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AIM: A case of Eustachian tube dysfunction following percutaneous balloon compression (PBC) of the trigeminal ganglion led us to investigate aural complications of PBC and similar procedures. We aimed to clarify both the physiological effects of compression of the trigeminal ganglion on aural function and the possibility of puncture of the Eustachian tube during placement of the needle. METHODS: We reviewed the anatomy of the Eustachian tube in relation to the foramen ovale and the aural structures supplied by the trigeminal nerve through cadaveric study. Following CT scanning, neuronavigation was used to guide a needle into Meckel's cave of a cadaver. Dissection was subsequently carried out with the needle in-situ to assess the proximity of the needle to the Eustachian tube and other structures. A literature review of aural complications of foramen ovale procedures using Ovid Medline, PubMed, and Google Scholar databases was undertaken. RESULTS: Our literature review summarises the relationship of the Eustachian tube to the foramen ovale, the nerve supply of aural structures from the trigeminal nerve and examines previously reported post-operative aural complications. From our anatomical study, at its closest point, the needle was 7 mm from the Eustachian tube. CONCLUSION: The trigeminal nerve supplies both the tensor tympani and tensor veli palatini muscles and percutaneous procedures may, therefore, lead to aural symptoms. Also, the path of the needle is close to the Eustachian tube and can be punctured during these procedures. The authors recommend discussing aural complications during consent for these procedures.

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The emergence of the COVID-19 pandemic in March 2020 disrupted learning and teaching and brought in-person teaching to an abrupt halt, leading to a rapid pivot towards online and technological solutions including in Anatomy where access to cadaveric specimens and labs were halted. But emerging from the pandemic and with the resumption of more in-person teaching, would these technological innovations find the metaphorical "Room 101" or could some of them successfully enhance the anatomy educators' toolkit? In this chapter, two such technological adaptations that we intend to continue to use in our institution are described. Their development and the pedagogy underpinning their successful use will also be described.The first of these is "Live from the Lab" which is a cadaveric demonstration livestreaming session. Teaching Anatomy through demonstration is not a new concept, however, beaming demonstrations of cadaveric material to students in remote locations need consideration of ethics and the Code of Conduct for students and teachers alike which will be described here along with how to set up such a session.Next, the use of an online assessment platform for spotter-type Anatomy assessments will be described along with their benefits. Both adaptations involve online use of images and/or videos of cadaveric material but have proven to be pedagogically useful.

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BACKGROUND: Several techniques have been described for the percutaneous treatment of trigeminal neuralgia; however, each has significant drawbacks. We propose a new technique for percutaneous balloon compression of the trigeminal ganglion and distal trigeminal nerve using electromagnetic (EM) neuronavigation. METHODS: The procedure was performed in 17 consecutive patients with trigeminal neuralgia. Patients were then followed up with telephone interview. We also performed a cadaveric validation study to further investigate the accuracy of the technique using dye. RESULTS: Excellent clinical outcomes were achieved with a reduction in the median pain score from 10 out of 10 to 0 out of 10 following the procedure. The cadaveric study also demonstrated a high rate of foramen ovale cannulation. CONCLUSION: EM-based targeting of the foramen ovale and balloon inflation within Meckel's cave is a quick, reproducible and straightforward technique for the percutaneous treatment of trigeminal neuralgia.

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Anatomy is a keystone of many healthcare curricula and its understanding fundamental to patient care. The close relationship between clinical radiology and anatomy is well recognised and expanding. Imaging resources can be effectively integrated alongside traditional methods for learning anatomy in a resource efficient manner in order to enhance anatomy teaching. The following 12 tips have been divided into imaging tips, clinical tips and educational tips and offer practical advice and suggestions for designing and integrating radiological resources across the curriculum.

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