Students learn and process information in many different ways. Learning styles are useful as they allow instructors to learn more about students, as well as aid in the development and application of useful teaching approaches and techniques. At the undergraduate level there is a noticeable lack of research on learning style preferences of students enrolled in gross anatomy courses. The Index of Learning Styles (ILS) questionnaire was administered to students enrolled in a large enrollment undergraduate gross anatomy course with laboratory to determine their preferred learning styles. The predominant preferred learning styles of the students (n = 505) enrolled in the gross anatomy course were active (54.9%), sensing (85.1%), visual (81.2%), and sequential (74.4%). Preferred learning styles profiles of particular majors enrolled in the course were also constructed; analyses showed minor variation in the active/reflective dimension. An understanding of students' preferred learning styles can guide course design but it should not be implemented in isolation. It can be strengthened (or weakened) by concurrent use of other tools (e.g., flipped classroom course design). Based on the preferred learning styles of the majority of undergraduate students in this particular gross anatomy course, course activities can be hands on (i.e., active), grounded in concrete information (i.e., sensing), utilize visual representation such as images, figures, models, etc. (i.e., visual), and move in small incremental steps that build on each topic (i.e., sequential). Anat Sci Educ 11: 358-365. © 2017 American Association of Anatomists.

pneumonia is a life-threatening opportunistic infection in children receiving immunosuppressive chemotherapy. Without prophylaxis, up to 25% of pediatric oncology patients receiving chemotherapy will develop pneumonia. Trimethoprim-sulfamethoxazole is the preferred agent for prophylaxis against pneumonia. Pentamidine may be an acceptable alternative for pediatric patients unable to tolerate trimethoprim-sulfamethoxazole. A retrospective review was conducted of pediatric oncology patients who received ≥1 dose of pentamidine for pneumonia prophylaxis between January 2007 and August 2014. Electronic medical records were reviewed to determine the incidence of breakthrough pneumonia or discontinuation of pentamidine associated with adverse events. A total of 754 patients received pentamidine prophylaxis during the period. There were no cases of probable or proven pneumonia, and 4 cases (0.5%) of possible pneumonia. The incidence of possible breakthrough pneumonia was not significantly different between subgroups based on age (<12 months [1.7%] versus ≥12 months [0.4%], = 0.3), route of administration (aerosolized [0%] versus intravenous [1.0%], = 0.2), or hematopoietic stem cell transplant status (transplant [0.4%] versus no transplant [0.8%], = 0.6). Pentamidine was discontinued due to an adverse drug event in 23 children (3.1%), more frequently for aerosolized than for intravenous administration (7.6% versus 2.2%, respectively, = 0.004). Intravenous or inhaled pentamidine may be a safe and effective second-line alternative for prophylaxis against pneumonia in children with cancer receiving immunosuppressive chemotherapy or hematopoietic stem cell transplantation.

The expanded use of ultrasound imaging-specifically, point-ofcare ultrasound (POCUS)-has become a driving force for including ultrasound training in undergraduate medical education (UME) (Lambrecht et al., 2022). Point-of-care ultrasound examination can be defined as the use of ultrasound imaging by a health care provider at the patient's bedside to answer a limited number of predetermined clinical questions (Vignon et al., 2011;Dietrich et al., 2017).One key to the growing use of POCUS has been the development of ultrasound instruments that are portable, have high resolution, and are more affordable (Clevert et al., 2019). The focused assessment

INTRODUCTION Understanding the gross anatomy of the pelvis and perineum has been a challenge for professional students for years. Dissection of this region is hampered by the complex spatial orientation of the pelvis and perineum, limited access for dissection, structural density and ambiguity as well as low anatomic efficiency (i.e. time dissecting versus number of structures identified). These limitations often result in programs minimizing dissection of the pelvis and perineum by utilizing prosected specimens as well as anatomic and computer models. RESOURCES At The Ohio State University, we have developed a novel approach to the cadaveric dissection of the pelvis and perineum that we implemented in the laboratory this past year with medical, dental and graduate students. DESCRIPTION Our approach involves the en bloc removal of the perineum from the cadaver followed by excision of the symphysis pubis. This approach closely mimics pelvic exenteration, a surgical salvage procedure used for recurrent pelvic cancers. It permits autonomous dissection of the perineal bloc while providing open access to all of the organs in the pelvis still intact. Following the examination and dissection of the midline pelvic organs, the pelvis is hemisected permitting removal of a single leg for continued dissection of the internal iliac vessels and pelvic nerves. SIGNIFICANCE We have developed and successfully piloted a novel approach to the dissection of the pelvis and perineum that appears to resolve many of the prior difficulties associated with this region. The majority of dissecting tables were able to successfully complete the new dissection approach on their first try, albeit with significant prelab preparation and GTA/faculty guidance in the lab. This approach appears to significantly improve the anatomic efficiency of pelvis and perineum dissections and provides professional students with a much better understanding of this complex region of human anatomy. Support or Funding Information (Supported by Department of Biomedical Education and Anatomy, The Ohio State University.) This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Anatomy and physiology courses are sometimes seen as difficult, which can lead to a lack of motivation in students to learn and engage in the course material. Students may also see the material as “dry,” have issues forming personal connections, or struggle to connect the content to the real world. These issues may lead to students not performing well in the course or feeling that the health field is not ideal for them. Popular culture, especially mainstream superheroes, can serve as an option for mending these gaps by being a gateway to connecting to many students’ lives. Superheroes can be integrated into the classroom through relevant, creative, and unique examples that include clinical correlates, modern scientific innovations, and some real-life “supers” living among us. Real anatomy and physiology can still be taught and explained through discussing these “incredible” examples and also present an opportunity for students to be creative in generating their own anatomical and physiological explanations for various superpowers. Superheroes also help open the classroom up to being a place of acceptance, primarily through their secret identities, which cover a broad range of idols that students can look up to, whether it is their career or based on a character’s race or sexual orientation. Professors can become the superhero in their classroom and help students become more engaged and interested in the material.