There is low awareness about EBM and The Cochrane Library among physicians in Croatia, which creates a need for educational interventions about EBM for the benefit of health care in Croatia.

55www.cmj.hr Aim To evaluate daily-written 10-question quizzes in a medical anatomy course as a way to integrate assessment into the course and to evaluate their effect on the course success.Methods Students answering correctly 8/10 or more questions were awarded 0.5 points per quiz. There were 34 quizzes with a maximum point score 17. Measurable outcomes of academic progress in anatomy course (pass rates on 4 examination terms, total pass rate, and average marks) were calculated, and 2007/08 academic year was compared with the previous academic year in which daily written quizzes were not a part of the course. The relationship between cumulative points on daily quizzes and 3 components of the final examination (written, practical, and oral) for 2007/08 academic year was assessed by nonparametric correlation testing.Results Individual scores on quizzes ranged from 1.5 to 13.5 points. There was a positive correlation between scores on quizzes and grades on 3 components of the final examination: written (Spearman ρ = 0.784, P < 0.001, n = 79), practical (Spearman ρ = 0.342, P < 0.002, n = 79), and oral (Spearman ρ = 0.683, P < 0.001, n = 79) part. Compared with students in the previous academic year, students attending the course with daily quizzes significantly improved their academic achievement, expressed as the pass rate at the first examination term (39% vs 62%, respectively, χ 2 test, P = 0.006, ) and the average course grade (2.71 ± 1.08 vs 3.38 ± 1.26, respectively; t test, P < 0.001). ConclusionDespite their frequency and possible associated stress, daily quizzes were associated with better academic success in the anatomy course. Anatomy is one of the most important preclinical subjects; not only because of its shear volume and complexity, requiring the adoption of skills and attitudes, but also because it is the first truly medical course for university "novices, " who are still in the process of transition from secondary school pupils to university students. Furthermore, in the traditional medical curriculum, with separate preclinical and clinical subjects, anatomy is perceived as an introduction to "real" medicine, playing an important role in the process of professional socialization (1). Thus, anatomy teachers are not only teaching anatomy but are also university educators with distinct scholarly roles. One of these roles is encouraging students to take a widely cited "deep approach" to studying anatomy (2-4), leading to a more complete understanding of the subject matter. This should also include the capacity of independent, intrinsically motivated study. We believe that these, very much desired, educational aims can be reached only if the following 3 critical components of a good quality curriculum are optimally harmonized: recommended literature, teaching methods/learning activities, and assessment. It is argued that curriculum design, with a true integration of various forms of assessment into learning activities (5,6), should produce a measurable positive impact on students' knowledge and unders...

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Anatomy textbooks vary in the amount of text dedicated to different parts of topographical anatomy and are not quite concordant with curriculum recommendations and standard anatomical terminology. Planning the structure of an anatomy course should not be based on a single book or recommendation but on evidence.

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In addition to respiratory symptoms, COVID-19 often causes damage to many other organs, especially in severe forms of the disease. Long-term consequences after COVID-19 are common and often have neurological symptoms. Cerebral vasoreactivity may be impaired after acute COVID-19 and in our study, we wanted to show how constant and reversible are the changes in brain vasoreactivity after infection. This cross-sectional observational study included 49 patients diagnosed with COVID-19 and mild neurological symptoms 300 days after the onset of the disease. We used a transcranial color-coded Doppler (TCCD) and a breath-holding test (BHT) to examine cerebral vasoreactivity and brain endothelial function. We analyzed the parameters of the flow rate through the middle cerebral artery (MCA): peak systolic velocity (PSV), end-diastolic velocity (EDV), mean velocity (MV), resistance index (RI) and pulsatility index (PI), and we calculated the breath-holding index (BHI). Subjects after COVID-19 infection had lower measured velocity parameters through MCA at rest period and after BHT, lower relative increases of flow velocities after BHT, and lower BHI. We showed that subjects, 300 days after COVID-19, still have impaired cerebral vasoreactivity measured by TCCD and they have chronic endothelial dysfunction.

We report the first finding of bone metaplasia of left ventricular aneurysm following myocardial infarction in young rat. Areas of cartilagineous and osseous metaplasia were found in the papillary muscle, chordae tendineae and subendocardial tissue seven weeks after experimental ligation of the left coronary artery. In this experiment, a breed of normotensive, two-month-old rats was used, meaning that all potential genetic and age-related factors for the development of metaplasia can be ruled out. Trichrome Mallory and hematoxylin-eosin staining showed an aneurysmatically changed heart wall with central parts of several trabeculae occupied by cartilaginous tissue, that in which some areas displayed signs of endochondral ossification: characteristic chondrocyte hypertrophy with small areas of calcified matrix and osteoid bone formation. The metaplastic areas expressed strong immunoreactivity with bone morphogenetic proteins 4 and 7. Cartilage tissue formation in the rat's heart was the result of oxygen diffusion from the oxygen-enriched blood inside the left ventricle and the local slowing of blood current inside the aneurysm, because the coronary artery supply in that area was cut off from ligation. Cartilage is known to be the only tissue that can survive in ischemic environments because it can obtain oxygen by diffusion from nearby blood. The presence of bone morphogenetic protein in the ischemic area directs myofibroblasts in the scar area to differentiate into chondrocytes and osteocytes, presenting as ossifying cartilage in the papillary muscle and subendocardial zone.

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