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Introduction Osteology is the detailed study of the structure of the bones. This study assesses the effectiveness of employing the 3D visualization tool Anatomage table as a learning adjunct to osteology training in first-year medical students by post-test evaluations related to the humerus, radius, and ulna bones. Method This study was conducted in first-year medical graduate students in the Department of Anatomy, All India Institute of Medical Science (AIIMS), Raipur, India. Students included in the study were divided into two groups by simple random sampling after voluntary consent. The study group students, Group A, were taught osteology by traditional teaching and visualizing bone with a tool, an Anatomage table. The control group (Group B) is for traditional teaching. The study involved demonstrating each group's humerus, radius, and ulna bones, with sessions lasting 60 minutes. After each topic, a post-test was administered. A total of 94 students for the test for the humerus bone, 98 students for the radius bones, and 85 students for the ulna bones responded to the post-test conducted after sessions. Descriptive statistics were assessed using mean and standard deviation. Independent sample t-tests compare the mean marks obtained post-test by two groups of students. Results The results indicated that students in Group A scored higher mean marks than their counterparts in Group B across all three bone post-tests, but the significance of the differences varied. For humerus, mean marks obtained by students of Group A (Anatomage table teaching) (mean±SD: 4.00± 1.10) were higher than those of Group B (traditional teaching) (mean±SD: 3.63± 1.36). Still, we do not observe a statistically significant difference in mean marks of students of Group A vs. students of Group B (P=0.166, P>0.05). For radius, we observe statistically higher mean marks among students of Group A (mean±SD: 3.72±0.944) compared to students of Group B (mean±SD: 3.22±1.08) (P=0.021, P<0.05). Similarly, for ulna, we observe higher mean marks for Group A (mean±SD: 3.18.00±1.55) as compared to Group B (mean±SD: 3.13±1.21) but do not observe a statistically significant difference in mean marks of students of Group A vs. students of Group B (P=0.875, P>.05). Conclusion Including the Anatomage table for visualization during osteology sessions yielded benefits for all three sessions. Future studies could employ more extensive and diverse samples to validate the findings further and incorporate qualitative methods to gain insights into students' perceptions of both teaching methods.
RESUMO
Background The knowledge of renal artery (RA) and its segmentation is critical before attempting any surgical procedure of kidney. The RA receives blood supply from various arteries during its descent in the embryonic period. As a result, the segmental RAs show a lot of variability in the site and pattern of origin as well as its point of entry in the kidney. Aim/objective The aim is to study the variable pattern existing in different segmental RAs and the arrangement of structures at the renal hilum. Methods The RA of 205 kidneys (68 paired and 69 unpaired) was studied and the segmental pattern was exclusively observed in cadavers by dissecting 161 kidneys, making resin/silicon casts of 34 kidneys and radiological imaging of 10 kidneys. Results The results obtained were quite significant and provided in detail understanding of the five main segmental arteries and the arrangement of structures at the renal hilum. Great variations were seen in the disposition of structures at the renal hilum. Six different patterns of structures at the renal hilum were obtained. Pattern 1 was the commonest pattern with an incidence of 30.3% followed by pattern 2. The site of origin of segmental arteries and their point of entry into the kidney were recorded and tabulated. The segmental arteries were classified into different types based on the frequency of their occurrence in decreasing order. In each of them, Type 1 is the commonest variant seen based on the origin of the apical artery (A), anterior upper segmental artery (AU), anterior middle segmental artery (AM), lower segmental artery (L), and posterior segmental artery (P). Conclusions The arrangement of hilar structures has been classified into six patterns and the variations existing in each of the segmental branches of the RA have been categorized as well. The knowledge will be invaluable for accurate radiographic interpretation of the renal vasculature and effective surgical planning in cases involving kidney transplantation, renal trauma, and partial nephrectomy. Furthermore, it will serve to prevent complications during surgical procedures.
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Objectives Complications of pregnancy such as gestational diabetes mellitus (GDM) forewarn future chronic illness and disability, and demonstrate the need for a life course approach to prevention. Our study had two aims: (1) to elucidate how experiences reported by patients and providers converge to facilitate or impede follow-up care after GDM, and (2) to elicit recommendations for system-level changes to enhance prevention across key care transitions. Methods We conducted in-depth interviews with 30 GDM patients and 29 providers of maternity, specialty and primary care in an urban safety hospital network, and used a three-tiered thematic analysis to interpret their narratives. Results Findings reveal that a 'perfect storm' gathers on the path to prevention across stages of care. At diagnosis, patients feel profound anxiety about the debilitating effects of type 2 diabetes mellitus in their communities, providers choose reassurance over risk communication, and both focus primarily on the birth of a healthy baby. Providers report that clinical teams often lack coordination, and confuse patients with a barrage of often-inconsistent advice. In the postpartum period, providers juggle competing clinical priorities and mothers juggle overwhelming demands; for both, the recommended 2-h oral glucose tolerance test is too arduous for women and providers to do as prescribed. Finally, the transition from maternity to primary care is complicated by communication barriers between clinicians and patients, and between maternity and primary care providers. Conclusions for Practice Respondents propose systems innovations to open communication between provider specialties in order to bridge the chasm between reproductive care and life course prevention.
