Revisit,Reform, and Redesign: A Novel Dissection Approach for Demonstrating Anatomy of the Orbit for Continuing Professional Development Education

Advanced postgraduate medical education for health-care professionals is constantly evolving. Understanding facial anatomy and especially its vascular system is crucial when performing soft tissue filler injections to avoid adverse events including tissue loss or irreversible blindness. Standard anatomical resources often fall short of elucidating clinically relevant concepts in more highly specialized areas of interest. A novel dissection approach for demonstrating the anatomy of the lateral orbit was presented at scientific meetings to participants from dermatology, plastic surgery, and general practice. Results from the post-course online survey (n = 52) were analyzed. The results of the survey reveal a high educational impact and a high clinical relevance of the novel dissection approach. In addition, the majority of respondents (97.7%; n = 51) felt that the exposed anatomical structure of the orbit and face improved their ability to safely perform cosmetic procedures on the face. More experienced respondents who had previously attended at least five cadaveric dissections were more likely to strongly agree that reviewing anatomy through this novel dissection approach increased their confidence in avoiding periorbital vascular danger zones. As minimally invasive outpatient procedures continue to evolve, practicing physicians and mid-level providers often face the challenge of having to reconcile preexisting anatomical knowledge with new clinical practice. Skills required to navigate high impact anatomy include visualization of structures that form the navigational landscape and avoidance of key danger zones. The novel dissection approach to the lateral orbit reflects the increasing focus on revisiting, reforming, and redesigning anatomy for continuing professional development activities.     

Validation of a method for measuring medical students' critical reflections on professionalism in gross anatomy

Improving professional attitudes and behaviors requires critical self reflection. Research on reflection is necessary to understand professionalism among medical students. The aims of this prospective validation study at the Mayo Medical School and Cleveland Clinic Lerner College of Medicine were: (1) to develop and validate a new instrument for measuring reflection on professionalism, and (2) determine whether learner variables are associated with reflection on the gross anatomy experience. An instrument for assessing reflections on gross anatomy, which was comprised of 12 items structured on five‐point scales, was developed. Factor analysis revealed a three‐dimensional model including low reflection (four items), moderate reflection (five items), and high reflection (three items). Item mean scores ranged from 3.05 to 4.50. The overall mean for all 12 items was 3.91 (SD = 0.52). Internal consistency reliability (Cronbach's α) was satisfactory for individual factors and overall (Factor 1 α = 0.78; Factor 2 α = 0.69; Factor 3 α = 0.70; Overall α = 0.75). Simple linear regression analysis indicated that reflection scores were negatively associated with teamwork peer scores (P = 0.018). The authors report the first validated measurement of medical student reflection on professionalism in gross anatomy. Critical reflection is a recognized component of professionalism and may be important for behavior change. This instrument may be used in future research on professionalism among medical students. Anat Sci Educ 6: 232–238. © 2012 American Association of Anatomists.     

Learning to lead: Self‐ and peer evaluation of team leaders in the human structure didactic block

Increasing emphasis on leadership in medical education has created a need for developing accurate evaluations of team leaders. Our study aimed to compare the accuracy of self‐ and peer evaluation of student leaders in the first‐year Human Structure block (integrated gross anatomy, embryology, and radiology). Forty‐nine first‐year medical students at Mayo Medical School were assigned to learning teams of three or four members. Teams worked together on daily laboratory dissection, clinical projects, embryology presentations, and daily group quizzes. Student team leaders were responsible for leading laboratory dissection, reviewing radiographic findings, and organizing group assignments. Weekly electronic surveys were administered to evaluate team leaders on altruism, compassion, respect, integrity, responsibility, commitment to excellence, and self‐reflection. Results demonstrated that team leaders rated themselves lower than their peers rated them in multiple aspects of leadership. Peer evaluation of team leaders was statistically higher than self‐evaluation in all traits measured except respect. Female leaders were rated higher by their peers in the areas of responsibility and self‐reflection compared to male leaders. This study demonstrates the need for increased communication between team leaders and members, along with creation of a mutually respectful environment, to improve leader awareness of their abilities and foster team success. Anat Sci Educ 2:210–217, 2009. © 2009 American Association of Anatomists.     

Finite frequency range robust iterative learning control of linear discrete system with multiple time-delays

This paper uses repetitive process stability theory to design robust iterative learning control law for linear discrete systems with multiple time-delays and polytopic uncertainty. Both dynamic and static forms of the control law are considered and used when designing robust iterative learning control schemes. Also, based on the generalized Kalman-Yakubovich-Popov Lemma, the proposed design procedures a required frequency attenuation over a finite frequency range and the monotonic trial-to-trial error convergence. Moreover, linear matrix inequality techniques are applied to formulate the convergence conditions and to obtain formulas for the control law designs. Finally, an illustrative numerical simulation example is given and concludes the paper.     

Nonlinear trajectory tracking controller for a class of robotic vehicles

A global state feedback tracking controller for a class of vehicles, namely marine vehicles, hovercrafts and indoor airships is considered in this paper. The control algorithm uses a velocity transformation of the vehicle equations of motion. It is shown that this algorithm is suitable for control of fully actuated systems and leads to fast response. This property arises from the fact that the dynamical couplings in the vehicle are taken into account in the control gain matrix. A Lyapunov-like function is proposed for the stability analysis of the system under the controller. The algorithms robustness issue is considered too. Numerical simulations are given to illustrate effectiveness of the approach.