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Mean circulatory filling pressure, venous return curve, and Guyton's graphical analysis are basic concepts in cardiovascular physiology. However, some medical students may not know how to view and interpret or understand them adequately. To deepen students' understanding of the graphical analysis, in place of having to perform live animal experiments, we developed an interactive cardiovascular simulator, as a self-learning tool, as a web application. The minimum closed-loop model consisted of a ventricle, an artery, resistance, and a vein, excluding venous resistance. The simulator consists of three modules: setting (parameters and simulation modes), calculation, and presentation. In the setting module, the user can interactively customize model parameters, compliances, resistance, Emax of the ventricular contractility, total blood volume, and unstressed volume. The hemodynamics are calculated in three phases: filling (late diastole), ejection (systole), and flow (early diastole). In response to the user's settings, the simulator graphically presents the hemodynamics: the pressure-volume relations of the artery, vein, and ventricle, the venous return curves, and the stroke volume curves. The mean filling pressure is calculated at approximately 7 mmHg at the initial setting. The venous return curves, linear and concave, are dependent on the venous compliance. The hemodynamic equilibrium point is marked on the crossing point of venous return curve and the stroke volume curve. Users can interactively do discovery learning, and try and confirm their interests and get their questions answered about hemodynamic concepts by using the simulator. Keywords: Cardiovascular model, Venous return curve, Mean circulatory filling pressure, Interactive computer simulation, JavaScript, Web application, Author(s): Noritaka Mamorita[sup.1], Akihiro Takeuchi[sup.2] and Hirotoshi Kamata[sup.3] Background Mean (circulatory) filling pressure (MFP), venous return curve (VRC), and Guyton's graphical analysis are basic physiological and clinical concepts in cardiovascular [...]

RESEARCH ABSTRACT Inspection/observation and listening/auscultation are essential skills for health care providers. Given that observational and auditory skills take time to perfect, there is concern about accelerated students' ability to [...]

Byline: N. A. Barbarash (1), M. V. Chichilenko (1), I. Yu. Prokashko (1), N. P. Tarasenko (1) Abstract: Female students (N = 538) of the medical academy and the pedagogical college were psychophysiologically examined in different periods of the individual annual cycle (IAC), which lasts from one birthday to the next, with color, individual minute, and mental arithmetic tests. In addition, heart rhythm variation (HRV), anxiety, number of iris nerve rings, creativity, extroversion/introversion, and salivary cortisol were established, and integral stress reactivity (SR) and psychoemotional stress (PES) indices were calculated. It was found that the lowest anxiety, uneasiness, cortisol, diastolic arterial pressure during the mental arithmetic test, total deviation from the autogenous norm (Luscher's test), SR, and PES were observed in the first trimester (IAC months I--III). On the contrary, the fourth trimester (IAC months X--XII) was characterized by a decrease in extroversion and HRV and an increase in cortisol, anxiety, uneasiness, stress reactivity, and PES. Along with this, the fourth trimester differed from the other IAC periods in that students had the greatest total creativity score, which was considered as a compensatory phenomenon. Author Affiliation: (1) Kemerovo State Medical Academy, Kemerovo, Russia Article History: Registration Date: 06/10/2004

An investigation of body height and cephalic measurements was performed among five groups of first-year medical students of the University of Rijeka School of Medicine (Rijeka, Croatia). Body height and different cephalic measurements showed normal distribution, both in male and female students. Differences between measured variables were statistically analyzed by ANOVA. No significant difference with regard to year of birth was found in either males or females. The cephalic index showed no statistically significant difference between sexes or with regard to body height, while head breadth and length correlated significantly with birth year and body height, both in males and females. Head breadth decreased within the study period, while head length increased. Results were compared with those of similar studies from the mid-20th century. Student's t-test showed a significant change of cephalic indices and other head measurements, but not of body height, in males. The frequency difference between various head shapes was tested using the chi-square test. A significant increase of dolichocephalic and mesocephalic and a significant decrease of brachycephalic head shape were found in both sexes. These results suggest a continuity of the debrachycephalization process observed in our population at the past midcentury. KEY WORDS debrachycephalization; height; secular change