Investigating the Presence of the in North American Medical Education: Can One of the Medical Humanities Concisely Integrate with Biomedical and Clinical Content with Reference to Clinical Competencies?

Introduction: As a curricular topic, the history of medicine can reinforce medical knowledge while integrating the benefits associated with humanities education. This study examined the degree to which medical history was present in the curricula of North American Medical Schools, how those sessions (if any) were delivered, and who delivered them. We hypothesized that medical history would be present but that very few American Medical schools would have mandatory sessions, that the presentation of this content would be very diverse, and that sessions would be presented by a variety of professionals.

Tissue Adhesives for Hernia Mesh Fixation: A Literature Review.

In an effort to optimize the results during inguinal hernia repair, surgeons need to consider the role of different mesh fixation techniques. The use of tissue adhesives is proposed for mesh fixation, which demonstrate similar or improved outcomes in the realm of postoperative pain, hernia recurrence, cost, and formation of a hematoma or seroma. In this review, mesh fixation using fibrin glue and cyanoacrylate glue is compared to standard suture or tack techniques.

Posterolateral Corner Knee Injuries: Review of Anatomy and Clinical Evaluation.

The structures in the posterolateral corner of the knee, which stabilize the joint, are often involved in injuries to the posterior cruciate ligament. Familiar structures include the anterior cruciate ligament, posterior cruciate ligament, tibial collateral ligament, and menisci. Less familiar are the structures of the posterolateral corner, the most important of which are the fibular collateral ligament, popliteus tendon, and popliteofibular ligament, which resist varus angulation, external rotation, or posterior translation of the tibia.

Fascial bundles of the infraspinatus fascia: anatomy, function, and clinical considerations.

The infraspinatus fascia is a tough sheet of connective tissue that covers the infraspinatus fossa of the scapula and the muscle within. Muscle fibers originate from the fossa and fascia and then travel laterally to insert on the greater tubercle of the humerus. Frequently the infraspinatus fascia is quickly removed to appreciate the underlying muscle, but the fascia is an interesting and complex structure in its own right.

Prediction intervals: Placing real bounds on regression-based allometric estimates of biomass.

Biomass allometry studies routinely assume that regression models can be applied across species and sites, and that goodness of fit of a regression model to its derivation dataset indicates both the relevance of the model to a new dataset and the likely error. Assuming that a model is relevant for a new sample, a prediction interval is a useful error measure for stand mass. Prediction coverage tests whether the model and hence the interval are appropriate in the new sample.

Connection between the spinal dura mater and suboccipital musculature: evidence for the myodural bridge and a route for its dissection--a review.

A connective tissue link between the spinal dura mater and the rectus capitis posterior minor muscle was first described in 1995 and has since been readily demonstrated via dissection, magnetic resonance imaging, and plastinated cross-sections of the upper cervical region (Hack et al. [1995] Spine 20:2484-2486). This structure, the so-called "myodural bridge," has yet to be included in any of the American anatomy textbooks or dissection guides commonly used in medical education.

Influence of study approaches on academic outcomes during pre-clinical medical education.

Background: Different approaches to study lead to differing academic outcomes. Deep and strategic approaches have been linked to academic success while surface approaches lead to poorer understandings.

Aims: This study sought to characterize how the approaches to study used by medical students impacted their academic success as measured by three outcomes: cumulative grades at the end of the first year, cumulative grades at the end of the second year, and performance on a medical licensing examination.

Positive youth development within a family leisure context: youth perspectives of family outcomes.

Although a variety of recreation programs provide valuable settings for youth development and should continue, the home should be considered the first and perhaps the most essential context for positive youth development. Family leisure experiences are purposively or intentionally planned by invested adults (parents) to create and maintain meaningful relationships and provide supportive opportunities for their children to learn skills and develop behaviors that will not only strengthen current family life but ultimately contribute to their overall positive development. The article presents family leisure research from a youth perspective and sets out the implications of the role of home-based core types of leisure that families engage in.

First year medical students' approaches to study and their outcomes in a gross anatomy course.

Three approaches to study have been described in phenomenographic educational research: deep, strategic, and surface. Deep approaches to learning have been correlated with meaningful learning and academic success, whereas surface approaches produce an externalization of learning and poor outcomes. Students adopting a strategic approach adopt either a deep or surface approach in response to perceived examination demands.

The influence of study methods and knowledge processing on academic success and long-term recall of anatomy learning by first-year veterinary students.

The purpose of this investigation was to quantitatively and qualitatively identify the study methods and learning strategies that veterinary students used to study anatomy during their first year of professional school and to correlate these with their academic achievement and long-term recall of information. It was surmised that active study methods would be more beneficial than passive method, but this hypothesis was not supported. The activity or passivity of each study method was secondary to the way in which the students processed the learning.