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Cases of associations between random spinal congenital defects have previously been reported, yet several questions remain unanswered. Firstly, why are associations between what seems to be random combinations of vertebral malformations observed? Secondly, is there a common event or pattern that connects the associated defects? Therefore, this study aimed to identify congenital defects in the vertebral column and also to determine whether any associations, if present, between vertebral malformations exist. This article consequently discusses the possible embryological disruptions that may lead to the formation of various defects in the vertebral column. A random skeletal sample (n=187) was selected from the Pretoria Bone Collection housed in the Department of Anatomy, University of Pretoria (Ethics 678/2018). The sample was evaluated to determine the frequencies of spinal congenital defects in each set of remains. Identifiable congenital malformations were observed in 48.1% (n=90/187) of the sample. The results demonstrated a high probability of association between the different defects observed in the vertebral column. Findings are of value as they provide a reasonable explanation to why seemingly random cases of associations have been reported by several authors. This study is clinically relevant as severe spinal defects have been shown to have high morbidity in patients and mortality in infants.

The thoracolumbar junction is often associated with traumatic injuries, due to its biomechanical instability. Reasons for this instability are currently still under debate; however, contributing factors such as the rapid change in spinal curvature and facet orientation from the thoracic to lumbar transition have been implicated. Normally, the superior facet orientation in the thoracic region is angled in a coronal plane, whereas vertebrae in the lumbar region have facets angled in the sagittal plane. Distinguishing between thoracic, lumbar, and transitional vertebrae at the thoracolumbar junction based on articular facet angles, using quantitative methods on CT scans has, to the authors' knowledge, not yet been reported in the literature. Therefore, this study aimed to evaluate whether quantitative measurements can be clinically applied and used to differentiate vertebrae at the thoracolumbar junction using CT scans and, additionally, to record possible cases of congenital defects or variations observed in the spine. A sample (n = 173) of CT scans representative of the Windhoek population in Namibia was retrospectively assessed using radio-imaging software. Measurements of the angle formed by the superior facets of the vertebrae at the thoracolumbar junction (T11-L1) were recorded. Based on the results of this study, quantitative morphometry of the superior facet of vertebrae can differentiate between thoracic, lumbar,. and transitional vertebrae at the thoracolumbar junction. All individuals with identified thoracolumbar transitional vertebrae (TLTV) in this sample had at least one other congenital anomaly of the spine.

The COVID-19 pandemic forced changes to online teaching worldwide. The Clinical Anatomy journal club (JC) is key in the Bachelor of Science Honours (BScHons) programme and aims to improve scientific appraisal and communication abilities in anatomical research. An online JC through synchronous contact between members was deemed fitting as it could bridge the newly enforced geographical limitations due to the national lockdown in South Africa. Although common in clinical specialties, there are no published reports of anatomy themed online JCs. This project aimed to develop, implement, and appraise a synchronous virtual JC for Clinical Anatomy during the COVID-19 South African lockdown. A qualitative exploratory study design within an interpretive/constructivist paradigm was followed and aimed to explore students’ perceptions of a virtual anatomy JC during the lockdown. The study was conducted at a South African institution, within the BScHons programme, and all enrolled students were invited to participate. Upon receipt of informed consent, an anonymous questionnaire was administered via Moodle for the BScHons students. The responses were analysed by thematic analysis, codes were developed, and themes were generated. Two main themes were generated from the results: the first related to the virtual format of the JC and the second focused on the content and topics covered during the JC sessions. The Clinical Anatomy staff and students adapted rapidly to the virtual JC and formed a community of practice. The benefits of teaching and learning within JC were maintained during the virtual format. It is envisioned that the JC will continue in a hybrid format (face-to-face and virtual) in future academic years. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-021-01325-8.

Background Southern Africa, like other parts of the world, has always strived to deliver quality health professions education. These efforts have been influenced to a larger extent by the socio-economic and cultural context of the region, but also by what happens globally. The global disruption caused by the COVID-19 pandemic necessitated the implementation of emergency remote teaching (ERT) to continue delivering on the mandate of educating future health professionals in 2020. The purpose of this research was to describe the change process through which selected health professions education institutions (HPEIs) in the Southern African region adjusted their academic programmes for remote learning and teaching during the COVID-19 related pandemic. Methods A mixed methods study with a case study design was applied using the ADKAR model as a conceptual framework for data interpretation. The study population consisted of educators, students, and administrators in undergraduate medical and nursing programmes from six institutions in five countries. Results A total of 1,307 respondents provided data for the study. Many of the institutions were caught off-guard when most educators and almost all students were required to leave their universities and go into isolation at home. Stakeholders immediately became aware of the need to adopt online approaches as an emergency measure. In all programmes, educators, students, and administrators agreed that they should change and wanted to change, and some students realised that they had to take charge of their own learning independently. Overall educators reported confidence with the use of standard Microsoft software, while knowledge of learning management systems proved more challenging for both educators and students. Many stakeholders, especially students and administrators, reported uncertainty about their ability to function in the new reality. Conducive family dynamics, a quiet space to study, good connectivity, a reliable electricity supply and appropriate devices were reported to reinforce learning and teaching. Conclusions The findings highlight the need to scale up educational infrastructure, prioritise strategic directives, drive continuous professional development of educators and foster co-constructivist approaches towards student centered education, including formal online learning.

Students’ ability to characterise their learning approaches has the potential to enhance their overall educational experience and guide educators to tailor their pedagogical approaches. The aim here, through students’ reflective practice, is to promote their metacognition. Also, to gain insights to pharmacy students’ initial approaches to studying anatomy and their perceived value of anatomy as a subject. The study also aimed to contextually capture students’ perceptions on their transition from secondary to tertiary education. This cross-sectional study entailed the use of reflective practice to promote metacognition in first year pharmacy students (Bachelors of Pharmacy students (n = 67)), at the University of Namibia’s School of Pharmacy. Results of this study indicate the initial learning approaches of most students to be haphazard. Students used varied, non-departmental resources to guide their learning whilst a few followed structured learning approaches. Results further indicate that students’ gradual transition and evolving metacognition appear to start during the initial few months of tertiary education. This transition appears to include feelings of apprehension, uncertainty and distress. Reflective practice creates awareness amongst students of possible gaps in their learning approaches and promote the value of anatomy as an undergraduate subject. Data suggests that the formal incorporation of reflective practice as a metacognitive learning activity promotes students’metacognition by elucidating possible gaps in their learning approaches.Keywords: Learning approaches, anatomy, pharmacy students, reflective practice, metacognition

BACKGROUND The current COVID-19 pandemic is affecting all aspects of society worldwide. To combat the pandemic, measures such as face mask–wearing, hand-washing and -sanitizing, movement restrictions, and social distancing have been introduced. These measures have significantly disrupted education, particularly health professions education, which depends on student-patient contact for the development of clinical competence. The wide-ranging consequences of the pandemic are immense, and health professions education institutions in sub-Saharan Africa have not been spared. OBJECTIVE This paper describes a protocol for assessing the preparedness of selected health professions education institutions in sub-Saharan Africa for remote teaching and learning during the COVID-19 pandemic. METHODS A mixed-methods design with a case study approach will be used. The awareness, desire, knowledge, ability, and reinforcement model of change was selected as the conceptual framework to guide the study. Eight higher education institutions in 6 sub-Saharan countries have participated in this study. Data will be collected through electronic surveys from among whole populations of academic staff, students, and administrators in undergraduate medicine and nursing programs. Qualitative and quantitative data from each institution will be analyzed as a case study, which will yield an inventory of similar cases grouped for comparison. Quantitative data will be analyzed for each institution and then compared to determine associations among variables and differences among programs, institutions, or countries. RESULTS Our findings will provide information to higher education institutions, particularly those offering health professions education programs, in Africa regarding the preparedness for remote teaching and learning to influence efforts related to web-based teaching and learning, which is envisaged to become the new normal in the future. CONCLUSIONS This study has not received any funding, and any costs involved were borne by individual consortium members at the various institutions. Ethics approval from the institutional review board was obtained at various times across the participating sites, which were free to commence data collection as soon as approval was obtained. Data collection was scheduled to begin on October 1, 2020, and end on February 28, 2021. As of this submission, data collection has been completed, and a total of 1099 participants have been enrolled. Data analysis has not yet commenced. INTERNATIONAL REGISTERED REPORT DERR1-10.2196/28905

There are three key aspects to anatomy pedagogy: the when, how much, and how. The relative importance of all three will vary to a certain extent depending on teaching methods, but all require an adequate learning environment. The design of this learning environment needs to take into consideration student learning, local culture, and assessment. Within this context as much attention should be given to the development of the informal and hidden curricula as with that of the formal curriculum. Ultimately, it is assessment and its milieu that will drive learning in order to assure matching student behavior. Here the authors provide a succinct, practical, and problem-oriented approach to the design of anatomy teaching spaces that addresses the needs of today’s anatomy student. The authors also include key design considerations as well as aspects of the design process, such as the provision for appropriate sensory stimulation, plumbing and electricity requirements, surface area per student, the attainment of learning objectives, catering for assessment, e-learning capabilities, and a dynamic environment that can be suitably reconfigured.

This article has been retracted by the Editor.The accessory internal thoracic artery (AITA) is a variably large branch of the initial portion of the internal thoracic artery (ITA). The AITA has been neglected as an important anatomical structure and has been identified as the culprit for the “steal-syndrome” of coronary blood flow after the use of the ITA in coronary artery revascularisation. A cadaveric study of 50 cadavers was performed to investigate the occurrence of the AITA. We found 10 (20%) out of the 50 cadavers examined, presented with AITAs either bilaterally (4%) or unilaterally (16%). Five of the eight unilateral specimens showed a left-sided appearance of the AITA. Fourteen percent of the AITAs were found in cadavers of Mixed-race (Coloured) and 6% in individuals of African descent. Knowledge of the AITA is essential for any thoracic surgeon, during the preparation of the ITA for coronary revascularisation. Data from or study supports the notion that the AITA is a highly variable structure with little correlates based on ethnicity. The AITA appear to be found more often on the left in unilateral specimens.Keywords: Accessory, Internal Thoracic artery

Biomedical research is a diverse and rapidly evolving subject area. The research and development that takes place as part of the field is aimed at understanding subjects such as diseases, disease progression, their treatment(s), treatment impact on patients as well as the general increase in understanding of the advancement of health sciences. The money and time invested in research is vast and discovery of novel data and production of publication(s) is seen as success. However in today's connected world scientists have to do more to ensure that their research and the impact thereof, is better communicated to the wider audiences. One of the major means to do this is via public engagement, of which there are many ways to achieve this. Advances in technology have led to interactive and immersive visual technologies that enable the next phase of public engagement to be available to a greater audience.

The authors report a rare variation of the coeliac trunk, renal and testicular vasculature in a 27-year-old male cadaver. In the present case, the coeliac trunk and superior mesenteric artery was replaced by a modified coeliacomesenteric trunk formed by hepato-gastric and superior mesenteric arteries. Here the hepato-gastric artery or trunk contributed towards the total hepatic inflow as well as a gastro-duodenal artery. A separate right gastric artery and an additional superior pancreatico-duodenal artery was also found in addition with a retro-aortic left renal vein and a bilateral double renal arterial supply. The aforementioned coeliac trunk variation, to our knowledge, has never been reported before and this variation combined with the renal vasculature requires careful surgical consideration.

Background The current COVID-19 pandemic is affecting all aspects of society worldwide. To combat the pandemic, measures such as face mask–wearing, hand-washing and -sanitizing, movement restrictions, and social distancing have been introduced. These measures have significantly disrupted education, particularly health professions education, which depends on student-patient contact for the development of clinical competence. The wide-ranging consequences of the pandemic are immense, and health professions education institutions in sub-Saharan Africa have not been spared. Objective This paper describes a protocol for assessing the preparedness of selected health professions education institutions in sub-Saharan Africa for remote teaching and learning during the COVID-19 pandemic. Methods A mixed-methods design with a case study approach will be used. The awareness, desire, knowledge, ability, and reinforcement model of change was selected as the conceptual framework to guide the study. Eight higher education institutions in 6 sub-Saharan countries have participated in this study. Data will be collected through electronic surveys from among whole populations of academic staff, students, and administrators in undergraduate medicine and nursing programs. Qualitative and quantitative data from each institution will be analyzed as a case study, which will yield an inventory of similar cases grouped for comparison. Quantitative data will be analyzed for each institution and then compared to determine associations among variables and differences among programs, institutions, or countries. Results Our findings will provide information to higher education institutions, particularly those offering health professions education programs, in Africa regarding the preparedness for remote teaching and learning to influence efforts related to web-based teaching and learning, which is envisaged to become the new normal in the future. Conclusions This study has not received any funding, and any costs involved were borne by individual consortium members at the various institutions. Ethics approval from the institutional review board was obtained at various times across the participating sites, which were free to commence data collection as soon as approval was obtained. Data collection was scheduled to begin on October 1, 2020, and end on February 28, 2021. As of this submission, data collection has been completed, and a total of 1099 participants have been enrolled. Data analysis has not yet commenced. International Registered Report Identifier (IRRID) DERR1-10.2196/28905

This article has been retracted.Students’ ability to characterise their learning approaches has the potential to enhance their overall educational experience and guides educators to tailor their pedagogical approaches. The aim here, through students’ reflective practice, is to promote their metacognition. Also, to gain insights to pharmacy students’ initial approaches to studying anatomy and their perceived value of anatomy as a subject. The study also aimed to contextually capture students’ perceptions on their transition from secondary to tertiary education. This cross-sectional study entailed the use of reflective practice to promote metacognition in first year pharmacy students (Bachelors of Pharmacy students (n = 67)), at the University of Namibia’s School of Pharmacy. Results of this study indicate the initial learning approaches of most students to be haphazard. Students used varied, non-departmental resources to guide their learning whilst a few followed structured learning approaches. Results further indicate that students’ gradual transition and evolving metacognition appear to start during the initial few months of tertiary education. This transition appears to include feelings of apprehension, uncertainty and distress. Reflective practice appears creates awareness amongst students of possible gaps in their learning approaches and promote the value of anatomy as an undergraduate subject. Data suggests that the formal incorporation of reflective practice as a metacognitive learning activity promotes students’ metacognition by elucidating possible gaps in their learning approaches.Keywords: Learning approaches, anatomy, pharmacy students, reflective practice, metacognition

Biomedical research is a diverse and rapidly evolving subject area. The research and development that takes place as part of the field is aimed at understanding subjects such as diseases, disease progression, their treatment(s), treatment impact on patients as well as the general increase in understanding of the advancement of health sciences. The money and time invested in research is vast and discovery of novel data and production of publication(s) is seen as success. However in today’s connected world scientists have to do more to ensure that their research and the impact thereof, is better communicated to the wider audiences. One of the major means to do this is via public engagement, of which there are many ways to achieve this. Advances in technology have led to interactive and immersive visual technologies that enable the next phase of public engagement to be available to a greater audience.

Sir William Turner, a Lancastrian, was renowned as a scientist, anatomist and a great reformer of medical education. His students became anatomists at various international institutions, which consequently shaped the future of anatomy as a subject matter both in the United Kingdom and in South Africa. Although Turner’s accomplishments have been documented, little is known about the details that determined his career path and the individuals that shaped his future. Here the authors aim to highlight some aspects of Turner’s academic achievements and his personal life as well as how he crossed paths with other great minds of the Victorian era including Richard Owen, Charles Darwin, James Paget and Joseph Lister.

Sir Richard Owen, a Lancastrian, was a prominent biologist, comparative anatomist, geologist, palaeontologist and known for coining the term dinosaur. His expertise in anatomical dissection proved to be one of his biggest assets and aided his career progression at the Royal College of Surgeons and the Zoological Society. Owen’s apprenticeship in Lancaster helped him to gain expertise in anatomy and anatomical dissection. The authors aim to provide some novel contextual background to his childhood in Lancaster, his affection for his hometown and his contribution to Lancaster’s sanitary reform. The latter aspect of his scientific accomplishments is typically overlooked.

Public knowledge of the anatomical "self" is lacking and evidence points towards a growing need for anatomy education to the wider public. The public were offered the opportunity to learn human anatomy and complete an anatomical knowledge survey afterwards. Sixty-three participants volunteered to attempt to place 20 anatomical structures on a blank human body template. Responses were scored independently and then collated. A mixed effects logistic model was used to examine any associations with participants' as a random effect and all other factors as fixed effects. Results showed a statistically significant quadratic trend with age. Participants in health-related employment scored significantly higher than those not in health-related employment. There was a significant interaction between gender and organ type with males scoring higher than females in identifying muscles, but not in identifying internal organs. The current study demonstrates the general public's eagerness to learn anatomy despite their limited knowledge of the human body, and the need for widening participation. Furthermore, it raises an awareness of the anatomical literacy needs of the general public, especially in school children and young adults. Furthermore, it emphasizes the value of health literacy as a focus in undergraduate medical education. Anatomy literacy appears to be neglected, and this experience provides an example of a possible mode of public engagement in anatomy. Anat Sci Educ 11: 117-123. © 2017 American Association of Anatomists.

Wildlife-proof fencing is increasing in extent as a result of the growing wildlife industry on private lands in southern Africa. In environments where such fences hinder the movements of free-ranging wildlife, the provision of artificial passageways can restore connectivity for some species. We tested the use of 49 discarded car tyres as wildlife passageways along the border of a Namibian wildlife farm. Tyres were installed into a wildlife-proof fence to reduce regular warthog (Phacochoerus africanus) damage to the fence and to provide connectivity and dispersal opportunities for selected indigenous wildlife species between adjacent farmland properties. The total cost for all 49 tyre installations was USD 252, which is significantly cheaper than daily fence patrols and maintenance. In addition, one tyre was monitored specifically for large carnivore activity with a motion-triggered camera trap (n = 96 trap days between August and December 2010). Eleven mammalian species used the tyre as a passageway and both cheetahs (Acinonyx jubatus) and leopards (Panthera pardus) made regular and repeated use of the tyre. Nine independent recordings of cheetahs, representing seven individuals, were made. One leopard was photographed four times. The suitability of discarded tyres as cost-effective artificial wildlife passageways for a range of mammalian species is stressed.

The mammalian vomeronasal organ (VNO) is a well-adjusted chemosensory structure that facilitates social and reproductive behavior in mammals. The existence, locality, and function of this organ in human adults remain a matter of discussion. Most authors now agree that a neuroreceptive function of the adult human VNO can be excluded due to the absence of both neural receptive cells associated with the VNO in other mammals despite the enigmatic reports on the effects of pheromones on human behavior. Adult cadavers form European (Caucasoid) descent were used in this article and parasagittal dissection of the heads allowed access to the nasal septa, which were grossly examined for the VNO openings. Tissue samples were collected, embedded in gelatin and serially sectioned through cryomicrotomy. Nissl staining was performed as well as immunohistochemically stained with an antibody against calcium-binding protein. The findings presented here confirm the bilateral presence of the VNO in adult cadavers and demonstrate morphological connections of VNO receptor cells with the underlying capillaries. In addition, possible endocrine activity associated with the epithelium of this chemosensory structure has been demonstrated by the expression of calcium-binding protein in a part of these receptor cells.

The history of the origin of anatomy education in South Africa is the history of an arduous journey through time. The lasting influence of Edinburgh came in the form of Robert Black Thomson. He was a student and assistant of Sir William Turner who gave rise to the first chair of anatomy and the establishment of a department at the South African College, known today as University of Cape Town. Thomson was later succeeded by Matthew Drennan, a keen anthropologist, who was revered by his students. This Scottish link prevailed over time with the appointment of Edward Philip Stibbe as the chair of anatomy at the South African School of Mines and Technology, which later became the University of the Witwatersrand. Stibbe’s successor, Raymond Arthur Dart, a graduate of the University of Sydney, was trained in an anatomy department sculpted on that of Edinburgh by Professor James Thomas Wilson. Wilson’s influence at the University of Sydney can be traced back to Edinburgh and William Turner through Thomas Anderson Stuart. Both Dart and Robert Broom, another Scot, were considered as Africa’s wild men by the late Professor Tobias. Here, the authors explore the Scottish link and origins of anatomy pedagogy in South Africa.

Burn wound care today has a primary objective of temporary or permanent wound closure. Commercially available engineered alternative tissues have become a valuable adjunct to the treatment of burn injuries. Their constituents can be biological, alloplastic or a combination of both. Here the authors describe the aspects of the development of a siloxane epidermis for a collagen-glycosaminoglycan and for nylon-based artificial skin replacement products. A method to fabricate an ultra-thin epidermal equivalent is described. Pores, to allow the escape of wound exudate, were punched and a tri-filament nylon mesh or collagen scaffold was imbedded and silicone polymerisation followed at 120°C for 5 minutes. The ultra-structure of these bilaminates was assessed through scanning electron microscopy. An ultra-thin biomedical grade siloxane film was reliably created through precision coating on a pre-treated polyethylene terephthalate carrier.

The internal vertebral venous plexus (IVVP) plays a putative role in thermoregulation of the spinal cord. Cold cutaneous venous blood may cool, while warm venous blood from muscles and brown fat areas may warm the spinal cord. The regulating mechanisms for both cooling and warming are still unknown. Warm venous blood mainly enters the IVVP via the intervertebral veins. In the thoracic area these veins are connected to the posterior intercostal veins. In this study, anatomical structures were investigated that might support the mechanisms by which warmed venous blood from the intercostal muscles and the recently described paravertebral patches of brown adipose tissue are able to drain into the vertebral venous plexus. Therefore, tissue samples from human cadavers (n = 21) containing the posterior intercostal vein and its connections to the IVVP and the azygos veins were removed and processed for histology. Serial sections revealed that the proximal parts of the posterior intercostal veins contained abundant smooth muscle fibers at their opening into the azygos vein. Furthermore, the walls of the proximal parts of the posterior intercostal veins contain plicae that allow the vessel to dilate, thereby allowing it to serve as a pressure chamber. It is suggested that a cold induced closure of the intercostal/azygos opening can result in retrograde blood flow from the proximal posterior intercostal vein towards the IVVP. This blood flow would be composed of warm blood from the paravertebral brown adipose tissue and blood containing metabolic heat from the muscles draining into the intercostal veins.

Research is an integral part of the curricula of both the pharmacy and medical degree programs at the University of Namibia (UNAM) School of Medicine (SOM). Early in their career students identify research projects and pursue them within the context of their degree program. At a fundamental level these projects expose students to the scientific method and encourage the development of analytical and interpretative tools that will be important in their professional lives. The inclusion of research as a subject significantly aligns the institutions’ research agenda with the health needs of the country. Research at UNAM SOM, within both the medicine and pharmacist degree programs, aims to nurture self-directed learning within an inter-professional milieu.

Knowledge on the intrinsic mechanisms involved in wound healing provides opportunity for various therapeutic strategies. The manipulation of dermal fibroblast proliferation and differentiation might prove to beneficially augment wound healing. This study evaluated the combined effects of niacinamide, L-carnosine, hesperidin and Biofactor HSP(®) on fibroblast activity. The effects on fibroblast collagen production, cellular proliferation, migration and terminal differentiation were assessed. In addition, the authors determined the effects on in vitro wound healing. The optimal concentrations of actives were determined in vitro. Testing parameters included microscopic morphological cell analysis, cell viability and proliferation determination, calorimetric collagen detection and in vitro wound healing dynamics. Results show that 0·31 mg/ml niacinamide, 0·10 mg/ml L-carnosine, 0·05 mg/ml hesperidin and 5·18 µg/ml Biofactor HSP® proved optimal in vitro. The results show that fibroblast collagen synthesis was increased alongside with cellular migration and proliferation.

The anatomy curriculum at Namibia's first, and currently only, medical school is clinically oriented, outcome-based, and includes all of the components of modern anatomical sciences i.e., histology, embryology, neuroanatomy, gross, and clinical anatomy. The design of the facilities and the equipment incorporated into these facilities were directed toward simplification of work flow and ease of use by faculty, staff, and students. From the onset, the integration of state of the art technology was pursued to facilitate teaching and promote a student-centered pedagogical approach to dissections. The program, as realized, is comprised of three 16-week semesters with seven hours of contact time per week, namely three hours of lectures and four hours of dissection laboratory and microscopy time. Set outcomes were established, each revolving around clinical cases with integrated medical imaging. The design of the facility itself was not constrained by a legacy structure, allowing the School of Medicine, in collaboration with architects and contractors, to design the building from scratch. A design was implemented that allows for the sequential processing of cadaveric material in a unidirectional flow from reception, to preparation, embalming, storage, dissection, and maceration. Importantly, the odor of formaldehyde typically associated with anatomy facilities was eliminated outside of the dissection areas and minimized within via a high-performance ventilation system. By holistically incorporating an integrated curriculum, facility design, and teaching at an early stage, the authors believe they have created a system that might serve as a model for new anatomy programs.

Since the early 1980s a plethora of dressings has been developed to promote wound healing. The objective of this study was to compare the effects of silver based dressings and honey based dressings on cell viability. Materials and methods In this blinded study, keratinocyte cultures were exposed to prepared extracts of each of the following wound dressings for 40 h: • Silver based dressings: Acticoat, Actisorb, Askina, Atrauman-Ag and Contreet. • Honey based dressings: Melladerm gel, Melladerm mesh, Melladerm plus and Mellarsorb. Controls consisted of cells that were cultured in the same medium, and under the same conditions as those exposed to extracts. Results All dressing extracts had an effect on cell viability. Changes in cell morphology from different wound dressing extracts were noted and compared with control groups after 24 h of incubation. Conclusions In the silver based extracts group, Atrauman-silver and Acticoat had the most viable cells. For the honey based group, the most viable cells were seen with Melladerm mesh and Mellasorb. There was no significant difference between the best performing silver and honey based wound preparations with regard to cell viability.

There are three key aspects to anatomy pedagogy: the when, the how much, and the how. The relative importance of all three will vary to a certain extent depending on teaching methods but all require an adequate learning environment. In the design of this learning environment, student learning, local culture, and assessment all need to be taken into consideration. Within this context as much attention should be given to the development of the informal and hidden curricula as to that of the formal curriculum. Ultimately, it is assessment and its environment that will drive learning. Here the authors provide a succinct, practical, and problem-oriented approach to the design of gross anatomy laboratories that addresses the needs of today’s anatomy student. The authors also include key design considerations as well as aspects of the design process. This includes the provision for appropriate sensory stimulation, plumbing and electricity requirements, floor area for each student, the attainment of learning objectives, catering for assessment, e-learning capabilities, and a dynamic environment that can be suitably reconfigured.

Engineered alternative skin in all its forms and shapes serve to provide temporary or permanent wound closure such as in the case of partial and full-thickness burns. The need for collagen-based regeneration templates is motivated by the fact that dermal regeneration of full-thickness injuries does not occur spontaneously and is inundated by contraction and scarring. Partial-thickness burns in turn can regress as a result of infection and improper treatment and require appropriate treatment. Nylon-silicone laminates such as Biobrane(®), and more recently AWBAT(®), address this by serving as a temporary barrier. Enhanced collagen-based scaffolds today, although not perfect, remain invaluable. Our initial approach was to characterize the design considerations and explore the use of collagen in the fabrication of a dermal regeneration matrix and a silicone-nylon bilaminate. Here we expand our initial research on scaffold fabrication and explore possible strategies to improve the outcome of collagen-scaffold medicated wound healing.

The mammalian vomeronasal organ (VNO) is a well-adjusted chemosensory structure that facilitates social and reproductive behavior in mammals. The existence, locality, and function of this organ in human adults remain a matter of discussion. Most authors now agree that a neuroreceptive function of the adult human VNO can be excluded due to the absence of both neural receptive cells associated with the VNO in other mammals despite the enigmatic reports on the effects of pheromones on human behavior. Adult cadavers form European (Caucasoid) descent were used in this article and parasagittal dissection of the heads allowed access to the nasal septa, which were grossly examined for the VNO openings. Tissue samples were collected, embedded in gelatin and serially sectioned through cryomicrotomy. Nissl staining was performed as well as immunohistochemically stained with an antibody against calcium-binding protein. The findings presented here confirm the bilateral presence of the VNO in adult cadavers and demonstrate morphological connections of VNO receptor cells with the underlying capillaries. In addition, possible endocrine activity associated with the epithelium of this chemosensory structure has been demonstrated by the expression of calcium-binding protein in a part of these receptor cells.

Education at the University of Namibia, School of Medicine and School of Pharmacy relies on a community-centred curriculum. The aim is to nurture "7-star" doctors and pharmacists that will address the current social and health needs within the country. A sound understanding of the interplay between learning and the learning environment is said to improve interprofessional educational activities. This relationship is dependent on constrictive alignment of not only the aspects of pedagogy, but also that of educational leadership in context of the current and social health needs. In this report, we reflect on the interprofessional-learning environment that was created out of necessity within a Namibian context.

Exogenous factors aimed at promoting fibroblast activity might hold the key to improving the clinical outcome of chronic wounds. The current study explores the feasibility to use a collagen-based scaffold as a delivery system for a niacinamide dominated formulation in vivo. The combined use of niacinamide, L-carnosine, hesperidin and a HSP70 homologue is known to promote fibroblast activity in vitro. Scaffold mediated wound healing was assessed in 16 female Sprague-Dawley rats that received both a control scaffold and an enhanced scaffold. The test scaffolds presented with a higher fibroblast count (60.49 ± 9.90% of the total cell infiltrate) on day 7 compared that of the control scaffolds (42.62 ± 13.60%) but was found to be statistically insignificant. However, the addition of these active components did not compromise the in vivo resistance against enzymatic degradation nor alter the scaffold microenvironment deleteriously.

The use of collagen in the biomedical device industry has led to major advances in soft tissue repair. This is attributed largely to the favourable biological and physiochemical properties of collagen. Regenerative medicine and tissue engineering favoured the use of this biomaterial and various commercial products have become available in the past few decades. This study aims to develop a collagen and chondroitin-6-sulphate dermal regeneration scaffold with enhanced resistance against enzymatic degradation. Frozen slurries (0.5% collagen) were dried under vacuum, coated with silicone, crosslinked and then thoroughly rinsed. The scaffolds were subjected to a range of quantitative and qualitative tests that included: scanning electron microscopy analysis, collagenase enzymatic degradation, and cytotoxicity assessment. Scaffold resistance to enzymatic degradation was manipulated after dehydrothermal treatment by employing combinations of crosslinking agents, such as glutaraldehyde and/or carbodiimide, with or without the presence of L-lysine. Results indicate that highly porous (mean pore diameter of 87.3 µm), bioactive, non-cytotoxic tissue engineering matrices were obtained. Enhanced stability of these scaffolds was achieved through extensive crosslinking and suggests the potential to prevent in vivo wound contraction sufficiently.

The accessory internal thoracic artery (AITA) is a variably large branch of the initial portion of the internal thoracic artery (ITA). The AITA has been neglected as an important anatomical structure and has been identified as the culprit for the “steal-syndrome” of coronary blood flow after the use of the ITA in coronary artery revascularisation. A cadaveric study of 50 cadavers was performed to investigate the occurrence of the AITA. We found 10 (20%) out of the 50 cadavers examined, presented with AITAs either bilaterally (4%) or unilaterally (16%). Five of the eight unilateral specimens showed a left-sided appearance of the AITA. Fourteen percent of the AITAs were found in cadavers of Mixed-race (Coloured) and 6% in individuals of African descent. Knowledge of the AITA is essential for any thoracic surgeon, during the preparation of the ITA for coronary revascularisation. Data from this study supports the notion that the AITA is a highly variable structure with little correlates based on ethnicity. The AITA appear to be found more often on the left in unilateral specimens.Key Words: Accessory, Internal Thoracic artery