After a brief review, authors will be notified of their acceptance/rejection before Monday, September 11th.  All accepted authors must register by Friday, September 22, 2017, or their work will be removed from the program.

Abstracts are going to be presented in one of two ways: in person or virtually.  If you are planning to physically attend the meeting, and your abstract is accepted, then you'll need to register at either the Student or Faculty/Clinician rate. 

Instructions for Preparing Abstracts

Format of Abstracts

  1. Author listing. First type the presenter’s last name in CAPITAL letters, followed by the first name and middle initial. The remaining authors follow with their first name first, then middle initial, and finally, their last name (in all capital letters). CAPITALIZE last names, middle initials, and JR., SR., or III. For first names, capitalize only the first letter. Author listings must be submitted EXACTLY as you wish for listing in the program, including full author institutional or departmental affiliation(s).
  2. Institutional affiliation. Type the name(s) of the department/hospital and institution in which the work originated, followed by city, state, and country. Abbreviate names of states using the standard two letter postal abbreviations. Include postal/zip codes.  Authors are limited to a maximum of 3 affiliations (institutional or departmental).
  3. Title. All words except articles (e.g. “the”) should begin with a capital letter.  Please note the title formatting will be consistent with the format used in the journal, Clinical Anatomy.
  4. Body of the abstract. The body of the abstract is to be composed as a single structured paragraph having embedded the following headings (in all capital letters followed by a period): INTRODUCTION., METHODS., SUMMARY., and CONCLUSIONS. for Research-Based Abstracts, or INTRODUCTION., RESOURCES., DESCRIPTION., and SIGNIFICANCE. for Descriptive Abstracts, depending on the category of abstract you are submitting.  The body of the abstract is limited to 2000 characters (including spaces). Do not indent the paragraph. The abstract should consist of text only. Do not include citations, tables or illustrations, or use undefined abbreviations. Place acknowledgments at the end in parentheses, e.g., “(Sponsored by Grant No. _____ from the _______ Association.)”

Poster Format:

The planning committee is currently reviewing the necessary parameters for the electronic posters.  However, in the interim, here is what we are envisioning: 

A horseshoe of tables in a large room where presenters can bring their laptop.  Powerpoint/Keynote/Prezi (or other tool of choice) presentations should consist of 6 slides: 1) Title, 2) Introduction, 3) Methods/Resources, 4) Summary/Description, 5) Conclusions/Significance, 6) Acknowledgements.  This is in accordance with either Research-Based or Descriptive abstracts.

Examples of Proper Formatting for Research-Based and Descriptive Type Abstracts:
Research-based abstract (clinical, bench study, and educational)

TUBBS, R. Shane, and Marios LOUKAS. Children’s Hospital, Birmingham, AL 35233, USA. Novel Method for Cerebrospinal Fluid Diversion Utilizing the Sternum: A Cadaveric and Animal Study.

INTRODUCTION. Additional distal sites for placement of cerebrospinal fluid (CSF) diversionary shunts may be necessary in some patients. The present study aimed to investigate the sternum as a potential receptacle for CSF for potential application in patients with hydrocephalus. METHODS. Five fresh adult human cadavers less than four hours from time of death underwent cannulation of the manubrium in a suprasternal location. Tap water was infused via a metal trocar for approximately 60 minutes. Additionally, morphometric examination of the manubrium from 40 adult human skeletons was performed including the height, width, and thickness of this part of the sternum. Lastly, two anesthesized rhesus monkeys underwent cannulation of the manubrium with infusion of 50 cc of saline over approximately one hour while monitoring vital signs. SUMMARY. A total of 30 L of water was easily injected into all cadaveric specimens without overflow from the infusion site or noticeable edema of the body. Upon inspection of the thoracic and abdominal cavities, no fluid accumulation was identified insuring that all infused fluid had gone into the vascular system. The manubrium had a mean length, width, and thickness of 5.1 cm, 5.0 cm and 1 cm, respectively. The two animal specimens tolerated the infusion of saline into the sternum without vital sign changes or evidence of saline leakage into the pleural cavity. CONCLUSIONS. Based on our cadaveric, osteological, and animal study, the manubrium of the sternum is an ideal location for the placement of the distal end of a CSF diversionary shunt. In vivo human studies are now required to verify our findings.

ROBERTS, Shannon L.1, Joanna WEBER2, Zhi LI1, Adel FATTAH3, Michele OLIVER2, Anne M.R. AGUR1, and Karen GORDON21Division of Anatomy, Department of Surgery, University of Toronto, Toronto, ON M5S 1A8, Canada; 2School of Engineering, University of Guelph, Guelph, ON N1G 2W1, Canada; 3Department of Plastic Surgery, Alder Hey Children’s NHS Foundation Trust, Liverpool L12 2AP, United Kingdom. Morphology of Human Forearm Muscles: Fiber Bundle Architecture and Tendon Tissue Properties.

INTRODUCTION. The architecture and tissue properties of the musculotendinous unit are unique to each muscle and are integral to determining its functional attributes. Studies quantifying these properties are scarce and often relate to a single muscle group or a sampling of muscles. Without a thorough knowledge of normal musculotendinous morphology, it is difficult to assess pathology. The purpose of this study is to quantify and compare the architectural parameters and tendon tissue properties of 16 forearm muscles. METHODS. The fiber bundles and external/internal tendons of 16 forearm muscles from one cadaveric specimen were serially dissected, digitized with a Microscribe® G2X Digitizer and reconstructed in 3D with Autodesk® Maya®. Muscle architectural parameters (fiber bundle length/pennation angle/physiological cross-sectional area/volume) were computed. The tendon properties (cross-sectional area/ultimate stress and strain/stiffness/Young’s modulus) were quantified in 5 unembalmed specimens using an Instron 8872 servo-hydraulic testing device with an attached laser reflectance system. SUMMARY. A comprehensive database of the normal architecture and tendon tissue properties of 16 forearm muscles was compiled. This database enables comparison of the musculotendinous morphology between the flexor and extensor muscles as functional groups, between individual muscles and within regions of a single muscle. CONCLUSIONS. Quantification of the architectural parameters and tendon tissue properties of the forearm muscles will enable more realistic dynamic simulation. Clinically, this data could be used as a baseline for the diagnosis of pathology and to set target values for tendon repairs, and enable identification of muscles with similar properties for tendon transfers.

BURGOON1, Jennifer M. and Noelle A. GRANGER2.  1Division of Anatomy, College of Medicine, The Ohio State University, Columbus, OH, 43210, USA. 2Department of Cell and Developmental Biology, School of Medicine, The University of North Carolina, Chapel Hill, NC, 27599, USA. The Role of Gender in First-Year Medical Student Self-Efficacy for the Anatomy Curriculum.
 
INTRODUCTION. Self-efficacy, an individual’s own judgment of their abilities to successfully perform a task, influences student motivation and impacts such areas as academic achievement, selection of activities, and persistence. This study investigates whether gender differences exist with first-year medical student self-efficacy for the anatomy curriculum. METHODS. Students at the University of North Carolina School of Medicine completed surveys at the beginning and end of the first-year human gross anatomy course. Survey data included anatomical self-efficacy ratings and anatomical experiences prior to medical school. MCAT data was also collected. All data were analyzed using ANCOVA and ANOVA. SUMMARY. When controlling for academic ability (defined as the sum on the Physical Sciences and Biological Sciences sections of the MCAT), females had significantly lower anatomical self-efficacy at the beginning of the anatomy course than did their male classmates [F(1, 136) = 7.554, p = .007]. However, there was no significant difference [F(1, 137) = 1.575, p = .212] in anatomical experiences prior to medical school between genders, even though it is these personal performances that provide the most reliable and influential information for accessing one’s self-efficacy. At the end of the anatomy course, the female students continued to have significantly lower anatomical self-efficacy than did their male classmates [F(1, 102) = 8.135, p = .005]. CONCLUSIONS. Female medical students were found to have lower self-efficacy for the anatomy curriculum than their male classmates at the beginning and end of the first-year human anatomy course. (Sponsored by Grant No. P116B010181 from the US Department of Education, Fund for the Development of Post-Secondary Education.)


Descriptive abstract:

GOGALNICEANU, Petrut, Peter ABRAHAMS, Andrew FLETCHER, Elizabeth MCEVOY, and Jamie ROEBUCK. St. George’s Hospital, London W1U 6LD, United Kingdom. From Lister’s Tubercle to Rotter’s Nodes – A New Experiment in Clinical Anatomy Podcasting.

INTRODUCTION. Clinically integrated anatomy teaching requires a multitude of resources drawn from the bedside, the dissection room and the radiology unit. These vary in availability and location to such an extent that it is difficult for students to access all of them in a time efficient manner for revision purposes. RESOURCES. A series of anatomy podcasts compatible with MP3 players was designed, using high resolution digital imaging and three dimensional animations combined with narrative and visual explanations. We present two iPod Touch podcasts designed to teach the clinical anatomy of the breast and of the wrist. They incorporate three dimensional simulations, cadaveric dissection, schematic diagrams, angiograms, plain radiographs and computed tomography (CT) reconstructions. Audio and on-screen text commentary are used in conjunction with digital highlighting techniques to guide the student and explain the clinical relevance of anatomy. DESCRIPTION. To design a portable, handheld software package to provide an integrated method of revising clinical anatomy and radiology outside the conventional academic environment. SIGNIFICANCE. Anatomy podcasts provide an affordable and accessible method of teaching clinical anatomy, utilizing digital platforms that are increasingly available in the medical student population. Furthermore, they facilitate integration of basic and clinical sciences utilizing an extensive variety of anatomical imaging. Whilst podcasts cannot replace traditional methods of teaching, they provide a unique educational opportunity in an accessible, visually engaging and interactive environment.