Variation in morphology and branching pattern of superior mesenteric artery

The anatomical variations of superior mesenteric artery branches are common. In this study we reported an extraordinary morphology and branching of superior mesenteric artery, during our routine dissection of a 38-year-old Sudanese male cadaver, where the superior mesenteric artery forms an arch over the confluence of inferior vena cava and left renal vein. Other variations observed were: 1) The superior mesenteric artery shares the same origin of coeliac trunk; 2) The unusual origin of right hepatic artery. We think that the knowledge of these variations plays an important role in conducting and planning of radiological and surgical procedures especially in hepatobiliary and pancreatic surgery. Morphology and branching patterns of this artery is anecdotic, which makes this case the most unique

Online Anatomy Education in the COVID-19 Pandemic:Challenges and Suggested Practices as Per Student and Faculty Experiences in the Saudi Arabia and United Arab Emirates

Anatomy was studied through e-learning as a social distancing measure to prevent the spread of COVID-19. This study explored anatomy educators' and learners' experiences with online learning in two Middle Eastern countries in terms of instruction, engagement and assessment. The study employed a cross-sectional, mixed-methods approach using a validated questionnaire to collect data from students in 14 medical schools in Saudi Arabia and the United Arab Emirates on their experience with online teaching, engagement strategies and assessment in anatomy courses. The Delphi technique was used to explore faculty challenges and recommended solutions. Six hundred and sixty-six students completed the questionnaire. Less than half (41.74%) reported that their interaction with the instructor was easier and more comfortable than during face-to-face lectures. In addition, less than a quarter (21.32%) believed it was better to adopt online rather than face-to-face anatomy instruction. Faculty members described challenges and provided suggestions to enhance online teaching, including faculty and staff development, technical support, appropriate software to increase student engagement and curriculum development to suit the new normal. They also suggested improving assessment design and construction as well as adopting measures to eliminate cheating, train faculty and staff and properly select software. In conclusion, the student and faculty experiences with e-learning in anatomy were generally positive. Both faculty and staff identified many challenges with an emphasis on the loss of face-to-face teaching. Accordingly, faculty development, technical support, appropriate software to enhance student engagement and reformed curricula to suit online teaching are needed in online anatomy education.</p