Flipped Classroom to Facilitate Deeper Learning in Veterinary Undergraduate Students: An Educational Change Pilot Study Limited to the Imaging Module Bones.

In a flipped classroom, learners study at home and do the 'homework' in class. This approach respects the limitations of memory and allows more interaction between learners. The overall vision is self-paced activities for learners with decreased boredom and greater task value, which should facilitate deeper learning. To implement a flipped classroom, a bumpy incremental change process characterized by periods of relative stillness punctuated by the acceleration of pace was planned. All veterinary undergraduate students used an existing eLearning platform to access relevant text and selected image examples before class. Only for the randomly selected students in the flipped classroom (FC) was this content amended with purposeful audio content and concrete tasks. Further, FC learners discussed their opinions in an online class forum. To measure the educational change, a pre- and post-class formative test and a standardized questionnaire for students in the FC versus in the traditional classroom (TC) were performed. To assess engagement, students were invited to measure all learning activities, categorized into attendance, or self-study. The educational change project resulted in more commitment and less resistance from teachers. The FC consisted of 20 students, while the TC had 40. The mean pre-class scores difference between FC students and TC students was +1.7/20 points, and the mean post-class scores difference was +3/20 points. The chance of answering item 10 of the formative test (describe site of the fracture) correctly was about seven times higher for FC compared to TC learners (OR = 6.96; p = 0.002). The questionnaire revealed more satisfaction and greater task value in the FC compared to TC (p = 0.048). FC students invested 21 h into the course on average, while TC students invested 16 h. The results of this pilot agree with previous reports: A transparent process was helpful to initiate mainly positive interactions between teachers and students. Higher scores, higher chance to give the correct answer, greater task value, and more positive emotions are observed in the FC compared to the TC. Higher measures of learning time are not expected to affect exam results but indicate more engagement.

Correlated Imaging of the Equine Hyoid Apparatus Using CT, Micro-CT, and Histology.

Background: Detailed radiological evaluation of the normal hyoid apparatus by computed tomography (CT) has not yet been conducted. Thus, it is unclear what type of junction connects the different parts of the equine hyoid apparatus. Objectives: To describe the normal CT anatomy of the equine hyoid apparatus, and to determine the junction type that connects the different parts of the hyoid apparatus. Study Design: Combination of retrospective study and prospective cadaver study. Methods: The medical records of horses that underwent head CT scans from 2009 to 2018 were retrieved. Inclusion criteria for the CT scans were visibility of at least two of the four junctions of the hyoid apparatus. CT images were analyzed in three different planes. Additionally, 10 cadaver heads were processed using CT, micro-CT of selected joints, and histology of all joints. Results: CT scans of 200 horses fulfilled the inclusion criteria. The tympanohyoid cartilage consisted of hyaline cartilage. Areas of mineralization within the cartilage were visible on CT scans as early as 2 years of age. The epihyoid was not fused with the stylohyoid in one-third of the horses. All horses younger than 2.5 years showed three ossification centers of the basihyoid, and all horses younger than 1.5 years had a non-fullydeveloped lingual process. In total, 10 of 11 horses between 1.5 and 3 years had separate ossification centers of the lingual process. We found a synchondrosis between the styloid process and the stylohyoid bone. The basihyoid and thyrohyoid, as well as the stylohyoid and epiyhoid were connected by a synostosis in two-thirds of the horses. The remaining parts were connected to one another by synovial joints. Main limitations: The junctions studied by histologic examination were from older horses, therefore growing patterns of different bones could not be totally clarified. Conclusion: The temporohyoid joint is a synchondrosis. The epihyoid is an ossification center of the stylohyoid and fuses with the stylohyoid in two-thirds of horses. The lingual process has a separate ossification center.

Selective Limbic Blood-Brain Barrier Breakdown in a Feline Model of Limbic Encephalitis with LGI1 Antibodies.

Human leucine-rich glioma-inactivated protein 1 encephalitis (LGI1) is an autoimmune limbic encephalitis in which serum and cerebrospinal fluid contain antibodies targeting LGI1, a protein of the voltage gated potassium channel (VGKC) complex. Recently, we showed that a feline model of limbic encephalitis with LGI1 antibodies, called feline complex partial seizures with orofacial involvement (FEPSO), is highly comparable to human LGI1 encephalitis. In human LGI1 encephalitis, neuropathological investigations are difficult because very little material is available. Taking advantage of this natural animal model to study pathological mechanisms will, therefore, contribute to a better understanding of its human counterpart. Here, we present a brain-wide histopathological analysis of FEPSO. We discovered that blood-brain barrier (BBB) leakage was present not only in all regions of the hippocampus but also in other limbic structures such as the subiculum, amygdale, and piriform lobe. However, in other regions, such as the cerebellum, no leakage was observed. In addition, this brain-region-specific immunoglobulin leakage was associated with the breakdown of endothelial tight junctions. Brain areas affected by BBB dysfunction also revealed immunoglobulin and complement deposition as well as neuronal cell death. These neuropathological findings were supported by magnetic resonance imaging showing signal and volume increase in the amygdala and the piriform lobe. Importantly, we could show that BBB disturbance in LGI1 encephalitis does not depend on T cell infiltrates, which were present brain-wide. This finding points toward another, so far unknown, mechanism of opening the BBB. The limbic predilection sites of immunoglobulin antibody leakage into the brain may explain why most patients with LGI1 antibodies have a limbic phenotype even though LGI1, the target protein, is ubiquitously distributed across the central nervous system.