bluuebunny/crossref_metadata_2025_split huggingface dataset:
Applications of the Anatomy Comics
Authors: Chung Min Suk , Chung Beom Sun 
Published: November 2023

The objective of this report is to promote the applications of anatomy comics for the interested people. In our anatomy class in medical school, board lecture has been performed for decades, which motivated us to draw comics. In order to enhance fundamental understanding of anatomy of laypeople and students, the anatomy learning comics were drawn in a simple style. All 17 body systems, composed of 853 cuts, were presented in the learning comics. Due to the limited number of cuts, overly detailed contents were excluded, which was fit to our intention.Concomitantly, the humorous anatomy comic strips were created (hundreds of episodes). Medical students who have learned anatomy may comprehend the jokes that pertain to anatomy facts. The comic strips would be useful as they contain tips for memorizing anatomy. The medical students, who read the comic strips made by an experienced anatomist, may gain a big picture of what anatomy is. The comic strips may also be provided to the general audience who is curious about the tasks of anatomists. The humorous comic strips may supplement the learning comics to make the reading experience more enjoyable. Additional science comic strips are also available for all who are interested in natural science.On the homepage (anatomy.co.kr), all comics, downloadable and printable, can be viewed without charge or registration. The homepage also provides the Visible Korean products, which are browsing software and portable document format (PDF) files that contain various sectional anatomy and stereoscopic anatomy images.On the basis of anatomy comics, appropriate edits were applied to publish a commercial book in Korean. The book is being translated into English and is going to be freely distributed. The comics and new schematic drawings on regional anatomy will be included in “Almost All Anatomy,” a textbook that is being developed. In a Korean science museum, anatomy comics are currently displayed alone or beside the related exhibits with an intention to help the visitors be intimate with anatomy. In the science museum, the comics and Visible Korean products were used to help the visitors gain an indirect experience in anatomy and clinics.Creation and pedagogic applications of the benefiting comics are in progress. These efforts have been and will be presented in scientific papers.
Can a cranial nerve animation enhance Dental student learning? Employing an innovative teaching aid in the classroom
Authors: Lone Mutahira , McKenna Joe P. , Cryan John F. , Vagg Tamara , Toulouse André , Downer Eric J. 
Published: November 2023

The structure and function of the cranial nerves is a core curriculum topic for Dental students. However, due to the perceived complexity of the subject, it is often difficult for students to develop a comprehensive understanding using textbooks and models. It is generally accepted that the acquisition of anatomical knowledge can be facilitated by visualization of structures [1]. The aim of this study is to assess a new animation of the cranial nerves as a learning aid for first‐year Dental students. A cartoon‐type animation detailing the names, roles and anatomy of the cranial nerves, with particular emphasis on a life scenario, was developed based on Mayer's theory of multimedia learning [2]. Questionnaires were designed to assess the participants’ attitude towards the animation and their knowledge of the cranial nerves before and after visualization of the animation. Following consent, the participants completed the pre‐animation questionnaire and viewed the animation in a lecture theatre (n=49). The participants had continued access to the animation for 2 weeks after which they completed the post‐animation questionnaire (n=55).Results from the pre‐animation questionnaire demonstrate that although more than half the respondents (57.1%; n=28) recognised the concept of cranial nerves, the majority (87.7%, n=43) had little knowledge of cranial nerves and indeed could not associate the nerves with their function. Data indicates that animations are recognised as helpful tools in understanding anatomy (87.7%; n=43) and that animations can be beneficial in teaching difficult topics (94%; n=46). Results from the post‐animation questionnaire indicate that the majority of the respondents viewed the animation after the initial presentation (83.6%; n=46) and also indicate that the animation assisted in developing knowledge of the cranial nerves (81.8%; n=45). While only a small number of respondents (9%; n=5) determined that cranial nerves are an easy topic, the majority (67.2%; n=37) indicated that the animation assisted study and improved knowledge of cranial nerve anatomy (72.7%; n=40). The findings of this study suggest that this new animation facilitated understanding of the cranial nerves and their functions.Social Research Ethics Committee, UCC (SREC‐UCC) approval was obtained for the study.Support or Funding InformationThis study was funded by a teaching grant from the Dental School and Hospital, UCC.
A Comparison of Three Neuroscience Curriculum Models in an Osteopathic Medical School
Authors: Sabry Hassan Sherif M. , Thomann Charity , Bhatia Shalini , Theobald Robert 
Published: November 2023

ObjectiveNeuroscience has enjoyed tremendous growth over the past 20 years, including a substantial increase in the number of neuroscience departments, programs, and courses at the undergraduate level. To meet the need of new neuroscience courses, there has also been growth in the number of introductory neuroscience textbooks designed for undergraduates. However, textbooks typically trail current knowledge by five to ten years, especially in neuroscience where our understanding is increasing rapidly. Consequently, it is often important to supplement neuroscience and textbooks with information about recent findings in neuroscience. The purpose of this educational study is to compare 3 different models of teaching and evaluate their effectiveness as they are applied to get a better idea of how neuroscience education is being delivered.Methods3 Models of teaching were compared in this study; The Longitudinal model where the neuroscience course was taught separately, irrespective of the rest of the gross anatomy course, the Interdisciplinary model where the neuroscience course was taught as a single unit of different disciplines, irrespective of the other different courses and systems, and finally, the Interdisciplinary/system‐based model where the neuroscience course was taught as a single unit of different disciplines, following the system‐based curriculum adopted by the school. A retrospective study of the students’ grades and student's evaluation in surveys that were presented to postgraduate neuroscience students was conducted. These surveys were presented to students at the end of each neuroscience course in an Osteopathic Medical School between the years 2009 to 2015, regarding how the neuroscience education is being delivered.ResultsStudents have scored highest scores in the longitudinal model of teaching followed by the Interdisciplinary model and lastly by Interdisciplinary/system‐based model. With scores data, there was statistically significant differences in the scores between the three models. The mean score of students’ evaluations showed that the students were more content with the Interdisciplinary/system‐based model of teaching, followed by the Interdisciplinary model and lastly by the Longitudinal model.ConclusionThe results of this study provide data that can be used to determine future directions and priorities for neuroscience education. Data will hopefully help faculty who teach neuroscience at medical institutions to better define their activities.Support or Funding InformationThe authors declare no funding to report.
TEACHERS PERCEPTION ON THE INTEGRATION OF MORPHOLOGICAL SCIENCES DISCIPLINE IN INTEGRATED CLINICAL CURRICULUM IN SANTA CASA DE SÃO PAULO SCHOOL OF MEDICAL SCIENCES
Authors: Barros Mirna Duarte , Silva Vivian Alessandra , Pinto Antonio Cardoso , Pereira Celina Siqueira Barbosa , Liquidato Bianca Maria 
Published: November 2023

IntroductionIn the modern medical education, several curriculum options can be adopted. The integration of basic and clinical science is a challenging goal, encouraging early medical practice with theoretical basis of excellence. The Santa Casa de São Paulo School of Medical Sciences proceeded a curricular reform adopting the integration of basic and clinical sciences with a vertical integration of content in order to improve student learning.ObjectivesReport the perception of the basic science teachers in an integrative joint discipline with the clinic.Experience ReportClinical disciplines were subdivided by Organic Systems, with the inclusion of basic science content linked to the needs of the clinic practice. The Respiratory System was held in the third year of the medical course, with 15% of the total hours of discipline. The contents of anatomy, histology and embryology were taken to level the brought knowledge of the basic cycle (first two years), but has also been reconfigured with contextualized approaches through clinical cases, radiological images, procedure videos, in addition to traditional tools such as study on histological slides and prodissection anatomical specimens. Five professors from the Department of Morphology engaged in vertical approach to content, teaching and coordinating practical activities.ResultsTeachers reported that the use of clinical context raised in deepening students learning the morphological content, since it had connected in future clinical practice. The use of clinical cases created a favorable emotional context, making the learning of morphology more meaningful. Students had the opportunity to analyze problems and apply their knowledge to solving and develop criticism. The approchement between the contents showed students the importance of morphological knowledge in patient care.ConclusionTeachers evaluated positively the curriculum change and considered that the learning of basic sciences had become more significant when associated with a specific clinical context, favoring the retention of knowledge.
Utilization of the Point of Care Ultrasound (POCUS) Training in Patients Management by Medical Residents: A Place in the Anatomy Curriculum
Authors: Jirjis Rami , Hussein Inaya Hajj , Jurjus Abdo , Zakaria Khalid 
Published: November 2023

Point of Care Ultrasound (POCUS) has proven through multiple studies its usefulness and effectiveness in Emergency Department (ED), intensive Care Unit (ICU), and certain procedures. POCUS also showed usefulness in rapidly verifying diagnosis in patients who require immediate surgical intervention. In addition, ultrasound has been introduced in schools during the anatomy courses.Assessing the perception of residents, who have done POCUS training via workshops or as part of their curriculum prior to their residency training, will provide constructive feedback whether the training was useful, retained, or further integration of POCUS training workshops into medical school curriculum is needed. We will also explore the role of potential barriers faced by the residents that might help improve the usage of such vital technology to achieve better outcomes clinically.A cross‐sectional survey will be administered via email using Qualtrics to Wayne State School of Medicine 2013 and 2014 Alumni, regarding POCUS retaining, utilization, access, training and preference. Data will be analyzed using multiple logistic regression to identify independent variables associated with POCUS usage.This study will serve as a pilot study and provide us with a better understanding of the effectiveness early POCUS training, in Anatomy or other settings, and will lead us through further research to propose redirection of resources and curricular content to enhance the medical experience regarding the utilization of POCUS techniques.
How to use anatomical dissections and prossections to contribute in avoiding erros in clinical practice
Authors: Barros Mirna Duarte , Mendes Carlos Lazzarini 
Published: November 2023

IntroductionIn a country of social and technological inequalities like Brazil, radiological features image as portable ultrasound are not always available. The challenge teaching performance of procedures that use the transfer of knowledge that add skills, especially those who need the anatomic three‐dimensional view, it is still a cause for constant quest for technical perfection of this task. Basic technical procedures merit special attention on education, which, despite commonplace, lack of effective warning mechanism for technical and tactical errors, due to anatomical traps, can result in difficult complications treatment, often specialized, not to mention the temporary or permanent sequelae, and may lead to death.ObjectivePresent anatomical landmarks to the correct procedure of central venous access via subclavian, and chest access by water seal drainage in dissected anatomical specimens for students from pre‐clinical disciplines of the Santa Casa de São Paulo School of Medical Sciences, SP, Brazil.Experience reportStudents of third and fourth years of medical course attended disciplines about morphology, physiology, pathology and clinic in an integrative way for every Body System. They were presented to a prossected cadaver model of the right infraclavicular region through muscular windows, aiming to restitutio ad integrum of anatomical structures. The topography of the subclavian vessels was valued to subsidize important knowledge for the correct procedure of placements of central catheters. Dissection of the side wall of the thorax, in which myo‐aponeurotic layers, costal framework, parietal pleura, diaphragm muscle, thoracic organs and abdominal intraperitoneal and parietal peritoneum, were exposed to exalting thoraco‐abdominal transition, in order to promote identification of possible errors in access to pleural cavity at the time of pleural drainage in water seal.ResultsThe teaching method allowed the identification of key anatomical landmarks, with visualization and manipulation of anatomical structures, repetitively, allowing for training procedure central venous access through the subclavian and thoracic drainage in in water seal.ConclusionAnatomical dissections and prossections applied to clinical practice, preserving structures and topography, offer unlimited training interventions, minimizing error to perform procedures which are not available imaging technology as support.
Utility of 3 Dimensional Printing of Hearts with Complex Congenital Heart Disease in the Education of Pediatric Trainees and Sonographers
Authors: Prasad Deepa , Ashwath Ravi 
Published: November 2023

BackgroundComplex congenital heart defects (CCHD) are often hard to describe and understand. Visualization of the CCHD in 3 dimensional (3‐D) views based on the two dimensional data obtained by echocardiograms and computed tomography (CT)/magnetic resonance imaging (MRI) is a daunting task. However, the interventions have to be based on and carried out in a 3‐D environment. These kind of disconnect between 2 D imaging and interventions in the 3D space pose a challenge to communicate effectively to the novice trainees and sonographers. With recent technological advancements in cardiac CT and MRI, it is possible to obtain excellent 3D reconstructions of the heart that can be used to rapidly and economically create 3D models of the heart. This can add value and improve understanding of complex heart defects especially of the CCHD. There is no data at present regarding its utility in using it as an educational tool. We aim to assess if 3‐D printing of the heart models would lead to improved understanding of congenital heart disease by trainees.MethodsPediatric residents, sonographers and cardiology fellows were randomly recruited and provided with a pretest questionnaire to assess their baseline understanding of normal and abnormal cardiac anatomy. CT and MRI scans were shown to the trainees initially prior to completion of pretest questionnaire. The trainees were then allowed to hold and examine the 3‐D heart models, after which a post test questionnaire is given to them. Data were analyzed to assess the improvement in understanding of CCHD, based on a scoring system.Preliminary resultsA total of 10 subjects (5 pediatric residents, 2 sonographers and 2 cardiology fellows) were included in the pilot study. 80% of the residents, 100% of the sonographers and fellows felt that their understanding of congenital heart disease improved with 3‐D heart models and 100% of the study subjects felt that 3‐D models should be absolutely utilized in the education of pediatric trainees.Future directionsWe will print more heart models and recruit atleast 100 subjects to achieve statistical power.Conclusion3‐D heart models can prove to be an effective educational tool for pediatric trainees to improve understanding of normal and abnormal cardiac anatomy.Support or Funding InformationFRAP (Fellowship Research Award Program) grant
The Anatomy Training Program: a Participant's Perspective
Authors: Umorin Mikhail 
Published: November 2023

The Anatomy Training Program (ATP, http://www.anatomy.org/anatomy‐training‐program.html) is a joint undertaking between the American Association of Anatomists and the Anatomical Society (UK). It aims at training anatomists so that they can teach Gross Anatomy at a graduate/professional school level. I participated in the ATP during the 2013 – 2015 academic years. I had no prior anatomical education, and the dental school at which I am a postdoctoral fellow sponsored me to participate in the program. My objective for this presentation is to present the positive and negative aspects of the ATP program by describing and reflecting on my experiences in the ATP. As a result of a significant time commitment in ATP I learnt Anatomy to the level that I currently teach it at our dental school. During the ATP program I learnt didactic and dissecting skills. I have a foundation for treating teaching as a science and view teaching as a complex student‐teacher interaction. I have learnt an important self‐improvement tool: reflection. I started using this tool as a method of improving my anatomical knowledge and teaching methods. I have recently interviewed at and received a job offer from a US medical school. In conclusion, ATP has been vital to advancing my career in anatomical education. In addition, reflection has become a life skill that I use to improve my performance in all sorts of endeavors ranging from cooking to home improvement to job related activities.Support or Funding InformationAmerican Association of Anatomists
Breaking the fourth wall: Quaternary organizations forge a link to the novel non‐enzymatic function of RNR‐α
Authors: Aye Yimon 
Published: November 2023

The classical textbook description of the enzyme ribonucleotide reductase (RNR) has been the rate‐limiting catalytic role in the de novo biosynthesis of dNTPs required for DNA replication and repair. The nucleotide‐regulated α subunit of RNR in unison with the metalloprotein parter subunit b, or its p53‐regulated isoform, p53b, constitutes the active enzyme that catalyzes NDP reduction to dNDPs in humans. RNR activity is positively correlated with cell proliferation and is a known target of nucleoside anticancer agents. However, seemingly at odds with the major role of RNR in cancer proliferation, selective overexpression of α alone confers anti‐metastasis activity in transformed cells and in transgenic mice, and is correlated with longer lifespan in cancer patients. Indeed, α‐specific gene therapy approaches had been in clinical trials. The basic biology underlying this enigmatic α‐specific tumor suppression is unknown and is long postulated to involve non‐reductase functions. Our most recent serendipitous discovery of a new nucleotide‐driven α‐specific signaling role has shed the first light on the long proposed non‐canonical function of α. We present the detailed mechanistic deconvolution of the newly discovered function of α underpinning the clinically relevant tumor suppressor phenotype.Support or Funding InformationNIH Director's New Innovator award (1DP2GM114850‐01)
Acetylation of Replication Protein A (RPA) Improves its DNA Binding Property
Authors: Surendran Sneha , Ononye Onyeka Ebelechukwu , Balakrishnan Lata 
Published: November 2023

Genome maintenance is critical for cellular survival and growth. Replication Protein A (RPA), a single‐strand DNA (ssDNA) binding protein, is vital for various aspects of genome maintenance such as replication, recombination, repair and checkpoint activation. RPA binding to ssDNA protects it from degradation by cellular nucleases, prevents secondary structure formation and from illegitimate recombination. Within the cell, RPA is subject to many post‐translational modifications including phosphorylation, SUMOylation and ribosylation. These modifications regulate the activity of RPA with DNA and other binding partners.RPA has been reported to be also modified by acetylation. We found that human RPA (hRPA) can be in vitro acetylated by p300, an acetyl transferase (AT). To study the effect of this modification on its ssDNA binding function, we made use of electro‐mobility gel shift assay (EMSA) and bio‐layer interferometry (BLI) technology. Using various length oligos, we tested the binding property of unmodified and acetylated RPA. Our results showed that acetylation of RPA increased its binding affinity compared to unmodified RPA. Interestingly, the acetylated form was also able to bind more stably to shorter length oligos compared to the unmodified form. This suggests that the acetylation of RPA improves its ssDNA binding function. This alteration in its enzymatic activity would have significant implications in maintenance of genome fidelity since improved DNA binding function of RPA will protect the genome from both endogenous and exogenous stresses. Additionally, using mass spectrometry analysis we have identified the lysine residues that get modified by the acetyl group both in vitro and in vivo. We are currently studying the factors that trigger this post‐translational modification in the cell.Support or Funding InformationThis work was supported by a grant from the National Institutes of Health GM098328 (to LB).