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Objectives: To explore the relationship between neighborhood social and material deprivation and the rates of abusive head trauma (AHT), and whether it differs according to sex, and following the implementation of the Period of PURPLE Crying ( PURPLE) program. Method: A cross-sectional study design was applied to data from children 0 to 24 months old with a confirmed AHT diagnosis between 2005 and 2017 in British Columbia. Dissemination area–based social and material deprivation scores were assigned to residential areas, where AHT cases were recorded. Poisson regression models tested the relationship between deprivation scores and AHT rates, adding sex and pre–post program implementation as interaction terms. Results: With each increase in material and social deprivation quintiles, AHT rates increased by 42% (95% CI [1.18, 1.72]) and 25% (95% CI [1.06, 1.51]), respectively, following a social gradient. AHT rate disparities between neighborhoods did not change following the PURPLE program implementation. Conclusions: This study stresses the need to provide additional AHT prevention services proportionately to the levels of neighborhood disadvantage, in addition to universal AHT programs, to successfully protect all children.

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Introduction: Opioid overdoses (OODs) have become a public health emergency, yet little is known about their long-term outcomes following an OD. We determined the one-year all-cause mortality and associated risk factors in a cohort of patients treated in an urban emergency department (ED) for an OOD. Methods: We reviewed records of all patients who visited St. Paul's Hospital ED from January 2013 to August 2017 and had a discharge diagnosis of OOD or had received naloxone in the ED as per pharmacy records. Patients with a suspected OOD were identified on structured chart review. A patient's first visit for an OOD during the study period was used as the index visit, with subsequent visits excluded. The primary outcome was mortality during the year after the index visit. Mortality was assessed by linking patient electronic medical records with Vital Statistics data. Deaths that occurred in the ED on the index visit were excluded. Patients admitted to hospital following ED treatment were included in this study. We described patient characteristics, calculated mortality rates, and used Cox regression to identify risk factors. Results: A total of 2239 patients visited the ED for an OOD during the study period, with a median patient age of 37 years (IQR 29, 49). Males comprised 73% of patients, while 28% had no fixed address, and 21% received take-home naloxone at the index visit. In total, 137 patients (6.1%) died within 1 year of the index visit. Eighty-one deaths (3.6%) occurred within 6 months, including 24 deaths (1.1%) that occurred within 1 month. The highest mortality rate occurred in 2017, with 8.0% of patients entering the cohort that year dying within 1 year. Gender did not significantly impact mortality risk. A Cox regression analysis controlled for gender, housing status, and whether take-home naloxone was provided at the index visit indicated that advancing age (adjusted hazards ratio [AHR] 1.03; 95%CI: 1.01-1.04 for each year increase in age) and the index visit calendar year (AHR 1.30; 95%CI: 1.10-1.54 for each yearly increase in the study period) were significant factors for mortality within 1 year. Conclusion: The mortality rate following an opioid OD treated in the ED is high, with over 6% of patients in our study dying within 1 year. The rising mortality risk with increasing calendar year may reflect the growing harms of fentanyl-related OODs. Patients visiting the ED for an OOD should be considered high risk and offered preventative treatment and referrals prior to discharge.

Introduction Learning materials provided to students prior to anatomy dissection labs have classically been in the form of written instructions and images from prosections. However, these materials can be difficult to interpret, especially for beginner students. With the advancement of technology, educational curricula are exploring the integration of digital platforms to supplement more traditional teaching methods. Goal To investigate the utility of a video‐based guide for approaching dissection. Methods A video dissection guide was created demonstrating the dissection of the superficial back. The video outlines the anatomy, technique, procedure, and includes review questions. The video was made available online through YouTube, along with a feedback survey. A secondary video dissection guide highlighting the dissection of the deep back was subsequently produced and made available in the same avenue. Results After two months, the superficial back dissection video has received more than 1,400 views. Feedback was received from 68 respondents; a majority of whom were female (63.2%), aged 20–24 (60.3%), and had a current education level of a postgraduate degree or professional degree (54.4%). The majority of respondents agree or strongly agree that the video presented the anatomy in a clear and organized fashion (95.6%), enhanced their learning of the anatomy (100%), familiarized them with dissection tools and how to use them (89.7%), familiarized them with methods and techniques for dissection (92.6%), was more effective than a dissection guide (97.1%), and was more effective for learning anatomy than a textbook (88.2%). A poll of 54 respondents found that most agree or strongly agree that the video is a valuable resource for review/test preparation (88.9%). Preliminary survey results for the deep back dissection video indicates that, of 15 respondents, the majority agree or strongly agree that the video presented the anatomy in a clear and organized fashion (100%), enhanced their learning of the anatomy (93.3%), was more effective than a dissection guide (93.3%), and is a valuable resource for initial learning of dissection/anatomy (100%) and review/test preparation (86.7%). Conclusion In summary, digital media in the form of video‐based dissection guides may be a useful tool to incorporate into educational curricula for teaching gross anatomy of both superficial and deep structures. Future goals include the incorporation of clinically relevant information to dissected anatomical structures.

Since the beginning of the COVID-19 pandemic, education largely shifted away from the physical classroom and towards more digitally oriented platforms. This simplified classroom attendance problems greatly, as newly created programming scripts could easily track the students in a meeting room via their names. However, with the recent growing return to in person education, it has become apparent that the problem of attendance within the context of a non-virtual classroom environment has yet to be solved in an efficacious automated fashion. In larger classrooms, the severity of this problem becomes exacerbated even further, as teachers are forced to allocate valuable time for the purpose of marking attendance. The flourishing world of machine-learning based algorithms were the first solutions that we considered, and within the context of the premise, we concluded that facial recognition would likely be the most feasible and effective approach that we could use. This paper develops a mobile application to apply real time face recognition for the purpose of the above stated problem, using a combined backend of the Firestore database and Amazon AWS services. Applying our application to in person classrooms, the results show that our solutions are immensely effective in both saving time and reducing error.

IntroductionVirtual dissection is a novel method for teaching anatomy through radiological images. While the role of peer learning has been studied in cadaveric dissection, not much is known about the role of peer teaching in virtual dissection.AimTo determine first year medical students' satisfaction with peer‐to‐peer teaching using this emerging technology.MethodsSecond year medical students prepared and taught virtual dissection laboratories for their first‐year colleagues, which were voluntary and extra‐curricular. The case‐based laboratories were designed to expose participants to clinical radiology images. Participants completed a post‐laboratory survey based on the Kirkpatrick Hierarchy for curriculum evaluation and results were tabulated.Results34 first year students (24 females, 10 males) participated in this laboratory. All respondents found the cases were presented an appropriate level of difficulty, with 94% of participants believing the peer tutor facilitated the session effectively. Upon completing the session, the majority of participants felt that they understood the imaging findings (88%) and the clinical cases (91%), perceived the session as a valuable learning experience (97%), and would recommend the peer‐to‐peer virtual dissection laboratory to a colleague (94%). Almost all participants (97%) agreed or strongly agreed that the session was a valuable learning experience.ConclusionStudents reported that peer‐to‐peer teaching was a valuable learning experience in virtual dissection laboratories. Peer‐to‐peer based virtual dissection laboratories provide an innovative and collaborative mode of learning that can complement more traditional anatomy education methods.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.