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We examined the perceived adequacy and effectiveness of BIO 0475, Advanced Human Dissection, in preparing undergraduate students for the transition into gross anatomy (or equivalent) during their first year of professional school. A 16-item, electronic survey was distributed to course graduates (n=18) that evaluated (1) the importance of BIO 0475 as it related to gross anatomy, (2) student preparedness as provided by their undergraduate training, and (3) perceived level of comfort with adapting to the increased demands of professional school. Students reported the course as beneficial to their professional studies and improving their perceived preparedness for the demands of gross anatomy at the professional level. The development of the Advanced Human Dissection course is reported as a benefit to the students as they matriculate into their professional studies.

At Kansas City University, anatomy laboratories were delivered via remote (REM) or on-campus (OC) formats due to COVID-19, creating an opportunity to evaluate student perceptions of differences in laboratory delivery format. A six-item survey of Likert scale and open-ended questions explored the utility of anatomy software, prelab instruction handouts, and prosection reviews. Likert scale validity was analyzed using Cronbach's a; responses were compared among REM and OC formats using Chi-square. Descriptive codes were applied to summarize responses, which were grouped and converted into percentages. Statistically significant differences in REM versus OC formats were determined for the helpfulness of the prelab handouts ([chi-squared], 28.00; df, 4; p < 0.001) and effectiveness of cadavers in learning anatomy ([chi-squared], 20.58; df, 4; p < 0.0004). Trends in responses noted disagreement in the effectiveness of anatomy software (REM, 69.8%; OC, 51.08%), but agreement with the helpfulness of prosection reviews (REM, 85.9%; OC, 61.6%) (Cronbach a: REM, 0.648; OC, 0.646). Themes from narrative REM comments (n = 496) noted anatomy software was difficult to use (33.1%) and had issues with orientation (15.5%), as well as a student preference for OC laboratories (12.5%). The OC format responses (n = 456) noted poor software design (47.9%), unnecessary for studying (35.4%), and preference for in-person laboratories (7.4%). Qualitative analysis of narrative comments detailed other resources used, including Complete Anatomy™ and YouTube™. Trends highlighted the prelab handouts and prosection reviews for learning, the ineffectiveness of anatomy software, and a preference for OC laboratories. We highlight student perspectives of REM versus OC laboratory formats in response to COVID-19.

Coronavirus disease-2019 (COVID-19) disrupted the in-person teaching format of anatomy. To study changes in gross anatomy education that occurred during August--December, 2020 compared to before the pandemic, an online survey was distributed to anatomy educators. The 191 responses received were analyzed in total and by academic program, geographic region, and institution type. Cadaver use decreased overall (before: 74.1 ± 34.1%, during: 50.3 ± 43.0%, P < 0.0001), as well as across allopathic and osteopathic medicine, therapy, undergraduate, and veterinary programs (P < 0.05), but remained unchanged for other programs (P > 0.05). Cadaver use decreased internationally and in the US (P < 0.0001), at public and private (P < 0.0001) institutions, and among allopathic medical programs in Northeastern, Central, and Southern (P < 0.05), but not Western, US geographical regions. Laboratories during Covid-19 were delivered through synchronous (59%), asynchronous (4%), or mixed (37%) formats (P < 0.0001) and utilized digital resources (47%), dissection (32%), and/or prosection (21%) (P < 0.0001). The practical laboratory examination persisted during COVID-19 (P = 0.419); however, the setting and materials shifted to computer-based (P < 0.0001) and image-based (P < 0.0001), respectively. In-person lecture decreased during COVID-19 (before: 88%, during: 24%, P = 0.003). When anatomy digital resources were categorized, dissection media, interactive software, and open-access content increased (P [less than or equal to] 0.008), with specific increases in BlueLink, Acland's Videos, and Complete Anatomy (P < 0.05). This study provided evidence of how gross anatomy educators continued to adapt their courses past the early stages of the pandemic.

Coronavirus disease 2019 (COVID-19) created unparalleled challenges to anatomy education. Gross anatomy education has been particularly impacted given the traditional in-person format of didactic instruction and/or laboratory component(s). To assess the changes in gross anatomy lecture and laboratory instruction, assessment, and teaching resources utilized as a result of COVID-19, a survey was distributed to gross anatomy educators through professional associations and listservs. Of the 67 survey responses received for the May-August 2020 academic period, 84% were from United States (US) institutions, while 16% were internationally based. Respondents indicated that in-person lecture decreased during COVID-19 (before: 76%, during: 8%, P < 0.001) and use of cadaver materials declined (before: 76 ± 33%, during: 34 ± 43%, P < 0.001). The use of cadaver materials in laboratories decreased during Covid-19 across academic programs, stand-alone and integrated anatomy courses, and private and public institutions (P [less than or equal to] 0.004). Before COVID-19, cadaveric materials used in laboratories were greater among professional health programs relative to medical and undergraduate programs (P [less than or equal to] 0.03) and among stand-alone relative to integrated anatomy courses (P [less than or equal to] 0.03). Furthermore, computer-based assessment increased (P < 0.001) and assessment materials changed from cadaveric material to images (P < 0.03) during COVID-19, even though assessment structure was not different (P > 0.05). The use of digital teaching resources increased during COVID-19 (P < 0.001), with reports of increased use of in-house created content, BlueLink, and Complete Anatomy software (P < 0.05). While primarily representing US institutions, this study provided evidence of how anatomy educators adapted their courses, largely through virtual mediums, and modified laboratory protocols during the initial emergence of the COVID-19 pandemic.

Pelvic organ prolapse impacts an increasing number of women in the United States. The standard approach to correcting apical pelvic organ prolapse uses the sacral anterior longitudinal ligament (SALL) to lift the vaginal apex; however, this approach may result in recurrent prolapse. A newer procedure utilizes the pectineal ligament (PL), which may be a more reliable anchor point. This study compares the biomechanical properties of these two ligaments to elucidate which can withstand more stress to provide long-term stability following prolapse. Seventeen formalin-embalmed donors were used (PL: 17 right, 16 left; SALL, 15). The PL was evaluated to better characterize the ligament's properties within the pelvis using digital calipers and descriptive statistics. Mean values were statistically evaluated using an independent t test (p = 0.05) but no differences in laterality were appreciable. The PL and SALL samples were harvested and evaluated using a mechanical tester to determine their force at failure (N), toughness (Jm−2), and elastic modulus (MPa). The PL had increased values in the mean force at failure and toughness than the SALL when evaluated by each side as well as a combined mean value. These differences were statistically significant (p = 0.05) for toughness as evaluated using an independent t-test (right, p = 0.004; left, p = 0.005; combined, p = 0.002) and force at failure [right, p = 0.001 (independent t-test); left, p = 0.004 and combined, p = 0.005 (Mann–Whitney U test)], indicating that the PL may permit more deformation, but greater resistance to catastrophic failure as compared to the SALL. When evaluating any statistical differences in modulus, the individual and combined values were increased for the PL as compared to the SALL but were not significant (right, p = 0.290; left, p = 0.143; combined, p = 0.110) suggesting a stiffer material that may be more prone to catastrophic failure once a tear has begun. Collectively, these inherent biomechanical properties of the pectineal ligament indicate the ligament may be a more reliable anchor point for pelvic organ prolapse repair than the SALL. [ABSTRACT FROM AUTHOR]

Background: Lateral epicondylitis impacts 1–3% of the population. It affects nearly half of all tennis players, primarily due to repetitive forearm muscle use leading to pain at the lateral elbow, particularly at the extensor carpi radialis brevis tendon. While conservative treatments resolve most cases, 4–11% of patients with persistent pain require surgery. Tenotomy is the gold standard for repair, but the research comparing the benefits of specific types of tenotomies (open, arthroscopic, percutaneous, ultrasonically assisted, and Tenex forms) is lacking. Methods: PubMed and Embase searches were conducted for articles focused on four tenotomy techniques. The inclusion criteria allowed for the use of randomized controlled trials (RCTs), prospective cohort studies, and comparative observational studies, while the exclusion criteria excluded meta-analyses. Following the PRISMA guidelines, the initial search resulted in 2327 articles. Once the inclusion and exclusion criteria were applied, 1702 articles underwent abstract screening. Finally, 232 articles proceeded to full-text screening, resulting in 37 articles undergoing data extraction. Results: The primary outcomes included functional improvement, pain relief, overall performance, and postoperative disability. The secondary outcomes included patient-reported satisfaction, return-to-work timeframes, and procedural complications. Conclusions: The tenotomy outcomes were similar, regardless of the method, indicating that discussions with patients about their specific outcome preferences may help guide tenotomy method selection. [ABSTRACT FROM AUTHOR]

Background/Objectives: The Achilles tendon is a popular allograft option for anterior cruciate ligament (ACL) reconstruction. Structurally, the tendon is known to have a 90-degree rotational fiber track. Preparation techniques, with this consideration, may influence the strength of the graft. This study aims to assess the tensile strength of a novel Achilles tendon allograft harvest procedure following the rotational fiber track. Methods: Both Achilles tendons were harvested from formalin-embalmed cadavers [(n = 20), male n = 13, female n = 7, average age = 70]. Ten cadavers had the right Achilles as the control and the left Achilles as the fiber track sample; 10 cadavers had the opposing designation. Tensile strength was tested utilizing a Bose machine. An unpaired t-test was used to compare data across groups. Results: The average ultimate load for the control group was 874.17 N, with an average elastic stiffness of 76.01 N/mm. The ultimate load for the fiber track group was 807.84 N, with an average elastic stiffness of 64.75 N/mm. No statistically significant difference (p = 0.21) was determined between the average ultimate loads or elastic loads (p = 0.18) across groups. Conclusions: These data suggest that the rotational fiber track method of Achilles allograft has consistent tensile strength and elastic stiffness as compared to the common harvest procedure. The rotational fiber track method for ACL harvesting is a viable alternative option to the common harvest procedure for usage in an ACL reconstruction. [ABSTRACT FROM AUTHOR]

Limited reports have evaluated the utility of the popliteal vein (PV) specific to cannulation. The objective of this study was to characterize the diameter and length of the PV to evaluate this area as a potential cannulation site. The popliteal region in 23 formalin-embalmed, prosected donors was dissected, and the PV was exposed from the adductor hiatus (AH) superiorly to the small saphenous vein (SSV) inferiorly. The diameter of the popliteal vein was measured at the AH, SSV, and half of the distance from the AH to the SSV (MID) using a brass plumb bob. The length of the PV was measured to the AH, SSV, MID, and femoral condyles (FCs). Overall, the mean diameters and mean lengths for the combined population were calculated, as well as individual limbs (right, left) and anatomical sex. Univariate analysis used to evaluate differences in mean diameter and length measurements based on anatomical sex revealed significant differences (p < 0.05) for both diameter and length at all the landmarks evaluated. Multivariate analysis of PV diameter at the AH and SSV landmarks was statistically significant (p < 0.05) when laterally and anatomical comparing sex. These data provide full characterization of the PV in support of its utility in vascular access. [ABSTRACT FROM AUTHOR]

Variations of the sciatic nerve and piriformis muscle (SN-PM) relationship must be considered when discussing orthopedic procedures within the region as they may cause increased risk of SN injuries. Thirty-one formalin-embalmed, prosected donors were evaluated using the Beaton and Anson (B&A) classification system (1939). Major landmarks of the SN-PM relationship were identified, including the posterior superior iliac spine (PSIS), ischial tuberosity (IT), greater trochanter (GT), and the middle of the SN as it exits under the PM (S1). Distances measured included: PSIS-IT, PSIS-GT, IT-GT, PSIS-S1, IT-S1, GT-S1, S1-Q (distance of perpendicular line connecting S1 to PSIS-IT), and S1-R (distance of perpendicular line connecting S1 to PSIS-GT). Measurements from 49 lower extremities were evaluated using a two-tailed t-test to compare by sex and laterality; a one-tailed t-test was utilized to compare groups based on anatomical sex. Six donors displayed asymmetric B&A classifications, demonstrating gross anatomical differences within a single individual; however, no measurements were significant when comparing extremities. Seven measurements were statistically significant (p < 0.05) between sexes, indicating notable sex-based differences. These data highlight sex-based differences in the SN-PM relationship, as well as consistencies within measurements among extremities, which can be utilized by clinicians when treating male and female patients needing unilateral or bilateral orthopedic procedures or injections within the gluteal region. [ABSTRACT FROM AUTHOR]

Gross anatomy laboratories frequently utilize dissection or prosection formats within medical curricula. Practical examination scores are consistent across the formats, yet these examinations assessed larger anatomical structures. In contrast, a single report noted improved scores when prosection was used in the hand and foot regions, areas that are more difficult to dissect. The incorporation of prosected donors within "Head and Neck" laboratories provided an opportunity to further characterize the impact of prosection in a structurally complex area. Retrospective analysis of 21 Head and Neck practical examination questions was completed to compare scores among cohorts that utilized dissection exclusively or incorporated prosection. Mean scores of practical examination questions were significantly higher in the prosection cohort (84.27% ± 12.69) as compared with the dissection cohort (75.59% ± 12.27) (p < 0.001). Of the 12 questions that performed better in the prosection cohort (88.42% ± 8.21), 10 items mapped to deeper anatomical regions. By comparison, eight of nine questions in the dissection cohort outperformed (88.44% ± 3.34) the prosection cohort (71.74% ± 18.11), and mapped to anatomically superficial regions. Despite the mean score increase with positional location of the questions, this effect was not statically significant across cohorts (p = 1.000), suggesting that structure accessibility in anatomically complex regions impacts performance. Student feedback cited structure preservation (71.5%) and time savings (55.8%) as advantages to prosection; however, dissection was the perceived superior and preferred laboratory format (88.6%). These data support combined prosection and dissection formats for improving student recognition of deeply positioned structures and maximizing student success. [ABSTRACT FROM AUTHOR]

The supratrochlear artery (STA) demonstrates anatomical variability that impacts facial reconstruction with a paramedian forehead flap. STA branching patterns and the distance to the midline have been reported, but the STA pedicle has not been characterized. Our aim was to triangulate the STA pedicle relative to known anatomical landmarks and identify a danger zone to aid surgeons in creating viable tissue flaps. The upper facial region was dissected bilaterally on 38 cadaveric donors. Measurements from the supraorbital neurovascular bundle, orbital rim, and medial canthus to the STA pedicle were collected. Data were tallied and statistically analyzed. Measurement means, range, and standard deviations were calculated; no significant differences were found in the laterality of the measurements (p > 0.05). Statistically significant, sex-based differences were identified for all measurements collected among male and female donors. This study characterizes a surgical danger zone for the STA pedicle specific to a paramedian forehead flap and identifies important differences within this danger zone among male versus female donors that surgeons should consider to prevent pedicle violation and enhance surgical success while maximizing flap length and mobility. [ABSTRACT FROM AUTHOR]

Kansas City University offers a Clinical Anatomy Fellowship which enrolls nine medical students during each academic year and provides training in research, teaching, and advanced anatomical topics. The Fellows practice as novice educators, working alongside Anatomy faculty to teach medical students in the Gross Anatomy laboratory. However, little has been reported related to Fellowship participation and success outcomes. This survey‐based study was designed to explore (1) student motivation(s) for pursuing the Fellowship, (2) benefits of participation, and (3) the perceived impact on residency applications and career success. Three unique populations were surveyed. The most important factors driving application to the Fellowship were a desire to increase competitiveness in the residency application process (Likert mean score 4.7–5.0) and a passion for Anatomy (Likert mean score 4.3–4.7). Taking a year away from the College of Osteopathic Medicine curriculum (Likert mean score 4.4) and delaying clinical exposure (Likert mean score 4.2) were the most important deterrents to application. The most reported benefits after program completion included opportunities to build a strong residency application (44% and 50% of Fellows), conduct research (44% and 45% of Fellows), and participate in teaching (11% and 50% of Fellows). 73% of past Fellows matched into their top specialty of choice. Flexibility in the program allows participants to individualize their Fellowship experience to address their personal goals related to residency applications and careers as future physicians. As the results suggest, the Clinical Anatomy Fellowship benefits Fellows, signaling other medical institutions to consider adopting a similar program. [ABSTRACT FROM AUTHOR]

R3916 --> 633.5 --> Introduction/Objective: Drawing, observational activities, and touch have been shown to enhance the learning process of three‐dimensional structure in anatomy (Reid et al., 2019). However, the impact of observational activities and touch on learning outcomes specific to cadaver specimens has not been reported. We hypothesized that physical touch of prosected, cadaveric donors would lead to improved knowledge of human structure and higher scores on laboratory practicals. The purpose of this study was to evaluate the differences in learning outcomes by comparing laboratory practical grades of students who physically touched or did not physically touch cadaveric donors. Materials/Methods: We incorporated prosected cadaver specimens in two undergraduate, pre‐professional and pre‐Health Sciences anatomy courses in an effort to enhance student learning. The physical manipulation of cadaveric donors by students enrolled in BIO 201, Human Anatomy (majors), and BIO 221, Human Anatomy and Physiology (non‐majors) was tracked to determine if manipulation of the cadavers improves laboratory assessment outcomes. Students (n=176) from the courses across seven semesters were assigned as those who 'manipulated' (n=100) or 'did not manipulate' (n=76) the donors. Data was tallied and compared to performance on laboratory practical assessments. A Fisher's exact test was conducted within individual course and combined course populations to assess if the relationship between physically touching a cadaver and receiving a passing grade on lab practical assessments is more than expected by chance. Results: Overall, students who manipulated cadaveric donors were more successful in the laboratory component of Anatomy courses than those who 'did not manipulate.' BIO 201 students who actively touched the cadaver during laboratory sessions received a "C" or better (n=58 vs 6 DFW) on lab practical assessments. In contrast, the majority of students who did not touch the cadaver earned a DFW (n=33 vs 18 C or better) (P <0.0001). Similar outcomes were identified for BIO 221 students; the 34 students who actively touched the cadaver during lab sessions received a "C" or better vs non‐passing, DFW grades (n=2). However, 'non‐manipulating' BIO 221 students were able to earn outcomes of "C" or better (n=13) as compared to non‐passing grades (DFW, n=12). Despite this, statistically, students were more likely to receive a passing grade for the laboratory assessments with a "C" or better when actively involved in cadaver‐based learning (P=0.0002). The student data was also analyzed as a single cohort, providing additional statistical evidence that students who used the cadavers were more likely to earn a higher grade for the laboratory component of the course (n=92 with a "C" or better vs 8 DFW) than students who did not use the cadavers (n=32 with a "C" or better vs 44 DFW) (P <0.0001). Our data indicates that a student is 7.24 times more likely to earn a "DFW" on lab practical assessments in anatomy‐based courses when they do not touch the cadaver. Significance: These data suggest students enrolled in anatomy courses with cadaveric donors will have improved lab assessment outcomes if they physically touch the donors. Conclusion: It is imperative that anatomy faculty recognize that exposure to cadaveric donors may impact the overall learning experience, as students are better prepared for identification‐based practical assessments when they are encouraged to touch, handle, and manipulate anatomical structures. [ABSTRACT FROM AUTHOR]