Interactive effect of interleukin-6 and prostaglandin E2 on osteoclastogenesis via the OPG/RANKL/RANK system
Authors: Alexander Kirschenbaum
Shen Yao
Alice C Levine
Xin-Hua Liu
Journal: Annals of the New York Academy of Sciences (2006)
Discipline: Multidisciplinary
Keywords: OPG; RANKL; RANK; COX-2; PGE2
Affiliations: Department of Medicine, Box 1055, Mount Sinai School of Medicine, New York, NY 10029. .

Abstract:  The OPG/RANKL/RANK system regulates osteoclastogenesis. Both cyclooxygenase-2 (COX-2)/prostaglandin E2 (PGE2) and interleukin-6 (IL-6) are reported to induce osteoclast differentiation. The mechanisms underlying these signaling pathways on the OPG/RANKL/RANK system are not fully understood. We herein demonstrate that COX-2 and PGE2 stimulated osteoclastogenesis through inhibition of OPG secretion, stimulation of RANKL production by osteoblasts, and upregulation of RANK expression in osteoclasts. PGE2 also stimulated IL-6 production, and IL-6, in turn, increased PGE2 secretion, COX-2, and EP4/EP2 expression in bone cells. These findings provide evidence of interactive effect of PGE2 and IL-6 signaling pathways in osteoclastogenesis via effect on the OPG/RANKL/RANK system. 

Retracted: No

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 Last author profiled here: https: www.healio.com news endocrinology 20200327 at-issue-how-endocrinologists-diabetes-specialists-are-responding-to-covid19 u201cAlice C. Levine, MD Professor of Medicine, Endocrinology, Diabetes and Bone Disease Icahn School of Medicine at Mount Sinai New York Alice C. Levine Iu2019ll start with the positives. Iu2019m an endocrinologist of a certain age, who was only somewhat computer and tech savvy, who has had to really hit the ground running very quickly, learning how to do everything u2014 and I mean everything u2014 remotely and efficiently. Thatu2019s been a great learning curve, and this will change the way that I practice and teach and do my scholarly activities in the future. Iu2019m the course director for the endocrinology pathophysiology course for the Mount Sinai medical students at the Icahn School of Medicine, and it happens to take place in March, in New York City. After the first few days of u201cold-fashionedu201d class, it quickly turned into Zoomamania. We all learned how to do it together. In some ways, I have gotten to know my students much better this way than I have in past years. You can see who is actively participating, who is understanding. I feel quite pleased with how we have all responded, and by all of us, I mean, the faculty, the medical education office, and the students. Weu2019ve all bonded, and itu2019s become a social thing for us. Weu2019re all so happy to see each other. A lot of students were sent home and feel quite isolated if they are still staying in dorms. I hope the course didnu2019t suffer for it. My outpatient practice has changed literally overnight into primarily video visits. Again, something that neither I nor most of my patients knew how to do before. With the help of a lot of administrative staff, also learning on their feet, we have been able to convert many visits to telemedicine. There are the usual glitches, but, overall, it works and will likely remain in place for some patients long after the crisis has resolved. Iu2019m also a fellowship director. There, the situation is more difficult because inpatient medicine cannot be done virtually and our fellows and attendings are on the front lines. All sorts of medical and practical issues have come up, particularly regarding the management of diabetes in-house. This is a rapidly evolving situation, with each day bringing some solutions, but even more challenges. We communicate in person, albeit from a distance. Our tight working relationships have become much stronger as we are all in this together. In short, this pandemic has created a revolution in our work world. Remarkably, even the more mature have acquired the skills and made the rapid adjustments needed to do the job. ,