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This educational study aimed to explore the feasibility and acceptance of a literacy exercise adopted from the real world of scientific publishing in a cell and tissue biology course. For that purpose, a tertiary-level multimodality science course, which integrated a blended learning faculty and student lectures, journal club, and wet laboratory sessions including a research project as well as examinations, was complemented by essay writing of a review and peer reviewing of five manuscripts. All tasks contributed to the final course mark. Special emphasis was laid on the usability of different E-Learning applications for scientific writing and teacher- and peer-assessment procedures. Further, potential influences of student characteristics on their peer- and self-assessments as well as their acceptance of the feedback from their peers were evaluated. Seventy-five undergraduate students from different Bachelor programs were included in the study. Plagiarism check and double-blind assessments of the essays were performed using "Turnitin.com." Students self-assessed their paper and received feedback from five peers and the teacher. Peer assessment was more severe than the teacher- or self-assessment, and the peer mark correlated best with the final course mark. Students with better marks assessed more generously, and there had moderate tendencies for influences of gender and background on peer feedback behavior. The students perceived the writing and assessment exercises, especially being peer-assessed, as demanding, but rewarding and a great learning experience. The additional tasks were feasible using E-Learning technology, which should foster future biomedical courses to train writing skills and the ability to cope with different roles in the scientific community.

Profound anatomical knowledge is the basis for modern demands in medicine and surgery, but many countries worldwide including Australia and New Zealand have discontinued offering dissection courses to medical and dental students during the past decades. This educational project done in Australia aimed at enhancing basic and advanced anatomy teaching by engaging a sub-group of second-year undergraduate students of a compulsory prosection- and model-based anatomy course (n = 54/170) in an optional multimodal course, which should easily articulate with a vertical curriculum. With topographical cadaver dissections as core, peer student-teams prepared and peer-assessed anatomy lectures based on clinical topics, which were rated highly by the peers and teachers. Anatomical knowledge was tested by quizzes and a multiple-choice examination. Individual dissection skills were self- and teacher-assessed. A final course grade was assigned based on these assessments. The grades in the system-based compulsory course achieved by the attendees of the paralleling dissection course were compared with their peers attending other optional courses. After beginning of the semester, the students in the dissection course performed similar, significantly (P < 0.005) improved during the semester (78.5% vs. 69.9%, 70.1% vs. 64.1%), but in the integrated (including anatomy, biochemistry, physiology) final examination at the end of the year only tended to higher scores. As assessed through interviews and a voluntary questionnaire, all students of the optional dissection course liked these activities, which enhanced their learning experience. Thus, this concept elegantly integrates anatomical dissection with modern teaching demands and is feasible for implementation in modernized curricula.

The presented course, established 2016 as a compulsory elective for 22nd‐year bachelor medical students, aimed to enhance deep learning of upper and lower limb anatomy from a clinical perspective by a maximum of student‐centered activities combining hands‐on skills training with team‐learning. Three cohorts (in total 60 students) participated in this study. Students rotated through body painting, ultrasound, and clinical investigation supervised by faculty or an experienced clinician. Teams of 3‐4 students prepared presentations on clinical anatomy and pathological conditions, which by teacher‐ and peer assessments on average achieved >85% (mean 17.8/20 points ± 1.06). After each activity session, the students reported their learning experience through a reflective diary. Fifty students (83%) evaluated the course by a voluntary anonymous questionnaire combining Likert‐type scale and free‐text questions to assess, predominantly, perception of course activities and their perceived influence on learning anatomy. Journal reports and questionnaires revealed that the students highly valued the course, and 92% (29 females, 17 males) rated group work satisfying or well‐perceived. The highest appreciation achieved ultrasound followed by clinical examination and body painting, which one third proposed to integrate into the regular dissection course. All students recommended the course to their younger peers. This course was feasible to integrate in the pre‐existing curriculum. Limiting factors to offer this elective course to more students are availability of clinical teachers, technical equipment, and education rooms. Being student‐directed tasks, body painting and reflective diary‐writing would be feasible to implement without additional faculty, which we recommend to educators for student engagement activation. [ABSTRACT FROM AUTHOR]

Background: Thiel-fixed body donors are highly valued for surgical training courses. The pronounced flexibility of Thiel-fixed tissue has been postulated to be caused by histologically visible fragmentation of striated muscle. The aim of this study was to analyse whether a specific ingredient, pH, decay, or autolysis could cause this fragmentation in order to modulate the Thiel solution to adapt specimen flexibility specifically to the needs of different courses. Materials and methods: Striated muscle of the mouse was fixed for different time periods in formalin, Thiel solution, and its individual ingredients, and analysed by light microscopy. Further, pH-values of Thiel solution and its ingredients were measured. In addition, unfixed muscle tissue was histologically analysed including Gram staining to investigate a relationship between autolysis, decomposition, and fragmentation. Results: Muscle fixed with Thiel solution for 3 months was slightly more fragmentated than muscle fixed for 1 day. Fragmentation was more pronounced after 1 year of immersion. Three individual salt ingredients showed slight fragmentation. Decay and autolysis had no effect on fragmentation, which occurred regardless of the pH of all solutions. Conclusions: Fragmentation of Thiel-fixed muscle is dependent on fixation time and most likely occurs due to salts present in the Thiel solution. Adjustment of the salt composition in the Thiel solution with verification of the influence on the fixation effect, fragmentation and flexibility of the cadavers could be performed in further studies. [ABSTRACT FROM AUTHOR]