Ubiquity of information technology is undoubtedly the most substantial change to society in the twentieth and twenty-first centuries and has resulted in a paradigm shift in how business and social interactions are conducted universally. Information dissemination and acquisition is now effortless, and the way we visualise information is constantly evolving. The face of anatomy education has been altered by the advent of such innovation with Technology-Enhanced Learning (TEL) now commonplace in modern curricula.With the constant development of new computing systems, the temptation is to push the boundaries of what can be achieved rather than addressing what should be achieved. As with clinical practice, education in healthcare should be evidence driven.  https://www.selleckchem.com/Androgen-Receptor.html  Learning theory has supplied educators with a wealth of information on how to design teaching tools, and this should form the bedrock of technology-enhanced educational platforms. When analysing resources and assessing if they are fit for purpose, the application of pedagogical theory should be explored and the degree to which it has been applied should be considered.Art-based activities are increasingly being regarded as an accessible and engaging way to understand the human body and its processes. Such activities include body painting (both regular and ultraviolet [UV]), clay and materials-based modelling and drawing-focused activities. Integrating art-based approaches into curricula can offer many benefits and are often cost-effective ways to engage students, and improve on clinical acumen and visual understanding of the body. In this chapter, we will introduce various art-based visualisation methods, suggested uses for their integration into curricula, as well as the associated pros and cons of each, in turn."All learning is in the learner, not the teacher." Plato was right. The adage has passed the test of time and is still true in an era where technology accompanies us in not only professional but also recreational life every day, everywhere. On the other hand, the learner has evolved and so have the sources being used to satisfy curiosity and learning. It therefore appears intuitive to embrace these technological advances to bring knowledge to our pupils with the aim to facilitate learning and improve performance. It must be clear that these technologies are not intended to replace but rather consolidate knowledge partly acquired during more conventional teaching of anatomy. Veterinary medicine is no outlier. Educating students to the complexity of anatomy in multiple species requires that three-dimensional concepts be taught and understood accurately if appropriate treatment is to be set in place thereafter. Veterinary anatomy education has up to recently walked diligently in the footsteps of John Hunter's medical teaching using specimens, textbooks, and drawings. The discipline has yet to embrace fully the benefits of advancement being made in technology for the benefit of its learners. Three-dimensional representation of anatomy is undeniably a logical and correct way to teach whether it is through the demonstration of cadaveric specimen or alternate reality using smartphones, tablets, headsets or other digital media. Here we review some key aspects of the evolution of educational technology in veterinary anatomy.Muscle physiology constitutes a core curriculum for students and researchers within biomedical, health and exercise science disciplines. The variations between skeletal and smooth muscle, mechanisms underlying excitation-contraction coupling, as well as the relationships between muscle anatomy and physiology are commonly taught from illustrations, static models or textbooks. However, this does not necessarily provide students with the required comprehension surrounding the dynamic nature of muscle contractions or neuromuscular activities. This chapter will explore alternative methods of visualising skeletal and smooth muscle physiology in real-time. Various recording hardware, isolated tissues bath experiments, neurophysiological applications and computer-based software will be discussed to provide an overview of the evidence-based successes and case studies for using these techniques when assisting students with their understanding of the complex mechanisms underlying muscle contractions.
  Guidelines recommend referral for nephrology consultation for people with severe chronic kidney disease (CKD) to improve care and renal outcomes, yet the advocated benefits of nephrology referral on CKD progression in this patient population are unclear.
 
  We linked laboratory and administrative data in Alberta, Canada to identify adults with stage 4 CKD between 2002 and 2014 (follow-up end on March 31, 2017). We studied the association between time-varying receipt of outpatient nephrology consultation and kidney failure (the earlier of renal replacement initiation or eGFR < 10mL/min/1.73 m
  for more than 3months), accounting for the competing risk of death.
 
  Of the 14,382 participants, 41% were ≥ 85years old, 33% saw a nephrologist as an outpatient, 9% developed kidney failure, and 53% died over a median of 2.6years. Compared with people who did not see a nephrologist before or at 7months (median time to consultation), those who did were more likely to develop kidney failure [5-year risk (95% CI) 0.23solute risk categories. Although selective referral may explain these findings, there is no evidence of an association between nephrology care and reduced risk of kidney failure in people with severe CKD. Studies are needed to assess the benefits of nephrology consultation in people with moderate CKD.
  Warfarin is a high-risk medicine, and older persons (those aged 65 years and older)
  who take this therapy need medicines information about it that is at a level which is both understandable and comprehensive to improve their knowledge about the risks and benefits of warfarin therapy.
  Therefore, the primary objective of this study was to report patient feedback on a Warfarin Action Plan (WAP) (leaflet) and identify patients' preferences regarding its content and format. The secondary objective was to canvass in-depth feedback regarding the participants' information needs and current information-seeking practices with respect to warfarin therapy.
 
  In an Australian General Practice medical centre setting, a qualitative study comprising 34 individual interviews was conducted. Emergent themes were elicited via a qualitative analysis using manual inductive coding.
 
  The majority of participants gave very positive feedback on the WAP leaflet, stating that it was a useful and concise resource. In canvasing this feedback, 4 themes emerged (1) the need for information about warfarin therapy, (2) reliance on doctors and/or pharmacists for information, (3) the need for information to normalize their daily life, and (4) patients and carers acting on the new information.