Numerical simulation of Nitinol peripheral stents: from laser-cutting to deployment in a patient specific anatomy

The current clinical trend is to use percutaneous techniques, exploiting Nitinol self-expanding stents, to treat peripheral occluded vessels such as carotid or superficial femoral arteries. Although this class of stents addresses the biomechanical requirements (i.e. flexibility, kink resistance, etc.), it has been observed that many of these stents implanted in peripheral vessels are fractured. Numerical simulations have shown to be very useful in the investigation and optimization of stents and also to provide novel insights into fatigue/fracture mechanics. To date most finite element based stent simulations are performed in a straight simplified anatomy and neglect the actual deployment process; consequently there is a need for more realistic simulations taking into account the different stages of the stent design process and the insertion in the target anatomy into account. This study proposes a virtual framework to analyze numerically Nitinol stents from the laser-cutting stage to the deployment in a (patient specific) tortuous anatomy

Profile of On-Line Anatomy Information Resources: Design and Instructional Implications

This study is based on a review of 40 on-line anatomy web resources compiled from sites selected from our own searches as well as sites reviewed and published by an external group (Voiglio et al., 1999, Surg. Radiol. Anat. 21:65-68; Frasca et al., 2000, Surg. Radiol. Anat. 22:107-110). The purpose of our survey was to propose criteria by which anatomy educators could judge the characteristics of the currently available web-based resources for incorporation into the courses they teach. Each site was reviewed and scored based on a survey matrix that included four main categories: 1). site background information, 2). content components, 3). interactivity features, and 4). user interface design components. The average score of the reviewed sites was 3.3 of the total possible score of 10, indicating the limited use of computer-based design features by the majority of sites. We found, however, a number of programs in each of the survey categories that could serve as prototypes for designing future on-line anatomy resources. From the survey we conclude that various design features are less important than the comprehensiveness, depth, and logical organization of content. We suggest that the content should be sufficient for supporting explicitly defined educational objectives, which should target specific end-user populations. The majority of anatomy programs currently accessible on-line fall short of these requirements. There is a need for a coordinated and synergistic effort to generate a comprehensive anatomical information resource that is of sufficient quality and depth to support higher levels of learning beyond the memorization of structure names. Such a resource is a prerequisite for meaningful on-line anatomy education

Predictive Behavior of a Computational Foot/Ankle Model through Artificial Neural Networks

Computational models are useful tools to study the biomechanics of human joints. Their predictive performance is heavily dependent on bony anatomy and soft tissue properties. Imaging data provides anatomical requirements while approximate tissue properties are implemented from literature data, when available. We sought to improve the predictive capability of a computational foot/ankle model by optimizing its ligament stiffness inputs using feedforward and radial basis function neural networks. While the former demonstrated better performance than the latter per mean square error, both networks provided reasonable stiffness predictions for implementation into the computational model

Relevance of anatomy to medical education and clinical practice: perspectives of medical students, clinicians, and educators

Introduction: Against a backdrop of ever-changing diagnostic and treatment modalities, stakeholder perceptions (medical students, clinicians, anatomy educators) are crucial for the design of an anatomy curriculum which fulfils the criteria required for safe medical practice. This study compared perceptions of students, practising clinicians, and anatomy educators with respect to the relevance of anatomy education to medicine. Methods: A quantitative survey was administered to undergraduate entry (n = 352) and graduate entry students (n = 219) at two Irish medical schools, recently graduated Irish clinicians (n = 146), and anatomy educators based in Irish and British medical schools (n = 30). Areas addressed included the association of anatomy with medical education and clinical practice, mode of instruction, and curriculum duration. Results: Graduate-entry students were less likely to associate anatomy with the development of professionalism, teamwork skills, or improved awareness of ethics in medicine. Clinicians highlighted the challenge of tailoring anatomy education to increase student readiness to function effectively in a clinical role. Anatomy educators indicated dissatisfaction with the time available for anatomy within medical curricula, and were equivocal about whether curriculum content should be responsive to societal feedback. Conclusions: The group differences identified in the current study highlight areas and requirements which medical education curriculum developers should be sensitive to when designing anatomy courses

Lessons to be learned from the history of anatomical teaching in the United States: The example of the University of Michigan

Although traditional departments of anatomy are vanishing from medical school rosters, anatomical education still remains an important part of the professional training of physicians. It is of some interest to examine whether history can teach us anything about how to reform modern anatomy. Are there lessons to be learned from the history of anatomical teaching in the United States that can help in the formulation of contents and purposes of a new anatomy? This question is explored by a review of US anatomical teaching with special reference to Franklin Paine Mall and the University of Michigan Medical School. An historical perspective reveals that there is a tradition of US anatomical teaching and research that is characterized by a zeal for reform and innovation, scientific endeavor, and active, student-driven learning. Further, there is a tradition of high standards in anatomical teaching through the teachers' engagement in scientific anatomy and of adaptability to new requirements. These traditional strengths can inform the innovation of modern anatomy in terms of its two duties—its duty to anatomy as a science and its duty toward anatomical education. Anat Sci Educ 3:202–212, 2010 © 2010 American Association of Anatomists.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/77525/1/166_ftp.pd

Exploring the Experience of Entry-Level Occupational Therapy Doctoral Students on the use of Anatomage® Table to Learn Anatomy – A Survey

Technology has transformed health science education delivery over the past decade. Students in all health science disciplines must learn and master anatomy to be successful in their education and career. Several virtual resources are available to learn anatomy. The University of Texas Medical Branch introduced Anatomage Table to its entry-level occupational therapy doctoral (OTD) students in 2021 to supplement anatomy learning. As students’ usage of educational technology depends on perceived usefulness, user-friendliness, and positive user experience, this study explored the experiences and perceptions of the students regarding the use of Anatomage Tables to learn anatomy. Students in the class of OTD 2024 were asked to complete an anonymous survey. Thirty valid responses were received. Around 80% of the respondents perceived the Anatomage Table as a useful resource and reported a positive experience using the table. Nearly half of the respondents perceived the table as user-friendly. Respondents stated that the table helped them review learned materials, visualize anatomical structures, self-assess their anatomy knowledge, and avoid the hassle associated with cadaver lab requirements and restrictions. Results suggest that Anatomage Table may be a useful supplemental resource to teach anatomy for entry-level OTD students. However, students may need adequate training and orientation at the beginning of the semester to successfully utilize the resource

Alternative Method for Posterior Lumbar Discectomy and Development of Associated Bench Top Test

A discectomy is a common surgical procedure performed to remove the fibrous disc material between adjacent vertebrae in the spine, known as vertebral disc. Current methods and tools used in discectomies are time consuming and potentially dangerous, with opportunity for human error. There is a need for a new method of disc removal that can improve clinical results by reducing surgical times, preventing damage to surrounding anatomy, and more thoroughly removing the vertebral disc. A reduction in surgery times and increase of effective disc removal will help to increase success, recovery, and spinal fusion rates. This project aims to provide a prototype instrument and associated bench top test focused on providing a more streamlined and successful discectomy procedure from the posterior approach while mitigating the risks associated with human error. Collaboration with industry experts resulted in the modification of commonly-used pituitary rongeurs to include in-line aspiration through surgical tubing. This development improves upon the current surgical technique by eliminating the need to remove the instrument from the patient, thus reducing time requirements and preventing the need for additional training. Current discectomy methods require up to three hours for a full disc removal under optimal conditions. This method aims to reduce that requirement by approximately half. In addition, research into synthetic disc material, coupled with available 3D printing technology, has yielded a bench top test that can be used in regulatory validation and proof of concept. This test aims to recreate disc anatomy without requiring access to expensive and single-use cadavers.https://scholarscompass.vcu.edu/capstone/1195/thumbnail.jp

Discovering middle ear anatomy by transcanal endoscopic ear surgery: A dissection manual

The middle ear is located in the center of the temporal bone and bears a highly complex anatomy. The recently introduced exclusively endoscopic transcanal approach to the middle ear is a minimally invasive technique sparing the bone and mucosa of the mastoid bone, since the middle ear is accessed through the external auditory canal. This emerging method has several advantages over the traditional (microscopic) approaches to the middle ear such as the panoramic wide-angle views of the anatomy, the possibility to approach and magnify tiny structures, and the possibility of looking around the corner using angled endoscopes. The cadaveric dissection method presented here consists of an overview on the technical requirements and a precise description of a step-by-step protocol to discover the anatomy of the middle ear. Each step and anatomical structure is carefully described in order to provide a comprehensive guide to endoscopic ear anatomy. In our opinion, this is particularly important to any novice in endoscopic ear surgery as it provides thorough anatomical knowledge and may improve surgical skills

The Collegiate Dancer as an Athlete: An Argument for Athletic Strength & Conditioning in Collegiate Dance Programs

Most collegiate sports athletes participate in compulsory athletic strength and conditioning; however, such requirements are not prevalent in university dance programs. Designed as arts degree programs, most requirements revolve around technique, history, pedagogy, theoretical understandings of composition, rehearsals, dance anatomy, and in certain cognates, education. The growing incorporation and paradigm shift of dance as a sport, as well as an art, supports the inclusion of collegiate dance programs into similar considerations, regulations, and requirements as competitive collegiate sports teams. As such, this is an argument and recommendation for the inclusion of athletic strength and conditioning in collegiate dance programs