bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Long Arm of Anatomy Education Outreach Programs: From NYC to Tanzania and Brasil
Authors: Marquez Samuel , Mtui Estomih , Curcio Daniella F , Laitman Jeffrey T 
Published: June 2021

Anatomy education outreach programs have been the focus of three directors of anatomy from different medical institutions who together have collaborated locally, and have continued their work individually, to target underrepresented population groups from NYC to Tanzania and Brasil. Márquez of Downstate created Anatomy Education Day (AED), a powerful education outreach program that centers on the exposure of underrepresented youth to the Allied Health Sciences as a means of increasing diversity in medicine and related healthcare fields. Mtui of Weill Cornell Medicine returns yearly to his native country of Tanzania performing lectures and dissection demonstrations to stimulate the young minds of first‐ and second‐year medical students. His motivation can be linked to when he grew up in the rural Marangu‐Kilimanjaro Tanzania, when a doctor came to visit to talk about health care practices and how these behaviors actually helped the people of this settlement. That education outreach visit sparked an interest in him that eventually took him to UPenn, Galway in the Republic of Ireland and ending at Cornell where he is the Professor and Chief of the Division of Anatomy. Laitman and Curcio of Mount Sinai have been building bridges between Brasil and the US in anatomical education focusing on students who although disadvantaged inresources more than compensates for it with their enthusiasm, dedication, and strong work ethic. Curcio, a native of São Paulo, has witnessed first hand the impact the outreach has had not only on her countrymen but also on her ‐ reinvigorating and motivating her in bridging the gap between the immediate needs of students and easy access to educational resources. The different education outreach approaches employed by the authors are designed to maximize exposure to a range of healthcare pathways, in a concerted effort to inspire and prepare students to pursue careers in medicine and medical research.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Student perceptions of the importance of diversity and inclusion in anatomical dissection teams
Authors: Alsup B. Kathleen , Fox Glenn M. 
Published: June 2021

There is a marked increase of diversity and inclusivity teaching initiatives at the University of Michigan. Based on these programs and the goal of the Division of Anatomical Sciences' faculty to best provide a safe and productive environment for all learners, a research plan was developed to investigate what aspects of diversity and inclusion are of most importance to students participating in a dissection‐ and team‐based Anatomy course (DENT 545). Results indicate that the majority of students considered the Anatomy curriculum to be inclusive (53.2% pre‐ and 56.8% post‐survey), based on the University of Michigan's definition of inclusive teaching. However, student viewpoints differed considerably in the importance of diversity within a dissection team, and what aspects of diversity and inclusion are of greatest importance.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Growth vs. Fixed Mindset and Perceived Stress in First and Second Year Medical Students
Authors: Roth Alex R , Schaefer Audra F 
Published: June 2021

Burnout in medical professions is a growing concern, and as such, factors associated with burnout, such as stress, are being examined as early as medical school matriculation. By understanding the stress levels of medical students in their preclinical years, faculty can potentially assist students in the development of stress management techniques early on, enabling students to better handle the stress of medical school and in their careers as future physicians. A factor that has implications for how students approach the academic setting and how they manage stress is an individual's mindset. A person with a fixed mindset believes their intelligence is a static trait that will only be documented rather than be further developed. In comparison, individuals with a growth mindset believe they can change their intelligence through hard‐work. Growth mindset has been shown to be associated with greater academic success and resilience enduring stress.The goal of this study was first to determine first and second‐year medical students' perceived stress levels and whether the students held a fixed or a growth mindset. Additionally, this study aimed to determine if there is a relationship between perceived stress, mindset and academic performance during the preclinical years of medical school. In this pilot study, with IRB approval, first and second year medical students at a regional campus of a large Midwestern medical school completed the Perceived Stress scale, a 10 question Likert‐type inventory, as well as a 20 question Likert‐type scale to determine students' predominant mindset (growth versus fixed). Additionally, the relationships between mindset and scores on NBME subject exams in the preclinical years and USMLE Step 1, as well as perceived stress scores and NBME scores and USMLE Step 1 scores will be examined. Preliminary results showed that 12% of students had a strong growth mindset, and 70% of students had a growth mindset with some fixed ideas. The perceived stress scale scores ranged from 2–38 (40 max), with an average score of 12.9.A better understanding of students' perceived stress and their mindset about learning in medical school can provide potentially useful insight for instructors into the mindset of their students, allowing instructors to help guide students through the learning process and managing the stress that often accompanies this difficult academic path.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Advanced Anatomical Dissection and Demonstration: Effects on Student Learning Outcomes and Confidence
Authors: Cassidy Keely 
Published: June 2021

The quantifiable and perceived values of student cadaveric dissection in anatomy education are essential to discussions evaluating curricular reform in medical and allied health curriculums. Content experts, students, and clinicians agree that cadaveric dissection concurrent with learning gross anatomy holds many positive roles in both the knowledge of anatomical structures and as an introduction to the inner workings of the human body and medicine. But when faced nationally with decreasing contact hours and increasing demands on the energies of students and faculty, the amount of time and effort spent on dissection must be assessed. This pilot study used mixed methods to assess the effect of dissection and demonstration on student practical examination grades and student confidence and comfort with the course material. Fifteen students in the Master of Science in Medical Anatomy program completed eight additional dissections and brief individual presentations when compared to their physician assistant and physical therapy colleagues enrolled in the same course in fall of 2016. The performance of the individual anatomical structures covered in the dissections on the four unit practical exams was compared both to the previous year's cohort of graduate students and to the current year's physician assistant and physical therapy cohorts. Surveys and two focus groups were conducted to collect the graduate students' feedback on the efficacy and impact of the dissections on their education. Qualitative results displayed that the majority of students noted positive effects on their confidence in and comfort with anatomical knowledge during examinations and subsequent clinical shadowing experiences. The quantitative results showed no statistically significant correlation between the dissections and demonstrations and the students' unit practical examination scores and final course grade. This study is continuing with data from the 2017 and current courses and cohorts.Support or Funding Informationn/aThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
A Novel Preservation Technique for Anatomical Head & Neck Specimens
Authors: Fox Glenn Michael , Alsup B. Kathleen 
Published: June 2021

The success of dissection‐based anatomy curricula is predicated on appropriately selected and well‐preserved donors. For specialized human anatomy courses relating to the head and neck, a specific specimen is recommended, and method detailing the harvest and preservation procedure for the specimen are described. The following procedures were employed to create an efficient, yet superior method of preservation, for a DHN specimen. Twenty‐four DHN specimens were harvested from anatomical donors with cuts through the thorax and proximal brachial regions. Of the twenty‐four donor specimens, all were initially judged suitable for use in the course, with good structure and preservation, and no excessive edema or discoloration. In all donors, the blue latex dye was found inside the cranial cavity, often in close association with the brainstem or midbrain. Brains were all well preserved.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Who Donates Their Bodies to Science? Analysis of Mississippi's Donor Pool Demographics
Authors: Mueller Caroline Marie , Conway Marianne 
Published: June 2021

Whole body donation is important to science and education because dissection of human cadavers provides an interactive anatomical tool for healthcare education, research, and training. Literature suggests that whole body donation does not keep up with the increasing demand of donors of medical centers. Because Mississippi has a high number of preregistered donors, investigation of our donor configuration could assist other states and programs in the recruitment of prospective donors. However, current research is limited about the characteristics of prospective donors. It is critical to ensure an adequate number of donors who bequeath their bodies in order to support the healthcare mission. This study aimed to investigate the demographics of donors who have donated their bodies within the state of Mississippi. The demographics examined by descriptive statistics were: gender, ethnicity, age, educations status, occupation, marital status, geographic location, year of body donation preregistration, and if the donors wanted their cremated remains returned. Data for this study pertained to those individuals who donated their bodies during the years 1986, 1987, 1996, 1997, 2016, and 2017. The donors (N=788) within the past 3 decades were white (85.53%), males (52.79%) with a mean age range of 70–75 years (20.05%) with other demographic data being more variable across decades. Further analysis will aim to compare the demographics across the decades to determine potential changes. Results of this study may contribute to the efficiency of donor recruitment to continue healthcare education, research, and training.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
The Cranial Nerve Map App: Easy‐to‐Access for Students to Study on the Go
Authors: Payne Arielle Nicole , Resuehr David M 
Published: June 2021

Learning the names, pathways, distribution pattern and specific individual features for the twelve human cranial nerves can be challenging to the novice. Our project uses illustrations and charts to create an easy to navigate map of cranial nerves. This map is presented in the form of a phone app, accessible for Android phones (and iPhone in future) through the app store. By providing this map as a phone app, students will be able to study the cranial nerves wherever they are. This encourages students to form good study habits, and will help them to more effectively understand a complicated topic in anatomy courses.Through illustrations and charts, all twelve cranial nerves are organized in a way to help students to better visualize and understand the cranial nerves. Illustrations present the following information for each nerve: pathway through the skull exit foramen, type of nerve fiber (modality), and detailed/specific functions. Intuitive charts and diagrams organize the following information: correlating cranial nerve name and number, modality (sensory/motor/both and GSA/SSA/GVA/GSE/GVE/SVE), and clickable links on each modality to a Wikipedia page that describes the modality. In addition, the charts and illustrations are consistently color coded and simple shapes are used in the illustration to help represent different structures (ganglion, sympathetic / parasympathetic fibers, etc.) in an easy to understand way.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
A Framework for the Systematic Evaluation of Anatomy Education Apps
Authors: Corral Janet , Royer Danielle F , Stabio Maureen Estevez 
Published: June 2021

BackgroundMobile‐based applications (Apps) are one of the fastest growing trends in educational technology. A search on the iTunes App Store, for example, results in 142 Apps in response to the search term “anatomy”. However, most educational Apps are not peer‐reviewed. The quality and accuracy are suspect, and few have been evaluated in the classroom. A comprehensive resource that provides guidance as to the educational usefulness, quality, and content accuracy of Apps in the anatomical sciences is needed.Aims

To triangulate existing educational technology frameworks into a framework for evaluating anatomy education Apps
With a national sample of academic technology leads, faculty and students, test and validate the framework
MethodsPhase 1 triangulated peer‐reviewed articles on Apps, with known educational technology frameworks from the literature (Hanrahan et al., 2014; Liu et al., 2010; Romrell et al., 2014; Ruiz et al., 2006; Van Nuland et al., 2017). Phase 2 validated the framework in two steps. Phase 2A used chain referral sampling (i.e. n = 6 with at least one educational technology lead from each of the four AAMC regions: East, West, South, and Central) to obtain feedback. In Phase 2B, participants were recruited from Anatomy Connected Open Forum and through chain referral sampling (n = 58 agreed to participate). Participants applied the revised framework to two anatomy apps (Complete Anatomy and Heart Pro III) and completed a content validity survey. All methods were approved by the Colorado Multiple Institutional Review Board.ResultsPhase 1 resulted in the formation of a framework that was revised in Phase 2a and is hosted here https://docs.google.com/forms/d/1s5VWA1OfE‐HGNLz_LezMb3ngofPztRaOb7PFCXl_jjc/viewform?edit_requested=true. A total of 25 participants (14 faculty, 4 tech leads and 7 students) fulfilled all parts of Phase 2b to completion. Content validity was analyzed using Lawshe's content validity ratio; critical values (>0.39 as determined by Wilson et al., 2012) with 0.05 significance for two‐tailed test were achieved with 11 of the 26 criteria, including usability, organization, reliability, navigation, self‐assessment, content breadth, content depth, content accuracy, multimedia accuracy, recommendation for others, and overall value.Discussion and ConclusionAnatomy Education App framework validation presents a major asset for students, faculty and administrators based on feedback from a national panel; the framework is freely available. The validation is limited by the low number of respondents, but will be enhanced as more investigators apply the framework to their research.Support or Funding InformationRymer Small Grants Program, Academy of Medical Educators, University of Colorado School 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.
Preferences versus Performances in a Hybrid Histology Course
Authors: Elzie Carrie , Embry Jennifer 
Published: June 2021

Due to advancements and availability of technology, quality virtual histology slides are now readily accessible on‐line. While many studies have looked at the efficacy of using online technology to teach histology, to our knowledge, no one has done a hybrid course of both on‐line and live sessions. Thus it was our goal to directly assess the effect of learning from virtual versus live histology lecture and labs within single students and compare their performances to self‐reported learning preferences.A graduate histology class was designed in which every other session was taught either completely on‐line or live (both lecture and lab). At the beginning of the course, students were surveyed on their experience and bias with learning histology and technology. Questions from two exams were categorized based on their delivery (live and virtual) and performance on each was analyzed for each student who served as their own control. Overall feedback of the course was also collected.While 82% of students surveyed felt that a microscope was required to learn histology, and 75% felt like live sessions would be more conducive to learning, there was no significant difference on exam performance of questions despite the delivery. Students averaged 71% on questions related to material taught live compared to 78% on virtually taught material (p=0.33). The average difference of individual performance between live and virtual questions was 0.08. There was no difference between males and females.Despite initial hesitation about the efficacy of teaching a traditionally laboratory course virtually, the data equivocally shows that there is no hindrance to learning histology when the material is presented virtually. Further, individual students are able to adapt to both delivery styles within a single course.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.
Digital Anatomy Satisfaction Survey Protocol
Authors: Dan Subhasish , Collins Christina D , Bebee Jordan , McCarthy Kevin John , Miriyala Sumitra 
Published: June 2021

With the prevalence of online education, online degree programs, and more adults returning to learning environments to re‐hone their skills or seek new professions, how individuals can access these tools or how these tools can be used in the classroom becomes critical to defining their advantages. The primary research question for this study addresses the value of applying virtual learning tools in online courses and directly in the physical classroom environment for the study of human anatomy where, in the traditional setting, the cadaver has been the learning tool of choice. With the changes currently taking place, a focus on creating a blended learning environment with the increased use of IT tools is expected, as the traditional learning methods may be considered by some to be outdated. The primary research goal of this study is to determine the level of satisfaction the student perceives in gaining knowledge and experience through the use of the virtual anatomy application compared to the traditional method of using cadavers. The scope of the problem includes the noticeable changes in how people learn in this modern context. The means to access education are now readily available to the adult learner, whereas, in previous generations, opportunities for learning and pursuing a university degree were more limited for adults. With the arrival of information and communication technology (ICT) tools and online programs, the use of virtual devices has increased to a point where such tools are highly accepted in professional environments. Many higher learning organizations are faced with issues of competition, in that they must offer a program that provides a concentrated flow of learning in a shorter time frame where the student cannot spend a year with a cadaver but is still expected to gain the same amount of knowledge as previous traditional students. The rationale of this study is justified by the need to understand the reality of presenting the best anatomy class under the evolving conditions and expectations of both the student and academic standards of the program, as well as the requirements of state and national licensing boardsThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
The Role of Tyrosinase in the Time Course of Light‐Induced Cone Contraction in the Goldfish Retina
Authors: Thapa Sophie , Baldridge William H. 
Published: June 2021

Dopamine is an important modulator of light‐adaptation in the vertebrate retina. Many teleosts regulate the amount of light incident on the retina through retinomotor movements (RMMs), that include changes in cone and rod length. In the dark, cones elongate and rods contract. In the light, rods elongate and cones contract. It is thought that RMMs are regulated by the release of dopamine in the light from tyrosine hydoxylase‐containing interplexiform cells. However, RMMs are not lost when these dopaminergic retinal neurons are ablated by injection of the neurotoxin 6‐hydroxydopamine (6‐OHDA). A potential alternate source of dopamine in the retina is the retinal pigmented epithelium, due to the activity of tyrosinase.Adult goldfish (C. auratus) were treated with a specific inhibitor of tyrosinase, phenylthiourea (PTU), by placing them in tank water containing 0.2mM PTU for 48 hours. Control and fish treated with PTU were placed in dark for 1hr or light (>100 lux) for 1 hr, or after 1hr darkness then exposed to varying durations of light (1.5 – 30 min). Another set of fish were given intraocular injections of 50μg 6‐OHDA twice on the first 2 days of a 10‐day time course and then subjected to dark/light treatments in the presence or absence of PTU. Fish were sacrificed, eyes removed and fixed in glutaraldehyde. Retinas were isolated and sliced using a razor blade. Cones were labeled by anti‐zpr1 (ZIRC, Eugene, OR) and cone length determined using confocal microscopy. Differences between means (in all case n=10 eyes) were assessed for statistical significance using ANOVA and, when applicable, Tukey's multiple comparison test.In fully light‐ or dark‐adapted conditions, retinas treated with PTU, 6‐OHDA or 6‐OHDA + PTU were indistinguishable from controls, However, both PTU and 6‐OHDA treatment slowed light‐induced cone contraction over the first 15 min of light. This delay was even greater when 6‐OHDA and PTU were combined. In the dark cones were elongated (115 ± 7 μm) and, under control conditions (no PTU, no 6‐OHDA) reached 80% (66 ± 2 μm) of maximum contraction (55 ± 3 μm) after 7.5 min light exposure. In the presence of either PTU or after 6‐OHDA treatment, cone length at 7.5min was significantly (p<0.001) longer (75 ± 3 μm and 79 ± 2 μm, respectively) and was longer still when PTU and 6‐OHDA were combined (85 ± 1 μm).These results suggest that inhibition of tyrosinase (via PTU) or loss of neuronal dopamine (via 6‐OHDA) affects the early phase of light‐induced cone contraction. That neither treatment prevented full contraction may indicate that these treatments did not fully eliminate dopamine signaling in the retina, or that light‐induced cone contraction may also involve other mechanisms independent of dopamine.Support or Funding InformationThis work was supported by NSERC Discovery Grant awarded to WHB.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.