bluuebunny/crossref_metadata_2025_split huggingface dataset:
Cognitive Function as Related to Cumulative Head Impact Exposure in Football: Effects of Position
Authors: Deluce Danielle Brewer , Wilson Timothy D , Owen Adrian M 
Published: November 2023

Repetitive sub‐clinical head impacts are linked to progressive cognitive decline and chronic traumatic encephalopathy (CTE) diagnoses in professional contact‐sport athletes post mortem. There exists a gap however in understanding when this long‐term damage occurs, and specifically in determining the career stage when signs of injury can be first detected or even the influence of a single season of play. In 2014, our group used a 12‐test online cognitive battery (www.cambridgebrainsciences.com) to study the cognitive function of a population of 35 male varsity football athletes in both the pre‐ and post‐season. In comparison to controls, the athletes showed decreased scores in the pre‐season with no pre‐ to post‐season differences. Additionally, athletes’ concussion histories were not correlated with any cognitive measure.Given the positional variation in head impact exposure profiles and CTE diagnoses in football, the objective of the current study is to determine the influence of player position, and thus head impact exposure profile, on cognitive function over the course of a single season as well as the athletes’ careers up until this point. Participants consisted of an overlapping sample of athletes from the same football team for the 2014 and 2015 athletic seasons. Cognitive function was determined using cognitive battery scores and reaction times of players in both the pre‐ and post‐ season. Preliminary results, both aggregated and stratified by position demonstrate there was no difference between pre‐ and post‐season battery scores or reaction times. In accordance with our previous results, this suggests that a single season of head impact exposure does not cause significant cognitive decline. However, when considering all data as a representation of career‐long exposure, results suggest that wide receivers have the fastest reaction times on cognitive tests and consistently outperform their defensive linemen counterparts in terms of battery score. Defensive linemen also demonstrate the most variable reaction times. Previous studies analysing impact magnitude and frequency suggest that defensive linemen sustain significantly more low force hits while the wide receivers endure fewer hits but of high collision forces. Additionally, studies assessing the frequency of CTE diagnosis by position suggest fewer diagnoses in former wide receivers than in defensive linemen. Collectively, these results align well with previously published biomechanical and clinical literature and suggest that there is a continuum of cognitive function impairments across positions and head impact exposure profiles. Better characterization of the relationship between sport‐and position‐specific head impact exposure profiles and cognitive function may help guide participation, coaching strategies, and safe play decisions in sport.Support or Funding InformationResearch supported by CERC funding awarded to AMO
Morphometric analysis of the blood‐brain barrier in the peri‐infarct zone in young adult and aged mice
Authors: Nahirney Patrick C , Reeson Patrick , Brown Craig E 
Published: November 2023

After an ischemic stroke, the blood brain barrier (BBB) is compromised in the peri‐infarct zone leading to secondary injury and neuronal dysfunction that can limit brain recovery. There is uncertainty what accounts for an increase in BBB permeability in capillaries of peri‐infarct tissues, particularly in aged animals. We utilized electron microscopy to study early (3 h) and late (72 h) changes to the BBB in young (3–4 mo) adult and aged (18 mo) mice after photothrombotic stroke. In all groups, peri‐infarct BBB permeability (as determined by Evans blue extravasation) was accompanied by endothelial swelling and an increase in transcytotic vesicles and vacuoles. In flowing capillaries, tight junctions (TJ) between endothelial cells were intact although small gaps were detected in a fraction of cases. In young adult mice (but not old mice) there was a marked increase in pericyte size and coverage of the capillaries. In both groups, thickening of the underlying basement membrane of capillaries peaked at 3 h and partially recovered by 72 h in young but not aged mice. Surrounding astrocytes and their mitochondria were severely swollen at both times points and ages. At 72 h, astrocytes were filled with glycogen deposits suggesting an upregulation of energy storage. These data suggest that BBB permeability in the peri‐infarct cortex of young adult and aged animals is likely mediated by transcellular pathways rather than TJ disruption. Additionally, our results indicate that pericyte and basement membrane responses to ischemia are affected by aging.Support or Funding InformationHeart and Stroke Foundation of BC and Yukon, CIHR, MSFHR, CFI, NSERC
An immunohistochemistry protocol to identify satellite glial cells positive for GFAP in the dorsal root ganglion of rats in different ages
Authors: Simões Ana Leda B , Giorgetto Carolina , Carmo Elisabete C , Machado Nathalia B , Sanada Luciana S , Fazan Valeria Paula Sassoli 
Published: November 2023

The nervous system is characterized by its high capacity of differentiation and cellular plasticity, especially during the neonatal period [1]. It is well known that the satellite glial cells (SGCs) in the dorsal root ganglion of adult animals are easily identified by their expression of glial fibrillary acidic protein (GFAP), and surround the neuron cell body forming a typical “ring shape” in histological images. However, we didn't find any description in the literature regarding the development and maturation of satellite glial cells in the dorsal root ganglion (DRG) The aim of this work is to validate an immunohistochemical method (IHQ), which identifies SGCs in DRG of rats during different stages of development. Thus, Wistar rats (n=4), male and female, were investigated 15, 30, 90 and 180 days after birth. The animals were anesthetized, perfused with 4% buffered paraformaldehyde and had the left L5 DRG removed and frozen. Criossections (8 μm) were incubated in rabbit polyclonal antibody anti‐glial fibrillary acidic protein (GFAP) (1:2.000, 24 hr) followed by biotinylated anti‐rabbit IgG (1:500; 24h) and finally Extravidin‐HRP (1:1.500; 24h) [2]. Our results showed that there was immunoreactivity for small round cells in the DRG of animals with 15 and 30 days‐old, whereas there was immunostaining in SGCs of animals with 90 and 180 days‐old, according to the patterns described in the literature. This indicates that his method is viable, reproducible and effective for the identification of SGCs in the DRG of adult animals. We also demonstrated that the hitological organization of the SGCs in the DRG as described in the literature appears only after 90 days of life. Future studies will be performed to investigate this development and maturation of the SGCs in the DRG.Support or Funding InformationFAPESP, CNPq, CAPES and FAEPA
Role of Peer‐Teaching in Graduate Anatomical Sciences Education
Authors: Lee Lisa MJ 
Published: November 2023

Educational effectiveness of peer‐teaching in K12 through undergraduate education has been well documented. Peer‐teaching activities have been shown to increase active learning engagement and long‐term retention of learned material. It is not surprising that more and more professional health sciences programs are implementing problem‐based learning and team‐based learning in their curricula of which peer‐teaching is an essential component. While the integration of peer‐teaching activities are widely utilized in medical education, reports on the use and effectiveness of peer‐teaching are lacking from the graduate (PhD and Master's) programs in the field of health sciences. The objectives of the study were to; 1) quantify the educational value of peer‐teaching activities in an anatomical sciences graduate program and; 2) assess graduate students’ perceived value of peer‐teaching in their learning and professional development. Over the two year period, first year graduate students enrolled in an introductory embryology course were randomized into groups of three and each group was assigned to teach one embryology concept to their classmates. To assess the value of the peer‐teaching exercise, each group members’ exam performance on the topic they taught were compared against topics they did not teach. Exam scores of the students on the peer‐taught topics were also compared with the scores on the instructor taught topics to assess whether being taught by the student peers had positive or negative effect on student learning. Students’ evaluations of the embryology course were also analyzed to assess students’ perception of the peer‐teaching project. The results reveal that students performed significantly better on the embryology topics that they taught to the class and that they retained the information better approximately one year after completion of the course. Students’ exam performances on the content taught by their peers vs. the instructor did not show significant differences. Analyses of students’ evaluation of the embryology course revealed that the teaching project was rated highly and mentioned as the most effective learning experience in the course. Students also remarked that the formal peer‐teaching project enhanced their level of confidence and ability to communicate well. Interestingly, the most commonly mentioned disadvantage about the teaching project was that students felt that they did not learn the content taught by their peers as well. In conclusion, the current findings indicate that peerteaching exercises implemented in a graduate curriculum has numerous positive impacts in student engagement, learning, long‐term retention and professional development with little to no evidence of negative impact despite students’ perception that they may not learn as much from their peers.Support or Funding InformationMaster of Science Program in Modern Human Anatomy, University of Colorado School of Medicine
A Cadaveric Procedural Anatomy Course Enhances Operative Competence
Authors: Sharma Gaurav , Aycart Mario A. , van Houten Trudy , Smink Douglas S. , Askari Reza , Gates Jonathan D. 
Published: November 2023

BackgroundInadequate anatomy training has been cited as a major contributor to declines in surgical resident operative competence and confidence. We report the impact of a procedurallyoriented general surgery cadaveric dissection course on trainee operative confidence and competence.MethodsAfter obtaining IRB approval, postgraduate year 2 and 3 general surgery residents were prospectively enrolled into two cohorts: (1) an intervention group (n=7) participating in an 8week procedurally‐oriented cadaver course, and (2) controls (n=7) given access to course materials without participation in cadaver dissection. At both the beginning and end, we utilized two evaluation instruments: (1) an oral examination based on the American Board of Surgery Certifying Examination using standardized templates, and (2) a questionnaire assessing operative confidence.ResultsThere were no intergroup differences in baseline characteristics. Residents who took the anatomy course had significantly higher improvements in examination scores on common bile duct exploration (CBDE) (33%±8% v. 10%±7%, p=0.04), femoral endarterectomy (43%±5% v. 11%±7%, p=0.003), fasciotomies (55%±10% v. 22%±9%, p=0.04), inguinal hernia repair (20%±9% v. −14%±5%, p=0.005), superior mesenteric artery (SMA) embolectomy (38%±10% v. 2%±11%, p=0.04), and overall (31%±4% v. 8%±3%, p=0.0006) (Figure 1.) In addition, they reported higher operative confidence on CBDE (p=0.008) and SMA embolectomy (p=0.02), and a trend towards higher overall operative confidence (p=0.06.)ConclusionsWe demonstrate that a replicable procedurally‐oriented cadaver course covering a wide range of essential general surgery procedures resulted in significant improvements in self‐reported operative confidence and competence as assessed by oral examination modeled on the American Board of Surgery's examination required for board certification. This work highlights the critical role that partnership between anatomists and clinicians can play in enhancing graduate medical education.
Digital Microscopy: A New Method for Histology Teaching
Authors: Romana‐Souza Bruna , Santos‐Silva Marco Aurélio , Porto Luís Cristóvão , Monte‐Alto‐Costa Andréa 
Published: November 2023

The use of digital microscopy combined with Internet facilities has increased in the Histology and Pathology teaching. The aim of this study was evaluated the use of digital microscopy on Histology teaching in the Rio de Janeiro State University. For this, tissue and organ slides were digitalized with Pannoramic Midi (3DHistech, Budapeste) and histological structures were identified in the images using Pannoramic viewer (3DHistech). A script was prepared to facilitate the visualization of the image set of each histologic topic by the students. At the end of classes, students’ opinions about digital microscopy were assessed by a voluntary questionnaire, either in paper. In addition, students (n=59) made the histological diagnose test in two forms: image projection and online test. The students’ grades in each test were compared using paired t test. From 2013 to 2015, the digital microscopy was evaluated by 114 dental students, which assigned informed consent term. The majority of students (77 percent) found the digital microscopy easy to use, and 96 percent reported that digital microscopy facilitated the identification of the specific structures. Fifty‐five percent of students said they learned with digital microscopy more than with microscopic based study. In addition, only 30 percent of students reported that they preferred the microscopic lessons. There was no significant difference between students’ grades when compared to practical tests with image (7.8 ± 2.0) and online test (7.6 ± 2.0) (p>0.05). In conclusion, digital microscopy was found to be evaluated very positively by dental and medical students and may improve learning and productivity in the histology classes.Support or Funding InformationCoordination for the Improvement of Higher Education Personnel (CAPES) – Edital Pró‐Ensino em Saúde; Carlos Chagas Filho Foundation for Research Support in the State of Rio de Janeiro (FAPERJ).
The Use of Facebook to Support Anatomy Learning
Authors: El‐Sherbiny Mohamed , Eladl Mohamed Ahmed , Abdalla Mohamed Elhassan 
Published: November 2023

BackgroundIn the era of innovation in medical education, students’ learning has shifted from the conventional classroom learning to be both inside and outside the classroom. Thus, the traditional way of teaching is anatomy has changed dramatically to comply with the need of the new curricula and new generation. It is well known that the new technologies especially social media is taking part in education in general and medical education in particular.There has been little work investigating how students interact with social networks in an educational context. In this study, our aim was to investigate the students’ perception of using Facebook and an educational support in learning anatomy. The study took place during the spring semester 2015 in Almaarifa College of Medicine, Riyadh, Saudi Arabia using the Human Anatomy and Embryology Facebook Page, which was developed by an anatomist from another university.MethodologyA total number of 100 specific posts from Human Anatomy and Embryology Facebook Page were selected and introduced to the students during teaching Anatomy and Embryology. These posts are well related to the running courses in year one and two (total number of students is 200). Students’ perception (N=102) regarding suitability and effectiveness of this approach was sought through a self‐administered questionnaire, using a five‐response Likert‐type scale. These quantitative data were analyzed using SPSS statistical software. In addition, interviews were conducted with 10 Students to discuss how this reflects on their way of anatomy learning.ResultsThe survey indicated that 90% agreed that these links provide opportunities to improve communication between students and staff and facilitate interaction between groups of students in ways that enhance their anatomy learning. 87% of the students agreed that the Links were an efficient tool to highlight the learning objectives. 92% of the students think that their motivation to discuss the practical classes was enhanced when they receive these links from their instructor. 85% of the students stated that this way encourage them to reflect on their learning.The majority of the students interviewed agreed that it's much better to have similar to these pages administered by their instructors. Many assumed that it is a simple way for tracking the students beyond the classroom. Some students stated that Facebook usually takes them away and waste their time.ConclusionFacebook offers opportunities for efficient communication and learning, and there are still issues worthy of consideration, such as being ingrained with entertainment, lack of direct supervision and exaggerated informational convergence.
Development and Use of a Web‐Based Human Dissection Video Library at MCW
Authors: Biggs Philip , Pierce Douglas , Hoagland Todd 
Published: November 2023

IntroductionUsing funding through class gifts established by alumni, we have created an online library of dissection videos to further aid MCW Clinical Human Anatomy (CHA) students in their work. Our goal is to help students better understand key structures, improve their dissections, dissect more efficiently, and prepare for exams. In addition, the video library can be used at satellite locations to assist remote anatomy faculty and homogenize the dissection experience MCW provides.MethodsWe dissected a male and female cadaver following the M1 dissection manual, taking instructional video footage at discrete points. The finished dissection videos have been uploaded to an Amazon S3 server where they can be accessed by students through an online portal we created. These videos are accessible through computer, tablet, or smartphone.ResultsLab group efficacy data will be collected via survey and compared to previous years’ data. Additional objective indicators include website requests timestamped by the Amazon server, practical exam scores, and dissection grades.Conclusion/DiscussionWe hope that our project results in a very useful resource for students in the anatomy lab to achieve listed lab objectives, identify key structures, and improve the quality and efficacy of their work. We also hope to have provided a beneficial study aid to prepare students for the anatomy exams. Early subjective reports from faculty and students at MCW's new satellite campus in Green Bay indicate that the video library has been immensely valuable in establishing the course.Support or Funding InformationFunding from MCW Class of 1980
Optional online quizzes increase student success on exams in an undergraduate human anatomy course
Authors: Richardson Nicolette 
Published: November 2023

BackgroundRepeated testing of material through online quizzing has been shown to improve student test scores in medical school human anatomy courses, however this has not been examined in undergraduate students. Since many undergraduate human anatomy programs do not have access to cadaveric material for learning/assessment, virtual dissection and related testing could be a successful alternative.ObjectiveThe present study examined student success on a midterm and final exam following two optional online quizzes covering similar material as the exams in an upper level undergraduate regional human anatomy course. Quiz questions were developed from virtual dissection labs which all students completed. We hypothesized that students who chose to complete the optional quizzes would be more successful on the exams, regardless of their level of success on the quizzes.Methods113 kinesiology and physical therapy students, in their third or fourth year of undergraduate study, were enrolled in a Regional Human Anatomy course over the fall of 2014 or winter of 2015. All students wrote a midterm and final exam, and had the option to also complete two online quizzes, each worth 10% of the final grade and incorporating bell‐ringer style, timed, questions relating to a virtual dissection image. If students chose not to complete Quiz 1, that 10% would be applied to the midterm, and if they chose not to complete Quiz 2, that 10% would be applied to the final exam. The material covered in the quizzes was the same as that on the corresponding exams. Students were free to choose to do both quizzes, one quiz, or none.Results56 students chose to complete at least one quiz, while 57 did not complete any quizzes. Students who completed Quiz 1 were more successful on the midterm (77.1 ± 13.4 compared to 72.4 ± 14.9%, p < 0.05) and students who completed Quiz 2 were more successful on the final exam (71.2 ± 16.9 compared to 60.9 ± 15.9%, p < 0.05, compared to those students who did not complete the respective quizzes.ConclusionsCompletion of optional online quizzes improves student success on exams covering similar material in an undergraduate human anatomy course. For undergraduate courses with or without a laboratory component, this may be a useful method to improve student retention and test scores.Support or Funding InformationSupported by a Dean's Catalyst e‐Learning Grant, Faculty of Health, York University