ABSTRACT
OBJECTIVE: The global COVID-19 pandemic required the teaching of basic science instructional laboratories be done in a remote, online format termed emergency remote teaching (ERT). The aims of this study were to: (1) share strategies for ERT of basic science instructional laboratories and (2) assess student perceptions of the experience of virtual demonstrations that were recorded from the first-person perspective of the professor. METHODS: Laboratories for courses in gross anatomy, neuroanatomy, and clinical microbiology were adapted to ERT by creating videos that allowed the students to view the laboratory activities through the eyes and hands of the faculty. A unique 5-question survey instrument was created to collect students' perceptions of gross anatomy, neuroanatomy, and clinical microbiology virtual lab experiences. Percentage of responses were calculated for 4 close-ended questions. Qualitative content analysis was conducted on the single open-ended question. Two additional close-ended questions were used for assessing perception of gross anatomy labs only. RESULTS: Videos of gross anatomy, neuroanatomy, and clinical microbiology laboratory activities mimicked the student experience through the camera lens as labs were performed by faculty members engaged in either dissection, viewing structures or doing experiments, respectively. In all 3 basic science courses, over 70% of students strongly agreed or agreed that the videos created a sense of being in the laboratory. CONCLUSION: Use of video technology allowed faculty to mimic the student experience of being in basic science laboratories, and, importantly, allowed the student to virtually participate in the learning experience.
ABSTRACT
PURPOSE: To contribute to the documentation and consideration of the prevalence of the atlantomastoid muscle in humans. METHODS: Sixty formalin-fixed cadaveric sides were dissected for the presence of the atlantomastoid muscle (2 sides per donor). Laterality, origin, insertion, and other observable characteristics of the variant were recorded along with donor sex for comparative analyses. RESULTS: The atlantomastoid muscle was observed in nine sides (15%): two left side only, three right side only, and 2 bilaterally. The origin of the muscle was consistent from the transverse process of the atlas, lateral to both the insertion of obliquus capitis inferior and the origin of obliquus capitis superior. In one instance, the origin of atlantomastoid was continuous with the most superior tendinous slip of levator scapulae. The insertion of each atlantomastoid variant was the mastoid process, however, the precise location was variable. CONCLUSION: The atlantomastoid muscle is a common accessory muscle of the suboccipital region; the muscle was present in 15% of the cadaveric sides dissected in this study. Despite the notable prevalence of atlantomastoid muscles, there is little current literature dedicated to its study. Here, we document the first new information related to the prevalence of atlantomastoid since 1964 and discuss the development and potential clinical significance of the muscle.
Subject(s)
Superficial Back Muscles , Humans , Cadaver , Cross-Sectional Studies , Head , MastoidABSTRACT
To capture student interest and show clinical relevance, molecular details from the pain system can be used as supplemental examples to basic biochemistry lectures. Lecture topics include glutamate, substance P, calmodulin-dependent protein kinase II, synaptic proteases, calcitonin gene-related peptide, and neuronal protein synthesis. These topics are utilized to illustrate basic biochemical issues and are linked to pain-related topics such as pain transmission, synaptic plasticity, long-term potentiation, and central sensitization. For analysis, a brief survey was administered to evaluate student attitudes toward a representative lecture segment. Survey results support the premise that utilizing the pain system is an effective tool to engage chiropractic students during basic biochemistry lectures.
