Objectives: To reveal the variations of the iliolumbar artery and the iliolumabar veins and their correlation with the surrounding important structures. Methods:We dissected the iliolumbar region bilaterally in 20 formalin-fixed adult cadavers. The diameter of the iliolumbar artery at its origin, its length up to the branching point, the distance between the iliolumbar artery and the inferior margin of the fifth lumbar vertebra and the distance between the iliolumbar artery and the bifurcation point of the common iliac artery, were measured. The pattern of drainage, the dimensions, the points of confluence with the common iliac vein and the obliquity of the iliolumbar vein were noted. The correlation between the iliolumbar artery and the veins to the obturator nerve and the lumbosacral trunk was recorded. Results:The iliolumbar artery originated from the posterior trunk of the internal iliac artery or from the internal iliac artery. The mean diameter of the iliolumbar artery, at its origin, was 3.5±0.5 mm. The mean distance between the origin of the iliolumbar artery and the bifurcation point to the iliac and the lumbar branches was 12.2±5.5 mm. The distance between the origin of the iliolumbar artery and the lower edge of the fifth lumbar vertebra was 43.2±11.6 mm. The distance between the origin of the iliolumbar artery and the bifurcation point of the common iliac artery was 38.7±10.6 mm.The mean distance of the iliolumbar veins from the inferior vena cava, overall, was 35± 9.9 mm. The mean width of the mouth of the iliolumbar vein was10.7 ± 5.1 mm and the mean angle of obliquity of the vein with respect to the long axis of the common iliac vein was 75.5 0 . The tributaries which drained into the main iliolumbar vein were variable.The iliolumbar artery passed anterior in 70% and it passed posterior to the obturator nerve in 30%. The veins were lying anterior to the obturator nerve in 45% and they were lying posterior in 55%. The multiple tributaries which drained into the iliolumbar vein relation of the tributaries were variable, few passed anterior and few passed posterior.The iliolumbar artery was seen anterior to the lumbosacral trunk in 30%, it was posterior in 54%, it was cleaved in 8% and the branches of the artery were passing on either side of the lumbosacral trunk to enclose it like a clasp in 8%. The veins were anterior to the lumbosacral trunk in 40% and they were posterior in 60%. Conclusion:The anatomical features of the iliolumbar artery, the iliolumbar veins and their correlation with the anatomical landmarks, which were presented here, would be helpful in decreasing the iatrogenic trauma to the neurovascular structures in the iliolumbar region. InTROduCTIOnThe iliolumbar artery classically arises from the posterior radix of the internal iliac artery and it extends in an oblique fashion superiorly and laterally, in front of the sacroiliac joint and the lumbosacral trunk. It crosses the obturator nerve and the external iliac artery and vein. Subsequently, it reaches the medial edge of th...

Background: In nerve conduction laboratory, various types of cases are encountered. These are generally referred for electrophysiological investigation of the most common syndromes such as carpel tunnel syndrome where there is partial or total sparing of the thenar muscles from the effect of compression of their nerve supply. So for the assessment of traumatic and entrapment lesions of median and ulnar nerves, the knowledge of these anastomosis is important. Aims and Objectives: The purpose of this study was to assess the prevalence of this anastomosis in healthy individuals, to draw attention of clinicians or surgeons from neurophysiology field to this anastomosis, and to avoid misinterpretations of different studies of needle electromyography and other nerve conduction studies. Materials and Methods: A total of 150 healthy volunteers were selected from the medical students aged 17-30 years. Surface recording electrodes were placed on the hand abductor pollicis brevis, abductor digiti minimi, and the first dorsal interossei (FDI) of each subject. Using surface electrodes, we percutaneously stimulated the median and ulnar nerves at the wrist and the elbow. Rectangular pulses of 0.2 ms duration were used and the stimulus strength was supramaximal. Compound muscle action potential (CMAP) was recorded. CMAP from the FDI, hypothenar, and thenar muscles larger (at least 1.0 mV) on median nerve stimulation at the elbow than at the wrist and that from one or more of these sites larger (at least 1.0 mV) on stimulation of ulnar nerve at the wrist than at the elbow were accepted as indicators of the presence of the MGA. Analysis was carried out using Statistical Package for Social Sciences, version 10.0. P-value o0.05 was considered as statistically significant. Results: The type of anastomosis frequently observed was type II, which was observed in 12 subjects; type I was observed in 3; type I + II was observed in 2; and type III was observed in 1 subject. Conclusion: Because of its high incidence and different electrodiagnostic considerations, MGA should be considered to be of great clinical significance for correct diagnosis and for planning appropriate therapy in peripheral lesions of median and ulnar nerves.

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Educational environment is physical, social and psychological context in which student learn. This definitely affects student’s academic success, achievements, motivation to learn., , , , , There is a need to identify effect, strengths and weakness of current educational environment. To compare perception of educational environment among students and teachers on Dundee Ready Educational Environment Measure (DREEM) questionnaire. To find out strengths and weakness of the educational environment.Cross sectional, Questionnaire based. students 2-9 semester. (N=500, Age–18-25yr) Teaching staffs from all departments(N=100) After institutional ethical committee clearance and written informed consent DREEM questionnaire given which encompasses five subscales. For all domains. Parametric tests- mean + SD. t-test used for comparison of student and teachers on each category. P value of 0.05 was considered statistically significant. Non-parametric test used Mann-Whitney test. The educational environment scores were 135.38±15.41 (67.69%) for the teachers and 127.77±12.82 (62.81%) for the students (P<0.001). The differences in the scores statistically significant for the subscales were perception of Learning, perception of teachers and perception of Atmosphere and non-significant were for Academic self-perception and for Social Self-perception.Teachers and students both perceive the educational environment positively but in subscales teachers perceived it more positive and acceptable. The strengths were knowledgeable teachers, having good friends, confident about passing and Weakness identified by students were memorize which may be due to traditional teacher centred curriculum.