Student Perceptions of Sectional CT/MRI Use in Teaching Veterinary Anatomy and the Correlation with Visual Spatial Ability: A Student Survey and Mental Rotations Test

The Huntingtin gene (HTT) is within a class of genes containing a key region of CAG repeats. When expanded beyond 39 repeats, Huntington disease (HD) develops. Individuals with less than 35 repeats are not associated with HD. Increasing evidence has suggested that CAG repeats play a role in modulating brain development and brain function. However, very few studies have investigated the effect of CAG repeats in the non-pathological range on cognitive performances in non-demented individuals. In this study, we aimed to test how CAG repeats’ length influences neuropsychological scores in patients with subjective cognitive decline (SCD) and mild cognitive impairment (MCI). We included 75 patients (46 SCD and 29 MCI). All patients underwent an extensive neuropsychological battery and analysis of HTT alleles to quantify the number of CAG repeats. Results: CAG repeat number was positively correlated with scores of tests assessing for executive function, visual–spatial ability, and memory in SCD patients, while in MCI patients, it was inversely correlated with scores of visual–spatial ability and premorbid intelligence. When we performed a multiple regression analysis, we found that these relationships still remained, also when adjusting for possible confounding factors. Interestingly, logarithmic models better described the associations between CAG repeats and neuropsychological scores. CAG repeats in the HTT gene within the non-pathological range influenced neuropsychological performances depending on global cognitive status. The logarithmic model suggested that the positive effect of CAG repeats in SCD patients decreases as the number of repeats grows.

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Efficacy of Video-Based Forearm Anatomy Model Instruction for a Virtual Education Environment

Journal of Medical Education and Curricular Development ◽

10.1177/23821205211063287 ◽

2022 ◽

Vol 9 ◽

pp. 238212052110632

Author(s):

Miraal S. Dharamsi ◽

D. Anthony Bastian ◽

Heather A. Balsiger ◽

Joel T. Cramer ◽

Ricardo Belmares

Keyword(s):

Student Perceptions ◽

Online Teaching ◽

Virtual Education ◽

Muscle Model ◽

Student Survey ◽

Significant Difference ◽

Wet Lab ◽

Group 2 ◽

The Impact ◽

Group 1

INTRODUCTION As virtual education becomes more widespread, particularly considering the recent COVID-19 pandemic, studies that assess the impact of online teaching strategies are vital. Current anatomy curriculum at Paul L. Foster School of Medicine consists of self-taught PowerPoint material, clinical vignette-centered team-based learning (dry lab), and prosection-based instruction (wet lab). This study examined the impact of video-based muscle model (VBMM) instruction using a student-designed forearm muscle model on anatomy quiz scores and student perceptions of its effectiveness with regards to learning outcomes. METHODS Students divided into Group 1 (54 students) and Group 2 (53 students) were assessed prior to and following a 3.5-minute video on anterior forearm compartment musculature using the muscle model. Group 1 began by completing a pretest, then received VBMM instruction, and then completed a posttest prior to participating in the standard dry lab and 1 hour wet lab. Group 2 completed the wet lab, then received the pretest, VBMM instruction, and posttest prior to participating in the dry lab. Both groups took an identical five-question quiz covering locations and functions of various anterior forearm muscles each time. RESULTS Mean scores were higher than no formal intervention with exposure to VBMM instruction alone (0.73 points, P = .01), wet lab alone (0.88 points, P = .002), and wet lab plus VBMM instruction (1.35 points, P= <.001). No significant difference in scores was found between instruction with VBMM versus wet lab alone ( P = 1.00), or between either instruction method alone compared to a combination of the two methods ( P = .34, .09). Student survey opinions on the VBMM instruction method were positive. CONCLUSION VBMM instruction is comparable to prosection-based lab with regards to score outcomes and was well received by students as both an independent learning tool and as a supplement to cadaveric lab. When compared to either instruction method alone, the supplementation of VBMM with cadaveric prosection instruction was best. VBMM instruction may be valuable for institutions without access to cadaveric specimens, or those looking to supplement their current anatomy curriculum.

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Sex differences in visual spatial ability in 9-year-old children

Intelligence ◽

10.1016/s0160-2896(96)80004-3 ◽

1996 ◽

Vol 23 (1) ◽

pp. 33-43 ◽

Cited By ~ 29

Author(s):

Lillian Vederhus ◽

Sturla Krekling

Keyword(s):

Sex Differences ◽

Spatial Ability ◽

Visual Spatial

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Visual-Spatial Ability

Encyclopedia of Autism Spectrum Disorders ◽

10.1007/978-3-319-91280-6_1712 ◽

2021 ◽

pp. 5148-5149

Author(s):

Corey Ray-Subramanian

Keyword(s):

Spatial Ability ◽

Visual Spatial

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Active Learning: Subtypes, Intra-Exam Comparison, and Student Survey in an Undergraduate Biology Course

Education Sciences ◽

10.3390/educsci10070185 ◽

2020 ◽

Vol 10 (7) ◽

pp. 185

Author(s):

Kristen M. McGreevy ◽

Frank C. Church

Keyword(s):

Active Learning ◽

Student Satisfaction ◽

Student Perceptions ◽

Student Perception ◽

Positive Trend ◽

Student Survey ◽

Learning Methods ◽

Undergraduate Biology ◽

Student Comprehension ◽

Course Material

Active learning improves undergraduate STEM course comprehension; however, student comprehension using different active learning methods and student perception of active learning have not been fully explored. We analyze ten semesters (six years) of an undergraduate biology course (honors and non-honors sections) to understand student comprehension and student satisfaction using a variety of active learning methods. First, we describe and introduce active learning subtypes. Second, we explore the efficacy of active learning subtypes. Third, we compare student comprehension between course material taught with active learning or lecturing within a course. Finally, we determine student satisfaction with active learning using a survey. We divide active learning into five subtypes based on established learning taxonomies and student engagement. We explore subtype comprehension efficacy (median % correct) compared to lecture learning (median 92% correct): Recognition (100%), Reflective (100%), Exchanging (94.1%), Constructive (93.8%), and Analytical (93.3%). A bivariate random intercept model adjusted by honors shows improved exam performance in subsequent exams and better course material comprehension when taught using active learning compared to lecture learning (2.2% versus 1.2%). The student survey reveals a positive trend over six years of teaching in the Perceived Individual Utility component of active learning (tau = 0.21, p = 0.014), but not for the other components (General Theoretical Utility, and Team Situation). We apply our findings to the COVID-19 pandemic and suggest active learning adaptations for newly modified online courses. Overall, our results suggest active learning subtypes may be useful for differentiating student comprehension, provide additional evidence that active learning is more beneficial to student comprehension, and show that student perceptions of active learning are positively changing.

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Evaluation of Surgical Dexterity During the Interview Day: Another Factor for Consideration

Journal of Graduate Medical Education ◽

10.4300/jgme-d-14-00546.1 ◽

2015 ◽

Vol 7 (2) ◽

pp. 234-237 ◽

Cited By ~ 6

Author(s):

Dinchen Jardine ◽

Benjamin Hoagland ◽

Angel Perez ◽

Eric Gessler

Keyword(s):

Spatial Ability ◽

General Surgery ◽

Manual Dexterity ◽

Spatial Skills ◽

Application Process ◽

Current Application ◽

Residency Programs ◽

Visual Spatial ◽

Standard Interview ◽

Composite Scores

Abstract Background Manual dexterity and visual spatial ability are not routinely used to evaluate candidates for surgical residency training as part of the application interview. Objective This study assessed the acceptability and feasibility of evaluating the manual dexterity and visual spatial ability of applicants for general surgery and otolaryngology residency, and evaluated the relationship between this information and routinely considered application factors. Methods During the 2012 interview season, medical students applying to our institution's general surgery and otolaryngology residency programs underwent a battery of tests relevant to surgical dexterity. Five tests shown to be related to the surgeons' dexterity or visual spatial skills were administered during the course of their in-person interview day. The results from these tests were compared with data collected as part of the current application process. Results A total of 64 students were enrolled, and 58 had data that could be analyzed. Regression analysis using the enter method was performed for each of the tests, and for the composite scores. None of the values were significant as defined by P ≤ .05. Neither the scatterplots of the data nor Pearson r showed a correlation between the highest performers on the surgical dexterity composite score and individuals' highest scores on the dimensions used in the current process to assess applicants. Conclusions The addition of 1 or more evaluations of visual spatial skills and psychomotor aptitude can be done during a standard interview day, is acceptable to applicants, and may provide information that is different from the usual components of the application.

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