Aim: Fingerprint is one of the personal and reliable physical features. The fingerprint has an important role in forensics, and it is used in the detection of criminals and identity checks. Studies on different races have been conducted, but no interracial comparison has been found in the literature. In this study, we have investigated the effect of race on finger ridge using the same method on 5 different races.Methods: In our study, the right thumb prints of 355 (148 female, 207 male) students aged 17-25 years in our school were taken with an ink pad (stamp) and recorded along with their ages, sexes, and races. Data were analysed by sex and race.Results: In the comparison by sex, the finger ridge counts of male (11.94±2.08) and female (12.76±2.02) participants were found to be statistically significantly different (p<0.001). Participants were classified as Turkish, Arab, Russian, Turkmen, and African. The difference in finger ridge counts between Turkish-Africans was found to be statistically significant in the comparison by races (p<0.05).Conclusion: Comparison of finger ridge counts by sex has been studied on many races, but each study has been conducted with a different method. In our study, we aimed to contribute to the literature by examining how the finger ridge counts of men and women differ in 5 different races by using the same method. Although the data we obtained are compatible with the literature for the Turkish race, there are differences for other races.

The aim of this study was to determine the optimal method for teaching human anatomy by comparing classical laboratory (traditional), video‐assisted and three‐dimensional (3D) application methods for students who had previously received only online academic anatomy education. GPower 3.1.9.4 was used for power analysis to establish sample size. After power analysis, it was decided to have 28 people in each group. Participants were given pre‐anatomy education tests and divided into four matched groups: Group 1: no additional education, Group 2: Video‐assisted education, Group 3: Applied 3D anatomy education, Group 4: Practical laboratory anatomy education. Each group received 5 weeks of education in muscular system anatomy. The pre‐test results showed no statistically significant differences among the groups. The post‐test results showed statistically significant improvement in scores (p < 0.001): group 4; 59%, group 3; 33%, group 2; 9%. The difference between group 1 and group 2 was statistically significant (p < 0.01). The difference between the groups in post hoc comparisons with all other groups was also statistically significant (p < 0.001). The results of this study show that while the optimal anatomy teaching method is conservative, the best alternative is 3D application.

The electromagnetic field (EMF) is a physical concept consisting of electric and magnetic fields produced by the motion of charged particles and plays a ubiquitous role in modern society. EMFs are present in various forms, ranging from extremely low frequency (ELF) fields produced by power lines to radiofrequency (RF) fields emitted by wireless communication devices. While EMFs are essential for technologies like electricity generation, telecommunications, and medical imaging, concerns have been raised regarding their potential impact on human health. The literature has explored the relationships between EMF exposure and health outcomes, including cancer, reproductive health, and neurological disorders. Despite ongoing debate and inconclusive evidence, efforts are underway to mitigate exposure and establish regulatory guidelines. The effects of EMF on human health is a complex and multifaceted issue and research points to potential effects on various aspects of health, including neurological, reproductive and developmental effects. Although significant associations have not been found in some studies, growing evidence suggests that continuity in research is important in assessing and mitigating potential health risks associated with EMA exposure.

The aim of this study was to investigate the effects of narrative anatomy education and traditional anatomy education on academic achievement. The study included 64 students who were randomly divided into two groups. The two groups were (n = 32) control (Group 1) and (n = 32) experimental (Group 2). The pretest scores of the two groups were 36.40 ± 12.58 and 35.46 ± 9.18, respectively, and the difference between them was not significant. On this basis, the groups were randomly divided into experimental and control groups. The control group received traditional anatomy instruction, while the experimental group received narrative anatomy instruction in addition to traditional instruction. The posttest scores of the control group were 43.12 ± 10.37, while those of the experimental group were 57.03 ± 14.01, and there was a statistically significant difference (p < 0.001). It is predicted that providing narrative anatomy education in addition to traditional anatomy education will have a positive effect on academic success. The qualitative findings of the study revealed several key findings. Participants in the experimental group reported that narrative education facilitated a deeper understanding and retention of anatomical concepts. They highlighted the use of metaphors and storytelling as helpful in making complex material more relatable and memorable. In addition, students expressed that the narrative approach increased their engagement and motivation, contributing to a more enjoyable learning experience. These qualitative findings highlight the potential of narrative education to complement traditional teaching methods and provide a more holistic and interactive learning experience.

Aim: Accessory and sesamoid bones are hidden anatomical structures that fulfil a wide variety of functions in the human body. Therefore, studying the nature, formation and dimensions of these structures is of great importance for the medical literature. In our study, we aimed to measure the presence and area (size) of these ossicles. Material and Method: Our study was performed retrospectively on the images of individuals who applied to Ordu University and whose radiological images were obtained. The presence of accessory and sesamoid ossicles (present/absent) and their sizes (measured using the PACS system) were evaluated on radiographs and Computed Tomography (CT) images. The results of the ossicles were divided into gender, age, and bilateral groups. Statistical analyzes were performed with the SPSS program. Results: The most common and largest accessory ossicles in the foot were os peroneum (18.2%), os naviculare accessoria (17.4%), os trigonum (12.1%) and os intermetatarsarum (7.8%). Sesamoid ossicles at the level of the first metatarsophalangeal (mtp) joint of the foot and the first metacarpopgalangeal (mcp) joint of the hand were found to be 100% common. The second most common sesamoid bone in the hand and foot was at the fifth mtp (22.22%) and mcp (68.53%) joints. In the hand, the most common accessory ossicles were os triangulare (6.08%), os radiale externum (2.60%) and os centrale (1.73%). Accessory ossicles (fabella: 19%, cyamella: 17.5%) were found in 25.5% of the knee. Conclusion: Accessory and sesamoid ossicles are most commonly found in the hand, foot, and knee. The presence and size of these ossicles can be both beneficial and harmful. Sesamoids provide mechanical benefit, whereas accessory ossicles can be mistaken for fractures and may lead to unnecessary medical conditions. Knowing the dimensions of these ossicles allows them to be clinically differentiated from avulsion fractures.