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Copyright of Canadian Journal of Occupational Therapy is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Immersive virtual reality (i‐VR) is a powerful tool that can be used to explore virtual models in three dimensions. It could therefore be a valuable tool to supplement anatomical teaching by providing opportunities to explore spatial anatomical relationships in a virtual environment. However, there is a lack of consensus in the literature as to its effectiveness as a teaching modality when compared to the use of cadaveric material. The aim of our study was to compare the effectiveness of i‐VR in facilitating understanding of different anatomical regions when compared with cadaveric prosections for a cohort of first‐ and second‐year undergraduate medical students. Students (n = 92) enrolled in the MBBS program at Queen Mary University of London undertook an assessment, answering questions using either Oculus i‐VR headsets, the Human Anatomy VR™ application, or prosection materials. Utilizing ANOVA with Sidak's multiple comparison test, we found no significant difference between prosections and i‐VR scores in the abdomen (p = 0.6745), upper limb (p = 0.8557), or lower limb groups (p = 0.9973), suggesting that i‐VR may be a viable alternative to prosections in these regions. However, students scored significantly higher when using prosections when compared to i‐VR for the thoracic region (p < 0.0001). This may be due to a greater need for visuospatial understanding of 3D relationships when viewing anatomical cavities, which is challenged by a virtual environment. Our study supports the use of i‐VR in anatomical teaching but highlights that there is significant variation in the efficacy of this tool for the study of different anatomical regions. [ABSTRACT FROM AUTHOR]

Purpose. This research aims to assess the diversification of pedagogical and learning methodologies, leveraging advanced technological tools within a dental hygiene educational framework. Methods. Students enrolled in the dental hygiene program were considered as population sample, divided in two groups: The test group (N=16) subjected to the investigation of the virtual dissection table (VDT) and the control group (n=17) who attended lectures using traditional teaching method. The control group’s performance was assessed through a 40-item multiple-choice questionnaire and an open-ended question; the test group was evaluated via a final test consisting of a presentation on an anatomical topic and a 40-item multiple-choice questionnaire. The final grade derived from the mean score of the final tests, and it was assigned on a scale of 30/30. Additionally, the test group’s perceptions toward the use of the VDT were gauged through an evaluative questionnaire comprising 7 questions. Results. The study found a statistically significant difference in failure rates between the control group and the test group. However, the average exam scores did not show a statistically significant difference between the two groups, despite the test group showing some improvement. The evaluation survey results indicated high levels of satisfaction with the use of the VDT, with the quality of the virtual images, anatomical resources, and the user-friendly interface. Additionally, students strongly supported integrating traditional lectures with VDT laboratory sessions, with no negative feedback reported. Conclusions. The VDT represents an innovative anatomy teaching tool, warmly welcomed by healthcare profession students, whose performances were positively affected. [ABSTRACT FROM AUTHOR]

Regional anatomy is an important component of surgical and clinical practice because it helps clinicians envisage the specifics of the structures relevant to the case at hand. This study was designed to evaluate some clinically important indices which could aid regional anesthesia of the head in the Nigerian indigenous pig (NIP). Twenty-four (10 males and 14 females) skulls of adult NIP were examined to record 10 parameters. Data obtained were statistically analysed using the Student's t-test and Pearson Correlation, with significance set at p<0.05. The study revealed that 50% of the indices were higher in female skulls but were not statistically significant. The mandibular length was, however, significantly longer in male skulls (19.0 ± 0.41), compared to females (18.0 ± 0.26). The distance from the facial crest to the infraorbital foramen was 1.3 ± 0.10 cm and 1.5 ± 0.08 cm, while that from the supraorbital foramen to the nasal bone was 2.1 ± 0.06 cm and 1.9 ± 0.06 cm, in male and female skulls, respectively. Pearson correlation analysis revealed a positive relationship between the distance from the facial crest to infraorbital foramen and that from infraorbital foramen to medial canthus of the orbit (r=.669). An accessory supraorbital foramen was seen in 12 (50%) of all the 24 skulls, just as several lateral mental foramina were observed on the rostro-lateral surface of the mandibular rami. Data generated provide clinically important information on the skull of adult Nigerian indigenous pigs which can be used as landmarks for tracking and desensitizing the branches of the frontal nerve (supraorbital), the maxillary nerve (Infraorbital) and the mandibular nerve, during the regional anaesthesia of the head, for tooth extraction procedures and the treatment of injuries and fractures. These results may also be useful for comparative anatomical, developmental, forensic, and clinical studies. [ABSTRACT FROM AUTHOR]

Anatomy is an important component in the vertical integration of basic science and clinical practice. Two common pedagogies are cadaveric dissection and examination of prosected specimens. Comparative studies mostly evaluate their immediate effectiveness. A randomized controlled trial design was employed to compare both the immediate and long‐term effectiveness of dissection and prosection. Eighty third‐year medical students undergoing their surgical rotation from the Yong Loo Lin School of Medicine were randomized into two groups: dissection and prosection. Each participated in a one‐day hands‐on course following a similar outline that demonstrated surgical anatomy in the context of its clinical relevance. A pre‐course test was conducted to establish baseline knowledge. A post‐course test was conducted immediately after and at a one‐year interval to evaluate learner outcome and knowledge retention. A post‐course survey was conducted to assess participant perception. Thirty‐nine and thirty‐eight participants for the dissection and prosection groups, respectively, were included for analysis. There was no significant difference between mean pre‐course test scores between the dissection and prosection groups [12.6 (3.47) vs. 12.7 (3.16), P > 0.05]. Both the mean immediate [27.9 (4.30) vs. 24.9 (4.25), P < 0.05] and 1 year [23.9 (4.15) vs. 19.9 (4.05), P < 0.05] post‐course test scores were significantly higher in the dissection group. However, when adjusted for course duration [dissection group took longer than prosection group (mean 411 vs. 265 min)], these findings were negated. There is no conclusive evidence of either pedagogy being superior in teaching surgical anatomy. Based on learner surveys, dissection provides a greater learner experience. [ABSTRACT FROM AUTHOR]

Anatomical examinations have been designed to assess topographical and/or applied knowledge of anatomy with or without the inclusion of visual resources such as cadaveric specimens or images, radiological images, and/or clinical photographs. Multimedia learning theories have advanced the understanding of how words and images are processed during learning. However, the evidence of the impact of including anatomical and radiological images within written assessments is sparse. This study investigates the impact of including images within clinically oriented single‐best‐answer questions on students' scores in a tailored online tool. Second‐year medical students (n = 174) from six schools in the United Kingdom participated voluntarily in the examination, and 55 students provided free‐text comments which were thematically analyzed. All questions were categorized as to whether their stimulus format was purely textual or included an associated image. The type (anatomical and radiological image) and deep structure of images (question referring to a bone or soft tissue on the image) were taken into consideration. Students scored significantly better on questions with images compared to questions without images (P < 0.001), and on questions referring to bones than to soft tissue (P < 0.001), but no difference was found in their performance on anatomical and radiological image questions. The coding highlighted areas of "test applicability" and "challenges faced by the students." In conclusion, images are critical in medical practice for investigating a patient's anatomy, and this study sets out a way to understand the effects of images on students' performance and their views in commonly employed written assessments. [ABSTRACT FROM AUTHOR]

Copyright of Chinese Journal of Aesthetic & Plastic Surgery is the property of Chinese Journal of Aesthetic & Plastic Surgery Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

While case‐based discussions can empower students to apply knowledge to contextual clinical situations, scheduling these activities is a challenge in crowded curricula. Case‐based eLearning activities, derived from existing cases discussed within anatomy small group tutorials, were created incorporating principles such as interactivity, reinforcement, and feedback. Over half of the students accessed one or more of these online cases, with 18% accessing all eight online cases provided. Access increased as the semester progressed, particularly just before summative examinations, implying students used these primarily as revision aides. Students rated both formats highly, but favored the online format with regard to enjoyment (P = 0.048), learning (P = 0.101), and feedback (P = 0.086). However, more students discussed these cases in small group tutorials within the anatomy dissecting room than completed them online (122 vs. 67) and themes emerging from free text comments included a desire to have more time dedicated to these cases during small group tutorials, and an appreciation for the opportunity for discussion with staff and learning through doing. Additionally, native English speakers rated the anatomy room discussions significantly higher in all aspects than non‐native English speakers, suggesting that non‐native speakers may be hesitant or reluctant to fully participate in front of peers. While online case‐based learning activities are a useful adjunct to anatomy teaching, particularly for revision, assumptions that "digital natives" have an innate preference for digital resources require critical evaluation, as students still place a high value on opportunities for discussion with staff during their studies. [ABSTRACT FROM AUTHOR]

Copyright of Revista Argentina de Anatomia Online is the property of Asociacion Argentina de Anatomia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Working Papers on Culture, Education & Human Development / Papeles de Trabajo Sobre Cultura, Educacion y Desarrollo Humano is the property of Papeles de Trabajo Sobre Cultura, Educacion y Desarrollo Humano and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article initiates a theoretical reflection about the importance of bringing health as a horizon in the teaching of Applied Anatomy and the potential of art as an instrument to do so. First, we look into the concept of health, using it to frame the process of learning about bodies in secondary schools. Second, we present a case study represented by a course in Applied Anatomy that illustrates how health appears directly connected to learning dynamics, in which art is used to foster students' subjective engagement, facilitating the appropriation of what is learnt in class, and its use in their everyday life. Finally, we discuss the connections between art and anatomy, illustrating them with extracts from students' reflections. This case study supports the explicit inclusion of health in the educational frame of Applied Anatomy, proposing it as an empowering strategy to foster self-care and healthy habits in high school students. [ABSTRACT FROM AUTHOR]

Objectives: The glenohumeral joint, as a component of the shoulder girdle, is one of the most frequently injured joints of the upper extremity. Typical dissection of the glenohumeral joint does not allow an intracapsular view without sacrificing the joint capsule and surrounding structures. Methods: A dissection method is presented which reveals the internal capsule of the glenohumeral joint, the glenoid labrum, the proximal insertion of the long head of the biceps tendon, and glenohumeral joint surfaces while preserving the posterior aspect of the capsule and surrounding supportive muscles and tendons of the joint. Results: The novel dissection technique allowed for preservation of glenohumeral joint structures and consideration or reexamination of the relationships and structures. Conclusion: The authors present an alternative protocol for dissection of the glenohumeral joint that minimizes destruction of the surrounding structures while allowing visualization of the internal capsule and maintains the relationships of the surrounding supporting structures of the pectoral girdle that may be used for study at a later time. [ABSTRACT FROM AUTHOR]

Because of a decrease of the time available for anatomy education, decisions need to be made to reduce the relevant content of the anatomy curriculum. Several expert consensus initiatives resulted in lists of structures, lacking analysis of anatomical competence. This study aims to explore the use of anatomical knowledge by medical doctors in an attempt to delineate the nature of anatomical competence. The research question is: what kind of anatomical knowledge do junior medical doctors use during a consultation with a patient presenting with a shoulder complaint? Ten junior medical doctors participated in this stimulated recall study. Each of them was videotaped while performing a consultation with a standardized patient with a complex shoulder complaint. The recording was viewed immediately after. Participants were videotaped again while verbalizing the thoughts they remembered having during the consultation. Verbatim transcriptions were coded by two coders using the qualitative data analysis ATLAS.ti software. Results were that these junior medical doctors used anatomical knowledge in all phases of the consultation, especially during physical examination. The use of anatomical terms was strongly associated with clinical reasoning and it was apparent that every subject visualized relevant anatomical information. Conclusion is that young medical doctors actively use their anatomical knowledge and it seems that the relevant anatomy consists largely of adequate visual representations in memory. Anatomy teachers should focus the students' learning activity on building an adequate visual representation of anatomical structures. This should be supported by assessments that test the quality of the students' visual representations. Anat Sci Educ. © 2015 American Association of Anatomists. [ABSTRACT FROM AUTHOR]

Purpose: Conventional surgical therapy for an intercondylar humerus fracture might result in multiple potential complications. Our study was conducted to evaluate the modified anconeus flap approach by adequately exposing the distal humeral articular surface, avoiding osteotomy of the olecranon and transection of the main part of the triceps brachial tendon from the olecranon. Methods: Preparations of 20 upper limb specimens from adult cadavers were used in this study. We investigated the anatomical features of the distal tendon of the triceps brachii. Then, we designed a modified anconeus flap approach in cadaver specimens combined with the medial paratricipital approach, and we compared the extent of exposure of the distal humeral articular surface between the triceps-reflecting anconeus pedicle approach and this modified approach. Results: The downward neurovascular bundles supplying the anconeus were located far from the intramuscular tendon of the triceps brachii. In addition, the medial head of the triceps was continuous with the anconeus near the lateral epicondyle of the humerus. These anatomical properties could assist in reducing adverse events in surgery. The percentage of the exposed humerus distal articular surface was 42.7 % by applying the modified anconeus flap approach combined with the medial paratricipital approach. The modified anconeus flap approach can overcome the shortcomings of osteotomy or triceps transverse and fulfill reduction and internal fixation of most distal humerus intercondylar fractures. Conclusions: The present study has demonstrated a new approach for adequately exposing the distal humeral articular surface during surgery for an intercondylar humerus fracture. With this modified approach, osteotomy of the olecranon and the separation or transection of the main part of the triceps brachial tendon from the olecranon are not necessarily required. Therefore, we suggest that this novel approach could be applied as the primary surgical approach in intercondylar humerus fracture surgeries if the surgeons are familiar with the regional features of distal tendon of the triceps brachii and anconeus. [ABSTRACT FROM AUTHOR]

Copyright of Progress in Modern Biomedicine is the property of Publishing House of Progress in Modern Biomedicine and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: This research investigates the anatomic basis for the repair and reconstruction of hand joints using transposition of the carpometacarpal (CMC) joint of the hamatum. Methods: The morphology and structure of the CMC joints of the hamatum and the base joints of the middle phalanx were observed on 22 freshly frozen wrist specimens at Shanghai 6th People's Hospital Research Institute of Microsurgery. The volar dorsal dia, radioulnar dia, depth of concave, and area of the joints were measured. Data were obtained through statistical analysis, and the resemblance of joints was compared in terms of morphology, structure, area, length, and diameter. Results: The radioulnar dia of the CMC joints of the hamatum (13.54 ± 1.15 mm) did not exhibit any evident differences in the middle phalanx of the forefinger, middle finger, and ring finger, and in the distal phalanx of the thumb. The volar dorsal dia of the CMC joints of the hamatum (10.71 ± 0.93 mm) exhibited an evident difference in the middle phalanx of the ring finger. In all fingers, the depth of the ulnar and radial concave of the CMC joints of the hamatum (1.30 ± 0.08 and 0.95 ± 0.05 mm, respectively) and the area of the CMC joints of the hamatum (139.89 ± 5.44 mm) showed an evident difference. Conclusion: The CMC joint of the hamatum could be considered a new and viable joint donor site that could be used to repair and reconstruct the base joints of the middle phalanx. [ABSTRACT FROM AUTHOR]

Active learning exercises were developed to allow advanced medical students to revisit and review anatomy in a clinically meaningful context. In our curriculum, students learn anatomy two to three years before they participate in the radiology clerkship. These educational exercises are designed to review anatomy content while highlighting its relevance to the study of radiology. Laboratory exercises were developed using inexpensive materials in the form of hands-on stations designed for use by students working together in small groups. Station exercises include model building, exploring relevant radiological imaging, and practicing clinical techniques. Students are encouraged to move from abstract conceptualization of the anatomy using models to applying knowledge to living tissues by using a portable ultrasound to explore superficial anatomy on each other. Stations are designed to integrate knowledge and reemphasize concepts in different contexts, so that upon completion students have a reinforced understanding of the three-dimensional anatomy of the region in question, the appearance of the anatomy on radiological images, and an appreciation of the relevance of the anatomy to radiological procedures. Anat Sci Educ, 2010 © 2010 American Association of Anatomists. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Kunming Medical University / Kunming Yike Daxue Xuebao is the property of Kunming Medical Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study was to provide the anatomical basis for the skin flap pedicled with the nutrient vessels of the cutaneous nerves and cutaneous veins of the upper extremity. Radio-opaque material was injected into the common carotid arteries of five fresh cadavers. The skin and the fascia were meticulously dissected, removed, and radiographed. The Photoshop CS and Scion image 4.02 were used to analyze the cutaneous arteries, the density of vessels, and the vascular territories of the perforator arteries. The results showed that the cutaneous arteries of the upper extremity came from 16 original arteries, and accordingly, the superficial tissue of the upper extremity could be divided into 16 vascular territories. The external diameter and the area of blood supply of each perforator were growing downwards from the proximum to the distal end. But the points at which the perforator arteries came out from the deep tissue were concentrated near the cutaneous nerves and cutaneous veins, and the arteries formed vascular chains. The density of the arteries near the cutaneous nerves and cutaneous veins was much higher than that of other areas. This article discussed the regularity of the nutrient vessels of the cutaneous nerves and veins on the basis of the experimental results. [ABSTRACT FROM AUTHOR]

A concern on the level of anatomy knowledge reached after a problem-based learning curriculum has been documented in the literature. Spatial anatomy, arguably the highest level in anatomy knowledge, has been related to spatial abilities. Our first objective was to test the hypothesis that residents are interested in a course of applied anatomy after a problem-based learning curriculum. Our second objective was to test the hypothesis that the interest of residents is driven by innate higher spatial abilities. Fifty-nine residents were invited to take an elective applied anatomy course in a prospective study. Spatial abilities were measured with a redrawn Vandenberg and Kuse Mental Rotations Test in two (MRT A) and three (MRT C) dimensions. A need for a greater knowledge in anatomy was expressed by 25 residents after a problem-based learning curriculum. MRT A and C scores obtained by those choosing ( n = 25) and not choosing ( n = 34) applied anatomy was not different ( P = 0.46 and P = 0.38, respectively). Percentage of residents in each residency program choosing applied anatomy was different [23 vs. 31 vs. 100 vs. 100% in Family Medicine, Internal Medicine, Surgery, and Anesthesia, respectively; P < 0.0001]. The interest of residents in applied anatomy was not driven by innate higher spatial abilities. Our applied anatomy course was chosen by many residents because of training needs rather than innate spatial abilities. Future research will need to assess the relationship of individual differences in spatial abilities to learning spatial anatomy. Anat Sci Ed 2:107-112, 2009. © 2009 American Association of Anatomists. [ABSTRACT FROM AUTHOR]

Abstract To establish the applied anatomy of the V-shaped fibular osteomyocutaneous flap pedicled on the peroneal vessels, cadaver dissections were made in 60 lower limbs and 40 calcanei were examined to sum up the features of calcaneal biomechanics on the stability of the foot and the blood supply of the fibular osteomyocutaneous flap. There were four anastomoses and large communicating branches between the lower segment of the peroneal artery and the anterior and posterior tibial arteries. The flap was well supplied by a retrograde circulation through these anastomoses. A suitable length of pedicle was 20 cm. In the sagittal section of the calcaneus passing through the center of the articular surface for the cuboid bone, the arrangement of the trabeculae formed a triangular zone. The V-shaped flap corresponds nicely with the calculated lines of stress evoked by the weight of the body. The procedure may provide a new method for hindfoot reconstruction. This flap meets the criteria outlined for composite tissue reconstruction of defects of the extremities and biomechanics of the hindfoot, especially for calcaneal and cuboid defects. [ABSTRACT FROM AUTHOR]