Lachman, Nirusha

Abstract Hip pain is a common concern among athletes. With gluteal tendinopathy, femoroacetabular impingement, and osteoarthritis predominating sports medicine and musculoskeletal practices, less common etiologies may be overlooked. Complex pelvic anatomy and variable pain referral patterns may make identifying an accurate diagnosis challenging. Employing a systematic approach to evaluation and having a thorough understanding of hip region anatomy are essential. A potentially overlooked cause of anterolateral hip pain is iliotibial band origin tendinopathy. Patients often present with pain around the anterolateral hip and tenderness to palpation at the anterolateral iliac crest. While patients with iliotibial band origin tendinopathy usually respond to nonsurgical intervention, there is little literature to guide evaluation and treatment, highlighting a gap in the recognition of this condition. The purpose of this narrative review is to describe the anatomy of the proximal iliotibial band origin, outline the clinical diagnosis and imaging findings of ITBOT, and summarize current treatment options.

ABSTRACT Purpose: To determine and evaluate the distal forearm and wrist's cutaneous blood supply and vascular territories. Methods: Four cadaveric upper extremities were injected with a radiopaque, lead-based contrast agent through the brachial artery. After the lead-based contrast agent set, the cadaveric limbs underwent computed tomographic (CT) scanning to assess the perforators to the cutaneous skin of the distal forearm and wrist. High-resolution axial CT and three-dimensional reconstructions were generated to highlight perforating vessels stemming from their parent arteries. Subsequently, anatomic microdissections were performed to identify and trace the perforating vessels identified on CT. Results: CT analysis and anatomic microdissection demonstrated that the dorsal surface of the distal forearm and wrist are supplied by numerous perforators stemming predominantly from the anterior interosseous artery with some anastomotic contribution from the posterior interosseous, radial, and ulnar arteries. Perforators from the radial and ulnar arteries supply the volar surface. There are large anastomotic networks formed between the perforating vessels. Conclusions: The distal forearm and wrist have a robust anastomotic blood supply that has contributions from the anterior interosseous, posterior interosseous, radial, and ulnar arteries. Clinical relevance: The extensive perforator-derived blood supply to the skin likely accounts for the excellent soft tissue healing potential of the wrist following surgery utilizing multiple incisions. Highlights Distal radius fractures may require multiple incisions for anatomic reduction and fixation.Multiple incisions about the wrist are thought to predispose to wound complications and/or skin breakdown.The distal forearm and wrist have a robust anastomotic blood supply from the anterior interosseous, posterior interosseous, radial, and ulnar arteries.Multiple incisions do not necessarily predispose to wound complications given robust anastamosis.

The adductor magnus ischiocondylar origin (AM‐IO) tendon has often been described as a third proximal hamstring tendon due to its common origin on the ischial tuberosity as well as similar function. Prior studies have described the magnetic resonance imaging characteristics of the AM‐IO; however, its appearance on ultrasound has not been well‐detailed. The purpose of our study is to describe the sonographic appearance of the AM‐IO and provide a structured scanning protocol for complete evaluation of the tendon.

Introduction: Cardiac veins serve as substrate for arrhythmogenesis, and are especially involved as foci in atrial fibrillation. Understanding cardiac vein anatomy along with myocardial extension into these structures can improve electrophysiological mapping and electrical isolation of arrhythmogenic substrate. Accurately defining cardiac vein anatomy is critical in improving success of ablation therapy for atrial fibrillation. Methods: We performed measurements on 620 formalin-fixed autopsy hearts explanted from October 1998 to July 2003. The integrity of the thoracic veins and their cardiac connections were examined and systematic measurements of the superior and inferior vena cavae, azygous vein, vein of Marshall, coronary sinus, and pulmonary veins were performed and data were analyzed using univariate statistics. Results: We found that muscular extensions into the pulmonary veins were visible in 99% of the examined hearts, and were circumferential around the vein ostia (99.6%). Muscle extension into the SVC was found in 78% of examined hearts. These extensions were largely circumferential around the ostium (39%), but were also found to be asymmetric in a majority of hearts. Asymmetry was found in hearts with longer muscle extensions; no symmetry was observed in extensions greater than 0.8cm. Muscle extensions into the IVC were not seen. Occasionally, macroscopic muscle extensions into the azygous vein were visible (6%). The vein of Marshall was found to be patent to probing in the majority of hearts examined (72%) and was almost always overlying the lateral left atrial endocardial ridge. Conclusions: Our data suggest that all pulmonary veins need to be electrically isolated during atrial fibrillation ablation because of the almost universal presence of myocardial tissue extending into the veins. Mapping of the SVC should be done circumferentially and if potentials are noted isolation should also be performed. The IVC did not have muscle extensions and is unlikely to be a site of arrhythmogenesis. The azygous vein occasionally had muscle extensions and thus requires mapping and possible isolation. The vein of Marshall can be a substrate for arrhythmogenesis and is accessible for ablation by targeting the lateral left atrial endocardial ridge.

Abstract Photogrammetry scans has directed attention to the development of advanced camera systems to improve the creation of three-dimensional (3D) models, especially for educational and medical-related purposes. This could be a potential cost-effective method for neuroanatomy education, especially when access to laboratory-based learning is limited. The aim of this study was to describe a new photogrammetry system based on a 5 Digital Single-Lens Reflex (DSLR) cameras setup to optimize accuracy of neuroanatomical 3D models. One formalin-fixed brain and specimen and one dry skull were used for dissections and scanning using the photogrammetry technique. After each dissection, the specimens were placed inside a new MedCreator® scanner (MedReality, Thyng, Chicago, IL) to be scanned with the final 3D model being displayed on SketchFab® (Epic, Cary, NC) and MedReality® platforms. The scanner consisted of 5 cameras arranged vertically facing the specimen, which was positioned on a platform in the center of the scanner. The new multi-camera system contains automated software packages, which allowed for quick rendering and creation of a high-quality 3D models. Following uploading the 3D models to the SketchFab® and MedReality® platforms for display, the models can be freely manipulated in various angles and magnifications in any devices free of charge for users. Therefore, photogrammetry scans with this new multi-camera system have the potential to enhance the accuracy and resolution of the 3D models, along with shortening creation time of the models. This system can serve as an important tool to optimize neuroanatomy education and ultimately, improve patient outcomes.

Radiology is often incorporated into medical school anatomy courses. Radiology education furthers understanding of anatomical relationships and prepares students to apply anatomical knowledge in clinical practice. The aim of this study was to investigate how cognitive performance on the radiology components (RC) of a first‐year medical school anatomy course are related to performance on non‐radiological components (NRC). We hypothesized that there is no correlation between these two performance variables, because they rely on different cognitive skills. Thus, anatomy education alone will not prepare students for the interpretation of normal anatomy on radiological images. Medical students (n=51) enrolled in a first‐year anatomy course at Mayo Clinic School of Medicine were included in this study. Assessment data from three lab practical examinations were collected, and RC and NRC questions were compared. A bivariate linear regression and statistical tests were conducted. A subgroup analysis was used to compare students whose RC performance was greater than their NRC performance (RC>NRC, n=33) to students whose RC performance was less than their NRC performance (RC<NRC, n=18). When considering all three exams, students correctly answered 71.1% of the RC questions and 68.3% of NRC questions (p=0.047). Bivariate linear regression demonstrated a moderate positive correlation between RC and NRC performance (p<0.01, r= 0.51); however, performance on RC questions only accounted for 24% of the variability of NRC scores. Additionally, students in the RC>NRC group had significantly higher scores on RC questions than the students in the RC<NRC group (74% vs 66%, p<0.02). Conversely, students in the RC>NRC group had significantly lower scores on NRC questions than the students in the RC<NRC group (61% vs 74%, p=0.001). These results indicate that while RC performance has some influence on NRC performance it does not account for the majority of the difference observed. Such results suggest that the cognitive skills involved in both radiology and anatomy education are different. Therefore, dedicated radiology education is an important component of an anatomy course as it fosters the development of novel skills that are necessary when interpreting normal anatomy on radiological images in a clinical setting. Support or Funding Information None

Perceived self‐efficacy influences how one approaches goals, tasks, and challenges, and has been shown to affect motivation and academic behaviors. The ability to accurately assess one's competency and limitations is also a critical skill for physicians. Research has shown that medical students can underestimate their perceived clinical skills compared to observer assessment, but limited research has addressed perceived knowledge specific to anatomy. This study compares student perception and faculty evaluation of academic competency in a gross anatomy course. Additionally, this study revisits whether daily audience response system (ARS) questions is a predictor of academic success, and the impact of near‐peer tutoring on student performance. Data from 51 first year medical students in a 7‐week gross anatomy course were evaluated. At the end of week 3 of the course, students with a cumulate ARS grade below the 70% pass requirement were contacted by faculty with individualized formative feedback on academic performance and presented with opportunities for improvement and formal tutoring. All students irrespective of performance were made aware of opportunities for tutoring. Six near‐peer teaching assistants tutored students who requested help. Mean ARS scores and laboratory practice practical grades were evaluated before and after the students received formative feedback. Students were placed into one of four groups based on two factors: (1) their perceived ability to succeed in the course, and (2) faculty perception of their potential for success. Students in groups 1 and 3 were identified by faculty members as potentially at risk, whereas groups 2 and 4 were viewed as low risk. From the students' perspective, those in groups 1 and 2 self‐identified as needing assistance, whereas groups 3 and 4 felt that they were not at risk of failing the course. Of the 12 students contacted by faculty, 6 (12% of the class) requested a tutor (group 1). Additionally, 11 (21%) students who were not contacted by faculty requested a tutor (group 2). Six (12%) students that were contacted by faculty did not request a tutor (group 3), while 28 (55%) were not contacted by faculty and did not request a tutor (group 4). The averages of daily ARS scores between groups after feedback was significantly greater in group 4 compared to groups 1 and 2 (68% vs 61% and 63%, p=0.04 and 0.04, respectively). In addition, the post faculty feedback practical average scores were significantly higher in group 4 compared to group 1 (67% vs 56%, p=0.04). These data show that in an environment that fosters acceptance of academic support, students are more receptive to receiving and reaching out for help from near‐peer tutors. Formative feedback from ARS scores continue to be a reliable indicator for tracking student performance. Improvement of student performance in final course evaluation may be a positive indicator of success from near‐peer tutoring. Support or Funding Information None

Leadership, among other non‐technical discipline‐independent skills, has been identified as an important parameter in promoting patient safety and quality improvement in healthcare. While literature suggests that early exposure to non‐technical skill development positively correlates with improved technical skill, incorporating this into medical school curricula remains challenging. For first‐year medical students, team‐based learning environments provide an opportunity to demonstrate and reflect on leadership roles when assessment of non‐technical skills is incorporated as a formal component of their final grade. At Mayo Medical School, 20% (subjective faculty (10%) and peer (10%)) of the final anatomy and histology grade is awarded for performance of non‐technical skills. As part of our quality improvement initiative, we analyzed five consecutive years of data regarding leadership feedback in order to better understand: (1) student interpretation of leadership (2) student level of confidence in displaying leadership skills (3) student ability to critically assess leadership skills. Quantitative data from self and peer assessment were compared with qualitative analysis of leader and peer reflections. We found that leader assertiveness or lack thereof was a common theme in written feedback to team leaders, being mentioned at least once in 69% of all groups. We also discovered that 71% of leaders gave themselves a score lower than the aggregate team member score on leadership metrics. Despite this, score assignment on several individual components of leadership including respect, integrity, responsibility, compassion, problem‐solving, commitment to excellence, and overall professionalism was highly congruent between leaders and team members; leader selfscores matched aggregate team scores within two points 90% of the time. These results suggest that first‐year medical students strongly associate a proper level of assertiveness with leadership skills, are less confident in their own leadership abilities than the peers they are leading, and tend to agree with peers on relative areas of leadership strengths and weaknesses. Better understanding of medical student perception of leadership will help to direct leadership skill discussion during faculty‐driven direct feedback sessions.

Use of ultrasound as a diagnostic tool is fast becoming an expectation in clinical practice. With formal outcomes now being included as competencies in many residency programs, earlier exposure to use of ultrasound is being achieved through informal activities embedded within medical school curricula. Using ultrasound to learn anatomy is now standard practice for many courses in the United States. However, very few if any offer formal opportunities to assess student skill and anatomical knowledge at the same time. As part of the Mini Ultrasound Skills Institute (MUSI) in Anatomy, a component of the first year anatomy course, students were expected to complete a team‐based, hands‐on ultrasound skills assessment. Throughout the course, students received both didactic briefing sessions and hands‐on training on ultrasound basics, image interpretation, and scanning techniques. The ultrasound content was presented in parallel to anatomy and radiology curriculum. In the past, ultrasound knowledge was assessed via static images; however, due to the contextual nature of ultrasound interpretation, a live, hands‐on method was devised to assess student learning. At regular intervals during the course, students completed an ultrasound skills assessment. In their dissection teams of four, students completed four tasks: setup the machine, obtained, oriented, and labeled a desired image using a live model. Each student was given a unique role within this exercise. Students were graded on a rubric scale for each of the four components and given an overall team score. At the conclusion of the course, students completed a graded ultrasound objective structural practical examination (OSPE). Rotating through four stations, students completed the four tasks on four different structures. Students rotated through roles within their team as they moved between stations. OSPE grade was incorporated into their final laboratory practical grade. Preliminary data from formative OSPE assessments ‐‐‐‐showed an average score of 72% (±21%) with a minimum of 50%, maximum of 100%. Within the skill specific breakdown, students were very comfortable at labeling obtained images (100%) and had the most challenging time with either selecting the correct probe or setting up the scanner 40% (±51%). Overall, team‐based OSPE is an effective method to promote and evaluate ultrasound skills learned in an anatomy course.

Medical error is an important cause of patient morbidity/mortality. Disclosing medical errors to patients is an important component of safe practice. There is a growing need to assess the inherent nature of how physicians in training approach such unanticipated outcomes. With limited exposure for medical students to the idea of medical error disclosure, which is an important area of professionalism in medicine, we believe that a reflective writing exercise can be an efficient tool to objectively assess how students acknowledge and address medical errors early in their medical career. Every year, students in the 1 st year gross anatomy course are asked to respond to a scenario in which a medical student's cellular phone conversation with a friend in a public area (i.e. post office) was overheard by a family member of a cadaver donor to Mayo Medical School. Students were asked to write an apology email to the offended party (Mrs. X) as though they were the student who made the mistake. Students were given 48 hours to complete and submit the assignment. We retrospectively reviewed the medical error disclosure assignment of medical students in the first‐year gross anatomy course at Mayo Medical School between 2005 and 2015. An instrument for assessing medical error disclosure, consisting of fifteen items evaluated on Likert scale (1–5, 1 is the lowest and 5 is the highest), was developed. Using this evaluation tool, we assessed the basic elements of medical error disclosure – acknowledgement of error/system failure, expression of regret, awareness of its impact, description of future behavior, and proper tone as an apology letter. Preliminary data from years 2005, 2008, 2011, and 2014 indicated the mean error disclosure scores of 3.49 ± 0.83, 3.32 ± 0.81, 3.29 ± 0.84, and 3.25 ± 0.75, respectively. The word count in those four class years were 246.9 ± 84.0, 236.3 ± 86.4, 211.2 ± 92.3, and 242.3 ± 79.1 words, respectively. The proportion of students who claimed to have spoken with his/her mother was 2 out of 42 (4.7%), 4 out of 49 (8.2%), 0 out of 48 (0%), and 20 out of 51 (39%) students, respectively. Across the four class years, there was a non‐significant but uniform trend of reduced mean error disclosure score over time, while the mean word count did not show a certain pattern. One notable trend over the class years was an increasing attribution to their mother as the person they spoke with, possibly a way to help alleviate Mrs. X's frustration by eliciting empathy. Overall, this efficient, integrated writing exercise serves as a sensitive tool to objectively gauge skills in the basic areas of medical error disclosure in a preclinical anatomy course. Support or Funding Information My sponsor is Dr. Wojciech Pawlina, the senior author of the abstract. Funding will be considered by the Department of Anatomy, Mayo Clinic College of Medicine, Rochester, MN.