bluuebunny/crossref_metadata_2025_split huggingface dataset:
Incorporation of Student Peer‐Teaching in a 1st Semester Medical Gross Anatomy Course
Authors: Rarey Kyle E. , Nonabur Venkatesh , Maxey Amanda , Wright Ashleigh , Hagen Melanie 
Published: June 2021

The first semester of anatomy at the University of Florida College of Medicine is based upon teaching relevant anatomy as it relates to the physical exam and the utilization of prosections in the anatomy laboratory to see and learn the assigned anatomy. With a class size of ~140 students and with 4 hours allotted to an anatomy laboratory experience per week, students are divided into 10 teams; each team of students are further divided into an orange group and a blue group. Students of 2 groups of the 20 groups decide which of 14 lab sessions they will serve as peer teachers. To prepare for their peer‐teaching experience, they meet a week prior to the selected laboratory session with the teaching faculty to learn the assigned prosected anatomy. Students are expected to practice teaching the assigned anatomy and present one or more 15 minute teaching sessions to the faculty. On the day of an anatomy lab, there were 4 stations of student teachers. Members of the first‐year class rotate to different stations every 15 minutes. The students' perspective of the value of the peer‐teaching has been very positive. An online survey taken this past academic year by students in the first 3 years of training identified that the student peer‐teaching: 1) was beneficial to their learning of assigned laboratory anatomy (84% strongly agreed or agreed) and 2) facilitated their learning of the assigned anatomy by rotating to different stations with different peer teachers (84% strongly agreed or agreed). Quantitative data of the survey and course debriefings further support the view that student peer‐teaching positively augments student learning of anatomy. While some students stated they would be more comfortable with a member of the faculty to teach them, a greater number of students thoroughly enjoyed being taught by their peers; they believed it was the best part of anatomy. In fact, student peer‐teaching is used as a recruitment feature by first and second years when they interact with perspective candidates.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Andragogical Integration of Wet & Dry Simulation in the Modern Anatomy Lab
Authors: Chen Wilson , Benninger Brion Leeroy 
Published: June 2021

INTRODUCTIONDissection has been traditionally heralded as the epitome of anatomical learning, that it cannot be replaced by any other approach. However, this is only partially true in the contemporary timeline in teaching; dissection cannot be replaced, but as a stand‐alone modality it is no longer the best method of cultivating future physicians. The objective of this study is to integrate wet, dry, and mixed simulations in a systematic, andragogical approach into the modern day anatomy curriculum.METHODSLiterature search was conducted regarding multimodal stimulation, cognitive load, and hands‐on learning. 7 modalities were added to dissection learning for the multimodal stimulation of today's medical students, including clay & 3D models for palpation, X‐ray for superimposed 3D structure, CT/MRI for cross‐sectional view of 3D structure, SECTRA 3D‐CT for 3D reconstruction, ultrasound for dynamic 2D breakdown of 3D structures, clinical examination to highlight important pathology, and exam/assessment to validate simulation learning. Students were asked to provide feedback on the perceived quality, effectiveness, and enjoyment of the dynamic and integrated learning environment.DISCUSSIONStudies have shown that students prefer multimodal learning over single‐mode learning, and prefer kinesthetic (hands‐on) learning above the other visual, auditory, and verbal inputs. The majority of the students reported high satisfaction with the quality, effectiveness, and enjoyment of learning during integrated anatomy lab. The simulation‐integrated learning environment steps away from traditional pedagogical methods and mirrors the technology‐saturated behavior of the millennial student.CONCLUSIONWith the amount of technological resources available to the modern day medical school, a paradigm shift is needed to evolve from premium but outdated methods of anatomical teaching to one in which dissection is no longer the single centerpiece for the millennial medical student.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 Digital Multimedia to Enhance the Learning of Gross Anatomy and Integrating with Clinical Science
Authors: Doroudi Majid , Johnson Krisitne , Shuckett Rhonda , Fejtek Monika 
Published: June 2021

BackgroundWith the introduction of reformed curricula in medicine, most schools have reduced the total hours allocated for anatomy teaching and laboratory practical hours. These changes have been a continuous debate and triggered the emergence of innovative teaching and learning strategies in order to maximize students' learning of anatomy in the new context. Interactive modules allow for students to learn at their own pace and engage with their learning through quizzes and media to best supplement learning. The purpose of this project was to develop a module that can help support the learning of second year students in the new curriculum of UBC's Faculty of Medicine. This module was based on the content of a week‐long topic on osteoarthritis (OA) and hand anatomy and focused on the integration of clinical knowledge with the concurrent instruction of pertinent anatomy.MethodsAn interactive module on hand anatomy and osteoarthritis was developed to reflect curricular content. The module was made available to students on the curriculum website and completion of a voluntary survey of ten subjective questions was encouraged at the end of the module.Results94% of the participants felt their clinical knowledge of OA was strong or very strong after completion of the module, compared to 44% before completion of the module. Anatomical knowledge of the hand and wrist improved from 5 feeling strong or very strong to 83% of the participants. 88% of the participants felt that the integration of a clinical case of OA with the anatomy was either effective or very effective in assisting learning of the curricular content. 94% of the participants would like to see more modules like this for curricular content.ConclusionsThe development of an interactive module that explored clinical and anatomical content curricular objectives improved students' subjective knowledge of clinical and anatomical knowledge. Students found it useful for their learning to integrate cases into the core concepts of anatomy and would like to see more modules like this in the future.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Anatomy e‐learning and virtual dissection as aids to achieving learning outcomes in a self‐directed‐learning focused graduate entry medical school in Ireland
Authors: McDermott kieran W. , Allardyce Joanna M. , Goggin Martina M. 
Published: June 2021

Traditionally, anatomy has been taught didactically and predominantly with the use of cadavers. However, with the introduction of graduate entry medical programmes of shorter duration and the ever increasing need for space, didactic teaching and dissecting facilities are often sacrificed and novel teaching modalities and technologies have been introduced in their place. The relatively recent development of interactive 3D learning technologies to complement anatomy learning has been rapid, and current research in this area is active. However, the literature has yet to establish whether or not there is definitive evidence to support the benefits and limitations of virtual dissection.The Graduate Entry Medical School (GEMS) at the University of Limerick (UL) is a relatively new medical school which does not offer cadaveric dissection as part of its four year medical degree programme. Instead it employs a wide range of teaching and learning modalities in the delivery of the anatomy curriculum, with a strong emphasis on small group and self‐directed learning. These modalities include problem based learning, provision of anatomy learning outcomes and related questions prior to flipped classroom style tutorials, free access to anatomical models, Aclands dissection videos, anatomy apps, web‐based anatomy e‐learning platforms and Anatomage tables. Weekly tutor‐facilitated Anatomage sessions are also provided. Anatomage promises to provide access to 3D human anatomy to rival that of a cadaver and is the most recent addition to our anatomy learning toolkit.Our aims are firstly, to establish how best way to incorporate Anatomage into the graduate entry medicine curriculum in UL and secondly, in the longer term, to investigate the benefits and limitations of Anatomage, compared with cadaveric dissection and other innovative anatomy learning technologies in medical education. Here we present some preliminary data, on the opinions of first and second year graduate entry medical students about the efficacy of the anatomy resources and how Anatomage may enhance the anatomy learning experience. Students complete short surveys and the data collected from each cohort, first, second and third year students with differing exposure to the resources, is compared, to look for differences between students who had just commenced the programme to those nearing its completion. These studies will potentially inform international best practice in innovative approaches to anatomy learning and medical education in general.Support or Funding InformationGraduate Entry Medical School, University of LimerickThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Analysis of Student Growth in Both Spatial Ability and Study Skills in Gross Anatomy.
Authors: Peterson Diana Coomes , Hamel Renee , Carriker Colin 
Published: June 2021

Higher spatial ability has been previously shown to positively correlate with anatomy knowledge assessment scores. It has been hypothesized that students utilizing study materials that necessitate spatial aptitude will strengthen both spatial capabilities as well as student performance on curriculums that necessitate spatial awareness. We hypothesized that students would perform better on spatial ability tests at the end of a gross anatomy course than at the beginning. To test this hypothesis, all students took a spatial ability quiz at the beginning and end of the semester. Results indicate that students performed significantly better on the spatial tests after a semester of gross anatomy (p<0.01). This increased performance was much more evident with students who originally performed low on the test (p=3.37e‐6). Performance for both beginning and end spatial tests also correlated strongly with the overall score that each student received for the course (P>0.01). We conclude that gross anatomy curriculum helps to develop spatial aptitude in first year clinical students.We also hypothesized that students would improve their study skills utilizing a variety of pedagogies and thus perform better on quizzes after short durations of study time. To test this hypothesis, students were divided into three groups. Each group was assigned to study deep cervical anatomy utilizing either notes, a prosected cadaver, or a virtual dissector program (VH Dissector). Students were directed to study for 10 minutes and then take a quiz over the materials. This procedure was performed on both the first and last days of the semester.Examination scores at the beginning of the semester showed that the group studying with notes performed significantly better than those that used either cadaveric or virtual dissector computerized study methods (p<0.01). No distinction was observed between examination performance for groups who utilized either the virtual anatomy or cadaveric study materials. At the end of the semester, groups that used computer dissector program or the cadaveric study methods performed at equal proficiency as those that studied with notes.The end of the semester examination performance correlated strongly with improvements in spatial ability for the students utilizing virtual anatomy software as a study method. However, no correlation was observed with spatial ability changes for the groups using either notes or cadaveric study materials. Because the overall correlations between spatial ability and student performance were low, we conclude that student practice and familiarity with various pedagogies are likely to be the primary factor for the observed improvement in performance. Therefore, all forms of pedagogy may be beneficial if students are given appropriate training with the learning 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 Relationship between the Marginal Tubercle and the Sphenozygomatic Suture: Implications for Neurosurgery
Authors: Pancake Jacob P. , Russell Michelle L. , Zdilla Matthew J. 
Published: June 2021

The marginal tubercle, otherwise known as the processus marginalis, is an inconsistent structure that exists along the posterior aspect of the frontal process of the zygomatic bone. The marginal tubercle can be drilled in standard mini‐pterional craniotomy to enhance exposure. Surgical difficulty has been reported to occur when encountering tubercles greater than 13 mm wide (anterior‐to‐posterior dimension), in which case drilling of the tubercle is required for adequate surgical exposure. Despite the surgical importance of the marginal tubercle, few studies have assessed its anatomy. This study analyzed 744 frontal processes, classifying them by the presence of a marginal tubercle and the relationship with the sphenozygomatic suture into four categories based (A, B, C, and D, respectively). Type A had an average width of 11.18±2.27 mm (mean±SD), type B averaged 12.85±2.10 mm, type C averaged 12.09±2.19 mm, and type D averaged 13.51±2.40 mm. There were statistically significant differences in width between all types. In the context of mini‐pterional craniotomies, type D marginal tubercles are implicated as the most likely bony obstacle in the region. Moreover, type D marginal tubercles were found to exist in 31.2% of zygomatic bones. The information from this study will help with the preoperative planning of mini‐pterional craniotomies.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.
Obesity and Diabetes Affects Growth Plate Cartilage Histomorphometry
Authors: Hung Jun , Castro Monica , Al‐Nakkash Layla , Broderick Tom L. , Plochocki Jeffrey H. 
Published: June 2021

Childhood obesity and diabetes are strongly associated with decreased stature and poor bone health in adulthood. Similarly, ob/ob mice that have a leptin gene mutation causing it to overeat and develop the type 2 diabetes mellitus phenotype exhibit significantly reduced limb bone length and fracture resistance. In previous studies, we found decreased growth plate cartilage thickness in conjunction with increased bone fracture risk in obese diabetic mice in comparison with lean counterparts. Here, we use confocal laser scanning microscopy with post‐capture thresholding to assess 3D histological differences in z‐stacks of proximal tibia growth plate cartilage 80–100 μm in depth in juvenile lean and ob/ob mice. We find lean mice have significantly greater numbers of chondrocyte columns in growth plate cartilage with greater chondrocyte cell volumes in comparison with obese diabetic mice (P < 0.05). These data explicate the role of growth plate cartilage in bone health of obese diabetic juveniles. Our findings suggest obesity and diabetes may impair growth plate cartilage development by adversely affecting chondrocyte proliferation and hypertrophy.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Creating A 3D Histological Atlas of Subcortical Nuclei using Ultra‐High Field MRI Registration: A Model for DBS Surgical Planning
Authors: Demarco John P. , Lau Jonathan C. , Khan Ali R. 
Published: June 2021

Introduction/ObjectivesDeep Brain Stimulation (DBS) is an effective neurosurgical intervention that is used for the treatment of Parkinson's Disease (PD) and other movement disorders. Through the development of higher resolution templates and atlases, DBS targeting can be performed with higher accuracy. The aim of this study is to create a histological atlas of the subcortex and evaluate its ability to inform DBS surgical planning.MethodsThe histological template was creating through in‐situ 7 Tesla (T) Magnetic Resonance Imaging (MRI) of a cadaveric brain, followed by ex‐vivo 7T MR imaging and histological processing of the subcortex. Histology‐to‐MRI registration allowed for the mapping and reconstruction of histological sections back into the MRI space. Ten subcortical structures were directly visualized and segmented based on MRI and histology data.ResultsThrough direct visualization of subcortical nuclei we demonstrated that these anatomical structures can be segmented with higher accuracy using histological data as opposed to 7T MRI data.ConclusionWe hope that further development of this model can be applied to clinically significant anatomical structures, such as the Subthalamic Nucleus and Globus Pallidus Interna, when planning DBS surgery for PD patients.Support or Funding InformationCanadian Institutes of Health Research, Natural Sciences and Engineering Research Council, BrainsCAN, Brain Canada FoundationThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
3D Histological Evaluation of Growth Plate Cartilage using Confocal Laser Scanning Microscopy
Authors: Castro Monica , Hung Jun , Al‐Nakkash Layla , Plochocki Jeffrey H. 
Published: June 2021

Traditional histological processing techniques can subject tissue to distortion and artifacts and provide a limited view of cell dynamics. An evolving histological technique is the use of optical microscopy to acquire high resolution image stacks to visualize tissue in‐depth. Using the confocal laser scanning microscope (CLSM), it is possible to collect an image stack to process into a 3‐D perspective. In bone, autofluorescence is largely due to the collagen component. We aimed to use the autofluorescent properties of the collagen in the growth plate of murine femurs to characterize and evaluate the resting, proliferating and hypertrophic zones of articular cartilage. Murine distal femurs were sectioned along their longitudinal axis. The bones were allowed to incubate in refractive index mating solution (RIMS) media for two days prior to imaging. Z stacks of approximately 80–100 μm in depth were captured using ACS APO 40x/1.15 oil on Leica SPE confocal microscope. Acquisition of the z‐stacks were obtained in the blue‐green and green‐yellow emission spectrum. Incubation of tissue in RIMS solution reduced the opacity of the tissue and facilitated in‐depth optical imaging. Imaging was focused on the growth plate (Fig 1). Sequential image stacks were acquired with confocal microscope and Leica LAS software algorithms were used to compose 3‐D images. Image stacks were further manipulated in ImageJ and ICY to isolate and count the chondrocytes, respectively. 3D histology can be accomplished with minimal processing cost and can provide an alternate perspective of cell dynamics. Intrinsic biomolecules in tissue possess endogenous fluorophores that can at times be advantageous when evaluating intact tissue architecture. Confocal microscopy in conjunction with a refractive index matching solution rendered the murine femurs less opaque and allowed for greater photon penetration and thus resolution of spatial‐temporal structures in the bone matrix. Examination of the matrix and morphology of the cells within, provided an indication of the development of the cells and progression of ossification.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Understanding the Development, Variations, and Defects of the Muscular System in Normal Human Embryos, Fetuses, and Newborns
Authors: Alghamdi Malak A. , Ziermann Janine M. , Diogo Rui 
Published: June 2021

There has been, until now, a limited knowledge on the development of the human muscular system, as most textbooks and atlases on human development described in detail the development of the skeletal system and other structures such as the internal organs without mentioning ‐ or doing it in a very brief way ‐ the muscular system. Moreover, within the few published works that did focus on the ontogeny of human muscles, most of them were restricted to a single muscle, a muscle group, a region, or a specific period of time (e.g. before 7 weeks of gestation). This makes the study of muscle anomalies, as well as of variations, very difficult due to the lack of good comparative models about normal development. We recently dissected 17 phenotypically ‘normal’ human newborns, fetuses and embryos between 7 and 39 weeks of development, and compared our results with the scarce literature available on the normal development of the muscular system in humans. Importantly, in the individuals dissected by us there was an indirect relationship between the ages of the fetuses and the number of seemingly fused (i.e. undifferentiated) muscles. That is, muscle anlagen in the early embryonic development often give rise to several muscles even after 7 weeks of gestation. This would contradict what is often described in the literature that by end of week 7 of gestation, all muscles resemble those of the adults (i.e. are differentiated). In addition, the number of the variations (i.e. phenotypes that deviate from the norm, within the ‘normal’ human population) per upper limbs dissected is significantly higher than the number of variations per lower limb studied, a pattern that is strikingly similar to that often reported in the literature about birth defects. Therefore, these and other results support Alberch's (1989) ill‐named “logic of monsters” theory that predicts a parallel between the variant phenotypes of the ‘normal’ populations and the defective phenotypes of genetically ‘abnormal’ individual due to the strong internal constraints that limit the number of possible outcomes. Furthermore, we present, for the first time, detailed data about the development of each head and limb human muscle from late embryonic stages to newborn configuration, and discuss the broader implications of these new data within a broad comparative and developmental framework.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.