Extent of utilization of radiologic images in teaching | AMEP – Dove Medical Press

Background

Medicine is an ever-changing field, but the significance of anatomy in clinical practice has stood the test of time.14 Anatomical knowledge is fundamental one has to gain in order to master clinical arts ranging from the basics of physical examination to the extremes of performing complex invasive procedures.3

Despite its importance, clinicians find clerkship students basic anatomy knowledge poor.1,2,5 A guest editorial note in the journal of Canadian radiologists once stated, Senior medical students completing radiology rotations sometimes struggle to recall the basic elements of first-year anatomy.6

Students attribute this to information overload, the need to translate between multiple dimensions, and the lack of clinical correlations in the teaching.7,8 These learning challenges are further aggravated by the tides currently hitting the Anatomy world. The community has been struggling with the scarcity of anatomists, the enormous size of students, and the lack of funding for acquiring enough cadavers.35,9

The ordeals of 21st-century anatomy are not limited to these. The further advent of new technologies has revolutionized how doctors scrutinize patients interiors.5,10 Despite surgeons and a few other specialties still getting acquainted with cadaver-like tactile anatomy; radiology has now become the primary venue for anatomy.5,11 Computed tomography (CT), magnetic resonance imaging (MRI), and ultrasonography by offering super tissue resolution have made a noninvasive glimpse into the brain, viscera, vasculature, and developing fetus possible.

This has come with its own challenges to the curriculum. For instance, the invention of CT and MRI has put much emphasis on cross-sectional anatomy.12 A topic seldom discussed in classes in the past. We often used to train doctors on the hearts anatomy, by either using cadavers or models. But, echocardiography is how close they would ever be in practice.

At the dawn of these millennia, the mentioned dynamics of development in medicine, the challenges in anatomy teaching, and the perceived deficiencies in the young graduates culminated in a global call for a facelift in the anatomy curriculum. This resulted in a shift from traditional didactic to more clinical-oriented problem-based learning.5,10,13,14 unsurprisingly, one landmark of the new anatomy curriculum was an emphasis on radiologic anatomy.

This emphasis via the re-engineered anatomy curriculum helped students increase interest in the subject.5,12 It also helped students gain a thorough understanding of anatomical spatial relationships in multiple planes.16,17 Improvement in course scores.12,14 And development of professional competency were noted.9

The utilization of radiological images is a favored instructional format by students. Rizzolo et al revealed that 80% of students liked the concept of radiologic anatomy.18 Radiology, by bridging the gap between anatomy and clinical medicine, provides the raison dtre of the course to the students.14 Studies were also done to assess the effectiveness of radiologic images in gross anatomy teaching; they concluded, that integrating anatomy instruction with radiologic imaging was an effective approach for teaching students.15,19

However, despite best practice guideline recommendations from medical organizations such as the Association of American Medical College, the General Medical Council and the Royal College of Physicians and Surgeons of Canada, the role medical images play in teaching gross anatomy is not standardized, its weight varying among and even within countries.2022

Research on the issue has been done in North America, Europe, and a few Asian countries but there is a paucity of information regarding medical schools in Africa and the rest of the developing world. This study, therefore, aimed to determine the extent of the use of radiologic images in the learning of anatomy in Ethiopian medical schools. Ethiopia, where this study has taken place, has undergone a major transformation in medical education; increasing its public medical schools from 5 to 28 in a relatively short time. Its annual medical school admission also has increased from the hundreds to thousands. In a state of rapid expansion, it is only natural to assume the existence of challenges.

We carried out the study in the school of medicine of Dire Dawa University. After reviewing of literature, we designed a questionnaire that used an online google survey program. Through the Ethiopian anatomical society, we identified individuals currently offering gross anatomy to medical students. We invited those identified to participate in our survey. Once the identified individual had agreed to participate in our survey, an e-mail was sent directing them to the Web site that hosted our survey. The Web site was used to collect responses, compile, analyze and display results.

Among 28 public medical schools found in Ethiopia, 20 took part in the survey. Of 42 anatomists available in these medical schools, 34 responded to the survey questions, making a response rate of 80.9%.

Regarding experiences of the anatomists in teaching gross anatomy to medical students, the majority (55.9%) had an experience of 46 year, 32.4% had an experience of 13 years, 8.8% had an experience of 78 years, and 2.9% had an experience of greater than 10 years. Regarding academic rank, 67.6% were lecturers and 32.4% were Assistant professors.

Regarding the delivery time of anatomy to medical students, the majority of medical schools teach anatomy in the first and second year.

When asked if they had any training or course in radiologic anatomy, the majority (73.5%) said No. the rest (26.5%) had taken a course in their post-graduate studies.

Regarding utilization of radiologic images in teaching gross anatomy, 55.9% used radiologic images in teaching. Most used images in didactic lecturing (66.7%) and others (5.6%) incorporated them into problem-based learning (PBL). (Figure 1) When asked what percent of images used in teaching are radiological; the majority (68.4%) stated <5%. (Figure 2)

Figure 1 Radiologic image usage with respect to teaching methodology.

Figure 2 The relative proportion of radiologic images when compared to total images used to teach.

Regarding the preferred radiologic modality based on the utilization in teaching, the majority 15 (44.2%) ranked X-ray high. MRI 5 (14.7%), ultrasound 4 (11.7%) and CT-scan 3 (8.8%).

Regarding the provision of a computer/web-based resource to their students, 44.1% confirm availability. Of those providing the resource, the majority stated offering dissection videos or online lectures.

Regarding the availability of Radiologists in their schools, the majority (72.2%) stated having full-time Radiologists in their medical schools. However, they noted a lack of relationship between the Radiology and Anatomy departments. Almost all responded that the Radiologists had no contributions to teaching Anatomy to medical students.

Radiological imaging has revolutionized the means of studying patients anatomy. In parallel, it is important that our anatomy teaching adjusts to that context. Its alarming that our survey has found only slightly higher than half of the medical schools reported the incorporation of radiologic images in their teaching; even among those, limitations both in extent (responsible for <5% out of the total teaching images) and variety observed.

There are many existing resources on the Internet for studying anatomy.9,12,23 For example, a study by Choi et al evaluated electronic resources and reported that there were over 100 educational Web sites focused on teaching anatomy.24 Despite many Ethiopian institutions offering web or computer-based learning, we have found the majority are online lectures or dissection videos. Despite, this being helpful in schools where cadaver is in short supply, it comes with an inherent limitation. A study has shown Students often cannot appreciate arbitrary planes and structural relations in such demonstrations.23

Providing students with Radiological digital teaching files/webs that are organized in ways making multidimensional (axial, sagittal, and coronal) visualization possible would help in alleviating this shortcoming. These files have become increasingly easy to develop with picture archives and communication systems (PACS).

One other important finding of our survey is the lack of relationship between anatomy and radiology departments. The importance of establishing relations between these two has been discussed in literatures.9,13,17,25 Beginning medical students appreciate the clinical insights provided by radiologists. Radiologists can provide students with a clear grasp of why knowing anatomy is relevant. The radiology department could also help in providing medical images.

Despite the nationwide used medical school curriculum developed by the consortium of medical schools in Ethiopia allocating significant sessions for radiologic anatomy; this survey revealed the role it plays to be limited. The study has also shown most instructors lacked prior training in radiologic anatomy. We, therefore, recommend the concerned authorities provide continue medical education on radiologic anatomy.

MRI, magnetic resonance imaging; CT, computer tomography; PACS, picture archiving & communication system.

The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.

Informed consent was taken on the online survey, ethical approval was granted by Dire Dawa Universitys institutional review board with Reference no.0029/2014.

Consent for publication was taken and agreed to publish.

We would like to acknowledge members of the Ethiopian anatomic society who took part in the survey.

All authors made a significant contribution to the work reported, whether that is in the conception, study design, execution, acquisition of data, analysis, and interpretation, or in all these areas; took part in drafting, revising, or critically reviewing the article; gave final approval of the version to be published; have agreed on the journal to which the article has been submitted; and agree to be accountable for all aspects of the work.

We have received no financial support in undertaking this study.

The authors declare they have no competing interests including financial and non-financial.

1. Fitzgerald JEF, White MJ, Tang SW. Are we teaching sufficient anatomy at medical school? Opinions Newly Qual Doctors. 2008;724:718724.

2. Schober A, Pieper CC, Schmidt R, Wittkowski W. Anatomy and imaging: 10 years of experience with an interdisciplinary teaching project in preclinical medical education from an elective to a curricular course Anatomie und bildgebung: 10 Jahre Erfahrung mit einem interdisziplinren Lehrprojek. RoFo. 2014;186(5):458465. doi:10.1055/s-0033-1355567

3. Turney B. Anatomy in a modern medical curriculum. Ann R Coll Surg Engl. 2007;89(2):104107. doi:10.1308/003588407X168244

4. Branstetter B, Faix L, Humphrey A, Schumann J. Preclinical medical student training in radiology: the effect of early exposure. Am J Roentgenol. 2007;188(1):W9W14. doi:10.2214/AJR.05.2139

5. Dinesh Kumar V, Rajprasath RVKN. Specializing anatomy - Developing an integrated radiologi- cal anatomy module for the first year medical students. Int J Anat Res. 2017;5(3):41064113.

6. Munk PL, Nicolaou S, Forster BB, Darras KE. A Golden Opportunity for Radiologists: bringing Clinical Relevance to Undergraduate Anatomy Through Virtual Dissection. Can Assoc Radiol J. 2017;68:20162017. doi:10.1016/j.carj.2016.08.006

7. Cheung CC, Bridges SM, Tipoe GL. Why is anatomy difficult to learn? The implications for undergraduate medical curricula. Anat Sci Educ. 2021;14(6):752763. doi:10.1002/ase.2071

8. Waseem N, Eraky MA, Iqbal K. Why do medical students forget anatomy later on? A qualitative study. J Pak Med Assoc. 2017;68:12281232.

9. Mitchell BS, Williams JE. Trends in Radiological Anatomy Teaching in the UK. Clin Radiol. 2002;57(12):10701072. doi:10.1053/crad.2002.1116

10. Lufler RS, Zumwalt AC, Romney CA, Hoagland TM. Incorporating radiology into medical gross anatomy: does the use of cadaver CT scans improve students. Acad Perform Anat. 2010;63:5663.

11. Barros NDE, Rodrigues CJ, Junqueira A, Antonio R, Germano M. The value of teaching sectional anatomy to improve CT scan interpretation. Clin Anat. 2001;41(1):3641. doi:10.1002/1098-2353(200101)14:1<36::AID-CA1006>3.0.CO;2-G

12. Grignon B, Oldrini G, Walter F. Teaching medical anatomy: what is the role of imaging today? Surg Radiol Anat. 2015;38(2):253260.

13. Chowdhury R, Wilson IOR, Oeppen RS. The departments of radiology and anatomy: new symbiotic relations? Clin Radiol. 2008;63(8):918920. doi:10.1016/j.crad.2008.03.004

14. Chew C, O`Dwyer PJ, Young DGJ, Gracie JA. Radiology teaching improves Anatomy scores for medical students. Br J Radiol. 2020;93(1114):20200463. doi:10.1259/bjr.20200463

15. Marker DR, Bansal AK, Juluru K, Magid D. Developing a radiology-based teaching approach for gross anatomy in the digital era. Acad Radiol. 2010;17(8):10571065. doi:10.1016/j.acra.2010.02.016

16. Rengier F, Doll S, von Tengg-Kobligk H, Kirsch J, Kauczor H-U, Giesel FL. Integrated teaching of anatomy and radiology using three-dimensional image post-processing. Eur Radiol. 2009;19(12):28702877. doi:10.1007/s00330-009-1507-2

17. Gunderman RB, Wilson PK. Viewpoint: exploring the human interior: the roles of cadaver dissection and radiologic imaging in teaching anatomy. Acad Med. 2005;80(8):745749. doi:10.1097/00001888-200508000-00008

18. Rizzolo LJ, Stewart WB, OBrien M, et al. Design principles for developing an efficient clinical anatomy course. Med Teach. 2006;28(2):142151. doi:10.1080/01421590500343065

19. Erkonen WE, Albanese MA, Smith WL, Pantazis NJ. Effectiveness of teaching radiologic image interpretation in gross anatomy. A long-term follow-up. Invest Radiol. 1992;27(3):264266. doi:10.1097/00004424-199203000-00016

20. Keeffe GWO, Davy S, Barry DS. Annals of Anatomy Radiologists views on anatomical knowledge amongst junior doctors and the teaching of anatomy in medical curricula. Ann Anat. 2019;223:7076. doi:10.1016/j.aanat.2019.01.011

21. Association of American Medical Colleges. Association of American Medical Colleges.Learning Objectives for Medical Student Education: Guidelines for Medical Schools. 1st ed. washington DC: Association of American Medical Colleges; 1998.

22. GMC. General Medical Council. Promoting Excellence: Standard for Medical Education and Training. 1st ed. London, UK: General Medical Council; 2015:51.

23. Murakami T, Tajika Y, Ueno H, et al. An integrated teaching method of gross anatomy and computed tomography radiology. Anat Sci Educ. 2014;449:438449. doi:10.1002/ase.1430

24. Choi A-RA, Tamblyn R, Stringer MD. Electronic resources for surgical anatomy. ANZ J Surg. 2008;78(12):10821091. doi:10.1111/j.1445-2197.2008.04755.x

25. Jack A, Burbridge B. The utilisation of radiology for the teaching of anatomy in Canadian medical schools. Can Assoc Radiol J. 2012;63:160164. doi:10.1016/j.carj.2010.11.005

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Extent of utilization of radiologic images in teaching | AMEP - Dove Medical Press

Happy Day: ‘The Anatomy Of Melancholy’ Brings $57960 At Pook & Pook – Antiques And The Arts Weekly – Antiques and the Arts Online

DOWNINGTOWN, PENN. Estimated just $4/6,000, Robert Burtons (English, 1577-1640) scholarly and satirical medical textbook of 1621 brought a healthy $57,960, including buyers premium, leading Pook & Pooks sale of photography, prints and ephemera on August 17. The first edition of The Anatomy of Melancholy by Burton, printed at Oxford by John Lichfield and James Short, for Henry Cripps, 1621, was subtitled What It Is, With All the Kindes, Causes, Symptomes, Prognostickes, and Several Cures Of It and was bound in dark green leather with gilt bordered boards and gilt spine, gilt edges and marbled endpapers. Stemming from the collection of Dr Fin Sparre, Wilmington, Del., the tome addresses what today might be characterized as clinical depression and takes the reader on an encyclopedic tour of topics as far ranging as digestion, goblins and American geography. It became one of the most popular books of the Seventeenth Century and is still an influential work in the study of mental illness and depression. An upcoming further review of this sale will present additional highlights.

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Happy Day: 'The Anatomy Of Melancholy' Brings $57960 At Pook & Pook - Antiques And The Arts Weekly - Antiques and the Arts Online

WIMI Hologram Academy: The Application of 3D modeling Technology in Digital Anatomical Models – The Bakersfield Californian

HONG KONG, Aug. 23, 2022 (GLOBE NEWSWIRE) -- WIMI Hologram Academy, working in partnership with the Holographic Science Innovation Center, has written a new technical article describing their research on the application of 3D modeling technology in digital anatomical models. This article follows below:

Backward anatomy teaching methods, insufficient sources of teaching cadavers and lack of original 3D anatomical models have been the main problems in anatomy teaching.Scientistsfrom WIMI Hologram Academy of WIMIHologram CloudInc.(NASDAQ: WIMI)appliedadvanced 3D animation technology to create a 3D anatomical data model for medical purposes. It is possible to obtain comprehensive 3D data of the human body and preserve the body shape and structure information.

1. Statusquoof digital anatomical models

1.1 International research on digital anatomy technology

Digital virtual human research in the United States began in the 1980s.In 1989, the United States began to conceive a medical image library to provide a biomedical literature image retrieval system, which was later acquired by a well-known university work known as the "VisibleHuman Project".

In October 1999, the U.S. launched the Oak Ridge Project, and by 2001 the U.S. had established the Digital Human Body, which contains VHP datasets and ancillary datasets, anatomical levels of the virtual human body, medical knowledge related to the clinical information base of diseases and syndromes, and an expanding set of tools and products.

Later, Korea started the Visible Korean Human (VKH) project and completed the first male specimen cut in 2000 with a slice spacing of 0.12 mm and a total of 8,590 sections of 15,317 GB of data. The anthropometric national database construction program was also initiated in Japan in 2001. Currently, Japan has constructed the "Japanese VisibleHuman" using CT and MRI imaging technology.

1.2 Chinasresearch on digital anatomy technology

In November 2001, the 174th Xiangshan Science Conference was held to discuss the topic of "China's digital visiblehuman body", and in June 2002, with the support of the 863 program, Chinesescientists proposed that the state formally establish the "digital virtual human body" research project. In June 2002, with the funding of 863 program, Chinesescientists proposed to the state to formally establish the "Digital Virtual Human Body" research project "Virtual Chinese Project".

2.The application of 3Danatomical model on the analysis of modeling techniques

The technical means used to make the virtualhuman are basically the same at home and abroad, which are summarized into the following three kinds:

2.1 Two-dimensional image based three-dimensional model construction technology

This technique originated around 1970 and took a big leap forward in 1980 with the development of computer technology. In2000or so, this modeling approach can be further subdivided into:1) Contour method, which later scholars continued to refine. 2) Motion method, also known as motion-based modeling. 3) Light and dark method, also known as motion-based modeling. In terms of efficiency,this 3D modeling technique based on 2D graphics is the most convenient and cost effective way. It is now open to commercial applications.

2.2 Digital 3D scanning technology

3D scanning technology can be divided into large scenes for buildings, desktop scanners for heritage restoration and CT imaging for medical applications. Digital three-dimensional scanning in the protection and restoration of cultural relics, film and television production, virtual reality is more common. In the restoration of cultural relics, in 2000, the National Palace Museum in Taipei scannedthe"Jade Cabbage" processto get the point cloud data'.

2.3 Interactive manual modeling

Interactive manual modeling refers to the application of automatic computer imaging technology with manual modification of the model. This technique can effectively correct the distribution of point clouds on the model, making it controllable under human intervention and saving computer resources. The historical large-scale use of manual modeling is the combination of computer technology and film and television art in 1980. As the model applied in film and television animation is different from the 3D model used for museum relic restoration and cultural heritage protection. It needs the model with animation, close viewing.

3.Conclusion

As a "scientific", "intuitive" and "easy to use" software, it is not necessary to be medically accurate. Of course, it is necessary to be medically accurate, but the cost is a lot of human and financial resources in the pre-production, and the data package is very large in the post-production. In order to recover the production cost, we can only raise the price, which will create a vicious circle. If a different way of thinking, from a technical point of view to reduce production costs, taking into account the degree of public demand for digital anatomy software, with a more labor-saving method to build digital anatomical models, first shed part of the accuracy to enhance the production efficiency of the case, the current digital anatomical products will have better development prospects.

Founded in August 2020, WIMI Hologram Academy is dedicated to holographic AI vision exploration and researches basic science and innovative technologies, driven by human vision. The Holographic Science Innovation Center, in partnership with WIMI Hologram Academy, is committed to exploring the unknown technology of holographic AI vision, attracting, gathering, and integrating relevant global resources and superior forces, promoting comprehensive innovation with scientific and technological innovation as the core, and carrying out basic science and innovative technology research.

Contacts

Holographic Science Innovation Center

Email: pr@holo-science. com

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WIMI Hologram Academy: The Application of 3D modeling Technology in Digital Anatomical Models - The Bakersfield Californian

Cranial Nerves: Anatomy, Function, and Related Conditions – Healthgrades

The cranial nerves consist of 12 pairs of nerves that originate in the brain. They provide sensory, motor, and autonomic control of structures in the head, neck, and trunk. When something goes wrong with the cranial nerves, it can affect the senses or the ability to speak, chew, or swallow.

This article explains everything about the cranial nerves and their anatomy, function, and disorders.

The cranial nerves arise in the brain. They get their name because they exit throughopeningsin the skull or cranium.There are 12 pairs of cranial nerves, often designated by Roman numerals.

Cranial nerves IIIXII (312)originatein the brainstem. This structure is the top part of the spinal cord that sits inside the skull. It is responsible for reflexes, autonomic and unconscious processes, and some voluntary movements.

Learn about brainstem structure and function.

Cranial nerves I and II come from the cerebrum. The cerebrum is the most developed part of the brain. Higher functions take place there, such as language, logic, memory, and understanding.

Learn about cerebrum structure and function.

The cranial nerves carry signals between the brain and the structures they control. There are three categories of function:

Cranial nerves may be sensory, motor, autonomic, or a combination.

Disorders and conditions of the cranial nerves caninvolveone or more nerves. The causes and symptoms of cranial nerve disorders often overlap. Conditions that can affect cranial nerves include:

Because the cranial nerves come in pairs for each side of your body testsfor cranial nerve function evaluate symmetry: Is the change on both sides equally, or is one of the nerve pairs affected more than the other? Evaluations include:

Treatments for cranial nerve dysfunction

Treatment for cranial nerve dysfunctiondependson the cause. In general, doctors recommend nonsurgical treatments first. Sometimes surgery is necessary.

Seunggu Han, MD, reviewed the following frequently asked questions.

What is cranial nerve 2?

Cranial nerve 2 is theopticnerve. It is responsible for your sense of sight. It connects to the eyes retina, the light-sensing part at the back of the eyeball. The optic nerve carries signals from the retina to the brain. The brain interprets the signals as vision.

What is the largest cranial nerve?

The largest is the trigeminal nerve. This is cranial nerve V (5th cranial nerve). The longest cranial nerve is the vagus nerve or cranial nerve X. Vagus means wandering or straying in Latin. The nerve branches and spreads to innervate several organs and systems.

Which cranial nerve is vision?

Vision is possible because of theopticnerve. It is cranial nerve II, also known as the 2nd cranial nerve.

The 12 pairs of cranial nerves arise directly out of the brain. They provide nerve supply to the organs and structures in the head and neck. However, the vagus nerve plays a role in various bodily autonomic functions and supplies several organs. Learn more about the autonomic nervous system.

The cranial nerves are responsible for our senses. They are also the source of movement for the face, neck, and shoulders.

Learn about the central nervous system here.

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Cranial Nerves: Anatomy, Function, and Related Conditions - Healthgrades

Anatomical Study of the Variants of Extrapelvic Part of the Pudendal Nerve – Cureus

Background

A comprehensive understanding of the anatomy of the extra pelvic course of the pudendal nerve and its variations is crucial when undertaking perineal and perirectal procedures to safeguard the integrity of the extrapelvic segment of the pudendal nerve and its branches. So we aimed to identify the changes in the pudendal nerve's extrapelvic branching pattern before it enters the pudendal canal and its relationships and connections.

A cross-sectional descriptive study was carried out on 26 formalin embalmed adult human cadavers between 20 to 65 years (16 male and 10 female) of north Indian origin. Anatomical course, variations, and connections of the pudendal nerve before entering the pudendal canal were noted.

The extrapelvic course of the pudendal nerve was examined in 52 hemipelves (26 cadavers) after meticulous dissection. Single pudendal nerve trunk (type I) was identified in 51.9% of hemipelves. Two trunked pudendal nerve with inferior gluteal nerve piercing the sacrospinous ligament (type IIa) was observed in 13.5% of hemipelves. 23.1% of hemipelves exhibited two trunked pudendal nerves with inferior gluteal nerve not piercing the sacrospinous ligament(type IIb). Three trunked pudendal nerve (type III) was observed in 11.5% of hemipelves. In 14/52 hemipelves (26.9%), communication with the sciatic nerve was noted, whereas, in 38/52 hemipelves (73.1%), no communication with the sciatic nerve was present.

The extrapelvic course of the pudendal nerve may present with an earlier subdivision or even an aberrant connection with the sciatic nerve. These anatomical variations of the extra pelvic course of the pudendal nerve, its variations, and connections are essential for all surgeons and anesthetists operating in the perineal and perirectal region to avoid unwanted complications.

The pudendal nerve develops right above the superior border of the sacrotuberous ligament and the upper fibers of the ischiococcygeus. It is derived from the ventral divisions of the second, third, and fourth sacral ventral rami. It leaves the pelvis through the greater sciatic foramen to descend posterior to the sacrospinous ligament. It accompanies the internal pudendal artery through the lesser sciatic foramen into the pudendal canal on the lateral wall of the ischioanal fossa. It passes anterior to the lateral third of the sacrotuberous ligament and medial or posterior to the ischial spine before entering the perineum through the lesser sciatic foramen via the pudendal canal, also known as Alcock's canal after the prominent Irish anatomist Benjamin Alcock[1]. The pudendal nerve gives rise to three main branches: the inferior rectal, perineal, and dorsal nerve of the clitoris or the penis. The pudendal nerve supplies motor and sensory innervation to the perineum[2].

Sound knowledge of the anatomical variations of the pudendal nerve and its branches is essential for all surgeons performing perineal surgeries such as sacrospinous colpopexy, better known as Richter's procedure[3]. The procedure treats vaginal and uterine prolapse and the tension-free vaginal tape to treat female stress urinary incontinence[4,5]. A good understanding of the course, branching pattern, and variations of the pudendal nerve are helpful in perineal/perirectal operative procedures such as external urethral sphincter repair or drainage of complex perirectal abscesses[6].

In the gluteal region, the pudendal nerve lies posterior to the sacrospinous ligament and anterior to the sacrotuberous ligament. The relationship of the pudendal nerve to the sacrospinous ligament has significant clinical ramifications. However, there is a lack of literature examining the variations in pudendal nerve anatomy in the gluteal region; as the pudendal nerve passes around the ischial spine and crosses behind the sacrospinous ligament, it is of significance during several gynecological procedures. For example, inaccurate placement of sacrospinous sutures during a sacrospinous fixation for vaginal prolapse, either through the entire thickness of the ligament or too far laterally, might cause pudendal nerve entrapment[3]. Therefore, to protect the integrity of the pudendal nerve and its branches, a clear understanding of the anatomy of the pudendal nerve and its variations is essential while performing perineal or perirectal procedures. Henceforth, the present study was conducted with the Primary objective of ascertaining the incidence of the early divisions of the pudendal nerve proximal to the pudendal canal with emphasis on its clinical relevance. A secondary objective was identifying variations in its extrapelvic course, particularly aberrant connections bearing embryological significance and clinical applicability.

The study was conducted in the Department of Anatomy, Rajendra Institute of Medical Sciences (RIMS), Ranchi, Jharkhand, India, after the Institutional Ethics Committee (IEC) of RIMS, Ranchi having approval number 242 Dated 03/06/2021. A cross-sectional descriptive study was carried out over 24 months on 26 (16 male and 10 female) formalin embalmed adult human cadavers of north Indian ethnicity aged between 20 to 65 years. The cadavers with any apparent perineal/perianal anomaly were excluded from this study. The pudendal nerve was exposed through a posterior dissection approach with the cadaver in a prone position. The skin between the anterior iliac spine, the greater trochanter, the ischial tuberosity, and the posterior superior iliac spine was removed. The gluteus maximus was exposed, sectioned longitudinally near its origin, and was reflected laterally to its insertion[7]. The gluteus medius and minimus, piriformis, two Gemelli, tendon of obturator internus, and quadratus femoris were identified under its cover. The sciatic, superior, and inferior gluteal nerves and vessels were cleaned and noted. Eventually, the attachments of the sacrotuberous ligament were dissected and detached from their origin to trace the pudendal nerve, internal pudendal vessels, and the nerve to the obturator internus. Its relation with the sciatic nerve and the sacrotuberous ligament was observed and noted. The sacral spine and the sacrospinous ligament were dissected and noted.

The presence or absence of early subdivision of the pudendal nerve was noted. Also noted is whether such variations are unilateral or bilateral. This study classified the variation in the trunk of the extra pelvic part of the pudendal nerve into four types. This was based on the classification proposed by Mahakkanukrauh et al. (2005) with obvious modifications[8]. Type I includes Single trunked pudendal nerve (Normal variant, passing posterior to the sacrospinous ligament without any division/communication to the sciatic nerve)[1]. Type IIa includes double trunked (bifurcated) pudendal nerve with one trunk as inferior rectal nerve piercing/passing through the sacrospinous ligament or fixed to the sacral spine by ligamentous strands. Type IIb includes double trunked (bifurcated) pudendal nerve with one inferior rectal nerve not piercing/passing through the sacrospinous ligament. Type III includes the triple trunked (trifurcated) pudendal nerve. Moreover, anomalous communication between the pudendal nerve and the sciatic nerve in the variants mentioned above was also noted, if present.

The variations of the pudendal nerve; in its trunks, connections, and branching patterns were photographed by the camera of the Motorola one fusion plus, a 64MP Samsung ISOCELL Plus GW1 1/1.72" sensor with 0.8m pixels and f/1.8 lens, under a light source[9].

Descriptive data were analyzed and interpreted using Jamovi software for Windows, Version 2.2.5.0[10]. A chi-square test of independence was conducted between gender, side of the limb, and sciatic nerve communication status. Fisher's Exact Test was used if 50% of cells had an expected count of less than 5. When the P value was found to be more than 0.05, it was not considered statistically significant. It was considered statistically significant if the P value was less than 0.05.

The present study investigated the pudendal nerve trunk related to the sacrospinous ligament in 26 cadavers (16 males and 10 females), or 26 right and left hemipelves. In the present study, 27 out of 52 hemipelves (51.9%) were identified as type I having a single pudendal nerve trunk (Fig1, 2).

Type IIa (Fig3), Exhibits double trunks of the pudendal nerve; one trunk was the inferior rectal nerve and was found piercing/passing through the sacrospinous ligament. This branching pattern was observed in 7 out of 52 hemipelves (13.5%).

Twelve out of 52 hemipelves (23.1%) were type IIb (Fig 4, 5), where bifurcated trunks of the pudendal nerve were observed, but the inferior rectal nerve did not pass through the sacrospinous ligament.

Six out of 52 hemipelves (11.5%) were type III (Fig 6, 7) where trifurcated trunks of pudendal nerve were observed.

Fourteen out of 52 hemipelves (26.9%) exhibited a communicating branch connecting the pudendal nerve with the sciatic nerve, whereas in 38 out of 52 hemipelves (73.1%), no such communication was observed (Table1).

A chi-square test of independence was conducted between gender, side of the limb,, and sciatic nerve communication status. All expected cell frequencies were greater than five. There was statistically no significant association between gender and sciatic nerve communication status, 2(1) = 0.061, p = 0.805. Also, there was statistically no significant association between the laterality, i.e., left or right limb, and sciatic nerve communication status, 2(1) = 3.52, p = 0.061 (table 2).A chi-square test of independence was conducted between the pudendal nerve variant type and sciatic nerve communication status. Fisher's Exact Test was applied as 50% of cells have an expected count of of less than 5. There was statistically no significant association between the pudendal nerve variant type and sciatic nerve communication status (two-tailed p = 0.099) (table 2).

A chi-square test of independence was conducted between the gender, laterality, and the pudendal nerve variant type. Fisher's Exact Test was applied as 50% or more cells have an expected count of less than 5. There was a statistically significant association between the pudendal nerve variant type and gender, Fisher's Exact Test (two-tailed p = 0.034). In contrast, there was statistically no significant association between the pudendal nerve variant type and laterality, i.e., right or left side of the limb (two-tailed p = 0.64) (table 3).

The present study depicts the variations in the trunk of the pudendal nerve into four types. A comparison was made regarding the present study's findings with the previous studies reporting various patterns in divisions of the pudendal nerve trunk (Table4).

Mahakkanukrauh et al. (2005)reported the pudendal nerve trunking concerning the sacrospinous ligament in 37 cadavers (73 sides of hemipelves) of 21 males and 16 females, ranging from 18-83 years of age[8]. The authors elaborated to subdivide the pudendal nerve trunking into five types: type I is defined as one-trunked (41/73; 56.2%), type II is two-trunked (8/73; 11%), type III is two-trunked with one trunk as an inferior rectal nerve piercing through the sacrospinous ligament (8/73; 11%), type IV is two-trunked with one as an inferior rectal nerve not piercing through the sacrospinous ligament (7/73; 9.5%), and type V is three-trunked (9/73;12.3%)[8]. Kocabiyik et al. (2008) reported that the pudendal nerve was defined as a single trunk in 62%, double trunk in 34%, and triple trunk in 4%[11].Pirro et al. (2009) reported that the pudendal nerve was a single trunk in 3/4 of the cases[12]. Maldonado et al.(2015), in a study on unembalmed female cadavers, reported that a single pudendal nerve trunk was identified in 61.5% of hemipelvis and inferior rectal nerve was noted to enter the pudendal canal in 42.3% of hemipelvis[13,14]. Shafik et al. (1995) reported that the pudendal nerve was derived from S2, 3, and 4 in 14/20, S1, 2, 3, and 4 in 5/20, and from S2, 3, 4, and 5 in 1/20[6].

Mahakkanukrauh et al. (2005) reported that in case the pudendal nerve was two-trunked, the inferior rectal nerve represented one trunk piercing the sacrospinous ligament in 11% of cases or not piercing the sacrospinous ligament in 9.5%[8]. In our study, the two trunked pudendal nerves with one trunk as the inferior rectal nerve pierced the sacrospinous ligament in 13.5% of cases. In contrast, in 23.1% of cases, the inferior rectal nerve did not pierce the sacrospinous ligament.

Viktor Matejcik(2012) studied the pudendal nerve in 20 cadavers and found that the inferior rectal nerve penetrating the sacrospinous ligament was observed in a single case, while the inferior rectal nerve arising from the pudendal nerve before entering the pudendal canal was found in four cases[13].

O'Bichere et al. (2000), while describing a new approach for maximal exposure of pudendal nerve in 14 human cadavers for anomalies and its implications for reconstruction; reported that Type 1 (2-trunked) and Type 2 (3-trunked) of the pudendal nerve were recognized in 30% of cadavers[15].

These variations and aberrant connections can be explained within the context of embryogenic development. The variation in the pudendal nerve (root value S2, S3, and S4) and its aberrant communication with the sciatic nerve(root value L4, L5, S1, S2, and S3) are related to the embryonic development of the lower limb. At the end of the fourth week of embryonic development, limb buds start developing as an out pocket from the ventrolateral body wall by activating a group of mesenchymal cells in the somatic lateral mesoderm. The lower limb buds are visible by day 25-26 and consist of a mesenchymal core of mesoderm covered by a layer of ectoderm known as an apical ectodermal ridge (AER). Lower limb buds lie opposite the lower four lumbar and upper two sacral segments. As soon as the buds form, ventral primary rami from the appropriate spinal nerves penetrate the mesenchyme. Immediately they establish an intimate contact with the differentiating mesodermal condensations, and this early close contact between the nerve and muscle cells is essential for complete functional differentiation. These motor axons from the spinal cord enter the limb buds during the fifth week and grow into the dorsal and ventral muscle masses. Sensory axons enter the limb buds after the motor axons and use them for navigation. The spinal nerves are distributed in segmental bands, supplying both dorsal and ventral surfaces of the limbs. However, cutaneous nerve areas and dermatomes show considerable overlapping. Since many factors influence the formation of the lower limb muscles and their nerves during embryogenesis, any change may lead to variations in the innervation. Imperative variations in innervation patterns may result from altered molecular signaling between the mesenchymal cells and neuronal growth bud at the time of the fusion of the lumbosacral plexus.

The appearance of early divisions may have originated from the lack of coordination between the formation of the limb muscles and their innervation. Also, failure of differentiation may be attributed as a cause for some of the fibers taking an aberrant course into a communicating branch[16,17]. No literature or evidence can ascertain whether these are afferents or efferents. Literature was searched extensively, but no research article or case report was available on the communication between the sciatic and pudendal nerves. This finding of anomalous communication may help explain the aberrant nerve block of the sciatic or pudendal nerve when either is intentionally blocked, resulting in the blockade of both the nerves[18]. This may also be significantly useful in the diagnosis of unexplained chronic perineal or lower pelvic pain and their possible remedy by excision of such anomalous connections. Sedy et al.(2007) reported that chronic pain related to pudendal nerve entrapment is challenging to diagnose and treat accurately. Better awareness of pudendal entrapment across specialties will emerge with a better awareness of pudendal entrapment ongoing work on the subject[19]. This study may better understand pudendal neuralgia, one of the causes of chronic perineal pain. Kaur and Singh (2021) also reported that it remains primarily underdiagnosed and inappropriately treated[20].

Due to the limited sample size and lack of neurophysiological association, the results of the current study and its discussion call for cautious interpretation. Nevertheless, the observations detailed in the present study provide a comprehensive account of the extrapelvic course, variations, and connections of the pudendal nerve, which may be helpful from the clinical perspective.

Henceforth, as detailed in this study, a comprehensive understanding of the course, early branching pattern, variations, and aberrant communication of the pudendal nerve is helpful for surgeons performing perineal surgeries, perirectal/perianal surgeries. Also, Improved characterization of the pudendal nerve may serve as a guide for nerve reconstruction surgery; effective pudendal nerve block will also help avoid intraoperative complications and better understand chronic perineal pain like pudendal neuralgia hence enhancing the existing treatment modalities.

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Anatomical Study of the Variants of Extrapelvic Part of the Pudendal Nerve - Cureus

Power games: The Anatomy of a Scam – The New Indian Express

Express News Service

The Anatomy of a ScamHow AAP govt gave windfall profits to a few

Since The New Indian Express broke the story of the Kejriwal government drafting a liquor policy to favour a few, this columnist has been inundated with calls and messages asking what could be wrong with a policy that helped bring down booze prices and made tipplers happy. The fact that all was not well with the policy became evident when the government withdrew it citing a huge drop in the states revenue after its implementation. Heres a brief lowdown on the wrongs committed by the Delhi government. The new policy allowed wholesalers to offer discounts and rebates to retailers of their choice. This tilted the playing field in favour of select retailers who reaped windfall profits with the help of wholesalers. The old policy mandated uniform discounts for all retailers.

As a result of huge discounts received from wholesalers, some retailers started offering a buy-one-get-one-free scheme. More than half of all retailers in Delhi could not survive this predatory pricing and surrendered their licenses. The Delhi government, instead of retendering the closed retail zones, allowed the existing ones to double their profits with buyers from the closed zones flocking to them. The increased sales of some retailers did not yield commensurate profits to the government. In the new policy, the state shifted from excise-based revenue to license fee regime. It reduced the nearly 200 percent excise duty on the wholesale price to one percent duty on sales.

In order to make up, it introduced a high license fee of Rs 300 crore per retailing zone per annum. But with half the zones shutting down, the government lost the license fees and earned almost nothing from the doubling of sales of the operating half. As a result, while some retailers made windfall gains, the states revenue dropped to Rs 3,700 crore from Rs 6,300 crore in the previous year. The government had announced that the new policy would raise its revenue earning to Rs 9,000 crore.

The state government also appears to have knowingly allowed violations of the provisions of the new policy. The policy mandates that manufacturers, wholesalers, and retailers will work in their respective silos. A manufacturer cannot be a wholesaler or a retailer, similarly, wholesalers and retailers cannot get into the other two businesses. But there are examples of the government turning a blind eye to many manufacturers getting into wholesaling and retailing, and wholesalers bagging retailing licenses.

Key ConspiratorsPoliticians, a media house, and friends of AAP

The Delhi governments new excise policy is alleged to have been drafted and executed with the involvement of a set of people who were not part of the government. These people reportedly worked closely with deputy chief minister Manish Sisodia, who also holds charge of the excise department, and emerged as key beneficiaries of the policy. Among them are Vijay Nair, former CEO of M/s Only Much Louder, an entertainment and event management company, Manoj Rai, who has been till recently an employee of Pernod Ricard, Amandeep Dhal, owner of Brindco Spirits, Sameer Mahendru, owner of IndoSpirits, Amit Arora, Director of Buddy Retail Pvt Ltd, Dinesh Arora, a liquor trader, Sunny Marwah, a director in companies/firms being managed by the family of late Ponty Chadha, and Arjun Pandey, who has been associated with a media company headquartered in south India.

These people are considered close to Sisodia and their role in customising the new liquor policy to extend wrongful favours to select wholesalers, and managing the alleged kickbacks from liquor licensees is now being probed by the CBI. The role of two large liquor manufacturers is also reportedly being looked into. Sameer Mahendru and Amandeep Dhal are associated with these two manufacturers. Sources said Vijay Nairs company has reportedly been involved with the Aam Aadmi Party. Though a private person, Nair is said to have attended meetings that Sisodia held with top state government officials to finalise the new liquor policy.

There are reports that state government officials did not like Nairs presence in the meetings as he tried to bulldoze them on Sisodias behalf. YSR Congress Party member of Parliament Magunta Sreenivasulu Reddy has also been a key beneficiary of Delhis new liquor policy. Reddy and Hyderabad-based company Sri Avantika Contractors (I) Pvt Ltd controlled almost one-third of Delhis liquor vends through investments. The CBI is likely to look into the books of these two entities. The investigative agency has cast its net wide, but Manish Sisodia will remain at the centre of its investigations.

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Power games: The Anatomy of a Scam - The New Indian Express

Ally McBeal Sequel Series With Black Female Lead in the Works at ABC From Grey’s Anatomy Writer – TVLine

Ally McBeals TV status is no longer bygones.

ABC is developing a sequel series to the quirky 90s legal dramedy, with a Black female lead taking over for Calista Flockharts title character, our sister site Deadline reports.

The new take on Ally McBeal will focus on a young Black woman who joins the current incarnation of the Cage & Fish law firm straight out of law school and who is also reportedly the daughter of Allys old roommate Renee, played by Lisa Nicole Carson on the original series. (Flockhart has been approached about reprising her role and serving as an executive producer, but no deals have been made yet.)

Karin Gist, who wrote for Greys Anatomy and Revenge before serving as showrunner on Foxs Our Kind of People and ABCs mixed-ish, will write the pilot and serve as an EP as well. Original series creator David E. Kelley is not involved in the new series but has reportedly given it his blessing; hes said in the past if Ally were to come back, hed want a woman to write it.

Ally McBeal debuted in 1997 on Fox, starring Flockhart as a hopelessly romantic young lawyer at a top Boston firm. It quickly became a cultural sensation, breaking boundaries with its then-unique mix of comedy and drama and its bizarre CGI flourishes that represented Allys inner hopes and fears like the infamous Dancing Baby that appeared when her biological clock was ticking. Ally won the Emmy for best comedy series in 1999 along with a pair of Golden Globes, ultimately running for five seasons. TVLine first reported that a revival was in the works last year.

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Ally McBeal Sequel Series With Black Female Lead in the Works at ABC From Grey's Anatomy Writer - TVLine

An expanded whole-cell model of E. coli links cellular physiology with mechanisms of growth rate control | npj Systems Biology and Applications -…

An expanded whole-cell model of E. coli links cellular physiology with mechanisms of growth rate control | npj Systems Biology and Applications  Nature.com

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An expanded whole-cell model of E. coli links cellular physiology with mechanisms of growth rate control | npj Systems Biology and Applications -...