bluuebunny/crossref_metadata_2025_split huggingface dataset:
Does Team‐Based Learning Have a Positive Effect on Student Learning Outcomes in a Medical Developmental Anatomy Course?
Authors: Abisamra Hala , Treadway Brent , Conway Marianne 
Published: November 2023

Team‐based learning (TBL), a version of the flipped classroom, has been well supported over traditional didactic lecture and is a widely used teaching method aimed to encourage active student participation in the learning process via a three‐step format: individual pre‐class preparation, in‐class readiness assurance testing, and application‐focused exercises. Many fields of health‐related professional education have incorporated this teaching strategy. This year, the course instructor decided to fully integrate TBL into the Developmental Anatomy (DA) course at the University of Mississippi Medical Center. DA is a 2‐credit hour course that has followed a flipped classroom model and is integrated with Gross Anatomy. In the past few years, students have been provided with online self‐study modules to review on their own time before attending optional interactive review sessions using clickers. The review sessions were a chance for students to assess their knowledge and exam readiness. The goal of using TBL is not only to help facilitate an active learning environment, but also to create a system in which students are encouraged to review material in a timely, evenly‐distributed manner. With the introduction of TBL, sessions are no longer optional and contribute 10% to the students' overall grade in the course. The authors of this paper intend to describe the use of a newly implemented, modified‐form of TBL in the classroom and its effects on current student exam results as compared to those of the previous year. Modifications of the official TBL format had to be made. These alterations include: 50‐minute pre‐scheduled sessions when longer sessions are typically suggested for effective TBL and the non‐traditional use of Turning Technology “clickers” rather than paper for both individual (IRAT) and team readiness assurance tests (TRAT) to reduce paper consumption and increase grading efficiency. Prior to the start of the term, the authors composed ten USMLE style clinical vignette questions based primarily on module and course objectives for use during the TBL sessions. The authors determined what topics to focus on by reviewing previous exams for questions missed by 30% or more of the class. Preliminary analysis of the data shows that when comparing exam question results, student performance significantly increased when the questions had been included in the TBL activity than when they were used during the interactive review session. Moreover, decrease in the Point Bi‐Serial value suggests that students in the lower quartiles might benefit more from these TBL sessions. Final outcomes will be determined following the conclusion of the term. The authors hypothesize that there will be a statistically significant improvement in learning outcomes in comparison to the previous year.Support or Funding InformationUniversity of Mississippi Medical Center Department of Anatomy
Teaching the Brachial Plexus to Medical Students in a Humane and Useful Way
Authors: Cotanche Douglas Allen 
Published: November 2023

Encountering and learning the brachial plexus has always been a stress‐inducing challenge for first year medical students taking Gross Anatomy. The complexity of its structure and the names and origins of all its branches can make even the brightest students' head spin. I have developed an easy tool for teaching the brachial plexus to medical students that allows them to draw a skeletal model of it in less than a minute and from there they can use this to fill in the names of the various parts of the plexus and its terminal branches. The model begins with a simple mathematical formula for the plexus: Y3X2M. From this formula, I demonstrate how to quickly and simply draw out the rami, trunks, divisions, cords, and branches of the plexus. The model allows the students to easily visualize the structure of the brachial plexus and also to determine the spinal nerve components in each trunk, division, cord, and terminal branch. I suggest to the students that they immediately draw this model on the back of a page of their exam (immediately after entering their name) and then use the model to help answer specific questions on the plexus or innervation of the upper limb that they encounter throughout the exam. I have seen them actually do this on their exams and, as a consequence, they appear to better understand the brachial plexus and do much better on relevant questions on the exam.Support or Funding InformationSupported by funds from the Department of Anatomy & Cell Biology at UIC
A Crossover Randomized Controlled Trial to Evaluate the Use of Animations and Interactivity in Anatomy and Physiology Education
Authors: Chen He Tian , Ng Maxwell , Kirubarajan Abirami , Kuo Katherine , Ball Alexander K , Bayer Ilana , Helli Peter B , Wainman Bruce C 
Published: November 2023

An increasing number of studies suggest that there is no difference between live didactic lectures and video podcasts of the lecture content in student learning. However, several studies have recently shown that instructional videos that include interactivity and animations increase retention and transfer of content in biology and engineering. The purpose of our study was to evaluate the effectiveness of interactive videos that included animations on anatomy and physiology education.A crossover randomized controlled trial was designed and completed in the 2016–17 academic year using undergraduate students (n≈150), comparing live lectures to interactive animation‐based videos in an introductory anatomy and physiology course. The study included undergraduate students in several undergraduate programs, including Health Sciences, Nursing, Midwifery, and Engineering. Multiple‐choice question (MCQ) pre‐intervention tests were designed to evaluate prior knowledge among participants who were randomized to either the lecture or video intervention. MCQ post‐intervention test performance in each group was compared to the pre‐intervention baseline, immediately post‐intervention and after one week. Live lectures were assigned to the same instructor as the narrator of the videos, in addition to featuring the same educational graphics. The videos were created according to guidelines described in the literature for the integration of interactive animations while minimizing cognitive load.Both groups were evaluated on the outcome measures of retention learning and transfer learning, as assessed by MCQs. Statistical significance of inter‐group differences were determined by ANOVA. Students were also asked to complete a questionnaire designed to collect qualitative data to assess engagement in multimedia education as well as demographic characteristics. This enabled an analysis of other variables including interest in the subject, course performance, and program of study. This study provides evidence regarding the use of interactive videos in anatomy and physiology education.Support or Funding InformationThis study was funded by the Paul R. MacPherson Institute for Leadership, Innovation & Excellence in Teaching and Learning.
“An Unexamined Life is Not Worth Living”: Using Digital Journals to Promote Reflection in the Classroom
Authors: Doubleday Alison French , Strotman Meaghan Driscoll 
Published: November 2023

Reflective learning promotes critical thinking skills and provides students with the opportunity to assess their own learning processes. Activities that encourage and facilitate reflective learning also help students identify knowledge gaps and develop strategies for meeting their learning goals. Journaling is an effective method for self‐reflection, however, the use of paper journals in the classroom can be cumbersome and presents several logistical challenges related to journal submission and grading. Digital journals, which can be used in the classroom or in asynchronous learning environments can address these challenges.Faculty members from the UIC College of Dentistry demonstrate specific ways in which digital journals are being used to promote reflection and self‐regulated learning among dental students in an integrated curriculum. The logistics of setting up shared journals, as well as important considerations in designing journaling assignments and in grading submissions, will be addressed. Challenges for students and instructors, specific examples of journal assignments, trouble‐shooting tips, and observed learning outcomes will also be provided.Qualitative analysis of journal entries from multiple cohorts of dental students demonstrate that journaling activities within an integrated curriculum allow faculty to assess students on critical thinking. Journal responses can also help guide faculty in determining what course modifications should be made to improve learning throughout the course. The primary learning goal for this presentation is to help other faculty members understand the benefits of using digital journaling activities to promote reflection in the classroom and to help faculty members design their own reflective activity for use with digital journaling tools.
Revolutionizing Musculoskeletal Anatomy Teaching With MicroVids‐Guidelines. A Pilot Study
Authors: Huber Florian Alexander , Hirtler Lena , Kainberger Franz M 
Published: November 2023

In a pilot study, 23 students passed a voluntary elective on musculoskeletal ultrasound (MSUS) anatomy. The undergraduate students received theoretical and practical units of MSUS teaching. Previously developed guidelines for MSUS of the wrist helped the students to learn clinically relevant anatomy. The so‐called “MicroVids”‐guidelines were designed in an indication‐based design and used a novel documentation method, that based on short imaging sequences between significant anatomic begin and end landmarks. Thereby, students would be able to examine a specific disease‐relevant site by simultaneously memorizing anatomic structures and their respectively adjacent anatomy. Students had to pass theoretical exams, diagnostic quizzes and document their own examination, using static images or MicroVids. Simultaneously, duration of all single examinations was documented. Subsequently, students were asked to recognise anatomic structures in colleagues' images, which were randomly assigned to them.Student parameters showed higher recognition rates for dynamically documented examination, when compared to static images. Comparison of the two student groups showed lower mean duration of examination in the “MicroVids” group. Male test subjects partly had significantly higher test scores, compared to female probands (p=0.01). Student scores showed significant differences depending on the method of test results' evaluation (mean student scores ranging from 11% to over 70%).The presented learning curves and recognition rates suggest that the established guidelines can be used as a valid and easy‐to‐learn tool for teaching of MSUS.Support or Funding InformationThe authors declare that there was no financial funding or other type of support received for the conduction of this study.
Teach & Learn in Histology: An Old Approach Revisited
Authors: Iskandar Jean‐Pierre , Hussein Inaya Hajj 
Published: November 2023

BackgroundInnovative strategies to implement integrated medical curricula, especially those focusing on students' interactive learning, are becoming more relevant and are gaining both attention and major support. Learning by teaching is an old concept that has long been recognized which might fit these new changes. In fact, peer education as a concept, has also been there for ages, however, channeling efficiently the efforts of peers in a structured small group teaching, is a real challenge.AimsThe purpose of this work was to apply the concept of teach and learn in a structured way during the endocrine system histology lab sessions as part of a self‐directed and interactive learning approach.MethodologyEvery M2 student was invited to participate in this activity. Before coming to the endocrine system lab session, every student was responsible to prepare and teach the material assigned, to his or her group of peers according to a specific set of learning objectives and making use of digital slides and histology modules. In addition, each student was required to write at least one NBME style question pertinent to the discussed material. Both in the presentation and in the questions, normal histology and histopathology material were integrated to stress the relevance of the material.ResultsDuring the lab session, each student presented what he or she has learned about the assigned histological and histo‐pathological section/topic to the respective group. Each group was able to complete the entire activities during the lab session within the assigned time frame. In the last half of the hour, selected students from the class discussed clinical cases. After the completion of the lab, students provided feedback evaluations of their peers and of the session overall.ConclusionUsing such a strategy allowed each student to be an active player in the interactive teaching process. This approach leads to better participation, involvement, and engagement of the students in the learning process all while reducing contact hours without sacrificing outcomes.
Learning the Cardiovascular System Can Be PhUn
Authors: Gonzalez Amanda Joanna , Velez Maria E. 
Published: November 2023

The cardiovascular system can be a strenuous system to study. By exploring the cardiovascular system, using an interactive approach, students were able to learn the information quicker and easier. When students associate a newly learned concept with a fun memory they are able to retain the knowledge for a longer period of time. As part of PhUn week, a group of 90 students aged 12–13, visited Texas A & M University‐Kingsville to learn about Physiology.MethodsStudents were given a short oral pre‐quiz to test their baseline knowledge on the cardiovascular system. The quiz was also given again at the end of the activities to see if the students were able to learn the concepts during the presentation. An interactive activity was performed to assess changes in student's heart rate. An agility ladder (rope like ladder) was placed on the floor and students had to jump through it, following a pattern in each square. At the beginning and at the end of the activity the student's heart rate was measured using a pulse oximeter. Pre and post‐ladder heart rates were compared and the concept of increased heart rate was described. Analogies were made to explain how the heart operates when athletes are active in their sports. A description of what happens with deoxygenated and oxygenated blood in the heart was also demonstrated using an acrylic box. The box contained four chambers (labeled right atrium, RA; right ventricle, RV; left atrium, LA; and left ventricle, LV) and half the box was painted blue and the other half was painted red to represent the deoxygenated and oxygenated blood. Blue colored water was poured into RA chambers to represent what happens when deoxygenated blood enters the heart. The water moved to the RV chamber and out of the box (to the lungs). Then, red water was poured into the LA and passes to the LV to then go out into the body. The differences between a healthy and an unhealthy heart were also explained. A red pipe filled with a yellow substance was shown to represent what a blocked vessel looks like and a clean red pipe represented a healthy blood vessel.ResultsTo test student's knowledge after the PhUn activities, a beach ball was passed around at the end of the presentation with questions to see if students were able to answer the same questions they saw in the pre‐quiz. Students were able to show they gained a greater understanding of the cardiovascular system.ConclusionThrough PhUn week we were able to impact students while teaching them about the cardiovascular system in an innovative way. We also made it a PhUn and memorable experience.
Keeping Traditions? Perceptions Of Anatomy's Relevance To Clinical Training And Practice Across Successive Cohorts Of Graduating MD Students In A New Medical Program
Authors: Oyedele Olusegun 
Published: November 2023

Sixty‐eight medical students comprising three successive graduating classes completed a questionnaire as part of continuing quality improvement to the anatomy program at the University of British Columbia (UBC) Southern Medical Program. Specifically, they were asked to declare an opinion as to whether the cadaver‐based anatomy education they had received during the first two years of studies, prepared them for further clinical training or was relevant to their clinical practice and/or to specific clinical specialties they encountered during clerkship. Respondents also indicated how confident they were that their current knowledge of anatomy was of the quality required of a medical graduate in Canada, as well as whether factors such as method of instruction or location of their campus (hence access to a diversity of resources) affected this perceived confidence. Majority of students felt that their anatomy education sufficiently prepared them for clinical clerkship. Most respondents also rated their knowledge of anatomy of a quality requisite of a Canadian medical graduate. Even though anatomy received near unanimous approval of respondents as being relevant to their clinical training and practice, individual comments as well as consistently low rankings for the utility of cadaveric dissection, give room for pause as to whether current modes of anatomy teaching at UBC and similar institutions, sufficiently capture the need for clinically‐relevant and effective anatomy education in a millennial generation.Support or Funding InformationUniversity of British Columbia, Faculty of Medicine, Southern Medical Program
Integrated Histology and Pathology Education in the Renewed UBC M.D. Undergraduate Program
Authors: Pinder Karen , Nimmo Michael , Cooper Dawn , Allard Michael , Yule Heather , Maurice Sean 
Published: November 2023

To meet changing and future societal health care needs, the education of medical students is shifting in new directions and renewals of undergraduate medical school curricula are occurring across Canada, including at the Faculty of Medicine (FoM) at the University of British Columbia (UBC). The UBC FoM introduced a renewed undergraduate medical curriculum in the Fall of 2015. Histology and pathology are core foundational medical sciences related to normal and abnormal bodily processes and, as part of the renewed curriculum, faculty leaders developed an innovative and practical approach to introduce students to the two disciplines. The emphasis is on an integrated approach that makes sessions meaningful and interesting.Laboratory sessions are the focus of the integration: students first explore virtual slides to learn the normal histology of a tissue or organ and are then guided through virtual slides of prototypical pathologies of the same tissue or organ. The intent is that medical students concurrently learn both how important it is to understand normal tissue architecture/cellular morphologies and the effects that disease states can have on them.Student feedback demonstrated that the integration is a great success: 92% of responding first‐year UBC medical students strongly/completely agreed that the pathology integration successfully demonstrated the clinical relevance of histology, and 89% strongly/completely agreed that our approach to the pathology integration was appropriate and useful for identifying prototypical pathologies.Our experiences demonstrate an efficacious approach for integrating disciplines and will be useful for medical science educators who are exploring or implementing interdisciplinary undergraduate medical education.
Small Group Self‐Directed Learning Exercises Using a Cloud‐Based Interactive Website Facilitates Application of Histology to Pathological Diagnosis
Authors: Ressetar Holly , Palmer Bruce 
Published: November 2023

The first year medical Human Structure course at West Virginia University is a combined gross anatomy/histology course that incorporates traditional microscopic study with use of our Histology OnLine virtual microscopy website. The use of digitized histological images promotes student independent study but the downside has been a great decrease in student collaborative study. Histology is often overshadowed by the more time‐consuming gross anatomy and students don't recognize its importance until faced with the second year pathology course. Our goal was to place more emphasis on application of histology and also meet recent LCME (Liaison Committee on Medical Education) accreditation requirements. Current standards highlight student self‐directed (active) learning as well as integrative and clinically applicable teaching. In an effort to meet these standards and increase student interaction, we challenged the students with identifying 35 unidentified pathological specimens. Students were assigned to small study groups of 8. Using their acquired knowledge of normal histology, they were expected to identify the specimen type, describe abnormal features and utilize on‐line resources to match pathological features to a potential diagnosis. Using Firebase, a cloud‐based data storage system, we created a website where students could view the specimens and use a set of interactive tools to draw on the specimen, enter annotations and share information with each other and faculty. Students were allowed an unlimited number of attempts to submit their final collaborative diagnostic report for each specimen within a designated time frame. Faculty responded with “correct” or “try again” with accompanying comments. Each group also researched a disease of their choice and presented it in a Power Point presentation. A final quiz was given that covered all presentations. Student feedback/evaluation consisted of the ongoing interaction between students and faculty as well as peer evaluation. Students performed very well on the exercises. A semester end student survey indicated that they enjoyed the learning experience and felt that the clinical application was valuable.Support or Funding InformationWest Virginia University Academic Innovations
The Nkx2.5 mutation affects impulse conduction of developing heart
Authors: Olejnickova Veronika , Hamor Peter , Kvasilova Alena , Sedmera David 
Published: November 2023

The process of ventricular trabeculation is a crucial step of embryonic heart formation. Trabeculae provide higher contractile force and preserve diffusion distance fitting nutrition range. Their role as a shortcut for electric impulse propagation has been also postulated. The homeobox gene Nkx2.5 is required for the proper heart development with ED 9–10 embryonic mortality in its absence. The present work tested in a mouse model of Nkx2.5 deletion using the GFP knock‐in how the ventricular impulse conduction is affected in trabecular absence. Freshly isolated WT, Nkx2.5 −/− and Nkx2.5 +/− mouse hearts were stained with di‐4‐ANEPPS and analysed using optical mapping. Ventricular chamber differentiation into trabeculae was assessed by whole mount confocal microscopy followed by 3D reconstruction and connexin40 immunohistochemistry detection. The Nkx2.5 −/− embryos showed serious grows retardation with severe heart dysmorphogenesis and very slow conduction reminiscent of the primary heart tube myocardium. There was no expression of connexin40 in the myocardium detected by immunohistochemistry. The Nkx2.5 +/− showed similar heart formation and impulse conduction as wild type controls. We conclude that Nkx2.5 is essential for chamber myocardium differentiation through trabeculation and its complete absence severely affects impulse conduction through the developing mouse heart.Support or Funding InformationSupported by GACR 13‐12412S and Ministry of Education PRVOUK P35/LF/5.