ethanporcaro/eric-fulltext-meta huggingface dataset:
Finding CN XI: A Review of Defining the Spinal Accessory Nerve in Anatomical and Evolutionary Contexts
Author: Smith, Theodore C.
Date: 2017-12-00
Type: Journal Articles
Subjects: Anatomy,Neurology,Evolution,Individual Development

The distinct pathway and controversial morphology of cranial nerve XI (spinal accessory nerve) make it unique among the cranial nerves. In the past decade, several anatomical and embryological studies have further elucidated the structure and function of CN XI. In this review, the evolutionary history of CN XI and its phylogenetic relationship to CN X, the vagus nerve, are considered in light of these recent investigations to provide a fuller anatomical picture of the CN XI. Implications for anatomical education are also considered.
STEM Career Preferences of the Anatolian High School Students from Different Socioeconomic Levels
Author: Kizilay, Esra
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Career Choice,Preferences,STEM Education,Science Careers,High School Students,Socioeconomic Status,Majors (Students),Undergraduate Study,Public Schools,Family Income

The purpose of this study is to reveal the science, technology, engineering and mathematics (STEM) career preferences in university of the students at different socioeconomic levels studying in Anatolian high schools and the relation between their socioeconomic levels and preferences. The research is performed with 886 students studying in Anatolian high schools in Kayseri province in the second term of the 2016-2017 academic year. The data is gathered via a form with demographic information and university career preferences of the students. The socioeconomic levels of the students are determined and their university career preferences are coded as STEM career field or non-STEM career field. In the analysis of the data, the SPSS 22 program is utilized. In the analysis of the data, frequency, percentage, and chi-square analysis are used. In the research, a significant relation is found between the socioeconomic levels of the students and whether their university career preferences are within the STEM field or not.
The Survival of the Physiologist: A Human Anatomy and Physiology Game
Author: Motz, Vicki Abrams
Date: 2019-04-00
Type: Journal Articles
Subjects: Anatomy,Physiology,Educational Games,Game Based Learning,Cooperative Learning,Competition,College Students,College Faculty,Student Attitudes,Teacher Attitudes,Science Instruction,College Science

Board games continue to increase in popularity and the pedagogical value of games has been repeatedly supported. Games keep students engaged and the level of engagement translates directly into time spent playing, and correspondingly, time spent reviewing course material. Therefore, game play is expected to result in greater student success. &quot;The Survival of the Physiologist: An Anatomy and Physiology Game&quot; was developed to involve competition between teams, with opportunities for collaboration among players. Anatomy and physiology students (n=50) rated the game 4.4 ± 0.8 on a scale of 1-5. Educators who played the game at the HAPS workshop (n= 41) rated it 3.8 ± 0.8. Additionally, beta tester educators (n=4) rated it 4.5 + 0.9 in their own classrooms. Ninety-one percent of students surveyed and 82.9 percent of educators rated it a good tool for learning the material of anatomy and physiology. Among the HAPS educators at the workshop, question coverage was ranked at 4.4 + 0.8 with 90.2% of them indicating the level of difficulty was just right. Currently we are discussing developing a computer version of the game.
Vaccination Assignment: Anatomy and Physiology Students Practice Their Communication Skills by Developing a Pro-Vaccination Brochure Targeting the General Public
Author: Savory, Joanne
Date: 2019-04-00
Type: Journal Articles
Subjects: Immunization Programs,Communication Skills,Publications,Anatomy,Physiology,Science Instruction,Undergraduate Students,College Science,Writing Assignments,Foreign Countries

Health sciences students need strong communication skills so that they can engage patients, explain concepts and justify medical procedures. For 3% of their final mark, 547 students studying the anatomy and physiology of the immune system were assigned the creation of a one-page brochure to help parents understand the importance and mechanism of childhood vaccination. Students were provided with a list of possible topics (e.g. how vaccines promote active immunity, why childhood vaccination is important, the link between herd immunity and community protection) and asked to explain the physiological bases of those concepts in layman's terms. Student participation approached 100% and assignment scores averaged 85.0 - 87.6%. Feedback provided to students addressed information quality and accuracy as well as the use of colour, illustrations, and appropriate text to engage readers and convey ideas. Timely provision of feedback to large classes was facilitated by the assignment function of the course learning management system.
Modeling Antibody-Epitope Interactions with 3D Printed Kits in Large or Small Lecture Courses
Author: Suchman, Erica L.
Date: 2018-04-00
Type: Journal Articles
Subjects: Models,Printing,Microbiology,Lecture Method,Class Activities,Blended Learning,Technology Uses in Education,College Science,Science Instruction

We used 3D printing to manufacture models that allow students to explore antibody-epitope interactions. One of the more difficult concepts for students in general microbiology and immunology courses is visualizing the interactions surrounding antibodies and the multiple epitopes found on antigens. We designed and printed antibodies that recognize different epitopes on the same viral antigen. Students can match different heavy chains and light chains creating 4 possible antigen-binding regions and then attempt to determine if and where on 3 possible viral antigens the antibody would bind. In this article we describe using 3D printing to create kits that can be used to demonstrate difficult concepts to students. The process used to develop these kits will be described as well as how the kits are used in large lecture (up to 150 students) flipped classes to augment student learning.
Regional Approach to Musculoskeletal System Instruction May Enhance Student Performance
Author: Steele, Janet
Date: 2018-04-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Anatomy,Physiology,Systems Approach,College Science,Science Instruction,Science Achievement,Undergraduate Students,Teaching Methods

The purpose of this study was to compare instruction effectiveness between a regional approach and a systems approach in teaching the musculoskeletal system to sophomore-level anatomy and physiology students. Exam grades from two consecutive fall semesters were compared. Laboratory materials for the second and third exams were presented using a systems approach first, followed by using a regional approach. This order was used with students (n=139) in the first year of the study. In the second year of the study, the order of presentation was reversed for students (n=144) so that the regional approach was used first, followed by a systems approach. There was no significant difference in the test scores for the first exam between the years, suggesting that there was no difference in overall student ability between years. The overall class average on the third exam was significantly higher (p&lt;0.05), both within year and between years, when the material was presented in a regional approach first. However, correlation analysis did not suggest an increase in individual student performance. Results suggest that spaced repetition and testing of the course material may enhance learning.
Student Perceived Difficulties in Learning Organ Systems in an Undergraduate Human Anatomy Course
Author: Lieu, Rebekah M.
Date: 2018-04-00
Type: Journal Articles
Subjects: Difficulty Level,Anatomy,Science Instruction,Undergraduate Students,Physiology,Student Attitudes,Visualization,Teaching Methods,Writing (Composition),Familiarity,Vocabulary

Learning human anatomy may be a difficult task for students for a variety of reasons including the quantity of material in the course or discipline-specific factors such as understanding anatomical terminology or learning complex physiological processes. Additionally, students may find certain organ systems more challenging than others. While prior studies have assessed student perceptions of learning specific organ systems in a variety of settings, it is unknown what organ systems students in an undergraduate human anatomy course find most difficult to learn. The goals of this study were to determine what organ systems undergraduate human anatomy students find most and least challenging to learn and to determine the reasons why they feel as they do. The results of this study showed that students overwhelmingly found the peripheral nervous system to be the most difficult to learn because of complex structure-function relationships and their inability to visualize the system. Conversely, students thought that the cardiovascular and skeletal systems were the least challenging to learn because of prior exposure to them and ease of visualization. These findings allow for the development and alteration of instructional strategies to address the issues that students face when learning about difficult organ systems.
The Value of Traditional Lecture in Medical Gross Anatomy: Student Perceptions and Performance
Author: Klender, Sara
Date: 2019-04-00
Type: Journal Articles
Subjects: Lecture Method,Anatomy,Medical Education,Student Attitudes,Science Achievement,Study,Attendance,Recall (Psychology),Medical Students

This study examines gross anatomy students' perception of lecture and the value of lecture based on student performance. Following a single lecture, students (n=85) completed a questionnaire asking about their perceptions of lecture using a 1(low) -- 10(high) rating scale and a five question, multiple-choice quiz. Students later answered these questions on the block exam. Students rated how much they learned during traditional lecture (m=5.24 ± 1.7), how much lectures guided their study (m=6.78 ± 2.1), and importance of lecture attendance (m=6.48 ± 2.2). Recall on the post-lecture quiz was poor (52.47% ± 26.5) but significantly improved on the exam (85.65% ± 21.7); z= -6.91, p&lt;0.0001. This indicates that students who attended the lecture place intermediate to high value on some aspects of lecture, but do not immediately recall lecture information. This implies a disconnect between students perceptions of lecture and the benefits they may actually receive from lecture attendance.
Development of an Undergraduate Course Designed to Increase Hands-On Research Opportunities for Students at Colorado State University
Author: Stone-Roy, Leslie M.
Date: 2018-08-00
Type: Journal Articles
Subjects: State Universities,Experiential Learning,Student Research,Undergraduate Students,Scientific Research,Neurosciences,Biomedicine,Courses,College Science,Research Training,Student Reaction,Curriculum Design

Undergraduate research experiences are valuable, yet can be difficult for students to obtain. Working on open-ended research questions enables students to develop problem-solving skills, increase communication skills, enhance critical thinking, and help define career goals. Unfortunately, some students are unable to find positions in research laboratories and miss this educational opportunity. To address this problem, the Biomedical Sciences Department at Colorado State University developed a course in 2015 that enabled students to participate in hands-on research centered on projects stemming from faculty laboratories. The information provided here describes the development and funding for this course, the likely benefits for students, and a preliminary view of student reactions to the course. Future efforts will focus on developing metrics to better evaluate student learning.
&quot;It Started Because of a Snow Day!&quot; Making Online Videos as Customized Learning Tools
Author: Rudolph, Heather A.
Date: 2018-04-00
Type: Journal Articles
Subjects: Video Technology,Anatomy,Physiology,Vocabulary,Undergraduate Students,Science Instruction,Science Laboratories,Computer Uses in Education,College Science,Instructional Materials

Instructors struggle with the amount of information they are expected to teach in the limited number of hours that are available in undergraduate human anatomy and physiology laboratories and students struggle with how to learn the terminology. When a snowstorm closed our campus, labs were cancelled for five of our fourteen lab sections. The graduate teaching assistants (GTAs) decided to make an online video using our models, presenting the terms for the week. Students who missed labs due to campus closure would be able to watch it in lieu of attending lab and keep up with those whose labs had not been canceled. The video received such positive feedback from students that the next semester, the GTAs produced the &quot;Vanessa Videos&quot; every week and posted them online for every lab section to utilize. The videos provide additional instruction outside of regular laboratory hours so that students can practice anatomy terms whenever it is convenient for them.
Jazz as a Model for Classroom Practice
Author: Modell, Harold
Date: 2018-08-00
Type: Journal Articles
Subjects: Active Learning,Teaching Methods,Music,Communities of Practice,Physiology,Science Instruction,Attitude Change,Teacher Attitudes,Higher Education,Creative Activities,Mentors,Educational Environment,Educational Change,College Faculty

A successful active learning community in which students engage in meaningful learning is characterized by a number of critical elements. These include a safe learning environment in which both instructor and students are willing to take intellectual risks and share their thoughts about content being discussed. Although many instructors recognize the importance of these elements, their classroom practice fails to implement the key factors that lead to success in the classroom. This article proposes the jazz experience as a model for developing a successful active learning community. While other models may certainly fulfill this role in various ways, jazz embodies all critical elements of such a community
Inexpensive Hands-On Activities to Reinforce Basic Physiological Principles: Details of a Soda Bottle Nephron Model
Author: Motz, Vicki Abrams
Date: 2018-08-00
Type: Journal Articles
Subjects: Hands on Science,Physiology,Science Instruction,Models,Group Activities,Anatomy,College Science

For many reasons, physiological aspects of anatomy and physiology laboratories are often presented as simulations. While simulations effectively convey concepts, hands-on activities promote more active student engagement. Recycled soda bottles, supplemented with other inexpensive readily available supplies, can be used to create working models illustrating concepts such as filtration at the glomerulus with reabsorption from the renal tubules, heart valve regulation of flow direction, negative pressure of inhalation, and fluid conduction of sound waves in the inner ear. These activities demonstrate basic biological properties, and allow for more in-depth student exploration resulting in enhanced cognition. The activities are well received by students who find them to be informative and fun. In this article, readers are guided through the construction of a model nephron with detailed step-by-step instructions and assessment tools.
A New Resource for Integrated Anatomy Teaching: The Cadaver&apos;s Heart PG (Pathology Guide)
Author: Rae, Guenevere
Date: 2017-12-00
Type: Journal Articles
Subjects: Anatomy,Human Body,Pathology,Study Guides,Medical Students,Nursing Students,Instructional Effectiveness

The purpose of this project was to develop guides to assist in the examination of a fixed cadaveric hearts and evaluate their effectiveness for assisting students in identifying pathologic lesions. A thorough anatomic examination was performed on 36 cadaveric hearts to determine the &quot;normal&quot; characteristics of an embalmed cadaveric heart and to identify gross pathology. Comprehensive guides with detailed images were prepared and disseminated into two gross anatomy courses, one in the medical school and the other in nursing. Both student groups were assessed to evaluate the effectiveness of the guides as an educational resource. Students who used the guide had a significantly better ability to identify pathology in a cadaveric heart than students in the control group. Implementation of this guide in the gross anatomy laboratory will advance the educational utility of the cadaver. It will also assist faculty and students to identify more learning opportunities from cadaveric tissue that is ultimately sourced from willed-body donors. [This article is the first of a three-part series. To view the second article, &quot;A New Resource for Integrated Anatomy Teaching: The Cadaver's Kidney PG (Pathology Guide),&quot; see EJ1227997.]
A New Resource for Integrated Anatomy Teaching: The Cadaver&apos;s Kidney PG (Pathology Guide)
Author: Rae, Guenevere
Date: 2017-12-00
Type: Journal Articles
Subjects: Anatomy,Human Body,Pathology,Study Guides,Medical Students,Nursing Students,Instructional Effectiveness

The purpose of this study was to create a guide to assist students in evaluating an embalmed cadaveric kidney for pathologic lesions and to assess the guide as an effective teaching tool. Seventy-six kidneys were screened grossly and histologically for pathology. The most common pathologic incidences discovered during the screening were: neoplasms, nephrosclerosis, chronic pyelonephritis, cysts and acute kidney injury. Based on the anatomic screening, an educational resource was created and validated for content. Then, an educational intervention was performed with nursing and medical students using the guide. In both student populations, the student group that used the guide significantly outperformed the control group in evaluating organs for pathology (p&lt;0.01). These results suggest that the pathology resource can be an effective way to teach students to identify pathologic lesions in an embalmed cadaveric kidney. [This article is the second of a three-part series. To view the first article, &quot;A New Resource for Integrated Anatomy Teaching: The Cadaver's Heart PG (Pathology Guide),&quot; see EJ1227994.]
A New Resource for Integrated Anatomy Teaching: The Cadaver&apos;s Lung PG, a Pathology Guide
Author: Rae, Guenevere
Date: 2018-04-00
Type: Journal Articles
Subjects: Anatomy,Human Body,Pathology,Study Guides,Medical Students,Nursing Students,Instructional Effectiveness

The purpose of this study was to develop a teaching guide to demonstrate the gross characteristics of pathology in embalmed cadaveric lungs and to and to assess the guide as an effective teaching tool. Ninety-eight embalmed cadaveric lungs were screened for pathology. The characteristics of pathologic states of the embalmed lungs were recorded and histopathologic confirmation was performed. Pneumonia, neoplasms, emphysema, chronic bronchitis and diffuse interstitial lung disease were the most commonly observed pathologic lesions. Discoloration of the parenchyma and edema were the most commonly observed artifacts from the embalming process. Medical and nursing students who used the guide had significantly more ability to identify pathologic lesions than control groups. This guide will assist faculty and students in obtaining the skills needed to examine and interpret the gross presentation of an embalmed cadaveric lung. [This article is the third of a three-part series. To view the second article, &quot;A New Resource for Integrated Anatomy Teaching: The Cadaver's Kidney PG (Pathology Guide),&quot; see EJ1227997.]
Positive Feedback Relationship between Lipid Peroxidation and Amyloidogenesis Offers Insights into the Pathogenesis of Alzheimer&apos;s Disease
Author: Paddock, Brie
Date: 2017-12-00
Type: Journal Articles
Subjects: Alzheimers Disease,Physiology,Anatomy,Neurology,Brain

Alzheimer's disease is a progressive neurodegenerative disorder characterized by amyloid plaques, synapse dysfunction, and memory loss. The production and accumulation of A[beta] peptides, a major component of the amyloid plaques, is sensitive to many genetic and environmental factors. Recently, research has focused on the role of oxidative stress in initiating or exacerbating the neurodegeneration associated with A[beta] production. Lipid peroxidation, a type of oxidative stress that results in damaging cellular products such as 4-hydroxynonenal (HNE), has been demonstrated to increase the concentration of A[beta] peptides through several mechanisms. In addition to their association with memory loss and synapse dysfunction, these A[beta] peptides cause lipid peroxidation. This positive feedback relationship between lipid peroxidation and A[beta] peptides may be the causative sequence of events initiating the pathogenic cascade of AD. This article examines the relationship between lipid peroxidation and amyloidogenesis in order to determine the sequence of events leading to A[beta]-plaque deposition and potential treatments with antioxidants targeting lipid peroxidation and its products.
Oxygen Saturation during a Simulation Dive Response: Development of a Protocol for an Undergraduate Physiology Laboratory
Author: Pergola, Michael
Date: 2017-12-00
Type: Journal Articles
Subjects: Physiology,College Science,Science Laboratories,Active Learning,Simulation,Science Activities,Undergraduate Students,Science Instruction

There is room for improvement in the amount of active learning that takes place during physiology laboratory exercises. This paper describes a protocol designed to examine the human dive response, with the goal of creating an integrative laboratory experienced focused around improving active learning. The objectives of this laboratory exercise were to promote critical thinking, maximize collaboration and student engagement, and meet core competencies set forth by the National Science Foundation. Suggested modifications for portions of the exercise that were not successful have been included. By incorporating these suggestions, this activity could become an exercise used to progress physiology education based on survey, discussion question, and dive response data collected.
Student Self-Tracking for Success in the Classroom
Author: Cronmiller, James
Date: 2017-12-00
Type: Journal Articles
Subjects: Biology,College Science,Community Colleges,Two Year College Students,Science Achievement,Student Improvement,Self Evaluation (Individuals),Check Lists

We describe a method, Student Self-Tracking, to improve success in the classroom. In the fall of 2016, students in Biology gateway courses completed an assessment form in the first week of class that included a description of expectations, concerns, outside commitments, motivations for doing well and a checklist of twenty-three study strategies they planned to use during the semester. After each exam they reexamined the checklist and explained why they did or did not do well on the exam and their plan of action in the future. The percentage of students who received a grade of &gt; 70% increased on successive exams. The category that differed most among those who did and did not receive a grade &gt; to 70% was the amount of time spent studying and preparing each day. Students felt the process helped them with study habits and strategies. Early intervention through the use of this instrument was effective.