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Xavier Bichat, who lived a short life (1771-1802), was prominent French anatomist and physiologist during the time of revolution and one of the founders of French scientific medicine. He played a key role in the creation of the science of histology. Indeed, he was the first to see the organs of the body as being formed through the specialization of simple, functional units (tissues). Bichat is also known as one of the last of the major theorists of vitalism., Competing Interests: Declaration of conflicting interestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Student-generated videos (SGVs) are gaining popularity and have been increasingly incorporated into undergraduate curricula in many disciplines. Through the creation of their own educational digital videos, students learn course content and transferrable skills. However, the use of SGVs in anatomy and physiology (A&P) is virtually undocumented. In this mixed-methods study, students in online and face-to-face A&P courses independently created short videos about relevant physiological phenomena. The results indicate that perceived and actual learning, as well as enjoyment, were positively impacted by the creation of the SGVs. Though it was not required, students watched their peers' videos over 12,000 times in the online course and over 1,100 times in the face-to-face course. These findings demonstrate the value of SGVs in the A&P lecture classroom for the first time.

Human Anatomy and Physiology courses are "gateway" courses that students must pass with high grades in order to proceed through their program of study. However, student pass rates are often low, resulting in students attempting the course multiple times and delaying their graduation. Supplemental instruction performed by peer leaders is one mechanism that has been used to increase student success. The goal of this study was to evaluate the effectiveness of peer-led supplemental instruction by comparing predicted and actual course grades. We learned that students predicted to earn a C achieved higher grades when they utilized supplemental instruction. While those students performed better than predicted, supplemental instruction did not improve ABC rates for the class. We conclude that supplemental instruction can be of benefit for some students.

In the United States, there is a demand for registered nurses. To be admitted into the nursing program, students need to complete prerequisite courses such as human anatomy and physiology. Many students find human anatomy and physiology challenging due to the nature of the content. Poor performance in human anatomy and physiology can preclude a student from enrolling in the nursing program. Professors can support students in their learning activities with strategies that can have a positive impact on learning and improve learner outcomes. The objectives of this study are to use consistent formative assessments such as pre-course assessment, course syllabus quiz, reading assignments (pre-learning), in-class activities (during learning), and post-learning activities to engage students in a human anatomy and physiology course. It is important to share these strategies for engaging students with other educators of allied health students. Data were collected on students' performance on pre-course assessment, course syllabus quiz, pre-learning, during learning, and post-learning activities (n=9). Pre-course assessment, course syllabus quiz, and post-learning quizzes were completed on Moodle. Pre-learning reading assignments were completed using McGraw Hill Connect embedded within Moodle. During learning and post-learning activities were completed in the classroom. The mean data for different forms of formative assessment are pre-course assessment (67.8%), course syllabus quiz (84.4%), pre-learning reading assignments (99%), during learning activities (94.2%), and post-learning activities (78.8%). The data show that consistent formative assessments can be used to engage students in active learning, help them prepare for summative assessments, and impact knowledge with positive learner outcomes.

In 1993, an increase was observed in the spatial IQ scores of the volunteers who listened to Mozart's sonata K448 for 10 min, and this phenomenon entered the literature as the "Mozart effect." Other studies have shown that this effect is particularly evident in spatial skill tests. A large body of research has provided evidence that spatial ability is associated with success in learning anatomy. In this study, Kastamonu University Faculty of Medicine students were divided into two groups during 16-h practical training spanning 30 days. While one of the groups listened to Mozart's K448 sonata as the background music in all lessons, the control group attended the lessons in their standard form. At the end of each lesson, all students solved a modified mental rotation test including questions involving anatomical structures. Before starting the study, after the first laboratory class, on the 15th and 30th day of the study, blood samples were taken from the participants, and plasma brain-derived neurotrophic factor (BDNF) levels were determined. The effect of time on mental rotation score and plasma BDNF level was significant (p < 0.001 for both). The effect of group was also significant (p < 0.001 for both). Pairwise comparisons showed significance in the fifth, sixth, seventh, and eighth mental rotation test (p < 0.001, p = 0.041, p < 0.001, p < 0.001, respectively) and in the third (Day 15) and fourth (Day 30) BDNF measurement (p < 0.001 for both). Our findings may indicate that specific background music may be useful for anatomy teaching.

As a result of the COVID-19 pandemic, anatomy education was forced to adopt online modes of delivery. Previous research on student views revealed areas of strong preference (asynchronous lectures) and strong dislike (virtual specimens) in online anatomy courses. The current study seeks to compare the views of a single cohort of students experiencing both online and in-person undergraduate introductory anatomy and physiology courses. This comparison can highlight what students consider beneficial to their education and can inform future hybrid course offerings. Q-methodology was used to assess the opinions of students. Students sorted 41 statements on anatomy education in a quasi-normally distributed grid based on their degree of agreement with the statements. The rankings underwent a by-person factor analysis which categorized students with shared perceptions into groups. Data were collected from 246 students in the primarily online fall semester and 191 students in the primarily in-person winter semester. Analysis revealed three distinct factors (groups) in the cohort. Factor one (n = 113 (fall), n = 93 (winter)), was satisfied overall with the course materials and delivery. Factor two (n = 52 (fall), n = 18 (winter)) had a deep dislike of online learning, and factor three (n = 37 (fall), n = 49 (winter)) had a strong preference for online learning. While many students were comfortable in both online and in-person learning environments, this was not the case for all learners. The strengths and weaknesses of each teaching modality suggest the opportunity to explore hybrid learning as an option for future course offerings and specifically highlight valuable aspects to incorporate from each environment.

Mnemonic devices are memory aids that make it easier to recall information and are widely used by students studying anatomy and physiology. Simple musical instruments and toys can serve as mnemonic devices for students learning the functional anatomy of the larynx: balloons can help learners understand and recall how sound is produced; tuning pegs can help learners understand how tension affects vocal pitch; fingers on a fretboard can help learners understand how pitch is further modulated; and a common coach's whistle can demonstrate how vocal volume is controlled. Using instruments and toys engages adult learners and helps them connect complex laryngeal anatomy with previous experiences.

Human anatomy is a key subject area within undergraduate kinesiology programs. However, literature detailing the course structures, available resources, and teaching approaches used to deliver anatomy education in kinesiology programs is lacking. The present study sought to address this deficit by surveying instructors in Canadian university and college kinesiology programs regarding the anatomy courses they offer. The median (IQR) reported enrollment across 48 courses (40% response rate) was 165 (155) students and the mean (±SD) student/instructor ratio was 20:1 (±9) for the laboratory/tutorial sessions. Systemic or regional approaches to teaching were utilized in 39.6% of courses each, while 20.8% used both. Weekly contact times for in-person lectures and laboratories were 2.7 (±0.5) hours and 1.9 (±0.8) hours, respectively. Written assessments accounted for 64% (±20) of students' final grades, while practical tests accounted for 29% (±18). Joints and the skeletal, muscular, and nervous systems were the most covered units (>85% of courses). The most common resources available to students were atlases, plastic models, skeletons, and interactive software; human cadaver dissection was used in 7% of courses. Primary instructors for 95.5% of courses were permanent faculty/staff, but student assistants were utilized in half the courses, mostly for marking and laboratory activities. Overall, these results add considerably to the literature from allied health disciplines and fill a deficit in studies on the teaching methods and resources used for human anatomy education within Canadian undergraduate kinesiology programs. Accordingly, these findings may be used to inform curriculum design and best practices in anatomy course delivery.

During the COVID-19 pandemic, it was suddenly necessary to shift college courses online. Many instructors without experience teaching online were faced with decisions about how to structure their courses and support students during the pandemic. In the three introductory STEM courses described in this article, instructors chose to include online teamwork activities. In this study, we have surveyed the students about their experiences participating in active learning teamwork activities in online computer science or human anatomy and physiology courses during the COVID-19 pandemic. The overwhelming majority of students rated the experience of their team as positive. Most students cited interpersonal interactions, productivity, or team members' equal contributions as reasons for their positive rating of the team. In all of these courses, students reported benefits of the experience to include teamwork, connections, and communication. Overall, instructors in these three introductory STEM courses felt positively about structuring their online courses to include teamwork learning activities and appreciated the community and connection benefits for students.

The purpose of this collaborative action research project was to examine eighth- and ninth-grade female (assigned at birth) students' perspectives of their singing voice when implementing a practitioner/researcher designed curriculum titled "Supporting Adolescent Female Vocal Development: Teaching Anatomy and Physiology in the Middle School Choral Classroom." The curriculum, designed specifically for the adolescent female voice, contained the following four units: the respiratory system, the larynx, the digestive system, and the skeletal system. The action research method, which contained four feedback loops, allowed us to assess, refine, and revise the curriculum to meet the needs of this specific group of adolescents. Salient themes that emerged from the data included participants' perceptions of breath, passaggio, vocal range, vocal tone, feedback, and confidence. Overall, participants reported positive experiences throughout the unit; however, challenges emerged when we provided individual feedback and introduced complex terminology associated with vocal anatomy. Implications for practice include prioritizing a process-oriented curriculum theoretically grounded in the anatomy and physiology of the voice to serve the needs of adolescent singers.

STEM undergraduates navigate lengthy sequences of prerequisite courses covering volumes of science content. Given that these courses may contribute to attrition and equity gaps in STEM, research is needed to test the assumption that prerequisite content benefits students in their future studies and careers. We investigated the relevance of prerequisite course content for students' careers through semistructured interviews with practicing nurses regarding their undergraduate anatomy and physiology (A&P) courses. Nurses reported that A&P content does not align with the skills and knowledge needed in the nursing profession. Interviewees averaged 39% on a brief A&P assessment, suggesting A&P prerequisites failed to impart a high degree of long-term A&P knowledge among nurses. Further, practicing nurses perceived overcommitment to A&P content coverage as an exclusionary practice that eliminates capable individuals from the prenursing pathway. These findings challenge assumptions surrounding the justification for prerequisite course content and raise questions of whether content expectations actively exclude individuals from STEM or healthcare careers. We aspire for this study to stimulate conversation and research about the goals of prerequisite content, who is best positioned to articulate prerequisite content objectives, and the influence of content coverage on equity and justice in undergraduate STEM education.

Among the basic medical sciences, anatomy and physiology (anatomy & physiology) is a fundamental subject for students majoring in nursing. Due to its diversity and difficulty, nursing students experience stress when studying it. Previous graduates generally presented lower achievements in anatomy & physiology than in other nursing-related subjects in the National Council Licensure Examination-Registered Nurse, indicating that anatomy & physiology education requires improvement. Accordingly, we examined the impact of innovative teaching on students' motivation and performance when learning anatomy & physiology through a quasi-experimental pre-/post-test design. For innovative teaching, we used the novel interactive audio human organ model, followed by team-based learning. The participants were 200 lower-grade students in the nursing department of a junior college in Taiwan, divided into two groups receiving innovative teaching (experimental group) or traditional teaching (control group). Questionnaire surveys were administered, and the collected data were statistically analyzed. The innovative teaching in anatomy & physiology improved learning motivation, especially in terms of affect, executive volition, and learning performance. The essential components of learning motivation, such as value, expectation, affect, and executive volition, were positively correlated with the reaction levels of learning performance. Regarding the improvement in academic performance, the experimental group performed significantly better than the control group. The use of innovative teaching in class enhances students' learning motivation and learning performance when studying anatomy & physiology. Interactive teaching aids enhance the enjoyment of learning anatomy & physiology while facilitating in-depth exploration of the human organs and systems.

This series of three articles will explore the fundamentals related to anatomy, physiology and pathophysiology in relation to three important topics: the cardiac system, the respiratory system and the endocrine system. The series is intended to provide an informative and evidence-based summary of each topic for both students and clinicians. This first article explores the maternal cardiovascular system, outlining its anatomy and the key physiological adaptations of pregnancy, and summarising pathophysiological conditions that may occur. [ABSTRACT FROM AUTHOR]

The mechanism behind normal swallowing is complex and multifactorial. Due to the close proximity of the pathways of swallowing and respiration, precise coordination between these functions is vital in order to avoid entry of material into the airway and to ensure optimal health and nutrition in general. Swallowing can be divided into three stages: oral, pharyngeal and oesophageal, and although initiation of the swallow is often under voluntary control, swallowing is also triggered frequently throughout the day as a reflex action due to the presence of saliva in the oropharynx. Dysphagia is a symptom frequently encountered by clinicians and its causes are vast and varied. A thorough understanding of the physiology of swallowing remains necessary to conduct a full assessment and instigate appropriate treatment for these patients in whom dysphagia is often debilitating and may significantly affect their quality of life. We present an account of the physiology of swallowing, illustrated with clinical examples. [ABSTRACT FROM AUTHOR]

Simple Summary: Iterative feedback from students using a research-supported, flipped classroom delivery within a foundational veterinary gastrointestinal anatomy and physiology course suggested a strong preference for change from flipped to flexible delivery. Integration of broader course feedback enhanced the student experience in the subsequent flexible delivery iteration. Feedback requested the following: that online teaching materials be made available earlier in the semester rather than progressively; the re-introduction of face-to-face lectures; and full-length lecture videos with a more conversational presentation style in addition to already provided shorter, modularized videos. Once the enhanced flexible learning approach was employed, a substantially improved student experience was reported, with enhanced work/study/life balance, reduced stress levels, and more efficient time use when studying. Our results highlight the importance of considering student perceptions and the student experience when designing and implementing educational interventions. This teaching method offers veterinary educators an innovative and efficient starting point for designing foundational coursework. No single teaching strategy supports all learning styles in veterinary science students. To facilitate more convenient and flexible teaching, learning, and revision, an innovative online digital learning platform—VetCloud—was developed to provide access to modularized programme content across courses to promote active, integrated learning. This study aimed to understand student perceptions regarding the enhancement of the student learning experience in a foundational course in gastrointestinal anatomy and physiology at The University of Queensland across two learning cycles, via applying iterative student feedback in transitioning a flipped classroom approach using VetCloud for the delivery of lecture content in 2022 to a flexible learning approach in 2023. By 2023, the use of VetCloud in the flexible learning approach improved students' work/study/life balance, reduced their stress levels, and enabled a more efficient use of their time when studying, compared to the flipped classroom approach in 2022. Surveying student perceptions was integral to maximizing their learning experience. Data clearly demonstrates that students will mix-and-match how they interact with available options provided via flexible delivery on an individualized basis. This teaching method offers veterinary educators an innovative and efficient approach to veterinary student education in anatomy and physiology while enhancing student well-being. [ABSTRACT FROM AUTHOR]

This qualitative study looks at multiple-choice questions (MCQs) in examinations and their effectiveness in testing higher-order cognition. While there are claims that MCQs can do this, we consider many assertions problematic because of the difficulty in interpreting what higher-order cognition consists of and whether or not assessment tasks genuinely lead to specific outcomes. We interviewed university teachers from different disciplines to explore the extent to which MCQs can assess higher-order cognition specified in Bloom's taxonomy. The study showed that study participants believed MCQs can test higher-order cognition but most likely only at levels of 'apply' and 'analyse'. Using MCQs was often driven by the practicality of assessing large classes and by a need for comparing students' performances. MCQs also had a powerful effect on curriculum due to the careful alignment between teaching and assessment, which makes changes to teaching difficult. These findings have implications for both teaching and how higher education is managed [ABSTRACT FROM AUTHOR]

Postgraduate Taught study (PGT) students are often assumed to be confident and independent learners, and many possess a strong sense of professional identity and thus are perceived as not requiring support. This paper aims to address these perceptions. This paper presents a qualitative study of the experiences of PGT students at an Australian university who participated in a Transition In program that has been embedded in the curriculum. The primary aim was to explore the effectiveness of the Transition In program, which is the first step in a program-wide employability curriculum strategy. The findings of this study demonstrated that students' levels of confidence and engagement as well as their connection with their profession increased as a direct result of feeling supported. This paper highlights the importance of, and benefits gained by providing PGT students structured support to enable them to successfully transition into their program of study. [ABSTRACT FROM AUTHOR]

Charles Bell was famous for the discovery of the separate motor and sensory roots of the spinal and facial nerves, although in recent years his right to priority has been challenged by historians and scientists. But Charles Bell did discover something even if has not been accorded the status of a scientific fact. Between 1821 and 1823 he unveiled the 'respiratory nervous system', a distinct system of nerves that acted as the 'organ of the passions', which he then elaborated upon in his 1824 Essays on the Anatomy and Philosophy of Expression. As Bell and his allies attempted to claim priority in the spinal and facial nerves, the respiratory nerves were pushed to the background, subordinated to the motor and sensory nerves. This essay, therefore, redefines Charles Bell's major discovery as the 'respiratory nerves', providing a detailed description of their anatomy and physiology and the way in which they underwrote Bell's theory of the emotions. It also demonstrates how his aesthetics were intertwined with his research programme. It then connects the respiratory nerves to Thomas Dixon's assertion that Bell was one of the founders of the modern psychological category of the emotions, providing a deeper and more nuanced genealogy of the emotions, including the impact that Bell had upon William James's seminal article 'What is an Emotion?' [ABSTRACT FROM AUTHOR]

Chenopodium quinoa Willd. (quinoa), a highly nutritious pseudocereal, is a promising crop to address global food insecurity challenges intensified by population growth and climate change. However, drought stress remains a significant constraint for quinoa cultivation. The plant exhibits several morphophysiological adaptations to water stress conditions, including root system modifications, reduced growth rate, leaf abscission, and stomatal closure. While these adaptations enhance drought tolerance, they can also negatively impact plant growth, potentially through alterations in root architecture, physiological changes, e.g., stomatal regulations, and anatomical changes. Different studies have suggested that soil amendment with biochar, a pyrolyzed organic material, can improve quinoa growth and productivity under drought stress conditions. Biochar application to the soil significantly enhances soil physiochemical characteristics and maintains plant water status, thereby promoting plant growth and potentially mitigating the negative consequences of drought on quinoa production. This review focuses on the current understanding of quinoa behavior under drought stress and the potential of soil amendment with biochar as a management strategy. We summarize existing research on applying biochar-amended soil to alleviate quinoa drought stress. [ABSTRACT FROM AUTHOR]

Simple Summary: The flipped classroom (FC) method allows students to first familiarize themselves with educational material independently, and then apply and deepen their understanding through active learning activities during subsequent sessions. Although this approach has been extensively applied in various fields, little is known about its implementation in basic veterinary subjects. This study explores the implementation of FC in veterinary biochemistry; physiology; and anatomy, with pre-class material primarily provided in video format and in-class sessions dedicated to quizzes and interactive activities. The findings reveal robust student engagement. A survey conducted after the first semester revealed that students generally perceived the pre-class material and quizzes favorably, with a significant majority supporting the FC approach. However, by the second semester, preferences evolved, as more students favored traditional lectures over FC, bringing up issues about the pros and cons of FC implementation. Feedback on FC highlighted enhanced comprehension and self-management as key benefits while also highlighting the challenge of time constraints. This study indicates that the adoption of the FC approach can be positively embraced in basic veterinary subjects if it avoids an excessive workload on students. In conclusion, this study suggests that FC can be successfully integrated into basic veterinary education, maintaining a balance that prevents overwhelming students with excessive workloads. Flipped classroom (FC) is a teaching method where traditional learning roles are inverted. Students are provided with material in advance and are expected to study the content prior to in-class sessions. These sessions are subsequently utilized to clarify doubts and examine in greater depth the previously acquired knowledge. Despite the widespread nature of its approach in health education, its application in basic veterinary subjects remains poorly described. This study explores the implementation of the FC approach in veterinary physiology, biochemistry, anatomy, and embryology. Pre-class material was mainly provided in video format, and class sessions facilitated quizzes and interactive activities aimed to reinforce understanding. The findings indicate a high level of student involvement and effective class preparation, as evidenced by over 84% of students participating in FC in-class sessions and generally achieving satisfactory scores on quizzes. A survey conducted at the end of the first semester shows that a high proportion of students positively valued pre-class material (>90%), quizzes (82%), and the FC approach (66%). However, by the end of the second semester, traditional lectures were preferred by more students than FC (45% and 25%, respectively), while 30% of the students mentioned having no preference between the two methods. Analysis of open-ended responses underscored positive facets of the FC approach, including self-organization, enhanced understanding, and availability of pre-class material. However, it also emphasized challenges associated with FC, such as the significant time and effort required. In conclusion, this study suggests that the FC approach can be well received in integrated basic veterinary subjects if it does not imply an excessive student workload, underscoring the potential benefits of a blended teaching approach that combines elements of both traditional and FC methods. [ABSTRACT FROM AUTHOR]

According to the standard view, Borelli was a strict mechanist who sought to explain organic processes by resorting to invisible mechanisms. This paper aims to show that his outlook on living organisms as contained in De motu animalium was far more nuanced than historians have maintained. Borelli resorted to vis motiva as the source of activity of corpuscles, a notion that was at odds with strict mechanism. He identified motive force with spirits, namely with self-moving particles of matter. Borelli combined anatomy and mechanism and integrated the latter with chemical experiments and analogies. Like most late–seventeenth century physiologists, Borelli resorted to fermentation to account for several physiological processes such as digestion, generation, and muscular motion. He distinguished two kinds of fermentative processes: a slow one, as in the case of digestion, and a quick one, as in the case of the presumed effervescence of the blood which he maintained was the cause of muscular movement. [ABSTRACT FROM AUTHOR]

Abstract Background Seed aging, a natural and inevitable process occurring during storage. Oats, an annual herb belonging to the Gramineae family and pooideae. In addition to being a healthy food, oats serve as ecological pastures, combating soil salinization and desertification. They also play a role in promoting grassland agriculture and supplementing winter livestock feed. However, the high lipid and fat derivatives contents of oat seeds make them susceptible to deterioration, as fat derivatives are prone to rancidity, affecting oat seed production, storage, development, and germplasm resource utilization. Comparative studies on the effects of aging on physiology and cytological structure in covered and naked oat seeds are limited. Thus, our study aimed to determine the mechanism underlying seed deterioration in artificially aged ‘LongYan No. 3’ (A. sativa) and ‘BaiYan No. 2’ (A. nuda) seeds, providing a basis for the physiological evaluation of oat seed aging and serving as a reference for scientifically safe storage and efficient utilization of oats. Results In both oat varieties, superoxide dismutase and catalase activities in seeds showed increasing and decreasing trends, respectively. Variance analysis revealed significant differences and interaction in all measured indicators of oat seeds between the two varieties at different aging times. ‘LongYan No. 3’ seeds, aged for 24–96 h, exhibited a germination rate of

Background: Seed aging, a natural and inevitable process occurring during storage. Oats, an annual herb belonging to the Gramineae family and pooideae. In addition to being a healthy food, oats serve as ecological pastures, combating soil salinization and desertification. They also play a role in promoting grassland agriculture and supplementing winter livestock feed. However, the high lipid and fat derivatives contents of oat seeds make them susceptible to deterioration, as fat derivatives are prone to rancidity, affecting oat seed production, storage, development, and germplasm resource utilization. Comparative studies on the effects of aging on physiology and cytological structure in covered and naked oat seeds are limited. Thus, our study aimed to determine the mechanism underlying seed deterioration in artificially aged 'LongYan No. 3' (A. sativa) and 'BaiYan No. 2' (A. nuda) seeds, providing a basis for the physiological evaluation of oat seed aging and serving as a reference for scientifically safe storage and efficient utilization of oats. Results: In both oat varieties, superoxide dismutase and catalase activities in seeds showed increasing and decreasing trends, respectively. Variance analysis revealed significant differences and interaction in all measured indicators of oat seeds between the two varieties at different aging times. 'LongYan No. 3' seeds, aged for 24–96 h, exhibited a germination rate of < 30%, Conductivity, malondialdehyde, soluble sugar, and soluble protein levels increased more significantly than the 'BaiYan No. 2'. With prolonged aging leading to cell membrane degradation, reactive oxygen species accumulation, disrupted antioxidant enzyme system, evident embryo cell swelling, and disordered cell arrangement, blocking the nutrient supply route. Simultaneously, severely concentrated chromatin in the nucleus, damaged mitochondrial structure, and impaired energy metabolism were noted, resulting in the loss of 'LongYan No. 3' seed vitality and value. Conversely, 'BaiYan No. 2' seeds showed a germination rate of 73.33% after 96 h of aging, consistently higher antioxidant enzyme activity during aging, normal embryonic cell shape, and existence of the endoplasmic reticulum. Conclusions: ROS accumulation and antioxidant enzyme system damage in aged oat seeds, nuclear chromatin condensation, mitochondrial structure damage, nucleic acid metabolism and respiration weakened, oat seed vigor decreased. 'LongYan No. 3' seeds were more severely damaged under artificial aging than 'BaiYan No. 2' seeds, highlighting their heightened susceptibility to aging effects. [ABSTRACT FROM AUTHOR]

Abstract\nSTATEMENT OF NOVELTYThis study unveiled the cadmium phytoremediation potential and its augmentation using 6-Benzylaminopurine in Strobilanthes alternata. Cadmium stress was provided by applying 250 mg/kg cadmium chloride in soil and 25 ppm of 6-BAP (25 ml) was administered to the plants as foliar spray. The results revealed high bioconcentration factor (BCF) (18.82 ± 0.54) and low translocation factor (TF) values (0.055 ± 0.002) for the plant based on which we strongly recommend S. alternata as a promising candidate for Cd phytoremediation. The phytostabilization potential of the plant was further enhanced by applying 6-BAP, which augmented its BCF to 22.09 ± 0.64 and reduced the TF to 0.038 ± 0.001. Cd toxicity caused a reduction of plant growth parameters, root volume, adaxial-abaxial stomatal indices, relative water content, tolerance index, moisture content, membrane stability index, and xylem vessel diameter in S. alternata. However, Cd + 6-BAP treated plants exhibited an increase of the same compared to Cd-treated plants. FTIR analysis of Cd + 6-BAP treated plants revealed increased deposition of hemicellulose, causing enhanced retention of Cd in the root xylem walls, which is largely responsible for increased phytostabilization of Cd. Therefore, 6-BAP application in S. alternata can be exploited to restore Cd-contaminated areas effectively.The research paper “6-Benzylaminopurine Mediated Augmentation of Cadmium Phytostabilization Potential in Strobilanthes alternata” has established the Cd phytostabilization potential of the plant Strobilanthes alternata and also identified the role of 6-BAP in augmenting the Cd phytoremediation potential of this plant for the very first time. The physiological and anatomical changes in relation to the applied stress signals were also studied for the first time in S. alternata. [ABSTRACT FROM AUTHOR]

Purpose: The dentate nucleus (DN) is the largest, most lateral, and phylogenetically most recent of the deep cerebellar nuclei. Its pivotal role encompasses the planning, initiation, and modification of voluntary movement but also spans non-motor functions like executive functioning, visuospatial processing, and linguistic abilities. This review aims to offer a comprehensive description of the DN, detailing its embryology, anatomy, physiology, and clinical relevance, alongside an analysis of dentatotomy. Methods and results: We delve into the history, embryology, anatomy, vascular supply, imaging characteristics, and clinical significance of the DN. Furthermore, we thoroughly review the dentatotomy, emphasizing its role in treating spasticity. Conclusions: Understanding the intricacies of the anatomy, physiology, vasculature, and projections of the DN has taken on increased importance in current neurosurgical practice. Advances in technology have unveiled previously unknown functions of the deep cerebellar nuclei, predominantly related to non-motor domains. Such discoveries are revitalizing older techniques, like dentatotomy, and applying them to newer, more localized targets. [ABSTRACT FROM AUTHOR]

Olov Oscarsson's review on the functional organization of spinocerebellar paths is a prime demonstration of the great skills and huge knowledge base of the electrophysiologists of his era working on communication systems in the brain. Oscarsson describes and characterizes in detail no less than ten different communication lines between the spinal cord and the cerebellum. As such, his work proved to be a highly fertile basis for ongoing physiological and anatomical research. However, even after 50 years of continuing cerebellar research, many questions are still open and even care must be taken that the differentiation in spinocerebellar paths, so carefully demonstrated by Oscarsson, is not lost in present-day research. [ABSTRACT FROM AUTHOR]

In the United States, there is a demand for registered nurses. To be admitted into the nursing program, students need to complete prerequisite courses such as human anatomy and physiology. Many students find human anatomy and physiology challenging due to the nature of the content. Poor performance in human anatomy and physiology can preclude a student from enrolling in the nursing program. Professors can support students in their learning activities with strategies that can have a positive impact on learning and improve learner outcomes. The objectives of this study are to use consistent formative assessments such as pre-course assessment, course syllabus quiz, reading assignments (pre-learning), in-class activities (during learning), and post-learning activities to engage students in a human anatomy and physiology course. It is important to share these strategies for engaging students with other educators of allied health students. Data were collected on students’ performance on pre-course assessment, course syllabus quiz, pre-learning, during learning, and post-learning activities (n=9). Pre-course assessment, course syllabus quiz, and post-learning quizzes were completed on Moodle. Pre-learning reading assignments were completed using McGraw Hill Connect embedded within Moodle. During learning and post-learning activities were completed in the classroom. The mean data for different forms of formative assessment are pre-course assessment (67.8%), course syllabus quiz (84.4%), pre-learning reading assignments (99%), during learning activities (94.2%), and post-learning activities (78.8%). The data show that consistent formative assessments can be used to engage students in active learning, help them prepare for summative assessments, and impact knowledge with positive learner outcomes. [ABSTRACT FROM AUTHOR]

Objective To describe the microsurgical anatomy and the physiology of the endolymphatic sac (ES) that a neurosurgeon should know.

Background: Pathophysiologic mechanisms of disorders of esophagogastric junction (EGJ) outflow are poorly understood. We aimed to compare anatomic and physiologic characteristics among patients with disorders of EGJ outflow and normal motility. Methods: We retrospectively evaluated adult patients with achalasia types 1, 2, 3, EGJ outflow obstruction (EGJOO) or normal motility on high‐resolution manometry who underwent endoscopic ultrasound (EUS) from January 2019 to August 2022. Thickened circular muscle was defined as ≥1.6 mm. Characteristics from barium esophagram (BE) and functional lumen imaging probe (FLIP) were additionally assessed. Key Results: Of 71 patients (mean age 56.2 years; 49% male), there were 8 (11%) normal motility, 58 (82%) had achalasia (5 (7%) type 1, 32 (45%) classic type 2, 21 (30%) type 3 [including 12 type 2 with FEPs]), and 7 (7%) had EGJOO. A significantly greater proportion of type 3 achalasia had thickened distal circular muscle (76.2%) versus normal motility (0%; p < 0.001) or type 2 achalasia (25%; p < 0.001). Type 1 achalasia had significantly wider mean maximum esophageal diameter on BE (57.8 mm) compared to type 2 achalasia (32.8 mm), type 3 achalasia (23.4 mm), EGJOO (15.9 mm), and normal motility (13.5 mm). 100% type 3 achalasia versus 0% type 1 achalasia/normal motility had tertiary contractions on BE. Mean EGJ distensibility index on FLIP was lower for type 3 achalasia (1.2 mmHg/mm2) and EGJOO (1.2 mmHg/mm2) versus type 2 (2.3 mmHg/mm2) and type 1 achalasia (2.9 mmHg/mm2). Conclusions: Our findings suggest distinct pathologic pathways may exist: type 3 achalasia and EGJOO may represent a spastic outflow phenotype consisting of a thickened, spastic circular muscle, which is distinct from type 1 and 2 achalasia consisting of a thin caliber circular muscle layer with more prominent esophageal dilation. [ABSTRACT FROM AUTHOR]

Although huanglongbing (HLB) is a devastating citrus disease, improved tolerant cultivars, such as Sugar Belle (SB) mandarin, have been identified. To understand the responses that HLB-affected SB undergoes, we compared 14CO2 fixation, carbohydrate export, phloem callose accumulation, relative expression of plant defense activators, and anatomical changes between healthy and infected SB trees versus susceptible Pineapple (PA) sweet orange. Eight- to ten-week-old leaves of infected SB showed a 2.5-fold increase in 14CO2 fixation and a 13% decrease in 14C-carbohydrate export, whereas HLB-affected PA presented a decrease of 33 and 50%, respectively. The mean distance of a callose deposit to its closest neighbor was 36% smaller in infected SB versus healthy, whereas in HLB-affected PA, it was 33% higher. Expression of papain-like cysteine proteases (PLCPs) was upregulated in SB but downregulated in PA. Infected SB showed minor alterations in the number of xylem vessels, a 16% larger xylem vessel lumen area, and a 14% increase in the proportional area of the xylem. In contrast, PA showed a 2.4-fold increase in the xylem vessel number and a 2% increase in the proportional xylem area. Three complementary mechanisms of tolerance in SB are hypothesized: (i) increased carbohydrate availability induced by greater CO2 fixation, mild effect in carbohydrate export, and local accumulation of callose in the phloem; (ii) activation of defense response via upregulation of PLCPs, and (iii) increased investment in the xylem structure. Thus, phloem and xylem modifications seem to be involved in SB tolerance. [ABSTRACT FROM AUTHOR]

Neurofluids is a term introduced to define all fluids in the brain and spine such as blood, cerebrospinal fluid, and interstitial fluid. Neuroscientists in the past millennium have steadily identified the several different fluid environments in the brain and spine that interact in a synchronized harmonious manner to assure a healthy microenvironment required for optimal neuroglial function. Neuroanatomists and biochemists have provided an incredible wealth of evidence revealing the anatomy of perivascular spaces, meninges and glia and their role in drainage of neuronal waste products. Human studies have been limited due to the restricted availability of noninvasive imaging modalities that can provide a high spatiotemporal depiction of the brain neurofluids. Therefore, animal studies have been key in advancing our knowledge of the temporal and spatial dynamics of fluids, for example, by injecting tracers with different molecular weights. Such studies have sparked interest to identify possible disruptions to neurofluids dynamics in human diseases such as small vessel disease, cerebral amyloid angiopathy, and dementia. However, key differences between rodent and human physiology should be considered when extrapolating these findings to understand the human brain. An increasing armamentarium of noninvasive MRI techniques is being built to identify markers of altered drainage pathways. During the three‐day workshop organized by the International Society of Magnetic Resonance in Medicine that was held in Rome in September 2022, several of these concepts were discussed by a distinguished international faculty to lay the basis of what is known and where we still lack evidence. We envision that in the next decade, MRI will allow imaging of the physiology of neurofluid dynamics and drainage pathways in the human brain to identify true pathological processes underlying disease and to discover new avenues for early diagnoses and treatments including drug delivery. Evidence level: 1 Technical Efficacy: Stage 3 [ABSTRACT FROM AUTHOR]

Pistachio (Pistacia vera L.) is a very important crop species due to its nutrient-rich nuts, as well as its special ability to adapt to climate changes. Micromorphological, anatomical and physiological characteristics have been performed in the leaf taken from the male tree, grown in the Bucharest area (Romania). The samples, represented by mature leaves, were collected in June-July. Leaves are simple, but also trifoliate, with ovate leaflets, with entire margins, glossy. The leaf micromorphology was performed by scanning electron microscopy. For anatomical observations, epidermis was collected from both sides of the leaf, transverse sections were carried out in the leaf lamina and petiole, then observations have been done using light microscopy. Stomata are of anomocytic type, located on both sides of the leaf. The secretory ducts have been identified in the phloem of the vascular bundle of the petiole and in the middle vein of the leaf lamina. The leaf mesophyll is equifacial, having the palisade tissue under both epidermises, and the spongy tissue in situated in the middle area. Physiological indicators can be useful for the characterization of the pistachio adaptation mechanisms in the resilience integrated framework. [ABSTRACT FROM AUTHOR]

Chenopodium quinoa Willd. (quinoa), a highly nutritious pseudocereal, is a promising crop to address global food insecurity challenges intensified by population growth and climate change. However, drought stress remains a significant constraint for quinoa cultivation. The plant exhibits several morphophysiological adaptations to water stress conditions, including root system modifications, reduced growth rate, leaf abscission, and stomatal closure. While these adaptations enhance drought tolerance, they can also negatively impact plant growth, potentially through alterations in root architecture, physiological changes, e.g., stomatal regulations, and anatomical changes. Different studies have suggested that soil amendment with biochar, a pyrolyzed organic material, can improve quinoa growth and productivity under drought stress conditions. Biochar application to the soil significantly enhances soil physiochemical characteristics and maintains plant water status, thereby promoting plant growth and potentially mitigating the negative consequences of drought on quinoa production. This review focuses on the current understanding of quinoa behavior under drought stress and the potential of soil amendment with biochar as a management strategy. We summarize existing research on applying biochar-amended soil to alleviate quinoa drought stress.

No single teaching strategy supports all learning styles in veterinary science students. To facilitate more convenient and flexible teaching, learning, and revision, an innovative online digital learning platform—VetCloud—was developed to provide access to modularized programme content across courses to promote active, integrated learning. This study aimed to understand student perceptions regarding the enhancement of the student learning experience in a foundational course in gastrointestinal anatomy and physiology at The University of Queensland across two learning cycles, via applying iterative student feedback in transitioning a flipped classroom approach using VetCloud for the delivery of lecture content in 2022 to a flexible learning approach in 2023. By 2023, the use of VetCloud in the flexible learning approach improved students’ work/study/life balance, reduced their stress levels, and enabled a more efficient use of their time when studying, compared to the flipped classroom approach in 2022. Surveying student perceptions was integral to maximizing their learning experience. Data clearly demonstrates that students will mix-and-match how they interact with available options provided via flexible delivery on an individualized basis. This teaching method offers veterinary educators an innovative and efficient approach to veterinary student education in anatomy and physiology while enhancing student well-being.

Flipped classroom (FC) is a teaching method where traditional learning roles are inverted. Students are provided with material in advance and are expected to study the content prior to in-class sessions. These sessions are subsequently utilized to clarify doubts and examine in greater depth the previously acquired knowledge. Despite the widespread nature of its approach in health education, its application in basic veterinary subjects remains poorly described. This study explores the implementation of the FC approach in veterinary physiology, biochemistry, anatomy, and embryology. Pre-class material was mainly provided in video format, and class sessions facilitated quizzes and interactive activities aimed to reinforce understanding. The findings indicate a high level of student involvement and effective class preparation, as evidenced by over 84% of students participating in FC in-class sessions and generally achieving satisfactory scores on quizzes. A survey conducted at the end of the first semester shows that a high proportion of students positively valued pre-class material (>90%), quizzes (82%), and the FC approach (66%). However, by the end of the second semester, traditional lectures were preferred by more students than FC (45% and 25%, respectively), while 30% of the students mentioned having no preference between the two methods. Analysis of open-ended responses underscored positive facets of the FC approach, including self-organization, enhanced understanding, and availability of pre-class material. However, it also emphasized challenges associated with FC, such as the significant time and effort required. In conclusion, this study suggests that the FC approach can be well received in integrated basic veterinary subjects if it does not imply an excessive student workload, underscoring the potential benefits of a blended teaching approach that combines elements of both traditional and FC methods.

This review summarizes the available literature on the knowledge of reproduction in white whales or belugas (Delphinapterus leucas). We discuss reproductive anatomy, physiology, endocrinology, and behavior prior to conception. Following a description of these basic reproductive parameters for each sex, the review describes the mating system of belugas as it is currently understood and summarizes the ontogeny of reproductive behavior and its relationship with hormones. Finally, we highlight gaps that currently exist in our functional understanding of reproductive behavior in belugas. Future research emphasizes the need to understand mate choice in belugas and how it manifests across the lifespan and potentially settings. Specifically, does the quality of belugas’ display behaviors influence reproductive success? Managing wild populations of belugas and caring for belugas in human care both benefit from the knowledge that can be gained from the research topics discussed in this review.

Many students find human anatomy and physiology courses difficult and there are specific ways instructors can help motivate students. Largely, how instructors phrase their words in class can have a huge impact. We present strategies and tips on how instructors can help motivate students in their courses by encouraging ownership of learning, study efficiency, and structuring their course for success. [ABSTRACT FROM AUTHOR]