Anatomy Course Research Articles

The effect of repetition- and scenario-based repetition strategies on anatomy course achievement, classroom engagement and online learning attitude

Anatomy is known to be the oldest and most fundamental branch among medical sciences. That is the reason why it is given at the beginning of medical education to form the basis for other medical sciences. Students who newly begin medical education need to spare plenty of time outside the course hours to study Anatomy which involves different and a lot of terminology. In this study, online repetitions were done outside the class using the repetition (classical presentation) and scenario-based repetition methods and the knowledge levels, course engagement statuses and online learning attitudes of the students were compared quantitatively and qualitatively between the groups.The study was conducted with 162 medical school year 2 students. These 162 students were randomized to experimental and control groups. The data were obtained with “Anatomy Achievement Test (AAT)”, “Classroom Engagement Inventory (CEI)” and “Medical School Students’ Attitudes Towards Online Learning Scale (MSSATOLS)”. After administering the experimental procedure to the students who were randomized to the experimental and control groups, focus group interviews were held with 16 students from the experimental group, 8 who received the highest scores and 8 who received the lowest scores from the data collecting instruments. The collected research data determined that the affective engagement (AE) and the anatomy achievement test (AAT) performed pre- and post-study were higher in the group in which the scenario-based repetition strategy was applied. AAT pre-test (mean = 27.16) and post-test (mean = 27.15) scores of the repetition group were very close to each other. However, the AAT post-test (mean = 32.33) average of the scenario-based repetition group was above the mean pre-test scores (mean = 26.79) (p < .05). Similarly, the mean AE pre-test (mean = 17.79) and post-test (mean = 17.91) scores of only the repetition group were very close to one another. However, the AE post-test (mean = 19.46) mean score of the scenario-based repetition group was above the mean pre-test score (mean = 17.82) (p < .05). In summary, pre-test and post-test scores changed the anatomy achievement and affective engagement scores, and this change was in favour of experimental group and increasing the post-test scores.The responses given to the questions in the scales and the impressions obtained from qualitative interviews indicated that the students did not find adequate the lectures given in the form of presentations alone and thought that various methods and primarily scenario-based education should be used as part of anatomy education to be able to establish a good connection with clinical sciences and Anatomy education should be provided not only at the beginning of the medical education but also in the following years.

Predictive factors of academic success in neuromusculoskeletal anatomy among doctor of physical therapy students.

Predictors of academic success in anatomy have been studied, but not in Doctor of Physical Therapy (DPT) students. The objectives of this study were to (1) explore predictors of academic success in a DPT anatomy course, (2) evaluate sex-based differences in the predictors of academic success and their influence on anatomy course grade, and (3) investigate the influence of the DPT anatomy course on visual-spatial ability. Forty-nine DPT students completed a demographic questionnaire, Learning and Study Strategies Inventory (LASSI), and Mental Rotations Test (MRT) before the ten-week anatomy course (MRT-1) and repeated the MRT at the end of the course (MRT-2). Anatomy course grade was determined based on quizzes and written and practical examinations. Multiple regression analysis showed significant associations between the predictor variables age (p=0.010) and the LASSI anxiety subscale (p=0.017), which measures anxiety coping, with the anatomy course grade. On the MRT-1, male DPT students attempted and correctly answered more questions than females (both, p < 0.0001). Female students had higher LASSI self-regulation and use of academic resources subscale scores (both, p < 0.05). In the 44 DPT students that completed the MRT-2, the number of correct and attempted responses increased following the anatomy course (p < 0.0001). Age and anxiety coping, but not sex, are predictors of anatomy course grades in DPT students. Mental rotations test scores improved following the anatomy course. The LASSI should be used in other cohorts to identify students with low anxiety subscale scores in order to provide targeted support.

The effect of curricular reform on gross anatomy laboratory examination performance: An institutional analysis.

Many medical schools have undergone curricular reform recently. With these reforms, time spent teaching anatomy has been reduced, and there has been a general shift to a pass/fail grading system. At Indiana University School of Medicine (IUSM), a new curriculum was implemented in fall 2016. The year-long human gross anatomy course taught in 2015 was condensed into an integrated, semester-long course starting in 2016. Additionally, the grading scale shifted to pass/fail. This study examined first-year medical student performance on anatomy practical laboratory examinations-specifically, among lower-order (pure identification) questions and higher-order (function, innervation) questions. Participants included medical students from a pre-curricular reform cohort (year 2015, 34 students) and two post-curricular reform cohorts (years 2016, 30 students and 2017, 33 students). A Kruskal-Wallis ANOVA test was used to determine differences of these questions among the three cohorts. Additionally, 40 of the same lower-order questions that were asked on gross anatomy laboratory examinations from medical student cohort year 2015 and year 2016 were further analyzed using an independent samples t-test. Results demonstrated that the pre-curricular reform cohort scored significantly higher on both lower-order (median=81, p < 0.001) and higher-order questions (median=82.5, p < 0.05) than both post-curricular reform cohorts. Additionally, when reviewing the selected 40 similar questions, it was found that the pre-curricular reform cohort averaged significantly higher (82.1 ± 16.1) than the post-curricular reform cohort from 2016 (69.3 ± 21.8, p=0.004). This study provides evidence about the impact of curricular reform on medical student anatomical knowledge.

In their own words: impact of donor information and personal statements on humanization of donors in a gross anatomy course.

Humanization of donors in gross anatomy courses has been reported to facilitate professional behavior in healthcare students. However, there is a lack of research investigating whether students' knowledge of donor information is associated with humanization of whole body donors. To address this gap, the present study aimed to 1) determine whether knowledge of donor information is associated with greater humanization of donors and 2) investigate student perceptions of receiving donor information. Donor information was provided to students at the beginning of the course (cohort A) or at midsemester (cohort B). Questionnaires utilized quantitative and qualitative methods to assess humanization and student perceptions at the beginning, middle, and end of the semester. Independent t tests demonstrated that there was no statistically significant difference in mean humanization scores between cohorts A and B before the first dissection [t(37) = 0.449, P = 0.656], at midsemester [t(35) = -1.546, P = 0.131], or at the end of the semester [t(28) = 0.004, P = 0.997]. Thematic analysis demonstrated that as the semester progressed students' view of dissection as an invasion of privacy and the donor as a patient decreased. Themes delineated from students' open-ended responses revealed that students felt a connection with their donors; that the donors' consenting information gave permission to dissect; and that the information gave students an invaluable learning experience. Students demonstrated detached concern toward their donor, viewing the donor as a learning tool or educator rather than a patient. However, their responses also indicated the development of a deeper, personal connection to donors.NEW & NOTEWORTHY A look at the use of donor personal statements and information to humanize donors and how it influenced students' experiences in a gross anatomy laboratory.

The Effect of Distance Education Conducted during the COVID-19 Pandemic Period on the Psychomotor Skill Development of a Dental School Students.

Purpose This study compared the development of face-to-face (F2F) psychomotor skills vs. a modified online dental anatomy course during the COVID-19 pandemic. Methods The 9-HPT is regularly applied for the students' psychomotor skill assessment in the Faculty of Dentistry of Süleyman Demirel University. In the 2020-21 academic year, 92.2% of students who took the dental anatomy course in distance education voluntarily participated in this study (observation group). These data were compared with 34.6% of students who applied for 9-HPT in 2019-2020 in F2F education (control group). The Mann–Whitney U test and t-test were used for comparison. The significance level was taken as p < 0.05. Results Based on the dominant hand 9-HPT score, a positive change occurred in 81.8% of the F2F and 61.6% of the online education students. Based on both dominant and nondominant hand 9-HPT scores, a statistically significant difference between the change in scores according to the fall/spring term measurements was observed in both F2F and distance education (p < 0.001). However, the F2F-educated group students showed better psychomotor skill development than those exposed to the online-educated group in 9-HPT. The results showed statistical significance for both dominant and nondominant hands (p < 0.001). Conclusion The F2F education is the gold standard in psychomotor skill training; however, in cases where this approach cannot be realized, practical training protocols modified for online training may contribute to the motor development of students.

An Assessment of Essential Anatomy Course Content in an Entry-Level Doctor of Physical Therapy Program.

The online version contains supplementary material available at 10.1007/s40670-022-01574-1.

Palmaris Longus Inversus Muscle Present Bilaterally in an 82 Year-old White Female Cadaver and Unilaterally in a 68 Year-old White Female Cadaver

The palmaris longus muscle is one of the most variable muscles in the human body. Palmaris longus muscle anatomical variations include reversed (palmaris longus inversus muscle), duplicated, triplicated, bifid, hypertrophied, accessory (additional) slips, and/or complete absence. During anatomical dissection of fifty cadavers in the 2019 undergraduate first-year anatomy course at the Uniformed Services University of the Health Sciences, we found a palmaris longus inversus muscle bilaterally on an 82 year-old White female cadaver and a unilateral palmaris longus inversus muscle on the right forearm of a 68 year-old White female cadaver. Due to the prevalence of anatomical variations in the palmaris longus muscle, adequate knowledge of such prevalence and clinical significance is needed in multiple medical specialties for its reconstructive use, and the possibility and treatment of clinical syndromes. An accessory (additional) palmaris longus muscle, hypertrophied palmaris longus muscle, hypertrophied palmaris longus inversus muscle, or just the presence of a palmaris longus inversus muscle, can all cause compression to adjacent neurovascular structures, such as the median nerve, ulnar nerve, ulnar artery, and/or the anterior interosseous artery, in the distal forearm and wrist. Palmaris longus tendons are used as grafts in various surgeries, such as extensor tendon repair in rheumatoid arthritis patients, injuries of flexor tendons and repair, lip augmentation, reconstructive hand surgery, frontalis suspension sling in ptosis correction, plastic surgery, and pulley reconstructions. Surgeons, physicians, radiologists, and physiotherapists must be knowledgeable of the many PLM anatomical variations and their possible contributions to pathological processes.

Investigation of medical faculty students’ views on cadaver and cadaver teaching in anatomy

Cadaver education in anatomy is one of the cornerstones of medical school education. The primary purpose of this study is to determine the importance of cadaver education from the students' point of view by examining the effect of cadaver education on learning the anatomy course. In this study, the perspectives of second-term medical students who received or did not receive anatomy education with cadavers, on cadavers and on anatomy education with cadavers were investigated. The study was carried out with a total of 116 (66 females and 50 males) second-term medical faculty students. Participants were divided into 2 groups; the first group (n=56) consisted of students who learned anatomy with cadavers, while the second group (n=60) included students who had never seen a cadaver and learned anatomy through atlas and models. As a result, it was determined that the students in both groups thought that there should be cadavers in anatomy education and education with cadavers would accelerate and facilitate the learning process of anatomy. It was also determined that, the students who received anatomy education with cadaver were psychologically affected by the cadaver compared to those who did not, and they thought that the cadaver was less effective in gaining a physician identity (P<0.05). When the results of the study are evaluated, it is revealed that the anatomy course is difficult, but the education given on the cadaver significantly facilitates learning and makes it more attractive.

The Effect of Using Anatomical Models in the Scope of Anatomy Course in Undergraduate Health Sciences Education on Academic Achievement of Students

Amaç: Bu araştırma, sağlık bilimleri lisans eğitiminde anatomi dersi kapsamında anatomik maketlerin kullanımının öğrencilerin akademik başarıları üzerine etkisinin değerlendirilmesi amacıyla yapılmıştır.Yöntem: Araştırma, Aydın Adnan Menderes Üniversitesi Sağlık Bilimleri ve Hemşirelik Fakültesinde yapılmıştır. Araştırmanın evrenini, bu Fakültelerin 2019-2020 veya 2021-2022 eğitim öğretim yılı güz dönemlerinde anatomi dersi almış olan birinci sınıf öğrencileri (N=1204), örneklemi ise çalışmaya dahil edilme kriterlerine uyan 580 öğrenci oluşturmuştur. Öğrencilerin anatomi dersi başarı notları ve demografik bilgileri üniversitenin öğrenci bilgi sisteminden (OBİS) alınmıştır. Verilerin normal dağılım gösterip göstermediği Kolmogorov-Smirnov testi ile not ortalamalarının karşılaştırması ise Student’s t testi ile yapılmıştır. Bulgular: Öğrencilerin %36.9’u Ebelik, %33.4’ü Çocuk Gelişimi ve %29.7’si Beslenme ve Diyetetik Bölümü öğrencisidir. 2019-2020 yılı güz dönemi öğrencilerinin anatomi dersi başarı not ortalaması (73.13±10.99), 2021-2022 yılı güz dönemi öğrencilerinin anatomi dersi başarı not ortalamalarından (64.45±12.14) daha yüksek olup bu farkın istatistiksel olarak anlamlı olduğu saptanmıştır (p&amp;lt;0.001).Sonuç: İki farklı dönemde anatomi dersi alan öğrencilerin anatomi başarı not ortalamalarının anatomi laboratuvarı öncesi grupta daha yüksek olduğu saptanmıştır. Pandemi nedeniyle ders saatlerinin kısaltılması, öğrencilerin derse devam zorunluluğunun kaldırılması gibi eğitim öğretimde yapılan bazı düzenlemelerin 2021-2022 yılı güz döneminde anatomi laboratuvarı kurulduktan sonra ders alan öğrencilerin başarı notunu düşürmüş olacağı kanaatine varılmıştır.

The Cutaneous Branches of the Median and Ulnar Nerves in the Palm

The dermatomal distributions of the ulnar and median nerves on the palmar skin of the hand have been studied thoroughly. However, the anatomic course of the median and ulnar cutaneous nerve branches and how they supply the skin of the palm is not well understood. The cutaneous branches of the median and ulnar nerves were dissected bilaterally in 9 fresh cadavers injected arterially with green latex. We observed 3 groups of cutaneous nerve branches in the palm of the hand: a proximal row group consisting of long branches that originated proximal to the superficial palmar arch and reached the distal palm, first web space, or hypothenar region; a distal row group consisting of branches originating between the superficial palmar arch and the transverse fibers of the palmar aponeurosis (these nerves had a longitudinal trajectory and were shorter than the branches originating proximal to the palmar arch); and a metacarpophalangeal group, composed of short perpendicular branches originating on the palmar surface of the proper palmar digital nerves at the web space. The radial and ulnar borders of the hand distal to the palmar arch were innervated by short transverse branches arising from the proper digital nerves of the index and little finger. Nerve branches did not perforate the palmar aponeurosis in 16 of 18 cases. The palm of the hand was consistently innervated by 20-35 mm long cutaneous branches originating proximal to the palmar arch and shorter branches originating distal to the palmar arch. These distal branches were either perpendicular or parallel to the proper palmar digital nerves. Transfer of long proximal row branches may present an opportunity to restore sensibility in nerve injuries.

Anatomy: An Opportunity for South African Health Science Students to Discuss Their Emotional Responses to Human Remains in the Laboratory

Human dissection remains a cornerstone of the anatomy learning experience. However, the emotional response of students to the use of human remains for learning is influenced by a number of factors and is not always positive. Therefore, this study explored the students’ emotional response to and factors affecting their perceptions of the use of human remains for learning anatomy in a South African context. Four hundred and eighty of the 1538 health sciences students enrolled in human anatomy courses at the University of the Witwatersrand, South Africa during 2016 and 2017, completed a voluntary survey. The survey included closed and open-ended questions on students’ emotional responses, coping mechanisms and the factors that affected their perceptions of the use of human remains and dissection. Overall, the students had a positive emotional response. Their perceptions of dissection were affected in positive and negative ways by their religious and cultural beliefs. Feelings of gratitude and respect toward the cadaver were informed by belief systems. However, anxiety was caused by the delay of accepted sociocultural burial practices. Peer discussions were the preferred coping method, which may provide an approach for students to discuss how their beliefs influence their dissection experience.

Ann's Final Gift.

The reeking smell of formaldehyde lingered in the hallway outside of the anatomy lab. To an outsider, this may have seemed like an ordinary afternoon at the medical school. But to me, this day was momentous: I was meeting my anatomy donor for the very first time and I was unsure how to feel. On one hand, I was genuinely excited to begin learning the anatomy of the human body. Anatomy dissection lab would be my first real dive into the world of medicine, and I was eager to begin. At the same time, I felt uneasy because I would be learning about the human body not from a textbook, but from the body of an actual human being. After taking one final deep breath to calm my nerves, I slowly entered. Laying silently on the table in front of me was our donor, Ann. The body that experienced every memory, feeling, and thought, from her first breath to her last, lay still on that cold, metal surface. When I first viewed Ann’s body, I was taken aback by her duality: While it appeared strangely inhuman due to the preservation process, she was, and is, a unique individual. Despite my internal discomfort, I tried my best to listen earnestly as the professor spoke. Still, my mind began to wander from the present conversation toward ponderings of Ann’s personality—What was she like? Did she have any family? What brought her joy? When I walked out of the anatomy lab that day, I quietly offered my sincerest gratitude for Ann’s willingness to donate her body for my medical education. As the course progressed, I became more accustomed to studying Ann’s anatomy, although certain dissections—particularly those of her head and neck—posed a challenge for me as I balanced remembering Ann’s humanity and learning her anatomical structures. While my hands carefully performed each step of the dissection, my mind grappled with the notion of reducing Ann’s face to a group of muscle fibers and nerves. How could I, a first-year medical student, be worthy of cutting into such a sacred part of Ann’s body? At times, I had to pause my dissection to allow an overwhelming wave of guilt to pass. Though I still sought to learn as much as I could, I decided to focus less on the anatomy comprising Ann’s face and more on appreciating the feelings that the muscles of her face had expressed: joy, laughter, hope, and serenity. Regardless of how much needed to be done in lab, I made it my daily goal to see Ann as a person and acknowledge our shared humanity. To me, she was much more than just the sum of her anatomical components. Even though I never knew Ann while she was alive, I, in a way, came to know her in a more intimate and personal way than even her closest friends and family did. Over time, Ann’s humanity became strangely comforting to me. As we examined the muscles of her face, I contemplated what her smile would have looked like. As we dissected her tumor, I grieved over the pain and suffering she likely experienced in her final days. As I looked into her pale blue eyes, I realized that we had both seen the same brilliant sunsets and starry night skies. The realization that Ann and I are not so different underneath our skin brought me a sense of peace. Despite the emotional challenges that my anatomy course presented, I feel reaffirmed in my desire to pursue medicine and now understand the beautiful complexity of the human body in a way I never could have before. Although I still struggle with the fact that I used Ann for my own learning, I remember how truly blessed I am to have had the opportunity to learn from Ann’s body and enter a profession of service. I have a newfound appreciation for the common humanity that all patients, both living and dead, share with one another and for the differences that make each of us unique. I feel called to ensure that all patients are treated not as a series of body parts or a list of problems, but as a valued and respected human being. Finally, I remain eternally grateful for Ann’s final gift.

Biological Approach in the Treatment of External Popliteal Sciatic Nerve (Epsn) Neurological Injury: Review.

The external popliteal sciatic nerve (EPSN) is the nerve of the lower extremity most frequently affected by compressive etiology. Its superficial and sinuous anatomical course is closely related to other rigid anatomical structures and has an important dynamic neural component. Therefore, this circumstance means that this nerve is exposed to multiple causes of compressive etiology. Despite this fact, there are few publications with extensive case studies dealing with treatment. In this review, we propose to carry out a narrative review of the neuropathy of the EPSN, including an anatomical reminder, its clinical presentation and diagnosis, as well as its surgical and biological approach. The most novel aspect we propose is the review of the possible role of biological factors in the reversal of this situation.

An approach to determining, delivering, and assessing essential course content in a medical human anatomy course.

Learning objectives typically indicate subject matter judged to be important or that represents essential material to be learned during a course. We report here on our efforts to identify essential course content and determine our effectiveness teaching and assessing this content in our preclinical human anatomy course. Using a consensus driven approach, we identified anatomical structures, relationships, and functional concepts judged to represent essential material in our unit on the thorax that students were expected to be familiar with. We then determined performance on specific examination questions that focused directly on the essential material. Thirty‐seven of 48 students (77%) correctly answered all 34 of 51 questions that directly focused on content we defined as essential. The remaining 11 students answered the majority of these questions correctly. The overall mean score was 86% (range 61%–98%). Our review of student performance on the End of Block thorax examination confirmed our belief that we were successful in helping students learn material we defined as essential. We found the process described here to be helpful in defining essential content and for helping focus and improve medical education and learning assessment based on that material. We believe the idea of defining essential content that can be efficiently taught and effectively learned within a proscribed period of time is an important and necessary objective. We believe the approach used here might be successfully utilized in other programs in efforts aimed at quality improvement.

A preliminary investigation of digital media supplements for head and neck anatomy: Does production format matter?

From cassettes to digital, use of video in education has evolved. Supplemental digital media is a common educational adjunct within gross anatomy courses. As these aids have advanced technologically, so has production cost. Traditional lecture (T-lect) productions tend to be more efficient. Traditional gross anatomy laboratory (T-lab) productions requiring cadaver dissection and high-definition video are comparatively less efficient. This preliminary study pragmatically assessed T-lect and T-lab supplemental learning tools in a head and neck anatomy course for first-year dental students. Two videos of similar length were developed for different anatomical regions. Learning objectives were similar while format differed. A carotid triangle supplement was created using a T-lab production format and an infratemporal fossa aid was created using a T-lect format. Both incorporated recommended elements for facilitating learning. Development time and costs were documented. Student exam performance on topic specific questions was collected along with survey data. Group mean exam score comparisons between students who viewed (n=74 T-lect, n=70 T-lab) versus did not view (n=27 T-lect, n=30 T-lab) each aid revealed higher scores for the "viewed" group. The T-lab production cost ($15,190 versus $10,003) and time (19 hr. versus 18 hr) were greater than T-lect. Descriptive survey data did not reveal a format preference. Students valued previews/summaries and structure highlighting/labeling within the supplements. Students appreciated the supplemental learning aids and mean exam scores were higher for users. Since production format did not noticeably alter exam performance and satisfaction was similar, production efficiency should take precedence.

The Study of Immersive Physiology Courses Based on Intelligent Network through Virtual Reality Technology in the Context of 5G.

The current boom in Internet technology has paved the way for the research and evolution of various technologies related to it. One such technology is immersive virtual reality (IVR). Immersive technology is referred to as creating a reality-like experience by combining the physical world with digital reality. There are two main types of immersive technologies. Immersion in virtual reality is the perception of being physically present in an artificially created world. Perception is artificially created by images, videos, sounds, or other stimuli with the help of a virtual reality (VR) system that the user is connected to. VR uses rendered computer-generated simulations and results in a complete sense of immersion. Immersive virtual reality (immersive VR) refers to engaging users in an artificial environment that replaces their natural surroundings and fully engages them with the artificially created environment. In this research, we will research immersive physiology courses based on artificial intelligence combined with wireless network VR technology in the context of 5G. The teaching methodology has been kept up-to-date along with the technology. Teaching physiology courses also incorporate new technologies like immersive technologies. The use of technology in anatomy and physiology courses allows students to view structures and physiological concepts in a realistic environment. Virtual dissection in 3D is available with a life-like artificial environment. Students can attend the classes with VR headsets, laptops, or smartphones to experience immersive and interactive 3D classes. This advanced technology enhances and empowers the students to learn from real-life situations like those available in the classes. In this research, CNN with AI is proposed for effective learning of physiology courses. This algorithm is compared with the existing NNGA, KNN, and Random Forest, and it is observed that the proposed model has obtained an accuracy of 99%.

Digital science platform: an interactive web application and database of osteological material for anatomy education

BackgroundTo meet the remote-learning constraints imposed due to the COVID-19 pandemic, the Digital Science Platform was developed. Human anatomy courses require practical classes that involve working on prepared specimens, although access to such specimens has been restricted. Therefore, the aim was to prepare appropriate-quality, scanned 3D model databases of human bone specimens and an interactive web application for universal access to educational materials.Main bodyThe database is located on the pcn.cnt.edu.pl website and contains 412 three-dimensional osteological models created via a structured light scanner, tomography and microtomography. The webservice contains a search engine and enables interactive visualization of the models. The database can be accessed, without restrictions, by any student or researcher wishing to use the models for noncommercial purposes. The stored models can be visualized with the open-source VisNow platform, which is also available to download from the webservice. The MariaDB backend database was deployed, and an Apache server with a personal home page (PHP) frontend was used.ConclusionThe models in the database are unique due to the specific digitalization process and skeleton specimen origin. Further development of the Digital Science Platform is foreseen in the near future to digitize other valuable materials.

Guyon's canal resulting from lipoma: A case report and review of the literature.

IntroductionCompression of the ulnar nerve at the wrist is a rare condition. Clinical presentations of ulnar nerve compression at the wrist and hand can vary widely due to the complex anatomic course of ulnar nerve at the wrist. Lipoma is a common benign soft tissue tumor and rarely causes neuropathy. We present a rare case of Guyon's canal syndrome caused by lipoma.Case reportsWe describe a case with acute ulnar nerve deficit. Clinical examination, EMG and MRI suggested Guyon's canal syndrome. Surgical exploration revealed a well-encapsulated fatty tumor within Guyon's canal. Histopathology demonstrated mature adipose tissue consistent with lipoma. Post-operative course was uneventful and the sensory symptom had subsided at the three month follow up.Discussion and conclusionThere are many etiologies of Guyon's canal syndrome which can be classified into groups. Symptoms of ulnar nerve compression at the wrist can vary depend on the location of the lesion. Treatment options depend on severity and duration of symptoms, previous treatment attempts, and underlying etiology. Lipoma is not a common cause of Guyon's canal with few case reports in the literature. Surgery to open and release the roof of Guyon's canal and excision of the lipoma can yield good outcome in most reports.

The Visible Human Project.

This paper gives a flavor of Dr. Donald A.B. Lindberg’s view of the expanding role of libraries, his curiosity, and his tolerance for taking educated risks, through the creation and nurturing of National Library of Medicine’s Visible Human Project. That project produced the Visible Man and Visible Woman datasets and a suite of tools for presenting and analyzing those and similar datasets. The results are used in teaching anatomy and other medical school courses and in software from the open-source Insight Tool Kit (ITK) that is included in many if not most volume-reconstructing systems. This story is a bit personal. From the beginning we recognized and understood each other since we were both “boys from Brooklyn”.

Використання мнемотехнічних прийомів при викладанні анатомії людини

The development of a methodology for the effective assimilation of various information is one of the urgent problems of scientific and pedagogical activity. The course of anatomy, due to its specificity, is one of the most time-consuming subjects in medical education. In the preparation of first-year students at the Department of Human Anatomy, a phased level of education is used with a gradual complication of the information received. The use of mnemonics is impossible without certain knowledge about the features of memory, its forms and types, as well as the processes underlying memory: encoding, storage, and retrieval. There are very few mnemonics available for studying human anatomy in the medical literature. The purpose of the study was to offer mnemonics, especially rhymed, to improve students' memorization of human anatomy and thus to improve the knowledge of the subject. Results and discussion. The article presents the results of the study of mnemonics (rhymed, alliteration and visual schemes) and explains the features of their use for encoding, storage, and retrieval of educational material from different sections of human anatomy by students. Basic principles of mnemonics, such as the use of associations, elaborative encoding and creating the emotional bonds can be successfully integrated into the study of anatomy. One of the most effective methods in teaching human anatomy is schematization, that is a conditionally simplified image of the structure of morphological formations. While preparing for lectures and practical classes, anatomical drawings and diagrams are selected and adapted. The scheme allows to imagine and to understand the anatomical structures in various projections and different sections, to trace the topographic and functional connections of individual organs and systems as a whole. Thus students form a certain anatomical image as the basis for future clinical thinking. It is noted that memorizing the right terms, words, concepts, and explanation of some anatomical facts is much easier in the poetic form. Conclusion. By transforming anatomy teaching material into the form of visual image or by comparing it with existing knowledge using associations and rhyming provides more consistency, involvement in obtaining new knowledge, interest in classes. Association formation has a positive effect on the brain, helps to improve student's skills of synthesis, analysis and the ability to systematize knowledge, helps to memorize large amounts of information faster and more efficiently. The use of mnemonics, especially the method of rhyming, visual mnemonics, acronyms for human anatomy makes it possible to improve the quality of knowledge of the subject