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https://www.selleckchem.com/products/nps-2143.html Developmental dyslexia is primarily a reading disorder, but recent studies have indicated that face processing problems may also be present. Using a case-series approach, we tested face recognition and visual word recognition in 24 high school students diagnosed with developmental dyslexia. Contrary to previous findings, no face recognition problems were found on the group-level. Rather, a significant classical dissociation with impaired word reading and normal face recognition was demonstrated on a group-level and for six individuals with developmental dyslexia. However, four individuals with dyslexia did show face recognition problems. Thus, while problems in face recognition can be present in developmental dyslexia, the dissociation strongly suggests that face recognition can also be preserved. Combined with previously reported dissociations between face and word recognition in developmental prosopagnosia, this constitutes a double dissociation.In the era of the novel coronavirus (COVID-19) pandemic, we critically appraised the literature by means of a systematic review on surgical education and propose an educational curriculum with the aid of available technologies. We performed a literature search on 10 May 2020 of Medline/PubMed, Embase, Google Scholar and major journals with specific COVID-19 sections. Articles eligible for inclusion contained the topic of education in surgery in the context of COVID-19. Specific questions we aimed to answer were Is there any difference in surgical education from pre-COVID-19 to now? How does technology assist us in teaching? Can we better harness technology to augment resident training? Two-hundred and twenty-six articles were identified, 21 relevant for our aim 14 case studies, three survey analyses, three reviews and one commentary. The collapse of the traditional educational system due to social distancing caused a fragmentation of knowledge, a reduced acquisition of ski

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