Evaluation of undergraduate medical students' preference to human anatomy practical assessment methodology: a comparison between online and traditional methods.

PURPOSE: COVID 19 pandemic has brought crucial changes in the field of medical education. Ad mist university examinations in India medical schools have switched to online assessment methods to avoid student gatherings. In this context, we conducted online anatomy practical evaluation and we have aimed at quantifying the students' experience on virtual assessment. METHODS: A total of 250 first year MBBS students appeared for online anatomy practical examinations. Immediately after the completion of exams electronic feedback about their experience, in questionnaire format was obtained after getting informed consent. Their feedback was analysed and quantified. RESULTS: Completed feedback forms were submitted by 228 students. More than 50% of students favoured online anatomy spotter examinations. Only 32.8% of students were comfortable with soft parts discussion using images. For image based viva voce 61.4%, 80% & 82% of students responded that the features and orientation of osteology, radiology and embryology images, respectively, were good. For surface marking 55% of the participants preferred online verbal evaluation. Finally, more than 60% of the students preferred the conventional over online assessment methods. CONCLUSIONS: The inclination of students' preference for traditional anatomy examination methods mandates adequate training of both students and teachers for virtual examination. The superiority of conventional anatomy practical examination methods is unbiased but pandemic situations warrant adequate preparedness. In the future the anatomy teaching and evaluation methodology in Indian medical schools have to be drastically reviewed in equivalence with global digitalization.

National Survey on Canadian Undergraduate Medical Programs: The Decline of the Anatomical Sciences in Canadian Medical Education.

The anatomical sciences have always been regarded as an essential component of medical education. In Canada, the methodology and time dedicated to anatomy teaching are currently unknown. Two surveys were administered to course directors and discipline leaders to gain a comprehensive view of anatomical education in Canadian medical schools. Participants were queried about contact hours (classroom and laboratory), content delivery and assessment methods for gross anatomy, histology, and embryology. Twelve schools responded to both surveys, for an overall response rate of 64%. Overall, Canadian medical students spend 92.8 (± 45.4) hours (mean ± SD) studying gross anatomy, 25.2 (± 21.0) hours for histology, and 7.4 (± 4.3) hours for embryology. Gross anatomy contact hours statistically significantly exceeded those for histology and embryology. Results show that most content is delivered in the first year of medical school, as anatomy is a foundational building block for upper-year courses. Laboratory contact time for gross anatomy was 56.8 (± 30.7) hours, histology was 11.4 (± 16.2) hours, and embryology was 0.25 (± 0.6) hours. Additionally, 42% of programs predominantly used instructor/technician-made prosections, another 33% used a mix of dissection and prosections and 25% have their students complete cadaveric dissections. Teaching is either completely or partially integrated into all Canadian medical curricula. This integration trend in Canada parallels those of other medical schools around the world where programs have begun to decrease contact time in anatomy and increase integration of the anatomical sciences into other courses. Compared to published American data, Canadian schools offer less contact time. The reason for this gap is unknown. Further investigation is required to determine if the amount of anatomical science education within medical school affects students' performance in clerkship, residency and beyond.

Survey of Gross Anatomy Education in China: The Past and the Present.

Medical education in mainland China has undergone massive expansion and reforms in the past decades. A nation-wide survey of the five-year clinical medicine programs aimed to examine the course hours, pedagogies, learning resources and teaching staff of anatomy both at present and over the past three decades (1990-1999, 2000-2009, and 2010-2018). The directors or senior teachers from 90 out of the 130 five-year clinical medicine programs were invited to fill out a factual questionnaire by email. Ultimately, sixty-five completed questionnaires were received from 65 different schools. It was found that the total number of gross anatomy course hours has decreased by 11% in the past 30 years and that systematic and regional anatomy have been increasingly taught separately among the surveyed medical schools. Problem-based learning has been adopted in thirty-five (54%) of the surveyed schools, and team-based learning is used in ten (15%) of the surveyed schools. The surveyed schools reported receiving more donated cadavers in recent years, with the average number increasing from 20.67 ± 20.29 in 2000-2009 to 36.10 ± 47.26 in 2010-2018. However, this has not resulted in a decrease in the number of students who needed to share one cadaver (11.85 ± 5.03 in 1990-1999 to 14.22 ± 5.0 in 2010-2018). A decreasing trend regarding the teacher-student ratio (1:25.5 in 2000-2009 to 1:33.2 in 2010-2018) was also reported. The survey demonstrated the historical changes in gross anatomy education in China over the past thirty years.

The Quality and Readability of English Wikipedia Anatomy Articles.

Forty anatomy articles were sampled from English Wikipedia and assessed quantitatively and qualitatively. Quantitatively, each article's edit history was analyzed by Wikipedia X-tools, references and media were counted manually, and two readability indices were used to evaluate article readability. This analysis revealed that each article was updated 8.3 ± 6.8 times per month, and referenced with 33.5 ± 24.3 sources, such as journal articles and textbooks. Each article contained on average 14.0 ± 7.6 media items. The readability indices including: (1) Flesch-Kincaid Grade Level Readability Test and (2) Flesch Reading Ease Readability Formula demonstrated that the articles had low readability and were more appropriate for college students and above. Qualitatively, the sampled articles were evaluated by experts using a modified DISCERN survey. According to the modified DISCERN, 13 articles (32.5%), 24 articles (60%), 3 articles (7.5%), were rated as "good," "moderate," and "poor," respectively. There were positive correlations between the DISCERN score and the number of edits (r = 0.537), number of editors (r = 0.560), and article length (r = 0.536). Strengths reported by the panel included completeness and coverage in 11 articles (27.5%), anatomical details in 10 articles (25%), and clinical details in 5 articles (12.5%). The panel also noted areas which could be improved, such as providing missing information in 28 articles (70%), inaccuracies in 10 articles (25%), and lack or poor use of images in 17 articles (42.5%). In conclusion, this study revealed that many Wikipedia anatomy articles were difficult to read. Each article's quality was dependent on edit frequency and article length. Learners and students should be cautious when using Wikipedia articles for anatomy education due to these limitations.

National survey on anatomical sciences in medical education.

The drivers for curricular change in medical education such as the addition of innovative approaches to teaching, inclusion of technology and adoption of different assessment methods are gaining momentum. In an effort to understand how these changes are impacting and being implemented in gross anatomy, microscopic anatomy, neuroanatomy/neuroscience, and embryology courses, surveys were sent out to course directors/discipline leaders at allopathic Medical Schools in the United States during the 2016-2017 academic year. Participants in the study were asked to comment on course hours, student experiences in the classroom and laboratory, amount of faculty participation, the use of peers as teachers in both the classroom and laboratory, methods used for student assessment and identification of best practices. Compared to data published from a similar survey in 2014, a number of changes were identified: (1) classroom hours in gross anatomy increased by 24% and by 29% in neuroanatomy/neuroscience; (2) laboratory hours in gross anatomy decreased by 16%, by 33% in microscopic anatomy, and by 38% in neuroanatomy/neuroscience; (3) use of virtual microscopy in microscopic anatomy teaching increased by 129%; and (4) the number of respondents reporting their discipline as part of a partially or fully integrated curriculum increased by greater than 100% for all four disciplines. Anat Sci Educ 11: 7-14. © 2017 American Association of Anatomists.

Publication fate of abstracts presented at British association of clinical anatomists annual meetings.

Dissemination of research is an integral part of the scientific process. Failure to disseminate research limits the scope for critical appraisal and potentially wastes valuable resources. The gold standard for dissemination of research is peer-reviewed publication following presentation at a national meeting. The primary objective of this study was quantitative assessment of the abstracts presented at British Association of Clinical Anatomists (BACA) summer and winter meetings with regards to the rates of subsequent publication and comparison to other medical specialties. Published abstracts from the summer and winter meetings of BACA between the years of 2000 and 2014 were analyzed. MEDLINE was searched to identify peer-reviewed publications arising from each presented abstract. In total, 1,807 abstracts were presented between the years of 2000 and 2014. The mean number of abstracts presented each year was 60.2, (range 26-157). In total, 20.4% of abstracts were subsequently published in MEDLINE-indexed journals with a median publication time of 19 months. The mean number of cadaveric prosections was 45.2 ± 78.8, (range 1-960). Analysis of abstracts focusing on radiographic imaging found the mean number of scans was 224.4 ± 807.1, (range 1-6,439). Biannual meetings of BACA are a forum for the presentation of high-quality anatomical research. BACA meeting abstracts have generally reduced publication rates compared to some surgical specialty meetings; however, there is no analysis available for an equivalent anatomical meeting. Further work should try to identify reasons that may hinder or limit subsequent publication of the anatomy abstracts presented at BACA. Clin. Anat. 30:133-139, 2017. © 2016 Wiley Periodicals, Inc.

Fate of abstracts presented at the annual meetings of the American association of clinical anatomists.

A recent study examined the rate of full-length research paper publication following abstract presentation at the British association of clinical anatomists (BACA) annual meetings. The accepted standard for research dissemination is peer-reviewed publication following presentation at a national or international meeting. The study objectives were quantitative assessment of the abstracts presented at the American Association of Clinical Anatomists' (AACA) annual meetings with regards to the rate of subsequent full-length publication and comparison to BACA publication rates. All abstracts presented at the AACA annual meetings between 2003 and 2010 were analysed. MEDLINE was searched to identify peer-reviewed publications arising from each presented abstract. In total, 1,120 abstracts were presented with 22.9% (n = 257) subsequently published as full-length research papers. The mean number of abstracts presented each year was 140.0 ± 35.9. The median time to publication was 16 months. Chi-squared analysis showed the publication rate of abstracts presented at AACA (22.9%) was not statistically significantly different to BACA (20.4%) (P = 0.09). A total of 11.3% (n = 29) of the articles were published as full-length research articles before presentation as an abstract at an AACA meeting compared to 5.4% of abstracts presented at a BACA meeting. These rates are lower but comparable to those of surgical specialty meetings. Further work should try to identify any concerning reasons for the reduced rate of abstract publication in anatomical research. Clin. Anat. 30:140-144, 2017. © 2017 Wiley Periodicals, Inc.

Multidimensional approach to teaching anatomy-Do gender and learning style matter?

BACKGROUND: The aim of this study was to assess the impact of two teaching interventions (ultrasound and arthroscopy) in a peer teaching (PT) environment on anatomy examination scores and also to examine the influence of gender and learning style on these scores. METHODS: We randomly assigned 484 second year medical students to one of three groups: musculoskeletal ultrasound (MSUS), arthroscopy (ASC) and control (CON). The MSUS- and the ASC-group attended two additional training sessions in ultrasound or arthroscopy; the CON-group received no additional lessons. Students were asked to complete Kolb's Learning Style Inventory test. We assessed differences in anatomical knowledge (multiple choice (MC) exam) and subjective evaluation with respect to gender and learning style. RESULTS: There were no relevant differences between the three groups regarding the MC exam. Acceptance of the peer teaching concept was good. All students preferred ultrasound to arthroscopy and thought that they learned more from ultrasound despite the fact that they rated the instructors as less competent and needed more time to gain in-depth knowledge. There was no significant effect of gender on evaluation results. Arthroscopy was best enjoyed by accommodators according to Kolb's Inventory and least by divergers, who found that they had learned a lot through ultrasound. The improvement in spatial conceptualization was greatest for accommodators and worst for assimilators. CONCLUSION: Gender and learning style had no impact on quantitative parameters. Qualitative analysis, however, revealed differences for learning style and further evaluation is warranted to assess the impact on medical education.

Hamiltonian Systems and Optimal Control in Computational Anatomy: 100 Years Since D'Arcy Thompson.

The Computational Anatomy project is the morphome-scale study of shape and form, which we model as an orbit under diffeomorphic group action. Metric comparison calculates the geodesic length of the diffeomorphic flow connecting one form to another. Geodesic connection provides a positioning system for coordinatizing the forms and positioning their associated functional information. This article reviews progress since the Euler-Lagrange characterization of the geodesics a decade ago. Geodesic positioning is posed as a series of problems in Hamiltonian control, which emphasize the key reduction from the Eulerian momentum with dimension of the flow of the group, to the parametric coordinates appropriate to the dimension of the submanifolds being positioned. The Hamiltonian viewpoint provides important extensions of the core setting to new, object-informed positioning systems. Several submanifold mapping problems are discussed as they apply to metamorphosis, multiple shape spaces, and longitudinal time series studies of growth and atrophy via shape splines.

The h-Index in academic morphology / El Índice h en la morfología académica

The h-index is an objective and easily calculable measure that can be used to evaluate both the relevance and amount of scientific contributions of an individual author and field. The aim was to examine how the h-index of academic morphologists in Chile relates with academic rank. A descriptive and correlational study was design. We accessed the Chilean Society of Anatomy professor list in January of 2015, for analysis of academic morphologists' h-indexes using the Scopus database, and data was organized by academic rank. Also, m-Quotient was calculated. Institutional productivity was measured, and institutions were ranked on the basis of cumulative h-index, m-Quotient and the total number of publications and citations. For all morphologists analyzed, the mean h-index was 2.9±2.94 (range 0­12). The mean h-indexes were 1.9±2.135 for instructors, 2.5±2.54 for assistant, 5.1±2.89 for associate and 4.7±3.92 for professors. There was a significant relationship between h-index and academic rank (P<0.001). The m-Quotient were significantly different between assistant/associate and professors (P<0.001). By academic degree, the mean h-indexes were 1.0±1.92 for Bachelor, 1.6±2.0 for specialists, 2.3±2.26 for masters and 4.9±3.4 for Ph.D. The total number of publications for Chilean morphologist was 1343 publications (13.85±18.392), with 5321 citations (54.86±106.392). The top 3 institutions were Universidad de La Frontera, Universidad de Chile and Pontificia Universidad Católica de Chile. Multivariate logistic regression analysis demonstrated that h-index (P<0.001) and number of publications (P<0.001) were the best predictors of academic rank. There exists a significant relationship between h-index and academic rank, with h-index increasing with academic rank. It is a reliable tool for quantifying academic productivity within morphology, easily calculable and may be useful when evaluating decisions regarding advancement within academic morphology departments. These results should serve as benchmarks for future studies.

El índice h es una medida objetiva y fácilmente calculable que se puede utilizar para evaluar la importancia y cantidad de contribuciones científicas de un autor y área del conocimiento. El objetivo fue evaluar el índice h de morfólogos académicos en Chile, y su relación con la jerarquía académica. Se diseño un estudio descriptivo correlacional. Se accedido a la lista de profesores de la Sociedad Chilena de Anatomía en enero del 2015; para el análisis del índice h de los académicos morfólogos se utilizó la base de datos Scopus, y los datos fueron organizados por jerarquía académica. Además, se calculó cociente m. Se midió la productividad institucional clasificándose sobre la base de índice h y cociente m acumulados, y el número total de publicaciones y citaciones. Para todos morfólogos analizados, la Media del índice h fue de 2,9±2,94 (rango 0­12). Según jerarquía académica, se observaron índices h de 1,9±2,135 para instructores, 2,5±2,54 para asistentes, 5,1±2,89 para asociados y 4,7±3,92 para profesores titulares. Hubo una relación significativa entre el índice h y jerarquía (P<0,001). Los Cocientes m fueron significativamente diferentes entre los profesores asistente/asociado (mayor) y titulares (P<0,001). Según el grado académico, la Media de los índices h fueron 1,0±1,92 para licenciados, 1,6±2,0 para especialistas, 2,3±2,26 para magíster y 4,9±3,4 para los Ph.D. El número total de publicaciones para los morfólogos chilenos fue 1.343 (13,85±18,392), con 5.321 citas (54,86±106.392). Las 3 mejores instituciones fueron Universidad de La Frontera, Universidad de Chile y Pontificia Universidad Católica de Chile. El análisis de regresión logística multivariante demostró que el índice h (P<0,001) y el número de publicaciones (P<0,001) fueron los mejores predictores de jerarquía académica. Existe una relación significativa entre el índice h y jerarquía, al aumentar el índice h aumenta la jerarquía. El índice h es una herramienta fiable para cuantificar la productividad académica dentro de la morfología, fácilmente calculable y puede ser útil en la evaluación de las decisiones relativas a la promoción dentro de los departamentos académicos en el área morfológica. Estos resultados deben servir como puntos de referencia para futuros estudios.

"Mors auxilium vitae"--causes of death of body donors in an Austrian anatomical department.

BACKGROUND: Anatomical dissection is, despite several critical annotations, a highly valuable component of under- and postgraduate medical education and research. Our current causes-of-death statistics on our body donors is aimed to find out to which extent they are representative of the Austrian population. METHODS: We evaluated the causes of death stated in their death certificates of a total of 3399 people who donated their bodies to our department in the course of the last 25 years (1988-2013). The categorisation is based on the official ICD-10-WHO classification. RESULTS: Our data show a prevalence of cardiovascular diseases in about half of the donors (42%) examined; no gender difference could be revealed in cardiovascular diseases. Tumours were responsible for about 20% of deaths, lead by lung cancer; cancers showed a slight male excess. All other deaths were caused by diseases of the respiratory system, the digestive organs, the genitourinary system, the nervous system, alimentary and metabolic disorders, infections and blood diseases, psychiatric disorders, external and other causes in descending order. Compared to the official Austrian and German statistics, there are only minor deviations. CONCLUSION: Our data clearly show that body donors, at least in our department, depict a representative sample of Austrian population in terms of their causes of death. Therefore anatomical dissection provides appropriate insight into the morbidity of the increasing major target population of medicine, the elders. Limitations in the acceptance by age, excluding either young or old donors, which appear to exist in other anatomical departments, will limit this representativeness. Being aware of these facts, the anatomical dissection course cannot only provide anatomical learning experiences but can also provide an introduction to the basics of epidemiology. Therefore, a topographical dissection course remains an indispensable method for both undergraduate and postgraduate training as well as for research.

Anatomists' views on human body dissection and donation: an international survey.

A survey was conducted to test three hypotheses: anatomists believe that dissection by students conveys not just anatomical knowledge but also essential skills and attitudes, including professionalism; anatomists approve of the donation of their own bodies or body parts/organs for medical/health-care training and research; attitudes towards body dissection and donation are not dependent upon gender or upon the extent of teaching experience, but are related to transcendental convictions relating to beliefs in the afterlife. Eighty-one anatomists, from 29 countries responded to the survey; 80% indicated that they required medical/health-care students to dissect human cadavers (60% females-86% males, p=0.02). Most teachers recorded that dissection was an instrument for training undergraduate students, an instrument for the development of professional skills, and an instrument to help to control emotions in the future doctor rather than being only a means of teaching/learning anatomy facts. Males were more receptive to the concept that dissection helps to control emotions in the future doctor (p=0.02). Most teachers (75%) said they were willing to donate their bodies, 41% saying they would donate body organs only, 9% would donate their entire bodies only, 25% would separately donate organs and also the entire body. The willingness to donate increased significantly with the years of teaching experience (p=0.04). Teachers who were not believers in the afterlife were more likely to donate their organs/bodies than were believers (p=0.03). Our findings showed that anatomists' attitudes towards body dissection and donation are dependent upon gender, upon the extent of teaching experience, and upon transcendental convictions.

Making education effective and fun: stations-based approach to teaching radiology and anatomy to third-year medical students.

RATIONALE AND OBJECTIVES: A hands-on stations-based approach to teaching anatomy to third-year medical students is used at Boston University. The goal of our study was to demonstrate that such an interactive, team-based approach to teaching anatomy would be well received and be helpful in recall, comprehension, and reinforcement of anatomy learned in the first year of medical school. MATERIALS AND METHODS: Each radiology-anatomy correlation lab was focused on one particular anatomic part, such as skull base, pelvis, coronary anatomy, etc. Four stations, including a three-dimensional model, computer, ultrasound, and posters, were created for each lab. Informed consent was obtained before online survey dissemination to assess the effectiveness and quality of radiology-anatomy correlation lab. This study was approved by our institutional institutional review board, and data were analyzed using a χ(2) test. RESULTS: Survey data were collected from February 2010 through March 2012. The response rate was 33.5%. Overall, the highest percentage of students (46%) found the three-dimensional model station to be the most valuable. The computer station was most helpful in recall of the anatomic principles from the first year of medical school. Regarding the quality of the anatomy lab, less than 2% of the students thought that the images were of poor quality or the material presented was not clinically relevant. DISCUSSION: Our results indicate that an interactive, team-based approach to teaching anatomy was well received by the medical students. It was engaging and students were able to benefit from it in multiple ways.

Research on bodies of the executed in German anatomy: an accepted method that changed during the Third Reich. Study of anatomical journals from 1924 to 1951.

While it is known that bodies of the executed were used for anatomical research in Germany during the Third Reich, it is unclear whether this type of work was unique to the time period or more common in Germany than elsewhere. The dissected persons and the anatomists involved have not been fully investigated. This study of anatomical journals from 1924 to 1951 shows that 166 out of 7,438 [2.2%] German language articles mentioned the use of "material" from the bodies of executed persons. In comparison, only 2 out of 4,702 English language articles explicitly mentioned bodies of the executed. From 1924 to1932, 33 of a total of 3,734 [1%] German articles listed the use of the executed. From 1933 to 1938 the number rose to 46 out of 2,265 [2%], and increased again from 1939 to 1945 to 73 out of 984 [7%]. After the war 15 out of 455 [3%] still dealt with "material" from the executed. German anatomists' familiarity with the use of the executed as a standard for healthy tissues even before 1933 may have contributed to the ease with which they accepted the "opportunities" (large-scale studies and research on women) presented to them by unlimited access to bodies of the executed provided by the abusive National Socialist (NS) legislation and continued using them for some years after the war. German postwar anatomy was built in part on the bodies of NS victims. Information given in some publications will help with further identification of these victims.

Frequency in usage of FCAT-approved anatomical terms by North American anatomists.

It has been 10 years since the Federative Committee on Anatomical Terminology (FCAT) published Terminologia Anatomica (TA), the current authority on anatomical nomenclature. There exists a perceived lack of unity among anatomists to adopt many FCAT recommended anatomical terms in TA. An e-mail survey was sent to members of the American Association of Anatomists (AAA) to determine the frequency of FCAT term usage by North American anatomists. The survey consisted of 29 questions, including 25 different sets of synonymic names for selected gross anatomical structures or related terms. Overall results indicate that the FCAT preferred term had the highest frequency of usage in only 44.0% of the survey questions. As frequency of use of FCAT terms decreased, the corresponding frequency of use of non-FCAT terms increased. Some questions showed almost complete compliance with the FCAT preferred terms (highest = 98.4% usage) to almost complete disregard for the FCAT terms (lowest = 0.8% usage). A slight association (P = 0.06) may exist between FCAT familiarity and concern for usage of synonymic terms. The more familiar anatomists were with the FCAT, the more concerned they were with anatomic synonyms.

Maternal effects in cooperative breeders: from hymenopterans to humans.

The environment that an offspring experiences during its development can have lifelong consequences for its morphology, anatomy, physiology and behaviour that are strong enough to span generations. One aspect of an offspring's environment that can have particularly pronounced and long-lasting effects is that provided by its parent(s) (maternal effects). Some disciplines in biology have been quicker to appreciate maternal effects than others, and some organisms provide better model systems for understanding the causes and consequences of the maternal environment for ecology and evolution than others. One field in which maternal effects has been poorly represented, and yet is likely to represent a particularly fruitful area for research, is the field of cooperative breeding (i.e. systems where offspring are reared by carers in addition to parent(s)). Here, we attempt to illustrate the scope of cooperative breeding systems for maternal effects research and, conversely, highlight the importance of maternal effects research for understanding cooperative breeding systems. To this end, we first outline why mothers will commonly benefit from affecting the phenotype of their offspring in cooperative breeding systems, present potential strategies that mothers could employ in order to do so and offer predictions regarding the circumstances under which different types of maternal effects might be expected. Second, we highlight why a neglect of maternal strategies and the effects that they have on their offspring could lead to miscalculations of helper/worker fitness gains and a misunderstanding of the factors selecting for the evolution and maintenance of cooperative breeding. Finally, we introduce the possibility that maternal effects could have significant consequences for our understanding of both the evolutionary origins of cooperative breeding and the rise of social complexity in cooperative systems.

Requirements for comparing the performance of finite element models of biological structures.

The widespread availability of three-dimensional imaging and computational power has fostered a rapid increase in the number of biologists using finite element analysis (FEA) to investigate the mechanical function of living and extinct organisms. The inevitable rise of studies that compare finite element models brings to the fore two critical questions about how such comparative analyses can and should be conducted: (1) what metrics are appropriate for assessing the performance of biological structures using finite element modeling? and, (2) how can performance be compared such that the effects of size and shape are disentangled? With respect to performance, we argue that energy efficiency is a reasonable optimality criterion for biological structures and we show that the total strain energy (a measure of work expended deforming a structure) is a robust metric for comparing the mechanical efficiency of structures modeled with finite elements. Results of finite element analyses can be interpreted with confidence when model input parameters (muscle forces, detailed material properties) and/or output parameters (reaction forces, strains) are well-documented by studies of living animals. However, many researchers wish to compare species for which these input and validation data are difficult or impossible to acquire. In these cases, researchers can still compare the performance of structures that differ in shape if variation in size is controlled. We offer a theoretical framework and empirical data demonstrating that scaling finite element models to equal force: surface area ratios removes the effects of model size and provides a comparison of stress-strength performance based solely on shape. Further, models scaled to have equal applied force:volume ratios provide the basis for strain energy comparison. Thus, although finite element analyses of biological structures should be validated experimentally whenever possible, this study demonstrates that the relative performance of un-validated models can be compared so long as they are scaled properly.

On the risk of contracting AIDS at the dissection table.

Didactic dissection of the human body is still considered the best tool to teach and learn anatomy. Although the risk of being infected with pathogens during dissection has dramatically decreased, fear of infection is still widespread among medical students and health care professionals. The fear of contracting AIDS at the dissection table is of particular relevance because of the emotional implications accompanying the syndrome. In this study we analyze the actual risks of contracting AIDS during dissection in Italy by evaluating health policies and proportions of the epidemic. According to the Italian Ministry of Health, HIV infection and AIDS are not to be considered relevant threats to public health from the epidemiological point of view, and it is estimated that 99.7% of health care workers, who are exposed to HIV, will not be infected. In fact, there is only one well-documented case of an autopsy acquired HIV infection that happened in 1992 the United States. Furthermore, HIV infection is not necessarily associated with AIDS, and most HIV-positive subjects do not develop AIDS, provided that they do not assume toxic drugs or engage in risky behaviours. Conversely, according to the Ministry, AIDS can occur in the absence of signs of HIV infection. Taken together these considerations should help rationalizing the fear of contracting AIDS at the dissection table. The dissection hall can still be a dangerous place and the adoption of safe working practices and awareness of potential risks are mandatory; HIV serophobia, however, is unjustified.

Adjustments to McConville et al. and Young et al. body segment inertial parameters.

Body segment inertial parameters (BSIPs) are important data in biomechanics. They are usually estimated from predictive equations reported in the literature. However, most of the predictive equations are ambiguously applicable in the conventional 3D segment coordinate systems (SCSs). Also, the predictive equations reported in the literature all include two assumptions: the centre of mass and the proximal and distal endpoints are assumed to be aligned, and the inertia tensor is assumed to be principal in the segment axes. These predictive equations, restraining both position of the centre of mass and orientation of the principal axes of inertia, become restrictive when computing 3D inverse dynamics, when analyzing the influence of BSIP estimations on joint forces and moments and when evaluating personalized 3D BSIPs obtained from medical imaging. In the current study, the extensive data from McConville et al. (1980. Anthropometric relationships of body and body segment moments of inertia. AFAMRL-TR-80-119, Aerospace Medical Research Laboratory, Wright-Patterson Air Force Base, Dayton, Ohio) and from Young et al. (1983. Anthropometric and mass distribution characteristics of the adults female. Technical Report AFAMRL-TR-80-119, FAA Civil Aeromedical Institute, Oklaoma City, Oklaoma) are adjusted in order to correspond to joint centres and to conventional segment axes. In this way, scaling equations are obtained for both males and females that provide BSIPs which are directly applicable in the conventional SCSs and do not restrain the position of the centre of mass and the orientation of the principal axes. These adjusted scaling equations may be useful for researchers who wish to use appropriate 3D BSIPs for posture and movement analysis.