Accessory spleens (AS) may be formed during embryonic development when some of the cells from the developing spleen are deposited along the path from the midline, where the spleen forms, over to its final location on the left side of the abdomen. An accessory spleen is usually near the spleen's hilum, but it may be embedded partly or wholly in the tail of the pancreas. The aim of this study was to investigate the incidence and distribution of AS during routine forensic autopsies. AS were investigated in 720 consecutive autopsy cases. Fifty-four AS were found in 48 (6.7%) cases. AS were found in hilum of the main spleen in 28 cases, the great omentum in 13 cases, the pancreas in 5 cases, and the pelvis in 2 cases. There were two AS in two cases and three AS in another two cases. Awareness of the possible presence of AS is important because when splenectomy is performed for some conditions such as immune thrombocytopenic purpura, failure to remove the AS may result in the failure of the condition to resolve. Additionally, during medical imaging, AS may be confused for enlarged lymph nodes or neoplastic growths. In conclusion, autopsy series are useful for determining the incidences and the other features of AS in different populations, in addition to those studies using CT scans and those studies obtained during laparoscopic or open surgeries.

No abstract

Abstract Background: As in the rest of the world, distance education methods have been introduced in higher education in our country. The aim of the study is to evaluate the satisfaction of the learning management system.Methods: The study was designed as a cross-sectional study with mixed research design. 467 students stated their opinions for the questionnaire (n: 467).Results: In the evaluation of the scale total scores, the mean was calculated as 17.72 ± 5.49 (min: 5, max: 25). Between the preclinical term and the clinical term, t-test was performed in independent groups, and there was a statistically significant difference between the averages.In the qualitative component of the study, students were asked to express their views on the positive and aspects that should be improved regarding distance education. In the content analysis of the open-ended question, 4 themes (LMS, Learning Process, Student-educator interaction, Assessment and evaluation).Conclusions: Our faculty evaluated distance education as an opportunity for change during the pandemic process and quickly adapted to the process. This reaction was positively perceived by students and expressed as satisfaction. In line with this satisfaction and effectiveness, we believe that the experience of pandemics can bring educational programs closer to blended learning by enriching with distance learning.

No abstract