Variations Of Origin And Distance Of Axillary Nerve: A Descriptive Study

Background–Axillary nerve, one of the terminal branches of posterior cord of brachial plexus is more prone for inju-ries. Lack of proper anatomical knowledge and variations of axillary nerve leads to risk of nerve injuries. The present study describes the origin of axillary nerve, its distance of origin from tip of coracoids process. Method: Thirty brachi-al plexuses from fifteen formalin fixed human cadavers of both the sexes were studied by dissection method. Origin and branching pattern of axillary nerve and its distance of origin from the anteromedial aspect of tip of coracoid pro-cess & posterolateral aspect of acromion process was recorded. Results:Out of the 30 specimens studied, axillary nerve was originating from the posterior cord of brachial plexus in 90% of specimens, remaining 10% specimens showed a common trunk of origin of axillary nerve from posterior cord of brachial plexus. The mean distance of origin of axillary nerve from the anteromedial aspect of tip of coracoid process and posterolateral aspect of acromion process is 3.98cm & 6.30cm respectively. The axillary nerve terminated into anterior and posterior branch within quadrangular space in 29 specimens. In one specimen articular branch for shoulder joint was not directly arising from axillary nerve instead it is arising from anterior branch of axillary nerve. Conclusion: In studied population Axil-lary nerves display variations in the origin and distance of origin. Knowledge of this variation in axillary nerve is very important to clinicians, anaesthetists and orthopaedic surgeons during surgical exploration of neck, axilla and upper arm, shoulder dislocation, infraclavicular brachial plexus block and fracture of surgical neck of humerus.

Students Perception on Methods of Anatomy Teaching and Assessment.

Objectives: An opinion regarding curriculum, teaching methodology & assessment techniques in anatomy was taken from the first year MBBS students at People’s College of Medical Science & Research Centre, Bhopal with specially designed questionnaire. Materials and Method: Input from the students were collected from the 129 MBBS students of 2013-14 batch who completed first year MBBS. It was done by using a specially designed questionnaire comprising of points relating to the curriculum, teaching methodology and assessment techniques used at People’s College of Medical Science and Research Centre, Bhopal for its effectiveness and capacity to meet specific objectives need. Results: Majority of the students feel the curriculum can be taught in present one year duration. The best method of learning is the chalkboard and dissection hall teaching. Students agreed for multimedia teaching methods for better understanding. Majority students opined that the best method of assessment is part ending tests. Students favoured descriptive & short essay questions with MCQ as examination pattern. Use of visual aids is the best solutions for problems in histology and embryology. Students favoured teacher’s notes as a best source of study material. Majority felt that class attendance and internal assessment both considered for allowing students to appear for university examination. Conclusion: The study concluded that chalkboard teaching and dissection hall teaching would be the best approach for Anatomy teaching and learning and the best method of assessment is part ending tests.

Perception of Medical Students towards Artificial Bones and POP Models of Viscera.

Background: In learning of anatomy, bones and viscera are very important. Now days, artificial bones are replacing the original bones for study purpose due to unavailability. Original viscera are available for students only at dissection hours. So we have tried to find out perception of medical students towards artificial bones and POP models of viscera. Materials and Methods: We had prepared a questionnaire consisting of 20 questions, 10 related to bones and 10 related to the POP models of viscera and asked 150 students of 1st year MBBS to answer it. Results: All the 150 students agreed that bones are necessary for study but only 36 students have bone set (14 original & 22 artificial). Maximum students get the bones only when made available from department. While 107 (71%) students said they would prefer original specimen of viscera, over POP models, for studying; but still 126 (84%) wanted to keep the POP models of viscera while studying its relations from text book. Conclusions: Good quality artificial bones should be promoted for students, if original bones are not available. It will be better than having nothing. POPmodels of viscera cannot replace original viscera but due to its handy quality will be helpful for understanding.