Abstracts for ANZACA 2017



14th ANZACA Conference – University of Auckland, Auckland, New Zealand

4-6 December 2017


Welcome Programme Abstracts Registration Accommodation Speakers Workshops


Abstract Specifications

The ANZACA conference organising committee welcomes abstracts in the following categories, for consideration by review:

  1. Clinical anatomy research
  2. Innovation in anatomy education

In order to allow a broad range of presentations from a number of presenters, authors will be limit

ed to delivering one Oral Presentation as the presenting author.

Abstract Deadline

Midnight (Australian Eastern Standard Time) Sunday 10th October 2017


Only those abstracts submitted by the deadline will be considered.  

 (Please use either Chrome or Safari browsers to upload your abstracts. Firefox has been experiencing issues with the portal)


Abstract Requirements and Structure

  • Maximum of 250 word limit (including subheadings)
  • No references required
  • By submitting an abstract, all authors confirm they have met the following conditions of the ANZACA Conference Scientific Integrity Policy:

     o   Appropriate ethics approval has been obtained

    o   The work in its current form has not previously been submitted to or presented at another conference

    o   The Scientific Integrity Policy conditions have been met 

 If you plan to submit an application for the ANZACA Conference Student Travel Fellowship, please email your completed application and any supporting documents to the ANZACA Secretary (detailed within the form) by the abstract submission deadline


Each abstract should be formatted as follows:

  • Title: no longer than 20 words, written in case sentence (i.e. with a single capital at the beginning of the title)
  • Author(s): Authors should be presented as initials (separated by a full-stop and a space) followed by surname. If more than one author, the number of the presenting author should be indicated using the drop-down menu. In the conference program, authors will be listed according to the order entered in this online abstract submission and the presenting author’s name will be underlined.
  • Affiliation(s): Include the institution, city and country
  • Body of abstract to be written as a series of paragraphs, with each subheading starting on a new line. All headings must be included and addressed:
  • o   Introduction
  • o   Materials and Methods
  • o   Results
  • o   Conclusion
  • Maximum 250 word limit (including subheadings). You will receive an error message if the abstract exceeds the 250 word limit.

Abstract Review

Submissions will be evaluated based on the following:

  • Originality and significance to clinical anatomy research and/or educational practice
  • Clarity of abstract and adherence with submission requirements
  • Scientific rigour/rationale of study
  • Note that all relevant data should be included in the abstract. Abstracts that do not present results (e.g. state “results will be discussed” or similar) will not be considered for review

Notification regarding acceptance or rejection of abstracts will be sent to the presenting author by 22nd October by email.

Oral Presentation Format

The format for the oral presentations at ANZACA 2017 will be as follows:

  • Each talk is scheduled for 10 minutes with 5 minutes of questions following the talk.
  • Please bring your presentation on a USB stick to copy to the Venue computer between 8-8.45am on the morning of your presentation – a Conference Helper will be available to assist you.
  • Standard audiovisual equipment will be available
  • If relevant, delegates are advised to check that the content of their presentation meets the conditions of their institutional body donor program
  • Please be aware that if you have sensitive material in your presentation, this is a public presentation and may be recorded by participant unless you make it explicit that you do NOT wish this to occur


Poster Presentation Format

Posters will be on display during the entire conference:

  • ·            The posterboards can accommodate posters of the following dimensions:
    • -PORTRAIT A0 841 mm X 1189 mm 
  • The names of all author(s) and institution(s) must be displayed underneath the title of the poster
  • Posters need to address the following subheadings:
  • o   Introduction
  • o   Materials and Methods
  • o   Results
  • o   Conclusion
  • Velcro mounts will be provided for attaching to poster boards
  • Posters must be mounted before 10.30am on Tues 5 Dec 2017 and removed by 5.00pm Wed 6 Dec 2017
  • If relevant, delegates are advised to check that the content of their presentation meets the conditions of their institutional body donor program
  • Please be aware that if you have sensitive material in your presentation, this is a public presentation and may be recorded by participant unless you make it explicit that you do NOT wish this to occur.
  • You will be allocated up to 2 minutes to deliver an oral presentation during the poster viewing sessions at the morning tea, lunch and afternoon tea - your allocated time will be published in the final program.


Sample Abstracts:


M. Lazarus1, J. Dos Santos2, P. Haidet2 and T. Whitcomb2

1Monash University, Victoria, Australia, 2Penn State University, Pennsylvania, USA.

Student approaches to anatomy learning are influenced by clinically relevant peer-peer teaching in the anatomical science laboratory.

Introduction: The call to increase anatomy integration with clinical medicine is concomitant with a decrease in anatomy resources and an increasing student population. An anatomic translation of the clinical handover was developed to facilitate peer-peer teaching within these anatomy education parameters. 

Materials and Methods: The anatomic handover’s impact on the donor dissection environment was evaluated using a qualitative grounded theory analysis of student experiences and constant comparative method. Kappa analysis was used to evaluate perceived handover usefulness Likert data.

Results: Three themes emerged from students’ summaries of anatomic handover experiences: “Learning by teaching,” “acquiescing to doing more with less,” and a “distrust of the peer handoff process.” Themes aligned with specific handover roles (giver, receiver, or both); the giver role associated with the positive impact that teaching peers has on anatomy education, while the receiver role correlated negatively to the handover experience because of scepticism of peers’ abilities. Regardless of motivation all themes demonstrated that the anatomic handover encouraged students’ focus on knowledge preparation and reflection. Additionally, the handover provided an effective mechanism for promoting student focus on anatomical relationships and facilitated students’ learning of transferable skills (i.e. self-directed learning and condensation of complex material). Statistical analysis suggests that students’ perception of handoff usefulness correlates with allocation of time for these deeper learning strategies; handoff three occurred the same day as the dissection and was rated the lowest of all 4 handoffs (Median score Giver=3, Receiver=3.25; k= 50 and P values = 0.856).

Conclusions: Together these data suggest that a clinical framework within basic science coursework influences the anatomy learning environment, improves student desire for self-directed learning, and provides opportunities for students to practice essential clinical skills.

A. Zacharias1, T. Pizzari1, D. English2, T. Kapakoulakis3 and R. Green1

1La Trobe University, Victoria, Australia, 2Fusion Physiotherapy, Victoria, Australia, 3Bendigo Health Care Group, Victoria, Australia.

Hip abductor muscle volume in hip osteoarthritis and matched controls.

Introduction: Hip abductor muscle strength and function is negatively impacted by the presence of hip osteoarthritis (OA). This study aimed to quantify differences in hip abductor muscle volume, levels of fatty infiltration, and strength in a population with unilateral hip OA (n=20) when compared to a control group (n=20). The impact of OA severity on these variables was also examined.

Materials and Methods: Volume of the gluteus maximus (GMax), medius (GMed) and minimus (GMin) and tensor fascia lata (TFL) was measured using magnetic resonance imaging and muscle asymmetry calculated between affected and unaffected limbs. Fatty infiltrate within muscles was graded using the Goutallier classification system. Hip abduction and rotation strength was tested using a hand held dynamometer. Differences between groups or between limbs were analysed using t-tests and differences in fatty infiltration using non-parametric tests.

Results: Decreased muscle volume was identified in GMax, GMed, and GMin on the affected side in the OA group when compared with the control group and these differences were related to severity of OA. Hip abduction and internal rotation strength was reduced in the OA group. Increased levels of fatty infiltration were identified in the affected limbs of the OA group for GMax (P>0.01) and GMin (P=0.04).

Conclusions: The affected limb of unilateral OA patients shows atrophy in GMin, GMed, and GMax that was related to severity of OA. OA patients showed reduced strength in hip abduction and internal rotation associated with these changes. Better targeted rehabilitation programs are required to reverse these structural and functional deficits.