Nuland, Sonya E. Van

Ultrasound has been used more frequently in the anatomical sciences to reinforce core anatomy concepts in the classroom and introduce commonly applied imaging technologies encountered in a clinical setting. Interprofessional Education (IPE) is being incorporated into health sciences training as a learning model for real world interactions. The primary objective of the current study was to determine the impact of an IPE ultrasound curriculum on students' anatomy and ultrasound knowledge, as well as attitudes towards interprofessional collaboration. We hypothesized that students who participated in an IPE experience would have improved recall of anatomical and ultrasound concepts as well as improved attitudes and perceptions towards IPE when compared to students who did not participate in an IPE session. First year medical students (MD, n = 40) and first year physical therapy students (PT, n = 25) were randomly assigned to PT‐only, MD‐only, or mixed PT‐MD ultrasound instruction groups studying the shoulder. Students were assessed using an anatomy and ultrasound knowledge test and University of the West of England Interprofessional Questionnaire (UWEIPQ) prior to and following the session. The results of this study suggest that while ultrasound instruction significantly improves ultrasound post‐test scores when compared to pre‐test scores regardless of group assignment (PT‐only: p < 0.001; MD‐only: p = 0.007; PT‐MD: p < 0.001), learning in an interprofessional PT‐MD group did not significantly impact knowledge recall of ultrasound concepts when compared to non‐IPE groups. Interestingly, students in PT‐MD groups had significantly higher anatomy post‐test scores when compared to the MD‐only groups (PT‐MD post‐test = 93.2%; MD‐only post‐test = 84.1%; p = 0.041), but not when compared to the PT‐only groups. Additionally, the results of the UWEIPQ are consistent with the impression that students who participate in an IPE experience are more likely to be cognizant of inherent biases in the interactions between different health professionals as well as demonstrate increased confidence in their interprofessional relationships. In conclusion, our study reinforces that IPE programs should quantify knowledge recall in order to assess the effectiveness of a specific program. Furthermore, such endeavors should assess important competencies including communication, teamwork, and interdisciplinary respect that are necessary to succeed in a multidisciplinary health care team. Support or Funding Information Department of Anatomy, Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, MN; Social Science and Humanities Research Council, Government of Canada

Injections of local anesthetic in the fascial planes around the quadratus lumborum muscle (QL blocks) are performed for postoperative pain control after abdominal surgeries. Multiple approaches of injecting anesthetic in and around the QL have been reported (anterior, posterior, transmuscular, intramuscular and lateral QL blocks). These techniques vary in terms of ease of administration and extent of analgesia. The extent of the anesthetic spread from this ultrasound‐guided procedure is influenced by the fascial layers surrounding the QL. A limited number of studies on small samples using varying amounts of anesthetic have left open questions regarding the extent of spread of local anesthetic and the best approach. This study evaluates the local anesthetic spread of two ultrasound‐guided lateral QL block approaches that have proven effective in controlling postoperative pain. A methylene blue‐dyed saline solution (40mL per QL block) is injected into fresh frozen cadavers (n=10). With the patient in supine position, the needle tip is placed at either (1) the anterolateral border of the QL deep to the transversalis fascia or (2) anterior to the transversus abdominus muscle superficial to its aponeurosis. Anatomic dissection of the injection plane is then performed to determine the extent of spread of the dyed saline. We hypothesize that the continuity between the transversalis fascia and the anterior layer of the thoracolumbar fascia (anterior to the QL) facilitates the cranial spread of the anesthetic under the lateral arcuate ligament to the endothoracic fascia. This would explain our observed analgesic effect past the umbilical region to dermatomes in the epigastric region (T7–T8). Understanding how QL fascial planes facilitate anesthetic spread will enable intraoperative administration of these blocks to be tailored to specific procedures and facilitate post‐operative recovery after abdominal operations. Improved methods of intraoperative pain management may reduce post‐operative opioid use and support the medical community in addressing the opioid epidemic in the United States. This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .

Abstract The COVID‐19 pandemic and subsequent social distancing protocols have accelerated the shift to online teaching across the globe. In Science, Technology, Engineering, and Mathematics (STEM) programs this means a shift from face‐to‐face laboratory instruction to self‐directed learning with e‐learning tools. Unfortunately, selecting and integrating an e‐learning tool into a curriculum can be daunting. This article highlights key questions and practical suggestions instructors should consider in choosing the most effective option for their course and learners.

The pervasiveness of flipped classrooms and blended learning has tasked educators with creating content targeting fundamental concepts for asynchronous learning. The visual nature of anatomy subject matter makes video technology particularly well‐suited to convey important relationships. Education technology companies purport that video analytics may provide educators insights into their learners and the effectiveness of their videos. This study examines this claim using analytics recorded by a learning video platform during a 7‐week human anatomy course at the Mayo Clinic Alix School of Medicine (Arizona campus). First‐year medical students (n=48) were provided with daily faculty‐guided videos (n=21) of prosected cadavers [mean length ± SD (mm:ss) = 07:32 ± 3:28]. The videos highlighted structures covered during laboratory sessions. Each video was released less than 36 hours after the associated laboratory session. Video analytic data was recorded, including the number of times a video was viewed and played, average view time and the length of time a student watched a video before closing the page or pausing the video and never restarting it (drop‐off rate). Multiple linear regression analysis was conducted using JMP software to examine the relationship between these video analytic variables and laboratory practical examination performance. None of the video analytic variables, when calculated by individual video or individual student, were significant predictors of practical exam performance [mean exam performance = 88.83%; individual videos, R 2 = 0.024, p = 0.78; individual student, R 2 = 0.113, p = 0.63]. The results of this study are consistent with previous analyses of the educational effectiveness of videos in anatomy courses, in spite of the company’s claim that “videos can improve learning results”. While videos may make education more accessible and engaging, the impact on student learning is difficult to determine using the basic metrics supplied by the video learning platform. Until more sophisticated video analytics become available, such data will remain of limited use to educational researchers.