Simulating Two-Phase Seepage in Undisturbed Soil Based on Lattice Boltzmann Method and X-ray Computed Tomography Images.

The two-phase seepage fluid (i.e., air and water) behaviors in undisturbed granite residual soil (U-GRS) have not been comprehensively studied due to a lack of accurate and representative models of its internal pore structure. By leveraging X-ray computed tomography (CT) along with the lattice Boltzmann method (LBM) enhanced by the Shan-Chen model, this study simulates the impact of internal pore characteristics of U-GRS on the water-gas two-phase seepage flow behaviors. Our findings reveal that the fluid demonstrates a preference for larger and straighter channels for seepage, and as seepage progresses, the volume fraction of the water/gas phases exhibits an initial increase/decrease trend, eventually stabilizing. The results show the dependence of two-phase seepage velocity on porosity, while the local seepage velocity is influenced by the distribution and complexity of the pore structure. This emphasizes the need to consider pore distribution and connectivity when studying two-phase flow in undisturbed soil. It is observed that the residual gas phase persists within the pore space, primarily localized at the pore margins and dead spaces. Furthermore, the study identifies that hydrophobic walls repel adjacent fluids, thereby accelerating fluid movement, whereas hydrophilic walls attract fluids, inducing a viscous effect that decelerates fluid flow. Consequently, the two-phase flow rate is found to increase with then-enhanced hydrophobicity. The apex of the water-phase volume fraction is observed under hydrophobic wall conditions, reaching up to 96.40%, with the residual gas-phase constituting 3.60%. The hydrophilic wall retains more residual gas-phase volume fraction than the neutral wall, followed by the hydrophobic wall. Conclusively, the investigations using X-ray CT and LBM demonstrate that the pore structure characteristics and the wettability of the pore walls significantly influence the two-phase seepage process.

Health profession students' outlooks on the medical profession during the COVID-19 pandemic: a global perspective.

BACKGROUND: This article summarizes a global study of the effect of the COVID-19 pandemic on junior health professions students' outlook on medicine. The pandemic has significantly affected health professions education. There is limited understanding of how students' pandemic experiences will affect them, and what impact these events may have on their career paths or the future of the professions. This information is important as it impacts the future of medicine. METHODS: In the Fall 2020 semester, 219 health professions students at 14 medical universities worldwide responded to the question: 'Has this experience (with COVID-19) changed your outlook on medicine as a profession?'. Short essay responses were semantically coded and organized into themes and subthemes using an inductive approach to thematic analysis. RESULTS: 145 responses were submitted. Themes were identified: (1) students reflected on the interaction between politics and healthcare; (2) reported becoming more aware of the societal expectations placed on healthcare professionals, including undertaking high risks and the sacrifices that healthcare professionals must make; (3) found reassurance from the recognized importance of healthcare professionals and expressed pride to be entering the profession; and (4) reflected on the current state of healthcare, including its limitations and future. CONCLUSION: Most students, independent of the extent of the pandemic in their respective countries, noted a change in their outlook regarding medicine. An overall positive outlook was noted in most junior students. Educators need to work on nurturing these sentiments and attitudes to help young students maintain a healthy relationship towards their chosen profession.

A thematic analysis of students' discussions on death and body donation in international online focus groups.

Historically, Anatomy education is an in-person discipline involving exposure to human body donors that facilitates personal and professional growth through, in part, the initiation of reflection on the topic of death. However, during the COVID-19 pandemic the decreased exposure to cadaveric anatomy for many health professions students may have influenced the depth of their individual reflections on this topic. Accordingly, this study aimed to investigate the effect of an alternate approach-focus group discussions between peers with varying degrees of exposure to cadaveric material-that may offer one strategy to stimulate deep reflection on the topic of death. A programmatic intervention was introduced, wherein students (n = 221) from 13 international universities discussed differences in their anatomy courses during small focus group sessions as part of an online exchange program. An inductive semantic thematic analysis was conducted on responses to an open-ended text-response question on how the activity influenced students' reflections about death. Resulting themes were organized into categories that described the content and topics of the students' discussions as they grappled with this sensitive topic. The students reportedly engaged in deep reflection and expressed an increased sense of connectedness with their peers, despite their disparate exposure levels to cadaveric anatomy and being physically distanced. This demonstrates that focus groups with students experiencing different laboratory contexts can be used to help all students reflect on the topic of death and that interchanges between dissecting and non-dissecting students can initiate thoughts about death and body donation among non-dissecting students.

The Anatomy Course During COVID-19: The Impact of Cadaver-Based Learning on the Initiation of Reflection on Death.

Background: During the COVID-19 pandemic, in-person cadaveric dissection laboratories for teaching anatomy were omitted by many schools around the world. While knowledge domains can be easily evaluated via remote exams, non-traditional discipline-independent skills such as those encouraged through reflection on the topic of death are often overlooked. This study investigated how different anatomy course formats played a role in initiating students' reflections on death during the COVID-19 pandemic. Method: In fall 2020, 217 medical, dental, premedical, and health sciences students from 13 international universities discussed differences in their anatomy courses online. Formats of anatomy courses ranged from dissection-based, prosection-based, hybrid (combination of dissection and prosection) to no laboratory exposure at all. Students' responses to the question, "Did/does your anatomy course initiate your thinking about life's passing?" were collected, and they self-reported themes that were present in their reflections on death using a multiple-choice prompt. Statistical analyses to detect differences between students with and without exposure to cadavers were performed using the chi-squared test. Results: When comparing students who had exposure to human anatomical specimens to those who had no exposure, the majority of students with exposure thought that the course did initiate thoughts about life's passing, compared to students without exposure (P < 0.05). Reflection themes were consistent across groups. Discussion: These findings indicate that anatomy dissection courses are important for the initiation of students' feelings about the topic of death. Omission of cadaveric dissection- or prosection-based laboratories will decrease the likelihood that students initiate reflection on this topic and gain important transferable skills.