Bone histomorphometric study of young rats following oestrogen deficiency

Osteoporosis is a global problem which results in increased fractures risk. The reports from earlier studies were inconsistent with the aging factor as well as the time which is needed to induce bone loss post-ovariectomy. This study aimed to determine the short-term effects of estrogen deficiency on bone structural histomorphometric parameters in young rats. 30 Sprague-Dawley female rats weighing 250 to 300 g were assigned to baseline, sham-operated and ovariectomy groups. The baseline group (n = 10) was sacrificed immediately. Sham-operated rats (SO, n = 10) underwent sham operation while ovariectomised group (OVX, n =10) underwent bilateral ovariectomy. All the rats were sacrificed 6 weeks post-ovariectomy. Following sacrifice, the right femora were dissected and subjected to the histomorphometric analysis using modified Von Kossa method. Bone volume/tissue volume (BV/TV) and trabecular number (Tb.N) reduced significantly, while trabecular separation (Tb.Sp) increased significantly in the ovariectomized rats, compared to the baseline and sham groups 6 weeks postovariectomy (P<0.001). In the other hand, trabecular thickness (Tb.Th) was consistent among the groups (P=0.41). Estrogen deficiency resulted in marked decline in BV/TV which most probably attributed to a reduction in Tb.N. In contrast, Tb.Th was found to be preserved following estrogen loss. Hence, the period of 6 weeks post-ovariectomy was sufficient to induce osteoporosis in ovariectomized rats without affecting Tb.Th.Key words: Bone histomorphometry, menopause, estrogen deficiency, osteoporosis, ovariectomy, trabecular bone

Augmented and virtual reality in anatomical education – a systematic review

Learning anatomy traditionally has depended on traditional techniques like human cadaveric dissection and the use of textbooks. As technology advances at an ever-rapid speed, there are revolutionary ways to learn anatomy. A number of technologies, techniques and methodologies are utilised in anatomical education, but ones specifically receiving a lot of interest and traction is that of augmented reality and virtual reality. Although there has been a surge in interest in the use of these technologies, the literature is sparse in terms of its evaluation as to the effectiveness of such tools. Therefore, the purpose of this study is to examine in greater detail the literature specifically to see what the best practice in this field could be. By undertaking a systematic review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, we searched for articles in both Web of Science and PubMed. Using the terms “augmented reality and teaching anatomy” yielded 88 articles. We then used “virtual reality and teaching anatomy” which resulted in 200 articles. We examined these articles, including that on augmented reality and virtual reality used to teach anatomy to undergraduate and postgraduate students, residents, dentistry, nursing and veterinary students. Articles were excluded if they were systematic reviews, literature reviews, review articles, news articles, articles not written in English and any literature that presented how a virtual model was created without the evidence of students testing it. The inclusion and exclusion criteria for virtual reality were the same as augmented reality. In addition, we examined the articles to identify if they contained data which was quantitative, qualitative or both. The articles were further separated into those which were pro, neutral or against for the use of these digital technologies. Of the 288 articles, duplicate articles totalling 67 were removed and 134 articles were excluded according to our exclusion criteria. Of the 31 articles related to augmented reality, 30 were pro, one neutral and no articles against the use of this technology. Fifty-six articles related to virtual reality were categorised resulted in 45 pro, eight neutral and three against the use of this technology. Overall, the results indicate most articles identified related to both virtual and augmented reality were for the use of those technologies, than neutral or against. This systemic review highlights the recent advances of both augmented reality and virtual reality to implementing the technology into the anatomy course