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Undergraduate introductory human anatomy and human physiology courses are either taught as discipline‐specific or integrated anatomy and physiology (A&P) sequences. An institution underwent a curricular revision to change the course approach from discipline‐specific Human Anatomy and Human Physiology to an integrated A&P I and II sequence, allowing the unique opportunity to explore the potential role of contextual learning in academic achievement and content retention. Mediation and moderation analysis was used to evaluate lecture examinations, laboratory practical examinations, and anatomical content retention between the different course approaches. Undergraduate students in the integrated A&P I course approach performed significantly better on lecture assessments and had a higher anatomy content retention rate at the end of the year than students enrolled in the standalone Human Anatomy course. The lecture examination averages between Human Physiology and A&P II (the second course in the sequence), as well as the anatomy laboratory practical examinations, were not significantly different between discipline‐specific and integrated course approaches. The results suggest contextual learning—providing physiological context to anatomical structures—increases the anatomical content retention and academic achievement overall. [ABSTRACT FROM AUTHOR]

While many studies have demonstrated a positive correlation between learning in the arts and students' critical thinking disposition, few studies have investigated the influence of an interdisciplinary art-related teaching approach and its correlation with academic student behavior confidence in anatomy and physiology (A&P). Therefore, this study aims to demonstrate the impact of an interdisciplinary approach - reading, discussion, and drawing on students' academic confidence in undergraduate A&P. The investigation utilized a self-reported pre- and post-survey design to explore the change in confidence in A&P between course entry and exit. Sixty undergraduate students completed surveys while taking an elective course called Medical Literature, Anatomy, and the Arts, at a public state university in Southwest Florida. Results indicate a statistically significant difference in student-reported confidence levels in knowledge and experience of A&P. Additionally, the students' perceptions of the course were positive, citing more engagement and better support from peers and instructor as a result of this interdisciplinary approach. These outcomes suggest that teaching undergraduate students in A&P using medical arts enhances student academic confidence. This study provides encouraging support to existing scholarly work on higher education course design and instructional methods relative to improving student confidence and class engagement in A&P. [ABSTRACT FROM AUTHOR]

Ruggero Oddi was a talented scientist who initiated the modern era of biliary system physiology, not only with the anatomical discovery of the hepatopancreatic sphincter, but also with the detailed description of its spinal center and nerve regulation. However, his personal and scientific life were determined by an incredible series of unfortunate circumstances. Until now most of these events have been unknown, while the few known have produced biographies distorted by fake interpretations. The purpose of this article is to document Oddi's biography and scientific production in detail, comprehensively framing the scientific environment in which his discoveries occurred. It clears many misinterpretations about events in Oddi's life and academic career, bringing to a new light his figure as scientist in gastroenterological field. [ABSTRACT FROM AUTHOR]

Gamification is an increasingly popular strategy to foster engagement in education. This paper reflects on digital escape rooms in the learning environment and their alignment with Universal Design for Learning (UDL) principles. Four digital escape rooms based on different anatomy and physiology themes were developed as revision exercises for a first-year biomedical engineering class. Students selforganized into small groups and completed the activities. Results from feedback surveys revealed positive student experiences, with 91% finding the activity engaging and 86% indicating its positive impact on learning. 82% of students said that the digital escape room helped create a sense of community in the class. Students commented on the development of collaborative skills, quick thinking, and coping mechanisms under pressure. Discussion centres on the alignment of digital escape rooms with UDL principles, addressing multiple means of engagement, representation, and action & expression. [ABSTRACT FROM AUTHOR]

Understanding the body's homeostasis through interactions among the eleven organ systems is an essential foundation for pre-professional undergraduate students studying human anatomy and physiology. This knowledge enables students to understand the pathophysiology of various disease states that result from non homeostatic conditions. We created an organ systems-based applied learning module containing the signs and symptoms of diabetic ketoacidosis (DKA), which can assist in increasing student engagement while making connections between normal conditions and disease states. The purpose of this module was to encourage students to use critical thinking skills and apply what they have learned in the classroom to real-world situations. Anatomy and Physiology II students at Gordon State College first learned about four major organ systems: endocrine, cardiovascular, respiratory, and urinary. Students completed each lesson and the corresponding assignment containing the basic functions of each organ system. Students then identified the organ systems' physiological contributions to the signs and symptoms of DKA, such as hyperglycemia, ketoacidosis, ketonuria, hypokalemia, and osmotic diuresis. At the end of the semester, the students presented posters summarizing their overall understanding of the eleven organ systems' involvement with the signs and symptoms of DKA. This learning module with the DKA poster project offered an innovative way for students to apply their classroom learning to real-world situations relevant to their potential future careers. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

While there has been a recent focus on developing programs to support educational research by community college anatomy and physiology instructors, there is not yet an established long-term community of practice (CoPs) in this particular area. Studies of long-term CoPs, particularly in STEM education, are few and far between. This study examines College in the Schools (CIS), a long-term community of practice for high school anatomy and physiology (A&P) educators in Minnesota and Wisconsin. In addition, this study highlights the factors that attract high school A&P teachers to CIS and the possibility of creating a similar CoP for community college (CC) A&P instructors focused on educational research. It was discovered that despite their varying reasons for joining, members of CIS and CC instructors tend to participate in CoPs similarly. As a result, A&P instructors from CC who are interested in educational research could benefit from a CoP structure similar to CIS over a longer period of time. [ABSTRACT FROM AUTHOR]

Abstract Objective The current study aimed to determine perceptions of registered and student nurses regarding the integration of anatomy and physiology into nursing practice. Methods This scoping review was conducted following the checklist provided in the Reporting Items for Systematic reviews and Meta-Analysis extension for scoping reviews. Articles published in PubMed, ERIC, and CINAL from January 1, 2002 to September 30, 2022 were included. Results A literature review of 20 articles that matched the indicative criteria revealed that both undergraduate student and registered nurses recognized knowledge of anatomy and physiology as important to nursing practice. Student nurses recognized that such knowledge is related to understanding patient pathophysiology, patient observation, treatment selection, and patient safety and forms the basis for nursing practice. Registered nurses who were confident in their knowledge of anatomy and physiology also reported that they were able to explain the rationale for their nursing practice. They also reported that this knowledge is necessary for communication with multiple professions, which promotes patient/family trust in nurses and is the basis for building trusting relationships with patients and their families. Conclusions Although undergraduate student and registered nurses recognized the importance of learning anatomy and physiology, the integration of anatomy and physiology into nursing practice was not the same for all student and registered nurses. This suggests the need to investigate the overall perceptions of nurses regarding the integration of anatomy and physiology into nursing practice and for faculty to discuss how to facilitate critical thinking among students.

Hands-on laboratory experience that allows for manipulation of realistic and relevant materials in course curricula has been shown to improve students' learning, understanding, and critical thinking skills. The purpose of this study was to gain insight into the experiences of students who engaged in laboratory coursework using a virtual dissection (VD) table as part of an undergraduate course in anatomy and physiology of speech and hearing. Undergraduate students enrolled in an anatomy and physiology of speech and hearing course at a single university for the fall 2021 semester consented to participate. Nine students, divided into two focus groups, were encouraged to describe their experiences and perspectives about the VD table and corresponding laboratory assignments. Following verbatim transcription of the data, the authors conducted a thematic analysis. Five themes emerged from the body of data: (1) using the VD table , (2) completing the VD lab assignments , (3) preparation for laboratory sessions , (4) suggested modifications , and (5) enriched learning. Students believed using the VD table aided in a better understanding of course material than traditional methods. Moreover, they surmised that this method of learning, particularly for speech-language pathologists, may be superior to learning through models and cadavers. [ABSTRACT FROM AUTHOR]

Objective: The current study aimed to determine perceptions of registered and student nurses regarding the integration of anatomy and physiology into nursing practice. Methods: This scoping review was conducted following the checklist provided in the Reporting Items for Systematic reviews and Meta-Analysis extension for scoping reviews. Articles published in PubMed, ERIC, and CINAL from January 1, 2002 to September 30, 2022 were included. Results: A literature review of 20 articles that matched the indicative criteria revealed that both undergraduate student and registered nurses recognized knowledge of anatomy and physiology as important to nursing practice. Student nurses recognized that such knowledge is related to understanding patient pathophysiology, patient observation, treatment selection, and patient safety and forms the basis for nursing practice. Registered nurses who were confident in their knowledge of anatomy and physiology also reported that they were able to explain the rationale for their nursing practice. They also reported that this knowledge is necessary for communication with multiple professions, which promotes patient/family trust in nurses and is the basis for building trusting relationships with patients and their families. Conclusions: Although undergraduate student and registered nurses recognized the importance of learning anatomy and physiology, the integration of anatomy and physiology into nursing practice was not the same for all student and registered nurses. This suggests the need to investigate the overall perceptions of nurses regarding the integration of anatomy and physiology into nursing practice and for faculty to discuss how to facilitate critical thinking among students. [ABSTRACT FROM AUTHOR]

Abstract Background Bioscience is essential knowledge for nursing practice and is an important component of undergraduate nursing education, however students commonly feel anxious about studying the subject. The purpose of this study was to develop appropriately scoped contextually relevant bioscience lesson resources to enhance student engagement and performance and reduce attrition and unit failures over a sustained period. Methods Participants included students enrolled in the core bioscience unit for an undergraduate Bachelor of Nursing degree from a central campus and a widening participation (WP) campus. From 2016 to 2018, unit learning resources were progressively revised to include a structured learning and teaching manual, signposted lectures, and digital resources. Online surveys and formal institutional data collection metrics were used to assess the impact of the changes to unit learning resources. Results Student attrition rates and failure rates for the unit were reduced over a two-year period across a diverse student cohort. Conclusions Scaffolded and diverse learning materials support the success of undergraduate bioscience students by improving student engagement and reducing cognitive load.

Complex physiological processes are often difficult for midwifery students to comprehend when using traditional teaching and learning approaches. Online resources for midwifery education are limited. Face to face instructional workshops using simulation have had some impact on improving understanding. However, in the 21st century new technologies offer the opportunity to provide alternative learning approaches. Virtual and artificial realities have been shown to increase confidence in decision making during clinical practice. Explore the impact of using three-dimensional (3D) visualisation in midwifery education, on student's application, when educating women about the birth of the placenta, and membranes. Face to face individual interviews were performed, to collect deep, meaningful experiences of students, learning about the third stage of labour. Prior clinical experiences impacted on student's ability to articulate how they would discuss birth of the placenta and membranes, and the process of haemostasis with women. The narrative findings of this pilot study identified ways that students traditionally learn midwifery, through theory, and clinical practice. Interview narratives illustrated how midwifery students who had previous experiences of witnessing birth, had superior ability to discuss the third stage of labour with women. While students with limited birth experiences, found the 3DMVR assisted them in their understanding of the physiology of the third stage of labour. In an environment of increasing technological advances, clinical placements remain an essential component of midwifery education. [ABSTRACT FROM AUTHOR]

Misalignments in teaching pedagogies between secondary schools and tertiary institutions have exacerbated educational disparities among students from different backgrounds. Given the variation in students' educational background and competencies, there was a need to develop an Anatomy and Physiology (A&P) Foundational Knowledge Assessment to establish the levels of preparedness of first-year medical students. Previous work that focused on the development of the assessment showed it to be effective in measuring students' foundational knowledge in human anatomy and physiology. The aim of this study was to assess the validity of the A&P Foundational Knowledge Assessment in determining students' prior knowledge and predicting academic performance of first-year students in their anatomy and physiology studies. Three hundred seventy first-year students, across two cohort years, 2017 and 2018, completed the A&P Foundational Knowledge Assessment. Data were analyzed through descriptive statistics, analysis of variance, and Pearson's correlation. Results show that for both cohorts ~30% of students scored ≤55% and were potentially at risk of performing poorly in their anatomy and physiology studies. Pearson's correlation showed a significant relationship between students' performance on the foundational knowledge assessment and their anatomy and physiology assessments. For both cohorts, >10% of students identified by the A&P Foundational Knowledge Assessment were at risk of either failing the course, entering an extended degree program, or being excluded from the program. Results indicate that the assessment is a good predictor for differentiating medical students' performance in first-year anatomy and physiology. NEW & NOTEWORTHY The development of a foundational knowledge assessment tool to predict academic performance of medical students in first-year anatomy and physiology. [ABSTRACT FROM AUTHOR]

There is a paucity of translation-related studies on anatomy and physiology course as contextualized in the Philippine education setting. This theoretical paper focused on the exposition of the nature and dynamics of translation and linguisticsin the context ofscience education and arranged a practical compendium of Filipino translations for multi-organ system anatomical structures. The inquiry utilized various known translation approaches in the literature, such as (1) word formation; (2) decision-procedure; (3) discipline-driven; (4) meaning-based; (5) dynamic and functionalist; (6) literal; (7) oblique; and (8) inversion approaches, to come up with an appropriate translation for anatomical terminologies that will bridge the gap between the universal and native languages of interest. This scholarly undertaking is expected to benefit science educators, students, and language-related professionals in advancing the intellectualization of the Filipino language in biological science–anatomy and physiology education. [ABSTRACT FROM AUTHOR]

Learning physiology requires students to apply physical and chemical principles to the study of biological systems. Unfortunately, many undergraduate anatomy and physiology (A&P) students are unprepared for this due to a lack of prerequisite knowledge in physics and chemistry. This lack of prerequisite knowledge of chemistry and physics makes learning physiology especially difficult and may contribute to the high failure rates among A&P courses nationwide. However, undergraduate physiology courses catering to biology majors often require more stringent chemistry and physics prerequisites that help prepare students to learn physiology. This study compared prerequisite requirements in chemistry and physics between A&P classes for health-related majors and physiology classes for biology majors across numerous four-year institutions and found striking differences in prerequisite preparation between the two groups. 62% of physiology courses for biology majors required a chemistry prerequisite while only 18% of A&P classes for health-related majors had the same requirement. As a result, students entering physiology courses for biology majors may have a better foundation upon which to learn physiology than students entering A&P for health-related majors. [ABSTRACT FROM AUTHOR]

Online teaching of university courses to a large number of students is a major challenge in both its execution and evaluation. The proposed model for solving the logistical issues of these courses is based on using the Wiki tool in the Blackboard learning management system (LMS) to facilitate the submission and evaluation of student essays. The Test tool also permits the collection of confidential peer evaluation based on criteria established by the professor. 220 students studying Human Anatomy and Physiology (A&P) were divided into random groups of 5 by Blackboard to undertake and submit a dissertation on one of 5 different topics and, secondly, to evaluate the work of their teammates. The assessments were collected, calculated, and validated by the professor and teaching assistant in Microsoft Excel® and submitted to the Blackboard Grade Center. A survey among students after the course showed a high degree of satisfaction with the criteria related to the completion of the dissertation and peer review assignment, as a method of learning. [ABSTRACT FROM AUTHOR]

Background: Bioscience is essential knowledge for nursing practice and is an important component of undergraduate nursing education, however students commonly feel anxious about studying the subject. The purpose of this study was to develop appropriately scoped contextually relevant bioscience lesson resources to enhance student engagement and performance and reduce attrition and unit failures over a sustained period. Methods: Participants included students enrolled in the core bioscience unit for an undergraduate Bachelor of Nursing degree from a central campus and a widening participation (WP) campus. From 2016 to 2018, unit learning resources were progressively revised to include a structured learning and teaching manual, signposted lectures, and digital resources. Online surveys and formal institutional data collection metrics were used to assess the impact of the changes to unit learning resources. Results: Student attrition rates and failure rates for the unit were reduced over a two-year period across a diverse student cohort. Conclusions: Scaffolded and diverse learning materials support the success of undergraduate bioscience students by improving student engagement and reducing cognitive load. [ABSTRACT FROM AUTHOR]

Foreign bodies penetrating deep into the wound at the time of tissue damage can cause chronic inflammatory responses that delay healing and can sometimes lead to the formation of granuloma or abscess. In general, a product intended for the treatment of gunshot wounds must be hypoallergenic, non-toxic and biocompatible; be able to prevent microbial contamination, to enable the gas exchange and exudate evacuation; to be flexible and adaptable to body contours; to be able to deliver, with the appropriate kinetics, important therapeutic compounds for the healing process and to be adherent. The researches were focused on performing of coupled simulations of the human body anatomy, analyse of the impact of the military weapons with different ballistic performances against human body, mathematical modeling of the electrospinning process and definition of the textile mesh parameters. The design of the technological process for obtaining the textile structures used in particular case, was performed, with the help of a dedicated software, the simulation of the main areas of interest of the human anatomy, respectively: the circulatory, bone and muscular system. The results of the simulations enabled the description of the phenomena that take place on the human body subject to the action of the 5.45 x 39 mm infantry armament at subsonic speeds and the mathematical model allowed the prediction of the control of the mesh permeability and of the neo tissue cellular growth and proliferation.

This position statement guides cardiovascular magnetic resonance (CMR) imaging program directors and learners on the key competencies required for Level II and III CMR practitioners, whether trainees come from a radiology or cardiology background. This document is built upon existing curricula and was created and vetted by an international panel of cardiologists and radiologists on behalf of the Society for Cardiovascular Magnetic Resonance (SCMR). [Display omitted] [ABSTRACT FROM AUTHOR]

Delivering Anatomy & Physiology (A&P) labs online became necessary in the spring of 2020 due to the COVID-19 pandemic. For four semesters (Summer 2020 through Summer 2021), our A&P1 and A&P2 labs were instructed in a virtual format. Each lab session included a one-hour synchronous session led by teaching assistants followed by at-home lab activities performed independently by students. Formative lab practice assignments were provided, and summative lab assessments were conducted weekly. Student performance in these online A&P1 labs was similar to performance during in-person labs, although more students failed or withdrew from the combined A&P1 lecture and lab course in the online environment compared to in-person. A&P2 performance data were very similar online versus in-person for both the A&P2 lab and the combined A&P2 lecture and lab course. Overall, our experience supports the conclusion that course modality is not the central factor in determining student success. [ABSTRACT FROM AUTHOR]

The current study examines if participants completing an early online academic orientation display significantly higher levels of achievement in anatomy and physiology (A&P) compared to those who do not complete this orientation. The study involves a sample of first year nursing students in a private Catholic college in a major midwestern city in the United States. A bivariate model indicates that success in A&P is significantly associated with composite test of essential academic skills scores (TEAS scores) and composite ACT scores. The bivariate model reflects those students who attend an early online academic orientation have significantly higher levels of achievement in an A&P course relative to those that do not. Future research may benefit from a mixed-methods design that might include a qualitative piece incorporating student perspectives regarding why attending an early academic orientation might be associated with higher achievement outcomes in A&P relative to those who do not attend such an orientation. [ABSTRACT FROM AUTHOR]

One of the most challenging aspects of teaching anatomy and physiology is using teaching tools that enhance active learning and keep students actively engaged during the lecture courses. This study explored the use of a student response system that was easy to use, cost-efficient, and re-usable for multiple anatomy and physiology courses. More specifically, the impact of i>clickers on student performance in anatomy and physiology courses was investigated by comparing exam scores before and after the introduction of i>clickers. This study showed that the use of i>clickers during the lecture courses increased student engagement and improved the performance of students on the lecture exams covering the respiratory, digestive, urinary, reproductive, lymphatic, and immune systems. The overall performance of students in the anatomy and physiology lecture courses had also a tendency to increase. Furthermore, student feedback regarding i>clicker use was highly positive. [ABSTRACT FROM AUTHOR]

Anatomy and Physiology (A&P) courses in undergraduate nursing programs are often considered challenging for students. Typically, a wide variety of teaching strategies, including dissection, experiments, illustrations and photographs are used to engage students. This study aimed to explore and describe the learning experiences of an open creative assessment task on undergraduate nursing students of learning A&P. A total of eight students participated in semi-structured interviews. Two major themes emerged from the data, this included 'Bringing A&P to life' which included two sub-themes of 'Learning through peer teaching' and 'An easy way to learn', with the second major theme, 'Custom made learning' which included four sub-themes, 'To grade or not to grade', 'Catering for different learning styles', 'Logistics of group work', and 'Effect of group dynamics'. This qualitative exploratory study contributes to further pedagogical insights into art and/or creative approaches to teaching. [ABSTRACT FROM AUTHOR]

A persistent left-sided superior vena cava (PLSVC) is the most common thoracic venous anomaly. However, it is still quite rare in the general population. PLSVC occurs during the embryological stages and is seen mostly in patients with congenital heart disease. Normally during development, the left anterior cardinal vein will regress and obliterate to form the ligament of Marshall. In cases of PLSVC, the left anterior cardinal vein persists and can become a persistent left superior vena cava (SVC). There are different anatomical variants of a left-sided SVC, most commonly presenting with both a right and a left SVC. In some PLSVC cases, there is an isolated left SVC. Though rare, this anomaly is not without clinical significance. This case report describes a 48-year-old male with incidental findings of isolated PLSVC seen on chest X-ray after the placement of a temporary dialysis catheter. This report will also describe the incidence/prevalence, embryological origin including anatomical variants, and clinical implications of PLSVC., Competing Interests: Human subjects: Consent was obtained or waived by all participants in this study. Conflicts of interest: In compliance with the ICMJE uniform disclosure form, all authors declare the following: Payment/services info: All authors have declared that no financial support was received from any organization for the submitted work. Financial relationships: All authors have declared that they have no financial relationships at present or within the previous three years with any organizations that might have an interest in the submitted work. Other relationships: All authors have declared that there are no other relationships or activities that could appear to have influenced the submitted work., (Copyright © 2024, Hentges et al.)

Assessment methods vary widely across undergraduate physiology courses. Here, a cumulative oral examination was administered in two sections of a 300-level undergraduate physiology course. Student performance was quantified via instructor grading using a rubric, and self-perceptions (n = 55) were collected via survey. Overall, students affirmed that the oral examination assisted in their learning, specifically by leading them to begin preparation for their final written exam earlier than they otherwise would. The instructor considered the oral exam useful for student learning by providing a scaffold to the written final exam and a way to connect with students before a high-stakes final exam. Specific details of the examination format and suggestions and considerations for those considering this assessment approach are provided. [ABSTRACT FROM AUTHOR]

In a traditional anatomy and physiology lab, the general senses - temperature, pain, touch, pressure, vibration, and proprioception - and the special senses - olfaction (smell), vision, gustation (taste), hearing, and equilibrium - are typically taught in isolation. In reality, information derived from these individual senses interacts to produce the complex sensory experience that constitutes perception. To introduce students to the concept of multisensory integration, a crossmodal perception lab was developed. In this lab, students explore how vision impacts olfaction and how vision and olfaction interact to impact flavor perception. Students are required to perform a series of multisensory tasks that focus on the interaction of multiple sensory inputs and their impact on flavor and scent perception. Additionally, students develop their own hypothesis as to which sensory modalities they believe will best assist them in correctly identifying the flavor of a candy: taste alone, taste paired with scent, or taste paired with vision. Together these experiments give students an appreciation for multisensory integration while also encouraging them to actively engage in the scientific method. They are then asked to hypothesize the possible outcome of one last experiment after collecting and assessing data from the prior tasks. [ABSTRACT FROM AUTHOR]

3D printing is a widely used technology in a number of STEM fields and can be incorporated into undergraduate education in order to engage students in active learning. Using the Technological Pedagogical Content Knowledge (TPACK) framework, this study examined student perceptions of completing 3D printing of a physical model in two different Biology courses, Anatomy and Physiology and Molecular Biology. Students completed surveys before and after engaging in a semester-long 3D printing project. Demographic information was also collected in order to assess student perceptions based on race and sex. Students reported increased confidence with 3D printing technology after completing their projects, and this effect occurred similarly across race and sex. Student attitudes towards their 3D printing experience were overwhelmingly positive, with general interest and excitement being the most common themes. These results suggest that 3D printing projects can be successfully implemented in undergraduate courses and generate positive student outcomes. Engaging women and underrepresented minority students with 3D printing technology may have significant implications for retention of these students in STEM programs. [ABSTRACT FROM AUTHOR]

Foreign bodies penetrating deep into the wound at the time of tissue damage can cause chronic inflammatory responses that delay healing and can sometimes lead to the formation of granuloma or abscess. In general, a product intended for the treatment of gunshot wounds must be hypoallergenic, non-toxic and biocompatible; be able to prevent microbial contamination, to enable the gas exchange and exudate evacuation; to be flexible and adaptable to body contours; to be able to deliver, with the appropriate kinetics, important therapeutic compounds for the healing process and to be adherent. The researches were focused on performing of coupled simulations of the human body anatomy, analyse of the impact of the military weapons with different ballistic performances against human body, mathematical modeling of the electrospinning process and definition of the textile mesh parameters. The design of the technological process for obtaining the textile structures used in particular case, was performed, with the help of a dedicated software, the simulation of the main areas of interest of the human anatomy, respectively: the circulatory, bone and muscular system. The results of the simulations enabled the description of the phenomena that take place on the human body subject to the action of the 5.45 x 39 mm infantry armament at subsonic speeds and the mathematical model allowed the prediction of the control of the mesh permeability and of the neo tissue cellular growth and proliferation. [ABSTRACT FROM AUTHOR]

The purpose of this study was to compare blended and face-to-face (FTF) teaching in student learning outcomes, retention, likelihood of repeating the course, likelihood of taking the subsequent course in a sequence, and performance in the subsequent course. We tested the null hypotheses that all of the above mentioned variables were independent of the teaching format by comparing eight semesters of blended and FTF sections of Human Anatomy and Physiology I. We found no difference in retention, student learning outcomes, nor the likelihood of repeating the course. Completing a blended section of the first semester of Anatomy and Physiology did not have an impact on performance (grade distribution) in the second semester of Anatomy and Physiology relative to students in FTF sections. A large majority of students in a blended section answered that they would take a blended course again, and that they would recommend it to a friend. However, fewer students completing a blended section went on to the second semester of the course. [ABSTRACT FROM AUTHOR]

Background. Men and women differ in their susceptibility to cardiovascular disease, though the underlying mechanism has remained elusive. Heart disease symptoms, evolution and response to treatment are often sex-specific. This has been studied in animal models of hypertension or myocardial infarction in the past but has received less attention in the context of heart valve regurgitation. The aim of the study was to evaluate the development of cardiac hypertrophy (CH) in response to left ventricle (LV) volume overload (VO) caused by chronic aortic valve regurgitation (AR) in male and female rats treated or not with angiotensin II receptor blocker (ARB), valsartan. We studied eight groups of Wistar rats: male or female, AR or sham-operated (sham) and treated or not with valsartan (30 mg/kg/day) for 9 weeks starting one week before AR surgical induction. Results. As expected, VO from AR resulted for both male and female rats in significant LV dilation (39% vs. 40% end-diastolic LV diameter increase, respectively; p<0:0001) and CH (53% vs. 64% heart weight increase, respectively; p < 0:0001) compared to sham. Sex differences were observed in LV wall thickening in response to VO. In untreated AR males, relative LV wall thickness (a ratio of wall thickness to end-diastolic diameter) was reduced compared to sham, whereas this ratio in females remained unchanged. ARB treatment did not prevent LV dilation in both male and female animals but reversed LV wall thickening in females. Systolic and diastolic functions in AR animals were altered similarly for both sexes. ARB treatment did not improve systolic function but helped normalizing diastolic parameters such as left atrial mass and E wave slope in female AR rats. Increased LV gene expression of Anp and Bnp was normalized by ARB treatment in AR females but not in males. Other hypertrophy gene markers (Fos, Trpc6, Klf15, Myh6 and Myh7) were not modulated by ARB treatment. The same was true for genes related to LV extracellular matrix remodeling (Col1a1, Col3a1, Fn1, Mmp2, Timp1 and Lox). In summary, ARB treatment of rats with severe AR blocked the female-specific hypertrophic response characterized by LV chamber wall thickening. LV dilation, on the other hand, was not significantly decreased by ARB treatment. This also indicates that activation of the angiotensin II receptor is probably more involved in the early steps of LV remodeling caused by AR in females than in males. [ABSTRACT FROM AUTHOR]

Introduction and Objective: The main goal of asthma treatment is to achieve and maintain clinical control of the disease. The exhaled fraction nitric oxide (FeNO) level is a biomarker of T-helper cell type 2 (Th2) inflammation of the airways. Our objective was to determine whether the FeNO level can be used to discriminate between patients with controlled, partially controlled, and uncontrolled asthma. Materials and Methods: The FeNO level and asthma control were evaluated in a retrospective and analytic cross-sectional study through data collected from asthmatic patients who were assessed by clinical history, asthma control, physical examination, spirometry, and FeNO level. Asthma control was determined by the criteria of the Global Initiative for Asthma and classified as controlled asthma, partially controlled asthma, and uncontrolled asthma. The FeNO values were classified as low (<25 ppb) or intermediate/high (⩾25 ppb) based on the American Thoracic Society recommendations. Results: The symptoms of 81 asthmatic patients were classified as controlled (34 [42%] patients), partially controlled (27 [33.3%] patients), and uncontrolled (20 [24.7%] patients). The FeNO level discriminated between the uncontrolled and controlled groups (P =.01) and between the uncontrolled and partially controlled groups (P =.01), but not between the controlled and partially controlled groups (P =.98). An FeNO level >30 ppb was associated with uncontrolled asthma (P =.0001) with an area under the receiver operating characteristic curve of 0.78 (95% confidence interval = 0.65-0.89). Conclusions: FeNO level could be helpful in determining asthma control as >30 ppb was associated with uncontrolled asthma. [ABSTRACT FROM AUTHOR]