Background Studies have shown that individuals may search for suicide-related terms on the internet prior to an attempt. Objective Thus, across 2 studies, we investigated engagement with an advertisement campaign designed to reach individuals contemplating suicide. Methods First, we designed the campaign to focus on crisis, running a campaign for 16 days in which crisis-related keywords would trigger an ad and landing page to help individuals find the national suicide hotline number. Second, we expanded the campaign to also help individuals contemplating suicide, running the campaign for 19 days with a wider range of keywords through a co-designed website with a wider range of offerings (eg, lived experience stories). Results In the first study, the ad was shown 16,505 times and was clicked 664 times (4.02% click rate). There were 101 calls to the hotline. In the second study, the ad was shown 120,881 times and clicked 6227 times (5.15% click rate); of these 6227 clicks, there were 1419 (22.79%) engagements with the site, a substantially higher rate than the industry average of 3%. The number of clicks on the ad was high despite a suicide hotline banner likely being present. Conclusions Search advertisements are a quick, far-reaching, and cost-efficient way of reaching those contemplating suicide and are needed despite suicide hotline banners being present. Trial Registration Australian New Zealand Clinical Trials Registry (ANZCTR) ACTRN12623000084684; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=385209

The need for sound anatomical knowledge is woven into the daily tasks of all health-care professionals, whether directly (e.g., surgical landmarks) or indirectly (e.g., understanding the pathophysiology of a disease) (Singh et al., 2015). Anatomy educators are searching for new, effective, and innovative means to teach medical trainees and professionals, beginning with two-dimensional (2D) images, plastic models, human cadavers, and, more recently, with the use of augmented reality (AR; Singh et al., 2015). Modern approaches to health sciences education and practice are now evolving with the increasing accessibility, affordability, and advancement of virtual reality (VR) and AR technologies (Gallagher et al., 2005;Riva & Wiederhold, 2015). Technologies such as VR and AR allow the user to understand, explore and appreciate spatial relationships using sensory-driven pathways (Dalgarno et al., 2002;Huang et al., 2010;Wu et al., 2013;Küçük et al., 2016). Despite the frequent use of the term VR and AR, their applications vary across studies. It is therefore vital to not only define these terms, but also have a deeper understanding of the reality-virtuality (RV) continuum by Milgram and

As remote teaching has become the forefront of education during the COVID‐19 pandemic, anatomy curricula have been forced to adapt to provide quality education for core competencies. In particular, in‐person laboratory components have been largely reduced or removed from anatomy teaching to comply with social distancing guidelines. While this has compromised typical learning environments, it offers a unique opportunity to implement remote teaching practices in anatomy and assess their impact on students’ learning. The Faculty of Medicine and Health Sciences at McGill University has initiated a hybrid teaching strategy for the anatomy laboratory curriculum that combines limited hands‐on cadaveric dissection with remote laboratory‐adjacent activities using a 3‐D software application (Complete Anatomy 2021). During the Fall 2020 semester, first‐year medicine and dentistry students had the opportunity to experience both teaching formats while learning respiratory and cardiovascular anatomy. Our study aimed to evaluate the efficacy of this hybrid curriculum delivery format by comparing in‐person versus digital teaching approaches implemented within the same cohort on the following outcomes: (i) student and instructor experiences, (ii) students’ approach to learning (SAL) and performance, and (iii) faculty time, resources, and cost considerations. Given that hands‐on cadaver‐based learning is considered the gold standard in anatomy education, we hypothesized that the in‐person teaching format would be associated with higher deep and lower surface learning scores, higher grades, and higher resource requirements. The qualitative feedback revealed greater student preference for in‐person dissection learning. Comparisons of SAL between in‐person and remote delivery formats revealed no significant differences in students’ deep or surface approach scores between in‐person and remote delivery formats during the respiratory (deep: p = 0.63; surface: p = 0.84) or cardiovascular (deep: p = 0.18; surface: p = 0.22) anatomy laboratory sessions. Further, no significant differences were noted in mean grades on the laboratory exam when correlated with the respective in‐person vs. remote learning format for both respiratory (p = 0.65) and cardiovascular (p = 0.18) blocks. Together, these findings suggest that irrespective of the teaching method utilized, students adopted similar approaches to learning anatomy and performed equally well in summative assessments. Pending a thematic analysis of instructors’ experiences, resource use, and cost considerations, findings from this study will help guide educational policy revisions aimed at maintaining student‐centered learning during current and future disruptions to in‐person teaching.

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Fiber-reinforced polymer composites are an excellent choice for bridge decks due to high strength, lightweight, resistance to corrosion, and long-term durability with a 100-year design life. Structural health monitoring is useful for the long-term assessment of the condition of the bridge structure and obtaining a response to complex loads considering environmental conditions. Bridge structures have been studied primarily using distributed fiber optic sensing, such as Brillouin scattering; however, critical events, including damage detection, can be missed due to low spatial resolution. There is also a critical need to conduct a comprehensive study of static and dynamic loading simultaneously for fiber-reinforced composite bridge structures. In this study, a novel approach was implemented using two sensor technologies, optical frequency domain reflectometry and fiber Bragg grating-based sensors, embedded in a glass-fiber-reinforced composite bridge deck to simultaneously monitor the deformation response of the bridge structure. The optical frequency domain reflectometry sensor utilizing Rayleigh scattering provides high spatial strain resolution were positioned strategically based on expected stress distributions to measure strain in the longitudinal, transverse, and diagonal directions along the span of the composite bridge. Furthermore, fiber Bragg grating based sensors are used to monitor the response to dynamic vehicular loading and deformations from an automotive-crash-type event on the bridge structure. To monitor environmental variables such as temperature, a custom wireless configured sensor package was developed for the study and integrated with a composite bridge located in Morgan County, Tennessee. Additionally, a triaxial accelerometer was used to monitor the vehicular dynamic loading of the composite bridge deck in parallel with fiber Bragg grating sensors. When appropriate, mid-point displacements were compared with strain-distribution measurements from the fiber optic sensor-based data.