Additional head of biceps brachii: a cadaveric study

Background: The biceps brachii is an important muscle of anterior compartment of arm. It shows frequent anatomic variability due to presence of supernumerary heads. Knowledge of the existence of the third head of biceps brachii is important for surgeons. Keeping this in mind a study was planned to see the incidence of additional head of biceps brachii in sample Indian population and to compare it with other racial groups.Methods: The study was carried out on 30 cadaveric upper limbs. The upper limbs were dissected and studied for the presence of additional head of biceps brachii. The attachment and nerve supply of the additional head was carefully observed, recorded and documented.Results: Out of 30 limbs which were dissected, additional head of biceps brachii was found only in two limbs. In both the cases the additional head was present only on the right side and arose from the anterior surface of humerus, superomedial to the origin of brachialis. The additional head fused with the common bulk of the muscle and was inserted into the radial tuberosity and bicipital aponeurosis. The extra heads of biceps brachii muscle received branches from musculocutaneous nerve.Conclusions: Biceps brachii is one of the commonest muscles showing variations. The additional head is not only of academic importance, but its knowledge also helps clinicians in managing fractures of humerus and nerve entrapment.

Jigsaw puzzle to teach anatomy to first year MBBS students

Background: Anatomy provides a platform of knowledge indispensable to all the branches of medicine. Students have to learn many new concepts and tongue-twisting terminologies, making this subject difficult to comprehend. It has been seen that a range of innovative, proactive, simple, hands-on approach strategies can achieve maximum student engagement and help them learn. Aim is to take students from the traditional view of anatomy as a subject that require surface learning (rote learning, memorization) to one that can lead to deep learning through understanding. Keeping all this in mind a study was planned to develop an innovative method of teaching anatomy to 1st year MBBS students.Methods: The diagrams of sagittal and horizontal sections of the brain were selected, marked and cut into jigsaw pieces. Students were given an incomplete jigsaw puzzle and a set of questions. The answer to these questions helped them complete the puzzle. Perception of students who consented to participate in the study was noted.Results: Out of 98 students who participated in the study 61.2% wanted to participate in similar activities in future in anatomy and 57.1% felt that it helped them in understanding the topic. For 52.1% it was a useful self-learning tool and for another 48.9% students solving the puzzle was a challenging experience.Conclusions: Jigsaw puzzle is an efficient way for students to become engaged in their learning. It maximizes interaction and establishes an atmosphere of co-operation and respect for other students and improves learning.

Stress and emotion regulation in resident doctors at a tertiary care hospital of North India

Background: The stress of medical training stems from academic pressure, exhausting work hours and striving for perfectionist standards. The demanding nature also requires involvement with emotionally draining aspects of life (human suffering, death, sexuality and fear). This may impair quality of life of medical students and influence patient care. As a consequence, post graduate medical students can experience an alarming amount of stress-associated anxiety, depression, substance abuse, and even suicide. Chronic stress is also known to influence memory, learning and especially problem-solving abilities which require flexible thinking. The study was carried out to evaluate the relationship of stress to cognitive reappraisal and emotion suppression in post graduate medical students. Methods: 150 post graduate medical students participated in the study. Emotion Regulation Questionnaire and Professional Life Stress Questionnaire were administered on each participant. Data collected was kept confidential. Results were tabulated and statistically analysed.Results: Out of 150 participants, 85 (56.67%) experienced stress. 65 (43.33%) participants had stress in the moderate range, 20 (13.33%) participants had stress in the problematic area for whom remedial action was required. 52% showed high cognitive reappraisal, while 54% showed emotional suppression.Conclusions: The correlation between stress, cognitive reappraisal and between stress, emotion suppression showed weak strengths.