Background We designed a device to close accidental dural puncture via the offending puncturing epidural needle directly after diagnosis of the puncture and before removing the needle. The aim of this study was to quantify this device’s ability to seal cerebrospinal fluid leakage. Methods Forty-six anesthetized adult sheep were studied in a single-blind randomized controlled fashion in two equal groups. An intentional dural puncture was performed with an 18-gage Tuohy needle on all the sheep between L6 and S1 levels. Contrast medium was injected through the needle. Twenty-three animals receive treatment with the sealing device. Two minutes after device placement, or dural puncture in the control group, a CT scan was performed on the animals to estimate contrast material leakage. A region of interest (ROI) was defined as the region that enclosed the subarachnoid space, epidural space, and neuroforaminal canal (the vertebral body above and half of its equivalent height in sacrum below the puncture site). In this region, the total contrast volume and the volumes in the epidural space (EPIDURAL) were measured. The primary outcome measure was the EPIDURAL/ROI ratio to ascertain the proportion of intrathecally injected fluid that passed into the epidural space in both groups. The secondary outcomes were the total amount of contrast in the ROI and the EPIDURAL. Results The device was deployed successfully in all but two instances, where it suffered from manufacturing defects. Leakage was less in the study group (1.0 vs 1.4 mL, p=0.008). The median EPIDURAL/ROI ratio was likewise less in the study group (29 vs 46; p=0.013; 95% CI (−27 to –3.5)). Conclusion This novel dural puncture-sealing device, also envisaged to be used in other comparable iatrogenic leakage scenarios to be identified in the future, was able to reduce the volume of cerebrospinal fluid that leaked into the epidural space after dural puncture. The device is possibly a valuable way of preventing fluid leakage immediately after the recognition of membrane puncture.

Background: HER2 receptor amplification or overexpression represents an important driver in 7-34% of cases of GC, playing a relevant role in cell growth, survival and differentiation. In HER2 positive GC, trastuzumab, a humanized antibody against HER2, when combined with 5FU/capecitabine and cisplatin, improves median overall survival. Nevertheless, primary and acquired resistance to the treatment eventually develops.

The integration of three‐dimensional (3D) and augmented reality (AR) technologies into anatomy education facilitates broader access to anatomical content and enhances learner motivation and cognitive engagement by enabling interactive, spatially rich exploration of complex structures. However, high costs, technical complexity, and restricted access to specialized imaging equipment and software often hinder adoption of these digital anatomy tools. This study aimed to develop a smartphone‐LiDAR‐assisted photogrammetry workflow for generating low‐cost, accessible and realistic 3D models for anatomy education. A canine femur was digitized following a streamlined workflow that included specimen preparation, LIDAR‐assisted image acquisition using a smartphone, photogrammetric reconstruction, and hosting of the resulting model in 3D web and AR format in an online learning management system platform called Clon Digital . The anatomical plausibility of the generated model was assessed through a rubric‐based expert review conducted by seven independent veterinary anatomy lecturers, focusing on morphology, anatomical landmarks, surface detail, and overall reconstruction quality. Subsequently, the educational usability and user experience of the model was analyzed through a multidimensional perception survey completed by veterinary students and lecturers ( n = 141). The survey focused on anatomical fidelity, educational value, self‐learning potential, user interface, and engagement. Participants reported high satisfaction across all domains while identifying minor technical limitations. These findings indicate that smartphone‐based LiDAR‐assisted photogrammetry can generate and distribute 3D‐AR models using an accessible workflow for educational use. This workflow offers an ethical, cost‐effective, and scalable complement that supports the integration of immersive digital anatomy resources in anatomical education.