bluuebunny/crossref_metadata_2025_split huggingface dataset:
Bending Properties of the Jugal Bone in Mallard Ducks and its Significance for Cranial Biomechanics
Authors: Smith Caitlyn Jennifer , Holliday Casey M. , Middleton Kevin M. , Bailleul Alida M. 
Published: November 2023

Few species evolved skulls as derived as ducks and other Anseriform birds, which employ rapid, dexterous movements of the palate and jaws to feed. Despite their exceptional behavior and morphology, little is known about the structure and biomechanics of their jaw muscles, cranial joints, and linkages that facilitate cranial kinesis. In particular, the jugal bone is capable of bending considerably as it links the quadrate and the upper beak. Here we employ a series of methods including microCT imaging, morphometrics, 3D modeling and histology to discover how and why the jugal is capable of such astounding flexibility. Although a narrow suture connects the caudal limb of the jugal with the quadratojugal, flexibility instead appears to occur at narrow regions of the bone. This gross morphology is further complemented by changes to the skeletal tissues that compose the element. Moreover, the orientation of jaw muscle resultants and loading of the skull indicate the jugal experiences a range of loading during different instances of the gape cycle. These findings illustrate the complicated series of adaptations in morphology, histology and biomechanics ducks and other vertebrates employ to engage in derived forms of cranial kinesis and feeding.In birds, cranial kinesis implies the ability to move the upper bill relative to the braincase, contributing to the evolution of the flexible skulls found in birds. The mechanism for elevation of the upper beak consists of a forward movement of the quadrate, exerting force through the jugal and the pterygoid that connect the quadrate to the upper jaw, and elevate the upper beak by bending of the nasofrontal hinge joint and possibly a flexion zone in the jugal. The jugal bone plays a significant role in Mallard feeding as it links the posterior part of the skull with the flexible anterior part of the skull. Interestingly the jugal is quite flexible and when removed from the skull; it is capable of bending 90 degrees while still returning to its original conformation. For the first time, we are studying the biomechanics of birds to determine how their skulls work; while primarily investigating the cause of the flexibility in the jugal bone. We have studied a sample of duck skulls through CT data, 3D modeling, and measurement of cross‐sectional properties of the element. From this data we have found areas of the jugal bone that afford greater consideration in determining the flexibility throughout the jugal bone. This project will create new data about the jugal bone's flexibility, which will contribute to the study of biomechanics of bones and cranial kinesis.
Femur measurement in photoanthropometric analysis. Surface projection of inguinal ligament, with or whitout garments is a reliable landmark?
Authors: Cusimano Maurizio 
Published: November 2023

The surface projection of Inguinal ligament (SPIL) is a very important anatomical landmark for the inguinal region and the anatomy of the abdominal area. In the photoanthropometric analysis, the surface projection of Inguinal Ligament may be an important anatomical landmark to identify the caput femuri. We will demonstrate this by estimating the stature from photoanthropometric measurements of femur and comparing it with the real stature.A group of 100 peoples of the female sex, aged between 30 and 50 years old, was measured in photo first without and then with garments and the video‐measurement of the femur was used for the anthropological estimation of stature. The results and the camparison between real stature and estimated stature (p<0.05), indicate that the Surface Projection of Inguinal Ligament is a good landmark for photoanthropometric measurements of the femur in female people, with or without garments.
Phylogenetic Utility of Mammalian Postcranial Characters
Authors: McCarthy Robert C , DiVito Thomas A , Bains Jasmine , Fatima Maimoona 
Published: November 2023

In phylogenetic studies of extinct species, researchers often exclude postcranial data because postcranial elements are missing, underrepresented, or difficult to assign to particular species. However, in some cases these decisions revolve around the idea that postcranial data are inappropriate for phylogenetic analyses because they are functionally or developmentally integrated or otherwise “prone to homoplasy.” In this study, we used a character congruence approach to test the hypothesis that postcranial data cannot be used to reconstruct phylogenies instead of the taxonomic congruence approaches most often employed in paleoanthropological studies. We identified 98 published mammalian phylogenetic datasets that included sufficient numbers of characters from the skull, dentition, and postcranium to be included in the analysis. We calculated partitioned Bremer support (PBS) values for each data partition on each strict consensus cladogram using the programs Phylogenetic Analysis Using Parsimony (PAUP) v. 4.0b10 and TreeRot.v3, calculated partition congruence indices (PCI), and assessed significant differences between data partitions using Fischer's least significant difference test. Averaged across each cladogram, postcranial PBS values are greater than, or not significantly different from, 69.4% of skull PBS values (68 studies) and 64.3% of dental PBS values (63 studies). Postcranial data provided primary support (“winning sites”) at 301/1448 nodes (20.8%), exhibited positive values at 710/1483 nodes (47.9%), and “do no harm” at 1196/1483 nodes (80.6%). There is no correlation between PBS values and data partition size as long as there are at least ten characters in each data partition. These results highlight the potential for using postcranial data to construct hominin phylogenies and argue against their exclusion from phylogenetic analyses for a priori reasons.Support or Funding InformationUndergraduate student research in this study was supported by the Benedictine University Natural Science Summer Research Program.
Musser's Cryptids: Resolving Unknown or Disputed Species Identities in Scientific Collections
Authors: Tuttle Kristy 
Published: November 2023

White‐toothed rats (Berylmys) are native to the Indochinese region of south Asia. Taxonomic classifications in this group, and sister taxon Rattus, have traditionally been ambiguous and polyphyletic. The group was finally revised by Musser and Newcomb (1983) based on cranial and molar diagnostic characters. The four currently accepted species, B. bowersi, B. berdmorei, B. manipulus, and B. mackenziei, are subdivided into several isolated geographic populations; even among contiguous populations there is much morphological variation between regional groups. Regional variations and cranial characters in Berylmys, while useful in phenetic comparisons, have not been tested for statistical significance or for usefulness in separating species. In addition, many specimens held in museum collections are still of unknown or disputed species assignations. This study examines a dataset of eighteen cranial measurements of potential phylogenetic significance collected from specimens of Berylmys housed in the FMNH, AMNH, and NMNH mammal collections. Principal components analysis (PCA) is used to identify statistically significant variables, and discriminant function analysis (DFA) to test species assignations. Rostral‐length (RL), breadth of incisive foramina (BIF), and length of auditory bullae (LAB) account for the greatest variation seen in the dataset. 90% of individuals were correctly classified to their assigned species in DFA. RL and BIF were the best discriminators among species, along with length of the ectotympanic (LECTO). Specimen NMNH‐255354, collected from China, is classified as B. mackenziei in collection records and by Musser and Newcomb. However, it was re‐classified as B. bowersi under DFA and falls well within this group in PCA. NMNH‐321313, 321314, 321315, and 321316 are classified in museum collections as Vietnamese Berylmys of unknown species affinities. The author examined these four specimens, following Musser and Newcomb's previous diagnostic criteria for this specimen, and tentatively assigned them to B. mackenziei. All were correctly assigned to this species under DFA. These groups also fall within the range of B. mackenziei under PCA. DFA and PCA are potentially useful but underutilized tools for addressing the widespread problem of unknown or disputed species classifications in museum collections. DFA and PCA can be used to identify pre‐priori the most useful diagnostic characters out of a set of potential variables, and provide a quick but quantitative and non‐subjective approach when assigning individuals to a preliminary species group.Support or Funding InformationData collection was partially funded by a collections visitation grant from the American Museum of Natural History.
Clinical Educators' Views of a Paired Anatomy Teaching Assistant and Clinician Teaching Model for Ultrasound Training during Gross Anatomy
Authors: Royer Danielle F. , Kendall John L 
Published: November 2023

INTRODUCTIONUltrasound (US) is increasingly incorporated into medical education, and can be used to supplement traditional anatomy teaching. The University of Colorado School of Medicine incorporates five hands‐on US sessions in the first year gross anatomy block. A new teaching model was piloted in 2015: anatomy teaching assistants (TAs) trained in US were paired with clinical educators to enhance the integration of anatomy and US. Medical students surveyed previously reported high satisfaction with the new anatomy TA‐clinical educator facilitator pairing.GOALThe goal of this study was to evaluate clinical educators' perceptions of the new teaching model.METHODSFive anatomy TAs were paired with clinical educators to help facilitate the US sessions integrated with gross anatomy. Each TA had previously completed a graduate dissection‐based anatomy course with US training. The TAs also completed an additional US workshop before the start of medical gross anatomy, and participated in cadaver‐based reviews prior to every US session. For the five regional US labs, each clinical educator facilitated at least two (out of eight) 1‐hour scanning sessions paired with an anatomy TA, after which they were offered an anonymous, IRB‐exempt survey with six Likert items (1 = strongly disagree; 5 = strongly agree). Three items duplicate items used on a survey of the medical students; a Mann‐Whitney U test was used to identify significant differences between clinical educator (N = 29) and student (N = 152) responses.RESULTSClinical educator response rate was 100%. 90% of clinical educators indicated that they want an anatomy TA present for all US sessions (mean = 4.38 ±0.67). The majority of clinical educators agreed that the TAs enhanced the scanning sessions (mean = 4.38 ±0.85), which echoes the views of medical students (mean = 4.23 ±0.88; p > 0.05). In particular, 86% of clinical educators reported that the TA's knowledge of US was sufficient to assist with live scanning (mean = 4.07 ±0.87), views that are similar those of medical students (mean = 4.24 ±0.86; p > 0.05). Several clinical educators commented on the specific benefits of the TA's expertise in gross anatomy. Indeed, 72% of clinical educators viewed the TA's knowledge of regional anatomy as superior to theirs (mean 4.0 ±0.98), and 93% believe that the student's understanding of anatomy during the US session was enhanced by the TAs (mean = 4.52 ±0.62). Students also reported a greater understanding of gross anatomy due to the TAs (mean = 4.18 ±0.86; p > 0.05).CONCLUSIONSClinical educators and medical students alike perceived that anatomy TAs enhance the US training offered as a supplement to anatomy education. The teaching model outlined here – anatomy TAs paired with clinical educators – is a simple yet meaningful way to enhance anatomy education with US training, and may strengthen the integration of clinical and basic sciences in medical education.
Using Flipped Model And Drawing Tutorials To Teach Neuroanatomy In Graduate Certificate Program In Intraoperative Neuromonitoring
Authors: Filipovic Radmila , Andalib Payam 
Published: November 2023

ObjectiveIn collaboration with partners in the healthcare industry, we have created a Graduate Certificate Program in Intraoperative Neuromonitoring that prepares students to be neuromonitoring clinicians in operating rooms. Neuromonitoring clinicians provide live feedback regarding the integrity and functionality of a patient's nervous system while undergoing surgical operations. Profound knowledge of neuroanatomy is significantly important for the clinicians in this field to allow better understanding of the nervous system and structures at risk during the operations that utilize neuromonitoring. Learning structures in the nervous system and their complicated connections could be challenging for students. Students struggle to memorize parts of the brain, their positions, and connections, and do not retain knowledge for a long time after the ending of the class.MethodsTo make learning engaging and effective we use a hybrid model for the course: Students watch brain dissection movies and drawing tutorials, followed by quizzes and assessments online. Subsequently, during class meetings, we discuss about the role of nervous system regions using case studies that illustrate common neuropathologies. Students are required to draw nervous system structures as they listen to the modules included in the online tutorial “Draw It to know It”. As a part of drawing tutorials, basic descriptions of case studies are included. During the class, student also use virtual cadavers on Sectra tables, which enable students to perform virtual dissections of the brain and spinal cord that replace the use of preserved postmortem human brain material, and discus in more details case studies.ResultsOur experience is that introductory online drawing tutorials help students to visualize three dimensional relationships of nervous system regions, and improved student engagement during class. However, when students were assigned to draw the complicated neuronal pathways before in class lecture, their cognitive skills and engagement were not improved.ConclusionIn conclusion, our hybrid model with introductory assignments and drawing tutorials serve students to build in‐depth knowledge during class. Balanced online and in class activities provides solid knowledge to the students in our program and prepares them to practice in the intraoperative neuromonitoring field.Support or Funding InformationSelf supporting program
Impact of team‐based virtual microscopy on student learning in Histology
Authors: Potaliya Pushpa , Dixit Shilpi Gupta , Ghatak Surajit 
Published: November 2023

IntroductionHistology teaching is based on theoretical didactic stratagem followed by practical training. Conventionally used optical microscopy to accomplish practical competence is getting replaced by newer communication technologies. As little pragmatic substantiation is there regarding the impact of virtual microscopy against optical microscopy on the acquisition of histology comprehension, this study was set up at AIIMS, Jodhpur, India.Objective
Provide students with a core content resource that transcends the classroom.
Student feedback and the impact of a set of measures deliberated to improve an experimental group's understanding of histology.
To evaluate and compare overall Histology lab averages and individual test scores to determine the effects of using virtual microscopy.
Material and MethodA pretest‐post test and cross‐over design was adopted. The students' reactions to the instructional measures were assessed by course evaluation data. Analysis of covariance was done to study the differential gain in knowledge at T1 and T2. Quantitative assessment of students was based on laboratory quizzes.ResultBoth short and long term outcome of implementing such module shall be discussed at time of conference. Data from assessment scores and evaluation surveys indicated the significance of virtual microscope in improving student performance and learning efficiency.ConclusionAccess to high‐quality digitized materials and boosting prerequisite skills are insufficient to boost final competence. Instead, the solution may lie in making students externally accountable for their learning throughout their training.Support or Funding Informationnil
Anato‐Olympics: Can Group Based Competition Activity Among Undergraduate Students Improve Their Performance on the Real‐Time Restricted‐Practical Evaluation
Authors: Monroig Edgardo H , Solivan Javier A , Duprey‐Diaz Mildred V 
Published: November 2023

Undergraduate students in the biological sciences typically perform less proficiently on practical exams in part due to the students' lack to aptly transfer the material from the anatomy lectures to the lab examination settings (Bolander et al., 2008). Additionally, the stress generated by tests along with the added stressor of time‐limit tend to undermine the student's confidence and performance (Ng et al., 2003a; 2003b; Singh et al., 2012). The primary objective of the present study was to determine if practical exam outcomes would improve if students designed practical questions and practiced the lab material on a similar evaluation atmosphere previous to the real examination. We also evaluated if dividing the classroom into groups, comprised of A‐level to D‐level students as of their last practical exam performance, would benefit lower‐grade‐level students in future examinations.Each group randomly selected a theme from a list of topics related to the test material and were asked to design objective structured practical questions (OSPQs) consisting of true‐false and multiple choice questions. After thorough revision of the OSPQs to ensure their objectivity and validity, stations were prepared according to the materials requested the students. To increase time‐restrictive effects, students visited each station once with a 2‐min time‐restriction. Contrary to the experimental examination, the real test allowed two rounds per station each lasting 1:30 min and 1:00 min respectively. Students were allowed to rest in the station their group designed. Results were recorded on an answer sheet and graded by the staff members. Individual and group scores were calculated for future comparison with the real test scores.Preliminary results from our sample show no apparent difference, when the average score for the second exam was compared to that obtained by the students on their first practical exam (n=40). A separate survey given to the participants made it clear that the majority of the students did not study in groups for the exam, a fact that could explain the poor improvement in the second test scores. For future studies, we want to replicate these experimental conditions while taking into consideration the effects of group work. We believe that intragroup encouragement could enhance student confidence. This educational experiment holds promise as we explore new tools and activities that would help the student overcome the negative effects of time‐restricted examinations, while promoting confidence, and improving their performance.
Vertical Integration of Anatomy: Achieving the Desired Outcomes?
Authors: Lazarus Michelle Denise , Rascoe Alex , Anderson Daniel , Black Kevin 
Published: November 2023

Anatomy integration into clinical year medical education is oft recommended but rarely described. Previously we introduced an innovative approach integrating anatomy education into clinical year medicine. Here we present the effects of this vertically‐integrated musculoskeletal (MSK) elective in an effort to inform similar curricular innovations. Students participating in either a MSK (experimental, n = 25) or humanities course (control, n=19) were evaluated using a repeated measures, mixed methods approach. All participants took a published MSK competency exam. Additionally, experimental participants responded to Likert questions evaluating anatomical confidence, open‐ended questions ascertaining perceptions of the MSK elective, and were assessed on standardized patient (SP) exam performance. MSK competency exam scores significantly improved (p<0.05) following participation in the anatomy elective compared to both pre‐test performance and controls. This improvement was maintained up to 6 months post‐course. Experimental participants also significantly improved their confidence, from pre‐ to posttest, in clinical domains having high anatomical relevancy (p<0.05). Qualitative analysis identified two key themes perceived as impacting learning, “content structure” and “delivery format”. Subthemes suggest that students value “discipline integration” and “independent study”. Surprisingly, however, SP exam scores were unaltered following MSK course participation. Course participation positively affected MSK knowledge competency and retention, but did not affect clinical skill aptitude, suggesting that a mixture of clinical exposure and classroom teaching might be needed to positively impact both knowledge and application. Though effective vertical anatomy integration was previously shown to require dedicated classroom teaching time, these results suggest there is an optimal ratio between these two paradigms (knowledge vs. application) required for desired clinical competency.Support or Funding InformationLWW/AAA Education Research Scholarship
Telequantum Medical Education: Developing Teleportation, Telecommunication and Tele Emotion Skills During Basic Science Curriculum to Train Medical Students Current and Future Telemedicine Healthcare
Authors: Chen Wilson W. , Benninger Brion 
Published: November 2023

IntroductionTelemedicine (TM), telehealth and ehealth has been practiced at varying levels of sophistication under a number of disguises now peaking in popularity from the past four decades. Unfortunately, prevalence of chronic diseases and increased demand for physicians and doctor‐patient time has also peaked. Objective was to investigate andragogical methods developing TM skills during basic science curriculum.MethodsMedical Students (MSs) n=103 was exposed to live and distant site streamed lectures. MSs used Google Glass during examinations, first person anatomy dissection tutorial videos and surface anatomy with physical examinations. Interactive ultrasound program and radiology site were MSs tutor. MSs created teaching videos of anatomy. Wearable ultrasound using Sonovate finger probe teleporting images in real time at distant sites was experienced. MSs used Percu Vision and endocavity scopes to familiarize site viewing. Sectra 3D imaging developed stereostructural anatomy for distant cross‐sectional imaging and scope viewing.ResultsLiterature search revealed no obvious studies integrating multiple TM technologies for MSs. MSs reported enjoying teleporting, tele‐education, TM technologies. MSs preferred live lectures but appreciated streamed lectures. MSs, preferred Google Glass examinations to conventional examinations. Surface anatomy with physical examination tutorials preferred in first person versus bird's eye view. Percu Vision and cavity scopes were well received. Sectra 3D imaging reported invaluable during courses.DiscussionTM is being appreciated because we are now able to execute tasks usefully and efficiently when previously they lacked development. With fewer health providers and more chronic disease patients, it appears necessary to train MSs telemedicine skills. This could be telequantum medical education as MSs integrated technology, telecommunication and tele‐emotion.ConclusionThis pilot study successfully incorporated TM communication into a basic science curriculum to improve sender and consultant arenas.Support or Funding InformationWith the cordial support of Jim & Heather McDaniel, Dr. Jeff Heatherington, and the gracious donors who donated themselves for science.