bluuebunny/crossref_metadata_2025_split huggingface dataset:
Designing Scaffolds For Skin Tissue Engineering
Authors: Longmire Mashunda N. , Swain Kendra , Vig Komal 
Published: June 2021

Tissue engineering has been developed as a new system for repairing damaged or diseased tissues to overcome the limitations of current therapies. Aliphatic polyesters, such as polycaprolactone (PCL) and polydioxanone (PDO), have been commonly utilized in biodegradable scaffold. The combination of these polymers, by copolymerization and electrospinning, enables a range of mechanical properties and degradation rates which can be used for biomedical procedures. Likewise, hydrogels are gaining lot of usage in biomedical applications for wound healing, cartilage and bone regeneration due to their biocompatibility and similar properties to natural tissue. In the present study, PDO‐PCL scaffolds were synthesized using the electrospinning technique. Similarly, 2% and 4% Alginate hydrogels were synthesized by crosslinking with 2% calcium chloride. The polymer scaffolds and hydrogels were individually tested for their mechanical properties along with skin cells: keratinocytes and fibroblast alone and in co‐culturing; keratinocytes seeded on top of fibroblast, for compatibility and proliferation. Differential scanning calorimetry (DSC) and dynamic transition analyzer analysis were performed to confirm proper tensile properties suitable for tissue environment. DSC analysis shows PDO with a melting point at 99.80° and glass transition at 76.61 J/g. PCL scaffold with a melting point at 57.56° and glass transition at 79.15 J/g showing a 3–5° decrease between PDO polymer sample compared to no significant changes with PCL polymer samples. Cell viability and cell proliferation of each hydrogel scaffold and electrospun scaffold were evaluated over a course of 28 days. MTT cell proliferation assay was done to measure the cell viability on these scaffolds. Neutral red dye uptake and DAPI (4′,6‐diamidino‐2‐phenylindole) staining confirmed the growth of cells on these scaffolds. Results show viability of keratinocytes and fibroblast at 80% up to 28 days and co‐cultured cells at 60% up to 28 days. SEM showed confirmation of cell adhesion and growth on scaffolds for up to 28 days. Overall this study aims on identifying various biomaterials which can be used for skin tissue engineering and their several applications in the field.Support or Funding InformationThis work was supported by NSF‐EIR (CBET‐1831282) to Dr. Komal Vig (PI).This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Plastination from the students view
Authors: ABD‐ELMAGID AHMED ELSIR MOKHTAR 
Published: June 2021

IntroductionPlastination techniques no doubt it is as effective methods for preserving human tissue and enabling human body and specimens to be as anatomical models with much greater accuracy. Observe and experience human specimens in practical room settings should be beneficial to all medical and paramedical undergraduate and graduate students, to understanding the anatomical structures is critical to learning clinical and diagnosis skills.ObjectiveTo compare and evaluate between plastinated specimens methods, using a questionnaire to figure out its benefits and associated learning issues.MethodsUndergraduate medical students (84 students) from Gastrointestinal (36 students), Musculoskeletal (21 students), Cardiovascular (27 students) Blocks are filled out the questionnaire after they completed their practical sessions and using cadaver and plastinated specimens.ResultsFrom the medical students view the plastinated specimens and models useful for developing clinical skills (90.6%), strengthening their concept of diagnostic testing used in clinical assessment (93.9%), and learning clinical Gross‐anatomy (96%), and 65% of them prefer it more than traditional prosection, and about 85% of the students suggesting that Plastination specimens with cadaver would be more effective useful.ConclusionsPlastination of human specimens is a unique and effective approach that provides students with a learning experience. palpation skills, while using actual anatomical structures provides students with superior learning experiences and should be made more widely available in classroom settings.Support or Funding InformationNOThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Students' Preferred Pedagogical Approaches to Peer‐to‐Peer Teaching with Virtual Dissection
Authors: Ng Nicole , Forster Bruce B. , Jiang Andy , Nicolaou Savvas , Hu Jeffrey , Spouge Rebecca , Nugent James P. , Darras Kathryn 
Published: June 2021

IntroductionIn virtual dissection, near life‐sized three‐dimensional computed tomography (CT) scans are used to study human anatomy. Preferred pedagogical approaches for peer‐to‐peer teaching using this technology have not yet been explored.AimTo identify preferred pedagogical approaches in peer‐to‐peer teaching and to better understand how this adds educational value to virtual dissection in medical education.MethodsSecond‐year medical students developed and taught a virtual dissection laboratory for their first‐year colleagues, using an anatomy visualization table. This case‐based laboratory was designed to complement the other subjects taught in first year medicine. Participants completed a post‐laboratory survey in which collected their preferred methods for learning this new technology. Results were tabulated and summarized.Results34 first‐year medical students (24 females, 10 males) participated in this virtual dissection laboratory. Results indicated that small group demonstration sessions were thought to be a better teaching method than large group demonstration sessions (97% vs. 24%) for peer‐to‐peer teaching using virtual dissection. Participants agreed or strongly agreed that the sessions improved their understanding of general anatomy (97%) and disease (85%), the imaging appearance of normal (94%) and pathological (97%) structures, visuospatial relationships (91%), the clinical relevance of anatomy (94%), and the role of radiology in patient care (94%). Most respondents agreed or strongly agreed that watching a virtual dissection (91%) and performing the virtual dissection themselves (82%) facilitated their learning.ConclusionStudents reported that the small group demonstration format of peer‐to‐peer teaching was the preferred educational approach for virtual dissection laboratories. The use of novel anatomy visualization technology by peer tutors was an effective method for improving students' understanding of radiologic anatomy and may be used to complement medical education curricula.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Plastination helps student performance in learning gross anatomy
Authors: Akamatsu Flávia Emi , Andrade Mauro , Hojaij Flávio , Jacomo Alfredo Luiz 
Published: June 2021

BackgroundSlice plastination is a useful tool to enhance comprehension and diagnostic skills in imaging methods as computed tomography (CT), magnetic resonance imaging (MRI) and ultrasound (US). Our department has systematically taught Clinical and Topographic Anatomy to graduate students for the last 20 years employing plastination slices combined with prosection specimens.ObjectivesTo assess the impact of plastination slices in improving anatomical diagnostic skills in prepared fixed specimens.MethodsWe evaluated the correct interpretation of designated anatomical structures in two groups of students with similar knowledge of Anatomy and who had had no previous exposure to plastination techniques. Basal grades were obtained for all students and they were randomly divided in two groups regarding exposition to plastination slices. Grades were obtained at the end of the period and statistical analysis was carried out with SPSS 20.0 software (SPPS Inc). Quantitative data from the test were analyzed using descriptive statistics and the t‐student to compare the number of correct answers by questions before and after test and nonparametric Mann‐Whitney U test to compare the grade of students in pre and posttest.ResultsThe students score average (20 questions) on pretest was 5.6 ± 4.9 and for posttest was 13 ± 5.9 (p<0.05).ConclusionPlastination is a useful method to enhance Anatomy learning for graduate 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.
Exposure to Dermatological Pathology on Skin of Color Increases Physician and Student Confidence in Diagnosing Pathology in Patients of Color
Authors: Fourniquet Sophie Elise , Garvie Kristen , Beiter Kaylin 
Published: June 2021

PURPOSEDermatologic health disparities have been well documented in patients of color. Non‐white patients have higher rates of morbidity and mortality associated with dermatologic disease than their white counterparts. A lack of diversity in dermatologic medical education is among the factors that may contribute to this disparity. Traditionally, dermatologic education in in medical school and residency has been heavily biased toward white skin, if included in the curriculum at all. This bias, along with clinicians' unawareness of this educational lapse may lead to poor confidence in evaluating patients of color, lower recognition rates of dermatologic pathology in skin of color, and a lack of awareness that one should be examine the skin of patients of color, thus contributing to poorer outcomes in non‐white patients.METHODSIn order to address this lack of exposure to skin of color, we have developed a self‐efficacy questionnaire and an educational module on skin of color to allow physicians and medical students to reflect on their own diagnostic capabilities and be exposed to common dermatologic pathology on skin of color. The questionnaire gives physicians the opportunity to grade their ability to recognize dermatologic pathology across diverse skin tones. The module was presented to fourteen medical students from LSU‐SOM New Orleans. Their pre‐intervention self‐assessment of their competency in diagnosing dermatologic pathology in skin of color was compared to their post‐intervention competency with a paired t‐test.DISCUSSIONThe data suggests that increased exposure to pathology on brown (p=.0001) and black skin (p=.0011) (as defined by the Fitzpatrick Scale), results in greater confidence in diagnosing pathology in this population. In particular, participants' confidence in ability to diagnose eczematous lesions (p=.006), psoriatic lesions (p=.0032), melanoma (p=.0261) and basal cell carcinoma (p=.0028) was significantly increased after the educational module. The data presented here represents the preliminary steps of an ongoing study. More participants are needed to fully assess the effect of the intervention. Additionally, future studies will include a quiz as an objective measure of diagnostic capabilityThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
FEDATHI SEQUENCE AS A TEACHING TOOL FOR THE TEACHING OF ANATOMY OF THE SENSORY SYSTEM
Authors: Neto Josaphat Santos Soares , dos Santos Maria Jose Costa , Neto Herminio Borges , de Lucena Jalles Dantas , Morano Domingos Antônio Clemente Maria Silvio , Freitas Francisco Orlando Rafael , Filho Luiz Alexandre Porto Castro , Cerqueira Gilberto Santos 
Published: June 2021

The Fedathi Sequence (SF) is a methodological process whose main focus is the teacher, where it seeks to interact with the student stimulating to think, to reflect on a certain problem situation. This methodology in its development is divided into four phases: “positioning”, “maturation”, “solution”, “proof”, where students will apply the knowledge built to solve the problem situation. At present the discipline of anatomy is rooted in traditional methodology and the sequence becomes a didactic tool to solve traditional teaching problems and promote meaningful learning. An exploratory descriptive study with a quantitative approach was carried out with 40 students of the anatomy discipline. The didactic methodology Fedathi Sequence was used in classes of anatomy of vision, hearing and olfaction. Before and after application of the methodology, a pre‐test and post‐test were performed. After applying the methodology, a semi‐structured questionnaire with 16 questions was used. For statistical analysis, the Mann‐Whitney test was performed, being considered significant when they showed p <0.05. It was observed that 100% of the students liked the Fedathi Sequence method and affirmed that there was learning. There was a statistically significant difference in the number of questions answered in the post test (9.77 ± 0.30) when compared to the pretest (4.0 ± 0.24), demonstrating that there was significant learning. It was verified that 90% of the students would suggest the continuity of the methodology. We found that the Fedathi sequence methodology achieved significant results by promoting sensory system anatomy learning.Support or Funding InformationThis study received funding of CAPES and CNPQThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Pre‐ and Post‐Curricular Reform Gross Anatomy Lab Exam Performance: An Analysis at Indiana University School of Medicine – Bloomington (IUSM‐BL)
Authors: Loder Danielle , Taylor Melissa 
Published: June 2021

Many medical schools have undergone curricular reform in the past decade. With these reforms, the time spent teaching anatomy has decreased. Did these curricular changes impact medical student anatomical knowledge? At Indiana University School of Medicine (IUSM) a new curriculum was implemented in Fall 2016. In this study, we examine how curricular reform may have impacted student performance at one of the medical campuses, IUSM‐Bloomington (IUSM‐BL). At IUSM‐BL, the pre‐curricular reform year‐long human gross anatomy course was condensed into an integrated semester‐long course (called Human Structure). Human Structure integrates gross anatomy, histology, and embryology. In order to assess if these medical curricular changes have impacted student anatomical knowledge at IUSM‐BL, we compare pre‐curricular reform and post‐curricular reform class performance on anatomy practical lab exams – specifically, among lower order (pure identification) questions versus higher order (function, innervation, embryological origin) questions. Pre‐curricular reform data was comprised of first year medical students from academic year 2015–2016 (~36 students). Post‐curricular reform data was comprised of first year medical students from both Fall 2016 (~36 students) and Fall 2017 (~36 students). Copies of de‐identified lab practical exams from all of these years were collected for analysis. Once lab practical exam questions are coded as higher order or lower order, overall exam performance across all questions will be divided into a lower order average and a higher order average. Independent‐samples t‐tests will then be completed for each question grouping to compare performance on higher and lower order questions before and after curricular reform. Data is in the process of being coded and analyzed. This study will provide demonstrable evidence about the impact of curricular reform on medical student anatomical knowledge.This study has been approved by Indiana University – Bloomington IRB protocol #1507464902This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
An innovative approach to human gross anatomy for undergraduates
Authors: Voegele Georgina McKusick , McNutt Ellison 
Published: June 2021

Prompted by demand for an anatomy laboratory to serve students considering pre‐medical professions, Geisel School of Medicine faculty and Dartmouth College anthropology faculty developed an interdisciplinary undergraduate course integrating human dissection, human evolution, and the art and history of human anatomy. Our goal was to create an active learning laboratory that was highly structured but also offered an opportunity for reflection and creativity. We were concerned that undergraduates, many of them undeclared majors, might not have the maturity and study skills to excel in an interdisciplinary human dissection laboratory with significant time demands. We designed the course to meet for 7 hours of instruction each week of the 10‐week term, with 1‐hour lectures on a topic in human evolution relating to three 2‐hour dissection laboratories where students worked in alternating teams of four to complete regional dissections or view prosections of human donors and comparative specimens. We replaced some laboratories with workshops examining Renaissance anatomical illustrations or sleuthing through local historical records of ‘body‐snatching’ in the library special collections. Applying a flipped‐classroom approach, students completed readings and readiness quizzes prior to each dissection laboratory. Students also wrote a reflection essay on the dissection experience and completed an art project to appreciate how anatomy bridges science and the arts and humanities. Two years of course evaluations and reflection essays reveal that students with science backgrounds were surprised that they benefitted from incorporating art and the humanities into their learning, and those without science backgrounds said they would not have dared enroll in an anatomy laboratory without the interdisciplinary approach. This course merging dissection and the liberal arts could serve as a model for other institutions interested in enriching the pre‐medical professions curriculum and engaging a variety of students in the anatomical sciences.Support or Funding InformationThis course was supported by Dartmouth's Innovative Course Award.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Anatomical Knowledge Retention in Second‐Year Nursing Students
Authors: Narnaware Raj , Neumeier Melanie 
Published: June 2021

Human anatomy and physiology are foundational courses in undergraduate medical, allied health, and nursing curricula, and the significance of these courses in preparing health care professionals cannot be underestimated. However, despite the essential nature of these courses, there is growing concern that students do not retain enough anatomical knowledge to successfully apply it in future classroom and clinical settings. While there are many studies examining anatomical knowledge retention in medical and allied health students, no studies were found that address this concern in nursing students. The aim of this study was to determine how much anatomical knowledge second‐year nursing students retain from their first‐year anatomy class, and to determine if there is a difference in level of retention based on organ system. To address these questions, nurses in their second‐year health assessment course were quizzed on anatomical knowledge that was covered in the first year of their program. For each system students were asked to answer nine to eleven multiple‐choice questions (MCQs). The scores from these quizzes were compared to their first‐year examination scores on the same content to determine overall knowledge retention. Data were statistically analyzed using SPSS II and means were compared using 2‐sample t‐tests. The scores are described for each organ system by reporting the mean and standard deviation (SD). Statistical significance was set at P ≤ 0.05 for all tests. The mean score of questions from all the organ systems in year one was 83.05 ± 8.34 (SD). Comparing that score to matched test items from this cohort in year two, there is a significant decrease in the overall mean score from 83.05 ± 8.34 (SD) to 54.36 ± 12.9 (SD), t=6.14, P=0.0001). This equates to a 71.3% retention rate and a 28.7% knowledge loss after one year. System specific knowledge retention was highest for the gastrointestinal system (89.7%), respiratory system (88.5%), and genitourinary system (83.6%). This was followed by the integumentary system (80.1%), special senses (79.4%), nervous system (74.9%) and musculoskeletal system (69.3%). Retention was lowest for the lymphatic system (64.3%), cranial nerves (58.8%), vascular system (53.9%) and head and neck lymphatic (42.6%). The present study shows that nursing students' anatomical knowledge retention was comparatively higher than rates reported by others in medical students and allied‐health students. Retention levels were system specific. This study is now investigating knowledge retention in 3rd and 4th year nursing students. Further investigation into why retention is higher for specific systems and interventional strategies to improve knowledge acquisition and retention in nursing students is recommended.Support or Funding InformationNoneThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Integrating wellness and academic support initiatives into graduate medical sciences curricula
Authors: Beckler Michelle Demory , Giczkowski Arlene M , Dribin Lori B 
Published: June 2021

Studies have shown that health and wellness are linked to student success as physical, mental, and emotional health issues interfere with learning and can result in poor academic performance. Our Masters of Biomedical Sciences program allows students to demonstrate that they can be successful in either medical or dental programs. Students that are successful in our graduate program are competitive candidates for acceptance into medical or dental school.Our students are enrolled in the same basic science courses as medical or dental school students. Accordingly, they not only face the same pressure as these first year professional school students, but also experience additional stresses due to the higher demands and rigors of our program. The purpose of this study was to determine whether integrating wellness and direct academic support initiatives within a required course led to enhanced student satisfaction and knowledge of support resources. Research indicates that it is more beneficial to provide wellness programs proactively for all students as opposed to reactively reaching out to those students who are experiencing difficulties. Therefore, we incorporated lectures and activities that exposed students to wellness programs and initiatives as well as direct academic support sessions. We evaluated student satisfaction with each of these new initiatives using surveys. The results show a significantly higher number of current students were “satisfied” or “very satisfied” with the wellness and academic support provided by both the College and the required course compared to students from previous years. Our study also shows students were interested in incorporating components of wellness initiatives into their lifestyle as well as seeking out one‐on‐one academic support. Many medical and dental schools as well as undergraduate institutions have incorporated wellness programs. Our data suggests that incorporating wellness and academic support into a required course has enhanced success and satisfaction in our unique cohort of 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.