Variations In Lateral Root Of Median Nerve

Background: Median nerve is formed in axilla by medial & lateral roots from medial & lateral cords of brachialplexus respectively. Variations of median nerve are not uncommon. Incidences of variations in lateral root aremore common than that of medial root. This study was undertaken to find out the different ways by which lateralroot contributes in formation of median nerve. These finding will provide anatomical basis for clinical correlationin case of neuropathies & surgeries of upper limb.Materials and Methods: 80 upper limbs were dissected to find out the variations of the lateral root in theformation of median nerve.Result and findings: Median nerve was formed in the axilla: - by one medial root & two lateral roots in 16.25%cases, one lateral root was thin & and the other was thick in 2.5% cases, 2nd lateral root joined the median nervein middle third of arm in 2.5 % cases. In 11.25 % cases median nerve was formed in the middle 1/3rd of arm bymedial & lateral root, 2nd lateral root joined it at lower 1/3rd of arm. In 2.5 % cases two small lateral roots joinedthe medial cord before it branched into ulnar nerve and medial root of median nerve ,a 3rd lateral root joined themedial root to form the median nerve. In 8.75 % median nerve was formed in axilla by one medial & two lateralroots; a 3rd lateral root joined it at lower part of axillaConclusion: Though, formation of median nerve by several lateral roots is considered to be a rare variation, inour study we observed 41.25% variations of different types.

Student Perceptions and learning outcome on Primary Mental Ability-based Pharmacology Learning.

Objectives: To test the perceptions and learning outcome of undergraduate medical students on primary mental-ability based pharmacology modules at American Institute of Medicine, Seychelles. Methods: Pharmacology teaching was conducted for 13 weeks to two groups of students in the undergraduate MD program using 2 different methods. Group A (n=56) was taught by the newly designed 9 modules based on Louis Thurstone’s concept of primary mental abilities of spatial-visual and numerical abilities, perceptual speed, and inductive reasoning. Group B (n=50) received the conventional teaching with 4 traditional methods. Student perceptions were tested in both groups. Learning outcome was compared by administering a comprehensive pharmacology examination. Results: Group A taught by the newly designed primary mental ability-based modules recorded higher perception scores as compared to Group B taught by traditional methods. The difference was statistically significant on two-sample Kolmogorov-Smirnov Test (p < 0.025) as well as Mann-Whitney test (p < 0.025). Pharmacology examination yielded higher scores for Group A taught by primary mental ability-based modules, with a statistically significant difference on “Wilcoxon Rank Sum” (Mann-Whitney U test) (p < 0.01) and “Unpaired test” (p = 0.0097). Conclusion: Student perceptions and learning outcome was strongly positive for learning modules based on primary mental abilities of spatial-visual and numerical abilities, perceptual speed, and inductive reasoning.