bluuebunny/crossref_metadata_2025_split huggingface dataset:
A Virtual Laboratory and Game‐Based App to Facilitate Self‐directed Online Learning in Histology
Authors: Swailes Nathan 
Published: November 2023

The power of Virtual Microscopy (VM) lies in its potential for fully flexible and self‐directed online learning. We are currently developing two module‐based apps that will allow VM to achieve this potential by providing students with a complete, self‐directed and engaging learning experience that can function successfully entirely in the online environment.Since the introduction of VM at the University of Iowa in 2001, traditional bench‐based microscopy has slowly given way to VM labs that exist almost entirely online. This transition from benchtop to laptop has revealed a number of deficiencies that make the self‐directed online study of histology using VM problematic. For example:

giving students access to only the tools of VM (viewer, slides, annotations) does not allow them to learn histology efficiently, they require some form of accompanying expert guidance
VM allows no mechanism for providing students with feedback on their learning progress which makes it difficult for them to make decisions about where to focus their study
VM offers students a limited number of digitized images to examine which promotes memorization over the development of analytical skills that are acquired only by comparing many similar specimens
These deficiencies are currently tackled using the following methods:

focused expert guidance is provided in the form of large group ‘pre‐lab’ sessions to help prepare students for engagement in online VM labs
feedback on learning progress in the online environment is provided through the use of quizzes created using VM annotations
a review of prior learning is held before exams to identify and address knowledge gaps. These sessions use a quiz and discuss approach to allow students to apply learned tissue analysis skills to images they have not previously encountered.
Students typically perform well in histology assessment when these methods are employed as complementary to VM. However, the in‐class methods of preparing students for success in the online environment seem counter‐intuitive to achieving the goals of fully flexible and self‐directed online learning using VM.In order to maximize the quality and efficiency of learning histology online, VM must be accompanied by expert guidance and a better opportunity to hone tissue analysis skills. To achieve this we are developing two module‐based apps that complement VM:The Virtual Laboratory

provides students with the focused expert guidance they need, when they need it, during the online VM experience.
The Game‐Based Testing App

is a motivating and engaging way to provide students with the necessary feedback on their progress in learning histology
is designed to test tissue analysis skills by quizzing students on images they have not yet encountered.
We hope to present prototypes of these new tools for improving the teaching and learning of histology online.
HistoConnect: An Online Integrated Module
Authors: Iskandar Jean‐Pierre , Doyle Kathleen , Blenc Ann Marie , Jurjus Abdo , Hussein Inaya Hajj 
Published: November 2023

Educators in various fields, in particular, medical schools are relying on technology, advanced software and resources than ever before. Online modules, are occupying important places in the learning process as they complement live lectures in students’ learning. They can also be very beneficial when it comes to the USMLE 1 preparation if utilized well, as they encompass many advantages such as virtual accessibility and pace control.Hereby we propose to create online comprehensive integrated organ system modules targeting medical students that correlate to each organ system block in their curriculum for studies and reviews.The module will include multiple interactive activities to enhance teamwork, promote self‐learning and increase the learning curve. Histology‐histopathology will constitute the backbone of each module where images of both normal and abnormal tissues, in various disease states, will be compared and discussed, thus, shedding light on disease process and related pathophysiology. The outcome will be accessed through various parameters covering knowledge, skills, attitudes, and professionalism, in addition to a timely feedback.These integrated modules based on structural biology, normal and pathological, will offer a better geography for understanding and achieve a high level of critical thinking and in depth understanding of the school curriculum.
The Anatomy of E‐Learning Tools: Are modern e‐learning tools a suitable replacement for traditional learning methods?
Authors: Van Nuland Sonya E , Rogers Kem A 
Published: November 2023

Increasing class sizes and a reduction in laboratory hours have increased the popularity of commercial anatomy e‐learning tools. Our previous research (n=70) compared a simple 2dimensional e‐learning tool (A.D.A.M. Interactive Anatomy) to a more complex tool that allows for a more 3‐dimensional perspective (Netter's 3D Interactive Anatomy). Despite the differences in how these e‐learning tools present information, student ability to learn anatomical material, and their mental effort while doing so, known as cognitive load, were identical between elearning tools. However, when students with low spatial ability studied anatomical content with the more complex tool (Netter's 3D Interactive Anatomy), their performance scores were significantly lower than those students with high spatial ability (p=0.007, R2=0.103). These results indicate that e‐learning tool software design can differentially influence students based on their spatial ability, but questions remain regarding how these e‐learning tools compare to more traditional learning processes, such as physically manipulating a skeleton. Studies are ongoing to determine how performance scores are impacted when students study a bony joint using a physical skeleton compared to a simple commercial software program (A.D.A.M. Interactive Anatomy). Student performance on anatomical post‐tests will be compared to their mental rotation test (MRT) score (a measure of spatial ability) in an effort to determine the relationship between spatial ability and the effectiveness of models versus software. Using a novel dual‐task methodology, undergraduate anatomy students from Western University, Canada (n=75) are being assessed using a baseline knowledge test, Stroop observation task response times (a measure of cognitive load), MRT scores and an anatomy post‐test (a measure of learning). We hypothesize that the acquisition of anatomical knowledge by students, regardless of their spatial ability, will be superior when learning is associated with a real model, rather than currently available e‐learning tools. Results of this study will determine if currently available e‐learning tools are effective in delivering anatomical education; alternatively, if this is not the case, we will have identified a major weakness in the strategy to move traditional education online.Support or Funding InformationOntario Graduate Scholarship, Government of Ontario, Canada.
Interactive 3D atlas of the human hand: anatomical specimens, illustrations and CT scans
Authors: Burchianti Livia , Barros Mirna Duarte , Curcio Daniella Franco 
Published: November 2023

Digital anatomical treatises and atlases have gained grounds in learning environments, especially in higher education settings for medical sciences. In this work, we describe the development of a tridimensional model of the human hand that resulted in a digital atlas, comprised by images of dissected specimens, artistic illustrations and CT scans. Twelve specimens were provided by the Department of Morphology of the FCMSCSP, keeping absolute concealment of donor ID and fully respecting the proper ethical precepts. All specimens were dissected and one of them was submitted to CT scan prior to dissection. As a result, we created a 3D interactive atlas that allows for different sets of transparency levels and visualization of underlying anatomical structures. The atlas provides users with different types of information: the artistic aspects of the illustration, the realism of specimens depicted in the pictures, and the unique clinical features of the CT exams, thus facilitating the understanding of the anatomy and biomechanics of the complex structures pertaining to the human hand. Next step of our research will evaluate the effectiveness of this atlas as a learning tool on mobile devices in the anatomy lab.Support or Funding InformationFAPESP ‐ Fundação de Amparo à Pesquisa do Estado de São Paulo / Sao Paulo Research Foundation
Development of 3D Stereoscopic Virtual Model of the Pelvis from Computed Tomography Images
Authors: James Amber Mechelle , Smith Andrew D. , Cui Dongmei 
Published: November 2023

The use of 3D stereoscopic models in teaching is an innovative approach to anatomy education that allows learners to better appreciate relevant anatomical structures in a virtual model. By utilizing various imaging modalities in the creation of these models, students are able to spatially relate 3D representations of the musculature, bones, nerves, connective tissue, vasculature, etc. derived from real living human examples captured by radiologic imaging. In this model, AMIRA®software was used to create a 3D reconstruction of the pelvis using manual image segmentation and surface rendering of native computed tomography images from a 74‐year‐old male. The muscles of the gluteal region, pelvic floor, and proximal musculature of the medial compartment of the thigh were segmented and assigned pseudocolor to simplify identification and improve discrimination of the desired structures from other regions of the images. The 3D pelvic models have been presented stereoscopically in a virtual reality environment that allows students to view the structures from any angle or perspective.Support or Funding InformationFaculty Scholarship Exchange Award
Decreasing Bias of the traditional Structure Tagging Method During an Anatomy Practical Lab Exam using Google Glass
Authors: Benninger Brion , Blandford Ian 
Published: November 2023

INTRODUCTIONDissecting the human body provides high‐impact visual learning, palpation skills with proprioception and stereostructural anatomy. Unfortunately, during practical examination palpation is excluded and orientation to other structures is often disrupted in order to highlight the structure. There is debate whether this translates to confidence of interpreting an image modality or performing an invasive procedure. The objective of this study was to develop an improved anatomy practical examination method to the current tagging system, which could translate efficiently into the clinical arena.METHODSLiterature search was conducted regarding practical lab exam tagging systems. Google Glass (GG) technique was implemented to design a practical exam requiring identification of a structure without tagging bias and disruption of nearby structures. A structure/space was asked to be identified following a vignette for 3 body regions. Medical students (N=20) were assessed during anatomy practical exam. Likert scale questionnaire was used.RESULTSAll students were able to successfully use GG, identify and record desired structure/space. Scores using the GG method averaged 80%, 85% and 90% in chronological order with back‐upper limb, thorax‐abdomen‐pelvis and lower limb regions respectively. Likert scores (1–5) regarding attitude towards technique were 2.6, 3.6 and 4.3 in chronological body region as above. GG technique as it translates to identifying structures from imaging and performing ultrasound invasive techniques was 4.3 & 4.4.DISCUSSIONDissecting he human body has great value but should be maximized during this unparalleled opportunity. Virtually all anatomy practical exams use a form of tagging desired structures/spaces to be identified. This generally requires moving and/or eliminating structures to highlight the tagged structure, which creates an unnatural visual image. Students preferred the GG technique to traditional tagging once they saw the utility. Ultrasound structure identification and procedures are integrated into the anatomy practical teaching and examination. This may have also contributed to why the students preferred the GG technique.CONCLUSIONThis pilot study suggests that GG technique was preferred by medical students to traditional tagging. GG technique may enhance students ability to navigate cross‐sectional and stereostructural ultrasound anatomy.
Making Meaning: A qualitative inquiry into undergraduate meta‐emotional and sociocognitive development during cadaver dissection
Authors: Soneral Paula A.G. , Wyse Sara A. , Shaw Tim 
Published: November 2023

Cadaver dissection has been a crucial part of training medical professionals for centuries, a learning experience often enriched with life lessons beyond the content of gross human anatomy. Relatively little data exists on the long‐term impact of cadaver dissection on medical professionals, and an even greater paucity of data exists on how undergraduate learners make meaning from this multidimensional experience. The objective of this study was to explore the perceived impact of cadaver dissection on the cognitive, relational, and emotional development of undergraduate students. How do undergraduate students make sense of their cadaver dissection experience in relation to their personal beliefs, prior knowledge and experiences? Undergraduate students enrolled in a 400‐level gross human anatomy course at a small liberal arts college worked in teams to dissect a human cadaver over the course of a four‐week intensive course. At the conclusion of the course, we administered a 15 item, open‐ended reflective survey and performed content analysis to code the responses for themes.Several multifaceted themes emerged as the most salient perceived aspects of the cadaver dissection experience, spanning four domains of learning: (1) cognitive and metacognitive, (2) meta‐emotional and affective, (3) socio‐cognitive, and (4) psychomotor. Within these domains, students reported appreciation for the complexity and interconnectedness of the human body (cognitive 50%), increased awareness of the importance of compartmentalizing emotions in order to learn (affective and meta‐emotional 57%), concern for ethics (socio‐cognitive 50%), and visceral responsiveness to the odor, sounds, and tactile components of the lab (psychomotor 80%). These preliminary data seem to mirror those from retrospective studies of medical professionals (Skinner 2013), wherein participants reflected on the cadaver dissection experience as foundational for future learning in areas of patient care, self‐efficacy, collaboration, and content mastery. However, undergraduate students distinctly emphasize managing, coping, and relating as the most important aspects of their learning, compared to anatomy content learning gains. We propose a developmental framework to help instructors select appropriate interventions and pedagogies for learners of gross human anatomy at all stages of professional development.
Does Lecture Attendance Matter? A Study of Exam Performance in Medical Neurobiology
Authors: Meyer Edgar Rayner , Notebaert Andrew J , Perkins Eddie , Lynch James C , Simpson Kimberly L , Darling Ryan D 
Published: November 2023

With the proliferation of the use of podcasts and online‐based learning, there is debate over lecture attendance and its value in students’ medical education. This study examined the relationship between medical students’ attendance at neurobiology lectures and their subsequent performance in the course. Attendance data from two consecutive classes of medical neurobiology (2014 and 2015) were collected using Turning Technologies Audience Response Solutions during each basic science and clinical correlation lecture. In the spring of 2014, attendance at clinically correlated lectures was mandatory, but not for basic science lectures. For the course in the spring of 2015, no lectures were mandatory, but quizzes were randomly administered at any of the 2015 course lectures as potential bonus points. Each student's percent attendance was correlated with various performance measures in the course including final grade, NBME subject exam score, and three course exams. Upon initial examination of the 2014 data, no significant relationship between students’ lecture attendance and their scores on related exams was noted (R2 = 0.0297). Survey data collected from the 2015 cohort of students revealed that 73.1% and 79.7% of respondents go to basic science or clinical correlation lectures >75% of the time or always, respectively. Also, 65.7% of respondents used the podcasts to supplement lecture while 46.3% used podcasts to substitute for lectures. A means comparison between student attendance at particular lectures and their resultant performance on exam questions specifically related to that lecture topic will be analyzed. Initial results question whether lectures are really important for medical students to attend and whether mandatory attendance is only addressing extrinsic motivation and therefore does not result in improved performance. Future studies should address the quality of lectures and whether there are other ways to increase intrinsic motivation for attending lectures.Support or Funding InformationNone
The Impact of Team‐based Learning (TBL) on Physician Assistant Student's Academic Performance in Gross Anatomy
Authors: Makeeva Valeria , Isbell Jonathan A , Caruthers Kara , Brooks William 
Published: November 2023

A number of factors including the acquisition of sufficient numbers of cadavers, lack of appropriately trained educators, and increasing numbers of students enrolling in graduate health science programs have made complete dissection by students difficult at many institutions. Team‐based learning (TBL) is an alternative education method involving pre‐class independent learning, in‐class readiness assurance consisting of individual and team assessments, and in‐class application exercises used to augment traditional dissection. TBL was integrated into the 2014 physician assistant/nurse anesthetist gross anatomy laboratory at the University of Alabama at Birmingham. In 2013 all students attended didactic lectures, and each student participated in one‐half of dissections. The structure of the 2014 course was similar except that students who did not participate in a day's dissection instead participated in a TBL session that ran concurrently with the laboratory. At the end of each laboratory period, students who participated in the TBL session went to the anatomy laboratory, and those students who dissected peer‐taught that day's dissection. De‐identified data from the 2013 and 2014 courses were used to assess the impact of this addition on student academic performance by t‐tests. Students in the 2014 course who experienced TBL performed significantly better on 75% of written and laboratory practical examinations (p<0.05). These mean examination increases correlated with a positive shift in final grades. A greater benefit was noted for physician assistant students than nurse anesthetist students. Importantly, mean percentage TBL grades were not significantly higher than mean examination scores, indicating that the addition of TBL scores to final grade calculations was not responsible for grade inflation in the experimental group. Additionally, there were no significant differences in the mean baseline academic ability of the comparison and experimental PA cohorts as determined by similar undergraduate grade point averages and exam scores in other coursework. TBL is an effective adjunct to traditional cadaveric dissection for students in the health sciences by providing opportunities for students to apply anatomy to clinical practice.Support or Funding InformationThis project was funded by an Educational Development and Innovation Grant from the UAB Center for Teaching and Learning.
Performance statistics of structures: does the anatomical region or structure type impact item difficulty or discrimination on gross anatomy practical examinations?
Authors: Thompson Andrew R. , Cotter Courtney E. , Hanna Jandy B 
Published: November 2023

Student examination performance is likely influenced by a number of factors, including (but not limited to) student learning, student approaches to studying, teacher emphasis, and clarity of objectives. Gross anatomy practical examinations are somewhat unique in that assessment has traditionally been achieved through free‐response identification questions. Variation in student examination performance on free‐response items, both within and between anatomical regions, is often accounted for by the casual observation that certain regions and/or structures are more “difficult” than others, but that explanation can be subjective and is of limited use from a pedagogical standpoint. The goal of this study was to directly assess the influence that anatomical region and structure type have on gross anatomy practical examination performance on free‐response items by coding and analyzing several years of question item data (i.e. difficulty and point biserial). This information can help with quality improvement of gross anatomy laboratory teaching and assessment.Five years of examination data (N>500 items) were categorized by structure type (e.g. vessel, muscle, bone, nerve, organ, etc.) and anatomical region. Within‐structure patterns were also explored, such as branching level and physical size. Difficulty and point bi‐serial correlations (PBS) were calculated for each item and then compared across categories with Wilcoxon tests. Results indicate that, overall, vessels, nerves, and ligaments tend to be the most difficult structure types, while bones, muscles, and organs are the easiest. Evaluation of vessel branching revealed that main vessels are typically easier than subsequent branches (various p<0.05). The general size of a nerve did not have a significant influence on difficulty. These patterns were generally consistent within each anatomical region, although vessels in the head and neck region are significantly more difficult than nerves (p=0.0176). Limited differences in PBS were exhibited. These results provide insight into several factors that influence examination performance and are useful for improving assessments in the gross anatomy laboratory.
VARK LEARNING STYLES OF FIRST YEAR DENTAL STUDENTS
Authors: ALSHEHRY SAMI , Sedlmayr Jayc , Cork John 
Published: November 2023

IntroductionStudents have different modalities for learning. One of the protocols developed to classify learning styles is the VARK ( V:visual, A:audition, R:reading, K:kinetics) assessment that consists of 16 multiple choice questions. Detailed analysis of the questionnaire results is provided by the VARK institute in New Zealand. Students can prefer a single learning style over all the others or employ a combination of two, three or all four styles.AimTo survey the different learning style preferences of first year dental students?Materials and methods61 first year dental students from LSUHSC were involved in this study. They were provided with the paper form VARK questionnaire. After gathering all of the data, Excel sheet were emailed to VARK institute for analysis.ResultsThe highest percent of students were K (22.5%). The following A, AK, V, VA, VARK, VK and VRK were between 5%–10%. The rest (AR, ARK, R, RK, VAK, VAR and VR) were below 5%.ConclusionBased on this analysis, we can conclude that the majority of students are V and K learners and less A and R.