Glaucoma Mini-Shunt Implantation After Keratoplasty.

Purpose: To report the outcomes of patients who underwent miniature glaucoma shunt implantation after secondary glaucoma due to keratoplasty.

Materials And Methods: Prospective study of consecutive clinical cases who underwent mini-glaucoma shunt implantation following keratoplasty. In brief, a fornix-based conjunctival flap was performed, approximately 50% thickness scleral flap.

Near-peer teaching in an anatomy course with a low faculty-to-student ratio.

Near-peer teaching is an educational format which utilizes tutors who are more advanced in a curriculum's content to supervise students' activities and to act as instructors in laboratory settings. This format is often used in anatomy laboratory courses. The goal of the present study is to describe the design and implementation of near-peer teaching in an anatomy course and to evaluate students' perceptions of the program.

Resilience does not predict academic performance in gross anatomy.

Few studies have evaluated resilience in an academic environment as it relates to academic success or failure. This work sought to assess resilience in regular and remedial students of gross anatomy during the first and second semesters of medical school and to correlate this personal trait with academic performance. Two groups of students were compared: the first group included first-year medical students in the regular course, and the second group included first-year medical students who did not pass the regular anatomy course and so were enrolled in the remedial course.

Study pace as a factor that influences achievement in a human anatomy course.

Determining the optimal conditions for learning anatomy will help medical students to do better in a gross anatomy course. We examined the two types of anatomy courses offered in our institution: slow-paced (SP) and fast-paced (FP) courses, in which the same content is taught in approximately the same number of hours (SP = 91 hr; FP = 90 hr), but the duration of each course differed (SP = 91 1-hr sessions lasting 20 weeks; FP = 45 2-hr sessions lasting 9 weeks). The objective of this study was to find out whether a relationship exists between anatomy course pace and achievement.

Dissection as a teaching tool: past, present, and future.

Cultural changes, scientific progress, and new trends in medical education have modified the role of dissection in teaching anatomy in today's medical schools. We discuss in this article the role of dissection itself, the value of which has been under debate for the last 30 years. The importance of dissection is considered from different points of view: educational, bioethical, and human values.