About 10 years ago, the so-called chronic cerebrospinal venous insufficiency syndrome was discovered. This clinical entity, which is associated with extracranial venous abnormalities that impair venous outflow from the brain, was initially found exclusively in multiple sclerosis patients. Currently, we know that such venous lesions can also be revealed in other neurological pathologies, including Alzheimer’s and Parkinson’s diseases. Although direct causative role of chronic cerebrospinal venous insufficiency in these neurological diseases still remains elusive, in this paper, we suggest that perhaps an abnormal venous drainage of the brain affects functioning of the glymphatic system, which in turn results in the accumulation of pathological proteins in the cerebral tissue (such as β-synuclein, β-amyloid and α-synuclein) and triggers the venous outflow from the cranial cavity and circulation of the cerebrospinal fluid in the settings of neurodegenerative disease.

Objectives Little is known how calibre and length of needles affect the stability of sclerosing foam. Methods Foams were made of 0.5%, 1%, 2% and 3% polidocanol, and 0.2%, 0.5%, 1% and 3% sodium tetradecyl sulfate (STS), which were mixed with air in the proportion of 4:1. These foams were ejected through needles with the length of: 4 mm, 6 mm and 13 mm, and diameter of: 0.26 mm, 0.3 mm and 0.4 mm. Results Foams made of more concentrated polidocanol were more stable. Regarding STS an opposite relationship was revealed. Foams made of polidocanol were more stable if ejected through a longer needle, while the length of needle did not significantly affect stability of STS foams. Foams ejected through 0.26 mm diameter needles were very unstable. In the case of 0.5% polidocanol, 0.3x6mm needle provided atypically stable foam. Conclusion In order to inject maximally stable foam, calibre and length of needle should be taken into account.

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Immersive virtual reality with the use of 3D holography is a new method that is being currently introduced for teaching anatomy, yet the actual educational benefits associated with its use remain unclear. Here, we present our preliminary observations and conclusions after the pilot phase of the study on a 3D holographic human heart. The study was conducted on a group of 96 students of medical faculty. Students were randomly divided into two groups: 57 students who were taught anatomy using traditional methods (plastinated human hearts, anatomical models, and atlases) and 39 students who were taught using 3D holographic hearts. Assessment of knowledge retention of the heart anatomy comprised 3 tests, which were performed 1 week and 3 and 6 months after the classes on heart anatomy. We have found that although anatomical classes with the use of immersive virtual reality were attractive for students; still, unsupervised teaching with the use of 3D holograms was not superior to traditional medical education. Differences between the groups in terms of anatomical knowledge retention were not statistically significant. Results of this pilot study suggest that in order to achieve better knowledge retention and understanding of the anatomy of the heart, classes should be precisely planned and strictly supervised by academic teachers. Moreover, students should get familiar with the use of virtual reality goggles before the classes.