Anatomy Students Research Articles

Getting to the (Turning) Point: A Systematic Interactive Approach for Teaching Identification of Cross‐Sectional Cadaveric Structures

IntroductionThe ability to interpret cross‐sectional anatomy in radiological scans is a necessary diagnostic skill for clinicians. The skills to spatially translate three‐dimensional (3‐D) anatomy into a two‐dimensional (2‐D) plane of section is challenging for beginner anatomy students. However, the capability to build these skills is critical for their medical and research training.AimThe following lesson was employed with the objective to aid first year medical and graduate students at Boston University School of Medicine in applying their understanding of 3‐D anatomy to interpret 2‐D transverse sections of the thorax, abdomen, and pelvis of human cadavers. Turning Technologies “Turning Point” application was used to measure students’ change in understanding of the material before and after.MethodsThe lesson began with an assessment of cross‐sectional knowledge using the Turning Point application on students’ phones. The students then participated in a lecture designed to systematically guide them through a general screening of osteological landmarks, muscles, blood vessels, organs, and other visceral structures at each vertebral level on cross‐sectional images of the thorax, abdomen, and pelvis. Students were guided on how to recognize the general topography and obviously identifiable organs in each section. They were then taught more specifically how to identify increasingly challenging anatomical features, such as organ‐specific structures, based on their previous 3‐D and 2‐D knowledge of the larger structures in the section. This lecture portion of the lesson gave students a system for how to apply and interpret 3‐D anatomy and transpose it into a 2‐D cross‐section. After the lecture portion of the lesson, students were asked to answer a series of practical‐style questions using the Turning Point app. Question types included multiple choice, short answer, and “hot spot” style.ResultsIn total, 42 students participated in the lesson. The overall class pre‐test average was 60.31 ± 26.79% while the post‐test average was 72.40 ± 13.28%. A comparison of individual pre‐test vs. post‐test scores using Wilcoxon Signed‐Ranks test revealed a significant improvement in student’s performance (p=0.0098, two‐tailed). Average scores of questions in each anatomical region were assessed (thorax: 67.21 ± 32.46%, abdomen: 71.71 ± 18.82%, pelvis: 70.76 ± 34.43%).ConclusionBased on student performance and feedback, this teaching method is an effective tool for improving students’ confidence and knowledge in interpretation of cross‐sectional anatomy. By using a systematic teaching approach with robust identification markers, Turning Point was an effective addition to help build students understanding and confidence in the material.Support or Funding InformationNo funding was received

Students Teaching Students: What Do Graduate Student Instructors Gain from Teaching Study Skills to Undergraduates?

In recent years there have been several anatomy education doctoral programs that have emerged to train future educators and educational researchers in response to the growing demand for high quality anatomy educators. These programs are still quite novel, which merits examination of experiences gained by students currently enrolled in or those who have graduated from such programs as a means for determining how to best prepare individuals to effectively teach undergraduate and graduate/professional students in the basic sciences. This phenomenological study (IRB Protocol 2018‐0214) aimed to examine the experiences of individuals who, as graduate students, taught an optional 1‐credit hour learning skills course to undergraduate anatomy students. This course, MSCI M100, was designed to guide undergraduate students in developing effective study skills that would aid them as they concurrently complete an anatomy course. Seven individuals took part in a semi‐structured interview and their first‐person experience gained through teaching the undergraduate study skills course was described. Each of the individuals taught the course at least once during their time as a graduate student. Once the interviews were transcribed, thematic analysis of the interview transcripts was completed in which the transcripts were read and coded. These codes were further refined to capture common themes among the participants’ experience in teaching this course. Thorough investigation of the experiences these individuals gained when they taught MSCI M100 will help to determine the impact teaching this course has had in shaping these individuals as future educators in undergraduate or professional schools, and whether teaching this course, or similar courses, is a valuable experience that could be recommended for students in other (similar) programs.

Undergraduate Student’s Preferred Learning Modality for Flipped Anatomy Laboratory Sessions

IntroductionThe flipped classroom approach (FCA) is a growing instructional method in higher education. In the flipped classroom, students’ first exposure to content is prior to class, commonly in the form of two learning modalities (LMs): a textbook reading, or a video recording. Class time then focuses on the application of knowledge. This approach has been implemented in many lecture‐based courses; however, it has yet to be fully evaluated in the anatomical laboratory (lab). It remains unclear whether students prefer traditional or flipped instruction for anatomy lab sessions and, with a FCA, which LM provides anatomical content exposure that most aligns with student preferences. Thus, the aims of this cross‐over study were: (i) to determine students’ preferred instruction type for anatomy lab sessions, (ii) to determine students’ rank‐order of learning modalities for anatomical content exposure from most to least preferred, and (iii) to establish the reasons for learning modality preferences.MethodsUndergraduate students (n=59) were recruited from a systemic human anatomy course at the University of Western Ontario and were placed in one of four study groups. The groups were exposed to three flipped and one traditional lab sessions, with each session focused on a different musculoskeletal region. The flipped lab sessions used one of the following LMs for content exposure before the in‐lab component of the session: a textbook reading, a video recording, or a three‐dimensional (3D) anatomy application (app). The traditional lab sessions did not have content exposure before the in‐lab component but consisted of a lab talk during the in‐lab session using cadaveric specimens. An open‐ended questionnaire determined student’s preferred instruction type and rank‐order preference for the LMs. Open‐ended questions were coded and analyzed for themes to establish the reasons for the student’s rank‐order of the LMs.Results(i) The majority of students (57.6%) preferred a LM associated with flipped instruction compared to that associated with the traditional instruction. (ii) The average ranking of the LMs from most to least preferred were lab talk, 3D anatomy app, video recording, and textbook reading, with the textbook reading most often ranked as the least preferred LM (p < 0.05). (iii) Based on responses to the open‐ended questions, many students preferred LMs that allowed for representational visualization of the anatomical structures. Majority of students also preferred LMs, which allowed them to control their pace of learning. Inadequate visualization of the structures and lack of engagement were the main reasons the textbook reading was predominately ranked as the least preferred LM.ConclusionThe FCA relies heavily on student’s gaining a baseline of knowledge before class time; therefore, it is important to determine the LMs that enhance engagement, and most align with student learning preferences to promote completion of content exposure before class. This study revealed that anatomy students prefer LMs that promote visualization of the structures and allow for control of the pace of learning. Thus, when designing LMs to expose undergraduate students to the anatomical content, consideration should be given to the incorporation of the identified preferences to maximize student engagement.

Neural Basis of Anatomical Knowledge: An fMRI Study of Experts and Novices

How do anatomy instructors neurally organize anatomical knowledge? How does it compare to their undergraduate students’ organization? Using fMRI, we examined the neural activation patterns of expert anatomists and undergraduate anatomy students while completing an anatomy semantic task. In this talk, the outcomes of this study will be discussed then be examined in the context of curriculum and anatomical education.Support or Funding InformationNone.

Learning Anatomy Through Yoga

The aim of this project is to provide a unique tool for anatomy students of all levels to apply common physical activities in the process of learning anatomical structures and functions. The practice of yoga was chosen to demonstrate the dynamic anatomical components of the upper and lower limbs through a variety of poses. This is explored through a series of videos: ‘Learning Anatomy through Yoga’. This series was developed with a fourth year medical student at the University of Michigan, who is also a certified yoga instructor. During the musculoskeletal sequence in April, first year medical students will assess the efficacy of this resource via surveys. In the future, the ‘Learning Anatomy through Yoga’ video series will be part of a broader project that demonstrates functional anatomy in everyday physical activity, such as weight lifting, rowing, pilates, etc.Instructor demonstrating specific attachment points on skeletonFigure 1

Evaluating the Impact of the Laboratory Learning Environment and Use of a Computer‐assisted Learning Resource on Anatomical Knowledge Recall among Undergraduate University Students

Developing lasting knowledge of human anatomy is foundational for students in the health sciences. Anatomy teaching methods are constantly adapting to achieve this goal, despite time and resource limitations. Interventions that target the laboratory environment, such as moving from dissection‐ to prosection‐based teaching or adding computer‐assisted learning resources, are widespread. However, the long‐term effect of such interventions on knowledge retention is not well understood. Accordingly, this study evaluated 1) the influence of the laboratory learning environment (dissection‐ versus prosection‐based) and 2) the impact of a curriculum‐targeted computer‐assisted learning resource on long‐term knowledge recall among non‐medical undergraduate human anatomy students at the University of Guelph. Participants reported their demographic information, approaches to learning in the course, and use of the computer‐assisted learning resource through a combination of online and written surveys. Knowledge recall was assessed through a written test of short‐answer questions administered three months after the course ended. The test included two low‐order questions and two high‐order questions (based on the Blooming Anatomy Tool), which were evaluated using the Structure of the Observed Learning Outcome Taxonomy to yield performance scores. The performance scores were compared between dissection‐ and prosection‐based groups, as well as between low‐ and high‐frequency users of the computer‐assisted learning resource with the Mann‐Whitney U test. Furthermore, multiple linear regression analyses were used to investigate the relationships between 1) the laboratory learning environment and performance and 2) use of the computer‐assisted learning resource and performance, while controlling for students’ approach to learning scores, final grades, and how recently they studied the material. The laboratory environment was not found to influence knowledge recall (p > 0.05). However, high‐frequency users of the computer‐assisted learning resource demonstrated stronger knowledge recall than low‐frequency users (p = 0.003) and use of the resource was strongly positively correlated with performance on high‐order questions (p = 0.014) when controlling for the aforementioned variables. Deep approaches to learning were positively associated with overall knowledge recall ability in both comparisons (p < 0.05). These findings suggest that the dissection‐ and prosection‐based laboratory teaching approaches at the University of Guelph offered equal opportunities for long‐term knowledge retention; however, using the resource more frequently and pursuing a deeper approach to learning in the course may help students develop stronger long‐term knowledge recall abilities. Therefore, supplemental computer‐assisted learning resources can be used as a low‐risk intervention to support cadaver‐based human anatomy education and promote long‐term knowledge retention.

Analysis Of The Efficacy Of Various Types of Preparatory Work For The Gross Anatomy Laboratory

Educators are always looking for ways to provide more content to students without the student feeling overwhelmed and still performing well in the course. One way this is done is to provide preparatory work prior to class so the educator can focus on applying concepts in class, thereby guiding students to higher levels of learning domains. The literature informs educators that active learning is one way to help students apply concepts. There is also literature on how specific teaching techniques, such as videos, interactive modules, or 3‐dimensional imaging, enable knowledge acquisition and application. However, there is little research on the most effective method of delivering preparatory content. This study aims to explore the most effective preparatory work for students to acquire baseline knowledge prior to gross anatomy laboratory sessions.Consenting graduate students (n=21) in an anatomy course were divided into three groups (A, B, and C). For each dissection‐based laboratory session, each group was assigned a type of preparatory work: typed notes, labeled images, or a video describing the labeled images. Students were asked to spend 30–40 minutes reviewing the preparatory work. At the beginning of the session, students’ knowledge was assessed with a short, fill‐in‐the‐blank (FITB) quiz identifying structures on cadaveric specimens. At the end of the session, students filled out a short survey on their perceptions of the preparatory work. Throughout the semester, each group rotated through the three different preparatory assignments. Differences in quiz scores between groups were compared using one‐way ANOVA in R‐software (v.3.6.0) for each laboratory session.This study analyzed overall, if there was a type of preparatory work that helped students acquire knowledge prior to application in a laboratory session. Results do not suggest that one type of preparatory work is preferable over another for student knowledge acquisition. Overall, quiz scores were lower than expected, indicating that students were not using the preparatory work prior to attending the laboratory session. It should be noted that students were required to use the preparatory work. After a question was added to the quizzes whether they did the preparatory work or not, students indicated that they did not complete the preparatory work. Survey data demonstrates that students prefer content that incorporates aspects of each type of preparatory work. For example, those that watched the video requested notes and/or charts; those that had notes requested images; those that had labeled images requested more details. These data suggests that providing information on location of structures wasn’t enough for students. Based on both the quiz scores and survey data collected, students require more information on how structures relate to surrounding structures with both written information and visual information in order to correctly identify structures in the gross anatomy laboratory. Therefore preparatory work for gross anatomy laboratory sessions should be multi‐modal in design. This study will be repeated with the next cohort of graduate anatomy students in Spring 2020.

Spinal Nerve Modeling Within The Spinal Canal

The objective of this work is to develop a high‐resolution model of the brachial plexus with detail including individual spinal nerve rootlets. Medical illustrations may include this level of detail with artistic enhancement of structures of interest and suppression of background visual noise. Careful cadaver dissection of an open spinal canal and separated dural sheath will reveal the detail we seek for our digital model, but such dissection usually demonstrates them in positions unlike that of the living and intact nervous system. Our goal is to segment the nerves forming the brachial plexus, retaining their positions in‐vivo. We use a high resolution Visible Human Project type block face image dataset. The image database is from whole‐body imaging of an elderly, female donor with visible pathology. The focus of this work was on modeling the spinal nerves from C3 to T1. The brachial plexus and some peripheral nerves were included for orientation. This image database is made up of voxels spaced orthogonally 63μ apart, compared to the Visible Human Male image database with voxels spaced 1000μ apart. This voxel size yields a spatial resolution on the order of 300μ for this new dataset compared to the 5mm resolution of the VH Male. We can now see individual rootlets exiting the spinal cord to form the anterior and posterior spinal nerve roots but it is still challenging to follow each rootlet from beginning to end. We concentrated on nerves C3 to T1 which are the most visible as they diverge from the spinal cord soon after exiting the spinal columns. We were able to identify an average of five rootlets for each anterior and posterior root for nerves C3 through T1. Splines were constructed with control points to fit the path of the nervous structures. Each control point was assigned a radius to approximate the size of the structure at that point. We identified an anatomic anomaly demonstrating a conjoined posterior rootlet, which emerged from the posterior gray horn as one rootlet but split to contribute to the roots of C6 and C7. Within the brachial plexus we were able to identify the posterior rami for spinal nerves C3 to C5, which we were unable to find in VH Male data. For nerves C5 through C8 we followed anterior rami into the trunks, divisions, and cords of the brachial plexus. Following divisions and cords proved difficult because the cadaver was oriented with arms at her side such that the brachial plexus was compact as it is in the anatomical position. Freezing artifacts occasionally obscured the tissue, making it hard to confidently follow specific nerve components in a cluster of multiple trunks or divisions. We were still able to identify the superior, middle, and inferior trunks of the brachial plexus, the posterior and anterior divisions of each trunk, the lateral, posterior, and medial cords, the terminal nerves, and branching peripheral nerves. This modeling of the cervical spinal nerves and the brachial plexus is not only unique because of the extraordinary detail of the nervous structures, but also advantageous because it allows anatomy students to visualize these nerves in the same spatial configuration as in the living human.Figure shows 3D splines of brachial plexus and spinal nerve rami, roots, and and rootlets of C3 through T1.Figure 1Figure shows anatomical anomaly found where two nerve rootlets coming out from the root of C6 and C7 conjoin into a single rootlet before entering the posterior gray horn.Figure 2

Flipped Classroom in Human Anatomy Teaching and Learning: Performance Analysis and Perceptions of Health Academics

Contemporary pedagogical practices have undergone restructuring and paradigm shifts; in this scenario, hybrid teaching emerged, which has as one of its modalities the flipped classroom. This study, of a mixed and exploratory nature, the objective was to investigate the impact of the flipped classroom on academic performance in human anatomy and the students' perceptions of this methodology in their teaching and learning in this discipline. Participants were human anatomy students from health courses at a private university in the metropolitan region of Porto Alegre/RS. A didactic intervention was carried out through the flipped classroom methodology, including the study of the urinary and reproductive systems, where the previous material was made available through two digital hypertexts and in the classroom, digital albums were built. Data were collected through pre and post-test questionnaires, with open questions or Likert scale and analyzed through response scores and content analysis. Participants demonstrated better post-test performance by providing more insight into related content. As for the perceptions, they highlighted the contribution of the flipped classroom to their learning and emphasized as their main positive points their contribution to learning, understanding and memorization, as well as allowing greater interaction and cooperation among colleagues. The most salient negative points were the lack of teacher exposure and the permanence of doubts.

Development and Introduction of Facebook Teaching Module for First Year Medical Students in Anatomy: A Students’ Perspective

Development and Introduction of Facebook Teaching Module for First Year Medical Students in Anatomy: A Students’ Perspective

Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies?

Learning anatomy and physiology at university can be challenging, as students need to understand both the language of the discipline and complex topics, such as system integration. Yet learning strategies are rarely taught at university, making it difficult for students to adopt new strategies, if their approach to learning has not been effective or efficient. This study evaluated the use of small-group peer discussion boards as an avenue for sharing learning strategies between students in a first-year anatomy and physiology course. The majority of students (91%) identified strategies from the discussion board worth trying before they completed the midsemester exam. The most frequently reported type of strategy was transforming records. By the end of semester, 76% of students had adopted at least one new strategy; however, these students performed significantly worse on the exam compared with students who did not adopt new strategies. The students who adopted new strategies learned about them from peers (33%), the discussion board (32%), or through self-discovery (32%). The majority of students (83%) found the discussion boards to be useful as a source of new learning strategies and for insight into how others learn. Although the discussion boards provided an avenue for students to learn about new strategies from each other, further guidance from instructors may be required to help students evaluate the effectiveness of these learning strategies.

A Study on Students’ Perceptions for Online Zoom-app based Flipped Class Sessions on Anatomy Organised during the Lockdown Period of COVID-19 Epoch

Introduction: In the present situation of containment for COVID-19 epoch, the physical classroom sessions in medical colleges were suspended by different Government advisories. Faculties have been guided by the university as well as institution to carry on the online teaching to the medical students. As the students were not present physically so flipped class model has been implemented using the Zoom cloud app for teaching Anatomy. Aim: To explore the perception of undergraduate students of Anatomy regarding online Zoom-app based flipped class sessions and to obtain the suggestions for improvement of such classes organised during the lockdown period of COVID-19. Materials and Methods: Ten gross Anatomy topics and 10 histology slides (total 15 sessions; one session for each gross anatomy topics and five sessions covering two slides for each day) were discussed in flipped class mode. For each session the text materials were served to the students two days before. On the third day, face to face interactive classes were undertaken using the Zoom platform; for the entire 199 students of Anatomy. After completion of one month, students' perceptions were obtained by semi-structured questionnaire made with Google form. Results: Although the department has organised almost daily Zoom sessions with pre-shared study material; in flipped classroom mode, but majority of the students opined for maximum three days per week Zoom sessions instead of every day's classes. Total 92% preferred the current strategy of advanced sharing of study material instead of concurrent sharing of text. Almost 93.5% students felt the study material helpful to them, 79% students found the Zoom sessions helpful for their doubt clearance. Strikingly, 53.36% students confessed that they failed to keep up with the progress of the classes in daily mode. There was a mixed reaction for continuing such mode of teaching in the post-lockdown era. The network connectivity became a broad issue as constrain to almost all of them to participate in online discussion platform. Conclusion: As the students and teachers were new in the online mode of teaching; so students feedbacks were felt need for future planning. The students had an opinion to lessen the number of classes so that they can cope up with the study material. However, majority of them wanted to move back to their classrooms rather than remain in the online mode of learning.

Learning musculoskeletal anatomy through new technologies: a randomized clinical trial.

Objective:to investigate the influence of the application of new methodologies on learning and the motivation of students of the Anatomy discipline.Method:randomized, longitudinal, prospective, intervention study. Sixty-two students were recruited to assess the impact of different methodologies. The sample was randomized to compare the results of teaching with a 3D atlas, ultrasound and the traditional method. The parameters were assessed through a satisfaction evaluation questionnaire and anatomical charts. Repeated measures ANOVA was used to determine statistical significance.Results:in terms of the usefulness of the seminars, 98.1% of the students considered them to be very positive or positive, stating that they had stimulated their interest in anatomy. The students who learned with the 3D atlas improved their understanding of anatomy (p=0.040). In general, the students improved their grades by around 20%.Conclusion:the traditional method combined with new technologies increases the interest of students in human anatomy and enables them to acquire skills and competencies during the learning process.

Digital and Social Media in Anatomy Education.

The use of images in various forms (drawing, photography, digital applications) has always been intrinsically associated with anatomy; however, the way in which anatomy educators and students create, access, view and interact with images has changed dramatically over the last 20years. The method that anatomy educators use to engage with students and the wider public and how students engage with each other and faculty has also changed since the turn of the century, largely due to the emergence of social media. These two facets, the move towards digital images and the use of social media, are now intricately interlinked because social media enable anatomy educators to share digital learning resources easily and instantly to a global audience. This new trend of using social media to share digital images has created some ethical dilemmas that anatomy educators are researching and seeking guidance on to ensure that they are representing the potential conflicting needs and/or requirements of different stakeholders, including donors, donor families, students, the public, regulators and anatomy educators themselves. Meeting the various needs of stakeholders is complex; however, this chapter suggests an ethical approach for how digital images and social media can continue to be part of anatomy education.

Axillary artery variation: The rule not the exception

Introduction: Anatomic morphology commonly depicted in atlases or textbooks is often emphasized in gross anatomy classrooms; however, considerable variation may be observed in cadavers during dissection, particularly in the vascular system. This study statistically assesses the frequency of the classic versus variant axillary artery branching pattern and compares these observations to the incidence of variation described in the literature. Material and Methods: Axillary artery branching pattern was studied in 62 cadaver limbs. A Chi square goodness of fit test with post hoc analyses on the adjusted standardized residuals was used to evaluate branching patterns. Results: A statistically significant difference existed between the observed and expected frequencies of the classic presentation (P < 0.001). The axillary artery branching pattern exhibited the classic presentation in 17.7% of this sample; 82.3% of the limbs displayed a variant in at least one major axillary artery branch. The lateral thoracic and posterior circumflex humeral arteries were significantly variable branches observed in their textbook locations in 40.3% and 61.3% of cases, respectively. The superior thoracic, thoracoacromial, and subscapular arteries were significantly conserved branches documented in their textbook locations in 97%, 98.3%, and 98.3% of cases, respectively. Discussion and Conclusion: While anatomy educators and students understand that anatomic structure has an inherent range of variability, the classic axillary artery branching pattern students expect to find in cadavers and patients rarely occurs. Educators must present a realistic picture of anatomic complexity and emphasize the clinical and surgical implications of anatomical variation.

Are quiz‐games an effective revision tool in Anatomical Sciences for Higher Education and what do students think of them?

AbstractRecently, there has been an increased volume of pedagogical research and practice of mobile learning (m‐learning) and gameplay in education. This paper presents the findings of a study that examined the effect on achievement and explored student perception towards quiz‐game play prior to an anatomy assessment in first year Higher Education students. Achievement data was collected over two academic years at all module assessment (A1–A4) points. A1 was used as a baseline, showing no difference between groups or years, A2 and A3 were comparable online assessments done on the lower and upper limbs that followed the same format; A4 was a viva–voce to assess the whole module learning. The optional 15‐minute quiz‐gameplay intervention (G) using a mobile application was initiated prior to A3, those students who chose not to participate performed their traditional study routine; no other changes to assessments were made resulting in a Gameplay and non‐gameplay (G, NG) group for each year. Students were invited to participate in an online focus group (N = 84) and a sample undertook in‐depth interviews (N = 9) to gain qualitative data on their perceptions of the intervention. Students who participated in the gameplay (G) group (N = 87) demonstrated a significant improvement in A3 compared to A2, and the non‐game play (NG) group (N = 164) a significant decrease. A thematic analysis was undertaken on the focus group and interview data revealing key aspects of quiz‐gameplay as a learning tool. This paper offers insight into the potential benefit of encouraging m‐learning gameplay as part of revision or learning for anatomy students. This information could help educators and study support facilitate efficient revision methods as well as initiate further research into the use of anatomy gameplay to enhance the student learning experience. Practitioner NotesWhat is already known about this topic Repeated and formative quizzing can help memory or knowledge retention. Gameplay can help student engagement, learning and flow depending on the game in question. What this paper adds Using mobile app‐based quiz‐games prior to an anatomy assessment can improve student achievement. Students tend to play mobile app‐based quiz‐games whilst commuting on public transport, in their free time at home and at university. Elements of mobile app‐based quiz‐games students identified as important are that they are interactive, allow competition, are visually appealing, provide instant feedback, are user friendly and are facilitated by the teacher. Implications for practice Educators should encourage mobile app‐based quiz‐games to increase short‐term learning or revision. Educators should facilitate mobile learning quiz‐game opportunities to encourage learning outside of the classroom. Educators wanting to integrate mobile app‐based quiz‐games in their classes should use the game attributes identified in this study.

Association of Class Attendance and Academic Performance of MBBS Students in Anatomy

Association of Class Attendance and Academic Performance of MBBS Students in Anatomy

The “Anatomy Colored Cards Game” – An alternative, inexpensive and accessible teaching tool for anatomy students

The “Anatomy Colored Cards Game” – An alternative, inexpensive and accessible teaching tool for anatomy students

Assessing a Novel Method of Calculation of the Cobb Angle for Scoliosis: Interexaminer Reliability and Student Satisfaction

ObjectiveThe objectives of this pilot study were to compare the interexaminer reliability of 2 different methods of Cobb angle measurement and to determine whether the participants considered 1 of the 2 methods easier to learn, understand, and apply. MethodsEntry-level anatomy students who have familiarity with vertebral column anatomy but have not had previous radiology training were instructed on how to measure a Cobb angle. Each student measured 2 curves (thoracic and lumbar) on a single radiograph, first with the traditional method of Cobb angle measurement and second with a novel method of Cobb angle measurement using a digital level. ResultsThe variance of measurements decreased by using the novel method from thoracic to lumbar measurements and for the moderate and severe scoliosis films. All decreases in variance were statistically significant except for the lumbar measurement variance for the severe scoliosis film. The novel method of Cobb angle measurement with these same participants showed interexaminer reliability. More than 78% of naive participants considered the proposed method easier to learn, understand, and apply when compared with the traditional method. ConclusionIn this group of naive students, there was improved interrater reliability, greater satisfaction, and reduced measurement variances in some cases, with a novel method using a digital level to measure the Cobb angle compared with the traditional method of measurement.

An anatomical study on various types of suprascapular notch, its relation with glenoid cavity and morphometry of scapula in south Indian population

Introduction: Superior border of scapula presents a suprascapular notch. Suprascapular nerve entrapment syndrome may be caused due to compression of the nerve at the notch. Previous studies have shown that there are various types of suprascapular notch and clinicians must be aware of these types and their prevalence. Aim: This study was conducted with the following objectives, a: To know the morphometry and morphological variations of suprascapular notch; b: To measure the safe zone distance necessary to avoid iatrogenic injuries to nerve; c: To correlate the major scapular dimensions with that of suprascapular notch. Materials and Methods: We collected 100 dried human scapulae from department of Anatomy and medical students of AIMS&RC, Devanahalli, Karnataka and Sri Narayana Institute of Medical Sciences, Ernakulam, Kerala. The Suprascapular notch was classified according to Rengachary’s classification. Dimensions of all different class of suprascapular notches, that of scapulae and safe zone distance was measured using digital Vernier calipers. Results: Majority of scapulae had type II SSN (33%) and least common variety found was type IV (4%). Least surface area in type V notch measured was 36.16mm2. Mean safe zone distance between SSN and supraglenoid tubercle (S1) in all 100 scapulae is 30.31+/-3 mm. The mean distance between spinoglenoid notch and posterior rim of glenoid (S2) is 16.82+/-2.19 mm. Mean length of all 100 scapulae is 135.12+/-1 mm. Mean width of scapula is 101.69+/-6.8 mm. Mean length and width of glenoid fossa is 33.83+/- 3.25 mm and 24.2+/-2.34 mm respectively. Conclusion: Ossified superior transverse scapular ligament can compress the nerve causing entrapment syndrome. Since suprascapular notch presents various shapes, this study is an attempt to add further data to the existing studies about suprascapular notch, its morphometry and safe zone distance to avoid injury to nerve during surgery. Keywords: Neuropathy, Scapula, Shoulder join