Objectives: We sought to examine whether a posterior distribution of white matter hyperintensities (WMH) is an independent predictor of pathologically confirmed cerebral amyloid angiopathy (CAA) and whether it is associated with MRI markers of CAA, in patients without lobar intracerebral hemorrhage. Methods:We developed a quantitative method to measure anteroposterior (AP) distribution of WMH. A retrospective cohort of patients without intracerebral hemorrhage and with pathologic evaluation of CAA was examined to determine whether posterior WMH distribution was an independent predictor of CAA (n 5 59). The relationship of AP distributions of WMH to strictly lobar microbleeds (MBs) (n 5 259) and location of dilated perivascular spaces (DPVS) (n 5 85) was examined in a separate cohort of patients evaluated in a memory clinic.Results: A more posterior WMH distribution was found to be an independent predictor of patho- Classification of evidence:This study provides Class III evidence that there is a significant association between the AP distribution of WMH on MRI with the presence of pathologically confirmed CAA pathology. Neurology ® 2014;83:794-800 GLOSSARY AD 5 Alzheimer disease; AP 5 anteroposterior; BG 5 basal ganglia; CAA 5 cerebral amyloid angiopathy; CI 5 confidence interval; DPVS 5 dilated perivascular spaces; FLAIR 5 fluid-attenuated inversion recovery; FOV 5 field of view; ICH 5 intracerebral hemorrhage; MB 5 microbleed; MPRAGE 5 magnetization-prepared rapid-acquisition gradient echo; OR 5 odds ratio; TE 5 echo time; TR 5 repetition time; WM 5 white matter; WMH 5 white matter hyperintensity.

Non-demented patients with CAA had cognitive deficits in multiple areas. Lower TBV was related to slower processing speed and worse executive function.

Background Asynchronous online lecture has become a common teaching method in medical education, especially during the COVID-19 pandemic. However, the effectiveness and students’ attitudes towards this method under this special circumstance have not been exclusively studied. Hence, we aimed to evaluate these aspects of cardiovascular physiology teaching in an undergraduate medical curriculum. Methods We analysed and compared the academic achievement and attitudes of 613 medical students on cardiovascular physiology between pre-COVID-19 and COVID-19 years in which different teaching methods were implemented. In addition, we also explored the importance of teaching methods and teachers by subgroup analysis to evaluate whether they influenced the academic achievement and attitudes of students. Results Overall students’ academic achievement was significantly higher when lectures were taught by the traditional method than by the asynchronous online method. Moreover, subgroup analysis revealed that teachers were also a factor influencing students’ academic achievement. Although most students had positive attitudes towards asynchronous online lectures, overall satisfaction was slightly higher when all lectures were taught by the traditional method than by the asynchronous online method. Conclusions Asynchronous online lectures might not be an effective teaching method especially during the abrupt change in education. Under the ‘new normal’ medical education, not only teaching methods but also teachers are the essential keys to the success in academic achievement and attitudes of undergraduate medical students.