Of mice (dogs, horses, sheep) and men: A novel comparative anatomy dissection course in a United Kingdom university.

At the University of Bristol, we established a novel dissection course to complement our anatomy degree. Students enrolled in this undergraduate course are trained as comparative anatomists, with equal time given to both human and veterinary anatomy. Historically, students opted to dissect either human or veterinary donors as part of the course. To fully reflect the comparative nature of the degree, the dissection course was redesigned so students could dissect both human and veterinary specimens as part of the same course. This facilitated a wide-ranging experience of anatomy, encouraging detailed knowledge of a multitude of species and allowing for multifaceted anatomy graduates to be ready for employment in a wide and competitive job market. Across three iterations of the amended version of the course, median marks ranged from 58.7% to 62.0%, with between 22 and 39 students enrolled. In comparison to the course prior to the introduction of the change, median marks ranged from 59.8% to 62.8%, with between 16 and 24 students enrolled. There was no significant difference between marks before or after the introduction of the concurrently comparative aspect. This paper describes the course, with learning materials and assessments considered, along with some reflection on its value. The course offers benefits to students by widening their perspective on anatomical knowledge and making them more equipped for the job market. It also broadens their understanding of form-function relationships. However, student feedback implied that having the choice between human or veterinary dissection was preferable, and this may outweigh the perceived benefits of the course.

Developing a framework of simulation-based medical education curriculum for effective learning

Simulation-based medical education (SBME) is considered to improve cognitive, affective and psychomotor domains of the medical trainees. However, very few institutions use a structured high-fidelity SBME curriculum. This systematic review provides an insight into a framework for planning, implementing and evaluating a simulation-based curriculum along with its required infrastructure. Electronic databases of ScienceDirect, Wiley online library, Ovid, Medline, Cochrane library, CI-NAHL, and ISI Web of knowledge were searched for full-text English language articles using key-words; simulation OR medical education OR simulators AND clinical training AND simulation-based medical education. An initial search selected 1146 titles. Using a systematic algorithm of data selection, extraction and synthesis, a total of eight studies were selected for further review. Research has shown that a triad of academia (faculty and instructors), program (planning, implementing and evaluating), and resources (simulators and tools) is required for designing a simulation-based curriculum. Planning a SBME curriculum involves gaps of identification and needs analysis, defining specific learning objectives and teaching pedagogies. Implementing SBME leads to enhanced psycho-motor skills to a greater extent than cognitive and affective learning. Practice, repetition and learning from errors with immediate and post-event feed-back makes the simulation exercises a perfect learning tool. This study provides a framework of key elements of SBME that can be embedded into medical curricula. Pillars of SBME curriculum include academia, program development and resources. Though psychomotor domain is largely augmented, in general, all clinical skills are improved

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[Contributions of embryology and comparative anatomy for teaching of cranial nerves]. / Apports de l'embryologie et de l'anatomie comparée à l'enseignement des nerfs crâniens.

Some authors propose a global approach, including imaging, to describe cranial nerves from a clinical point of view. If we can agree to a certain extent with this proposal, we consider that the use of a medical point of view can neglect histological and embryological features which contribute to a better understanding of nerve function. For example, it is false to consider totally "nerves" I and II as "sensory cranial nerves". They are not true nerves, but derive manly from direct expansions of the central nervous system. They differ fundamentally from cranial nerves, except for the fibers present at the roof of olfactory fossa. The cranial nerve nuclei arise from "Herrick's columns", which originate from alar and basal plates. These columns, which correspond to "functional components" of these nerves are extremely important for the understanding of cranial nerve functions (as "viscero-efferent", "somato-afferent", etc.), which also helps students to memorize these nerves. The usual classification of cranial nerves neglect the terminal nerve, present in adult humans and associated to the vomero-nasal organ. It includes in the cranial nerves a trunk nerve secondary associated with the head, the hypoglossal nerve, and creates a supernumerary cranial nerve (the accessory nerve) by fusion of vagous fibers with cervical roots. Close consideration of the development and the comparative anatomy can lead to a new synthesis useful to understand the cranial nerves from a general biological point of view and can facilitate their study.

Conservation of body sections and organs of the narrownose smooth-hound, Mustelus schmitti (Pisces, Chondrichthyes), by silicone injection at room temperature to be used in comparative anatomy learning / Conservación de secciones corporales y órganos de gatuzo, Mustelus schmitti (Pisces, Chondrichthyes), por inyección de silicona a temperatura ambiente para ser utilizados en el aprendizaje de anatomía comparada

Comparative Anatomy deals with the study of the ontogenetic and phylogenetic changes of the vertebrates, requiring complementing the theoretical aspects with the observation of structures in specimens belonging to different taxonomic groups. The aim of the present study was to test the injection of silicone at room temperature in organs and trunk sections of Mustelus schmitti as an alternative to the plastination technique. Samples consisted in brain, eyes, heart, proximal end of the ventral aorta, digestive tract, spleen, pancreas, kidneys, testis and cross body section at a pre-caudal level. Material was fixed with formalin (10-5 %), dehydrated with growing concentrations of isopropyl (30 % - 50 % - 70 % - 90 % - 100 % - 100 %), impregnated with diluted commercial silicone and cured at room temperature. The whole process took 66 days. The brain was the unique organ that could not undergo the complete procedure because it did not resist the injection of silicone. The other pieces resulted in materials that characterised by being off-colour, dry, semi-flexible, lightweight, odourless, and non-toxic. They showed no signs of fungal colonization or bacterial degradation after two years of being obtained. Shrinkage was observed, which ranged among 2-25 % for total length, and from 5-26 % for maximum width (mean values: 14 and 15 %, respectively), being testicle the organ that suffered greater shrinkage in both dimensions. The degree of contraction in length and width for each of the samples was generally similar (difference £ 3 %), indicating that not striking deformation occurred. Deformation was observed only for the trunk section, eye, stomach, pancreas and valvular intestine. The technique did not affect the morphology of the structures, allowing the correct visualization of all the basic features required to recognise them. We conclude that this simple and economic method is an adequate alternative to be implemented for the conservation of small-size materials with educational purposes in Comparative Anatomy courses.

La Anatomía Comparada abarca el estudio de los cambios ontogenéticos y filogenéticos sufridos por los vertebrados, requiriendo complementar los aspectos teóricos conla observación de estructuras en especímenes pertenecientes a los distintos grupos taxonómicos. El objetivo del presente trabajo fue testear la inyección de silicona a temperatura ambiente en órganos y secciones corporales de Mustelus schmitti como alternativa a la técnica de plastinación. Las estructuras seleccionadas fueron encéfalo, ojos, corazón, extremo proximal de aorta ventral, tracto digestivo, bazo, páncreas, riñón, testículo y sección transversal del cuerpo a nivel pre-caudal. El material se fijó con formaldehído (10-5 %), se deshidrató con concentraciones crecientes de alcohol isopropílico (30 % - 50 % - 70 % - 90 % - 100 % - 100 %), se impregnó con silicona comercial diluida y se curó a temperatura ambiente. El proceso completo duró 66 días. El encéfalo fue el único órgano que no resistió el tratamiento debido a su friabilidad. Las demás piezas dieron como resultado materiales incoloros, secos, semi-flexibles, livianos, inodoros y no-tóxicos. No se evidenciaron síntomas de colonización fúngica ni bacteriana luego de dos años de obtenidos. Se observó contracción del material que osciló entre 2-25 % para la longitud total, y entre 5-26 % para el ancho máximo (promedios: 14 y 15 %, respectivamente), siendo el testículo el órgano que mayor disminución registró en ambas dimensiones. El grado de contracción en longitud y en ancho fue generalmente similar para cada una de las muestras (diferencia £ 3 %), indicando que no ocurrió una deformación notoria. Solo se observó deformación en la sección corporal, ojo, estómago, páncreas e intestino valvular. La técnica no afectó la morfología de las estructuras, permitiendo la correcta visualización de todas las características diagnósticas requeridas para su reconocimiento. Concluimos que este método simple y económico representa una alternativa adecuada para ser implementada en la conservación de materiales de pequeño tamaño con fines educativos en los cursos de Anatomía Comparada.

Using Hawkeye from the Avengers to communicate on the eye.

Superheroes, such as Iron Man, Captain America, Wonder Woman, Batman, and Hawkeye, have appeared in numerous films, displaying their range of incredible superpowers and abilities. Therefore, it is unsurprising that many people would not only wish to attain these powers, but also to learn about scientific accessibility to these powers. Popular culture characters such as superheroes can provide a unique platform for the communication of difficult scientific concepts. In the classroom, these characters can be used to communicate learning objectives to students in an interesting, fun, and accessible manner by taking advantage of student familiarity with the characters. Hawkeye, a member of the Avengers, is one such superhero who can be utilized by educators. His powers can be attributed in part to his advanced eyesight, which has physiological aspects in common with many birds of prey. Hence, Hawkeye can instigate discussion on the physiology of the human eye, while also allowing for comparison with other species, such as birds of prey, and reflection on advancements related to genetic engineering and wearable technologies. In addition, in my experience, Hawkeye has proven to be a highly suitable popular culture character for use in scientific communication and outreach.

Supported self-directed learning of Clinical Anatomy: a pilot study of doughnut rounds

Doughnut Rounds (DRs) are an innovative approach to self-directed learning (SDL). The purpose of this study was to explore the usefulness of DRs in learning the clinical anatomy of the lower limb. Seventeen Year 1 medical students attended six weekly hour-long sessions in small groups. Each student prepared five questions on a different clinical anatomy topic every week. During each session, students took turns to ask their questions to others in the group. Each incorrect/correct answer was then explained to the students. Each student took an identical MCQ test before and after each session to assess changes in their knowledge of the relevant clinical anatomy. The average pre/post MCQ scores increased by 39% (p<0.01). Overall there was no statistically significant difference in the summative lower limb final examination results between DR participants and non-participants, perhaps because the effect, if any, of the DRs on learning was diluted by good exam preparation of the whole cohort. However, participation in the DRs reflected insignificant improvement in both written and practical final examination results in those students who were previously behind academically in their final end-of-semester exam results, when compared with non-participants in the same cohort. The majority of students either agreed or strongly agreed that the sessions improved their anatomical knowledge (87%) and confidence (77%). The great majority also agreed that the sessions were enjoyable, that formulating questions aided in their retention of knowledge, and that the sessions were valuable in relation to the time and effort in preparing for them. Formulating, asking and answering questions during Doughnut Rounds improve students' anatomical knowledge in an effective and enjoyable manner. We believe that this type of SDL can be applied to any number of topics across various medical disciplines

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Undergraduate performance in a domestic animal laboratory taught via distance education.

The objective of this study was to determine if laboratory modules of an undergraduate animal anatomy course offered in distance education (DistEd) format were as effective as face-to-face (F2F) format in helping students learn. Students (n = 159) completed an anatomy pretest as well as a presurvey to assess prior DistEd experience. Alternating each week, laboratory topics were presented either as F2F or as virtual DistEd laboratories. Two laboratory examinations were administered and included material from both laboratory formats (DistEd and F2F). Questions from the pretest were also included and used to generate the posttest scores. At the end of the semester, students completed a postsurvey to determine if DistEd was a viable alternative to F2F. Student grades on each examination were compared using an ANOVA model that included main effects of presentation method (DistEd, F2F), semester (fall, spring), and their interaction. Learning was evaluated based on the performances of students on pre- and posttests using unpaired t-tests. There was an increase (P < 0.0001) in anatomy post- vs. pretest scores for both semesters, indicative of student learning, although there was no effect of presentation method (F2F or DistEd). On exam 1, students achieved greater scores in fall 2008 (P < 0.0001) on material presented via DistEd compared with that presented as F2F. However, in spring 2009 students scored better on material presented as F2F. There was no effect of presentation method on exam 2 scores for either semester. Based on the postsurvey, 79.3% of students in fall 2008 and 52% of students from spring 2009 agreed that DistEd laboratories were a viable alternative to F2F laboratories. The results of this study support the conclusion that anatomy material can be taught effectively by distance education methods.

[On feasibilities of training specialists in childhood pathological anatomy].

Introduction of lifetime morphological diagnosis into practical medicine makes increased requirements for training pediatric pathologists. A combination of traditional and new teaching methods makes the teaching process more visual and effective for students, interns, residents and gives a lot of opportunities in tutoring during advances courses in pediatric pathology.

A craniometric analysis of the skullof the red sokoto (Maradi) goat (Capra Hircus)

The study involved the osteometric study of32 parameters in the skull of the Red Sokotogoat in Nigeria. The mean condylobasallength was 20.3 cm while the overall length,whole skull height, and whole skull indexwere 17.2 cm, 10.5 cm and 0.7 x 102 respectively.Nearly all of the parameters studiedrevealed no significant differences (p< 0.05)between animals of one year of age and belowand those above this age mark. Female goatshad higher values for most of the craniometricmeasurements. The results are discussed asregards their importance for comparativeanatomy with other breeds and a better understandingof the adaptational physiology of theRed Sokoto breed to its environment (AU)

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[About machines and instruments (I): the body of the automaton in the work of E.T.A. Hoffmann]. / Sobre máquinas e instrumentos (I): el cuerpo del autómata en la obra de E.T.A. Hoffmann.

Immediately after becoming interested in animal magnetism, and undoubtedly as a result of this interest, E.T.A. Hoffmann used automata as the central characters in some of his most notable works. This paper aims to show how this interest reveals the author's critical attitude towards a conception of the human being which, developing in parallel to anatomy-based medicine, had led in the eighteenth century to a doctrine whose most complete expression is to be found in "L'homme machine," by J.O. De La Mettrie. Nowadays we can see these tales, like those dedicated to animal magnetism, as a cry of alarm against one of the consequences of such a mechanical conception of a human being: the growth of "biopower," or of "biopolitics," terms coined by Foucault in his last works; but also against the risks entailed by the Promethean drive of modernity.

The bibliography of Robert Edmond Grant (1793-1874): illustrated with a previously unpublished photograph.

The comparative anatomist Robert Edmond Grant (1793-1874), best known for his work on sponges and other marine invertebrates, was important as a teacher and outspoken as a medical reformer. At Edinburgh University his transformist zoology provided the young Charles Darwin with his first theoretical framework. As professor of Zoology and Comparative Anatomy at the newly founded University of London, Grant influenced a new generation of comparative anatomists and medical men, even if his radical science and calls for reform in medical and scientific society made him unpopular with the conservative elite which held sway. In spite of his pivotal position, very little is known about the man. Here we present the most complete bibliography to date, consisting of 128 entries. This list also includes a breakdown of his published lectures.

Illustrations of the anatomical wax model collection in the "La Specola" Zoology Museum, Florence.

Anatomical illustration has evolved through the centuries, first having artistic and educational purposes and later more strictly medical objectives. Between the eleventh and fifteenth centuries, the analytical model (representation of individual parts, organs and systems) gave way to the composite model (description of the human body as a whole). Between the seventeenth and eighteenth centuries, there was a reversal of tendency: initially the anatomist requested the help of artists, but later the artist asked anatomists to check the accuracy of his work. In this way, anatomical illustration reached a high level of precision. This period also saw the creation of the "La Specola" Zoology Museum's collection of anatomical wax models. Initiated in the eighteenth century, it also included a series of contemporary colour illustrations executed by various artists. Most of the illustrations concern human anatomy, while a small number deal with comparative anatomy. These illustrations, each accompanied by one or more explanatory sheets, were produced to help explain the corresponding wax models. The anatomical wax model collection has been well preserved through the centuries, maintaining its ancient splendour, and it is the object of continuing research and restoration interventions.

Comparison of computer-based and paper-based imagery strategies in learning anatomy.

This study evaluated the use of computer-based interactive imagery on students' achievement scores when compared with paper-based static imagery. It also assessed students' perceptions about the two imagery strategies and their different components. Sixty-four freshmen veterinary students (50 females, 14 males), enrolled in a comparative anatomy course, volunteered to participate in the study. This study used a pretest/posttest comparison group design and data was examined by analysis of covariance (ANCOVA). A close-ended questionnaire was administered to collect students' perceptions about the two imagery strategies. The mean difference in students' perceptions between the two strategies was analyzed using a two-tailed paired t-test. No significant differences were observed between computer-based interactive imagery and paper-based static imagery in the immediate recall of anatomical information. There was a significant difference in students' opinions toward the two strategies: students perceived computer-based interactive imagery as a better strategy in the assimilation of anatomical information than paper-based static imagery.

Using videoclips to improve theoretical anatomy teaching

The introduction of multimedia technology intoteaching has brought important changes in universityteaching. This study seeks to evaluatewhether the use of videoclips as an aid in theoreticallessons, improves students’ performance.This study compares the results obtained inthe scores of Locomotive System Anatomy fortwo consecutive groups of students that took theFirst Course of Descriptive Anatomy in thedegree in Biology at the Faculty of Health andLife Sciences at the “Universitat Pompeu Fabra”of Barcelona.In the first group (G1 n=72) theoretical teachingwas performed through conventionallectures supported with Power Point slides. Inthe second group (G2 n=70), during the sameperiod of time, teaching was done by a combinationof theoretical explanations, slides andmultimedia anatomy videos, which were usedin order to reinforce the key issues of all lectures.The evaluation of theoretical knowledgewas achieved through a multiple-choice test of30 questions (70% of final mark), completingwith a test of 15 short questions (30% of thefinal mark). Evaluation was performed doneselectively based on the same items in 2 examinationsusing different questions. Comparison of the results revealed that students receiving video input performed significantly better (G1:76 % vs. G2: 93 %). Results ofstudents opinion performed between two groups find out to be similar in each group (G1:5.7 vs. G2: 5.9). The adequacy of the teaching material was (G1: 7.9 vs. G2: 7.5) and general satisfaction with the teaching methods was (G1: 6.8 vs. G2: 6.8). In conclusion, it was found that using videoclips for teaching Human Anatomy significantly improves students’ comprehension of theoretical contents

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Richard Owen and the comparative anatomy of teeth.

One hundred fifty years ago, Richard Owen published the first detailed monograph on the comparative anatomy of teeth entitled Odontography; or, A Treatise on the Comparative Anatomy of the Teeth; their Physiological Relations, Mode of Development, and Microscopic Structure, in the Vertebrate Animals. The treatise is considered to be the first fundamental work of odontology. The 150th anniversary of its publication is an appropriate time to rediscover the roots and development of this scientific discipline, as well as the life and work of its author.