The pterygopalatine fossa (PPF) is a small bilateral space deep within the skull that acts as a major neurovascular junction between the oral cavity, nasopharynx, orbit, infratemporal fossa, and middle cranial fossa. Because of its important crossroads of afferent sympathetic, and parasympathetic fibers, students, radiologists, ophthalmologists, neurosurgeons, and otorhinolaryngologists need to have a firm understanding of the PPF. However, its small volume, poor accessibility and numerous neurovascular connections make it a difficult space to comprehend using two‐dimensional illustrations and a single cadaveric dissection. We hypothesized that a 3D model of the PPF significantly improves the student's understanding of the PPF's boundaries, its communicating channels, and neurovascular structures as compared to traditional forms of pedagogy by promoting visual and kinesthetic learning experiences. We developed a 3D model of the PPF and an instructional manual describing the model. We evaluated our model by analyzing student performance on pre‐ and post‐quizzes and a student user satisfaction survey based on 5‐point Likert scale. A total of 43 undergraduate students enrolled in pre‐medical and dental schools completed the study; 21 students used a human half‐skull (control group) and 22 students used the 3D model (intervention group). The intervention group performed significantly better on the post‐quiz (p=0.01) when compared to the pre‐quiz; however, the control group did not improve their quiz scores (p=0.17). Surveys also indicated that the model enhanced the learning experience. We conclude that anatomy educational tools such as 3D models that would be easily accessible outside of the laboratory promote student learning ability. Support or Funding Information UT System Shine Academy of Health Science Education Small Grants Program to Drs. Ramaswamy Sharma and Arunabh Bhattacharya This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Purpose In 2007, University of Texas Health Science Center Houston School of Public Health at San Antonio (UTHealth SPH) and UT Health San Antonio Long School of Medicine (LSOM) designed and implemented a 4-year dual MD and Master of Public Health (MPH) program. Dual MD–MPH programs wherein students can receive both degrees within 4 years are unique, and programmatic evaluation may have generalizable implications for accredited MD–MPH programs. Method Demographic information was collected from UTHealth SPH and LSOM student data. The primary outcome variable was MD–MPH program completion in 4 years. Comprehensive Basic Science Examination (CBSE) scores, United States Medical Licensing Examination Step 1 and Step 2 scores, and successful primary care residency match data were compared between MD–MPH and MD-only students. Family medicine, internal medicine, obstetrics–gynecology, and pediatrics were considered primary care residencies, and an analysis excluding obstetrics–gynecology was also conducted. Results Of 241 MD–MPH students enrolled 2007–2017, 66% were women, 22% Hispanic, and 10% African American. Four-year MD–MPH program completion occurred for 202 (93% of eligible) students; 9 (4.1%) received MD only, 3 (1.4%) received MPH only; and 4 (1.8%) received neither. MD–MPH students’ median CBSE score was 2 points lower than for MD-only students (P = .035), but Step 1 and 2 scores did not differ. Primary care residency match was more likely compared with MD-only students, both including and excluding obstetrics–gynecology (odds ratio [OR]: 1.75; 95% confidence interval [CI]: 1.31, 2.33; and OR: 1.36; 95% CI: 1.02, 1.82, respectively). Conclusions The 4-year MD–MPH program retains and graduates a socioeconomically and racial/ethnically diverse group of students with a 93% success rate. MD–MPH graduates were more likely to pursue primary care residency than non-dual-degree students, which may have implications for addressing population health disparities.

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