and performance in histology, as well as obtains subjective information about student attitudes and experiences about histology. The objectives of this study are to compare normal visioned to CVD students in terms of performance and time on task on an image‐based histology assessment and to compare their histology study experiences. It is hypothesized that compared to the normal visioned students, CVD students are expected to spend significantly more time on the image‐based questions and score significantly lower. It is also expected that CVD students will be unaware of their disadvantage in histology; thus, are likely to seek help from professors at similar rates as their normal visioned peers. To date, first‐year and second year medical students at Oakland University William Beaumont School of Medicine and first year students at University of Michigan (U of M) Medical School and U of M School of Dentistry have been invited to participate in the study. Participants (n= 72) completed an online Qualtrics survey consisting of demographic questions, a validated colorblindness examination, 52 multiple choice image‐based histology questions and a post‐survey on student attitudes and study experiences in histology. Analyses will compare CVD students and normal visioned students on time spent, correct answers (independent T tests), and attitudes and experiences in histology (Mann‐Whitney U). Recruitment is ongoing to increase responses from the small population of CVD students. The results are expected to quantify that CVD medical students are both unaware of their disadvantages in histology and receive lower scores on histology assessments relative to their normal visioned peers. This information would show histology and health professional educators the need to specifically identify and accommodate CVD students, who otherwise may not know to seek help with their learning.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Comparison of First Year Medical Students' Performance on First and Second Order Questions on Gross Anatomy Practical Examinations
Authors: Ferriby Andrew Charles , Williams Sutton , Sinning Allan 
Published: June 2021

The goal of this study was to determine how first year medical (M1) students perform on different question types, first and second order, during gross anatomy practical examinations. In this study first order are simple “identify the tagged structure” questions. Second order questions require students to identify a structure, and apply their knowledge of it to answer correctly. An example of a second order question is “What spinal nerve levels does the tagged nerve originate from?” To conduct this investigation, laboratory practical examination questions (N=114) were coded as either first order (N=96) or second order (N= 18). Responses from the 2018 M1 class (N=167) were entered (1= correct, 0= incorrect) for analysis. The responses were added up and averaged for a first order, second order and overall examination grade. The overall average for the first half of the course was 80.66%. Averages for first and second order questions were 81.95% and 73.75% respectively. This resulted in an overall difference of 8.2% between the two different question types. A further break down shows a difference of 8.42% on block 1 and 6.45% on block 2. Data collection for the second half of the course is ongoing and will be added as it is obtained. These preliminary findings suggest that M1 students have a lower performance rate on second order questions. This may be an indicator that M1 students are not learning the material in a way that allows them to apply content effectively to answer second order questions. This apparent difficulty in students' ability to answer these questions is important for faculty to consider both in assessing instructional design and students' knowledge. Further investigation may yield more conclusive answers as to what may cause this disparity and how to address it.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Comparison of the “Histo!” app with traditional histology study guides
Authors: Moore Kathryn , Colombo John , Ash Rick , Scott Sheryl 
Published: June 2021

Objectives“Histo!”, an iPad application, was developed by histology faculty at the University of Utah (UU) in response to student requests for a histology learning tool. The intent was to provide a self‐directed learning app for medical and dental students using high‐quality histological images from the UU histology slide collection. Histo! was designed to complement other teaching methods and facilitate initial learning, review, and self‐testing of course material. Content includes structural and functional questions, incorporating learning, quiz, and test modes. Many students use Histo! as their main study tool. Although there are many basic science educational apps available and several histology apps, few have been validated and tested for dental students.MethodsIn this pilot study, we assessed the educational value of Histo!, specifically whether the app functions better as a tool for learning, review, or both. 48 first‐year dental students took a pre‐test assessing their baseline histological knowledge of different body systems. Students were randomly sorted into groups and for the week preceding each lab each group of students prepared by using either the Histo! app or provided lab study guides, containing the same content. Before each lab, students retook the topic test. Group scores were compared using Student's T‐test. Groups were assessed on four different topics, with preparation of two topics using Histo! and the other two using study guides. At the end of the study, a qualitative survey was given to students to assess their usage and learning preferences regarding the Histo! App vs. traditional study guides.ResultsComparison of group scores on the post‐tests showed a 2‐fold improvement in scores, irrespective of study method. There were no statistically significant differences in group performance (p= 0.24), though the Histo! group scores trended slightly higher. Students were surveyed on their usage of Histo! throughout the course, comparing the two modes for initial learning and as an exam review tool. In addition, students gave feedback on their sense of preparation, satisfaction and engagement with the app. Final results from the qualitative student experience survey are still pending.ConclusionsPreliminary results suggest that Histo! is as effective as study guides, at least for initial learning. Students found the app to be engaging and less time consuming than traditional study methods, and preferred spending study time on the app as opposed to using the traditional study guides.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 through the Eyes of the Beholder: Using Eye Tracking to Understand How Novices Learn Neuroanatomy
Authors: Leclair Rebecca , Nguyen Angela , Cheung Beata , Brewer‐Deluce Danielle , Heisz Jennifer , Lyons Jim , Wainman Bruce 
Published: June 2021

IntroductionDespite student reports of high difficulty and neurophobia, there remains little examination in the literature on what makes neuroanatomy challenging. A preliminary study found that increased grey‐to‐white matter stain contrast marginally improves learning in students with low working memory capacities (WMC) but not those with high WMC. Why this augmentation is beneficial to some but not all students is unknown. Further, evidence suggests competency influences the way images are viewed and interpreted, which may account for some this previously observed difference.AimThis study will use eye tracking to better understand how novice students view and learn neuroanatomy. Specifically, we aim to: 1) assess differences in viewing patterns between high and low contrast brain slices for students with high and low WMC, and 2) to then compare viewing patterns between novices and experts to uncover competency‐related changes as they relate to contrast.MethodsUndergraduate students with no previous anatomical education (n=120) were recruited to complete an eye‐tracking session containing two learning and two testing periods. Each learning period consisted of 4 brain slices (either coronal or transverse planes and high or low contrast) labeled with 12 neuroanatomical structures. The students were given 5 minutes to learn the structures while their viewing patterns were tracked. In the testing periods, students were prompted to click on named structures on a low‐contrast brain slice. Eye tracking data was recorded along with test accuracy. This learning/testing protocol was repeated twice such that the brain image sectioning plane (coronal vs transverse) and the stain contrast (high vs low) order of exposure were counterbalanced. Finally, participants completed the Automated Operation Span Task (OSPAN) to quantify their WMC.ResultsData collection is ongoing. Preliminary results suggest differences in fixation durations, frequency of fixations on irrelevant areas, and time to first fixate on relevant structures between novices and experts. Full data will be subsequently analyzed and presented.Discussion/ConclusionBy better understanding how students learn neuroanatomy, we will be able to gain insight into factors that contribute to the difficulty of the subject and support research on better methods for teaching neuroanatomy.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Photogrammetry or 3D Surface Scanning – Which tool works best for anatomical specimens?
Authors: Dixit Ishan , Piemontesi Joshua , Kennedy Samantha , Kennedy Bruce , Krebs Claudia 
Published: June 2021

High fidelity 3D representations of anatomy are becoming increasingly popular as educators capture anatomical specimens for use in virtual and augmented reality applications or for providing a 3D representation that can be freely manipulated in web applications.The question then arises which tool best suits the task at hand ‐ both 3D scanning and photogrammetry are options.We have compared the use case for these technologies in medical education ‐ our aim was to create 3D models of anatomical specimens with high quality and resolution. Various qualitative and quantitative criteria were applied to determine and compare the performance fidelity and results of 3D scanning with an Artec Space Spider versus photogrammetry using a standard DSL camera and Agisoft PhotoScan (PS) Standard Edition. We compared the basic principles of setup and use of both technologies – while photogrammetry requires accurate lighting and some rigging for the camera to provide consistent results, the 3D surface scanner is handheld and since it acts as its own light source the scanning results are independent of environmental factors. We found that the workflow and technique for best use of these technologies varies and the investment in these techniques depends on the needs of the user. We established protocols and setting for both techniques to standardize and streamline the data acquisition process. Each technology has advantages in some metrics and disadvantages in others. While photogrammetry provided the better surface textures, 3D surface scanning provided more accurate 3D geometries in particular in those specimens that were more complex or had highly reflective surfaces. We also found that 3D surface scanning was able to more accurately capture the geometries of softer specimens that may distort as they are handled.Overall, both technologies yield excellent results for the use in anatomical sciences education. The decision about which technology to invest in depends on the characteristics of the specimens that need to be scanned as well as the environmental parameters.Support or Funding InformationSupported by the Strategic Investment Fund of the UBC Faculty of MedicineThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Determining the moving signals from the brain motor area for imaging applications
Authors: Ramirez Jennifer Cristina , Manian Vidya 
Published: June 2021

Brain‐computer interfaces (BCI) allows a noninvasive connection between the human brain and a computer system. This communication capability is useful for disabled people with impairments such as spinal cord injuries and neuromuscular disorder. In order for the BCI to acquire information, electrodes are used on certain localizations of the scalp to read the electrical brain activity. However, some challenges with BCI includes understanding key areas of the brain. Here, using Python and Psychtoolbox, we investigate the motor area of the brain to find how disabled people respond to moving targets compared to healthy subjects. The outcomes of this project will be an analysis of brain signals elicited in response to moving targets. The response of the motor area to moving signals for imagining limb movements will be investigated in healthy and disabled subjects. This may lead to better motor imagery signals for control of BCI.Support or Funding InformationFinancial support funded from the NIH RISE‐E‐BASE program grant number 1R25GM127191‐01This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Altered striatal dopaminergic system in heterozygous Disc1 mutant mice
Authors: Baskaran Rathinasamy , Lee Li‐Jen 
Published: June 2021

Disrupted‐in‐Schizophrenia‐1 (DISC1) is a susceptibility gene for several psychiatric illnesses. To study the pathogenesis of these disorders, various Disc1 mutant models were established. We had generated Disc1 mutant mice by introducing the 129S6/SvEv 25‐bp deletion Disc1 variants into C57BL/6J strain. In this study, a battery of behavioral tests was conducted to evaluate the behavioral phenotypes and cognitive function in the heterozygous Disc1 mutant (Het) mice. In open field test, novel object recognition test, Y‐maze test, and prepulse inhibition test, no significant differences were observed between wildtype (WT) and Het mice. However, after receiving an intraperitoneal injection of amphetamine (5 mg/kg), greater locomotor activity was noticed in Het mice comparing with WT. Meanwhile, higher amphetamine‐induced c‐fos expression and dopamine level were found in the striatum of Het mice than those in WT mice, suggesting an altered dopaminergic system in the striatum of Het mice. We then quantified the expression of proteins involved in dopaminergic function and DISC1 signaling in the striatum. Tyrosine hydroxylase (TH) level was not changed; dopamine transporter (DAT) and D2 dopamine receptor (D2DR) were increased while D1 dopamine receptor (D1DR) was decreased in Het mice. The expression of glycogen synthase kinase 3 (GSK3α/β) was down regulated in Het mice while some DISC1 interacting proteins such as phosphodiesterase 4B (PDE4B), cAMP response element binding protein (CREB) were not altered. Morphologically, the dendritic complexity and spine density of striatal median spiny neurons were reduced in Het mice. Our results indicated that Disc1 deficit in one allele does not alter the basic behavior and cognitive performance in mice. However, mice lacking one WT Disc1 allele are vulnerable to psychostimulant such as amphetamine, which might be attributed by altered structure and function of striatal dopaminergic system. Here, we demonstrated striatal phenotypes in heterozygous Disc1 mutant mice which could be a promising animal model of DISC1 haploinsufficiency.Support or Funding InformationThis work was supported by the Ministry of Science and Technology of the Republic of China; Grant number: 102‐2628‐B‐002‐014‐MY3.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Impact of Adolescent Intermittent Ethanol on Noradrenergic Development
Authors: Coker Caitlin Rae , Aguilar Elizabeth , Silberman Yuval 
Published: June 2021

In clinical populations, adolescent alcohol drinking has been shown to increase stress sensitivity and the likelihood of developing alcohol use disorders (AUDs) in adulthood. These findings suggest pathways mediating stress‐relating behaviors are impacted by developmental exposure to alcohol, contributing to a greater risk for alcoholism and potentially stress‐induced relapse following treatment. Animal models indicate tyrosine hydroxylase (TH) neurons in the A2 region of the nucleus of the tractus solitarius (NTS) contribute to stress‐induced relapse through enhanced norepinephrine signaling, subsequently increasing neuronal activity in the bed nucleus of the stria terminalus (BNST). Previous research suggests NTS TH expression undergoes developmental changes during adolescence that may make this neuronal population susceptible to modulation by alcohol during this age. We hypothesized adolescent intermittent ethanol (AIE) exposure in mice, a standard preclinical model of adolescent binge drinking, will impact NTS TH neuron development, ultimately altering the NTS‐BNST circuitry resulting in a higher risk of AUDs in adulthood. NTS TH mRNA expression in male and female C57Bl6/J mice exposed to AIE (postnatal day [PND] 28–42) or used as air controls was quantified via qRT‐PCR at different time points (PND29, PND36, PND43, PND49, PND70). Immunohistochemistry methods were implemented to determine the impact of AIE on NTS TH neuronal activity following an ethanol challenge in adulthood (PND70). Results showed a significant increase in TH mRNA in males one day after beginning AIE (PND29) relative to air controls, while females exhibited the greatest TH expression after their first week of exposure to ethanol (PND36). In both sexes, heightened TH mRNA expression occurred earlier than expected during normal development. Surprisingly, compared to adult ethanol naïve mice, AIE decreased the ability of ethanol at doses of 2g/kg and 4g/kg to alter NTS TH neuron cFos expression at PND70 compared to control. Together, these findings suggest an enhancement of NTS TH activity early in development and reduction of ethanol sensitivity in adulthood. Studies are in progress to further delineate the mechanisms by which AIE reduces adult ethanol sensitivity and how this may alter stress‐related behaviors.Support or Funding InformationAA22937AA017823This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.