Human Anatomy is a hallmark subject of medical school and often presents a significant challenge for student learning. Classic anatomical instruction relies on significant time completing cadaveric dissection, supplemented by anatomical atlas study. However, atlases are often criticized for being too simplistic in their illustration of human form, and inadvertent destruction of anatomical structures is a common and unfortunate byproduct of dissection. Instructional cadaveric videos can overcome these limitations by providing clear depictions of the anatomy on well‐dissected cadavers in one‐on‐one instruction that can be played back repeatedly to improve student comprehension. Unfortunately, many videos currently available on the internet are either too low of quality to visualize the structures or lack the detail to understand more minute or complicated features. Further, these videos rarely include relevant clinical information, which is critical for medical students applying these concepts later in their training. We sought to develop a portfolio of high‐quality and detailed clinically‐integrated anatomy videos that offer students a comprehensive resource to reinforce the most difficult anatomical concepts. Cadaveric videos were recorded using an iPhone 7+ and edited with included iMovie software for cost effectiveness and simplicity. The iPhone was mounted on a Manfrotto Compact Action Tripod with an ALZO Horizontal Camera Mount with subsequent JOBY Grip Tight PRO Mount for ideal camera stability and angle. Three‐way lighting was achieved by using a Fovitec 3× 20″×28″ Softbox Lighting Kit. Audio enhancement was achieved by using a PowerDeWise Lavalier Microphone. We identified structures of interest using the required course structure lists; clinical integrations were added to these recordings using Moore's Clinical Integrated Anatomy textbook as well as Olinger's Human Gross Anatomy, as reference. The videos are provided to the students via a course management system. Current first year students were first provided access to our videos prior to laboratory sessions for their Cardiopulmonary course. Qualitative student feedback has been overwhelmingly positive. It has been unrealistic to provide a comprehensive tool for the current first year students, due to timing of the dissections versus recording of specific anatomical content for the project. Additionally, it has been challenging to acquire clinical integrations. Thus, the focus has shifted to the long‐term goal of a completed portfolio, rather than hastening to get selected videos released. We advocate for the increased use of anatomical instruction videos and suggest this inexpensive use of video technology can improve the quality of education offered in both undergraduate and graduate level medical education settings.Support or Funding InformationFunding: Mamie E. Johnston, DO FACOP Creative Medical Art in Teaching Award, Kansas City University School of Medicine and Biosciences Foundation.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Background: Vertigo is defined as an illusion of motion caused by a mismatch of information between the visual, vestibular and somatosensory systems. The most common diagnosis associated with whirling vertigo is benign paroxysmal positional vertigo (BPPV), which affects approximately 3.4% of patients older than 60 years of age. Objective: This paper aims to educate primary care providers on how to diagnose BPPV by performing canalith repositioning maneuvers at the initial point of care. Timely treatment of BPPV in the primary care office is believed to reduce healthcare costs by way of limiting unnecessary diagnostic testing and lowering referrals for specialty care. Immediate treatment is also believed to improve the quality of healthcare delivery for the vertigo patient by reducing morbidity and resolving the condition without the need for referrals or imaging. Population Health: A review of the literature finds that delayed diagnosis and treatment of BPPV is associated with a host of deleterious effects on patients. Population health impacts include increased rates of anxiety and depression; loss of work and/or change of career paths; inappropriate use of medications or emergency care resources; decreased access to healthcare services; increased healthcare costs; and reduced quality of care. Diagnosis: A history of positional vertigo and evidence of nystagmus with Dix-Hallpike positioning confirms the diagnosis. A detailed description of the performance of this test is elucidated. Treatment: The observed nystagmus is analyzed and classified based on directionality. Treatment can be initiated immediately with canalith repositioning maneuvers.