Using invertebrate model organisms for neuroscience research and training: an opportunity for Africa

Online anatomy education during the Covid-19 pandemic: Opinions of medical, speech therapy, and BSc Anatomy students

With the emergence of the Covid-19 pandemic in 2020, it was difficult to predict if the "cadaveric-based (golden) standard" of teaching anatomy would be possible in the unforeseeable future. This forced traditional anatomical teaching and learning practices to be transitioned to remote online platforms. This study explored the opinions of anatomy students (n = 51), on their online learning experience of anatomy during the Covid-19 pandemic. A mixed methods approach using a descriptive, exploratory study design was conducted, by use of an online survey. The survey consisted of a six-point Likert scale and was assembled into four sub-categories. Likert scale options ranged from; strongly disagree, to strongly agree, and not applicable. Results obtained seem to tally with expectations, indicating an adequate theoretical course component with room to improve practical online teaching. Most participants had a positive perception of the theoretical course content, duration, and platforms of communication. Virtual classes were simple to navigate with few technical difficulties experienced by the participants. Students also noted having access to sufficient study material, videos, and additional online material. Overall, more than half of all participants reported adapting well to the remote learning environment, however, the greatest challenge experienced highlighted a sense of deprivation from the lack of cadaver exposure and hands-on instruction. This research highlighted the effects of the pandemic on the modality of anatomy education and how it affected students. Although anatomy is multi-modal, it can be concluded that it is possible to achieve academic success by using online learning methods.

Neuroscience education and research in Cameroon: Current status and future direction

Neurological disorders comprise 20% of hospital admissions in Cameroon. The burden of neurological disorders is increasing, especially in children and the elderly. However, there are very few neurologists, psychiatrists, gerontologists and neuropsychologists trained in the treatment of neurological disorders in Cameroon and there are very few facilities for training in basic and clinical neuroscience. Although non-governmental organizations such as the International Brain Research Organization (IBRO), International Society of Neurochemistry (ISN), and Teaching and Research in Natural Sciences for Development (TReND) in Africa have stepped in to provide short training courses and workshops in neuroscience, these are neither sufficient to train African neuroscientists nor to build the capacity to train neuroscience researchers and clinicians. There has also been little support from universities and the government for such training. While some participants of these schools have managed to form collaborations with foreign researchers and have been invited to study abroad, this does not facilitate the training of neuroscientists in Cameroon. Moreover, the research infrastructure for training in neuroscience remains limited. This is reflected in the low research output from Cameroonian universities in the field. In this review, we describe the burden of neurological disorders in Cameroon and outline the outstanding efforts of local scientists to develop the discipline of neuroscience, which is still an emerging field in Cameroon. We identify key actionable steps towards the improvement of the scientific capacity in neuroscience in Cameroon: (1) develop targeted neuroscience training programs in all major universities in Cameroon; (2) implement a thriving scientific environment supported by international collaborations; (3) focus on the leadership and the mentorship of both local and senior neuroscientists; (4) develop public awareness and information of policy makers to increase governmental funding for neuroscience research.

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Improving scientific capacity to tackle the neurological diseases burden in Cameroon is urgent.

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Neuroscience schools and advocated researchers shape the future of neuroscience in Cameroon.

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Public-private partnerships are required for sustainable country impact of neuroscience schools.

Using Electronic Tools and Resources to Meet the Challenges of Anatomy Education in Sub-Saharan Africa

Anatomy education forms the foundation of a successful medical education. This has necessitated the development of innovative ideas to meet up with current realities. Despite these innovative ideas, there are challenges facing anatomy education, especially in sub-Saharan Africa. Problems such as inadequate teaching experts and outdated curricula have made anatomy education in sub-Saharan Africa uninviting and disinteresting. Several interventions have been suggested, such as the procurement of teaching tools and upgrading of teaching infrastructure. However, in this age of information technology; anatomy education, especially in sub-Saharan Africa could benefit from the integration of electronic tools and resources. This article explores the electronic tools and resources such as three-dimensional printing, educational games, and short videos that are readily available for the teaching of anatomy in sub-Saharan Africa. The author concludes by discussing how these electronic tools and resources can be used to address many of the challenges facing anatomy education in sub-Saharan Africa.