Embryology Course Research Articles

Flipping early embryogenesis promotes short‐term knowledge retention in a condensed medical gross anatomy and embryology course

A foundational knowledge of human embryology is essential for understanding the spatial and functional complexities of post‐natal anatomy as they relate to the practice of medicine. However, medical students often report difficulty conceptualizing early embryologic events, which can significantly affect the ability to understand downstream systems development. At the Brody School of Medicine (BSOM) human developmental anatomy content is incorporated into the curriculum of a condensed, first‐year medical gross anatomy and embryology course (GAE). Early embryogenesis topics have traditionally been delivered in two, 50‐minute, large‐group lectures within the first two weeks of the basic science curriculum. In 2019, these lectures were combined into one, 50‐minute flipped classroom (FC) session. This change was designed to provide students with a more active approach to understanding key concepts of early human embryology with the goal being to promote deeper thinking through focused small‐group discussion. This pilot study sought to evaluate the effectiveness of this change through two specific aims: 1. Evaluation of student performance on early embryogenesis questions across lecture‐only (2017–2018) and FC (2019) cohorts; 2. Assessment of student perception of the embryology FC session in 2019. Significant improvements in learner performance, as indicated by question performance following the implementation of the FC session, and highly favorable (>80% agree/strongly agree) learner perception were predicted. To investigate Aim 1, deidentified cohort performance data (%) on early embryology questions was analyzed. Lecture‐only (2017–2018, n=172) and FC (2019, n=92) cohorts averaged 85.36% and 89.89% on quiz questions, respectively. However, lecture‐only and FC cohorts averaged 76.73% and 69.84%, respectively, on examination questions. These data suggest that the FC session was more effective for short‐term retention of content, but that lecture‐based delivery may promote long‐term retention. BSOM students have unlimited access to recorded lectures, which allows for spaced, self‐guided repetition and review of content coupled with faculty explanation—features that are not currently available following a FC session. To assess Aim 2, a voluntary survey was sent to the FC cohort (92.4% response rate) to assess overall session perception. Survey data revealed 71.8% and 70.6% of respondents agreed/strongly agreed that the FC was engaging and promoted active learning in the small group setting, respectively. However, only 60% and 52.9% agreed/strongly agreed the FC enhanced understanding of early embryogenesis and improved assessment performance, respectively. While the majority of respondents indicated a preference for small‐group learning, data indicated that 37.7% of respondents prefer solely didactic and/or independent learning methods for comprehension of human embryology. Collectively, the results of this study suggest a need to reassess FC logistics, including session length, learning objectives and recordability, to more effectively produce long‐term knowledge retention of early human embryology content among BSOM medical students.

Implementing of subject jigsaw learning model and its impact on students’ achievement in Embryology course

Subject jigsaw has been identified as one of alternative model to teach difficult materials such as embryology. This study aimed to analyze the impact of the subject jigsaw model on students’ achievement. This quasi-experimental study employed post-test only control group design. As many as 84 students from the fifth semester in Biology Department of IAIN Batusangkar were involved as the sample. They were grouped in three classes which were taught using subject jigsaw model, jigsaw model, and conventional (control). The instruments were observation sheet and test. The cooperative skills and student learning outcome data were analyzed using ANOVA and least significance difference (LSD). The results showed that cooperative skills of students, at beginner, intermediate, and advanced levels, who learn with subject jigsaw are higher than those learning with successive Jigsaw of 3.10, 3.21, and 2.99. Furthermore, the students’ learning outcomes, who taught with subject jigsaw were significantly different from other treatments (F = 28.590; p-value < 0.05). Based on the LSD results showed that the students achievement on subject jigsaw model was better than the others. Thus, subject jigsaw model is recommended to implement in embryology course.

The impact of using three-dimensional digital models of human embryos in the biomedical curriculum

BackgroundKnowledge of embryonic development is essential to understand the positioning of organs in the human body. Unfortunately, (bio)medical students have to struggle with textbooks that use static, two-dimensional (2D) schematics to grasp the intricate three-dimensional (3D) morphogenesis of the developing human body. To facilitate embryology education on an understandable and scientific level, a 3D Atlas of Human Embryology (3D Atlas) was created (Science, 2016), encompassing 14 interactive 3D-PDFs of various stages of human embryonic development (freely available from http://www.3datlasofhumanembryology.com). This study examined whether the use of the 3D atlas has added educational value and improves the students learning experience. MethodsThe 3D atlas was introduced and integrated in lectures and practical classes of an existing embryology course at our university for first year biomedical students. By means of a questionnaire the use of the 3D atlas was evaluated. The outcomes in written examinations was compared between cohorts that followed the course before and after integration of the 3D atlas. ResultsOur results showed that the 3D Atlas significantly improves students’ understanding of human embryology, reflected in significant higher test scores for new students. Furthermore, the 3D atlas also significantly improved repeaters’ test scores. ConclusionsThe results indicate that the3D Atlas of Human Embryology facilitates students’ learning experience as a resource to support embryology lectures. Students appreciated the use of the 3D atlas in practical classes and liked its interactive aspect. Interestingly, the students also appreciated the physical hand-painted embryological models that were used in addition to the digital 3D atlas during practical classes. The 3D Atlas of Human Embryology has proven to be a valuable resource in addition to the existing resources to teach the intricate developmental processes of human embryology, especially in a blended learning curriculum.

Flipping Radiologic Anatomy – An Assessment of Effectiveness in a Condensed Medical Gross Anatomy and Embryology Course

Recent trends in medical education suggest that condensing pre‐clinical curricula allows medical students more time to develop clinical skills. This trend challenges faculty to reshape content delivery. To meet this challenge, faculty have traded passive lecture‐based instruction for active‐learning strategies—such as flipped classroom—that promote deeper thinking through application. Radiologic anatomy content fits well into this model, as it provides learners with clinically relevant material framed within the construct of a medical gross anatomy and embryology (GAE) course. At the Brody School of Medicine (BSOM), radiologic anatomy was traditionally taught in a clinician‐led lecture series that complimented GAE content. In 2016, BSOM transitioned to a condensed pre‐clinical curriculum, and it became evident that the radiology lecture‐series was no longer an effective mode of delivery. In 2017, radiology lectures were shifted to clinician‐facilitated flipped classroom sessions, with the objective to improve medical student baseline knowledge of radiologic anatomy and promote retention for USMLE exams and clerkships. This study seeks to evaluate the effectiveness of this shift through two specific aims: 1. Assessment of student performance on radiology questions in a first‐year GAE course from 2016–2018; 2. Assessment of student perception of radiology flipped classroom sessions. Significant improvements in learner performance following the implementation of the radiology flipped classroom sessions and that learner perception will be highly favorable (>80% agree/strongly agree) were predicted. To investigate aim 1, de‐identified student performance (%) on radiology questions from GAE computer and laboratory examinations were compared between cohorts (t‐test; p<0.05) across four exam sections (1‐back/upper limb; 2‐head/neck; 3‐thorax/abdomen; 4‐pelvis/lower limb). Analyses revealed significant improvements in student performance on computer and laboratory radiology questions in 2017 (n=91) and 2018 (n=87) when compared to 2016 (n=84) for exam 1. While 2017 and 2018 cohorts significantly outperformed 2016 on computer exam 3, no difference was noted on lab exam 3 performance across groups. Surprisingly, the 2016 cohort significantly outperformed 2017 and 2018 on lab exam 2. These data suggest that flipped classroom sessions were most effective early, likely by establishing clear learning objectives and expectations, and that early active exposure to content improved performance on both computer and lab exams. To assess aim 2, a voluntary end‐of‐course survey was sent to cohort 2017 (98.8% response) to assess student perception of sessions. Survey data revealed 91.9% of respondents agreed/strongly agreed that sessions were engaging and offered clear objectives. Additionally, 89.7% and 93.1% agreed/strongly agreed that sessions enhanced understanding of gross and clinical anatomy content, respectively. Collectively, results support the use of flipped classroom as an instructional method that enhances early student engagement, perception and knowledge of radiologic anatomy content. Future directions include evaluation of medical student preparedness for USMLE Step‐1 and clerkships as related to radiologic anatomy.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Modified team‐based learning as a weekly formative review

Team‐Based Learning is an evidence‐based collaborative learning strategy designed around units of instruction, known as “modules,” that are taught in a three‐step cycle: preparation, in‐class readiness assurance testing, and application‐focused exercise. The Anatomy, Histology and Embryology course at the University of New Mexico School of Medicine modified TBL for use as both summative and formative weekly assessment, ending each week with a TBL module. The individual readiness assessment test (IRAT) served as a weekly “summative” quiz, while the group readiness assessment test (GRAT) served a formative role, allowing students to debrief and learn from each other following the IRAT. The application exercises were clinical cases focused on application of the anatomy, histology and embryology. Instead of additional multiple choice questions, questions were posed in short and long answer formats, giving the students an opportunity to generate their own answers for deeper learning. An addition specific to anatomy, were weekly mini‐practical exams to prepare students for summative lab practical exams. This modified TBL method was well‐received by students and prepared them for summative exams. One drawback was that scores from the GRAT, application exercise, and mini‐practical contributed to passing of some students that did not have a strong enough grasp on the concepts. This method was abandoned when the course was integrated as a thread into the existing organ blocks of the preclinical curriculum. Recently, this form of TBL was modified again to serve a purely formative role in weekly review and consolidation of concepts in the Musculoskeletal, Skin, and Connective Tissue Block of the integrated curriculum. Student feedback and scores strongly support use of this method as a formative review of the weekly material to prepare students for weekly graded quizzes and a summative NBME exam.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Diaphanized Specimens for Foetal Osteogenesis Teaching during Embryology Lectures: A qualitative approach to students' perceptions

IntroductionMedical education has quickly advanced in complexity putting aside important subjects such as Embryology. Students find it difficult to understand human embryological development, especially three‐dimensional changes undergone by the embryo. The use of alternative techniques to engage students and enrich their learning experience, such as diaphanization ‐ a preservation technique that achieves transparency of a specimen‐, can become useful in such conditions.AimThis study aims to evaluate the usefulness of diaphanized foetuses (DF) as complementary educational tools to understand the development of the human skeleton from the students' scope.MethodsFive DF were used during second‐year osteogenesis teaching sessions at an Integrated Curriculum School with 140 participant students. Evaluation was achieved with standardized and piloted observation instrument, a survey and interviews to assess students' experience and opinions on the value of DF as teaching tools. Surveys were obtained from 117 students, and 10 students were interviewed. Three initial categories were considered 1) students correctly use specimens as teaching tools to improve their learning process, 2) students use the specimens as distractors, creating an obstacle in their learning process, and 3) students don't use the specimens at all. Ethical compliance with the Helsinki Declaration and appropriate legislation were ensured under our Ethics and Research Institutional Committee (IRB) approval Act. 448 and the expedited endorsement 517 on anatomy education with observational and/or pedagogical intervention emphasis. Foetuses were acquired from our Anatomy Laboratory Education and Research Collection and treated under the same IRB expedited endorsement Act. 518.ResultsInterviews showed a positive correlation between the use of diaphanized specimens during the session and the students' perception on the understanding of the subject. Surveys were answered by 117 students and supported a positive correlation between the use of specimens and self‐reported learning of osteogenesis. Data collection to enhance sample size is being carried out. Data triangulation of surveys, observation and interviews provided four final outcomes; 1) Increased understanding of the process of osteogenesis, 2) Greater understanding of three‐dimensionality, 3) Increased curiosity and interest on the subject and 4) The need for guided manipulation of the specimens.Discussion and ConclusionsMost students participating in the study stated the use of DF was helpful in the understanding of the subject. Diaphanized specimens represent a useful educational tool that helps overcome the obstacles faced by Embryology courses or sections in today's medical schools' curriculums. Students reported diaphanization as a useful tool that provides a novel approach to teaching osteogenesis. It offers students much needed early interactions with human specimens while posing no biological hazard, increasing students' interest and enhancing the overall learning process.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Reasoning patterns and modes of prospective biology teachers on embryology learning with TPACK framework

The study was aimed at determining the effectiveness of learning using TPACK (Technological Pedagogical and Content Knowledge) framework in helping the change of reasoning patterns and modes of Biology prospective teachers so that it facilitates in encompassing the Embryology as one of abstract concepts. The subjects used were 49 students of Biology teachers who were having a contract in Embryology course in Biology Education Study Program, in a private educational institute in Bandung. The research design used was quasi-experimental with time-series design type. The measurement of the level of reasoning ability, patterns, and modes of the students were done through the Test of Logical Thinking (ToLT) three times (before the learning program takes place, after learning the first four main subjects, and after the learning program was over). The results showed that the Embryology learning with TPACK framework could directly change the from concrete and transitional reasoners categories to formal reasoners. The learning with TPACK framework also influenced the shift of the students’ logical thinking modes; from the ownership of proportional and/or correlational mode to the ownership of two or three reasoning modes between proportional, probability, correlational, and combinatorial, except the variable control mode.

Issue Information

COVER PHOTOGRAPH: Lineage tracing in a Bipinnaria Larva. At the embryo two cell stage, one cell was injected with dextran‐rhodamine dye (yellow image) and the animals were allowed to continue development. Final image (white) was DAPI stain. Imaged using a Zeiss Axio Imager M2. From: Eric Hastie, PhD (eric.hastie@duke.edu), Duke University, ACS Post‐doctoral Fellow; 129351‐PF‐16‐024‐01‐CSM, Sherwood Lab | Duke University, taken during 2016 Woods Hole Embryology Course. Developmental Dynamics, 247: pp. 1057‐1069.

Small group discussion for medical students to learning embryology

Background: There are some debate on which teaching methods is most useful for embryology course. Small group discussion (SGD) were used to working together, integral to learning developing intellectual skills and interactive learning experience. Study design: The 72 medical students for embryology course were randomized equally to the SGD (group I) and usual lecture based teaching (LBT), (group II) in general embryology course. The position of both groups changed in systems-base embryology. A pre-test and two of post-tests (beginning; midterm for general embryology; final for systems-base embryology) were used to assess embryology knowledge of students with using an independent t-test. The questionnaire were designed to collect the attitudes of the students about the SGT. Results: Results showed no significant difference of the mean score between two groups from the pre-test. The mean score of the SGD group compared the LBT group significantly increased in general embryology (17.9±2.2, n=33 vs. 15.3±1.1, n=35) and in system-base embryology (17.5±1.2, n=31 vs. 14.3±3.2, n=32). Based on the questionnaires data, SGT was useful for effective interactivity (87.85%) and interpret the congenital disease. Students interested to use of the SGD in other course (86.47%) and they agreed (87.8%) traditional teaching methods is better for learning embryology. Conclusions: The SGT creating more collaboration, good performance, active participation, improves the anatomy knowledge and attitudes of students. Result suggested we will use of this teaching strategy in our university

Assessment of Weekly Study Guide Use and Utility in a Condensed Medical Gross Anatomy and Embryology Course

Implementation of a condensed preclinical curriculum is becoming a trend among US medical schools. Condensing basic science courses to fit into an 18‐month curricular model involves careful and intentional planning in order to decrease contact hours without sacrificing foundational content. While a decrease in contact hours may allow for an increase in self‐guided study time, it diminishes important faculty‐student face‐to‐face interaction that many students need for higher‐order learning. In an attempt to augment learning in the face of decreased contact time, twelve weekly study guides were developed for first‐year medical (n=85) and graduate (n=4) students in a condensed medical gross anatomy and embryology course. Each study guide contained multiple open‐answer gross and clinical anatomy questions pertaining to selective content covered over the course of the week in lecture and laboratory sessions. Study guides were made available to all students through Blackboard. Study guide answers were not posted, though students were free to seek faculty assistance when needed. The purpose of this study is to assess student use and perception of the study guides as a focused learning resource. A post‐course, voluntary survey was sent to all students to assess frequency of study guide use, strengths, weaknesses, and perception of study guide utility in terms of learning and quiz/exam preparation. Eighty‐eight (98.8% response rate) students completed the survey. Survey results revealed that use of the 12 study guides varied among students. Thirty students (34.1%) used 1–4, 17 students (19.3%) used 5–10, 7 students (8%) used 8–11,13 students (14.8%) used all 12, and 21 students (23.8%) did not use the study guides. Using a 5‐point Likert scale (1=strongly disagree; 5=strongly agree), students rated study guide content applicability, organization, and utility for learning and quiz/exam preparation. Only responses from students who used the study guides in some capacity (n=67) were included in these analyses. Fifty‐eight (86.6%) and 47 (70.1%) students agreed/strongly agreed that study guide content was applicable to and helped in preparation for answering quiz/exam questions, respectively. Moderately strong, positive correlations were found between student study guide use frequency and perceived exam preparation (r=0.55) and perceived effect on quiz/exam performance (r=0.60). Additionally, moderate positive correlations were found between student study guide use frequency and reported understanding of gross (r=.55) and clinical (r=.46) anatomy content, respectively. Quartile rank of final course grade was not strongly correlated with survey responses, suggesting that study guide use was not limited to a specific student quartile. Overall, weekly study guides were well‐used in varying degrees among students in a condensed gross anatomy and embryology course. Students who used the study guides consistently reported positive perceived effects on learning and assessment performance. Correlative results suggest that students who completed more study guides felt better prepared for assessments and perceived the study guides as useful learning tools for gross and clinical anatomy topics. Future directions include analysis of student performance on quiz/exam questions mapped to study guide content.Support or Funding Informationn/aThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Application of a diaphanous animal model in a human osteogenesis lecture

Education in today's modern Anatomy environment is a permanent and ever evolving challenge. Even with current integrative curricula, students find it difficult to understand certain dynamic aspects of functional anatomy and three‐dimensionality (3DM). This is even more challenging in Embryology given the high‐speed three‐dimensional changes happening simultaneously.Multiple tools such as cadavers, simulations, plastic and animal models amongst others have been used in order to improve student's motivation and comprehension during Anatomy and Embryology courses. However human cadavers are increasingly unavailable, artificial models remain expensive and computer based simulation is not considered intuitive. Alternatively, non‐conventional preservation techniques have proven to be effective as educational tools, overcoming some of said problems. Our goal was to describe students' perceptions about their learning process when diaphanized animal specimens were used to explain the osteogenesis processes during an Embryology lesson.15 cleared Wistar rats (CWR) between 0 and 21 days of development were selected. Diaphanization was carried out following our laboratory's protocol and CWR were shown at a regular osteogenesis class. Specimens were used under our Institutional Animal Care and Use Committee (IACUC) endorsement 17‐021, ensuring adequate procedures according to current legislation. Likewise, all rats were received after euthanasia, following the 3Rs principle: replacement, reduction and refinement of the use of animals in research.Implementing new educational tools requires meticulous analysis to understand the learning process influencing factors, hence, qualitative research provides an ideal approach to evaluate students' perception in a natural scenario, understanding the dynamics of the context. Therefore, lecture observation and interviews were used as information gathering tools. 90 second year medical students of both sexes attended. Our classroom is equipped with 11 SmartTv's and a microphone. Observation and 7 Interviews were pursued by a last year medical student and an external party.Through observation it was notorious that students lose attention during the theoretical class. When CWR were shown there was a substantial increase in student's interest. Observers expressed that “some people looked confused but most of them seemed just starting to understand the topic”. The above is consistent with the interviews, in which students stated that “if the class had ended just before the specimens were shown, the topic would have been unclear and fuzzy”, they also expressed that these visual tools were extremely valuable in the 3DM of bone development comprehension.While the professor was using the CWR to explain, only students located far away from the professor declared that they were easily distracted. This can be explained by their feeling of lack of communication between them and the professor.CWR were considered an extremely helpful tool to understand the 3DM of bone growth, therefore the student's learning process perception was positively influenced. Specimens also provided information about the visual dominant learning style of medical students already described in the literature. External factors like classroom arrangement and the number of student can influence the outcome of the exercise.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Medical students' perspectives on teaching a concise embryology course.

Medical students' perspectives on teaching a concise embryology course.

The influence of learning style in understanding analogies and 2D animations in embryology course.

Undergraduate students struggle to comprehend embryology because of its dynamic nature. Studies have recommended using a combination of teaching methods to match the student's learning style. But there has been no study to describe the effect of such teaching strategy over the different types of learners. In the present study, an attempt has been made to teach embryology using the combination of analogies and simple 2D animations made with Microsoft powerpoint software. The objective of the study is to estimate the difference in academic improvement and perception scale between the different types of learners after introducing analogies and 2D animation in a lecture environment. Based on Visual, Aural, Read/Write, and Kinesthetic (VARK) scoring system the learners were grouped into unimodal and multimodal learners. There was significant improvement in post-test score among the unimodal (P<0.001) and multimodal learners (P<0.001). When the post-test score was compared between the two groups, the multimodal learners performed better the unimodal learners (P=0.018). But there was no difference in the perception of animations and analogies and long-term assessment between the groups. The multimodal learners performed better than unimodal learners in short term recollection, but in long term retention of knowledge the varied learning style didn't influence its outcome.

ДО 100-РІЧЧЯ З ДНЯ НАРОДЖЕННЯ ВИДАТНОГО НАУКОВЦЯ І ПЕДАГОГА ПРОФЕСОРА ПИЛИПЕНКА МИХАЙЛА ЮХИМОВИЧА (оглядово-історичний біографічний нарис)

M.Yu. Pylypenko was born on October 19, 1918 in the town of Valky, Kharkiv region, to a family of peasants. In 1935 he finished Valky high school. From 1935 to 1938 he studied at Valky Veterinary College. After graduating from college, for one year he worked as a veterinary assistant in Kharkiv І.І. Mechnikov Sanitary and Bacteriological Institute. He began his higher education in 1939 at Kharkiv Veterinary Institute. The training was interrupted by the Great Patriotic War. In 1940 M.Yu. Pylypenko was drafted to the ranks of the Red Army, where he served until 1944. During the war, he was seriously wounded, was admitted to hospital as hopeless, and only his youth and will power gave him the opportunity to survive and return to training. In 1947, M.Yu. Pylypenko graduated from institute. In November 1947 M.Yu. Pylypenko was approved as a postgraduate student of the Department of Cytology, Histology and Embryology of Kharkiv Veterinary Institute. But for health reasons, in 1948 M.Yu. Pylypenko suspended postgraduate study. After treatment during 1948-1952 M.Yu. Pylypenko worked at Valky Veterinary Technical School as a deputy director of educational work. In 1952, M.Yu. Pylypenko returned to the graduate course. His research related to the technology of industrial artificial incubation and the morphogenesis of organs and systems of organs of birds in the incubation and post-incubation period. In 1954, M.Yu. Pylypenko graduated from postgraduate studies, after which he was appointed as an assistant in the course of cytology, histology and embryology at Kharkiv Veterinary Institute. In 1956, M.Yu. Pylypenko defended his dissertation on "Embryonic development of chickens in the incubator" Record-39" and their transition to a post-embryonic state." The same year he was awarded a Ph.D. degree in biological sciences. In 1959, the Higher Attestation Commission approved M.Yu. Pylypenko in the academic rank of associate professor in the Department of Cytology, Histology and Embryology. Further life destiny, scientific and pedagogical activity of Mykhailo Yukhymovych were connected with the Department of Cytology, Histology and Embryology of Kharkiv Veterinary Institute, and later – Kharkiv ZooVeterinary Institute. The long-term purposeful research work gradually got closer to the defense of his doctoral dissertation in 1975 on "Thymus in the ontogenesis of ducks and their reactions to certain influences." In 1976, M.Yu. Pylypenko was awarded a doctorate degree in veterinary sciences, and in 1978 he was awarded the title of professor. Since 1979 Professor M.Yu. Pylypenko was the head of the Department of Anatomy and Cytology, Histology and Embryology of Kharkiv ZooVeterinary Institute. In 1996, due to his health, M.Yu. Pylypenko left the department and went on a well-deserved rest. On July 29, 2002, Mykhailo Yukhymovych died, leaving a clear memory of a man, a scientist, and a teacher. We always remember!

Joseph Thomas Bagnara (1929-2016), a pioneer of Pigment Cell Biology par excellence.

The international pigment cell research community lost one of its pioneers and pillars with the passing away of Professor Joseph T. Bagnara on October 2, 2016. Joe, as we, his students who became his friends, called him, obtained his Ph.D. in 1956 from the State University of Iowa (now known as University of Iowa). He spent his entire career at the University of Arizona, rising through the ranks to Professor and Chairman of the Department of General Biology. In 1992, he became Professor Emeritus. He rightly merits to be called the father of comparative pigment cell biology, as he focused most of his research on investigating the regulation of color change in different amphibians. He was a hard-core embryologist, zoologist, and endocrinologist. Joe taught the Embryology courses at the University of Arizona, and his Embryology text book was used by many professors in different universities. He was a scholar with a vision who desired to connect with other scientists internationally. He was twice a Fulbright Research Scholar, which provided him with the opportunity to do research in the Laboratoire d'Embryologie, Faculté des Sciences, Université de Paris, Paris, France, and later at the Stazione Zoologica di Napoli in Italy. He pioneered the research on the role of the pineal gland in regulating skin lightening and the identification of the different types of pigment cells in amphibians. He had a multidisciplinary approach to his research, using in vivo experiments, organ and tissue culture, electron microscopy as well as biochemistry to demonstrate the effects of different hormones and the role of different chromatophores in regulating rapid color changes in frogs. Many of his publications are classics in the pigment cell research literature. He collaborated with his colleagues at the University of Arizona, and also with many pigment cell researchers in Europe and Japan. Joe cherished his role as a teacher and mentor. He was always proud of his mentees and their achievements. On his retirement party, which was held in 1995 during the annual meeting of the PanAmerican Society for Pigment Cell Research in Kansas City, Kansas, his former students gathered to celebrate his scientific achievements. The group included Dr. Sally K. Frost-Mason, who was President of the PanAmerican Society for Pigment Cell Research and until recently the President of the University of Iowa, and John Taylor, who was Professor at Wayne State University in Detroit, Michigan. Joe should be acknowledged for founding, in 1987, the journal Pigment Cell Research (now Pigment Cell and Melanoma Research) and for serving as its first editor-in-chief. He was very fond and proud of this personal project, and we are grateful that he gave us this medium to communicate our science and expand the breadth of our specialty. Joe also played a major role in establishing the International Federation for Pigment Cell Societies and is one of the founders of the PanAmerican Society for Pigment Cell Research, which was conceived during the International Pigment Cell meeting in Tucson, Arizona, in 1986. Joe won many prestigious international and national awards, including the Myron Gordon Award from the IFPCS, and the Career Achievement Award from PASPCR. Joe wrote his autobiography “Unfinished Business: a Biologist in the Latter Half of the 20th Century,” which is a “must read” for all pigment cell researchers, as he narrates the history not only of his own career and travels but also of the evolution of pigment cell research worldwide and the establishment of the International Federation of Pigment Cell Societies. Those of us who had the honor and privilege to know Joe personally remember him not only as a kind mentor but mostly as a friend who remained in touch with us and always provided words of encouragement and support. On a personal note, thanks to Joe, I joined the Department of Dermatology at the University of Cincinnati in 1985 after graduating with a Ph.D. from the University of Arizona. He was the one who introduced me to James Nordlund, M.D., the Chairman of the department and my postdoctoral mentor at the time. Joe enjoyed life, loved the wilderness, was an avid athlete, and cared for his students and friends without limits. He was proud to know several languages and to have international friends and colleagues. He inspired us to work hard yet enjoy life to the fullest. “If I have seen further it is by standing on the shoulders of giants” (Isaac Newton). Mentors are persons who help shape our lives without molding us necessarily in their image. Joe, you are gone, but your legacy lives in all of us who knew you. Fond memories always remain, and we strive to pass the torch to our own students and mentees.

Reviews Kuznetsov SL, Mushkambarov N.N. Gistologiya, tsitologiya i embriologiya [Histology, cytology and embryology]: textbook. Moscow: Meditsinskoye informatsionnoye agentstvo; 2016. 640 p. Russian.

The textbook was written in accordance with the approved by the Ministry of Education of the Russian Federation in 2002 a program of the course of histology, cytology and embryology for medical universities.

The development of CERDAS learning strategy guide for science education students of distance education

Self-regulated learning (SRL) is a part of students’ skills in which they manage, regulate, and monitor their learning process so they can reach their study goal. Students of distance education should comprise this skill. The aim of this research is to describe the development of distance students learning guide, namely “CEDAS strategy” designed for science students. The students’ guidance consists of seven principles, they are; selecting and applying learning strategy appropriately, managing time effectively, planning of learning realistically and accurately, achieving study goal, and doing self-evaluation continuously. The research method was qualitative descriptive. The research involved the students of Universitas Terbuka’ Biology education who participated in Animal Embryology course. The data were collected using a questionnaire and interview. Furthermore, it was analyzed by descriptive analyses. Research finding showed that during try out, most of the students stated that the learning guide was easy to understand, concise, interesting and encouraging for students to continue reading and learning. In the implementation stage, most students commented that the guide is easy to understand, long enough, and helpful so it can be used as a reference to study independently and to apply it in the daily basis.

Use of problems in a didactic embryology course: outcome

Background: Problem based learning (PBL)was being implemented in medical schools since 1950 but there was a debate among the medical teachers regarding the outcome of the PBL in concern to basic science knowledge. Aim of the study: The present study was aimed to evaluate various merits and demerits of the didactic lecture (DL) and PBL in the field of medical education and to motivate novice for self-directed learning Material and methods: There was separate PBL session in addition to their routine scheduled lectures. At the end of experiment students were interviewed and given Likert’s type close ended Questionnaire to express their opinion. Result: Students were in the opinion that trivial detailed should be avoided to teach basic science subjects. They had mention that PBL was good for small group discussion, clinical correlations, exchange of ideas self-directed learning and critical thinking skill. Majority of them expressed needs, guidance from teachers to learn, a complex subject like embryology and didactic lectures helps them to know the, depth of a particular topic. Students had mentioned that they did not learn basic concept of the particular topic by PBL. Therefore, they expressed that PBL session should be conducted after DL. Conclusion: PBL can be implemented in small group, to improve the communication skill, critical thinking even in the conventional curricular medical schools but DL cannot be replaced by PBL. Therefore, hybrid problem based learning (HPBL) will be a better strategy to learn basic science subjects.

Relevance and attitudes toward histology and embryology course through the eyes of freshmen and senior medical students: Experience from Serbia

Histology and embryology are prerequisite for understanding the complexity of cell and tissue organization, function and development. The aim of this study was to examine the attitudes of medical students toward relevance of histology and embryology in their pre-clinical and clinical medical practice. The study sample consisted of 900 undergraduate students of 1st and 6th study year at the School of Medicine in Belgrade, Serbia. Data were collected using an anonymous questionnaire. Senior students reported the relevance of histology and embryology knowledge for learning pathology, dermatology, physiology, gynecology and obstetrics, pathophysiology and pediatrics. Examination of students’ attitudes revealed that 1st year participants more often acknowledged histology and embryology as being of great importance for their professional career. Analysis according to gender indicated that female students consider embryology as of greater importance for further medical education and future clinical practice than male students. Overall, study results suggest that medical students have a positive attitude toward histology and embryology undergraduate course. This evidence could be used as an additional motive for the development of histology and embryology courses, with special emphasis on practical application of knowledge in clinically-oriented setting.

Role of Peer‐Teaching in Graduate Anatomical Sciences Education

Educational effectiveness of peer‐teaching in K12 through undergraduate education has been well documented. Peer‐teaching activities have been shown to increase active learning engagement and long‐term retention of learned material. It is not surprising that more and more professional health sciences programs are implementing problem‐based learning and team‐based learning in their curricula of which peer‐teaching is an essential component. While the integration of peer‐teaching activities are widely utilized in medical education, reports on the use and effectiveness of peer‐teaching are lacking from the graduate (PhD and Master's) programs in the field of health sciences. The objectives of the study were to; 1) quantify the educational value of peer‐teaching activities in an anatomical sciences graduate program and; 2) assess graduate students’ perceived value of peer‐teaching in their learning and professional development. Over the two year period, first year graduate students enrolled in an introductory embryology course were randomized into groups of three and each group was assigned to teach one embryology concept to their classmates. To assess the value of the peer‐teaching exercise, each group members’ exam performance on the topic they taught were compared against topics they did not teach. Exam scores of the students on the peer‐taught topics were also compared with the scores on the instructor taught topics to assess whether being taught by the student peers had positive or negative effect on student learning. Students’ evaluations of the embryology course were also analyzed to assess students’ perception of the peer‐teaching project. The results reveal that students performed significantly better on the embryology topics that they taught to the class and that they retained the information better approximately one year after completion of the course. Students’ exam performances on the content taught by their peers vs. the instructor did not show significant differences. Analyses of students’ evaluation of the embryology course revealed that the teaching project was rated highly and mentioned as the most effective learning experience in the course. Students also remarked that the formal peer‐teaching project enhanced their level of confidence and ability to communicate well. Interestingly, the most commonly mentioned disadvantage about the teaching project was that students felt that they did not learn the content taught by their peers as well. In conclusion, the current findings indicate that peerteaching exercises implemented in a graduate curriculum has numerous positive impacts in student engagement, learning, long‐term retention and professional development with little to no evidence of negative impact despite students’ perception that they may not learn as much from their peers.Support or Funding InformationMaster of Science Program in Modern Human Anatomy, University of Colorado School of Medicine