bluuebunny/crossref_metadata_2025_split huggingface dataset:
Open Educational Resources in the Laboratory: Moving the Introductory Biology Laboratory Manual onto Pressbooks
Authors: Knight Sarah , Bentley Meg , Regner Lucas , Murphy Lindsay 
Published: November 2023

The cost of textbooks in higher education has risen by 1041% since 1977, three times faster than inflation, so that the average student now pays $655 each year for books (1,2). With the rising cost of higher education students are finding themselves unable to meet these costs and purchase textbooks required by their course. At American University we surveyed 40 non‐major biology students and found 75% of students have previously not purchased a required textbook for a course because of cost. We also learned that 80% of our students make decisions on course choice based on textbook cost. To address this concerning trend we decided to pilot a scheme to use Open Educational Resources (OER) in our introductory non‐majors Biology 100 course with a laboratory.In previous semesters for this course we have used a bound, printed laboratory manual that cost the students $30 in addition to their $100 laboratory fee and the lecture textbook Biology, Science for Life, by Belk & Borden‐Maier, which cost $140. Before this study we found 59% of 71 students surveyed strongly agreed or agreed that they would prefer an online, printable laboratory manual at no cost to them. This Fall 2015 semester we decided to use Open Educational Resources for both the lecture and laboratory portion of the course greatly reducing the cost of materials for the students. As the course text we chose Concepts in Biology published by OpenStax and put our laboratory manual online onto Pressbooks (3, 4). Both resources were available to students online at no cost or at a low cost to print. A hardback print copy of Concepts in Biology cost $29 and the faculty written laboratory manual costs less than $20 for a spiral‐bound color copy.Using Pressbooks as a platform for the laboratory manual has allowed us to make major improvements to the manual. The manual has become a dynamic ever‐changing document where we can guide students using hyperlinks to external sites for information such as recent biological newsworthy events, for example Nobel Prize winner announcements and include links to online technique videos such as JOVE (5). Using an online platform allows us to update and edit protocols and correct any errors in real time. At least 97% of our students found the online laboratory manual to be the same or better than other laboratory manuals that had previously used.In conclusion we deemed the use of OER in our introductory Biology laboratory class a success and with the help of faculty and student feedback we intend to continue to improve our online laboratory manual for use in future semesters.

Bureau of Labor Statistics
The National Association of College Stores
OpenStax http://cnx.org/contents/b3c1e1d2‐839c‐42b0‐a314‐e119a8aafbdd:1/Preface
http://www.pressbooks.com
http://www.JOVE.com
BENEFITS OF THE STUDENTS WHO GRADE PATHOLOGY ASSIGNMENTS OF THEIR NEAR‐PEERS
Authors: Biswas Suvra Kusum , Basu Amitabha , Raam Jiji 
Published: November 2023

INTRODUCTIONWe have asked the senior students to grade (Peer assessment1) the assignments of junior students of the Pathology course. This study aimed to understand how ‘peer‐assessments’ could help these assessor (near‐peer) students re‐learn Pathology materials and to understand their experiences as a peer‐assessor.METHODS & MATERIALSIn the 4th semester of our curriculum, each student presents a Pathology topic before the class (e.g. ‐Lab diagnosis of apoptosis). Faculty members and one senior student of Pathology course (of 5th semester) grade them independently. 5th semester students were selected based on their temporal order in the class roster. Students get 2 days to prepare for the assessment. This paper is based on the feedback (via online anonymous questionnaire) of these near‐peer‐assessors. 18 students participated in the survey (98% of all assessors).RESULTS75% near‐peer assessors think this exercise helped them to re‐learn pathology critically & constructively in order to come up with an appropriate question, and to identify their mistakes. It helped them to revisit Histology & analyze of laboratory reports. Some of them mentioned that it was hard to grade without bias when the presenter was a friend. Some students needed more time to prepare form the assessment. 57% recommend this process for other medical courses.CONCLUSIONSOur study concluded that asking peer students to grade assignments help them to relearn the course materials, develop responsibility and to understand the meaning of professionalism. We plan to continue this study in the coming semester to get a better understanding of the advantages it can offer to the students.Support or Funding Information
Benefits of Online Textbook Resources Depend on Physiology Students Using Retrieval
Authors: Anderson Lisa Carney , Keirstead Sue A 
Published: November 2023

Retrieval practice is defined as a type of studying technique is which students try to recall what they have learned without consulting an outside resource. A purported method of retrieval practice is the use of supplemental online resources that accompany textbooks. The purpose of this study was to investigate the strategies used by physiology students using online quizzes from website supplementing their course textbook. The hypothesis was that physiology students that used retrieval (trying to figure out the answer first before going to the textbook for help) would score higher course grades than those students who searched for quiz answers in their textbook and online resources. Students who had completed an undergraduate physiology course were sent an online survey about their course experience. Two following reminders were emailed, asking student to complete an online survey. Students were asked to report their physiology course grade, satisfaction with how much they had learned, which resources they had used and how they had used online quizzes: (1) looked answer up online, (2) looked up answers in the textbook, (3) tried to figure out the answer before using the textbook, or (4) only used their recall. Categories (1) and (2) were considered non‐retrieval strategies and categories (3) and (4) were considered retrieval strategies. Students who practiced retrieval strategies achieved a course grade of 3.5 ± 0.6 on a 4 point scale, which was significantly higher (P=.008) than students using non‐retrieval strategies who achieved a grade of 3.1 ± 0.6 on a 4 point scale. These results may indicate that students that use retrieval practice as part of their studying habits perform better on course work.Support or Funding InformationNo funding to report
Problem‐Based Learning is a More Effective Method at Developing Critical Reasoning Skills When Compared to Traditional Instructional Methods
Authors: Franklin Brandon M , Xiang Lin M , Paulose Jiffin M , Collett Jason A , Rhoads Megan K , Osborn Jeffrey L 
Published: November 2023

The effective development of critical reasoning skills (CRS) is one of the most important factors to ensure student success in the professional environment. Problem‐based Instruction (PBI) pedagogy has been theorized to be a more effective method of developing CRS compared to traditional lecture‐style instruction (LI). Previously, it has been shown that students taught by PBI perform better on exams compared to LI students and that this effect is magnified in traditionally low achieving students (Franklin et. al, AJP: Advances in Education, 2015). This study compared the effectiveness of PBI with LI at developing writing and critical reasoning skills in an upper level, undergraduate animal physiology (AP) course. Students enrolled in AP were randomly assigned to one of two experimental groups: LI (n=41) or PBI (n=73). Student grade point averages were not different between groups at the onset of instruction (p>0.05). To assess the effectiveness of each of these methods at developing CRS, student writing assignments at the beginning and end of the semester were evaluated. Within these writing assignments students were asked to explain the rationale behind a laboratory experiment, report experimental results in a logical manner and discuss the scientific implications of these results. All writing assignments were scored blindly, by 3 graders based on a specific rubric scaled 1–10. Scores were not different between the two groups at the onset of the course (writing assignment #1, first lab of the semester) with LI students scoring 5.45±1.29 points and PBI students scoring 5.18±1.18 points out of a possible 10 points. Writing assignment #2 covered the last lab of the semester. While students in both instructional groups showed improvement in their writing over the course of the semester, students in the PBI group exhibited markedly greater improvement (85.05±33.71%) between writing assignments 1 & 2 compared to LI students (36.79±25.24%, p<0.05, d=1.62). These results indicate that PBI students, who have been challenged to think about conceptual problems and work with their peers to find a solution, develop better critical reasoning skills compared to LI students who are simply provided with direct informational instruction in a lecture style format.Support or Funding InformationThis work was partially supported by National Science Foundation Grant 0431552 (to J. L. Osborn, Principal Investigator).
“Absolut Polycythemia”: Non‐traditional Case‐Based Instruction in Physiology Related to Alcohol Consumption
Authors: Harris Michael B 
Published: November 2023

Modern teaching in physiology is greatly enhanced by case‐based instruction. It is challenging, however, to select cases that engage a wide audience. “Absolut Polycythemia” is a fictitious disorder (not to be confused with “absolute polycythemia” or polycythemia vera), resulting from the osmotic and fluid imbalances, and dehydration associated with alcohol consumption. Correctly ascribed as a “relative” polycythemia, consideration of this disorder facilitates consideration of a number of basic physiological principals and concepts including osmotic regulation, oxygen delivery, the vestibular system and vertigo, and alcohol metabolism. The context is particularly relevant to undergraduate students and may also allow reflection on decision making related to alcohol consumption.Support or Funding InformationWork reported in this publication was supported by the National Heart Lung and Blood Institute and National Institute of General Medical Sciences of the National Institutes of Health under awards 1R15HL126105, 1SC2GM112570 and three linked awards number RL5GM118990, TL4GM118992 and 1UL1GM118991. The work is solely the responsibility of the authors and does not necessarily represent the official view of the National Institutes of Health or any other funding body.
The “420” Ptosis: Non‐Traditional Case‐Based Instruction in Physiology Related to Endocannabinoid Influences on the Sympathetic Nervous System and Cannabis Consumption
Authors: Harris Michael B 
Published: November 2023

Modern teaching in physiology is greatly enhanced by case‐based instruction. It is challenging, however, to select cases that engage a wide audience. The “420” Ptosis is a well‐recognized symptom of cannabis consumption. Consideration of this symptom facilitates consideration of a number of basic physiological principals and concepts including distinctions and interactions between smooth and skeletal muscle, and autonomic regulation of muscle tone. The context is particularly relevant to undergraduate students, and topical in light of changing social norms and decriminalization efforts surrounding cannabis use. Clear understanding of this symptom may also be useful in the context of law enforcement and impairment testing.Support or Funding InformationWork reported in this publication was supported by the National Heart Lung and Blood Institute and National Institute of General Medical Sciences of the National Institutes of Health under awards 1R15HL126105, 1SC2GM112570 and three linked awards number RL5GM118990, TL4GM118992 and 1UL1GM118991. The work is solely the responsibility of the authors and does not necessarily represent the official view of the National Institutes of Health or any other funding body.
Adding A Checklist To The Medical Neuroscience Laboratory Guide When Using A Computer‐Assisted Neuroanatomical Learning Tool
Authors: Severson Arlen R. 
Published: November 2023

In order to meet the medical neuroscience laboratory educational needs, an interactive neuroanatomical learning tool along with a checklist of neuroanatomical structures is being used in an integrated neuroscience laboratory. The interactive neuroanatomical learning tool is available online for student use and facilitates learning neuroanatomical structures, structural relationships, significant morphological and functional features of the human central nervous system, and the clinical relevance of the neuroanatomical structures. Gross images of intact and dissected brains, thick and stained thin brain sections, thin stained brainstem and spinal cord sections, and MR images are available for study. Neural structures available for identification on the image are listed on the right‐hand side of the screen. Clicking on the name of a specific structure produces a transparent overlay of that structure. Structures can be identified also by moving the pointer over the image and clicking on a specific structure. With either approach, the structure is identified by a colored overlay and a collapsible dialog box at the bottom of the screen that provides a brief description of the structure and its functional role in the nervous system. A student can scroll from one image to another. The number of neuroanatomical images and structures identified in the computer‐assisted learning tool exceeds the student learning needs and the laboratory time available for student study. In order to focus student learning on specific neuroanatomical structures as seen in the images, a checklist of relevant structure was developed and made available for use during the laboratory. This allows the students to select specific images and relevant structures for identification. The checklist contains also a brief description of the function and clinical significance of the structure. A glossary of neuroanatomical terms used in the computer program allows the student to select and view the neuroanatomical structures in the gross, sectioned specimens, and the MR images specified on the checklist. Student comments indicate that this is an efficient and effective way to learn the neuroanatomical and functional aspects of the nervous system available online at the student's convenience. Using the checklist as a guide to structures to be identified on the computer program facilitates the accomplishment of our neuroscience laboratory learning goals.Support or Funding InformationSupported by the Minnesota Medical Foundation
Effects of Geography, Genetics, and Environment on Morphological Variation in Two Subspecies of Common Chimpanzee
Authors: Burgess M. Loring , Junno Juho‐Antti , Ruff Christopher B. 
Published: November 2023

Recent studies indicate that two subspecies of common chimpanzee, P. t. schweinfurthii and P. t. troglodytes, are characterized by clinal genetic variation, suggesting that samples from a wider geographic range may also exhibit higher genetic variability. If so, aspects of bony morphology that are genetically canalized may also correlate with geography. This study examines the relationship between geographic variation and bone lengths, proximal and distal articular breadths, and diaphyseal cross‐sectional properties of the femur and humerus in a sample of common chimpanzees (n[P.t.s]=26; n[P.t.t.]=43). We hypothesize that the degree of variation in length measurements, which are more highly genetically determined, will more closely track levels of geographic variation than cross‐sectional strength proportions, which should be less genetically mediated.Latitudinal and longitudinal locality data were extracted from museum records. Bony linear dimensions were measured using calipers and an osteometric board, and diaphyseal cross‐sectional properties determined from pQCT scans. Coefficients of variation (CV's) were generated for geographic distance between localities and for each skeletal variable, and Levene's tests on logged values within sexes were used to test for subspecies differences in variation.In this sample, P. t. schweinfurthii cover a significantly wider geographic range than P. t. troglodytes. They also tend to be more variable in femoral and humeral lengths, articular breadths, and estimated body mass, reaching statistical significance in length measurements. In contrast, levels of variation within the two taxa in femoral to humeral cross‐sectional strength proportions are similar. Results therefore generally indicate that more genetically controlled aspects of morphology more closely track the degree of geographic variation in these two subspecies. An apparently greater degree of variation in bone lengths than other dimensions across the sample is supported by the lack of significant correlation between variation in distal femoral breadths and lengths (Mantel tests on pairwise distance matrices, p > .05). In humans, linear dimensions are more sensitive to environmental variation than body breadth dimensions, suggesting that these pattern differences may be attributable to higher sensitivity of bone lengths to short‐term environmental effects.
Variations in the Branching of the Lingual and Facial Arteries
Authors: Hurley Mary Eder , Lee Wing Yan , Beyea Heather , Stevens Todd , haese Jason Den , Olivieri Marion Pace 
Published: November 2023

Dissection of the branches of the external carotid in the anterior cervical triangle is an important exercise for medical and dental students. Netter's atlas shows the lingual artery branching from the external carotid at the level of the hyoid bone, and the facial artery branching from the external carotid approximately one centimeter distal to the lingual. Grant's atlas shows a common trunk for the lingual and facial arteries that is branching off the external carotid at approximately the level of the hyoid bone. Another depiction shows the facial artery branching off the external carotid immediately superior to the hyoid bone. Grant's atlas refers to his study of 211 specimens in which 80% had the lingual and facial arteries arising as separate branches of the external carotid, and 20% as arising from a common trunk. In our study, right and left arteries are analyzed separately. Four of 14 cadavers had a common trunk for the lingual and facial arteries. Their distance was measured from the bifurcation of the external carotid from the common carotid. Branching of the common trunk occurred between 12–15 mm from the bifurcation. In specimens in which lingual and facial were individual branches of the external carotid, the distance from bifurcation to lingual ranged from 7–22 mm, and bifurcation to facial from 14–25 mm.Support or Funding InformationDepartment of Math and Natural Sciences of D'Youville College
Insight into the Anatomy of the Poor Visual system in the Adult African Giant Rat (Cricetomys gambianus Waterhouse)
Authors: Alawa Judith Nkiruka , Amuzor Stella , Sambo Samaila J , Alawa Clement Barikuma 
Published: November 2023

The African giant rat (AGR) is microptic with poor day time vision, known to be nocturnal and depends on olfactory, auditory and tactile systems. This study investigated the morphometry, morphology and histology of the eyes of male and female adult AGRs to ascertain the anatomical basis of these adaptations. Results showed that the eye of the AGR is intermediate between nocturnal and diurnal mammals sharing close similarities in several features between them. The eye showed normal mammalian characteristics with mean diameter of 3.3 ± 0.02 mm and constituted 2% of body weight. Histologically, the lens is large and round occupying most of the vitreous chamber. The ciliary body is small with branching processes and lacking circular constrictor or radial dilator muscle bundles necessary for accommodation. This is suggestive of an inability to accommodate. The cornea is large relative to the eye size which is compensatory to increase visual sensitivity to low light levels and consistent with nocturnal vision. The AGR lacks Harderian glands and shows a separation between the posterior pigmented iris and the ciliary body which are features similar to the human eye. The retina showed characteristic lamination consistent with ability to detect low levels of light. This is evidenced by thick inner plexiform layer, thick outer nuclear layer and lack of fovea suggestive of poor visual acuity. Also observed was a high concentration of rods photoreceptors suggestive of peripheral vision and lack of colour as well as a monolayer of ganglionic cells suggestive of a small optic nerve. These unique anatomical features of the eyes of the AGR give credence to the poor vision and microptic nature of the AGR and these may have evolved as an adaptation to their dark habitats.Support or Funding InformationAhmadu Bello University, Zaria, Kaduna State. Nigeria
A Comparison Study of Model Based Anatomy Learning and Cadaver Based Learning
Authors: Chowdhury Syed , Akter Umme 
Published: November 2023

This study investigated the importance of cadaver lab for the community college undergraduate science students who intend to pursue their career as a nurse or in other allied health field. Students for Human Anatomy & Physiology classes were taken to visit a cadaver lab. Students participated in hands on laboratory in the cadaver lab to explore the body organs and see and touch them. All the students had prior hands on experience in model based anatomy labs. After the tour students were given a questionnaire to report their expectations and findings. Most of the students reported that their perception was much different about the size, shape and texture of those internal body organs. In some extent the model based learning gave them a different feeling about those body organs. In many cases students had no difficulty in identifying the organs easily, however they realized that the idea they acquired from model based learning was misleading particularly in size and texture (tissue density).They concluded that model based learning is useful however, after the model based learning having an experience in a cadaver lab makes a great difference in their learning. All of the 67 participants said that this experience was an eye opening for them and was a great help in their understanding in the anatomy of the human body. This exposure in the cadaver lab reduced their gap between their model based experience and the real structure based learning.Support or Funding InformationCampus LifeSt. Louis Community CollegeWildwood
Pilot Study: Integration of 3‐D Dissection Table into Undergraduate Gross Anatomy Course
Authors: Lane Cleveland O'Neal 
Published: November 2023

The learning landscape of undergraduate education has become more dynamic requiring instruction to be creative, engaging and inquiry based. Studying the human anatomy has often been limited to 2‐D images and models. The integration of 3‐D Dissection table provides the students the opportunity to be active in their learning and instructor to use interactive methods in assessing the student's conceptual understanding. In a pilot study, 20 undergraduate students used a 3‐D Dissection table to understand anatomical structures.Support or Funding InformationTitle III Funding