Do digital technologies enhance anatomical education?

Anatomy has been taught by traditional methods for centuries. However, there has been an explosion of a variety of digital training resources for anatomical education. There is also a requirement from regulatory bodies to embrace digital technologies in teaching, yet no formal analysis has been undertaken as to the effectiveness of these products and tools. A comprehensive electronic database search was performed to identify the use, and effectiveness or otherwise, of digital technologies in anatomy, medicine, surgery, dentistry and the allied health professions. The data was pooled, analysed and we identified 164 articles. We identified two groups – those that did, and those that did not, have empirical data for analysis of the effectiveness of digital technologies in anatomical education. We identified three categories within this –pro, neutral and against the use of digital technologies. For the pro category, there were 35 (21.3%) empirically tested articles, and 91 (55.5%) non-empirically tested articles identified. In the neutral category, there were 19 (11.6%) empirically tested articles, and 16 (9.8%) non-empirically tested articles. Only 3 articles were against the use of digital technologies, and were in the empirically tested category. The majority of literature related to digital technologies in anatomical education is supportive of its use. However, most of the literature is not supported with empirical data related to the use of digital technologies in anatomy specific education within the health and related disciplines. Further studies need to be conducted as to the effectiveness of technology in medical/healthcare related education

Do digital technologies enhance anatomical education?

Anatomy has been taught by traditional methods for centuries. However, there has been an explosion of a variety of digital training resources for anatomical education. There is also a requirement from regulatory bodies to embrace digital technologies in teaching, yet no formal analysis has been undertaken as to the effectiveness of these products and tools. A comprehensive electronic database search was performed to identify the use, and effectiveness or otherwise, of digital technologies in anatomy, medicine, surgery, dentistry and the allied health professions. The data was pooled, analysed and we identified 164 articles. We identified two groups – those that did, and those that did not, have empirical data for analysis of the effectiveness of digital technologies in anatomical education. We identified three categories within this –pro, neutral and against the use of digital technologies. For the pro category, there were 35 (21.3%) empirically tested articles, and 91 (55.5%) non-empirically tested articles identified. In the neutral category, there were 19 (11.6%) empirically tested articles, and 16 (9.8%) non-empirically tested articles. Only 3 articles were against the use of digital technologies, and were in the empirically tested category. The majority of literature related to digital technologies in anatomical education is supportive of its use. However, most of the literature is not supported with empirical data related to the use of digital technologies in anatomy specific education within the health and related disciplines. Further studies need to be conducted as to the effectiveness of technology in medical/healthcare related education

The Shifting Sands of Creative Thinking: Connections to Dual Process Theory

Dual process models of cognition suggest there are two kinds of thought: rapid, automatic Type 1 processes, and effortful, controlled Type 2 processes. Models of creative thinking also distinguish between two sets of processes: those involved in the generation of ideas, and those involved with their refinement, evaluation and/or selection. Here we review dual process models in both these literatures and delineate the similarities and differences. Both generative and evaluative creative processing modes involve elements that have been attributed to each of the dual processes of cognition. We explore the notion that creative thinking may rest upon the nature of a shifting process between generative and evaluative modes of thought. We suggest that through a synthesis application of the evidence bases on dual process models of cognition and from neuroimaging, together with developing chronometric approaches to explore the shifting process, could assist the development of interventions to facilitate creativity.Comment: 17 page

2-Pyridyl substituents enhance the activity of palladium-phospha-adamantane catalysts for the methoxycarbonylation of phenylacetylene

The pyridyl-N in Pt and Pd complexes of CgP(2-py) can be protonated or can coordinate to form a P,N-chelate; these features are linked with the carbonylation catalysis results.</p

Ozone effects on blood biomarkers of systemic inflammation, oxidative stress, endothelial function, and thrombosis: The Multicenter Ozone Study in oldEr Subjects (MOSES).

The evidence that exposure to ozone air pollution causes acute cardiovascular effects is mixed. We postulated that exposure to ambient levels of ozone would increase blood markers of systemic inflammation, prothrombotic state, oxidative stress, and vascular dysfunction in healthy older subjects, and that absence of the glutathione S-transferase Mu 1 (GSTM1) gene would confer increased susceptibility. This double-blind, randomized, crossover study of 87 healthy volunteers 55-70 years of age was conducted at three sites using a common protocol. Subjects were exposed for 3 h in random order to 0 parts per billion (ppb) (filtered air), 70 ppb, and 120 ppb ozone, alternating 15 min of moderate exercise and rest. Blood was obtained the day before, approximately 4 h after, and approximately 22 h after each exposure. Linear mixed effect and logistic regression models evaluated the impact of exposure to ozone on pre-specified primary and secondary outcomes. The definition of statistical significance was p&lt;0.01. There were no effects of ozone on the three primary markers of systemic inflammation and a prothrombotic state: C-reactive protein, monocyte-platelet conjugates, and microparticle-associated tissue factor activity. However, among the secondary endpoints, endothelin-1, a potent vasoconstrictor, increased from pre- to post-exposure with ozone concentration (120 vs 0 ppb: 0.07 pg/mL, 95% confidence interval [CI] 0.01, 0.14; 70 vs 0 ppb: -0.03 pg/mL, CI -0.09, 0.04; p = 0.008). Nitrotyrosine, a marker of oxidative and nitrosative stress, decreased with increasing ozone concentrations, with marginal significance (120 vs 0 ppb: -41.5, CI -70.1, -12.8; 70 vs 0 ppb: -14.2, CI -42.7, 14.2; p = 0.017). GSTM1 status did not modify the effect of ozone exposure on any of the outcomes. These findings from healthy older adults fail to identify any mechanistic basis for the epidemiologically described cardiovascular effects of exposure to ozone. The findings, however, may not be applicable to adults with cardiovascular disease