Publications by authors named "W Brady Little"

This paper presents a detailed gross description of all anatomical elements of the humerus in the African green monkey and provides comparative and differential elements on monkey osteology. The osteometric investigation adds value to the gross morphological investigation, adjoining metric data to the gross descriptive data set. An in-depth investigation of the microstructural aspects of the humeral bone tissue is provided, with qualitative and quantitative details and potential for diagnostic applications.

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A student's sense of belonging to a university is associated with success in academic setting, happiness, and satisfaction. It is therefore unsurprising that universities commonly strive to improve student measures of belonging especially considering its negative correlation with attrition rates. This study documents the implementation and assessment of a new curricular intervention at Ross University School of Veterinary Medicine (RUSVM) and measures associated changes in students' feeling of belonging to the university and accountability for their success.

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Otological studies rely on a lot of data drawn from animal studies. A lot of pathological or evolutionary questions may find answers in studies on primates, providing insights into the morphological, pathological, and physiological aspects of systematic biological studies. Our study on auditory ossicles moves from a pure morphological (macroscopic and microscopic) investigation of auditory ossicles to the morphometrical evaluation of several individuals as well as to some interpretative data regarding some functional aspects drawn from these investigations.

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Article Synopsis
  • The study assessed the effectiveness of the IVALA® augmented reality (AR) heart program compared to traditional textbook learning in pre-veterinary students, focusing on cardiac anatomy and function.
  • Despite both groups showing an average 24.5% improvement in cardiac knowledge after a 60-minute intervention, there was no significant difference in post-test scores between AR and traditional methods.
  • A significant majority (83.8%) of participants expressed a preference for the AR learning experience, highlighting its potential to enhance engagement and enthusiasm in veterinary education.
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