Objective: Psychological stress has been shown to influence learning and performance among medical and graduate students. Few studies have examined psychological stress in chiropractic students and interns. This preliminary study explored interns' perceptions around stress and confidence at the midpoint of professional training. Methods: This pilot study used a mixed-methods approach, combining rating scales and modified qualitative methods, to explore interns' lived experience. Eighty-eight interns provided ratings of stress and confidence and narrative responses to broad questions. Results: Participants reported multiple sources of stress; stress and confidence ratings were inversely related. Interns described stress as forced priorities, inadequate time, and perceptions of weak performance. Two themes, ''convey respect'' and ''guide real-world learning,'' describe faculty actions that minimized stress and promoted confidence. Conclusion: Chiropractic interns experience varying degrees of stress, which is managed with diverse strategies. The development of confidence appears to be influenced by the consistency and manner in which feedback is provided. Although faculty cannot control the amount or sources of stress, awareness of interns' perceptions can strengthen our effectiveness as educators.

Muscle variants are routinely encountered in the dissection laboratory and in clinical practice and therefore anatomists and clinicians need to be aware of their existence. Here we describe two different accessory muscles identified while performing educational dissection of a 51-year-old male cadaver. Tensor fasciae suralis, a rare muscle variant, was identified bilaterally and accessory flexor digitorum longus, a more common muscle variant, was present unilaterally. Tensor fasciae suralis and accessory flexor digitorum longus are clinically relevant muscle variants. To our knowledge, the coexistence of tensor fasciae suralis and accessory flexor digitorum longus in the same individual has not been reported in either cadaveric or imaging studies.

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Objective: Muscle variants are common findings in dissection laboratories. These anomalous structures can be relevant in the diagnosis and management of certain conditions and therefore could be incorporated into anatomy curricula at chiropractic colleges. We aimed to create an online resource of muscle variants to facilitate student self-directed learning within this area of study. Methods: At the time of their discovery during routine educational dissection, muscle variants included in the catalog were documented and subsequent case reports written. All content created for this resource, including photographs and videos, was hosted on the institution's learning management system. Students enrolled in our doctor of chiropractic program were invited to view the catalog and encouraged to leave feedback by completing an online survey. Results: Student responses to Likert-style survey questions generally indicated high levels of satisfaction regarding the utility and features of the catalog. Open-ended and Likert-style survey questions were used to help guide the future directions of this developing resource. Concurrent anatomy students were not more likely to contribute to the catalog compared to students who had previously completed the university's anatomy course series (p ¼ .75, 2-tailed Fisher exact test). Conclusion: An online supplement to graduate-level gross anatomy courses can aid in the instruction of muscle variants by providing an opportunity for student self-directed learning. This resource will be updated continually and will be expanded on to include neurovascular and visceral variants. Student participation will be sought in developing future content to be included in this catalog.