The most effective method to teach gross anatomy is largely unknown. This study examined two teaching methods utilized in a physical therapy and occupational therapy gross anatomy course, (1) alternating dissection with peer teaching every other laboratory session and (2) faculty demonstrations during laboratory sessions. Student (n = 57) subgroup (A or B) academic performance was determined using written, laboratory practical, and palpation practical examinations. Subgroup A performed significantly better on laboratory practical examination questions pertaining to dissected, in comparison to peer-taught structures (67.1% vs. 60.2%, P = 0.008). Subgroup B performed significantly better on laboratory practical examination questions pertaining to peer-taught, in comparison to dissected structures (64.1% vs. 57.9%, P = 0.001). When Subgroup A was compared to Subgroup B, there were no statistically significant differences on laboratory practical examination question types, whether the subgroup learned the structure through dissection or peer teaching. Based on within and between subgroup comparisons, faculty demonstrations had no effect on written, laboratory practical, or palpation practical examination scores. Although limited, data suggest that the student roles when alternating dissection with peer teaching every other laboratory session appear to be equally effective for learning gross anatomy. The benefits of this method include decreased student/faculty ratio in laboratory sessions and increased time for independent study. Faculty demonstrations during laboratory sessions do not seem to improve student academic performance.Anat Sci Educ 12: 468-477.

. Effect of artificial rearing on the contractile properties and myosin heavy chain isoforms of developing rat tongue musculature. J Neurophysiol 90: 120 -127, 2003; 10.1152/jn.00809.2002. This study's purpose was to examine the influence of an altered activity level, via artificial rearing, on the contractile properties, myosin heavy chain phenotypes (MHC), and muscle fiber sizes of the developing rat tongue retractor musculature. Artificially reared rat pups were fed through a gastric cannula, eliminating nutritive suckling from postnatal day 4 to postnatal day 14. Rat pups were observed immediately following artificial rearing (postnatal day 14) and after a 1-mo resumption of function (postnatal day 42). The contractile characteristics of the tongue retractor musculature were measured in response to stimulation of the hypoglossal nerve. At postnatal day 14, artificially reared rat pups demonstrated significantly longer twitch half-decay times, lower fusion frequencies, and a marked decrease in fatigue resistance. These contractile speed and fatigue characteristics were fully recovered following a 1-mo resumption of function. MHC phenotypes of the styloglossus muscle (a tongue retractor) were determined by gel electrophoresis. At postnatal day 14, artificial rearing had not altered the MHC phenotype or muscle fiber sizes of the styloglossus muscle. However, following a 1-mo resumption of function artificially reared rat pups demonstrated a small but significant increase in MHCIIa expression and decrease in MHCIIb expression compared with dam-reared rats. These results support artificial rearing as a useful model for altering the activity level of the tongue and suggest that normal suckling behavior is necessary for the normal postnatal development of the tongue retractor musculature. This may also be the case for premature infants necessarily fed artificially.

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