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Surrounding the brain but contained within the skull is a dynamic organ that functions to physically and chemically maintain the typical functioning of the brain. This organ is usually appreciated only as a series of layered supportive tissues, and a substantial collection of fluid suspended within them. In understanding it as such, the potential insights that its distinctive morphology has on our understanding of human anatomy have gone essentially unexamined. From here on out this organ or the collection of tissues that separate the brain from the skull will be referred to as the cranial extra-axial space (cEAS). In the research that follows, the normal morphology of the cEAS is examined with respect to variation with age, sex, body size, and marijuana use in an attempt to better characterize its normal morphology. Size, shape, and distribution of the cEAS were found to be highly variable in response to a number of individualistic characteristics. More absolute space was seen in taller, older, and male individuals than those that were shorter, younger, and/or female. Overall morphologic interactions of the cEAS are however complex, and cannot be explained by these characteristics alone.

Attendance in face‐to‐face anatomy lectures is dwindling since lectures are commonly recorded and viewed outside of the traditional classroom. It is suggested that consistent and engaged lecture attendance generally improves students' performance. Instructors use this information to encourage or require attendance in their face‐to‐face lectures. However, data show an equivocal relationship between compulsory attendance and improved performance. The purpose of this study was to assess the impact of compulsory attendance on exam performance in an undergraduate human anatomy lecture course.The study sample consisted of two different sections of undergraduate human anatomy lecture with the same instructor (N=821 students). Data were collected for two semesters. Each semester, one section had compulsory lecture attendance, while the other section had optional attendance. Compulsory and optional attendance data were collected by the instructor using an audience response system. The students enrolled in the compulsory attendance section received points for each lecture, while students in the optional attendance section had additional points awarded for the open‐book homework assignments. Three in‐class exams were administered each semester to both sections. Scores for the three exams were compared using one‐way repeated measures ANOVA.Analyses indicate that compulsory attendance does not result in statistically significant improvements in exam scores for this sample. These results demonstrate that there may be other factors influencing exam performance in anatomical education, including students' engagement, motivation and extracurricular responsibilities.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

The undergraduate human laboratory course at the University of Missouri provides anatomical education to a large population of health sciences undergraduates. To meet demand, an interdisciplinary team developed and implemented a fully online laboratory section in the fall of 2019 to complement the established hybrid laboratory sections. The current laboratory course is hybrid with one weekly meeting and a substantial online component. The model‐based face‐to‐face lab component of the hybrid sections was replaced by online virtual labs using the 3d4Medical Complete Anatomy app. Students were provided with worksheets to accompany a curated series of screens within the app to replicate the models and stations used in the face‐to‐face labs. Weekly meetings were held via a video conferencing platform to provide additional practice, assistance and opportunities to discuss clinical applications. The purpose of this study is to analyze student performance and satisfaction in a fully online section of a human anatomy laboratory course. The study sample included students enrolled in the fully online lab section (n=10) and the established hybrid lab section (n=405) in the fall of 2019. Student performance data include pre‐course assessments, post‐course assessments and three course exams. Exams consisted of 50 multiple choice questions on tagged models or specimens (physical models and donor materials in the hybrid lab sections, digital 3D models in the online section), histology slides, and radiology images. Questions on the assessments and exams were consistent across lab sections. Scores were statistically compared between the two lab modalities. Other data also collected during the semester included demographic data, mid‐semester evaluations and end‐of semester evaluations. Late semester results indicate that the students enrolled in the online course have higher exam scores compared to students enrolled in the hybrid sections, which possibly reflect the high level of motivation of the students enrolled in the online course. Students in the fully online section have expressed frustration with the app used in lieu of the in‐class models. Data from the pilot course will be used to inform future course organizational decisions.