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In modern medical curricula, embryology is typically taught through lectures, with a few institutions providing tutorials. The use of 3-D videos or animations enables students to study these embryological structures and how they change with time. The aim of this study was to assess the quality of cardiac embryology videos available on YouTube. A systematic literature review regarding the use of YouTube in teaching or learning cardiac embryology identified no papers that examined this specific question, and next, a systematic search of YouTube was performed. A total of 1200 cardiac embryology videos were retrieved using 12 specific search terms, with 370 videos retrieved under two or more search terms and excluded. A further 511 videos were excluded under additional, specific criteria. The remaining 319 videos were evaluated with the YouTube Video Assessment Criteria (UTvAC), with 121 rated as "useful." Videos on YouTube are uploaded with a wide audience in mind, from children to cardiologists, and content control is imperfect. Multiple videos were identified as duplicates of videos from original channels, typically without attribution. While 49 videos showed operations or human material, none contained an ethical statement regarding consent, and only 10 of these included an age restriction or graphical advisory. While there are useful videos for medical students studying cardiac embryology on YouTube, intuitive search strategies will also identify many with irrelevant content and of variable quality. Digital competence and search strategies are not innate skills, so educators should teach students to assess information so as to avoid overload or "filter failure."

Embryology is an essential component to understanding human anatomy. It requires an in-depth understanding of 3D knowledge but is primarily taught with 2-dimensional resources. In particular, the development of the human heart is a complex process and difficult to understand using traditional teaching methods. We present here a series of heart embryology models created to supplement embryology education and aid students in understanding this complex process. Using Polydoh moldable plastic, models representing six different critical steps in heart formation are described, including: the fusing of the heart tubes (days 21-23), beginning of the cardiac loop (early day 23), fully formed cardiac loop (late day 23), four-week heart, formation of the endocardial cushions and septi (late fourth week), and heart with fully formed septi with functioning foramen ovale (sixth week). These models not only improve embryology education but also the understanding of heart pathologies. This method provides an affordable option for embryology education and provides students with learning tools that assist with the comprehension of the development of a complex organ.

One of the learning outcomes of learning Animal Embryology and Reproduction is that students can explain concepts about reproduction or embryology theory. Since concept map-based learning can improve students' critical thinking skills and analysis, and support their interest in learning, this study analysed the ability of students enrolled in the 2019/2020 Animal Embryology and Reproduction course to construct concept maps and students' cognitive learning outcomes through assignments and tests. This descriptive study involved 127 students in semester VI enrolled in the Embryology and Animal Reproduction programme at the Department of Biology Education, FTTE at the Universitas Muhammadiyah Malang. The sampling technique was saturated sampling and the data were collected through the task of compiling concept maps and learning outcomes with tests. The drafting of concept maps was assessed by the concepts and ideas, relationships between concepts, hierarchies, propositions, and spelling, with cognitive learning assessed by tests. The results showed that most students had sufficient ability to compose a concept map and very good learning outcomes, indicating that concept maps can be used to learn biology in Animal Embryology and Reproduction courses.

Considering the recent rapid developments in science and technology, it is quite important for individuals to be able to make decisions about their own future and their children's future for the society in which they live and to know how to establish a balance of risk and decision. For this reason, teacher training programs should be planned to internalize pre-service teachers' awareness of responsibility. Regarding this point, the development of pre-service science teachers' bioethical values was examined on a class level basis using survey research. Research sample consisted total of 286 pre-service teachers of Science Teacher Training Program. Bioethical Values Questionnaire was applied to determine pre-service teachers' bioethical values. As a result of analyses, it was determined that pre-service teachers' bioethical values increased according to their class levels they attended. It was stated that pre-service science teachers' bioethical values related to sub-dimensions of "Benefits of Biotechnology Applications", "Science and Ethics", "Reproductive Technologies and Cloning" and "Control of Genetic Interventions" were increased based on participants' class levels. In addition, the results of the study revealed that pre-service teachers also had some concerns about the benefits of biotechnology applications.

Subject jigsaw has been identified as one of alternative model to teach difficult materials such as embryology. This study aimed to analyze the impact of the subject jigsaw model on students' achievement. This quasi-experimental study employed post-test only control group design. As many as 84 students from the fifth semester in Biology Department of IAIN Batusangkar were involved as the sample. They were grouped in three classes which were taught using subject jigsaw model, jigsaw model, and conventional (control). The instruments were observation sheet and test. The cooperative skills and student learning outcome data were analyzed using ANOVA and least significance difference (LSD). The results showed that cooperative skills of students, at beginner, intermediate, and advanced levels, who learn with subject jigsaw are higher than those learning with successive Jigsaw of 3.10, 3.21, and 2.99. Furthermore, the students' learning outcomes, who taught with subject jigsaw were significantly different from other treatments (F = 28.590; p-value < 0.05). Based on the LSD results showed that the students' achievement on subject jigsaw model was better than the others. Thus, subject jigsaw model is recommended to implement in embryology course.

Anatomical education in the United Kingdom (UK) and Ireland has long been under scrutiny, especially since the reforms triggered in 1993 by the General Medical Council's "Tomorrow's Doctors." The aim of the current study was to investigate the state of medical student anatomy education in the UK and Ireland in 2019. In all, 39 medical schools completed the survey (100% response rate) and trained 10,093 medical students per year cohort. The teachers comprised 760 individuals, of these 143 were employed on full-time teaching contracts and 103 were employed on education and research contracts. Since a previous survey in 1999, the number of part-time staff has increased by 300%, including a significant increase in the number of anatomy demonstrators. In 2019, anatomy was predominantly taught to medical students in either a system-based or hybrid curriculum. In all, 34 medical schools (87%) used human cadavers to teach anatomy, with a total of 1,363 donors being used per annum. Gross anatomy teaching was integrated with medical imaging in 95% of medical schools, embryology in 81%, living anatomy in 78%, neuroanatomy in 73%, and histology in 68.3%. Throughout their five years of study, medical students are allocated on average 85 h of taught time for gross anatomy, 24 h for neuroanatomy, 24 h for histology, 11 h for living anatomy, and 10 for embryology. In the past 20 years, there has been an average loss of 39 h dedicated to gross anatomy teaching and a reduction in time dedicated to all other anatomy sub-disciplines.

The study was aimed to explore the values of maternal-fetal attachment (MFA) at different stages of pregnancy using Maternal Antenatal Attachment Scale (MAAS) with the construction of reference percentile curves and to examine possible associations between the measures of MFA and major demographic and obstetric characteristics. The study covered 530 pregnant women aged 18 through 50 years, gestational age 4 through 41 weeks. Reference percentile curves were constructed. No associations were found between gestational age and the values of the MAAS subscales. Primigravida had higher intensity and MAAS total scores; women having previous abortions had lower intensity and MAAS total scores; primipara had higher intensity score, and women with intended pregnancy had higher values on the quality, intensity and MAAS total scores. Early evaluation of MFA is appropriate for most pregnant women and may be useful indicator for early clinical and psychological intervention.

Exciting examples of physics principles illuminate the power and scope of our discipline. In this paper, we discuss a conservation of energy example for an introductory course. Energy conservation is applied to bird and dinosaur eggs to derive a method to predict the incubation period and the embryonic metabolism solely from the egg geometry. The power of this fundamental principle to yield insights into a biological example helps to demonstrate the utility of conservation of energy.

Knowledge of embryology is foundational for understanding normal anatomy and birth defects, yet, embryology is a notoriously difficult subject for medical students. Embryonic lateral folding in particular is one of the most challenging concepts in embryology. Highly effective teaching methods that promote active engagement with dynamic, three-dimensional models may be helpful for teaching this content. The aim of this study was to determine whether a hands-on modeling activity utilizing premade crocheted pieces constructed from durable, inexpensive yarn helped medical students enrolled in a pre-matriculation course to understand embryonic lateral folding. Change in knowledge was assessed using a pre-post design. Students also completed subjective evaluations regarding their satisfaction with the activity. Quiz scores in means (±SD) increased from 62.7 (±24.1) % before the activity to 77.0 (±17.1) % after the activity (P = 0.0495, two-tailed paired t test; d = 0.68). Generally, students reported that the activity was helpful and enjoyable, and the model pieces were easy to manipulate. These promising results suggest that hands-on activities with dynamic, three-dimensional models constitute an effective method for teaching embryology.

A high variety of experimental model organisms have been used in developmental biology practical lectures. The work with developing embryos is crucial to make students aware of the multiple biological phenomena underlying normal animal embryogenesis and morphogenesis and represent a unique experimental platform to analyze the impact of molecular signaling in the regulation of all these processes. In particular, Biochemistry undergraduate students enjoy both practical and theoretical lectures on the molecular mechanisms of embryonic development, as that allows them for the integration of crucial molecular concepts (e.g. signaling and signal transduction mechanisms; molecular patterning of development) into the dynamic and progressive context of animal embryonic ontogenesis. Accordingly, it is important to carefully design practical laboratory lectures in developmental biology, as these are a unique pedagogical tools fostering the interests of the students in this subject. This study describes the design, implementation, and evaluation of a two-session laboratory practical activity performed by Biochemistry undergraduate students at University of Málaga (Spain). In this practical activity, which takes advantage of the unique characteristics of the chick embryo, students learn how the vertebrate heart forms from the fusion of two bilateral-symmetric cardiac progenitor pools under the guidance of the underlying endoderm. This cheap and easy practical laboratory activity provides relevant visual information on how experimental manipulations can severely influence anatomical form during organ development, as well as an excellent experimental setting to test molecular regulation of morphogenesis in an ex vivo (ex ovo) context.

Plastic embryological models lack the excitement of seeing real, live embryos. Chick embryos are often used to demonstrate embryological development and blood circulation to students but this necessitates the death of the organism. "Kryptolebias marmoratus" embryos are large and can be viewed by means of a light microscope without need to harm the organism. Eggs are easily obtained from captive fish; and are easy to display to students. Embryological features common to early human development are readily visible in the "K. marmoratus" embryos: early brain development, eye development, somites, limb buds, blood circulation and pigment cell migration. Embryos also twitch when exposed to light and the beating heart is readily viewable. Use of the embryos in a class room has proven rewarding, students marvel at observing embryological development and are more eager to consider the common embryology and evolution of chordates.

The anatomical sciences have always been regarded as an essential component of medical education. In Canada, the methodology and time dedicated to anatomy teaching are currently unknown. Two surveys were administered to course directors and discipline leaders to gain a comprehensive view of anatomical education in Canadian medical schools. Participants were queried about contact hours (classroom and laboratory), content delivery and assessment methods for gross anatomy, histology, and embryology. Twelve schools responded to both surveys, for an overall response rate of 64%. Overall, Canadian medical students spend 92.8 (± 45.4) hours (mean ± SD) studying gross anatomy, 25.2 (± 21.0) hours for histology, and 7.4 (± 4.3) hours for embryology. Gross anatomy contact hours statistically significantly exceeded those for histology and embryology. Results show that most content is delivered in the first year of medical school, as anatomy is a foundational building block for upper-year courses. Laboratory contact time for gross anatomy was 56.8 (± 30.7) hours, histology was 11.4 (± 16.2) hours, and embryology was 0.25 (± 0.6) hours. Additionally, 42% of programs predominantly used instructor/technician-made prosections, another 33% used a mix of dissection and prosections and 25% have their students complete cadaveric dissections. Teaching is either completely or partially integrated into all Canadian medical curricula. This integration trend in Canada parallels those of other medical schools around the world where programs have begun to decrease contact time in anatomy and increase integration of the anatomical sciences into other courses. Compared to published American data, Canadian schools offer less contact time. The reason for this gap is unknown. Further investigation is required to determine if the amount of anatomical science education within medical school affects students' performance in clerkship, residency and beyond.

Ernst Haeckel (1834-1919) is most recalled in the history of biology for his Recapitulation Theory and the allegedly fudged illustrations of embryos that he presented in support of that case. Less well known is his contribution to abiogenesis theory, which he incorporated into evolutionary theory. In so doing, Haeckel, a vitriolic atheist, was instrumental in inserting atheism into the evolutionary mindset. While anti-evolution propaganda commonly makes Darwin out to be the villain of the piece, the association of evolution in the broad sense of the word with atheism arises more from the Haeckelian legacy than from Darwin's initially conciliatory deism or Huxley's non-committal agnosticism.

The study of embryonic development of multiple organisms, including model organisms such as frogs and chicks, is included in many undergraduate biology programs, as well as in a variety of graduate programs. As our knowledge of biological systems increases and the amount of material to be taught expands, the time spent instructing students about embryology is becoming more abbreviated. In addition, limitations in budget and resources make the laboratory components of embryology courses more difficult to support. We have generated a free mobile tablet application (App) called Dimensional Embryology (http://itunes.apple.com/app/id985989230) that can be used to quickly and easily teach students about the organization, shape and position of embryonic structures in both early chick and frog embryos. For each organism, we have highlighted different time points in early development, and have two-dimensional and three-dimensional images of the embryos. Using color enhanced images and images with the major structures isolated away from the background, students can make correlations between observations of serial sections and the three-dimensional shape and position of each internal structure. Students that used the Dimensional Embryology App found it to be very informative, easy and convenient to use.

The conflicts between nature and nurture are brought to the fore and challenges socio-scientific decision-making in science education. The multitude of meanings of these concepts and their roles in societal discourses can impede students' development of understanding for different perspectives, e.g. on gene technology. This study problematizes students' use of "nature" and "naturalness" to further the development of the experience of science education in relation to the nature-nurture debate. We build on the social constructivism view that present conceptions of nature and naturalness emanate from historical and modern social constructions of nature. Claims presented by upper secondary school students in interviews actualizing the control of human actions pertaining to treatments for hereditary diseases by making use of concepts of "nature" and "naturalness were analysed. The students suggested control of human activity on different levels of biological organisation, either from within the Romantic view or the Enlightenment view on nature. The Romantic view provided students with moral grounds for consistently preserve what is considered as nature and means to bolster their reasoning by referring to the balance in nature, the purity of nature, and the laws of nature. The Enlightenment view provided students with means to support gene technology by embedding "nurture" into the concept "nature" by using knowledge while implying that nurture is a natural way to overcome such imperfections of nature. We propose that these conflicting views should be addressed in biological education to promote students' understanding of contemporary discourses dependent on the different concepts of nature and nurture.

An understanding of human embryology is essential for students to better understand the subjects of human anatomy and physiology. However, human embryology is a challenging subject for many, since they must learn how anatomic structures and physiological processes develop over a period of time. Embryology texts typically use static, two-dimensional images to illustrate the dynamic three-dimensional developmental processes, making it difficult for a student to understand spatial relationships and sequential steps. To help students conceptualize these series of complex dynamic developmental events that occur over time, two of the authors and a graphic artist developed six web-based cardiovascular embryology animations and housed them on an Indiana University website. This research study examines knowledge gains and user satisfaction of students, faculty, and laypeople around the world who accessed these six website animations. Data collection spanned 6 yr, and pretest/posttest assessments (ranging from 4 to 7 multiple-choice questions each) were used to determine immediate knowledge gains of cardiovascular embryology. The total number of completed pretest/posttest assessments ranged from 555 to 1,449 per animation. The number of correct posttest scores was significantly improved over matched pretest scores (confidence interval range 1.3-3.2, depending on the animation, P 0.001), suggesting the animations are useful for embryology learning (at least in the short term). Demographic and user satisfaction information was gathered with an anonymous survey at the end of each animation. Survey data from all animations indicated participants found the animations easy to use and very effective for their learning. This research highlights the positive impacts of web-based animations on learning complicated events of cardiovascular embryology.

The practical aspect of human developmental biology education is often limited to the observation and use of animal models to illustrate developmental anatomy. This is due in part to the difficulty of accessing human embryonic and fetal specimens, and the sensitivity inherent to presenting these specimens as teaching materials. This report presents a new approach using three-dimensional (3D) printed replicas of actual human materials in practical classes, thus allowing for the inclusion of accurate examples of human developmental anatomy in the educational context. A series of 3D prints have been produced from digital data collected by computed tomography (CT) imaging of an archived series of preserved human embryonic and fetal specimens. The final versions of 3D prints have been generated in a range of single or multiple materials to illustrate the progression of human development, including the development of internal anatomy. Furthermore, multiple copies of each replica have been printed for large group teaching. In addition to the educational benefit of examining accurate 3D replicas, this approach lessens the potential for adverse student reaction (due to cultural background or personal experience) to observing actual human embryonic/fetal anatomical specimens, and reduces the potential of damage or loss of original specimens. This approach, in combination with ongoing improvements in the management and analysis of digital data and advances in scanning technology, has enormous potential to allow embryology students access to both local and international collections of human gestational material.

Benefits from the use of cadavers in anatomical education are well described. Historically, human embryos and fetal cadavers were used in anatomy education to understand development and congenital malformations. Recently, three-dimensional printed models produced from archival fetal specimens, and online repositories of images from archival collections of embryos and fetuses, have been used as an educational tool in human development courses. Given that the archival specimens were likely obtained prior to the era of informed consent, this raises questions about their appropriate and ethical use. Because some institutions in the United States retain archival collections of embryonic and fetal specimens that were once used as educational tools, their existence and utility require frequent reexamination against contemporary ethical frameworks to guide appropriate use or utilization. Four ethical rationales for uses of these collections are examined, including destruction, indefinite storage, use in research, and use in health professions education. Guidelines for the use of archival collections of human embryos and fetuses are presented. Indefinite storage and use in health professions education are supported, while use in research is also permitted, however, such use is limited and dependent on circumstance and purpose. The development of current digital repositories and three-dimensionally printed models based on archival collections that were collected without informed consent, or those promoting commercial opportunity, are not supported. New embryonic and fetal donations obtained with informed consent should include reference to potential uses with new technology and virtual, genetic, or imaging applications.

Researchers agree that an interdisciplinary approach should be taken to address bioethical issues at school. Little is known about the knowledge students need to be able to understand and take part in discussions about these issues. We investigate the relationship between 79 students' prior knowledge in various domains and their ability to recall and produce arguments about a bioethical issue. Our results partially confirm theoretical assumptions presented in, and findings from, related studies. Knowledge in various domains facilitates understanding of bioethical issues and facilitates recall and development of related arguments. Addressing bioethical issues at school has numerous benefits for students, for example, it allows them to develop and employ knowledge in various domains and to see how it interconnects.

Malathion is an organophosphorus insecticide, which is often sprayed to control mosquitoes. When applied to aquatic habitats, malathion can also influence the embryogenesis of non-target organisms such as frogs and fish. We modified the frog embryo teratogen assay in "Xenopus" (FETAX), a standard toxicological assay, into an investigative undergraduate laboratory exercise. This exercise provided students with experience in developmental toxicology, experimental design, quantitative morphology, digital imaging, and presentation of research results. Their results demonstrated that "Xenopus" embryos exposed to malathion on the first or second day of development were indistinguishable from controls, while embryos exposed to malathion on the third day of development exhibited significantly bent tails and shorter body lengths. Similarly, sublethal malathion exposures also compromised early zebrafish development. To determine if this investigative laboratory exercise met its goal of fostering conceptual understanding of developmental toxicology, we compared student performance on a questionnaire before and after the laboratory exercise, which demonstrated significant improvement in conceptual understanding. Moreover, all (45/45) students successfully completed a modified FETAX and prepared posters of their results, indicating that students learned quantitative morphology and imaging skills while also gaining valuable experience in designing, executing, and communicating an experiment. (Contains 6 figures.)

Animal biology is fascinating for its incredible diversity in life strategies. These strategies amaze scientists and can also fire the enthusiasm of science students. One group of animals impressive in this way is the phylum "Cnidaria," containing some 10,000 invertebrate species that include jellyfish, corals, sea anemones, hydroids, and siphonophores. Many students have seen the flower-like anemones living on rocks at tide pools. The starlet sea anemone, "Nematostella vectensis," is found in estuarine salt marshes on both coasts of North America and southern England. Scientists use it to study many aspects of cnidarian biology from population dynamics to cell and molecular biology. Students can collect "Nematostella" from mud flats, rear it in the classroom, feed it, and spawn it year-round to obtain embryos. "Nematostella" adapts to the changing temperature and salinity of the salt marsh environment, so it is tolerant of less-than-ideal culturing conditions, such as those in a school science lab. In this article, the authors describe how to care for "Nematostella" and provide sample experiments. Students can easily design and carry out their own investigations into "Nematostella" biology, promoting authentic, student-directed research.

The University of Alabama School of Medicine (UASOM) instituted a fully integrated, organ system-based preclinical curriculum in 2007. Gross anatomy and embryology were integrated with other basic science disciplines throughout the first two years of undergraduate medical education. Here we describe the methods of instruction and integration of gross anatomy and embryology in this curriculum as well as challenges faced along the way. Gross anatomy and embryology are taught through a combination of didactic lectures, team-based learning activities, and cadaveric dissection laboratories. Vertical integration occurs through third- and fourth-year anatomy and embryology elective courses. Radiology is integrated with anatomy instruction through self-study modules and hands-on ultrasound sessions. Our model of anatomy instruction is time efficient, clinically relevant, and effective as demonstrated by student performance on the United States Medical Licensing Examination® (USMLE®) Step 1 examination. We recommend that medical schools considering full integration of gross anatomy and embryology (1) carefully consider the sequencing of organ system modules, (2) be willing to sacrifice anatomical detail for clinical application, (3) provide additional electives to third- and fourth-year students, and (4) integrate radiology with anatomical education.

In this new context concept approach, field research on the Trinidadian guppy is used as an appealing example of evolutionary change in populations. Pupils are asked to investigate the underlying mechanisms. In doing so, defects in their knowledge are revealed, in particular the role of meiosis in creating genetic variation. The reason for these defects is probably the incomplete explanation of meiosis and mitosis during class. Whereas mitosis is aimed at the strict conservation of genetic information, the process of meiosis results in the creation of genetic variability by the independent assortment of chromosomes. Once corrected, pupils gain a better insight into the relevant integration levels of biology, such as that processes at a cell level reveal themselves during natural selection and lead to changes in the phenotype of the population. The importance of sexual reproduction for evolutionary change also becomes clearer to the pupils.

This biology investigation on "Pristipomoides filamentosus" larval development, survival, and aquaculture research was developed with three educational objectives: to provide high school students with (1) a scientific background on the biology and science of fisheries as well as overfishing, its consequences, and possible mitigations; (2) exposure to field and laboratory techniques in marine science; and (3) practical skills in scientific inquiry and investigation. We teach this investigation at the Hawai'i Institute of Marine Biology, where we have access to captive broodstock of the pink snapper, "P. filamentosus." During this investigation students follow several steps scientists take to study aquaculture: collecting spawn from outdoor fish pens, quantifying the number of eggs, determining the percentage of fertilisation, and estimating the time of spawning and hatching. Additionally, students perform hypothesis-driven science activities with the embryos to test the effects of water quality on their development and survival. In this paper we discuss background information of aquaculture, specifically of "P. filamentosus," and thoroughly describe the several components of delivering the investigation. Lastly, we provide possible outcomes of students' performances in the laboratory activities, and discuss how effectively the exercise met its educational objectives.

It might seem that an embryo is an embryo, and that there would be a fact of the matter. That seems especially true with respect to the way embryos are presented in textbooks, including high school biology textbooks. This paper looks at three co-existing, competing, and often conflicting views of embryos. Then with a close study of twentieth century high school biology textbooks, it explores suggestions about the ways those books have influenced public impressions of embryos.

Previous work has shown that preterm infants are at higher risk for cognitive/language delays than full-term infants. Recent studies, focusing on prosody (i.e. rhythm, intonation), have suggested that prosodic perception development in preterms is indexed by maturational rather than postnatal/listening age. However, because prosody is heard in-utero, and preterms thus lose significant amounts of prenatal prosodic experience, both their maturation level and their prosodic experience (listening age) are shorter than that of full-terms for the same postnatal age. This confound does not apply to the acquisition of phonetics/phonotactics (i.e. identity and order of consonants/vowels), given that consonant differences in particular are only perceived after birth, which could lead to a different developmental pattern. Accordingly, we explore the possibility that consonant-based phonotactic perception develops according to listening age. Healthy French-learning full-term and preterm infants were tested on the perception of consonant sequences in a behavioral paradigm. The pattern of development for full-term infants revealed that 7-month-olds look equally at labial-coronal (i.e. /pat/) compared to coronal-labial sequences (i.e. /tap/), but that 10-month-olds prefer the labial-coronal sequences that are more frequent in the French lexicon. Preterm 10-month-olds (having 10 months of phonetic listening experience but 7 months of maturational age) behaved as full-term 10-month-olds. These results establish that preterm developmental timing for consonant-based phonotactic acquisition is based on listening age (experience with input). This questions the interpretation of previous results on prosodic acquisition in terms of maturational constraints, and raises the possibility that different constraints apply to the acquisition of different phonological subcomponents. (Contains 3 tables and 2 figures.)

Many people suffer from chronic diseases and problems due to injury from accidents or ailments. Some problems, such as measles and cancer, can be cured or put into remission with time, medicine, or treatments. Other ailments, such as high blood pressure, failing kidneys, and cystic fibrosis, cannot be cured and require continuous use of medications or organ transplants. Many people are in need of organ transplants (113,075 in the U.S., with only about 1,000 donors per month giving organs or tissues to transplant) (UNOS, 2012). In addition, for those who receive transplants, there is a need to continuously receive antirejection medications to keep their bodies from rejecting the new organs. It seems that, for many, there is no cure to failing health conditions. In this article, the author explores the possible uses of stem cells to aid in mending the human body, and analyzes the ethics associated with this technology. The medical community is using the term regenerative medicine and tissue engineering more and more because of the negativism some attach to stem cell research. (Contains 5 figures.)

Online lectures have been used in lieu of live lectures in our gross anatomy and embryology course for the past eight years. We examined patterns of online lecture use by our students and related that use to academic entry measures, gender and examination performance. Detailed access records identified by student were available from server logs. Total views per page of lecture material increased over the first six years, then decreased markedly between years seven and eight, possibly due to the recent availability of alternate forms of lecture audio. Lecture use peaked in midafternoon and again in the evening, although some use was seen at all hours. Usage was highest at midweek and lowest on Fridays as might be expected. Individual student's use varied widely from rates equivalent to less than one viewing/page to more than three viewings per page. Overall use by male students was greater than that of females and gender-specific differences in the daily pattern were seen. Lecture use was correlated to the Medical College Admission Test[R]; (MCAT[R]) Verbal Reasoning and Physical Sciences scores but not to composite MCAT scores or undergraduate grade point average. Overall use appeared to be driven by scheduled team-based learning (TBL) sessions and major examinations. Specific subsets of lecture material were most often viewed before related TBL sessions and again during review for examinations. A small but significant correlation between lecture use and examination and course performance was seen, specifically in the male student population. These findings, along with earlier observations, suggest that varied use of online lectures is attributable to multiple factors. (Contains 3 tables and 7 figures.)

We describe a technique for removing and growing chick embryos in culture that utilizes relatively inexpensive materials and requires little space. It can be readily performed in class by university, high school, or junior high students, and teachers of any grade level should be able to set it up for their students. Students will be able to directly observe the chick's development from 3 days post-fertilization to the point at which it would normally hatch. Observing embryonic development first hand, including the chick embryos' natural movements, gives students a full appreciation for the complexity and wonder of development. Students can make detailed observations and drawings, and gain understanding of important principles in developmental biology. Finally, we suggest various ways in which this project can be adapted to allow students in advanced classes to design and implement their own projects for investigating teratogenic effects on development using the ex ovo model of chick development.

Embryonic development offers a unique perspective on the function of many biological processes because of embryos' heightened sensitivity to environmental factors. This hands-on lesson investigates the effects of elevated vitamin A on the morphogenesis of chicken embryos. The active form of vitamin A (retinoic acid) is applied to shell-less (ex ovo) cultured chick embryos, which are highly accessible and intrinsically spawn inquiry. The student activities mirror the scientific research process, including review of scientific literature, hypothesis formation, experimental design, interpretation of data, and re-evaluation of the initial hypothesis. This exercise supports instruction on developmental biology, biophysics, animal research, and experimental design and is motivated by a clinically relevant health issue.

Character and values are the essential driving forces that serve as general guides or points of reference for individuals to support decision-making and to act responsibly about global socioscientific issues (SSIs). Based on this assumption, we investigated to what extent pre-service science teachers (PSTs) of South Korea possess character and values as global citizens; these values include ecological worldview, socioscientific accountability, and social and moral compassion. Eighteen PSTs participated in the SSI programs focusing on developing character and values through dialogical and reflective processes. SSIs were centered on the use of nuclear power generation, climate change, and embryonic stem cell research. The results indicated that PSTs showed three key elements of character and values, but failed to apply consistent moral principles on the issues and demonstrated limited global perspectives. While they tended to approach the issues with emotion and sympathy, they nonetheless failed to perceive themselves as major moral agents who are able to actively resolve large-scale societal issues. This study also suggests that the SSI programs can facilitate socioscientific reasoning to include abilities such as recognition of the complexity of SSIs, examine issues from multiple perspectives, and exhibit skepticism about information. (Contains 3 tables and 1 figure.)

This study explores how teachers developed and critically evaluated a range of teaching strategies that could support the discussion of a socio-scientific issue (SSI) that had the potential to be controversial. The issue was stem cell research and six New Zealand teachers of senior biology students (grades 12/13) took part in an action research project that was situational, collaborative and self-evaluative. The focus of the research was to identify communication barriers that interfered with classroom discussion and how teachers could help students cross cultural borders when they discussed SSIs that were outside their life worlds. The barriers to communication were access to relevant science knowledge, religion, language, an inability to question issues and cultural expectations of girls. Teachers trialled and adapted two discussion strategies, "Drawing the Line" and "Diamond Ranking" that provided a vehicle for their students to explore and discuss this issue from a range of perspectives. These discussion strategies enabled their students to take part in a dialogue where reciprocal conversation could occur because they had opportunities not only to explore their own perspectives but also other people's viewpoints. (Contains 1 table and 3 notes.)

This paper is a conceptual essay that views the unfolding or individuation from the ovum to mind/brain form and process as the outcome of a unitary highly conserved pattern of epigenetic growth. The principle question concerns the extent to which the cognitive process can be understood as an extension or replication of primordial trends in the growth of organism. There are several lines of embryological study, some with a clear relation to cognitive process, others perhaps merely analogous, but there are sufficient data to support the claim that fundamental patterns in development recur in a momentary act of thought or perception. Indeed, the "Bauplan" that accounts for brain maturation at the cellular level accounts for the generation of the mind/brain state in maturity. The specification of cells in fetal brain growth corresponds with the progressive individuation of psychic structures in the course of early development. Growth trends in epigenetic process that translate the genetic code to morphology and physiology persist in the brain or psyche as patterns of mental process. Psychic structure is temporal, not spatial, and the structure of the mind/brain is ongoing formative process, not the resultant stabilities. One can say that in the brain, "morphology" is the form that process takes early in development, while brain "function" is the form process takes once structure is relatively settled. Put otherwise, morphogenesis first lays down form as structure, then lays down form as function (see Goodwin in "J Theor Biol" 97:43-55, 1982). The structure of the mind/brain is not a circuit board that outputs function, but is a recurrent activity that actualizes in behavior. Cognition is a mode of growth that is carried over from embryonic to adult life.

Although the use of clickers and peer discussion is becoming common in large-lecture undergraduate biology courses, their use is limited in small-enrollment seminar-style courses. To investigate whether facilitating peer discussion with clickers would add value to a small-enrollment seminar-style course, we evaluated their usefulness in an 11-student Embryology course at the University of Colorado, Boulder. Student performance data, observations of peer discussion, and interviews with students revealed that adding clickers to a small-enrollment course 1) increases the chance students will do the required reading before class, 2) helps the instructor engage all students in the class, and 3) gives students a focused opportunity to share thinking and to learn from their peers. (Contains 3 tables and 2 figures.)

Although podcasting has been a well used resource format in the last few years as a way of improving the student learning experience, the inclusion of enhanced audiovisual formats such as screencasts has been less used, despite the advantage that they work well for both visual and auditory learners. This study examines the use of and student reaction to a set of screencasts introduced to accompany embryology lectures within a second year module at Brighton and Sussex Medical School. Five mini-lecture screencasts and one review quiz screencast were produced as digital recordings of computer screen output with audio narration and released to students via the managed learning environment (MLE). Analysis of server log information from the MLE showed that the screencasts were accessed by many of the students in the cohort, although the exact numbers were variable depending on the screencast. Students accessed screencasts at different times of the day and over the whole of the access period, although maximum downloads were predictably recorded leading up to the written examination. Quantitative and qualitative feedback demonstrated that most students viewed the screencasts favorably in terms of usefulness to their learning, and end-of-module written examination scores suggest that the screencasts may have had a positive effect on student outcome when compared with previous student attainment. Overall, the development of a series of embryology screencasts to accompany embryology lecture sessions appears to be a useful addition to learning for most students and not simply an innovation that checks the box of "technology engagement." (Contains 5 tables.)

The present study analyzes decision-making and argumentation by high school students in a debate situation on a socioscientific issue, the use of embryonic stem cells in research and therapy. We tested the influence on the debates of two different contexts. Adolescent students at the high school level in the same grade (mean age 16.4 years) from rural and urban zones of Provence, France, participated in three debate sessions. During the first session, the students listed the background questions they wanted to ask the expert(s). They were also required to identify one or two major issues that would serve as an outline for the future debate. They then discussed these with the expert(s) during the second session and took note of the answers. During this session, the control groups met with a neuroscientist whereas the experimental "contextualized" group met with the same neuroscientist together with a representative of an association of patients suffering from a neurodegenerative disease. Analysis of the students' arguments and decision-making revealed that contextualization introduced dynamism in the students' exchanges: they paid more attention to their peers' arguments and were more motivated to argue their own opinion. However, this type of contextualization may contribute to reinforcing ideology in scientific progress. (Contains 3 tables, 1 figure, and 6 notes.)

This article centers on the implications of genetic developments (as a scientific and technological discipline) for those Deaf people who identify as a cultural and linguistic minority group and are concerned with the preservation and development of sign language and Deaf culture. We explore the impact of one particular legislative initiative that is liable to directly affect the reproductive liberty of Deaf people in the UK. In particular, we document the challenge that was instigated by the international Deaf community toward this clause. Before outlining the item of legislation that renewed debate on this topic in the UK, we briefly review the current availability of genetic technologies pertaining to deafness. We then summarize the nature of the opposition to this initiative and describe the steps taken to campaign against it and discuss the prospects such legislation raises for Deaf people. We conclude by reviewing the outcome in terms of the landscape that remains following this matter. In brief, our context is as follows. The United Kingdom's Human Fertilisation and Embryology Act (2008) contains a clause in it that (as originally written) sought to prevent people from choosing to keep certain embryos--including those with characteristics pertaining to deafness--when using assisted reproduction techniques. Within the UK Deaf community, this clause not only fueled ongoing fears that this technology was ultimately aimed at preventing the birth of deaf people but also raised an alarm that politicians could--openly and largely without challenge--revive the implication that deaf people are generally unwanted. Our article therefore looks at how genetic technologies have been seen to pose a severe risk to the future of the Deaf community and how the Deaf public and its allies have attempted to generate and participate in public debate on the issue. (Contains 2 notes.)

More than 50 years after the appearance of the term "gender" in the clinical setting, we have yet to uncover the mechanisms and factors that lead to gender identity formation. Based on human embryology principles, the scientific reasoning with regard to the sexual differentiation of the body is erroneously applied to gender identity formation. The term "embryology of gender" draws attention to the inherent contradictions of trying to apply biological principles to gender development. It is concluded that the clinical management of gender secures the dyad sex:gender by managing the boundaries of what constitutes the acceptable male and female forms. (Contains 1 figure.)

Increasing emphasis on leadership in medical education has created a need for developing accurate evaluations of team leaders. Our study aimed to compare the accuracy of self- and peer evaluation of student leaders in the first-year Human Structure block (integrated gross anatomy, embryology, and radiology). Forty-nine first-year medical students at Mayo Medical School were assigned to learning teams of three or four members. Teams worked together on daily laboratory dissection, clinical projects, embryology presentations, and daily group quizzes. Student team leaders were responsible for leading laboratory dissection, reviewing radiographic findings, and organizing group assignments. Weekly electronic surveys were administered to evaluate team leaders on altruism, compassion, respect, integrity, responsibility, commitment to excellence, and self-reflection. Results demonstrated that team leaders rated themselves lower than their peers rated them in multiple aspects of leadership. Peer evaluation of team leaders was statistically higher than self-evaluation in all traits measured except respect. Female leaders were rated higher by their peers in the areas of responsibility and self-reflection compared to male leaders. This study demonstrates the need for increased communication between team leaders and members, along with creation of a mutually respectful environment, to improve leader awareness of their abilities and foster team success. (Contains 4 tables and 1 figure.)

Decision making is influenced by multiple factors, especially when approaching controversial socio-scientific issues, such as stem cell research. In the present study, we used qualitative data from 132 college student papers in a biotechnology course to investigate how students made decisions about stem cell research issues. Students indicated their opinion about stem cell research topics and argued their stance using evidence they deemed relevant. We used NVivo7 software to develop categories, code student responses, and run queries. We identified a continuum of positions that students took regarding the support or opposition of stem cell research, and we found students used eight different perspectives as lenses to form their decisions: medical application, ethical, rights, economic, religious, personal anecdotes, political, or scientific. The most common perspective was "medical application". Most students relied upon multiple perspectives when making their decisions. We found that when students used multiple viewpoints, the perspectives were unequally valued, generally relying more on ethical perspectives. Scientific perspectives were not common. These findings have implications for improving instruction by focusing the curriculum toward integrating scientific perspectives with non-scientific perspectives held. (Contains 1 figure and 2 tables.)

Objectives: This article describes the use of fetal alcohol spectrum disorders (FASDs) as a theme to connect the learning of basic neurosciences with clinical applications across the age span within a systems-based, integrated curricular structure that emphasizes problem-based learning. Methods: In collaboration with the Centers for Disease Control and Prevention (CDC) and the National Organization on Fetal Alcohol Syndrome, the Western Regional Training Center for Fetal Alcohol Exposure at UCLA developed and integrated educational materials on FASDs into the curriculum for first-year medical students. Results: Quantitative and qualitative evaluations suggested materials were effective in enhancing student knowledge and skills related to FASDs, as well as embryology, brain development, substance abuse, developmental psychopathology, and medical ethics. Conclusion: The use of a unifying theme integrating basic science and clinical information and skills is effective for medical student training in the prevention and treatment of common medical problems.

In a small course on technology and society, students participated in an extended role-play simulation for two weeks. Each student played a different adult character in a fictional community, which faces technological decisions in three scenarios set in the near future. The three scenarios involved stem cell research, nanotechnology, and privacy. Each student had an active role in two scenarios and served as an observer for the third. At the beginning, students were apprehensive, excited, and uncertain. During the first and second sessions, they experienced some frustration, but by the end, they were generally satisfied with the outcomes. Over the two weeks, students changed their definitions of success: Initially they tried to convince others to agree with their positions; at the end, they felt that a consensus represented success. In their final reflective essays, students reported that the role-play experience helped them learn to understand the perspectives of others. (Contains 1 table.)

Learning embryology remains difficult, since it requires understanding of many complex phenomena. The temporal evolution of developmental events has classically been illustrated using cartoons, which create difficulty in linking spatial and temporal aspects, such correlation being the keystone of descriptive embryology. We synthesized the bibliographic data from recent studies of atrial septal development. On the basis of this synthesis, consensus on the stages of atrial septation as seen in the human heart has been reached by a group of experts in cardiac embryology and pediatric cardiology. This has permitted the preparation of three-dimensional (3D) computer graphic objects for the anatomical components involved in the different stages of normal human atrial septation. We have provided a virtual guide to the process of normal atrial septation, the animation providing an appreciation of the temporal and morphologic events necessary to separate the systemic and pulmonary venous returns. We have shown that our animations of normal human atrial septation increase significantly the teaching of the complex developmental processes involved, and provide a new dynamic for the process of learning. (Contains 9 figures.)

At most institutions, education in the anatomical sciences has undergone several changes over the last decade. To identify the changes that have occurred in gross anatomy, microscopic anatomy, neuroscience/neuroanatomy, and embryology courses, directors of these courses were asked to respond to a survey with questions pertaining to total course hours, hours of lecture, and hours of laboratory, whether the course was part of an integrated program or existed as a stand-alone course, and what type of laboratory experience occurred in the course. These data were compared to data obtained from a similar survey in 2002. Comparison between the data sets suggests several key points some of which include: decreased total hours in gross anatomy and neuroscience/neuroanatomy courses, increased use of virtual microscopy in microscopic anatomy courses, and decreased laboratory hours in embryology courses. (Contains 1 table and 8 figures.)