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The three-dimensional spatial arrangement of dermal tissue plays a crucial role in directing cellular behaviour during wound healing. It is vital to elucidate a better understanding of the three-dimensional dermal architecture of human skin. We sought to understand the configuration in morphological structure of decellularised human dermis between unscarred skin and normotrophic scars. Skin biopsies underwent decellularisation (DNA removal = 88%). Histological analysis showed no change in gross morphology of decellularised unscarred and scarred dermis. Multiphoton and atomic force microscopies showed that collagen fibres in unscarred decellularised dermis were interwoven akin to a mesh-like structure. Collagen fibres in decellularised unscarred dermis were less stiff (mean: 2.155 ± 0.9595 MPa; p < 0.0001) with a rougher ( Rq = 16.5, Ra = 12.5, Rmax = 198; p < 0.0001) surface topography. Scarred dermis had a higher collagen volume density (papillary dermis, p < 0.0082; reticular dermis, p < 0.0332). The results demonstrate that scaffolds should exhibit a mesh-like structure with a biomimetic surface and low stiffness.

We discuss This adds to the current evidence that SOX11 is a gene involved in palatogenesis.

We establish the development of a unique immersive clinical skills bootcamp for third-year medical students, with formal teaching under five key themes: procedural skills day, examinations, imaging, data interpretation and prescribing. Lastly a simulation event was developed to allow the participants to bring the different themes together, in order to successfully manage an acutely unwell patient for their stage of learning using the newly learnt skills. A 4-week bootcamp was developed and delivered to students. A curriculum was developed based on student’s precourse answers to specific questions. Pre and post bootcamp questionnaires were used to assess participants confidence and knowledge using a 5-point Likert scale. A combination of objective structured examination, didactic lectures and group-based discussions were utilised. Tutors’ teaching performance was also analysed. A focus group was held post bootcamp. Bootcamp was delivered to 15 students. Feedback was overwhelmingly positive. Students were more confident in all of the five key domains post bootcamp. All students feel more equipped to take opportunities that arise on medical wards as a result of the skills learnt. Participants were receptive to the combination of teaching methods used. All students would recommend this course to their peers. Early-year clinical students successfully received an immersive goal-directed course with formal teaching. The near-peer teaching model improved participants educational experience. We were able to successfully demonstrate that near-peer teaching is effective when it is goal directed, and further when it addresses areas of medical education whereby there is a disparity in the formal teaching available.