Follow this link:
NGM Bio Announces Poster Presentation Featuring Preclinical Characterization of NGM936 at Upcoming 2022 ASH Annual Meeting

Continued here:
Ayala Pharmaceuticals Reports Third Quarter 2022 Financial Results and Provides Corporate Update

Read the rest here:
Assembly Biosciences Presents New Data at AASLD The Liver Meeting® Highlighting Breadth of Virology Portfolio and Potential of Next-Generation Core...

Originally posted here:
CymaBay Therapeutics Presents Additional Analyses from Clinical Studies of Seladelpar for Patients with Primary Biliary Cholangitis at The Liver...

Paging plastics, Dr. Jackson Avery is returning to Grey Sloan Memorial. Jesse Williams will be reprising his role in an upcoming episode of the hit medical drama. Williams will guest star and direct the fifth episode of season 19, When I Get to the Border, airing on November 3.

After twelve seasons of playing the famous plastic surgeon, Dr. Avery, the show announced that Williams would leaveGreys Anatomyin its seventeenth season. The news of the actors departure was revealed in the fourteenth episode of season 17, and his final appearance as a series regular was in the following episode.

In episode fifteen, Jackson moved to Boston to run his familys foundation. Sarah Drew, who embodied one of Williams love interests, and fellow surgeons, Dr. April Kepner, also appeared in the episode as a guest star. Williams and Drew returned to the series again last season, revealing that their characters had reconciled their relationship.

Deadlinereported that Williams will only appear in the upcoming episode in passing. Dr. Avery will catch up with Ellen Pompeos Dr. Meredith Grey when she takes a trip to Boston. Episode five of the new season will be the fourth episode of the ABC drama that Williams has directed.

News of Williams return is not the first development from season 19 regardingGreys Anatomysveteran cast members. Before the seasons premiere, Deadline also reported that Pompeo will scale back her appearances as the shows titular character. In addition, Pompeo will only appear in eight episodes of the new season to have time to pursue other projects.

Fans are thrilled that Dr. Avery will return to the series and are excited to tune in to the next episode of Greys Anatomy. All episodes ofGreys Anatomyare available to stream on Hulu.

Read the rest here:
Jesse Williams Returning to 'Grey's Anatomy' in New Episode - Glitter Magazine

Originally posted here:
Apellis Pharmaceuticals Announces Inducement Grants Under Nasdaq Listing Rule 5635(c)(4)

See the original post:
Immutep Announces Abstract Highlighting Eftilagimod Alpha Selected for SITC 2022 Annual Meeting Press Conference

Greys Anatomy had a couple return, but their relationship is on the rocks. Owen Hunt (Kevin McKidd) and Teddy Altman (Kim Raver) are back and fans had a lot to say about their bickering.

[Spoiler alert: This article contains spoilers for the Greys Anatomy season 19 Episode 2, Wasnt Expecting That.]

RELATED: Greys Anatomy Cast Reveals Why Its Hard to Imagine the Show Ending

Last season, Owen was outed for illegally giving dying veterans drugs to end their suffering. Teddy found out and told him to stop. But they had a hard decision to make once someone reported Owen.

Teddy said they had to go on the run. They packed their things and season 18 ended with them on a flight.

The premiere of season 19 ended with the married couple returning from going on the run. They hired an expensive lawyer and got the charges dropped.

Wasnt Expecting That showed Teddy is back to her job. But Owen agreed not to do anything without supervision. This meant Teddy would step in to watch him, which led to more bickering between them.

Teddy and Owen vented about their frustrations to other people. Teddy admitted to drinking more while they were away, but she wont leave Owen because hes the father of her children.

Owen said he was miserable while away with Teddy. He tried to surf, hang out with the kids, and write letters to distract himself. Owen claimed he still loved Teddy but knows she resents him at work and at home.

RELATED: Greys Anatomy: Kate Walsh Confirms Addisons Season 19 Return How Many Seasons Has She Been In?

Owen hasnt been loved by fans for a while. So its not surprising some Reddit fans hated these scenes between the couple.

Can Teddy and Owen go at least five episodes in a row without an argument? one fan asked.

Now this is the inevitable conclusion of their relationship if they ever got together like they were never meant to be together and now they are, someone theorized.

Can they just go? another person asked. However, there were some fans who found the scenes fun.

I dunno Im kinda here for Teddy sh***ing on Owen/b****ing at him constantly. Its hilariously satisfying, someone else replied.

On one hand Teddy and Owen arguing is annoying. On the other hand, their marriage would be as toxic as it is, another commenter added.

Owen usually annoys me but theyre actually making me laugh tonight, especially seeing their BS through Yasudas eyes, one person claimed.

The characters are no strangers to divorce. Owen and Cristina Yangs (Sandra Oh) marriage didnt last. Before Owen, Teddy was a widow to Henry Burton (Scott Foley).

Teddy and Owen were friends with a lot of history before getting married. Its unlikely theyll go their separate ways after getting married as recently as season 18. But it looks like theyll have a lot to overcome. Teddy doesnt trust Owen after everything he puts at risk. Theyre also broke after how much money they spent on lawyers. Fans will have to keep watching to see how it will all get resolved.

RELATED: Greys Anatomy Creator Shonda Rhimes Has Mixed Feelings About the Medical Dramas Legacy

Continue reading here:
'Grey's Anatomy' Fans React to Owen and Teddy's Bickering, Call It 'Toxic' and 'Funny' - Showbiz Cheat Sheet

Greys Anatomy has gone on for far too long. The medical drama, which has been around since 2005, just entered its 19th season this past week. With all new stories and characters, it sounds like it should be interesting. However, this has been going on for the past 17 years, so its time the show finally gets its rest. Each season is practically the same at this rate. New characters introduced, new plots that lead to the deaths of long-term or original characters, heartbreaking buildups or teardowns of relationships and cliffhanger after cliffhanger.This plot line is literally only good for a single season, maybe two seasons if its written well enough. However, to do it for nineteen straight seasons?!? Thats just insane. Ive never even watched the show, and this is how I feel about it, so imagine if this was someone who had seen the show and had been dedicated to the whole thing writing this instead. I am also aware that theres a ridiculous number of deaths throughout the show, which I suppose you should expect in a medical drama, but it sometimes seems like theres so many deaths occurring that you would question being admitted to the hospital where the show takes place. I will say, out of the many deaths that I have heard of (BuzzFeed keeps me posted with all of this), the grand majority of them are very sad, especially if the one dying was a main character. However, for a medical drama, you would definitely think that the doctors could, I dont know, be better at their jobs so not as many people would die. Again, I have a very rudimentary idea of what goes on in the show, so theres a lot more that I dont know that could very much change my opinion. I will not deny that Shonda Rhimes is a brilliant writer. She is the reason why Greys Anatomy has been able to last as long as it has, as well as the mastermind behind the success of shows like Scandal and Inventing Anna. It is a truly impressive feat considering black women are very uncommon in TV roles, let alone as screenwriters and/or executive producers. However, she should let Greys Anatomy go so that she has the chance to work on new shows and continue improving on existing shows. Greys Anatomy, youve had a great run, but its time that youre finally put to rest. You should have ended at least five years ago, but for who knows why, youve been kept alive like a brain dead patient on life support. Weve loved you, but its finally let to let you go.

Follow this link:
Let Grey's Anatomy Rest In Peace The Merciad - The Merciad

Ana Yoe-Cheng Chang Chan,1 Coen PM Stapper,2 Ronald LAW Bleys,3 Maarten van Leeuwen,2 Olle ten Cate4

1Department of Morphological Sciences, Faculty of Medical Sciences, National Autonomous University of Leon (UNAN-Leon), Leon, Nicaragua; 2Department of Radiology, University Medical Center Utrecht, Utrecht, the Netherlands; 3Department of Anatomy, University Medical Center Utrecht, Utrecht, the Netherlands; 4Utrecht Center for Research and Development of Health Professions Education, University Medical Center Utrecht, Utrecht, the Netherlands

Correspondence: Olle ten Cate, Utrecht Center for Research and Development of Health Professions Education, University Medical Center Utrecht, Universiteitsweg 98, 3584 CG, Utrecht, the Netherlands, Tel +31.88.75.57010, Fax +31.88.75.53409, Email [emailprotected]

Abstract: The status of anatomy education in undergraduate medical education has dramatically changed over the course of the past century. From the most important and time-consuming component of the preclinical program, anatomy education has reduced in size and status, and yielded in curricular space to accommodate other disciplines and topics. Meanwhile, radiology has become more prominent, as a means to visualize anatomy, not only in clinical care but also in education. For this perspective paper, the authors, all with backgrounds in anatomy, radiology and/or medical education, conducted structured conversations with several academic colleagues with similar backgrounds, reviewed pertinent literature and analyzed the causes of the historical decline of a knowledge domain of medical education, that nevertheless is widely considered essential for medical students and graduates. After this analysis, the authors propose four ways forward. These directions include systematic peer teaching and development of anatomy education as a scholarly domain, further vertical integration with postgraduate medical education, full integration with radiology education, and capitalizing on educational technology. Schools in several industrialized countries have made steps in these directions, which can be further strengthened. In less affluent countries, and in countries with curricula strongly determined by tradition, these steps are less easy to make. To respond to changes in global health and health care, combined with the inevitable technological progress, and international mobility, we believe all schools will move in these directions, slower or faster.

Keywords: anatomy education, radiology education, vertical integration, technology, future

Since Vesalius (15141564), the founder of accurate anatomy texts and drawings, and arguably the father of current anatomy teaching, medical education in the universities has had a strong emphasis on anatomy, if not being its core pillar for centuries. Around the turn of the previous century, two to three years of the preclinical curriculum devoted to morphology (anatomy, histology, and cytology) was considered time well spent, and around 1960, Dutch curricula still contained 225 to 572 hours of anatomy teaching.1 Likewise, in 1901 medical schools in the United States had about 549 hours of anatomy teaching, and by 1955 approximately 330 hours.2 The latter half of the 20th century showed a continuous decrease in the absolute and relative time devoted to teaching and learning anatomy in terms of curricular hours and in time students spend studying anatomy. While the same century has witnessed many changes in medical curricula, often aligning with Hardens SPICES model (more student-centered, problem-based, integrated, community-based, and systematic),3 the decrease in time and effort to acquire anatomical content knowledge stands out. In one Dutch curriculum, the absolute time devoted to anatomy (and other basic sciences) decreased by 60% to about 100 hours in the period between 1990 and 2010,4 in which year Australian/New Zealand medical schools ranged in total hours of anatomy teaching from as low as 56 to as high as 560.5 A similar process happened in less affluent countries. In Nicaragua, by 2019, the medical curriculum contained 102 hours of anatomy teaching,6 a reduction of 68% compared to 320 hours 20 years prior.

Not all knowledge that, in the past, was considered relevant for medicine and patient care is still current. Some knowledge has become irrelevant, outdated, or discovered as incorrect. Regular adaptations in education are thus needed and justified. While new insights and advances in knowledge of basic and clinical sciences have been continuously added, and clinical training has become more prominent, existing components of the medical curriculum must decrease to make space.

However, the decrease in time and attention for anatomy in medical education is in sharp contrast with a universal acknowledgment by practitioners and educators of the importance of anatomical knowledge for physicians.7 In some specialties, particularly surgery, there are serious worries that the decrease of anatomical education has led to a decrease of knowledge that must be supplement with postgraduate anatomical education.79 Gross anatomy is considered an undisputed core component of the medical curriculum.10 Anatomical knowledge is indispensable for adequate physical examination of patients, irrespective of specialty, but it is also a foundation of the language of medicine. If inter-collegial and interprofessional communication cannot use the language rooted in the names of anatomical structures, adequate patient care for a variety of health professionals would be impossible.

The recent decrease in curricular time for the basic sciences includes other domains than anatomy, but the latter is the focus of our current contribution.

Given the continuous decrease, medical educators need to ask themselves the following questions: what may have caused the quantitative decline in anatomy teaching? And, most relevant, what are the ways forward to guarantee adequate quality anatomical knowledge of physicians in the future?

One cause may be the decreased academic status of anatomy in medical schools. Research weighs in on this change of status. Significant anatomical discoveries were made frequently in the 19th and early 20th centuries. In the second half of the last century, anatomical discoveries happened,11 but modestly, research diminished, and education became the primary mission of anatomy departments, which consequently decreased in size, funding, and academic staff. Medical graduates with academic research ambitions are now less likely to choose (gross) anatomy as a career unless education is their passion,6,12 resulting in an often voiced lack of qualified anatomy teachers.13

A legitimate wish to turn fragmented and disconnected courses in the medical curriculum into a coherent program based on clear objectives derived from patient care may be another cause. Horizontal integration (ie, the combined educational contributions of various basic sciences) and vertical integration (the integration of clinical subjects with basic science information) have been hallmarks of modern medical curricula,1416 as well as a legitimate shift from memorization of facts to problem-solving.17 Integration makes the contributions of separate basic sciences less demarcated than discipline-based courses, and an unintended consequence of integrated tests is that they allow students to pass with relatively low scores for minor parts of these integrated tests (ie, such as anatomy), whereas previously the anatomical knowledge had their own tests, which required adequate knowledge to pass the tests.18

Next, the notioncorrect or notthat much of what is learned in medical school is not directly useful in clinical practice may have fueled discussions in curriculum committees when searching for space to incorporate new elements in educational programs. Depending on clinical specialties present around a committees table, clinicians may not always have acknowledged how much time and effort it takes for students to acquire new (anatomical) knowledge.19 Encapsul
ated knowledge, once acquired, may become tacit in experienced clinicians,20 causing this underestimation.

Finally, the (again legitimate) push toward more and earlier clinical training in the medical curriculum requires space because curriculum lengths hardly ever increase. This space must be found by decreasing components that seem less relevant. In addition, the substantial costs of anatomy education would be lowered, which may have weighed in with considerations to reduce it.

This multifold background is not so much a deliberate restriction of anatomy education because of its irrelevance; instead, this effect rather seems to be a consequence of wishes to integrate and include new topics in curricula and lower the space and cost of anatomy education.

The authors of this opinion article do not intend to judge what is an acceptable amount of anatomy education and acknowledge, as there is a wide variety in the amount of anatomy education in medical curricula worldwide. Instead, looking to the future, they propose to explore ways medical education might adapt to secure that medical graduates and specialists have sufficient anatomical knowledge to provide high quality and safe patient care.

The status of anatomy education will not return to where it came from. De-integration is not likely to happen (in most schools), and an increase in curricular hours or proportion is not foreseen (in most schools). It is also not expected that gross anatomy will become the central area of research as reflected in the past. Consequently, the future of anatomy teaching and learning is likely to be fundamentally different from the past.

To meet this challenge, multiple conversations with a variety of educators at Utrecht University (notably from anatomy, surgery, radiology, family medicine, and veterinary medicine see acknowledgments), both directly before the COVID-19 pandemic and two years later, combined with internal discussions among the authors and references to a selection of pertinent literature formed the basis for this opinion piece. We requested from the colleagues with whom we had the conversations, an informed oral consent to record and transcribe the sessions and use the content as inputs for our analysis and discussions. The authors conducted focused literature searches using electronic databases and virtual libraries of medical education journals; the search terms related to terminology such as anatomy education approaches, future of anatomy education, the continuum in medical education, and integration in anatomy teaching. The analyses and proposals for various perspectives on the way forward are not a direct reflection of the consulted expert opinions only, nor just of the literature, but a vision among the authors that has matured over the past years. The statements in this perspective article are the authors informed opinions rather than representing a research report.

We offer four ways forward.

The introduction of massive near-peer teaching is the least radical but a sound approach that meets both the lack of anatomical staff and is a theory-based educational method.

A constructivist learning principle is that advanced concepts must connect to a learners existing knowledge base, which is a reason to create such a knowledge base of gross anatomy early.

While there is nothing wrong with attempts to make learning as joyful as possible, acquiring new knowledge and skills is often, and for many students, not necessarily pleasant. In cases where the return on the investment of a students effort occurs only in the longer term, there is a phase of mental plowing that is simply unpleasant, requiring stamina. Most top musicians and sporters will recognize this. One way to shorten that period is to engage senior students in near-peer teaching for junior students. Students as teaching assistants have for a long time been part of anatomy education, but that opportunity is usually reserved for a minority of students as an extra-curricular, often paid activity. In contrast, having all students teach anatomy as a mandatory curricular activity for credits would serve several purposes.21 First, it would provide a much faster relevant purpose for applying acquired anatomical knowledge and an antidote against knowledge decay.22,23 Second, teaching, including the preparations for teaching, is considered a highly effective way of learning.24,25 Third, it would enable organizing small-group education, and faculty members role may be limited to guiding peer teachers rather than teaching students directly. Fourth, while many schools recognize the usefulness of teacher training for medical students, only a few have operationalized this.26 Finally, the interest in a teaching career, such as in anatomy, can be stimulated by teaching experience in medical school.27

This model, applied to clinical reasoning training for junior medical students, has been successfully applied at Utrecht University for over 15 years. All final year medical students must attend teacher training, including the teaching of junior medical students. This clinical reasoning course is entirely run by students, with just teacher oversight. It is one of the most highly valued, practical, and low-cost courses in the curriculum.28,29 A similar model might work for anatomy teaching and be cost-effective, even if it does not reduce infrastructure costs.

The focus of anatomy as a domain of educational scholarship fits the development of medical education as a scholarly discipline.3032 Rather than through new anatomical discoveries, the anatomical discipline can distinguish itself in the future through new educational approaches using technology and other means.

Vertical curriculum integration, often translated as early clinical education in the medical curriculum, also encompasses the teaching and learning of basic sciences during later phases of medical education. The divide between undergraduate preclinical and clinical education has always been the focus of vertical integration,16,33,34 but the extension to postgraduate training is a logical next step. Medical specialties differ in need to rely on specialized anatomical knowledge. Surgery, radiology, neurology, gynecology, and orthopedics all require specialized anatomical knowledge bases, which need not be fully required for family medicine, dermatology or psychiatry. Focused clinical anatomy education and assessment in postgraduate training should secure specialty-specific clinical proficiency. The joint anatomy knowledge base that all medical graduates must master should be enough to enable smooth interaction with any clinical consultant, orally and through writing, and should enable anatomical explanations to patients in primary care settings, such as needed for shared decision making, involving discussion of images in an electronic health record.

Vertical integration over a prolonged time, which implies a regular repetition, also serves knowledge retention and has been recommended for anatomy education21 to prevent loss of basic science knowledge.22,35 Baker has stressed the need to employ clinically qualified anatomy teachers to establish vertical integration, which extends beyond the contribution of radiologists in anatomy teaching, as explained in the next section.21 Mandatory clinical and applied anatomy training, incorporated in residency programs, will be needed to guarantee sufficient and appropriate anatomy knowledge for specialists in surgical disciplines, neurology and radiology.

A more radical approach to teaching the morphology of the human body is a complete integration of radiology and anatomy education.

Classic teaching of gross anatomy has relied heavily on corpses for dissection and prosection. The living body has become translucent with the discovery of X-ray imaging in 1895. Given the rapid speed of development in the past decades of modern medical imaging techniques like Ultrasound, Computed tomography, Magnetic Resonance Imaging, and Nuclear Medicine, the specialty of radiology, encompassing all these imaging techniques, has now
become the discipline to reveal the gross anatomy of the living body. The primary focus of radiology in patient care is to identify, localize and characterize pathology, but the educational potential of radiology for gross anatomy education is immense. The integration with anatomy teaching is increasing36,37 as the interpretation of medical imaging has become an agreed-upon skill for all physicians.38 This vertical integration of anatomy and radiology within the medical curriculum serves the preparation for the way physicians will interact with anatomy in their practices.21 Increasingly, patients can view their radiological images in patient portals of their hospitals. Explanations will be asked from primary care providers who need to be able to interpret these images to patients, if not as an expert, then at least sufficiently for patient consults. In addition, handheld ultrasound devices are becoming common in primary care practice, and an increasing number of schools acknowledge that using point-of-care ultrasound (POCUS) will be an essential skill for all medical graduates. Chang Chan found that ultrasound imaging is less intuitive for the untrained medical student than other radiological images.39 Interpreting POCUS images is complex and requires extensive practice and special skills; the ultrasounds view does not coincide with the mental image that one develops along the three orthogonal anatomical planes when studying anatomy.39 Nevertheless, there is no reason why junior medical students should not start practicing POCUS to acquire anatomical knowledge that reflects the anatomy they will face in later practice. Many medical schools have incorporated POCUS training, be it yet in a modest sense or with limitations40,41 but there is significant international consensus that medical schools should incorporate it.42 Until half a century ago, first-year medical students in many schools were asked to possess a set of anatomical dissection utensils for gross anatomy, a microscope for histology and cytology, a white coat, and a stethoscope. While the first is no longer the distinctive attributes of a medical student, a tablet computer and a handheld ultrasound device may very well be the attributes of a medical student in the future, as they become increasingly affordable.

Multi-dimensional imaging, using volumetric imaging data acquired with CT or MRI, has been extensively applied in radiological anatomy education in the undergraduate medical curriculum of the University Medical Center Utrecht in the Netherlands, both for teaching and for student assessment.43 As a result of such developments, radiological anatomy is becoming an essential and likely growing component of anatomy teaching in medical schools.

Dissection practicums and lectures, as century-old dominant methods of anatomy teaching and training, have been supplemented with several new approaches in the 20th century, including models, body painting, and early computer-assisted instruction methods. The 21st century has witnessed tremendous development in technological approaches to anatomy teaching.

Dynamic three-dimensional (3D) images, with features of rotation, displacement, zooming, changeable transparency, and allowing virtual dissection, are rapidly appearing on the market and in non-commercial provisions.44,45 A recent randomized study revealed that students using 3D models of hand and foot answered more subsequent test questions correctly and needed less time than students who completed the assignment using anatomical atlases alone.46 Augmented reality and virtual reality techniques are also quickly emerging,47 while discussions about their precise nature and use are still ongoing.48

Life-size virtual dissection tables have emerged in the last decade as an option to replace cadavers and allow students to use their fingers as scalpels to dissect virtually. One study showed how teaching with a virtual dissection table, combined with live cadaver CT scans, appeared more beneficial to acquiring anatomical knowledge than traditional radiological anatomy seminars and conventional anatomy training.49 New technologies will include holographic and haptic techniques, often first developed for surgery but, with increased availability and lowering cost, very well suited for broader education.

The discussion of whether dissection of cadavers will disappear from medical curricula and be replaced by technology, given the excellent simulation models that have emerged and other technology that will appear on the market, is not one of technology only. Dissection of human cadavers of deceased individuals has an important ethical component. Dissection has long been considered an initiation rite for medical students,50 and some schools have elaborated this education to pay tribute to the life of the deceased and the family, regarding the corpse as a silent mentor for the student.51,52

Anatomy education may be at a crossroads in the history of medical training. Curriculum developers will need to carefully weigh a new position of anatomy education for medical students and residents. And learning anatomy simply requires time; decreased time spent on learning anatomy may not be easily compensated by modern educational techniques.53

The proposed directions that we offer, as food for thought, include a clear education foundation of anatomical knowledge in a very early phase, primarily conducted as near-peer teaching by more advanced students who learn through teaching, and an integration of anatomy with radiology education across the subsequent years. In addition, dedicated postgraduate clinical anatomy education geared to the specialty of interest will likely yield a better learning effect than a concentration of anatomy education in the undergraduate phase. In all phases, technology will have an important role. With augmented reality, images created and combined with images derived from advanced 3D models will allow for a just-in-time learning process that can extend across the educational continuum.

Not all innovations in anatomy education will be available for low-resourced countries.54 While some schools in the more industrialized world have made significant steps in these directions, other, more traditional schools, less involved in curriculum modernization, may have difficulty making such radical steps within a short timeframe. While in low- or middle-income countries (LMIC), technology could represent a problem, other dynamics than economic issues may be more of an impediment to change. Even in those countries, basic and easily accessible technological tools are often available. Rather, major curriculum reforms do not happen as they often disrupt existing practices, power structures, and educational philosophies.55 Hofstedes theory of dimensions of national culture, determined by power distance (PD), in uncertainty avoidance (UA) and in the individualism versus collectivism (IDV) and other dimensions,56 provides a useful lens to reveal that LMICs often have high PD and UA and low IDV. Jippes showed how these dimensions can hamper medical curricular changes.57

Technology is not a replacement of the human senses, needed to discern anatomical structures and its aberrations in pathology. For instance, a handheld ultrasound device to first explore parts of the human body may evolve in the near future into an important diagnostic tool for the physical examination of patients, but requires substantial training and should become an indispensable tool for all medical students, as stethoscope and reflection hammer.42 Therefore, training students, teachers, and professionals in using such technology should become a cornerstone of anatomy training. It will be a matter of global social responsibility to provide access to technological innovations to low- and middle-income countries.

We believe that with rapidly increasing international information exchanges, innovations are likely to spread and be picked up much faster than decades ago and schools will generally move in these directions, slower or faster. With this perspective paper we hope
to have contributed to this movement.

Ana Yoe-Cheng Chang Chan MD is an assistant professor of anatomy at Department of Morphological Sciences, Faculty of Medical Sciences, National Autonomous University of Leon (UNAN-Leon), Leon, Nicaragua. Coen Stapper MD is a resident of radiology at University Medical Center Utrecht, The Netherlands. Ronald L.A.W. Bleys MD, PhD is a professor of clinical anatomy at University Medical Center Utrecht, The Netherlands. Maarten van Leeuwen MD, PhD is a retired associate professor of radiology at University Medical Center Utrecht, The Netherlands. Olle ten Cate PhD is a professor of medical education at University Medical Center Utrecht, The Netherlands.

The authors wish to thank several colleagues who engaged in conversations about this topic. They include Niek de Wit, Martijn Intven, Manon Horsman, Jelle Ruurda, Dik Rutgers, Daniela Salvatori, Anouk van der Gijp, Stella Mook, Emma Paes, Harold van Rijen, Annet van Royen and Tineke Westerveld. While this was not a qualitative research project, the authors did receive approval to record the conversations from the Netherlands Association for Medical Education Ethical Review Board (NERB#2021.2.8).

All authors made a significant contribution to the work reported, whether that is in the conception, study design, execution, acquisition of data, analysis and interpretation, or in all these areas; took part in drafting, revising or critically reviewing the article; gave final approval of the version to be published; have agreed on the journal to which the article has been submitted; and agree to be accountable for all aspects of the work.

There is no funding to report.

The authors report no conflicts of interest in this work.

1. Custers EJ, ten Cate OTJ. A solid building requires a good foundation: the basic sciences in the Dutch medical curriculum, 18651965. J Int Assoc Med Sci Educ. 2010;20(3):261275.

2. Leung KK, Lu KS, Huang TS, Hsieh B-S. Anatomy instruction in medical schools: connecting the past and the future. Adv Health Sci Educ Theory Pract. 2006;11(2):209215. doi:10.1007/s10459-005-1256-1

3. Harden RM, Sowden S, Dunn WR. Educational strategies in curriculum development: the SPICES model. Med Educ. 1984;18(4):284297. doi:10.1111/j.1365-2923.1984.tb01024.x

4. Keijsers CJ, Custers EJ, ten Cate OT, Th J. A new, problem oriented medicine curriculum in Utrecht: less basic science knowledge. Ned Tijdschr Geneeskd. 2009;153:B400.

5. Craig S, Tait N, Boers D, McAndrew D. Review of anatomy education in Australian and New Zealand medical schools. ANZ J Surg. 2010;80(4):212216. doi:10.1111/j.1445-2197.2010.05241.x

6. Chang Chan AY, Wammes E, Custers EJ, van Leeuwen MS. Comparing medical student interest in gross anatomy learning and teaching across different cultures. J Med Educ Train. 2020;4(2):050.

7. Singh R, Shane Tubbs R, Gupta K, Singh M, Jones DG, Kumar R. Is the decline of human anatomy hazardous to medical education/profession?A review. Surg Radiol Anat. 2015;37(10):12571265. doi:10.1007/s00276-015-1507-7

8. Yammine K. The current status of anatomy knowledge: where are we now? where do we need to go and how do we get there? Teach Learn Med. 2014;26(2):184188. doi:10.1080/10401334.2014.883985

9. Streith L, Cadili L, Wiseman SM. Evolving anatomy education strategies for surgical residents: a scoping review. Am J Surg. 2022;224:681693. doi:10.1016/j.amjsurg.2022.02.005

10. Arrez-Aybar LA, Snchez-Montesinos I, Mirapeix RM, et al. Relevance of human anatomy in daily clinical practice. Ann Anat. 2010;192(6):341348. doi:10.1080/01421590903183795

11. Kumar A, Ghosh SK, Faiq MA, Deshmukh VR, Kumari C, Pareek V. A brief review of recent discoveries in human anatomy. Qjm an Int J Med. 2019;112(8):567573. doi:10.1093/qjmed/hcy241

12. McKuskey RC, Carmichael SW, Kirch DG. The importance of anatomy in health professions education and the shortage of qualified educators. Acad Med. 2005;80(4):349351. doi:10.1097/00001888-200504000-00008

13. Raftery AT. Anatomy teaching in the UK. Surgery. 2007;25(1):12. doi:10.1016/j.mpsur.2006.11.002

14. Williams G. Western Reserves Experiment in Medical Education and Its Outcome. New York: Oxford University Press; 1980.

15. Harden RM, Sowden S, Dunn WR. Educational strategies in curriculum development: the SPICES model. Med Educ. 1884;18:284297. doi:10.1111/j.1365-2923.1984.tb01024.x

16. Wijnen-Meijer M, van den Broek S, Koens F, ten Cate O. Vertical integration in medical education: the broader perspective. BMC Med Education. 2020;20(20):509. doi:10.1186/s12909-020-02433-6

17. Barrows H, Tamblyn R. Problem-Based Learning. New York: Springer Publishing Company, Inc; 1980.

18. Brooks WS, Woodley KT, Jackson JR, Hoesley CJ. Integration of gross anatomy in an organ system-based medical curriculum: strategies and challenges. Anat Sci Ed. 2015;8:266274. doi:10.1002/ase.1483

19. Koens F, Custers EJ, Ten Cate OTJ. Clinical and basic science teachers opinions about the required depth of biomedical knowledge for medical students. Med Teach. 2006;28(3):234238. doi:10.1080/01421590500271183

20. Boshuizen HPA, Schmidt HG. On the role of biomedical knowledge in clinical reasoning by experts, intermediates and novices. Cogn Sci. 1992;16(2):153184. doi:10.1016/0364-0213(92)90022-M

21. Baker KG. Twelve tips for optimising medical student retention of anatomy. Med Teach. 2022;44(2):138143. doi:10.1080/0142159X.2021.1896690

22. Weggemans MM, Custers EJ, ten Cate OTJ. Unprepared retesting of first year knowledge: how much do second year medical students remember? Med Sci Educ. 2017;27(4):597605. doi:10.1007/s40670-017-0431-3

23. Custers EJ. Long-term retention of basic science knowledge: a review study. Adv Heal Sci Educ. 2010;15(1):109128. doi:10.1007/s10459-008-9101-y

24. ten Cate O, Durning S. Dimensions and psychology of peer teaching in medical education. Med Teach. 2007;29(6):546552. doi:10.1080/01421590701583816

25. ten Cate O, Durning S. Peer teaching in medical education: twelve reasons to move from theory to practice. Med Teach. 2007;29(6):591599. doi:10.1080/01421590701606799

26. Zijdenbos I, Fick T, ten Cate O. How we offer all medical students training in basic teaching skills. Med Teach. 2011;33(1):2426. doi:10.3109/0142159X.2011.530309

27. Kloek AT, van Zijl ACM, ten Cate OTJ. How a teaching rotation in medical school affects graduates subsequent careers. Perspect Med Educ. 2016;5(6):325331. doi:10.1007/s40037-016-0302-4

28. ten Cate O, Custers EJ, Durning SJ. Principles and Practice of Case-Based Clinical Reasoning Education: A Method for Preclinical Students (Open Access). Vol. 15. Cham, Switzerland: Springer; 2018.

29. Zijdenbos IL, de Haan MC, Valk GD, ten Cate O. A student-led course in clinical reasoning in the core curriculum. Int J Med Educ. 2010;1:4246. doi:10.5116/ijme.4c18.94a5

30. Crites GE, Gaines JK, Cottrell S, et al. Medical education scholarship: an introductory guide: AMEE Guide No. 89. Med Teach. 2014;36(8):657674. doi:10.3109/0142159X.2014.916791

31. Cleland JA, Jamieson S, Kusurkar RA, Ramani S, Wilkinson TJ, van Schalkwyk S. Redefining scholarship for health professions education: AMEE Guide No. 142. Med Teach. 2021;1(1):128. doi:10.1080/0142159X.2021.1900555

32. ten Cate O. Health professions education scholarship: the emergence, current status, and future of a discipline in its own right. FASEB BioAdvances. 2021;3(7):510522. doi:10.1096/fba.2021-00011

33. Koens NF. Vertical integration in medical education - studies on the required basic science knowledge and the concept of context. Tijdschrift voor Medisch Onderwijs. 2005;24(5):230232.

34. Wijnen-Meijer M, Ten Cate OTJ, Rademakers JJ, Van Der Schaaf M, Borleffs JCC. The influence of a vertically integrated curriculum on the transition to postgraduate training. Med Teach. 2009;31:11. doi:10.3109/01421590902842417

35. Custers EJ, ten Cate OTJ. Very long-term retention of basic science knowledge in doctors after graduation. Med E
duc. 2011;45(4):422430. doi:10.1111/j.1365-2923.2010.03889.x

36. Sadler T, Zhang T, Taylor H, Brassett C. The role of radiology in anatomy teaching in UK medical schools: a national survey. Clin Radiol. 2018;73(2):185190. doi:10.1016/j.crad.2017.08.008

37. Jack A, Burbridge B. The utilisation of radiology for the teaching of anatomy in Canadian medical schools. Can Assoc Radiol J. 2012;63(3):160164. doi:10.1016/j.carj.2010.11.005

38. Orsbon CP, Kaiser RS, Ross CF. Physician opinions about an anatomy core curriculum: a case for medical imaging and vertical integration. Anat Sci Educ. 2014;7(4):251261. doi:10.1002/ase.1401

39. Chang AYC, Bogran L, Chavarra E, Robles D, Sotelo N. Radiological anatomy as an alternative approach in anatomy teaching. Perception and performance of medical students. Investig en Educ Mdica. 2022;11(41):2533. doi:10.22201/fm.20075057e.2022.41.21384

40. Russell FM, Zakeri B, Herbert A, Ferre RM, Leiser A, Wallach PM. The state of point-of-care ultrasound training in undergraduate medical education. Acad Med. 2022;97(5):723727. doi:10.1097/acm.0000000000004512

41. Feilchenfeld Z, Kuper A, Whitehead C. Stethoscope of the 21st century: dominant discourses of ultrasound in medical education. Med Educ. 2018;52(12):12711287. doi:10.1111/medu.13714

42. Hoppmann RA, Mladenovic J, Melniker L, et al. International consensus conference recommendations on ultrasound education for undergraduate medical students. Ultrasound J. 2022;14:132. doi:10.1186/s13089-022-00279-1

43. Ravesloot CJ, van der Gijp A, van der Schaaf MF, et al. Support for external validity of radiological anatomy tests using volumetric images. Acad Radiol. 2015;22(5):640645. doi:10.1016/j.acra.2014.12.013

44. Zilverschoon M, Kotte EM, van Esch B, ten Cate O, Custers EJ, Bleys RL. Comparing the critical features of e-applications for three-dimensional anatomy education. Ann Anat. 2019;222:2839. doi:10.1016/j.aanat.2018.11.001

45. Zilverschoon M, Vincken KL, Bleys RL. The virtual dissecting room: creating highly detailed anatomy models for educational purposes. J Biomed Inform. 2017;65:5875. doi:10.1016/j.jbi.2016.11.005

46. Zilverschoon M, Custers EJ, ten Cate O, Kruitwagen CL, Bleys RL. Support for using a three-dimensional anatomy application over anatomical atlases in a randomized comparison. Anat Sci Educ. 2021;19. doi:10.1002/ase.2110

47. Uruthiralingam U, Rea PM. Augmented and Virtual Reality in Anatomical Education a Systematic Review. In: Rea P, editor. Biomedical Visualisation. 1st ed. Cham, Switzerland: Springer Nature Switzerland; 2020:89102.

48. Chytas D, Salmas M, Skandalakis GP, Troupis TG. Augmented and virtual reality in anatomy education: can they be effective if they do not provide immersive experience? Anat Sci Educ. 2022;15(2):431433. doi:10.1002/ase.2119

49. Paech D, Giesel FL, Unterhinninghofen R, Schlemmer HP, Kuner T, Doll S. Cadaver-specific CT scans visualized at the dissection table combined with virtual dissection tables improve learning performance in general gross anatomy. Eur Radiol. 2017;27(5):21532160. doi:10.1007/s00330-016-4554-5

50. Shaffer K. Teaching anatomy in the digital world. N Engl J Med. 2004;351(13):12791281. doi:10.1056/nejmp048100

51. Santibaez S, Boudreaux D, Tseng GF, Konkel K. The tzu chi silent mentor program: application of Buddhist ethics to teach student physicians empathy, compassion, and self-sacrifice. J Relig Health. 2016;55(5):14831494. doi:10.1007/s10943-015-0110-x

52. Chiou RJ, Tsai PF, Han DY. Effects of a silent mentor initiation ceremony and dissection on medical students humanity and learning. BMC Res Notes. 2017;10(1):17. doi:10.1186/s13104-017-2809-0

53. Bergman EM, Prince KJ, Drukker J, van der Vleuten CPM, Scherpbier AJ. How much anatomy is enough? Anat Sci Educ. 2008;1(4):184188. doi:10.1002/ase.35

54. Chang Chan AYC, ten Cate O, Custers EJ, van Leeuwen MS, Bleys RL. Approaches of anatomy teaching for seriously resourcedeprived countries: a literature review. Educ Heal. 2019;32:6274. doi:10.4103/efh.EfH

55. Gale R, Grant J. AMEE medical education guide no. 10: managing change in a medical context: guidelines for action. Med Teach. 1997;19(4):239249. doi:10.3109/01421599709034200

56. Hofstede G. Dimensionalizing cultures: the Hofstede model in context. Online Readings Psychol Cult. 2011;2(1):126. doi:10.9707/2307-0919.1014

57. Jippes M. Culture matters in medical schools. How values shape a successful curriculum change [Doctoral dissertation]. Maastricht University; 2012.

More here:
Are We Facing the End of Gross Anatomy Teaching as We Have Known It fo | AMEP - Dove Medical Press

If you have gone to see a health care provider within the past 15 years, chances are very good that youve seen a model from Anatomy Warehouse, a growing Evanston e-commerce company in the business of health education.

Founded in 2005 by Adam Cordell and based at 1630 Darrow Ave., the company sells detailed, accurate and lifelike models of human and animal body parts and processes to colleges and universities, health-related professional schools, government entities, clinics, health care settings and private businesses all over the world.

Closer to home, the Evanston Township High School biology and health sciences programs have benefited from Anatomy Warehouses donations of gently used anatomy models.

Cordell, a native Evanstonian and a proud ETHS graduate, has 12 employees, most of whom live in Evanston. Cordell said he is especially proud of how they were all able to shift to working from home during the pandemic; no one lost their job or took a pay cut. Everyone stayed healthy and kept working.

Despite the medical nature of their work, no one in the office is a doctor. But over the past 14 years, Liz has probably gone to medical school from what shes learned on the job, Cordell said.

Liz is Liz Huff, who joined the company in 2008 and is director of Operations, managing the customized order process. From 2009-2013 the company was processing orders from eight different websites organized under categories including Halloween costumes, seasonal, school supplies, massage and medical apparel in addition to anatomical models.

But the business sweet spot was anatomical models, and the company gradually exited or sold off the other lines of business.

Doctors often contact Anatomy Warehouse for assistance preparing for complex and unusual surgeries. Cordell and Huff work with suppliers that can produce unique 3D-printed models that are helpful in pre-surgical preparation, allowing the surgeon to view a surgical site from multiple views and practice different approaches. Cranial models are a specialty.

For products that the company develops in-house, Cordell said it relies on a team of external medical professionals to review or contribute to the quality control process.

Medical device companies, pharmaceutical companies and life sciences companies might contact us for anything, Huff said. Weve made trophies. It could be adding a customized logo to the base of a model. It could be developing a completely bespoke training model for demonstrating a surgical technique or an R&D model for testing a new device prior to regulatory approvals.

Both Cordell and Huff said they are much more aware of what their doctors do as a result of their work. Were training future doctors and nurses. Wed better do a good job because we could be their next patient, said Huff.

If youve watched TV shows like Bones or The Walking Dead youve likely seen their work.

Anatomy Warehouse sells moulage, or simulated wounds, used in movie, television and theater productions as well as health training and education, such as disaster training for first responders.

We sell mannequins that can be wirelessly programmed to bleed, vomit and seize, Huff said, all to make the scene or training more realistic.

Cordell and Huff are responsive to what their customers want. Skin tones are available in light, medium and dark. The company embraces adapting models to reflect diversity in bone structure, including skeletons that are not just of European descent.

The medical community has been driven by European men forever, Huff said. But there is a broader selection that we try to represent, and we are pushing our European manufacturers to represent.

Within the last few years the company has updated its product descriptions to eliminate ethnic or geographic references. Faces are described as having masculine features or feminine features instead of being labeled male or female. Its a dynamic space, Huff said. Its our job to listen to our customers and to our community and to have them lead what they feel is the best way to represent those things.

The products also represent different body types. On the mannequin side, there are rescue training mannequins that are specifically focused on water rescue, and they can simulate a realistic weight or a heavier model to be more difficult, Huff said. We also have bariatric models with different weights and proportions.

The companys No. 1 product on the anatomical side is a full-sized male skeleton. On the health care side, IV arms are the sales leader. IV arms are used to teach blood draws, injections, infusions and needle selection. The way to get good at a skill like a blood draw is to practice, repeating the same action, correctly, over and over. A good model enhances that training.

And now Anatomy Warehouse is looking for more space. It hasnt found the right spot yet, but Cordell emphasized how special Evanston is to him and his team.

We really hope we can stay here, he said.

See the original post:
Anatomy Warehouse has Evanston in its bones and a little bit of Hollywood too - Evanston RoundTable

As we get ourselves prepared forGreys Anatomyseason 19 episode 3 on ABC next week, we recognize that Merediths exit is on the horizon. Ellen Pompeo will leave the show, at least as an on-screen presence, following the upcoming eighth episode.

So how is the character going to leave? One of the things weve heard already is that it involves one of her children, which makes a good bit of sense given that any parent should do what they can for their kid even if that means stepping away from a familiar, comfortable world.

Based on the full Greys Anatomyseason 19 episode 3 synopsis below, it could be Zola who gets the ball rolling for Merediths exit in some shape or form:

Lets Talk About Sex Bailey recruits the interns to create a series of social media videos informing teens about sexual health. The videos, filmed at Grey Sloan in front of a group of high schoolers, hit home as a student has medical complications during her visit. Elsewhere, Meredith and Maggie learn something new about Zola on an all-new episode ofGreys Anatomy airingTHURSDAY, OCT. 20(9:00-10:01 p.m. EDT), on ABC.Watch episodes on demand and onHuluthe day following their premieres.

Lets just go ahead and say that were ready to getallsorts of emotional over what happens when it comes to Meredith and Zola. The rest of the story in this episode may be devised largely as a way to get a break from some of that it will be lighthearted in nature, and also show us further whats going on when it comes to Miranda Bailey. Shes got a story this season that should be unique from what weve seen in the past, and lets just say were rather excited about that.

Related Get some other updates on the subject of Greys Anatomy right away!

Share your thoughts and theories below! Once you do just that, stick around there are other updates ahead we do not want you to miss. (Photo: ABC.)

Read the rest here:
Grey's Anatomy season 19 episode 3: The path to Meredith's exit? - CarterMatt

View post:
Correcting and Replacing: CinCor Reports Third Quarter Financial Results and Provides Corporate Update

Opinions expressed by Entrepreneur contributors are their own.

Like a Russian nesting doll, there's a lot more to logo design than meets the eye. A logo can be summarized in just three words: icon, font and color. But, the work that goes into designing each of these elements is a lot to unpack.

Logo design is like a body it needs more than just the basics, or the "bones," to be as fully functional as possible. In my years-long career as a serial entrepreneur, I've found out firsthand the value of ensuring that each logo is as well-designed as possible for the longevity and success of the company that it represents.

Ready for an anatomy lesson? Here are the critical elements that go into fantastic logo design.

Related: 10 Questions to Ask When Designing Your Company's Logo

You may have decided to go with a simple wordmark or lettermark logo. If that fits your brand best, go for it, but most brands over 60% according to some statistics use a combination logo, including both a wordmark and a graphic or icon.

When choosing your graphic, here are the essentials for ensuring your choice is best for the success of the logo and the brand behind it.

Related: What are the Most Important Elements of a Logo?

Choosing your font is the next big part of putting together a great logo design. Font choice is integral not only to the user-friendliness of the logo but to the overall uniqueness, too. Here are some keys to look for:

The colors you choose can build your brand's recognizability and make it memorable. Here are the keys to good color choice.

Related: The Role of Color in Branding

The specifics of logo design vary depending on the company behind the logo, the designer and the design itself. Sometimes, inspiration strikes. For others, it's a long, hard slog to try and get the perfect logo design. There's no surefire way to guarantee the success of logo design every single time, any more than there's a way to guarantee the success of a new business venture.

But just like experience in the world of entrepreneurship will help us with our next startup, a deepened understanding of good logo design will help us to weigh the odds in our favor.

See original here:
3 Design Elements That Form The Anatomy of a Great Logo - Entrepreneur

When you see unusual plays, you may wonder where those odd gambits came from, and if there had been any indication that they were coming. In the case of Minnesota Vikings receiver Justin Jeffersons three-yard touchdown run against the New Orleans Saints at Londons Tottenham Hotspur Stadium, early Sunday morning (for us Yanks), there was quite a bit of preamble.

First, the play itself, which helped the Vikings go to 3-1 on the season with a 28-25 win:

Dalton couldnt, but he gave it his level best. The Saints were down 16-7 until late in the third quarter.

In any event, the Vikings had been running Jefferson, their best receiver and one of the NFLs top three at his position, on sweeps all season long its just that there was very little statistical impact from those plays at least on Jeffersons stat sheets.

The Vikings had run Jefferson on sweep or cross motion 16 times through the first three games. He had never taken the ball on a run play with that motion, and he had caught two passes on three targets for five yards with such motions. All three targets were against the Packers in Week 1, and heres the five-yard catch.

So, you could say that the Vikings, led by head coach and offensive shot-caller Kevin OConnell, had been waiting all season for the perfect opportunity to give Jefferson the ball as a runner. As Jefferson had just seven rushing attempts for 16 yards in NFL career, this came as a surprise to the Saints but it shouldnt have been a complete surprise.

Why? Because the Vikings have been setting this up all season long and when Jefferson gets the ball in such schemes, it can work pretty well. Ask the Baltimore Ravens, who gave up this 11-yard sweep run to Jefferson in Week 9 of the 2021 season.

Story originally appeared on Touchdown Wire

Read the original post:
Anatomy of a Play: Vikings were setting up Justin Jeffersons rushing TD all season - Yahoo Sports

Greys Anatomy season 19 will premiere on broadcast this month, but we have to wait for it to come to Netflix. When will it arrive on the streamer?

I know what youre thinking.Greys Anatomy season 19 will arrive this month. While that is correct, its not coming to Netflix. The series will premiere on ABC on Thursday, Oct. 6, but the episodes dont immediately head to Netflix.

Unsurprisingly, the episodes head to Hulu first. Disney does own both Hulu and ABC. The series still heads to Netflix once all episodes of the season have aired, so we have a bit of a wait on our hands.

Assuming no contracts have changed, well see the full season arrive on Netflix 30 days after the season finale. Of course, ABC has not set any finale dates just yet, but we usually see them in May of each year. This is usually around the middle to the end of May.

That means were looking atGreys Anatomy season 19 arriving on Netflix around the middle or end of June. Well be sure to keep an eye on things closer to the time to let you know.

This season will see a lot of change. To start with, Meredith Grey isnt going to be around for the whole season. While Ellen Pompeo will still narrate the episodes, Meredith is only going to be included in eight episodes out of the whole season. Its time for the show to see if it can stand without her.

Well also see some new residents. The Residency Program has reopened after a six-month shutdown, and there are some eager interns looking to prove themselves. Meredith is still interim chief for now, but will that change? Nick returns and its the first time Meredith has seen him since she turned down the offer to move to Minnesota. Is there hope for the two of them?

It also turns out that Link is a little bit like Derek. Hes already hooked up with one of the interns without realizing shes an intern. Things are about to get awkward at Grey Sloan Memorial Hospital.

Greys Anatomy seasons 1 to 18 are on Netflix.

Here is the original post:
Greys Anatomy season 19 is not coming to Netflix in October 2022 - Netflix Life

"On September 29, the National Geodetic Survey (NGS) began collecting aerial damage assessment images in the aftermath of Hurricane Ian. Imagery is being collected in specific areas by NOAA aircraft, identified by NOAA in coordination with FEMA and other state and federal partners. Collected images are available to view online via the NGS aerial imagery viewer. View tips on how to use the imagery viewer. NOAA's aerial imagery aids safe navigation and captures damage to coastal areas caused by a storm. Aerial imagery is a crucial tool to determine the extent of the damage inflicted by flooding, and to compare baseline coastal areas to assess the damage to major ports and waterways, coastlines, critical infrastructure, and coastal communities. This imagery provides a cost-effective way to better understand the damage sustained to both property and the environment. View collected NOAA Emergency Response Imagery below. New imagery will be posted as soon as it is available."

See more from NOAA HERE:

Here's the 850mb temp anomaly from AM Sunday to AM Saturday of next weekend. Note the oranges and reds in place through midweek, which suggests above average temps through that time frame. However, there is a sharp cold front that will blast through late Wednesday with temps tumbling into the 40s and 50s on Thursday and Friday across the state with widespread frost/freeze concerns.

Here's a look at the extended temperature outlook for Minneapolis. Note that highs will warm into the 70s through Wednesday before the bottom falls out late week. High on Thursday and Friday will only warm into the 40s and 50s across the state, which will be well below average for early October.

This is fairly deep into the extended forecast, but there does appear to be fairly widespread frost/freeze potential on Friday morning. At this point, temps could dip into the 20s and 30s across much of the state. Stay tuned...

According to the US Drought Monitor (updated September 27th), severe drought continues in the Twin Cities. Areas of moderate to severe drought stretch from the Twin Cities to the MN River Valley, where precipitation amounts are running several inches below average since January 1st.

Here's the precipitation outlook through the first full week of October, which shows very little rainfall across the region. The best chance of any accumulation will be across the northern and western part of the state, where up to 0.25" may be possible.

Here's the weather outlook through the first week of October, which shows isolated rain chances through midweek. These rain chances will be fairly light across the Midwest with up to 0.25" rain possible for some. There will be a more potent front that arrives late Wednesday with more widespread showers across the Great Lakes Region and it could be cold enough for snow closer to the international border and the northern Great Lakes!

Thanks to dwindling daylight and chilly overnight lows, the fall color progress is really starting to come around. It won't be long now and those fall colors will be quite prevalent across the state. Enjoy!

The MN DNR has put together a nice graphic that shows typical dates for peak fall color. The northern par of the state starts to peak during the 2nd half of September into early October. Meanwhile, folks in the central part of the state and into the metro typically don't see peak color until the end of September into the middle part of October. It won't be long now - enjoy!

Here's the 30 year average for the first frost in Minneapolis, which lands on October 13th. Last year (2021) the first frost was on October 23rd. If you look at the full MSP record, which dates back to 1873, the latest frost was November 18th back in 2016, while the earliest frost was September 3rd back in 1974.

Here's the average first measurable snowfall (0.01") at MSP over the last 30 years, which lands on November 6th. Last year, MSP had its first measurable snow on November 13th. The last was on December 3rd back in 1928, while the earliest was September 24th in 1985.

Temperature on Sunday will be nearly +5F to +10F above average for the second day of October. There could be a few isolated showers here and there, but most will stay dry.

The weather outlook for Minneapolis on Sunday shows a mix of clouds and sun with temperatures warming to near 70F, which will be above average for early October. There could be a few isolated showers across the northern and western part of the state, but again, most will stay dry.

The hourly forecast for Minneapolis on Sunday shows temps starting in the mid 50s in the morning and warming to near 70F by the afternoon. Skies will generally be dry with a mix of clouds and sun. Southeasterly winds will be around 10mph-15mph.

The extended temperature outlook for Minneapolis over the next several days shows temps warming into the 60s and 70s through midweek, which will be above average for early October. However, there is a bigger cooldown lurking for late week with highs running well below average.

The extended weather outlook over the next 7 days shows milder weather in place through the first half of the week. A sharp cool front blows through midweek, which will drop temps to below average temps once again later in the week. In fact, daytime highs may only warm into the 50s with frosty overnight lows.

According to NOAA's Climate Prediction Center, the 8 to 14 day temperature outlook shows above average temps continuing across much of the Western US with cooler than average readings in the eastern & northeastern US.

According to NOAA's Climate Prediction Center, the 8 to 14 Day precipitation outlook shows dry weather in place across the Midwest and Eastern US.

Hurricane forecasting has come a long way since the days of relying on ship reports to determine where a storm was heading. Today we have satellites, Doppler and sophisticated weather models.

Data shows that meteorologists do a better job predicting hurricane tracks than intensity. But "Ian" was a very difficult hurricane to predict. Landfall forecasts shifted from the Panhandle to Tampa, then Sarasota and finally Fort Myers, leaving little time for locals to evacuate inland.

There is little infrastructure to accommodate millions of evacuees east of I-75. Newcomers to Florida may be more skeptical when evacuation orders do arrive, and some didn't have transportation options or money to flee their beachfront homes. We need to find better/smarter ways to move people, even on those rare occasions when there's only 24-36 hours of advance lead-time.

Today should be sunnier and drier with a shot at 70, with mid-70s Monday and Tuesday, before 50s and frost return by late week.

London Vikings weather: 50s and wet.

SUNDAY: Partly sunny, lukewarm. Winds: SE 7-12. High: 70.

SATURDAY NIGHT: Mostly cloudy. Winds: SSE 5-10. Low: 55.

MONDAY: Partly sunny and pleasant. Winds: S 10-15. Wake-up: 54. High: 73.

TUESDAY: Damp with a few showers. Winds: SW 8-13. Wake-up: 58. High: 66.

WEDNESDAY: Intervals of sunshine. Winds: NW 7-12. Wake-up: 57. High: 68.

THURSDAY: Chilly breeze, feels like October. Winds: N 10-20. Wake-up: 43. High: 53.

FRIDAY: A little frost? Cool blue sky. Winds: SW 5-10. Wake-up: 35. High: 51.

SATURDAY: Some sun, few showers. Winds: SE 7-12. High: 69.

October 2nd

1953: A record high of 90 for the St. Cloud area is recorded in 1953 (and later tied in 1992). Minneapolis also sets a record that same day in 1953 with a high of 89 degrees.

1849: Persistent rain at Ft. Snelling accumulates to 4 inches in one and a half days.

October 2nd

Average High: 66F (Record: 89F set in 1953)

Average Low: 47F (Record: 22F set in 1974)

Record Rainfall: 2.18" set in 2017

Record Snowfall: None

October 2nd

Sunrise: 7:12am

Sunset: 6:52pm

Hours of Daylight: ~11 hours & 39 minutes

Daylight LOST since yesterday: ~ 3 minutes & 6 seconds

Daylight LOST since Winter S
olstice (December 21st): ~ 4 hour & 1 minutes

0.3 Days Since First Quarter Moon

The weather outlook on Sunday shows well below average temperatures in place in the Eastern US, where remnants of Ian will be present. It'll be pretty close to average for early October in the Central US and well above average in the Pacific Northwest.

The remnants of Ian will linger across the Mid-Atlantic States with showery, cool and gusty winds. Meanwhile, a stagnant area of precipitation will be found along the Front Range with high elevation snow possible.

The weather outlook through Monday shows remnants of Ian lingering across the Mid-Atlantic States with breezy, cool and showery weather. Lingering precipitation will be found across the Front Range and Intermountain-West.

According to NOAA's Weather Prediction Center, areas of heavy rain from the remnants of Ian will begin to fade in the Mid-Atlantic States. There will also be wetter weather through the Intermountain-West

"Of all the hazards that hurricanes bring, storm surge is the greatest threat to life and property along the coast. It can sweep homes off their foundations, flood riverside communities miles inland, and break up dunes and levees that normally protect coastal areas against storms. As a hurricane reaches the coast, it pushes a huge volume of ocean water ashore. This is what we call storm surge. This surge appears as a gradual rise in the water level as the storm approaches. Depending on the size and track of the hurricane, storm surge flooding can last for several hours. It then recedes after the storm passes. Water level heights during a hurricane can reach 20 feet or more above normal sea level. With powerful waves on top of it, a hurricane's storm surge can cause catastrophic damage."

See more from The Conversation HERE:

"Hurricane Ian carved a cruel path of destruction across the Florida Peninsula overnight, emerging over the Atlantic Ocean near Cape Canaveral as a large and wet tropical storm at 11 a.m. EDT Thursday. Along its path, Ian dumped record amounts of rain, including over two feet near New Smyrna Beach and over a foot in Orlando. The torrential rains triggered multiple flash flood emergencies and record river flooding. Though greatly reduced in strength, the destructive hurricane is now headed for South Carolina, where landfall as a category 1 hurricane with 75 mph winds is expected to occur on Friday morning."

See more from Yale Climate Connections HERE:

"After its driest three-year stretch on record, California braces for another year with below-average snow and rain. Conditions are shaping up to be a "recipe for drought." As California's 2022 water year ends this week, the parched state is bracing for another dry year its fourth in a row. So far, in California's recorded history, six previous droughts have lasted four or more years, two of them in the past 35 years. Despite some rain in September, weather watchers expect a hot and dry fall, and warn that this winter could bring warm temperatures and below-average precipitation. Conditions are shaping up to be a "recipe for drought": a La Nina climate pattern plus warm temperatures in the Western Tropical Pacific that could mean critical rain and snowstorms miss California, according to Daniel Swain, a climate scientist with UCLA and The Nature Conservancy."

See more from Local News Matters HERE:

See the original post:
Anatomy of a Weather Catastrophe - Star Tribune

Grey's Anatomy is finally returning for its 19th season on Oct. 6, and star Chandra Wilson, who plays Dr. Miranda Bailey, revealed a funny behind-the-scenes story while promoting its premiere on The Jennifer Hudson Show.

After Wilson and Jennifer Hudson spoke about how amazing it is that Grey's Anatomy has been on for so many years, the host asked Wilson, "How do you remember all of those medical terms?"

In response, the 53-year-old said, "I still don't know what I'm saying half of the time," before she launched into a story about one particular example of a word she had trouble pronouncing.

Wilson began, "The first time I knew this was gonna be a trip wasbecause I'm from Houston, TexasI had a piece of dialogue that said some kind of line in reference to the ambulance, and so when I got to it, I would just say, you know, 'I have to go out to the ambulance,' and then they would say, 'Cut.'"

As Wilson told the story, you could hear a distinct difference in how she said "ambulance" when she introduced the story versus when she re-enacted the line from the show.

During her reenactment, the actress mispronounced the word, making a "boo" sound when saying the second syllable of the word.

(scroll to keep reading)

The Grey's Anatomy star continued, saying that they kept asking her to do the line again; to her confusion, she didn't realize what she was doing wrong.

Then, the script supervisor, Nicole Rubio, walked in and asked her to "read this word."

Wilson recounted, saying to Rubio, "What? I said it! 'Ambulance.' What's the problem?" She told Hudson that was when she realized she'd been saying the word wrong the whole time.

As Hudson and the audience laughed at the funny story, Wilson admitted that she still has to remind herself how to correctly pronounce it sometimes.

For the more complex medical terminology, she has to "play games" to remember the correct pronunciation, like with the word "anastomosis." Apparently, to remember the diction, the show's medical director, Linda Klein, told her to "Think of 'nasty Moses,'" and then it stuck.

You can watch Wilson recount the tale in the embedded video above.

More Pop Culture:

See the original post:
Chandra Wilson Recalls Mispronouncing This Common Word in Early Seasons of 'Grey's Anatomy' - Parade Magazine

Its been over seven years since Derek McDreamy Shepherd was killed off of Greys Anatomy, meeting his demise by way of car crash and incompetent doctors at the end of Season 11. So it goes to show how strong his relationship with Meredith Grey was that going into Season 19, they are still considered by many to be the series flagship couple. Thats a burden that Scott Speedman has to bear, as he talked about what it's like to play Meredith's new beau, Nick Marsh, for an audience that is so passionately invested in Meredith's love life.

Scott Speedman will be back when Greys Anatomy Season 19 premieres on October 6, but his role this season has been reduced to recurring, as Ellen Pompeo announced well also be seeing far less of Meredith Grey. It seems like Nick has earned a stamp of approval from the fandom, and the actor told InStyle he knows thats not something to take for granted. Speedman said:

I dont really know how [Dr. Marsh] measures up to her past romantic partners. But viewers, especially with her, theyre very protective of that character and whoever shes linked with. I dont think Ive ever done anything with this much fandom. Or maybe, over the years, I just havent been doing shows where theres such a link between the show and their fans and how fierce they are on social media and all that kind of stuff. So, its been interesting and fun.

With a loyal fandom that still wishes MerDer were a real-life couple, perhaps filling Patrick Dempseys shoes was a more daunting task than Scott Speedman was ready for. (He did compare fans reactions to The Shining, after all.) Meredith dated other men after Dereks death, with Nathan Riggs and Andrew DeLuca likely being the most serious, but Nick might just be Merediths endgame, since Ellen Pompeo said she will not return to Greys full time.

Whether or not Nick and Meredith ride off into the Minnesota sunset together remains to be seen, but that did seem like the plan Ellen Pompeos character hoped for at the end of Season 18. At least it was before Miranda Bailey quit her job and left Meredith as the chief of surgery, and Meredith sent Nick back to the Land of 10,000 Lakes alone. A preview for the new season shows Miranda and Nick both returning after six months, and I cant wait to get caught up on whats been going on. Check out the trailer for yourself:

Meredith had chosen at the end of last season to accept a full-time position at The Grey Center in Minnesota a decision that was not met with support from her colleagues. Her rant to Nick about being the only one not allowed to leave to pursue other opportunities felt a little too real, after a year-plus of headlines that centered around Pompeo wanting the show to end.

It seems Ellen Pompeo has found an eventual way out, and by proxy, Meredith as well, as Season 19 goes back to the beginning, with a new group of five interns. The drama starts at 9 p.m. ET Thursday, October 6, on ABC. In the meantime, check out our 2022 TV Schedule to see what other premieres are coming up, and you can rewatch any of Greys Anatomys first 21 seasons with a Netflix subscription.

Read more from the original source:
Grey's Anatomy Actor Scott Speedman Talks 'Measuring Up' To McDreamy In The Eyes Of The Fans - CinemaBlend

Ever wondered how exactly Spider-Man clings to buildings? Curious what gives Squirrel Girl the ability to communicate with squirrels? A new book, Marvel Anatomy: A Scientific Study of the Superhuman,details the anatomy of over 60 superheroes and supervillains with detailed illustrations and insightful text. It even includes mutants, aliens, and those with technologically-enhanced abilities. The Marvel Anatomy book will be available on October 25, 2022 but you can pre-order it now.Below are exclusive pages of Throg, Howard the Duck, and Daredevil from the upcoming book.

The books premise is that TChalla and Shuri are compiling the information as a result to the threat of a Skrull invasion. As we know, they can shape-shift and trick even Earths mightiest heroes. The Skrulls from the comicsare more nefarious than those weve seen so far in Captain Marvel. Eventually Reed Richards of the Fantastic Four figured out a way to identify Skrulls.

This could be a hint about some plot points of Marvels upcoming Secret Invasion TV series.Or it could just be for fun. The anatomical illustrations are from concept artist Jonah Lobe. Marc Sumerak and Daniel Wallacewrote the text that is careful not to reveal any secret identities in case it falls into the wrong hands.The publishers site shows off more artwork, including for Red Hulk, Jocasta, the Thing, and symbiotes like Venom.

Fun facts from Marvel Anatomy include that Daredevil can recognize anyone by their scent from 50 feetaway. When it comes to Throg, theres speculation about his origins and whether a prank from Loki was involved in his creation.A bit of TChallas personal opinions color each entry. He approves of Throg, calling him the Frog of Thunder.Meanwhile, his disdain for Howard the Duck is clear. The text includes that Howard undoubtedly stands out when measured against our planets heroes and villains, but only because of his remarkable mediocrity.

After devouring the Marvel Anatomy book, you can also learn real-life anatomy lessons by studying Pokmon anatomy.Or check out how wildly differenthumans would look if we had anatomy similar to animals. Basically, science is cool, even with it is wrapped up in fiction.

Melissa is Nerdists science & technology staff writer. She also moderates science of panels at conventions and co-hosts Star Warsologies, a podcast about science and Star Wars. Follow her on Twitter @melissatruth.

View post:
MARVEL ANATOMY Book Illustrates the Science of Superhuman Abilities - Nerdist