No abstract

Modern crocodylians, including Alligator mississippiensis, have a greatly elaborated system of pneumatic sinuses invading the cranium. These sinuses invade nearly all the bones of the chondrocranium and several bony elements of the splanchnocranium, but patterns of postnatal paratympanic sinus development are poorly understood and documented. Much of crocodylomorph—indeed archosaurian—evolution is characterized by the evolution of various paratympanic air sinuses, the homologies of which are poorly understood due in large part to the fact that individual sinuses tend to become confluent in adults, obscuring underlying patterns. This study seeks to explore the ontogeny of these sinuses primarily to clarify the anatomical relations of the individual sinuses before they become confluent and thus to provide the foundation for later studies testing hypotheses of homology across extant and extinct Archosauria. Ontogeny was assessed using computed tomography in a sample of 13 specimens covering an almost 19-fold increase in head size. The paratympanic sinus system comprises two major inflations of evaginated pharyngeal epithelium: the pharyngotympanic sinus, which communicates with the pharynx via the lateral (true) Eustachian tubes and forms the cavum tympanicum proprium, and the median pharyngeal sinus, which communicates with the pharynx via the median pharyngeal tube. Each of these primary inflations gives rise to a number of secondary inflations that further invade the bones of the skull. The primary sinuses and secondary diverticula are well developed in perinatal individuals of Alligator, but during ontogeny the number and relative volumes of the secondary diverticula are reduced. In addition to describing the morphological ontogeny of this sinus system, we provide some preliminary exploratory analyses of sinus function and allometry, rejecting the hypothesis that changes in the volume of the paratympanic sinuses are simply an allometric function of braincase volume, but instead support the hypothesis that these changes may be a function of the acoustic properties of the middle ear.

Birds and crocodiles show radically different patterns of brain development, and it is of interest to compare these to determine the pattern of brain growth expected in dinosaurs. Here we provide atlases of 3D brain (endocast) reconstructions for Alligator mississippiensis (alligator) and Struthio camelus (ostrich) through ontogeny, prepared as digital restorations from CT scans of stained head and dry skull specimens. Our morphometric analysis confirms that ostrich brains do not change significantly in shape during postnatal growth, whereas alligator brains unfold from a cramped bird‐like shape in the hatchling to an elongate, straight structure in the adult. We confirm that birds exhibit paedomorphic dinosaur endocranial traits such as retaining an enlarged and compact brain shape in the adult, whereas crocodiles show peramorphic traits where the brain elongates with growth as the skull elongates. These atlases of ontogenetic stages of modern bird and crocodilian endocrania provide a basis for comparison of non‐avian dinosaur endocasts and consideration of the divergence of the “avian” and “crocodilian” modes of brain development and heterochronic change on phylogenies.

We present a novel and technologically enhanced teaching tool geared towards both patients, students, and clinicians with the primary goal of educating these groups about the anatomical and biochemical implications of various syndromes involving depression and anxiety. Our secondary goal is to inform patients, students, and clinicians about the most common treatment methods used to treat these syndromes. We achieved this by mapping the mesolimbic system, otherwise known as the “reward pathway,” and other relevant neuroanatomical structures using a high‐resolution cryosection dataset made available by the Big Brain project at McGill University and constructing 3D visualized models using 3D analysis software tools. The results of this project were compiled into a series of three interactive educational modules serving each of our goals. The first module described the neuroanatomical structures involved in syndromes of depression and anxiety along with their functions. The second module describes various forms of clinical depression and treatment options, including the mechanism of action and how it applies to the underlying disease process. The third module did the same but described anxiety rather than depression. This tool is valuable to patients and care providers alike because it explains neuroanatomical and biochemical aspects of these syndromes in a straight‐forward and easy‐to‐understand visual manner. It also describes the context of the best pharmacological interventions for each syndrome, which is a substantial step to help engage patients in their personalized mental health treatment plan. Support or Funding Information Thank you to Dr. David Dufeau and Marian University College of Osteopathic Medicine for the resources and guidance throughout this research project.

Purpose The COVID‐19 pandemic has created extensive disruptions for medical education, causing urgency to implement and develop solutions to combat this disturbance. For students to pursue learning opportunities, the education system must improve. Augmented (AR) and virtual reality (VR) provide a promising future for the enhancement of medical education. This review article aims to evaluate the benefits and efficacy of AR and VR, especially during the COVID‐19 pandemic. Methods Multiple peer‐reviewed, randomized trials were synthesized into a review study investigating the efficacy, benefit, and use of VR and AR for medical education. The reviewed studies included medical and graduate‐level students as participants and aimed to support the use of AR and VR as an educational adjunct. The results of these trials support the use of additional technology in medical education. Results The COVID‐19 pandemic propelled medical schools, educators, and students into a world of total computerized learning. This pandemic acted as a necessary push to implement novel, untested technologies into the educational sector. Previous research demonstrates that AR and VR can confront these unfamiliar challenges and allow for a safe and beneficial COVID‐19 education, consisting of socially‐distanced and low‐risk patient‐care practice. Conclusions The benefits of continuous, safe learning outweigh the potential technological challenges of implementing AR and VR into medical education. During the pandemic, the medical community is faced with teaching students many skills necessary to become adept medical practitioners. Although the COVID‐19 pandemic offers a unique opportunity for the implementation of new technologies, virtual instruction does not have to end beyond this crisis. Virtual technology can teach medical students interpersonal skills such as empathy, engaging in difficult conversations, and delivering bad news. Because students have traditionally been exposed to passive teaching styles, it is time to look toward expanding medical students’ repertoire and allow them to personalize their education.