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anatomy and physiology</title> <meta name="description" content="Search results for: learning anatomy and physiology"> <meta name="keywords" content="learning anatomy and physiology"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="learning anatomy and physiology"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7531</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: learning anatomy and physiology</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7531</span> Identifying the Mindset of Deaf Benildean Students in Learning Anatomy and Physiology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joanne%20Rieta%20Miranda">Joanne Rieta Miranda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning anatomy and physiology among Deaf Non-Science major students is a challenge. They have this mindset that Anatomy and Physiology are difficult and very technical. In this study, nine (9) deaf students who are business majors were considered. Non-conventional teaching strategies and classroom activities were employed such as cooperative learning, virtual lab, Facebook live, big sky, blood typing, mind mapping, reflections, etc. Of all the activities; the deaf students ranked cooperative learning as the best learning activity. This is where they played doctors. They measured the pulse rate, heart rate and blood pressure of their partner classmate. In terms of mindset, 2 out of 9 students have a growth mindset with some fixed ideas while 7 have a fixed mindset with some growth ideas. All the students passed the course. Three out of nine students got a grade of 90% and above. The teacher was evaluated by the deaf students as very satisfactory with a mean score of 3.54. This means that the learner-centered practices in the classroom are manifested to a great extent. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deaf%20students" title="deaf students">deaf students</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20anatomy%20and%20physiology" title=" learning anatomy and physiology"> learning anatomy and physiology</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategies" title=" teaching strategies"> teaching strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=learner-entered%20practices" title=" learner-entered practices"> learner-entered practices</a> </p> <a href="https://publications.waset.org/abstracts/76423/identifying-the-mindset-of-deaf-benildean-students-in-learning-anatomy-and-physiology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76423.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">231</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7530</span> Impact of Overall Teaching Program of Anatomy in Learning: A Students Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mamatha%20Hosapatna">Mamatha Hosapatna</a>, <a href="https://publications.waset.org/abstracts/search?q=Anne%20D.%20Souza"> Anne D. Souza</a>, <a href="https://publications.waset.org/abstracts/search?q=Antony%20Sylvan%20Dsouza"> Antony Sylvan Dsouza</a>, <a href="https://publications.waset.org/abstracts/search?q=Vrinda%20Hari%20Ankolekar"> Vrinda Hari Ankolekar </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Our study intends to know the effect of the overall teaching program of Anatomy on a students learning. The advancement of various teaching methodologies in the present era has led to progressive changes in education. A student should be able to correlate well between the theory and practical knowledge attained even in the early years of their education in medicine and should be able to implement the same in patient care. The present study therefore aims to assess the impact the current anatomy teaching program has on a students learning and to what extent is it successful in making the learning program effective. Specific objectives of our study to assess the impact of overall teaching program of Anatomy in a students’ learning. Description of process proposed: A questionnaire will be constructed and the students will be asked to put forth their views regarding the Anatomy teaching program and its method of assessment. Suggestions, if any will also be encouraged to be put forth. Type of study is cross sectional observations. Target population is the first year MBBS students and sample size is 250. Assessment plan is to obtaining students responses using questionnaire. Calculating percentages of the responses obtained. Tabulation of the results will be done. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anatomy" title="anatomy">anatomy</a>, <a href="https://publications.waset.org/abstracts/search?q=observational%20study%20questionnaire" title=" observational study questionnaire"> observational study questionnaire</a>, <a href="https://publications.waset.org/abstracts/search?q=observational%20study" title=" observational study"> observational study</a>, <a href="https://publications.waset.org/abstracts/search?q=M.B.B.S%20students" title=" M.B.B.S students "> M.B.B.S students </a> </p> <a href="https://publications.waset.org/abstracts/35049/impact-of-overall-teaching-program-of-anatomy-in-learning-a-students-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35049.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">499</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7529</span> Managing the Cognitive Load of Medical Students during Anatomy Lecture</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siti%20Nurma%20Hanim%20Hadie">Siti Nurma Hanim Hadie</a>, <a href="https://publications.waset.org/abstracts/search?q=Asma%E2%80%99%20Hassan"> Asma’ Hassan</a>, <a href="https://publications.waset.org/abstracts/search?q=Zul%20Izhar%20Ismail"> Zul Izhar Ismail</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Fuad%20Abdul%20Rahim"> Ahmad Fuad Abdul Rahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd.%20Zarawi%20Mat%20Nor"> Mohd. Zarawi Mat Nor</a>, <a href="https://publications.waset.org/abstracts/search?q=Hairul%20Nizam%20Ismail"> Hairul Nizam Ismail</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Anatomy is a medical subject, which contributes to high cognitive load during learning. Despite its complexity, anatomy remains as the most important basic sciences subject with high clinical relevancy. Although anatomy knowledge is required for safe practice, many medical students graduated without having sufficient knowledge. In fact, anatomy knowledge among the medical graduates was reported to be declining and this had led to various medico-legal problems. Applying cognitive load theory (CLT) in anatomy teaching particularly lecture would be able to address this issue since anatomy information is often perceived as cognitively challenging material. CLT identifies three types of loads which are intrinsic, extraneous and germane loads, which combine to form the total cognitive load. CLT describe that learning can only occur when the total cognitive load does not exceed human working memory capacity. Hence, managing these three types of loads with the aim of optimizing the working memory capacity would be beneficial to the students in learning anatomy and retaining the knowledge for future application. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20load%20theory" title="cognitive load theory">cognitive load theory</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20load" title=" intrinsic load"> intrinsic load</a>, <a href="https://publications.waset.org/abstracts/search?q=extraneous%20load" title=" extraneous load"> extraneous load</a>, <a href="https://publications.waset.org/abstracts/search?q=germane%20load" title=" germane load"> germane load</a> </p> <a href="https://publications.waset.org/abstracts/5321/managing-the-cognitive-load-of-medical-students-during-anatomy-lecture" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5321.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">466</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7528</span> Developing a Virtual Reality System to Assist in Anatomy Teaching and Evaluating the Effectiveness of That System </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tarek%20Abdelkader">Tarek Abdelkader</a>, <a href="https://publications.waset.org/abstracts/search?q=Suresh%20Selvaraj"> Suresh Selvaraj</a>, <a href="https://publications.waset.org/abstracts/search?q=Prasad%20Iyer"> Prasad Iyer</a>, <a href="https://publications.waset.org/abstracts/search?q=Yong%20Mun%20Hin"> Yong Mun Hin</a>, <a href="https://publications.waset.org/abstracts/search?q=Hajmath%20Begum"> Hajmath Begum</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Gopalakrishnakone"> P. Gopalakrishnakone</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, more and more educational institutes, as well as students, rely on 3D anatomy programs as an important tool that helps students correlate the actual locations of anatomical structures in a 3D dimension. Lately, virtual reality (VR) is gaining more favor from the younger generations due to its higher interactive mode. As a result, using virtual reality as a gamified learning platform for anatomy became the current goal. We present a model where a Virtual Human Anatomy Program (VHAP) was developed to assist with the anatomy learning experience of students. The anatomy module has been built, mostly, from real patient CT scans. Segmentation and surface rendering were used to create the 3D model by direct segmentation of CT scans for each organ individually and exporting that model as a 3D file. After acquiring the 3D files for all needed organs, all the files were introduced into a Virtual Reality environment as a complete body anatomy model. In this ongoing experiment, students from different Allied Health orientations are testing the VHAP. Specifically, the cardiovascular system has been selected as the focus system of study since all of our students finished learning about it in the 1st trimester. The initial results suggest that the VHAP system is adding value to the learning process of our students, encouraging them to get more involved and to ask more questions. Involved students comments show that they are excited about the VHAP system with comments about its interactivity as well as the ability to use it solo as a self-learning aid in combination with the lectures. Some students also experienced minor side effects like dizziness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=3D%20construction" title="3D construction">3D construction</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20sciences" title=" health sciences"> health sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20pedagogy" title=" teaching pedagogy"> teaching pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a> </p> <a href="https://publications.waset.org/abstracts/106605/developing-a-virtual-reality-system-to-assist-in-anatomy-teaching-and-evaluating-the-effectiveness-of-that-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106605.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7527</span> Collaborative Learning Aspect for Training Hip and Knee Joint Anatomy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasir%20Mustafa">Nasir Mustafa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the prerequisites required for an efficient diagnosis in a medical practice is to have a strong command of both functional and clinical anatomy. In this study, we introduce a new collaborative approach to the effective teaching of the knee and hip joints. In the present teaching model, anatomists, orthopedists and physical therapists present the anatomy of the hip and knee joints in small groups. Courses for the hip and knee joints were scheduled during the early stages of the medical curriculum. Students of nursing and physical therapy were grouped together to sensitize to the importance of a collaborative effort. The study results clearly demonstrate that nursing students and physical therapy students appreciated this teaching approach. The collaborative approach further proved to be a suitable method to teach both functional and clinical anatomy of the hip and knee joints. Aside from this training, a collaborative approach between medical students and physical therapy students was also successful for a healthcare organization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hip%20and%20knee%20joint%20anatomy" title="hip and knee joint anatomy">hip and knee joint anatomy</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative" title=" collaborative"> collaborative</a>, <a href="https://publications.waset.org/abstracts/search?q=Anatomy%20teaching" title=" Anatomy teaching"> Anatomy teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=Nursing%20students" title=" Nursing students"> Nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=Physiotherapy%20students" title=" Physiotherapy students"> Physiotherapy students</a> </p> <a href="https://publications.waset.org/abstracts/166164/collaborative-learning-aspect-for-training-hip-and-knee-joint-anatomy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166164.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">93</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7526</span> Gray’s Anatomy for Students: First South Asia Edition Highlights</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raveendranath%20Veeramani">Raveendranath Veeramani</a>, <a href="https://publications.waset.org/abstracts/search?q=Sunil%20Jonathan%20Holla"> Sunil Jonathan Holla</a>, <a href="https://publications.waset.org/abstracts/search?q=Parkash%20Chand"> Parkash Chand</a>, <a href="https://publications.waset.org/abstracts/search?q=Sunil%20Chumber"> Sunil Chumber</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Gray’s Anatomy for Students has been a well-appreciated book among undergraduate students of anatomy in Asia. However, the current curricular requirements of anatomy require a more focused and organized approach. The editors of the first South Asia edition of Gray’s Anatomy for Students hereby highlight the modifications and importance of this edition. There is an emphasis on active learning by making the clinical relevance of anatomy explicit. Learning anatomy in context has been fostered by the association between anatomists and clinicians in keeping with the emerging integrated curriculum of the 21st century. The language has been simplified to aid students who have studied in the vernacular. The original illustrations have been retained, and few illustrations have been added. There are more figure numbers mentioned in the text to encourage students to refer to the illustrations while learning. The text has been made more student-friendly by adding generalizations, classifications and summaries. There are useful review materials at the beginning of the chapters which include digital resources for self-study. There are updates on imaging techniques to encourage students to appreciate the importance of essential knowledge of the relevant anatomy to interpret images, due emphasis has been laid on dissection. Additional importance has been given to the cranial nerves, by describing their relevant details with several additional illustrations and flowcharts. This new edition includes innovative features such as set inductions, outlines for subchapters and flowcharts to facilitate learning. Set inductions are mostly clinical scenarios to create interest in the need to study anatomy for healthcare professions. The outlines are a modern multimodal facilitating approach towards various topics to empower students to explore content and direct their learning and include learning objectives and material for review. The components of the outline encourage the student to be aware of the need to create solutions to clinical problems. The outlines help students direct their learning to recall facts, demonstrate and analyze relationships, use reason to explain concepts, appreciate the significance of structures and their relationships and apply anatomical knowledge. The 'structures to be identified in a dissection' are given as Level I, II and III which represent the 'must know, desirable to know and nice to know' content respectively. The flowcharts have been added to get an overview of the course of a structure, recapitulate important details about structures, and as an aid to recall. There has been a great effort to balance the need to have content that would enable students to understand concepts as well as get the basic material for the current condensed curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Grays%20anatomy" title="Grays anatomy">Grays anatomy</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Asia" title=" South Asia"> South Asia</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20anatomy" title=" human anatomy"> human anatomy</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20anatomy" title=" students anatomy"> students anatomy</a> </p> <a href="https://publications.waset.org/abstracts/72082/grays-anatomy-for-students-first-south-asia-edition-highlights" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72082.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7525</span> Views of South African Academic Instructors to the Scholarship of Teaching and Learning in Anatomy Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lelika%20Lazarus">Lelika Lazarus</a>, <a href="https://publications.waset.org/abstracts/search?q=Reshma%20Sookrajh"> Reshma Sookrajh</a>, <a href="https://publications.waset.org/abstracts/search?q=Kapil%20S.%20Satyapal"> Kapil S. Satyapal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reflecting on teaching is commonly cited as a fundamental practice for personal and professional development. Educational research into the scholarship of teaching and learning anatomy includes engaging in discipline specific literature on teaching, reflecting on individual teaching methods and communicating these findings to peers. The aim of this paper is to formally assess the opinions of senior anatomy instructors regarding the state of anatomical knowledge at their respective institutions. The context of the paper derives from ongoing debates about the perceived decline in standards of anatomical knowledge of medical students and postgraduate learners. An open ended questionnaire was devised consisting of eight direct questions seeking opinions on anatomy teaching, knowledge, and potential educational developments and general thoughts on the teaching of anatomy to medical students. These were distributed to senior anatomy Faculty (identified by the author by their affiliation with the Anatomical Society of Southern Africa) based at the eight national medical schools within the country. A number of key themes emerged. Most senior faculty felt that the standard of medical education at their respective institutions was ‘good.’. However, emphasis was also placed on the ‘quality of teaching’ incorporating clinical scenarios. There were also indications that staff are split into those that are keen to do research and those that are happy to provide teaching to medical students as their primary function. Several challenges were also highlighted such as time constraints within the medical curriculum, the lack of cadavers to reinforce knowledge and gain depth perception and lack of appropriately qualified staff. Recommendations included fostering partnerships with both clinicians and medical scientists into the anatomy curriculum thus improving teaching and research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anatomy" title="anatomy">anatomy</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/72674/views-of-south-african-academic-instructors-to-the-scholarship-of-teaching-and-learning-in-anatomy-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72674.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">295</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7524</span> Effectiveness of Interactive Integrated Tutorial in Teaching Medical Subjects to Dental Students: A Pilot Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Saleem">Mohammad Saleem</a>, <a href="https://publications.waset.org/abstracts/search?q=Neeta%20Kumar"> Neeta Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Anita%20Sharma"> Anita Sharma</a>, <a href="https://publications.waset.org/abstracts/search?q=Sazina%20Muzammil"> Sazina Muzammil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is observed that some of the dental students in our setting take less interest in medical subjects. Various teaching methods are focus of research interest currently and being tried to generate interest among students. An approach of interactive integrated tutorial was used to assess its feasibility in teaching medical subjects to dental undergraduates. The aim was to generate interest and promote active self-learning among students. The objectives were to (1) introduce the integrated interactive learning method through two departments, (2) get feedback from the students and faculty on feasibility and effectiveness of this method. Second-year students in Bachelor of Dental Surgery course were divided into two groups. Each group was asked to study physiology and pathology of a common and important condition (anemia and hypertension) in a week’s time. During the tutorial, students asked questions on physiology and pathology of that condition from each other in the presence of teachers of both physiology and pathology departments. The teachers acted only as facilitators. After the session, the feedback from students and faculty on this alternative learning method was obtained. Results: Majority of the students felt that this method of learning is enjoyable, helped to develop reasoning skills and ability to correlate and integrate the knowledge from two related fields. Majority of the students felt that this kind of learning led to better understanding of the topic and motivated them towards deep learning. Teachers observed that the study promoted interdepartmental cross-discipline collaboration and better students’ linkages. Conclusion: Interactive integrated tutorial is effective in motivating dental students for better and deep learning of medical subjects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=integrated" title=" integrated"> integrated</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive" title=" interactive"> interactive</a>, <a href="https://publications.waset.org/abstracts/search?q=self-learning" title=" self-learning"> self-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=tutorials" title=" tutorials"> tutorials</a> </p> <a href="https://publications.waset.org/abstracts/81236/effectiveness-of-interactive-integrated-tutorial-in-teaching-medical-subjects-to-dental-students-a-pilot-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81236.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">314</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7523</span> Surgical Applied Anatomy: Alive and Kicking</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jake%20Hindmarch">Jake Hindmarch</a>, <a href="https://publications.waset.org/abstracts/search?q=Edward%20Farley"> Edward Farley</a>, <a href="https://publications.waset.org/abstracts/search?q=Norman%20Eizenberg"> Norman Eizenberg</a>, <a href="https://publications.waset.org/abstracts/search?q=Mark%20Midwinter"> Mark Midwinter</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is a need to bring the anatomical knowledge of medical students up to the standards required by surgical specialties. Contention exists amongst anatomists, clinicians, and surgeons about the standard of anatomical knowledge medical students need. The aim of this study was to explore the standards which the Royal Australasian College of Surgeons are applying knowledge of anatomy. Furthermore, to align medical school teaching to what the surgical profession requires from graduates.: The 2018 volume of the ANZ Journal of Surgery was narrowed down to 254 articles by applying the search term “Anatomy”. The main topic was then extracted from each paper. The content of the paper was assessed for ‘novel description’ or ‘application’ of anatomical knowledge’ and classified accordingly. The majority of papers with an anatomical focus was from the general surgery specialty, which focused on surgical techniques, outcomes and management. Vascular surgery had the highest percentage of papers with a novel description and application of anatomy. Cardiothoracic and paediatric surgery had no papers with a novel description of anatomy. Finally, a novel application of anatomy was the main focus of each speciality. Firstly, a high proportion of novel applications and descriptions of anatomy are in general surgery. Secondly, vascular surgery had the largest proportion of novel application and description of anatomy, namely due to the rise of therapeutic imaging and endovascular techniques. Finally, all disciplines demonstrated a trend towards having a higher proportion of novel application of anatomical knowledge <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anatomical%20knowledge" title="anatomical knowledge">anatomical knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=anatomy" title=" anatomy"> anatomy</a>, <a href="https://publications.waset.org/abstracts/search?q=surgery" title=" surgery"> surgery</a>, <a href="https://publications.waset.org/abstracts/search?q=novel%20anatomy" title=" novel anatomy"> novel anatomy</a> </p> <a href="https://publications.waset.org/abstracts/146624/surgical-applied-anatomy-alive-and-kicking" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146624.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">118</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7522</span> Response of First Bachelor of Medicine, Bachelor of Surgery (MBBS) Students to Integrated Learning Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raveendranath%20Veeramani">Raveendranath Veeramani</a>, <a href="https://publications.waset.org/abstracts/search?q=Parkash%20Chand"> Parkash Chand</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Y.%20Suma"> H. Y. Suma</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Umamageswari"> A. Umamageswari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background and Aims: The aim of this study was to evaluate students’ perception of Integrated Learning Program[ILP]. Settings and Design: A questionnaire was used to survey and evaluate the perceptions of 1styear MBBS students at the Department of Anatomy at our medical college in India. Materials and Methods: The first MBBS Students of Anatomy were involved in the ILP on the Liver and extra hepatic biliary apparatus integrating the Departments of Anatomy, Biochemistry and Hepato-biliary Surgery. The evaluation of the ILP was done by two sets of short questionnaire that had ten items using the Likert five-point grading scale. The data involved both the students’ responses and their grading. Results: A majority of students felt that the ILP was better in as compared to the traditional lecture method of teaching.The integrated teaching method was better at fulfilling learning objectives (128 students, 83%), enabled better understanding (students, 94%), were more interesting (140 students, 90%), ensured that they could score better in exams (115 students, 77%) and involved greater interaction (100 students, 66%), as compared to traditional teaching methods. Most of the students (142 students, 95%) opined that more such sessions should be organized in the future. Conclusions: Responses from students show that the integrated learning session should be incorporated even at first phase of MBBS for selected topics so as to create interest in the medical sciences at the entry level and to make them understand the importance of basic science. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=integrated%20learning" title="integrated learning">integrated learning</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20response" title=" students response"> students response</a>, <a href="https://publications.waset.org/abstracts/search?q=vertical%20integration" title=" vertical integration"> vertical integration</a>, <a href="https://publications.waset.org/abstracts/search?q=horizontal%20integration" title=" horizontal integration"> horizontal integration</a> </p> <a href="https://publications.waset.org/abstracts/71441/response-of-first-bachelor-of-medicine-bachelor-of-surgery-mbbs-students-to-integrated-learning-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71441.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7521</span> The Feasibility of Online, Interactive Workshops to Facilitate Anatomy Education during the UK COVID-19 Lockdowns</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prabhvir%20Singh%20Marway">Prabhvir Singh Marway</a>, <a href="https://publications.waset.org/abstracts/search?q=Kai%20Lok%20Chan"> Kai Lok Chan</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria-Ruxandra%20Jinga"> Maria-Ruxandra Jinga</a>, <a href="https://publications.waset.org/abstracts/search?q=Rachel%20Bok%20Ying%20Lee"> Rachel Bok Ying Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Matthew%20Bok%20Kit%20Lee"> Matthew Bok Kit Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Krishan%20Nandapalan"> Krishan Nandapalan</a>, <a href="https://publications.waset.org/abstracts/search?q=Sze%20Yi%20Beh"> Sze Yi Beh</a>, <a href="https://publications.waset.org/abstracts/search?q=Harry%20Carr"> Harry Carr</a>, <a href="https://publications.waset.org/abstracts/search?q=Christopher%20Kui"> Christopher Kui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We piloted a structured series of online workshops on the 3D segmentation of anatomical structures from CT scans. 33 participants were recruited from four UK universities for two-day workshops between 2020 and 2021. Open-source software (3D-Slicer) was used. We hypothesized that active participation via real-time screen-sharing and voice-communication via Discord would enable improved engagement and learning, despite national lockdowns. Written feedback indicated positive learning experiences, with subjective measures of anatomical understanding and software confidence improving. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=medical%20education" title="medical education">medical education</a>, <a href="https://publications.waset.org/abstracts/search?q=workshop" title=" workshop"> workshop</a>, <a href="https://publications.waset.org/abstracts/search?q=segmentation" title=" segmentation"> segmentation</a>, <a href="https://publications.waset.org/abstracts/search?q=anatomy" title=" anatomy"> anatomy</a> </p> <a href="https://publications.waset.org/abstracts/142850/the-feasibility-of-online-interactive-workshops-to-facilitate-anatomy-education-during-the-uk-covid-19-lockdowns" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142850.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">200</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7520</span> Vision and Challenges of Developing VR-Based Digital Anatomy Learning Platforms and a Solution Set for 3D Model Marking</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gizem%20Kayar">Gizem Kayar</a>, <a href="https://publications.waset.org/abstracts/search?q=Ramazan%20Bakir"> Ramazan Bakir</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Ilkay%20Ko%C5%9Far"> M. Ilkay Koşar</a>, <a href="https://publications.waset.org/abstracts/search?q=Ceren%20U.%20Gencer"> Ceren U. Gencer</a>, <a href="https://publications.waset.org/abstracts/search?q=Alperen%20Ayyildiz"> Alperen Ayyildiz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Anatomy classes are crucial for general education of medical students, whereas learning anatomy is quite challenging and requires memorization of thousands of structures. In traditional teaching methods, learning materials are still based on books, anatomy mannequins, or videos. This results in forgetting many important structures after several years. However, more interactive teaching methods like virtual reality, augmented reality, gamification, and motion sensors are becoming more popular since such methods ease the way we learn and keep the data in mind for longer terms. During our study, we designed a virtual reality based digital head anatomy platform to investigate whether a fully interactive anatomy platform is effective to learn anatomy and to understand the level of teaching and learning optimization. The Head is one of the most complicated human anatomy structures, with thousands of tiny, unique structures. This makes the head anatomy one of the most difficult parts to understand during class sessions. Therefore, we developed a fully interactive digital tool with 3D model marking, quiz structures, 2D/3D puzzle structures, and VR support so as to integrate the power of VR and gamification. The project has been developed in Unity game engine with HTC Vive Cosmos VR headset. The head anatomy 3D model has been selected with full skeletal, muscular, integumentary, head, teeth, lymph, and vein system. The biggest issue during the development was the complexity of our model and the marking of it in the 3D world system. 3D model marking requires to access to each unique structure in the counted subsystems which means hundreds of marking needs to be done. Some parts of our 3D head model were monolithic. This is why we worked on dividing such parts to subparts which is very time-consuming. In order to subdivide monolithic parts, one must use an external modeling tool. However, such tools generally come with high learning curves, and seamless division is not ensured. Second option was to integrate tiny colliders to all unique items for mouse interaction. However, outside colliders which cover inner trigger colliders cause overlapping, and these colliders repel each other. Third option is using raycasting. However, due to its own view-based nature, raycasting has some inherent problems. As the model rotate, view direction changes very frequently, and directional computations become even harder. This is why, finally, we studied on the local coordinate system. By taking the pivot point of the model into consideration (back of the nose), each sub-structure is marked with its own local coordinate with respect to the pivot. After converting the mouse position to the world position and checking its relation with the corresponding structure’s local coordinate, we were able to mark all points correctly. The advantage of this method is its applicability and accuracy for all types of monolithic anatomical structures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anatomy" title="anatomy">anatomy</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=3D%20model%20marking" title=" 3D model marking"> 3D model marking</a> </p> <a href="https://publications.waset.org/abstracts/144051/vision-and-challenges-of-developing-vr-based-digital-anatomy-learning-platforms-and-a-solution-set-for-3d-model-marking" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144051.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7519</span> The Relationship between Anatomical Components of Mosques and Place Attachment with Respect to Islamic Wisdom and Art</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alitajer%20Saeed">Alitajer Saeed</a>, <a href="https://publications.waset.org/abstracts/search?q=Negintaji%20Farshad"> Negintaji Farshad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study has been examined the relationship between anatomical components of mosques and place attachment of people to anatomies of mosques with the approach of attending to Islamic wisdom. To this end, this article by reviewing the theoretical and empirical literature of mosques' anatomy and the role of anatomy on the architectural design of Iranian mosques by examining the quantitative and qualitative indicators and in order to understand and identify the anatomy of mosques, components such as: entrance, portico, minarets, domes, bedchamber and pool have been investigated. For this purpose, SPSS software has been used. Research is related to field and is of descriptive, analytical and inferential type and quantitative and qualitative indicators have been examined. Statistical analysis obtained from the questionnaire indicates that there is a significant relationship between the anatomical components of architecture and place attachment of the participants. By understanding and identifying the anatomy of mosques and appropriate planning to use the anatomy in Islamic architecture and considering it as an eminent indicators of designing, it can present great Iranian architecture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Islamic%20wisdom" title="Islamic wisdom">Islamic wisdom</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20architecture" title=" Islamic architecture"> Islamic architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=mosque%20anatomy%20place%20attachment" title=" mosque anatomy place attachment"> mosque anatomy place attachment</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20art" title=" Islamic art"> Islamic art</a> </p> <a href="https://publications.waset.org/abstracts/27853/the-relationship-between-anatomical-components-of-mosques-and-place-attachment-with-respect-to-islamic-wisdom-and-art" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27853.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">512</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7518</span> Engineering of E-Learning Content Creation: Case Study for African Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mar%C3%ADa-Dolores%20Afonso-Su%C3%A1rez">María-Dolores Afonso-Suárez</a>, <a href="https://publications.waset.org/abstracts/search?q=Nayra%20Pumar-Carreras"> Nayra Pumar-Carreras</a>, <a href="https://publications.waset.org/abstracts/search?q=Juan%20Ruiz-Alzola"> Juan Ruiz-Alzola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research addresses the use of an e-Learning creation methodology for learning objects. Throughout the process, indicators are being gathered, to determine if it responds to the main objectives of an engineering discipline. These parameters will also indicate if it is necessary to review the creation cycle and readjust any phase. Within the project developed for this study, apart from the use of structured methods, there has been a central objective: the establishment of a learning atmosphere. A place where all the professionals involved are able to collaborate, plan, solve problems and determine guides to follow in order to develop creative and innovative solutions. It has been outlined as a blended learning program with an assessment plan that proposes face to face lessons, coaching, collaboration, multimedia and web based learning objects as well as support resources. The project has been drawn as a long term task, the pilot teaching actions designed provide the preliminary results object of study. This methodology is been used in the creation of learning content for the African countries of Senegal, Mauritania and Cape Verde. It has been developed within the framework of the MACbioIDi, an Interreg European project for the International cooperation and development. The educational area of this project is focused in the training and advice of professionals of the medicine as well as engineers in the use of applications of medical imaging technology, specifically the 3DSlicer application and the Open Anatomy Browser. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20contents%20engineering" title="teaching contents engineering">teaching contents engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title=" blended learning"> blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20cooperation" title=" international cooperation"> international cooperation</a>, <a href="https://publications.waset.org/abstracts/search?q=3dslicer" title=" 3dslicer"> 3dslicer</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20anatomy%20browser" title=" open anatomy browser"> open anatomy browser</a> </p> <a href="https://publications.waset.org/abstracts/85282/engineering-of-e-learning-content-creation-case-study-for-african-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85282.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">172</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7517</span> From Dissection to Diagnosis: Integrating Radiology into Anatomy Labs for Medical Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Julia%20Wimmers-Klick">Julia Wimmers-Klick</a> </p> <p class="card-text"><strong>Abstract:</strong></p> At the Canadian University of British Columbia's Faculty of Medicine, anatomy has traditionally been taught through a combination of lectures and dissection labs in the first two years, with radiology taught separately through lectures and online modules. However, this separation may leave students underprepared for medical practice, as medical imaging is essential for diagnosing anatomical and pathological conditions. To address this, a pilot project was initiated aimed at integrating radiological imaging into anatomy dissection labs from day one of medical school. The incorporated radiological images correlated with the current dissection areas. Additional stations were added within the lab, tailored to the specific content being covered. These stations focused on bones, and quiz questions, along with light-box exercises using radiographs, CT scans, and MRIs provided by the radiology department. The images used were free of pathologies. Examples of these will be presented in the poster. Feedback from short interviews with students and instructors has been positive, particularly among second-year students who appreciated the integration compared to their first-year experience. This low-budget approach was easy to implement but faced challenges, as lab instructors were not radiologists and occasionally struggled to answer students' questions. Instructors expressed a desire for basic training or a refresher course in radiology image reading, particularly focused on identifying healthy landmarks. Overall, all participants agreed that integrating radiology with anatomy reinforces learning during dissection, enhancing students' understanding and preparation for clinical practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quality%20improvement" title="quality improvement">quality improvement</a>, <a href="https://publications.waset.org/abstracts/search?q=radiology%20education" title=" radiology education"> radiology education</a>, <a href="https://publications.waset.org/abstracts/search?q=anatomy%20education" title=" anatomy education"> anatomy education</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a> </p> <a href="https://publications.waset.org/abstracts/194411/from-dissection-to-diagnosis-integrating-radiology-into-anatomy-labs-for-medical-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194411.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">9</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7516</span> Cadaveric Dissection versus Systems-Based Anatomy: Testing Final Year Student Surface Anatomy Knowledge to Compare the Long-Term Effectiveness of Different Course Structures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20Sun">L. Sun</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Hargreaves"> T. Hargreaves</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20Ahmad"> Z. Ahmad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Newly-qualified Foundation Year 1 doctors in the United Kingdom are frequently expected to perform practical skills involving the upper limb in clinical practice (for example, venipuncture, cannulation, and blood gas sampling). However, a move towards systems-based undergraduate medical education in the United Kingdom often precludes or limits dedicated time to anatomy teaching with cadavers or prosections, favouring only applied anatomy in the context of pathology. The authors hypothesised that detailed anatomical knowledge may consequently be adversely affected, particularly with respect to long-term retention. A simple picture quiz and accompanying questionnaire testing the identification of 7 upper limb surface landmarks was distributed to a total of 98 final year medical students from two universities - one with a systems-based curriculum, and one with a dedicated longitudinal dissection-based anatomy module in the first year of study. Students with access to dissection and prosection-based anatomy teaching performed more strongly, with a significantly higher rate of correct identification of all but one of the landmarks. Furthermore, it was notable that none of the students who had previously undertaken a systems-based course scored full marks, compared with 20% of those who had participated in the more dedicated anatomy course. This data suggests that a traditional, dissection-based approach to undergraduate anatomy teaching is superior to modern system-based curricula, in terms of aiding long-term retention of anatomical knowledge pertinent to newly-qualified doctors. The authors express concern that this deficit in proficiency could be detrimental to patient care in clinical practice, and propose that, where dissection-led anatomy teaching is not available, further anatomy revision modules are implemented throughout undergraduate education to aid knowledge retention and support clinical excellence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dissection" title="dissection">dissection</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=surface%20anatomy" title=" surface anatomy"> surface anatomy</a>, <a href="https://publications.waset.org/abstracts/search?q=upper%20limb" title=" upper limb"> upper limb</a> </p> <a href="https://publications.waset.org/abstracts/123561/cadaveric-dissection-versus-systems-based-anatomy-testing-final-year-student-surface-anatomy-knowledge-to-compare-the-long-term-effectiveness-of-different-course-structures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123561.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7515</span> Orthopedic Trauma in Newborn Babies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joanna%20Maj">Joanna Maj</a>, <a href="https://publications.waset.org/abstracts/search?q=Awais%20Hussain"> Awais Hussain</a>, <a href="https://publications.waset.org/abstracts/search?q=Lyndsey%20Vu"> Lyndsey Vu</a>, <a href="https://publications.waset.org/abstracts/search?q=Catherine%20Roxas"> Catherine Roxas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Bone injuries in babies are common conditions that arise during delivery. Fractures of the clavicle, humerus, femur, and skull are the most common neonatal bone injuries sustained from labor and delivery. During operative deliveries, zealous tractions, ineffective delivery techniques, improper uterine incision, and inadequate relaxation of the uterus can lead to bone fractures in the newborn. Neonatal anatomy is unique. Just as children are not mini-adults, newborns are not mini children. A newborn’s anatomy and physiology are significantly different from a pediatric patient's. In this paper, we describe common orthopedic trauma in newborn babies. We provide a comprehensive overview of the different types of bone injuries in newborns. We hypothesize that the rate of bone fractures sustained at birth is higher in cases of operative deliveries. Methods: Relevant literature was selected by using the PubMed database. Search terms included orthopedic conditions in newborns, neonatal anatomy, and bone fractures in neonates during operative deliveries. Inclusion criteria included age, gender, race, type of bone injury and progression of bone injury. Exclusion criteria were limited in the medical history of cases reviewed and comorbidities. Results: This review finds that a clavicle fracture is the most common type of neonatal orthopedic injury sustained at birth in both operative and non-operative deliveries. We confirm the hypothesis that infants born via operative deliveries have a significantly higher rate of bone fractures than non-cesarean section deliveries. Conclusion: Newborn babies born via operative deliveries have a higher rate of bone fractures of the clavicle, humerus, and femur. A clavicle bone fracture in newborns is most common during emergency operative deliveries in new mothers. We conclude that infants born via an operative delivery sustained more bone injuries than infants born via non-cesarean section deliveries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=clavicle%20fracture" title="clavicle fracture">clavicle fracture</a>, <a href="https://publications.waset.org/abstracts/search?q=humerus%20fracture" title=" humerus fracture"> humerus fracture</a>, <a href="https://publications.waset.org/abstracts/search?q=neonates" title=" neonates"> neonates</a>, <a href="https://publications.waset.org/abstracts/search?q=newborn%20orthopedics" title=" newborn orthopedics"> newborn orthopedics</a>, <a href="https://publications.waset.org/abstracts/search?q=orthopedic%20surgery" title=" orthopedic surgery"> orthopedic surgery</a>, <a href="https://publications.waset.org/abstracts/search?q=pediatrics" title=" pediatrics"> pediatrics</a>, <a href="https://publications.waset.org/abstracts/search?q=orthopedic%20trauma" title=" orthopedic trauma"> orthopedic trauma</a>, <a href="https://publications.waset.org/abstracts/search?q=orthopedic%20trauma%20during%20delivery" title=" orthopedic trauma during delivery"> orthopedic trauma during delivery</a>, <a href="https://publications.waset.org/abstracts/search?q=cesarean%20section" title=" cesarean section"> cesarean section</a>, <a href="https://publications.waset.org/abstracts/search?q=obstetrics" title=" obstetrics"> obstetrics</a>, <a href="https://publications.waset.org/abstracts/search?q=neonatal%20anatomy" title=" neonatal anatomy"> neonatal anatomy</a>, <a href="https://publications.waset.org/abstracts/search?q=neonatal%20fractures" title=" neonatal fractures"> neonatal fractures</a>, <a href="https://publications.waset.org/abstracts/search?q=operative%20deliveries" title=" operative deliveries"> operative deliveries</a>, <a href="https://publications.waset.org/abstracts/search?q=labor%20and%20delivery" title=" labor and delivery"> labor and delivery</a>, <a href="https://publications.waset.org/abstracts/search?q=bone%20injuries%20in%20neonates" title=" bone injuries in neonates"> bone injuries in neonates</a> </p> <a href="https://publications.waset.org/abstracts/158766/orthopedic-trauma-in-newborn-babies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158766.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">101</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7514</span> The Efficacy of a Student Designed and Led Near Peer Anatomy Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Heads">Mark Heads</a>, <a href="https://publications.waset.org/abstracts/search?q=Carrie%20Adamson"> Carrie Adamson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction This study evaluated the educational merits of the teaching activities of ‘Sheffield Anatomy Society,’ a student society with minimal faculty oversight which delivers near peer teaching in a range of formats to support students in their revision. Near peer, teaching is defined as teaching delivered by more senior students who have themselves recently completed the course content. This study was conducted between early April and late May 2022. This programme aims to improve student knowledge of anatomy, increase student confidence in their anatomy learning and cultivate a sense of community. The sessions were delivered by more senior medical students and by medical students undertaking an intercalated Master's degree in Human Anatomy with Education. Background: The majority of studies concerning near peer teaching focus on faculty designed programmes. Few studies have examined entirely student led near peer teaching of anatomy. Existing studies have been favourable but have limited qualitative examination of the benefits and weaknesses of near peer teaching. Various drawbacks have been proposed in the literature but not extensively investigated in practice. This study examines student led near peer anatomy teaching across a range of formats and considers these proposed criticisms. Methods: The teaching series consisted of 11 online lectures, a small group teaching session, two in person mock spotter examinations, and an online mock examination. Feedback forms were given for each session, and follow up interviews were conducted. Thematic analysis utilising an interpretivist epistemology was conducted on the feedback form responses and interview transcripts. Findings: 207 first year medical students, 34 second year biomedical science students, and 12 third year biomedical science students completed one or more feedback forms following these sessions, with 875 responses being collected in total. Six interviews were conducted. 99.5% of respondents said that they would recommend these sessions to other students. The quantitative results ranged from a mean of 4.6-4.8/5 per session when asked to rate how useful the students found it. Qualitative: analysis yielded numerous strengths and some weaknesses of the programme. The most commonly cited strength was that students found the explanations readily comprehensible. Students also praised the interactive nature of the sessions, with students frequently saying they felt more able to engage with interactive elements and ask questions in these sessions than in faculty teaching. Students did, however, raise some issues. The most common drawback students mentioned was a desire for more help preparing for their examinations, especially more examination style questions. Criticisms of the teaching itself were less prominent and typically reflected time constraints and limited resources. Conclusions : This study suggests student organised near peer teaching, utilising interactive online lectures, small group teaching, and mock examinations, can be an effective method for supporting students studying anatomy. Students reported improvements in their knowledge as a result of the sessions, greater confidence approaching their examinations, and this programme has helped foster an environment where students feel able to ask questions outside of sessions and even get involved with teaching themselves the following academic year. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=medical%20education" title="medical education">medical education</a>, <a href="https://publications.waset.org/abstracts/search?q=near%20peer%20teaching" title=" near peer teaching"> near peer teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=anatomy%20teaching" title=" anatomy teaching"> anatomy teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a> </p> <a href="https://publications.waset.org/abstracts/164705/the-efficacy-of-a-student-designed-and-led-near-peer-anatomy-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164705.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">65</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7513</span> Effectiveness of Powerpoint Presentations in Teaching Anatomy: A Student's Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vrinda%20Hari%20Ankolekar">Vrinda Hari Ankolekar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The advancement of various audio-visual aids in the present era has led to progressive changes in education. Use of powerpoint presentations play a key role in anatomy to learn and understand a particular topic. As the subject of anatomy involves more of illustrations and demonstrations, powerpoint presentations become essential in conveying the necessary information. Objectives: To assess the students’ perspective about the use of powerpoint presentations in teaching anatomy.Method: A questionnaire was constructed and 55 students were asked to put forth their preferences for the powerpoint presentations or blackboard that would help them to understand the subject better. Results and conclusion: 30 voted PPT as better and effective tool to explain the subject efficiently. 35 chose PPT as more creative than Blackboard to create interest in the subject. 20 wanted to retain chalk and talk for teaching their subject instead of replacing it with PowerPoint. 36 felt chalk and talk as more useful and appropriate tool for teaching than PowerPoint. Only 25 felt chalk and talk relatively more boring than PowerPoint. 23 experienced more involvement and active participation in the class when chalk and talk is used as the teaching tool. 26 stated that chalk and talk has most of the features needed for teaching.One of the limitations of this study is that the sample size is drawn from one institution only and deals with the experience of one particular group of individuals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chalk%20and%20board" title="chalk and board">chalk and board</a>, <a href="https://publications.waset.org/abstracts/search?q=powerpoint%20presentation" title=" powerpoint presentation"> powerpoint presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation%20skills" title=" presentation skills"> presentation skills</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20technologies" title=" teaching technologies"> teaching technologies</a> </p> <a href="https://publications.waset.org/abstracts/35050/effectiveness-of-powerpoint-presentations-in-teaching-anatomy-a-students-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35050.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">409</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7512</span> A Rural Journey of Integrating Interprofessional Education to Foster Trust</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Julia%20Wimmers%20Klick">Julia Wimmers Klick</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Interprofessional Education (IPE) is widely recognized as a valuable approach in healthcare education, despite the challenges it presents. This study explores IP surface anatomy lab sessions, with a focus on fostering trust and collaboration among healthcare students. The research is conducted within the context of rural healthcare settings in British Columbia (BC), where a medical school and a physical therapy (PT) program operate under the Faculty of Medicine at the University of British Columbia (UBC). While IPE sessions addressing soft skills have been implemented, the integration of hard skills, such as Anatomy, remains limited. To address this gap, a pilot feasibility study was conducted with a positive outcome, a follow-up study involved these IPE sessions aimed at exploring the influence of bonding and trust between medical and PT students. Data were collected through focus groups comprising participating students and faculty members, and a structured SWOC (Strengths, Weaknesses, Opportunities, and Challenges) analysis was conducted. The IPE sessions, 3 in total, consisted of a 2.5-hour lab on surface anatomy, where PT students took on the teaching role, and medical students were newly exposed to surface anatomy. The focus of the study was on the relationship-building process and trust development between the two student groups, rather than assessing the acquisition of surface anatomy skills. Results indicated that the surface anatomy lab served as a suitable tool for the application and learning of soft skills. Faculty members observed positive outcomes, including productive interaction between students, reversed hierarchy with PT students teaching medical students, practicing active listening skills, and using a mutual language of anatomy. Notably, there was no grade assessment or external pressure to perform. The students also reported an overall positive experience; however, the specific impact on the development of soft skill competencies could not be definitively determined. Participants expressed a sense of feeling respected, welcomed, and included, all of which contributed to feeling safe. Within the small group environment, students experienced becoming a part of a community of healthcare providers that bonded over a shared interest in health professions education. They enjoyed sharing diverse experiences related to learning across their varied contexts, without fear of judgment and reprisal that were often intimidating in single professional contexts. During a joint Christmas party for both cohorts, faculty members observed students mingling, laughing, and forming bonds. This emphasized the importance of early bonding and trust development among healthcare colleagues, particularly in rural settings. In conclusion, the findings emphasize the potential of IPE sessions to enhance trust and collaboration among healthcare students, with implications for their future professional lives in rural settings. Early bonding and trust development are crucial in rural settings, where healthcare professionals often rely on each other. Future research should continue to explore the impact of content-concentrated IPE on the development of soft skill competencies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interprofessional%20education" title="interprofessional education">interprofessional education</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20healthcare%20settings" title=" rural healthcare settings"> rural healthcare settings</a>, <a href="https://publications.waset.org/abstracts/search?q=trust" title=" trust"> trust</a>, <a href="https://publications.waset.org/abstracts/search?q=surface%20anatomy" title=" surface anatomy"> surface anatomy</a> </p> <a href="https://publications.waset.org/abstracts/168003/a-rural-journey-of-integrating-interprofessional-education-to-foster-trust" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168003.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">69</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7511</span> Investigation of Anatomical Components of Mosques with the Approach of Attention to Islamic Wisdom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farshad%20Negintaji">Farshad Negintaji</a>, <a href="https://publications.waset.org/abstracts/search?q=Hamid%20Reza%20Zeraat%20Pisheh"> Hamid Reza Zeraat Pisheh</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahshid%20Ghanea"> Mahshid Ghanea</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Khalifeh"> Zahra Khalifeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Bagher%20Rahami"> Mohammad Bagher Rahami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study has been examined the anatomical components of mosques with the approach of attending to Islamic wisdom and investigated the distinction between the anatomical design of mosques (traditional and modern) by considering the category of perception in Islamic architecture. To this end, this article by reviewing the theoretical and empirical literature of mosques' anatomy and the role of anatomy on the architectural design of Iranian mosques by examining the quantitative and qualitative indicators and in order to understand and identify the anatomy of mosques, indicators such as: entrance, portico, minarets, domes, bedchamber and pool have been used. The aim of this study has been to investigate materials, the functional properties, technology, sizes and fitness of (traditional and modern) mosques. For this purpose, a questionnaire was prepared in which the anatomical and spiritual elements of the mosque shape have been questioned. Research is related to field and is of descriptive, analytical and inferential type and quantitative and qualitative indicators have been examined. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Islamic%20wisdom" title="Islamic wisdom">Islamic wisdom</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20architecture" title=" Islamic architecture"> Islamic architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=mosque%20anatomy" title=" mosque anatomy"> mosque anatomy</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20minaret" title=" the minaret"> the minaret</a>, <a href="https://publications.waset.org/abstracts/search?q=dome" title=" dome"> dome</a>, <a href="https://publications.waset.org/abstracts/search?q=bedchamber" title=" bedchamber"> bedchamber</a>, <a href="https://publications.waset.org/abstracts/search?q=entrance" title=" entrance"> entrance</a>, <a href="https://publications.waset.org/abstracts/search?q=pool" title=" pool"> pool</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a> </p> <a href="https://publications.waset.org/abstracts/5266/investigation-of-anatomical-components-of-mosques-with-the-approach-of-attention-to-islamic-wisdom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5266.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">427</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7510</span> MRCP as a Pre-Operative Tool for Predicting Variant Biliary Anatomy in Living Related Liver Donors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Awais%20Ahmed">Awais Ahmed</a>, <a href="https://publications.waset.org/abstracts/search?q=Atif%20Rana"> Atif Rana</a>, <a href="https://publications.waset.org/abstracts/search?q=Haseeb%20Zia"> Haseeb Zia</a>, <a href="https://publications.waset.org/abstracts/search?q=Maham%20Jahangir"> Maham Jahangir</a>, <a href="https://publications.waset.org/abstracts/search?q=Rashed%20Nazir"> Rashed Nazir</a>, <a href="https://publications.waset.org/abstracts/search?q=Faisal%20Dar"> Faisal Dar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: Biliary complications represent the most common cause of morbidity in living related liver donor transplantation and detailed preoperative evaluation of biliary anatomic variants is crucial for safe patient selection and improved surgical outcomes. Purpose of this study is to determine the accuracy of preoperative MRCP in predicting biliary variations when compared to intraoperative cholangiography in living related liver donors. Materials and Methods: From 44 potential donors, 40 consecutive living related liver donors (13 females and 28 males) underwent donor hepatectomy at our centre from April 2012 to August 2013. MRCP and IOC of all patients were retrospectively reviewed separately by two radiologists and a transplant surgeon.MRCP was performed on 1.5 Tesla MR magnets using breath-hold heavily T2 weighted radial slab technique. One patient was excluded due to suboptimal MRCP. The accuracy of MRCP for variant biliary anatomy was calculated. Results: MRCP accurately predicted the biliary anatomy in 38 of 39 cases (97 %). Standard biliary anatomy was predicted by MRCP in 25 (64 %) donors (100% sensitivity). Variant biliary anatomy was noted in 14 (36 %) IOCs of which MRCP predicted precise anatomy of 13 variants (93 % sensitivity). The two most common variations were drainage of the RPSD into the LHD (50%) and the triple confluence of the RASD, RPSD and LHD (21%). Conclusion: MRCP is a sensitive imaging tool for precise pre-operative mapping of biliary variations which is critical to surgical decision making in living related liver transplantation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intraoperative%20cholangiogram" title="intraoperative cholangiogram">intraoperative cholangiogram</a>, <a href="https://publications.waset.org/abstracts/search?q=liver%20transplantation" title=" liver transplantation"> liver transplantation</a>, <a href="https://publications.waset.org/abstracts/search?q=living%20related%20donors" title=" living related donors"> living related donors</a>, <a href="https://publications.waset.org/abstracts/search?q=magnetic%20resonance%20cholangio-pancreaticogram%20%28MRCP%29" title=" magnetic resonance cholangio-pancreaticogram (MRCP)"> magnetic resonance cholangio-pancreaticogram (MRCP)</a> </p> <a href="https://publications.waset.org/abstracts/1679/mrcp-as-a-pre-operative-tool-for-predicting-variant-biliary-anatomy-in-living-related-liver-donors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1679.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">397</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7509</span> A Case Report of Aberrant Vascular Anatomy of the Deep Inferior Epigastric Artery Flap</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karissa%20Graham">Karissa Graham</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Campbell-Lloyd"> Andrew Campbell-Lloyd</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The deep inferior epigastric artery perforator flap (DIEP) is used to reconstruct large volumes of tissue. The DIEP flap is based on the deep inferior epigastric artery (DIEA) and vein. Accurate knowledge of the anatomy of these vessels allows for efficient dissection of the flap, minimal damage to surrounding tissue, and a well vascularized flap. A 54 year old lady was assessed for bilateral delayed autologous reconstruction with DIEP free flaps. The right DIEA was consistent with the described anatomy. The left DIEA had a vessel branching shortly after leaving the external iliac artery and before entering the muscle. This independent branch entered the muscle and had a long intramuscular course to the largest perforator. The main DIEA vessel demonstrated a type II branching pattern but had perforators that were too small to have a viable DIEP flap. There were no communicating arterial branches between the independent vessel and DIEA, however, there was one venous communication between them. A muscle sparing transverse rectus abdominis muscle flap was raised using the main periumbilical perforator from the independent vessel. Our case report demonstrated an unreported anatomical variant of the DIEA. A few anatomical variants have been described in the literature, including a unilateral absent DIEA and peritoneal-cutaneous perforators that had no connection to the DIEA. Doing a pre-operative CTA helps to identify these rare anatomical variations, which leads to safer, more efficient, and effective operating. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aberrant%20anatomy" title="aberrant anatomy">aberrant anatomy</a>, <a href="https://publications.waset.org/abstracts/search?q=CT%20angiography" title=" CT angiography"> CT angiography</a>, <a href="https://publications.waset.org/abstracts/search?q=DIEP%20anatomy" title=" DIEP anatomy"> DIEP anatomy</a>, <a href="https://publications.waset.org/abstracts/search?q=free%20flap" title=" free flap"> free flap</a> </p> <a href="https://publications.waset.org/abstracts/148765/a-case-report-of-aberrant-vascular-anatomy-of-the-deep-inferior-epigastric-artery-flap" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148765.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7508</span> Improved Anatomy Teaching by the 3D Slicer Platform</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmedou%20Moulaye%20Idriss">Ahmedou Moulaye Idriss</a>, <a href="https://publications.waset.org/abstracts/search?q=Yahya%20Tfeil"> Yahya Tfeil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Medical imaging technology has become an indispensable tool in many branches of the biomedical, health area, and research and is vitally important for the training of professionals in these fields. It is not only about the tools, technologies, and knowledge provided but also about the community that this training project proposes. In order to be able to raise the level of anatomy teaching in the medical school of Nouakchott in Mauritania, it is necessary and even urgent to facilitate access to modern technology for African countries. The role of technology as a key driver of justifiable development has long been recognized. Anatomy is an essential discipline for the training of medical students; it is a key element for the training of medical specialists. The quality and results of the work of a young surgeon depend on his better knowledge of anatomical structures. The teaching of anatomy is difficult as the discipline is being neglected by medical students in many academic institutions. However, anatomy remains a vital part of any medical education program. When anatomy is presented in various planes medical students approve of difficulties in understanding. They do not increase their ability to visualize and mentally manipulate 3D structures. They are sometimes not able to correctly identify neighbouring or associated structures. This is the case when they have to make the identification of structures related to the caudate lobe when the liver is moved to different positions. In recent decades, some modern educational tools using digital sources tend to replace old methods. One of the main reasons for this change is the lack of cadavers in laboratories with poorly qualified staff. The emergence of increasingly sophisticated mathematical models, image processing, and visualization tools in biomedical imaging research have enabled sophisticated three-dimensional (3D) representations of anatomical structures. In this paper, we report our current experience in the Faculty of Medicine in Nouakchott Mauritania. One of our main aims is to create a local learning community in the fields of anatomy. The main technological platform used in this project is called 3D Slicer. 3D Slicer platform is an open-source application available for free for viewing, analysis, and interaction with biomedical imaging data. Using the 3D Slicer platform, we created from real medical images anatomical atlases of parts of the human body, including head, thorax, abdomen, liver, and pelvis, upper and lower limbs. Data were collected from several local hospitals and also from the website. We used MRI and CT-Scan imaging data from children and adults. Many different anatomy atlases exist, both in print and digital forms. Anatomy Atlas displays three-dimensional anatomical models, image cross-sections of labelled structures and source radiological imaging, and a text-based hierarchy of structures. Open and free online anatomical atlases developed by our anatomy laboratory team will be available to our students. This will allow pedagogical autonomy and remedy the shortcomings by responding more fully to the objectives of sustainable local development of quality education and good health at the national level. To make this work a reality, our team produced several atlases available in our faculty in the form of research projects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anatomy" title="anatomy">anatomy</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20imaging" title=" medical imaging"> medical imaging</a>, <a href="https://publications.waset.org/abstracts/search?q=three%20dimensional" title=" three dimensional"> three dimensional</a> </p> <a href="https://publications.waset.org/abstracts/142357/improved-anatomy-teaching-by-the-3d-slicer-platform" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142357.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">241</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7507</span> Review of the Anatomy of the Middle Cerebral Artery and Its Anomalies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karen%20Cilliers">Karen Cilliers</a>, <a href="https://publications.waset.org/abstracts/search?q=Benedict%20John%20Page"> Benedict John Page</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The middle cerebral artery (MCA) is the most complex cerebral artery although few anomalies are found compared to the other cerebral arteries. The branches of the MCA cover a large part of each hemisphere, therefore it is exposed in various operations. Although the segments of the MCA are similarly described by most authors, there is some disagreement on the branching pattern of the MCA. The aim of this study was to review the available literature on the anatomy and variations of the MCA, and to compare this to a pilot study. For the pilot study, 20 hemispheres were perfused with coloured silicone and the MCA was dissected. According to the literature, the two most common branching configurations are the bifurcating and trifurcating patterns. In the pilot study, bifurcation was observed in 19 hemispheres, and in one hemisphere there was no branching (monofurcation). No trifurcation was observed. The most commonly duplicated branch was the anterior parietal artery in 30%, and most commonly absent was the common temporal artery in 65% and the temporal polar artery in 40%. Very few studies describe the origins of the branches of the MCA, therefore a detailed description is given. Middle cerebral artery variations that are occasionally reported in the literature include fenestration, and a duplicated or accessory MCA, although no variations were observed in the pilot study. Aneurysms can frequently be observed at the branching of cerebral vessels, therefore a thorough knowledge of the vascular anatomy is vital. Furthermore, knowledge of possible variations is important since variations can have serious clinical implications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anatomy" title="anatomy">anatomy</a>, <a href="https://publications.waset.org/abstracts/search?q=anomaly" title=" anomaly"> anomaly</a>, <a href="https://publications.waset.org/abstracts/search?q=description" title=" description"> description</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20cerebral%20artery" title=" middle cerebral artery"> middle cerebral artery</a>, <a href="https://publications.waset.org/abstracts/search?q=origin" title=" origin"> origin</a>, <a href="https://publications.waset.org/abstracts/search?q=variation" title=" variation"> variation</a> </p> <a href="https://publications.waset.org/abstracts/32595/review-of-the-anatomy-of-the-middle-cerebral-artery-and-its-anomalies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32595.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">347</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7506</span> Revisiting Historical Illustrations in the Age of Digital Anatomy Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Julia%20Wimmers-Klick">Julia Wimmers-Klick</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the contemporary study of anatomy, medical students utilize a diverse array of resources, including lab handouts, lectures, and, increasingly, digital media such as interactive anatomy apps and digital images. Notably, a significant shift has occurred, with fewer students possessing traditional anatomy atlases or books, reflecting a broader trend towards digital approaches like Virtual Reality, Augmented Reality, and web-based programs. This paper seeks to explore the evolution of anatomy education by contrasting current digital tools with historical resources, such as classical anatomical illustrations and atlases, to assess their relevance and potential benefits in modern medical education. Through a comprehensive literature review, the development of anatomical illustrations is traced from the textual descriptions of Galen to the detailed and artistic representations of Da Vinci, Vesalius, and later anatomists. The examination includes how the printing press facilitated the dissemination of anatomical knowledge, transforming covert dissections into public spectacles and formalized teaching practices. Historical illustrations, often influenced by societal, religious, and aesthetic contexts, not only served educational purposes but also reflected the prevailing medical knowledge and ethical standards of their times. Critical questions are raised about the place of historical illustrations in today's anatomy curriculum. Specifically, their potential to teach critical thinking, highlight the history of medicine, and offer unique insights into past societal conditions are explored. These resources are viewed in their context, including the lack of diversity and the presence of ethical concerns, such as the use of illustrations from unethical sources like Pernkopf’s atlas. In conclusion, while digital tools offer innovative ways to visualize and interact with anatomical structures, historical illustrations provide irreplaceable value in understanding the evolution of medical knowledge and practice. The study advocates for a balanced approach that integrates traditional and modern resources to enrich medical education, promote critical thinking, and provide a comprehensive understanding of anatomy. Future research should investigate the optimal combination of these resources to meet the evolving needs of medical learners and the implications of the digital shift in anatomy education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20anatomy" title="human anatomy">human anatomy</a>, <a href="https://publications.waset.org/abstracts/search?q=historical%20illustrations" title=" historical illustrations"> historical illustrations</a>, <a href="https://publications.waset.org/abstracts/search?q=historical%20context" title=" historical context"> historical context</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20education" title=" medical education"> medical education</a> </p> <a href="https://publications.waset.org/abstracts/188875/revisiting-historical-illustrations-in-the-age-of-digital-anatomy-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188875.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">21</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7505</span> Merits and Demerits of Participation of Fellow Examinee as Subjects in Observed Structured Practical Examination in Physiology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20U.%20A.%20Khan">Mohammad U. A. Khan</a>, <a href="https://publications.waset.org/abstracts/search?q=Md.%20D.%20Hossain"> Md. D. Hossain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Department of Physiology finds difficulty in managing ‘subjects’ in practical procedure. To avoid this difficulty fellow examinees of other group may be used as subjects. Objective: To find out the merits and demerits of using fellow examinees as subjects in the practical procedure. Method: This cross-sectional descriptive study was conducted in the Department of Physiology, Noakhali Medical College, Bangladesh during May-June’14. Forty-two 1st year undergraduate medical students from a selected public medical college of Bangladesh were enrolled for the study purposively. Consent of students and authority was taken. Eighteen of them were selected as subjects and designated as subject-examinees. Other fellow examinees (non-subject) examined their blood pressure and pulse as part of ‘observed structured practical examination’ (OSPE). The opinion of all examinees regarding the merits and demerits of using fellow examinee as subjects in the practical procedure was recorded. Result: Examinees stated that they could perform their practical procedure without nervousness (24/42, 57.14%), accurately and comfortably (14/42, 33.33%) and subjects were made available without wasting time (2/42, 4.76%). Nineteen students (45.24%) found no disadvantage and 2 (4.76%) felt embracing when the subject was of opposite sex. The subject-examinees narrated that they could learn from the errors done by their fellow examinee (11/18, 61.1%). 75% non-subject examinees expressed their willingness to be subject so that they can learn from their fellows’ error. Conclusion: Using fellow examinees as subjects is beneficial for both the non-subject and subject examinees. Funding sources: Navana, Beximco, Unihealth, Square & Acme Pharma, Bangladesh Ltd. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physiology" title="physiology">physiology</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=practical" title=" practical"> practical</a>, <a href="https://publications.waset.org/abstracts/search?q=OSPE" title=" OSPE"> OSPE</a> </p> <a href="https://publications.waset.org/abstracts/85740/merits-and-demerits-of-participation-of-fellow-examinee-as-subjects-in-observed-structured-practical-examination-in-physiology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85740.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7504</span> A Review of Machine Learning for Big Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Devatha%20Kalyan%20Kumar">Devatha Kalyan Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Aravindraj%20D."> Aravindraj D.</a>, <a href="https://publications.waset.org/abstracts/search?q=Sadathulla%20A."> Sadathulla A.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Big data are now rapidly expanding in all engineering and science and many other domains. The potential of large or massive data is undoubtedly significant, make sense to require new ways of thinking and learning techniques to address the various big data challenges. Machine learning is continuously unleashing its power in a wide range of applications. In this paper, the latest advances and advancements in the researches on machine learning for big data processing. First, the machine learning techniques methods in recent studies, such as deep learning, representation learning, transfer learning, active learning and distributed and parallel learning. Then focus on the challenges and possible solutions of machine learning for big data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20data" title=" big data"> big data</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a> </p> <a href="https://publications.waset.org/abstracts/72161/a-review-of-machine-learning-for-big-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72161.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">446</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7503</span> Cadaveric Study of Lung Anatomy: A Surgical Overview</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arthi%20Ganapathy">Arthi Ganapathy</a>, <a href="https://publications.waset.org/abstracts/search?q=Rati%20Tandon"> Rati Tandon</a>, <a href="https://publications.waset.org/abstracts/search?q=Saroj%20Kaler"> Saroj Kaler</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: A thorough knowledge of variations in lung anatomy is of prime significance during surgical procedures like lobectomy, pneumonectomy, and segmentectomy of lungs. The arrangement of structures in the lung hilum act as a guide in performing such procedures. The normal pattern of arrangement of hilar structures in the right lung is eparterial bronchus, pulmonary artery, hyparterial bronchus and pulmonary veins from above downwards. In the left lung, it is pulmonary artery, principal bronchus and pulmonary vein from above downwards. The arrangement of hilar structures from anterior to posterior in both the lungs is pulmonary vein, pulmonary artery, and principal bronchus. The bronchial arteries are very small and usually the posterior most structures in the hilum of lungs. Aim: The present study aims at reporting the variations in hilar anatomy (arrangement and number) of lungs. Methodology: 75 adult formalin fixed cadaveric lungs from the department of Anatomy AIIMS New Delhi were observed for variations in the lobar anatomy. Arrangement of pulmonary hilar structures was meticulously observed, and any deviation in the pattern of presentation was recorded. Results: Among the 75 adult lung specimens observed 36 specimens were of right lung and the rest of left lung. Seven right lung specimens showed only 2 lobes with an oblique fissure dividing them and one left lung showed 3 lobes. The normal pattern of arrangement of hilar structures was seen in 22 right lungs and 23 left lungs. Rest of the lung specimens (14 right and 16 left) showed a varied pattern of arrangement of hilar structures. Some of them showed alterations in the sequence of arrangement of pulmonary artery, pulmonary veins, bronchus, and others in the number of these structures. Conclusion: Alterations in the pattern of arrangement of structures in the lung hilum are quite frequent. A compromise in knowledge of such variations will result in inadvertent complications like intraoperative bleeding during surgical procedures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fissures" title="fissures">fissures</a>, <a href="https://publications.waset.org/abstracts/search?q=hilum" title=" hilum"> hilum</a>, <a href="https://publications.waset.org/abstracts/search?q=lobes" title=" lobes"> lobes</a>, <a href="https://publications.waset.org/abstracts/search?q=pulmonary" title=" pulmonary"> pulmonary</a> </p> <a href="https://publications.waset.org/abstracts/77925/cadaveric-study-of-lung-anatomy-a-surgical-overview" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77925.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">224</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7502</span> Object-Oriented Programming for Modeling and Simulation of Systems in Physiology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Fernandez%20de%20Canete">J. Fernandez de Canete</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Object-oriented modeling is spreading in the current simulation of physiological systems through the use of the individual components of the model and its interconnections to define the underlying dynamic equations. In this paper, we describe the use of both the SIMSCAPE and MODELICA simulation environments in the object-oriented modeling of the closed-loop cardiovascular system. The performance of the controlled system was analyzed by simulation in light of the existing hypothesis and validation tests previously performed with physiological data. The described approach represents a valuable tool in the teaching of physiology for graduate medical students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=object-oriented%20modeling" title="object-oriented modeling">object-oriented modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=SIMSCAPE%20simulation%20language" title=" SIMSCAPE simulation language"> SIMSCAPE simulation language</a>, <a href="https://publications.waset.org/abstracts/search?q=MODELICA%20simulation%20language" title=" MODELICA simulation language"> MODELICA simulation language</a>, <a href="https://publications.waset.org/abstracts/search?q=cardiovascular%20system" title=" cardiovascular system"> cardiovascular system</a> </p> <a href="https://publications.waset.org/abstracts/28645/object-oriented-programming-for-modeling-and-simulation-of-systems-in-physiology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28645.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">506</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learning%20anatomy%20and%20physiology&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learning%20anatomy%20and%20physiology&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learning%20anatomy%20and%20physiology&page=4">4</a></li> <li class="page-item"><a class="page-link" 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