Practical study on reconstruction of the regional anatomy course system based on clinical practice ability / 中华医学教育探索杂志

Regional anatomy teaching not only requires students to deal with the basic knowledge of human body including the level, location and adjacent relationship, but also to understand the clinical application of anatomical structure. Based on the four aspects of field anatomy, simulated surgery, clinical application lectures and CBL teaching, this study formulated a suitable assessment method to reconstruct the teaching system of regional anatomy relying on the improvement of the laboratory environment and the teacher team, aiming at cultivating students' clinical practice ability as the core and building a new regional anatomy course to meet the teaching needs of the new era.

The design and practice of high complexity blended teaching mode in regional anatomy teaching / 中华医学教育探索杂志

This study combines self-learning with a set of online and offline teaching and learning methods such as lecture teaching, case discussion and experimental method. In addition, this study designs a five-step blended teaching mode as well as a multi-tool and multi-dimensional comprehensive evaluation system of the whole process. Both the blended teaching mode and the comprehensive evaluation system have achieved good results after the implementation. The chapter test results show that the students' test scores applying this kind of blended teaching mode are significantly higher than that applying the traditional teaching mode; the ability test results show that under the high complexity blended teaching mode, the students' ability has been improved more effectively, which is more conducive to the realization of the core competence goals in the professional training objectives and teaching objectives.

Effects of open board lecture videos on anatomy / Efectos de los videos de conferencias de tablero abierto sobre anatomía

SUMMARY: COVID-19 has forced anatomists to perform non-face-to-face education using lecture videos. A Korean anatomist has given (white and black) board lectures and distributed lecture videos to the public for many years. This study was to verify the effects of open board lecture videos in the anatomy field. A questionnaire survey was carried out with the help of medical students who were exposed to the board lecture videos. The video provider uploaded the lecture videos on YouTube, where the viewing numbers were counted. At a medical school where the video provider belonged, the students mainly watched the lecture videos before the anatomy class. The watching hours of the lecture videos were related to the written examination scores. Students gave positive and negative comments on the board lectures. At the other two medical schools, students partly watched the lecture videos regardless of the teacher who delivered the lectures. The results suggested that students understood the board lectures themselves. On YouTube, the lecture videos were viewed by approximately 1,000 students. This paper introduces the desirable aspects of open board lecture videos on anatomy. The videos could enhance the quality of both students and teacher.

RESUMEN: COVID-19 ha obligado a los anatomistas a realizar una enseñanza no presencial mediante videos de conferencias. Un anatomista coreano ha impartido conferencias (en blanco y negro) y ha distribuido videos de conferencias al público durante muchos años. El objetivo de este estudio fue verificar los efectos de los videos de conferencias de pizarra abierta en el campo de la anatomía. Se llevó a cabo una encuesta con la ayuda de estudiantes de medicina que habían sido expuestos a los videos de conferencias de la pizarra. El proveedor de videos subió los videos de las conferencias a YouTube, donde se contabilizó el número de visualizaciones. En una facultad de medicina a la que pertenecía el proveedor de videos, los estudiantes vieron principalmente los videos de conferencias antes de la clase de anatomía. Las horas de revisión de los vídeos de las conferencias se relacionaron con las puntuaciones de los exámenes escritos. Los estudiantes dieron comentarios positivos y negativos sobre las conferencias de la pizarra. En las otras dos facultades de medicina, los estudiantes vieron parcialmente los videos de las clases, independientemente del profesor que las impartiera. Los resultados sugerían que los estudiantes entendieron las conferencias de la pizarra por sí mismos. En YouTube, los videos de las conferencias fueron vistos por aproximadamente 1000 estudiantes. Este artículo presenta los aspectos deseables de los videos de conferencias abiertas sobre anatomía. Los videos podrían mejorar la calidad tanto de los estudiantes como del profesor.

A artéria dorsal da escápula no terço inferior do músculo trapézio / The dorsal scapular artery in the lower third of the trapezius muscle

Introdução: O angiossomo da artéria dorsal da escápula (ADE) tem despertado crescente interesse aos cirurgiões reparadores embora as aplicações mais habituais do músculo trapézio (MT) sejam pelo arco de rotação da artéria cervical transversa (ACT) e seu angiossomo, mais cefálico, suficiente para propósitos de reconstrução em cabeça e pescoço. A possibilidade de se obter retalhos de grande território cutâneo para reconstruções no dorso estimula o estudo do angiossomo da ADE. Métodos: Oito lados de quatro cadáveres frescos foram dissecados para a investigação da ADE e 60 lados de 30 voluntários foram examinados por meio de eco-Doppler colorido, em busca da ADE. Resultados: Foram descritos dois padrões no curso da ADE nas dissecções, ambos irrigando a região do terço inferior do MT. O exame por eco-Doppler detectou a emergência e o curso da ADE para o terço inferior do MT bilateralmente em 27 dos voluntários, em dois somente à esquerda e não foi identificada em nenhum lado em um dos voluntários. Conclusão: Pode haver dois padrões no curso da ADE irrigando a região do terço inferior do MT. O exame por eco-Doppler colorido determinou a emergência e o trajeto da ADE em 56 dos 60 lados examinados.

Introduction: The dorsal scapular artery angiosome (DSAA) has aroused growing interest among repairing surgeons, although the most common applications of the trapezoid muscle (TM) are by the arc of rotation of the transverse cervical artery (TCA) and its angiomoses, more cephalic, sufficient for reconstruction purposes in the head and neck. The possibility of obtaining flaps of large cutaneous territory for reconstructions on the back stimulates the study of DSAA angiomoses. Methods: Eight sides of four fresh cadavers were dissected for DSAA investigation, and 60 sides of 30 volunteers were examined by color Doppler echo in search of DSAA. Results: Two patterns were described in the course of DSAA in dissections, both irrigating the region of the lower third of the TM. Doppler echo-examination detected emergence and course of DSAA for the lower third of The TM bilaterally in 27 of the volunteers, in two only on the left and was not identified anywhere in one of the volunteers. Conclusion: There may be two patterns in the course of DSAA irrigating the region of the lower third of the TM. The color Doppler echo-examination determined the emergence and the Path of the DSAA on 56 of the 60 sides examined.

Dissecção do plexo cervical na formação médica: aplicabilidades clínicas e cirúrgicas / Dissection of the cervical plexus in medical training: clinical and surgical applicabilities

A Anatomia da região cervical é de particular importância para os clínicos e cirurgiões de diversas especialidades médicas. Em se tratando da organização nervosa presente na região anterolateral do pescoço, encontra-se o plexo cervical, formado pelos ramos anteriores dos nervos cervicais C1 a C4, cuja função é promover a sensibilidade da pele anterolateral cervical, torácica anterossuperior e do couro cabeludo posterior, na cabeça, além de controlar a musculatura infra-hióidea e diafragmática. Logo, lesões a essa estrutura nervosa e aos seus ramos podem causar graves complicações ao corpo humano. Esse trabalho objetivou utilizar a dissecção da região anterolateral do pescoço como uma ferramenta pedagógica para o estudo das relações anatômicas dos nervos do plexo cervical observados durante essa prática, assim como relatar algumas de suas importâncias clínicas e cirúrgicas. O presente estudo é caracterizado como qualitativo/descritivo. A dissecção foi realizada semanalmente, durante o segundo semestre de 2018 e o primeiro semestre de 2019, com a supervisão do professor responsável e auxílio do técnico de laboratório, no Laboratório de aulas práticas da Universidade Estadual de Londrina (UEL). Considera-se que a dissecção da região anterolateral do pescoço permitiu a visualização de diversos nervos cutâneos e musculares do plexo cervical, assim como de alguns de seus ramos e suas relações anatômicas. Também contribuiu para o conhecimento da topografia em que se encontravam tais estruturas e sua organização em camadas. Esse conhecimento anatômico é essencial para a prática médica, tanto clínica quanto cirúrgica.(AU)

The anatomy of the cervical region is of particular importance for surgeons and physicians of different medical specialties. The cervical plexus can be found in the anterolateral region of the neck, formed by the anterior branches of the cervical nerves C1 to C4, whose function is to promote the sensitivity of the cervical anterolateral skin, anterosuperior thoracic skin, and posterior scalp, on the head, in addition to controlling the infrahyoid and diaphragmatic muscles. Therefore, injuries to this nervous structure and its branches may cause serious complications to the human body. This work aimed at using the dissection of the anterolateral neck region as a pedagogical tool for the study of the anatomical relationships of the cervical plexus nerves observed during this practice, as well as to highlight some of its clinical and surgical importance. This is a qualitative/descriptive study. The dissection was performed weekly, during the second semester of 2018 and the first semester of 2019, with the supervision of the professor in charge and the assistance of the laboratory technician at the Laboratory of Practical Classes at the State University of Londrina (UEL). It is considered that the dissection of the anterolateral neck region allowed the visualization of several cutaneous and muscular nerves present in the cervical plexus. It also contributed to the knowledge of the topography in which these structures were found and their organization in layers. This anatomical knowledge is essential for both clinical and surgical medical practice.(AU)

A new holistic assessment system and its impacts on student performance in regional anatomy / Un nuevo sistema de evaluación holística y sus impactos en el rendimiento de los estudiantes en anatomía regional

Summative and formative assessments are two overlapping complementary ways of assessing student progress in regional anatomy teaching and learning. Our present study was designed to create a new holistic assessment system that embraces both summative and formative assessments, and evaluate its impacts on student performance of regional anatomy. A collection of five formative assessment tests were designed and introduced into the teaching process of regional anatomy, and their performances were combined with scores of the summative assessment taken at the end of the semester to form the holistic assessment. And an anonymous survey was conducted to gather student perceptions regarding the assessments. We found, compared to summative assessment scores, students' overall average points are higher by 4.67 points (P<0.05) and 9.23 points (P<0.01) when evaluated by the holistic and formative assessment; formative assessment scores are positively correlated to summative assessment scores, and the Pearson correlation is 0.624. Questionaire investigation showed 57.65 % of the students wishes to be assessed by the holistic assessmen, and 97.9 % of the students think that the holistic assessment can promote the frequency of student-teacher communication, which helps them form the right learning attitude and improve the performance. The results indicated that holistic assessment is a more reflective and practical approach of evaluating student performance in regional anatomy teaching, which can increase studentteacher communication and enhance the self-directed learning among students.

Las evaluaciones sumativas y formativas son dos formas complementarias superpuestas de evaluar el progreso de los estudiantes en la enseñanza y el aprendizaje de la anatomía regional. El presente estudio fue diseñado para crear un sistema nuevo de evaluación integral que abarque tanto las evaluaciones sumativas como las formativas, y evalúe sus impactos en el rendimiento de los estudiantes de la anatomía regional. Se diseñó e introdujo una colección de cinco pruebas de evaluación formativa en el proceso de enseñanza de la anatomía regional, y sus desempeños se combinaron con los puntajes de la evaluación sumativa tomada al final del semestre para formar la evaluación holística. Además, se realizó una encuesta anónima para recopilar las percepciones de los estudiantes con respecto a las evaluaciones. Encontramos que, en comparación con los puntajes de la evaluación sumativa, los puntos promedio generales de los estudiantes son más altos en 4,67 puntos (P <0,05) y 9,23 puntos (P <0,01) cuando se evalúan mediante la evaluación holística y formativa; los puntajes de las evaluaciones formativas se correlacionan positivamente con los puntajes de las evaluaciones sumativas, y la correlación de Pearson es 0,624. La investigación del cuestionario mostró que el 57,65 % de los estudiantes desea ser evaluado por los evaluadores holísticos, y el 97,9 % de los estudiantes piensa que la evaluación holística puede promover la frecuencia de la comunicación entre estudiantes y maestros, útil para formar una actitud correcta de aprendizaje y mejorar el rendimiento. Los resultados indicaron que la evaluación holística es un enfoque más reflexivo y práctico para evaluar el desempeño de los estudiantes en la enseñanza de anatomía regional, lo que puede aumentar la comunicación entre estudiantes y maestros y mejorar el aprendizaje autodirigido entre los estudiantes.

Effects of Reading a Free Electronic Book on Regional Anatomy with Schematics and Mnemonics on Student Learning

BACKGROUND: To help medical students learn anatomy effectively in limited hours, a regional anatomy book enhancing students' memorization was developed.METHODS: Only anatomical terms essential for basic cadaver dissection are included along with schematic figures which enable memorization of complicated anatomical structures. Learning comics and comic strips that depict anatomy mnemonics and jokes were appended and sentences were written to be comfortably readable. The electronic book titled “Visually Memorable Regional Anatomy” has been distributed without payment or registration. With the help of 246 volunteer students from three Korean medical schools, the book's learning effects were evaluated.RESULTS: These students' book reading led to increase in their anatomy scores, including written examination scores and tag examination scores. It was an encouraging result that almost 20% of students spontaneously read the book no matter who presented their lecture or examination. A webpage version of the book was visited by thousands of users.CONCLUSION: The book with unique features may suggest a new perspective in the field of anatomy learning. After having acquaintance with essential structures from reading the book, students are able to and willing to study more from other resources.

Prevalencia de la arteria estriada medial distal en una muestra de poblaciones Colombiana y Peruana / Prevalence of distal medial striatal artery in a sample of Colombian and Peruvian populations

La arteria estriada medial distal hace parte de la circulación encefálica, nace de la arteria cerebral anterior generalmente a nivel de la arteria comunicante anterior, aunque según distintos estudios su origen varía, siendo así difícil de determinar con exactitud. Su importancia clínica radica en la prevalencia de aneurismas encontrados en esta arteria, que posteriormente podrían causar complicaciones debido a la región que irrigan, siendo estas las secuelas somático-vitales y neuropsicológicas, además de su inadecuado abordaje quirúrgico sin prever las alteraciones que puedan ser ocasionados; a causa de lo anterior es de vital importancia que los profesionales de la salud tengan previo conocimiento de la anatomía y la prevalencia de esta arteria en la población. Se realizó un estudio observacional de tipo descriptivo en donde se analizó la arteria estriada medial distal en 70 encéfalos, piezas de los anfiteatros de Medicina de la Universidad de Ciencias Aplicadas y Ambientales U.D.C.A. (Bogotá), la Universidad Científica del Sur UCSUR (Lima); fijados en formol al 10 %, se realizaron mediciones morfométricas mediante calibrador digital y se tomó el registro fotográfico con una cámara Canon. Posteriormente se ejecutó el análisis estadístico mediante el programa IBM SPSS Stadistics 24. Se encontró una prevalencia del 88,6 % de al menos una arteria estriada medial distal en población colombiana y un 97,1 % de la población peruana. Se identificó un diámetro externo promedio de 0,64 mm en población colombiana y de 0,68 mm en población peruana. Se observó una longitud promedio de 2,5 cm en ambas poblaciones. Se evidenció el mayor lugar de origen en la porción A2 de la ACA con un 37,1 % de población colombiana y un 51,4 % de población peruana. Se debe conocer adecuadamente la anatomía y las correspondientes variaciones anatómicas de esta arteria para así poder realizar un adecuado abordaje neurológico y neuroquirúrgico.

The distal medial striate artery is part of the brain circulation, born from the anterior cerebral artery generally at the level of the anterior communicating artery, although according to different studies its origin varies, being thus difficult to determine with accuracy. Its clinical importance lies in the prevalence of aneurysms found in this artery, which could later cause complications due to the region they irrigate, these being the somatic-vital and neuropsychological sequelae, in addition to its inadequate surgical approach without foreseeing the alterations that may be caused; Because of the above it is of vital importance that health professionals have prior knowledge of the anatomy and prevalence of this artery in the population. An observational descriptive study was carried out in which the distal medial striated artery in 70 brain cells, pieces from the Medicine amphitheatres of the Universidad de Ciencias Aplicadas y Ambientales U.D.C.A. (Bogotá), the Universidad Científica del Sur UCSUR (Lima); fixed in 10 % formalin, morphometric measurements were made by automatic calibrator and the photographic record was taken with a Canon camera. Subsequently, the statistical analysis was executed through the IBM SPSS Statistics program 24. A prevalence of 88.6 % of at least one distal medial striate artery was found in the Colombian population and 97.1 % of the Peruvian population. An average external diameter of 0.64 mm was identified in the Colombian population and 0.68 mm in the Peruvian population. An average length of 2.5 cm was observed in both populations. The largest place of origin was evidenced in the A2 portion of the ACA with 37.1 % of the Colombian population and 51.4 % of the Peruvian population. The anatomy and the corresponding anatomical variations of this artery must be adequately known to be able to perform an adequate neurological and neurosurgical approach.

El músculo esfenomandibular ¿es un músculo independiente o es un fascículo del músculo temporomandibular? / Sphenomandibular muscle, is an independent muscle or is a fascicle of temporomandibular muscle?

Desde los años 90, odontólogos británicos describieron la presencia del músculo esfenomandibular como un músculo masticador, luego fue estudiado por odontólogos brasileros y bolivianos, aún existe la errónea idea que su presencia no es real y se ha cuestionado que sea un músculo independiente. Objetivo: Demostrar la presencia del músculo esfenomandibular como músculo independiente y su relación con el músculo temporal. Material y métodos: Se siguió un proceso de disección especial sugerido por Campohermoso et al, para verificar al músculo esfenomandibular; se trabajó con siete hemicabezas humanas, Resultados: Todos los especímenes estudiados presentaron el músculo esfenomandibular, comprobando una inserción superior en la parte anterior de la apófisis pterigoides del hueso esfenoide retromaxilar muy cercana a la hendidura esfenoidea próxima al ingreso del nervio motor ocular común, y una inserción inferior en la cresta de la cara interna de la apófisis coronoides de la mandíbula; hay independencia de éste músculo con el músculo témporal. La media del promedio del músculo fue de 44,7 mm de largo, por 6,81 mm de ancho. Conclusiones: No es concluyente la presencia del músculo esfenomandibular, se requiere ampliar estudios en otras áreas como son aspectos embriológicos, fisiológicos, estructurales y clínicos, este estudio servirá como inicio de una línea de investigación analítica de los músculos masticadores.

Since the early 1990s, British dentists described the presence of the sphenomandibular muscle as a chewing muscle, then it was studied by Brazilian and Bolivian dentists, still exists the erroneous idea that his presence is real and has been questioned as an independent muscle. Objective: To demonstrate the presence of muscle sphenomandibular as independent muscle and its relationship with the temporal muscle. Material and methods: Followed a special dissection process suggested by Campohermoso et al, to verify the sphenomandibular muscle; they worked with seven human hemicabezas. Results: all specimens studied showed muscle sphenomandibular, checking an insertion in the front part of the bone pterygoid process sphenoid retromaxillary very close to the cleft sphenoidal close to the entrance of the common ocular motor nerve, and an insert lower on the crest of the inner side of the jaw coronoid process; independence of this there is muscle with the temporal muscle. The mean average of the muscle was 44.7 mm long, by 6.81 mm wide. Conclusions: The presence of the sphenomandibular muscle is not conclusive, is required to further studies in other areas such as embryological, structural, physiological and clinical aspects, this study will serve as the beginning of a line of analytical research of the chewing muscles.

Evaluation of Dimensions of Kambin’s Triangle to Calculate Maximum Permissible Cannula Diameter for Percutaneous Endoscopic Lumbar Discectomy: A 3-Dimensional Magnetic Resonance Imaging Based Study

OBJECTIVE: To evaluate 3-dimensional magnetic resonance imaging (MRI) of Kambin’s safe zone to calculate maximum cannula diameter permissible for safe percutaneous endoscopic lumbar discectomy.METHODS: Fifty 3D MRIs of 19 males and 31 females (mean, 47 years) were analysed. Oblique, axial and sagittal views were used for image analysis. Three authors calculated the inscribed circle (cannula diameter) individually, within the neural (original) and bony Kambin’s triangle in oblique views, disc heights on sagittal views and root to facet distances at upper and lower end plate levels on axial views and their averages were taken.RESULTS: The mean root to facet distances at upper end plate level measured on axial sections increased from 3.42±3.01 mm at L12 level to 4.57±2.49 mm at L5S1 level. The mean root to facet distances at lower end plate level measured on axial sections also increased from 6.07±1.13 mm at L12 level to 12.9±2.83 mm at L5S1 level. Mean maximum cannula diameter permissible through the neural Kambin’s triangle increased from 5.67±1.38 mm at L12 level to 9.7±3.82 mm at L5S1 level. The mean maximum cannula diameter permissible through the bony Kambin’s triangle also increased from 4.03±1.08 mm at L12 level to 6.11±1 mm at L5S1 level. Only 2% of the 427 bony Kambin’s triangles could accommodate a cannula diameter of 8mm. The base of the bony Kambin’s triangle taken in oblique view (3D MRI) was significantly higher than the root to facet distance at lower end plate level taken in axial view.CONCLUSION: The largest mean diameter of endoscopic cannula passable through “bony” Kambin’s triangle was distinctively smaller than the largest mean diameter of endoscopic cannula passable through “neural” Kambin’s triangle at all levels. Although proximity of exiting root to the facet joint is always taken into consideration before PELD procedure, our 3D MRI based anatomical study is the first to provide actual maximum cannula dimensions permissible in this region.

Evaluation of Dimensions of Kambin’s Triangle to Calculate Maximum Permissible Cannula Diameter for Percutaneous Endoscopic Lumbar Discectomy: A 3-Dimensional Magnetic Resonance Imaging Based Study

OBJECTIVE: To evaluate 3-dimensional magnetic resonance imaging (MRI) of Kambin’s safe zone to calculate maximum cannula diameter permissible for safe percutaneous endoscopic lumbar discectomy. METHODS: Fifty 3D MRIs of 19 males and 31 females (mean, 47 years) were analysed. Oblique, axial and sagittal views were used for image analysis. Three authors calculated the inscribed circle (cannula diameter) individually, within the neural (original) and bony Kambin’s triangle in oblique views, disc heights on sagittal views and root to facet distances at upper and lower end plate levels on axial views and their averages were taken. RESULTS: The mean root to facet distances at upper end plate level measured on axial sections increased from 3.42±3.01 mm at L12 level to 4.57±2.49 mm at L5S1 level. The mean root to facet distances at lower end plate level measured on axial sections also increased from 6.07±1.13 mm at L12 level to 12.9±2.83 mm at L5S1 level. Mean maximum cannula diameter permissible through the neural Kambin’s triangle increased from 5.67±1.38 mm at L12 level to 9.7±3.82 mm at L5S1 level. The mean maximum cannula diameter permissible through the bony Kambin’s triangle also increased from 4.03±1.08 mm at L12 level to 6.11±1 mm at L5S1 level. Only 2% of the 427 bony Kambin’s triangles could accommodate a cannula diameter of 8mm. The base of the bony Kambin’s triangle taken in oblique view (3D MRI) was significantly higher than the root to facet distance at lower end plate level taken in axial view. CONCLUSION: The largest mean diameter of endoscopic cannula passable through “bony” Kambin’s triangle was distinctively smaller than the largest mean diameter of endoscopic cannula passable through “neural” Kambin’s triangle at all levels. Although proximity of exiting root to the facet joint is always taken into consideration before PELD procedure, our 3D MRI based anatomical study is the first to provide actual maximum cannula dimensions permissible in this region.

Three Software Tools for Viewing Sectional Planes, Volume Models, and Surface Models of a Cadaver Hand

BACKGROUND: The hand anatomy, including the complicated hand muscles, can be grasped by using computer-assisted learning tools with high quality two-dimensional images and three-dimensional models. The purpose of this study was to present up-to-date software tools that promote learning of stereoscopic morphology of the hand. METHODS: On the basis of horizontal sectioned images and outlined images of a male cadaver, vertical planes, volume models, and surface models were elaborated. Software to browse pairs of the sectioned and outlined images in orthogonal planes and software to peel and rotate the volume models, as well as a portable document format (PDF) file to select and rotate the surface models, were produced. RESULTS: All of the software tools were downloadable free of charge and usable off-line. The three types of tools for viewing multiple aspects of the hand could be adequately employed according to individual needs. CONCLUSION: These new tools involving the realistic images of a cadaver and the diverse functions are expected to improve comprehensive knowledge of the hand shape.

Application of case teaching method on clinical medical student in regional anatomy study / 中华医学教育探索杂志

Objective To explore the effect on traditional experiment and case teaching method in regional anatomy study. Methods 80 students from 2014 medical students were randomly selected as the teaching subjects and divided into traditional group and case teaching group. The traditional group con-tained 40 students, using the traditional teaching method, while case teaching group had also 40 students with case teaching method. In the process of teaching, three clinical cases were introduced, including thesubtotal thyroidectomy thoracic outlet syndrome andpancreatic cancer. After the end of the course, the students conducted a unified questionnaire and examination. SPSS 18.0 was used for data line t test or chi square test between the two groups. Results The scores of the students in the case group in the selection questions, blanks and essay questions in the final exam were higher than those of the traditional group; The average total score of the case group was (85.69 ±11.61), while the traditional group was (73.19 ±18.66), and the difference was statistically significant (t=3.597, P=0.002). The results of the questionnaire showed that the students in the case group were higher than the traditional group, and the difference was statistically significant ( χ2=14.753, P=0.001). Conclusion The effect on regional anatomy study with case teaching method is better than the traditional teaching method, and it is a promising teaching reform for the med-ical students.

Essential Knowledge of Regional Anatomy for Safe Acupuncture Needling / 全日本鍼灸学会雑誌

In The 63rd Annual Congress of JSAM (Ehime 2014), the Committee for Safe Acupuncture of Research Department in the Japan Society of Acupuncture and Moxibustion (JSAM) conducted a workshop entitled "The Regional Anatomy Q&A for safety needling"which provided information on organ damage and neurological injuries that may occur after acupuncture treatments. This workshop stated the need for improvements in safe practices of acupuncture.<BR>This workshop was divided into three parts:(1) results of questionnaire surveys conducted in Japan for acupuncturists on their clinical experience of adverse events and for orthopaedic doctors on their clinical experience of patients who suffered adverse events after acupuncture treatment;(2) a literature search of severe adverse events e.g., pneumothorax and neurological injuries, associated with acupuncture treatment in Japan;(3) the regional anatomy of the upper part of the body, which is based on several anatomical studies on acupoints. <BR>The incidence of severe adverse events is considered to be very low during all acupuncture treatments;however, the real incidence is estimated to be higher than the number of case reports in the literature. In order to prevent severe adverse events, regional anatomical knowledge of needling points is very important, and furthermore, safe needling techniques are required. <BR>We hope that this workshop can aid in enhancing the knowledge and techniques and contribute to safe practices of acupuncture.

Exploration of development of the subjective role of students in regional anatomy experiment program / 中华医学教育探索杂志

During the teaching activities, to stimulate students' subject awareness and encour-age them to play the main role in class activities are inevitable trends in the reform of college educa-tion. Students’ subjective activity is a key to the teaching effect of regional anatomy, a course mainly based on experimental program. Department of Human Anatomy in Chongqing Medical University lay-outs regional anatomy teaching program to develop the students' subjective activities in learning from the course specialty: in preview and review, to train students' image-thinking by drawing; in anatomi-cal operation link, to cultivate students' interest in learning and innovation by discussing the relation-ship of anatomical structure and clinical disease and identifying the variation of structure; in the eval-uation process, taking the formative evaluation system to promote the students' initiatives and ensure the objectiveness and fairness. The implementation of these measures promotes the regional anatomy teaching quality.

Screening for variations in anterior digastric musculature prior to correction of post-traumatic anterior open bite by injection of botulinum toxin type A: a technical note

It has recently been reported that long-standing post-traumatic open bite can be successfully corrected with botulinum toxin type A (BTX-A) injection into the anterior belly of the digastric muscle (ABDM). The report documented an individual with bilaterally symmetrical and otherwise unremarkable anterior digastric musculature. However, the existence of variant anterior digastric musculature is common and may complicate the management of anterior open bite with BTX-A injection. Screening for variant ABDM can be accomplished via ultrasound, computed tomography, and magnetic resonance imaging. Screening for variant ABDM should be performed prior to BTX-A injection in order to account for musculature that may exert undesired forces, such as inferolateral deviation, on the anterior mandible in patients with anterior open bite.

Distance learning in dental radiology: immediate impact of the implementation / Educação à distância em radiologia odontológica: Impacto imediato da implantação

Objective: This study assessed the immediate impact in terms of learning dento-maxillomandibular radiographic anatomy in intraoral periapical radiographs after entire replacement of the method of classroom learning by the distance learning using the Moodle platform. Material and Methods: Teaching of this subject by traditional educational setting in classroom was made until the first semester of 2011, “A class” (AC), using radiographic slabs from duplicated films with imprints indicating anatomical structures in images that is accompanied by textbook with its description and support teacher, who works closely with the classroom to support student learning. In the second semester of 2011, “B class” (BC), these same radiographic slabs were digitalized, including description of textbook, creating the Moodle e-course about dentomaxillomandibular anatomy in intraoral radiographs for distance learning. The impact was assessed by comparison of scores of students from two distinct classes, AC (N = 60) and BC (N = 62), after application of a similar test with all content of the topic of dento-maxillomandibular anatomy, using T-Student unpaired test (α = 0.05). A voluntary and unidentified questionnaire with 12 questions, developed in Google Docs spreadsheets, was used to evaluate the acceptance of students for this e-course. Results: No significant differences (p > 0.05) were observed in scores of the students from two classes. Among other questions, all students of BC who completed the questionnaire had interest in content of the available material in e-course, and their satisfaction level on a scale from 0 to 10 had a mean of 8.47 (SD = 1.69). Conclusion: The method of distance learning of this subject using the Moodle platform can be utilized with same educational results as of those obtained from a traditional educational setting...

Objetivo: Este estudo avaliou o impacto imediato em termos de aprendizagem da anatomia radiográfica dento-maxilo-mandibular em radiografias periapicais intrabucais, após toda a substituição do método de ensino em sala de aula pela educação a distância com a plataforma Moodle. Material e Métodos: O ensino desta disciplina no ambiente educacional tradicional em sala de aula foi feito até o primeiro semestre de 2011, classe A (AC), utilizando pranchas de filmes radiográficos duplicados com marcações que indicavam estruturas anatômicas nas imagens eum livro texto com a descrição da referida estrutura, além de professor de apoio, que trabalhava na sala de aula junto com os alunos como apoio de aprendizagem. No segundo semestre de 2011, para a “classe B” (BC), essas mesmas pranchas radiográficas foram digitalizadas, incluindo a descrição do livro texto, para criar o curso digital Moodle sobre anatomia dentomaxilo- mandibular em radiografias intra-orais para educação a distância. O impacto dessa substituição foi avaliado pela comparação das notas dos alunos dessas duas classes distintas, AC (N= 60) e BC (N = 62), após a aplicação de uma prova semelhante com todo o conteúdo do tema da anatomia dentomaxilo- mandibular, utilizando teste T-Student não pareado (α = 0,05). Um questionário voluntário e não identificado com 12 questões, desenvolvido em planilhas do Google Docs, foi utilizado para avaliar a aceitação dos alunos em relação ao curso digital. Resultados: Não houve diferença significativa (p > 0,05) entre as notas dos alunos das duas classes. Em relação às respostas do questionário, todos os alunos da BC que responderam ao questionário tinham interesse no conteúdo do material disponível no curso digital e o nível de satisfação medido em uma escala de 0 a 10 obteve média de 8,47 (DP = 1,69)...

The Superficial Inferior Epigastric Artery Flap and its Relevant Vascular Anatomy in Korean Women

BACKGROUND: Lower abdominal soft tissue transfer is the standard procedure for breast reconstruction. However, abdominal wall weakness and herniation commonly occur postoperatively at the donor site. To reduce the morbidities of the donor site, the superficial inferior epigastric artery (SIEA) flap was introduced, but inconsistent anatomy of the SIEA has reduced its utility. In the present study, the anatomy of the superficial inferior epigastric vessels in Korean women was determined with regards to breast reconstructive surgery. METHODS: The vascular anatomies of the SIEA and superficial inferior epigastric vein (SIEV) were evaluated on 32 breast cancer patients receiving free transverse rectus abdominis musculocutaneous flap reconstruction after mastectomy. The existence, pulsation, location, external diameter, and depth of the SIEA and SIEV were measured at the lower abdominal incision level. RESULTS: SIEA and SIEV were present in 48/64 (75.00%) and 63/64 (98.44%) hemi-abdomens, respectively. Pulsation of the SIEA was found in 44/48 (91.67%) cases. The mean locations of SIEA and SIEV were +5.79 (+/-12.87) mm, and -8.14 (+/-15.24) mm from the midpoint between the anterior superior iliac spine and symphysis pubis, respectively. The mean external diameters of SIEA and SIEV were 1.20 (+/-0.39) mm and 1.37 (+/-0.33) mm, and they were found at a mean depth of 9.75 (+/-2.67) mm and 8.33 (+/-2.65) mm, respectively. CONCLUSIONS: The SIEA was absent in 25% of Korean women and had a relatively small caliber. Therefore, careful preoperative assessment of the lower abdominal vasculature is required to achieve successful breast reconstruction using SIEA flaps.

Additional teaching of neurosurgical regional anatomy for seven-year program medical students during the internship / 中华医学教育探索杂志

The knowledge absence of neurosurgical regional anatomy is the major shortcoming which makes seven-year program medical students feel difficult in studying neurosurgical special course.The reasons for this phenomenon include the limited teaching time for basic medical course and the continuous progress in the field of neurological anatomy.The teacher should make good use of clinical resources to carry on the additional teaching of neurosurgical regional anatony.The detailed plans include small-class teaching and individual case analysis using the data of neuroimaging and angiography of the brain and spinal cord.All these measures are intend to let the students grasp of the basic knowledge clinical neurosurgery during the internship and make the smooth transition from interns to doctors,providing references for other department.

Practice of formative assessment system in regional anatomy course and its reflection / 中华医学教育探索杂志

It is extremely necessary and important for colleges or universities to transform the education concepts that barricade students' initiative and creativity, especially the one that takes fi-nal examinations as sole standard to evaluate teaching and learning effects. In order to display and cultivate students' study ability more comprehensively, we manage to establish a set of formative eval-uation system for regional anatomy course , which involves tests and examinations and evaluations throughout the whole teaching and learning process. It solves the long-lasting problem that examina-tions are final purposes of teaching and learning, and thus, teaching values not only results but also learning process, which directs students' attention to conventional studies and helps develop good study habits, greatly reducing the randomness of final academic performances. The diverse assessment methods, along with accumulated assessment results, can improve students' learning effects through-out the whole semester. The fundamental purpose of this system is to inspire students' passion for study and creativity and monitor the teaching process.