bluuebunny/crossref_metadata_2025 huggingface dataset:
Overexpression of glutathione peroxidase‐1 induces steatosis in mouse (374.3)
Authors: Pan Zhixiong , Lei Xin Gen
Published: June 2021

Our laboratory has previously found insulin resistance and obesity in mice overexpressing Se‐dependent glutathione peroxidase‐1 (GPX1‐OE). The present study was conducted to determine if and how hepatic lipid metabolism was related to these metabolic phenotypes in the GPX1‐OE mice. Liver samples were collected from male GPX1‐OE and the wild‐type mice at ages of 3 wk and 2, 6, 9, and 12 mo (n = 5‐10, fed an Se‐adequate Torula yeast‐sucrose diet) to determine lipid profiles and the mRNA and protein levels of factors involved in triglyceride synthesis, lipid deposition, β‐oxidation, and lipid hydrolysis. The time‐course indicated that obesity was observed at 6 mo of age and was preceded by the development of insulin resistance in the GPX1‐OE mice. Steatosis was developed between 6 and 12 mo of age in these mice. Compared with the wild‐type, the GPX1‐OE mice showed up‐regulation (P < 0.05) of fatty acid synthase (FASN), carbohydrate response element‐binding protein (ChREBP), and sterol regulatory element‐binding proteins‐1c (SREBP1c) protein or enzyme activity. In contrast, these mice, starting from 6 mo of age, showed down‐regulations (P < 0.05) of peroxisome proliferator‐activated receptor beta (PPARβ), carnitine palmitoyltransferase I (CPT1α), and adipose triglyceride lipase (ATGL) protein or activity. In conclusion, overexpression of GPX1 induced steatosis in mice from 6 mo of age by stimulating the triglyceride synthesis pathway and inhibiting the fatty acid oxidation and lipid pathway. These findings imply that the GPX1‐OE mouse may be a novel model for studying steatohepatitis associated with obesity and diabetes.

Grant Funding Source: (NIH DK53018)
Characterizing the biological role of lactoferrin in early life using a lactoferrin receptor knockout mouse model (38.7)
Authors: Nonnecke Eric , Lönnerdal Bo
Published: June 2021

The iron‐binding glycoprotein lactoferrin (Lf) is highly abundant in human milk. Lf is hypothesized to exert various effector functions within the GI tract of the infant including maturation of the intestinal epithelium and immune system. A lactoferrin receptor (LfR) has been isolated from human fetal and mammalian small intestine (e.g., mouse and pig), and has been shown to facilitate cellular uptake and intracellular trafficking of Lf. Despite strong evidence indicating that the LfR orchestrates multiple biological activities ascribed to Lf, there is currently no in vivo evidence attributing the regulatory mechanisms and tissue‐specific functions of Lf to the LfR. Our laboratory has developed the first LfR knockout mouse model to investigate the physiological role of Lf and the LfR during early life. Global gene and protein ablation was confirmed by PCR and Western blot analysis of multiple tissues. Protein expression analysis showed the LfR is highly expressed within mucosal tissues (e.g., small intestine and lungs) and at site‐specific regions of tissues directing global metabolism (e.g., liver and kidneys), suggesting that the LfR likely serves a role in host defense. The intestinal mucosa of the infant is a primary site for maternally derived protective factors. The LfR may exert intrinsic activity as a component of the mucosal immune milieu and also direct the activities of milk‐derived Lf.
Acute effects of higher protein, sausage and egg‐based convenience breakfast meals on postprandial glucose homeostasis in healthy, premenopausal women (381.6)
Authors: Leidy Heather , Ortinau Laura , Rains Tia , Maki Kevin
Published: June 2021

Purpose: To examine the acute effects of commercially‐prepared breakfast meals, varying in protein and carbohydrate content, on plasma glucose (PG) and plasma insulin (PI) responses. Methods: Using a randomized, crossover design, 34 healthy women (age 32 ± 2 y; BMI 24.8 ± 0.5 kg/m2) consumed, on separate days, ~290 kcal breakfasts which were higher protein sausage and egg‐based meals containing 30 g protein (HP‐30) or 39 g protein (HP‐39) or lower protein pancake‐based breakfast meal containing 3 g protein (LP). Pre and post‐breakfast PG and PI concentrations were assessed every 30 min for 240 min; 4h net incremental area under the curve (niAUC) was determined. Results: PG niAUC was not different between meals (HP‐30: ‐140 ± 268; HP‐39: ‐267 ± 219; LP: ‐413 ± 254 mg/dL*240 min; NS). However, post‐breakfast peak PG was 10 ± 1% lower following HP‐30 and 14 ± 1% lower following HP‐39 vs. LP (both, p<0.05). HP‐39 had a 4 ± 1% lower peak PG vs. HP‐30 (p<0.05). PI niAUC was lower following HP‐30 (1067 ± 120) and HP‐39 (952 ± 138) vs. LP (1585 ± 167 µU/mL *240 min; both, p<0.05) with no differences between HP meals. Peak PI was 45 ± 2% lower following HP‐30 and 56 ±2% lower following HP‐39 vs. LP (both, p<0.05). HP‐39 had a 20 ± 2% lower peak PI vs. HP‐30 (p<0.05). Conclusions: Higher protein, sausage and egg convenience meals providing 30 g or 39 g protein improve postprandial glucose homeostasis vs. a lower protein breakfast with greater benefits observed with the 39 g protein breakfast.

Grant Funding Source: Supported by Hillshire Brands
Rapid‐accurate anthropometric body shape assessment with low‐cost novel 3D imaging system (391.2)
Authors: Zhang Kang , Zheng Jolene , Gao Chenfei , Thomas Diana , Li Xin , Heymsfield Steven
Published: June 2021

Anthropometric body dimensions are increasingly recognized as phenotypic markers of obesity risk. Available automated laser measurement systems provide accurate anthropometric dimensions but are costly. The study objective was to develop a low‐cost system that rapidly acquires digital morphology data that can be processed into anthropometric estimates. The core 3D system (KX16; TC2, Cary, NC) includes 16 Kinect (infrared laser projector and monochrome CMOS camera sensor) scanners positioned around the subject; we developed software that matches and composes raw scans and repairs missing/occluded regions to reconstruct complete 3D body geometry. Scan time is ~10 secs and image reconstruction‐digital measurements require 6‐8 min. The 3D system was evaluated in 36 subjects, age 20‐68 yrs and BMI 18.5‐41.4 kg/m2. Digital circumference measurements (mid‐arm; fore‐arm; thigh; ankle) were compared with corresponding tape measurements. The 3D‐ and tape‐measured respective circumferences were highly correlated (R2, 0.89, 0.69, 0.90, and 0.93; all p<0.01) with similar mean (±SD) results (tape/3D: 29.8±4.7 vs. 29.2±4.6; 18.5±2.3 vs. 18.5±2.5; 53.4±6.6 vs. 52.6±6.9; 26.1±4.1 vs. 26.9±4.0 cm) and non‐significant Bland‐Altman plots. Body shape and geometry can thus be quantified with acceptable accuracy using a relatively low‐cost digital imaging system coupled with novel image reconstruction software.
Early infant feeding and childhood adiposity (391.3)
Authors: Anderson Alex , Whitworth Christina
Published: June 2021

The purpose of this study was to examine the role of early childhood feeding practices on childhood obesity. The specific aims were to examine the relationship between infant feeding and age of introduction of complementary foods, and childhood adiposity. This was a cross‐sectional study of 4 to 6 years old children and their mothers. Infant feeding and timing of introduction of complementary foods were reported by the mother. Child adiposity was assessed via the BOD POD Pediatric Option. Participants were mostly Caucasians (88.9%), female (66.7%) and average age was 4.9±0.8 years. About 41% of the children were breastfeed exclusively (EBF) for at least 4 months, while complementary foods were introduced as early as 6 weeks of age. There was no statistically significant relationship between infant feeding practice and adiposity or age of introduction to complementary foods and adiposity, although children who were mixed fed weighed about 1 kg heavier and had about 3% less body fat than their (EBF) counterparts. Children introduced to early complementary feeding (<4 months) weighed more and had slightly higher percent body fat. There was, however, a significant, positive correlation between the mother’s pre‐pregnancy BMI and the birth weight of the child (P=.009) and the child’s current weight (P=.031). Our findings suggest in‐utero and other external factors besides the child’s diet may be contributing to childhood obesity.

Grant Funding Source: Hatch ‐ GEO00701
SCFFBXL19 E3 ligase regulates CBP ubiquitination and degradation and reduces lung injury (406.1)
Authors: Zhao Yutong , Wei Jianxin , Bowser Rachel , Khoo Andrew , Zhao Jing
Published: June 2021

Rationale: CREB‐binding protein (CBP), a versatile acetyltransferase, plays a critical role in the pathology of Acute Lung Injury (ALI) via regulation of proinflammatory gene expression. However, molecular regulation of CBP at the level of protein stability has not been well studied. Three enzyme complexes (E1, E2, and E3) are involved in linking ubiquitin chains onto target proteins. F‐box protein is a substrate‐recognition component within the SCF E3 ligase complex. Here, we investigate the role of F‐box protein, FBXL19, in the regulation of CBP ubiquitination and degradation. Methods and Results: We found that FBXL19‐V5 over‐expression reduced both endogenous and over‐expressed CBP in mouse lung epithelial cells (MLE12). Further, over‐expression of FBXL19 induced CBP ubiquitination, which was reduced in FBXL19 knock‐down cells. Co‐immunoprecipitation and co‐immunostaining studies showed that FBXL19 is associated with CBP. To investigate the role of FBXL19 in CBP‐mediated histone acetylation and proinflammatory gene expression, we transfected human lung epithelial cells with FBXL19‐V5 plasmid prior to bacterial endotoxin treatment. FBXL19‐V5 attenuated LPS‐induced histone H4 acetylation at lysine residue 8 (H4K8) and IL‐8 release. Further, we found that over‐expression of FBXL19 in mouse lungs by intratracheal lentiviral vector gene delivery system attenuated intratracheal LPS‐induced acetylation of H4K8 in mouse lung tissues and IL‐6 in bronchoalveolar lavage fluids.

Conclusions: SCFFBXL19 targets CBP for its ubiquitination and degradation. Over‐expression of FBXL19 reduces CBP‐mediated histone acetylation and cytokine release. FBXL19 protects against lung inflammation in bacterial endotoxin‐induced murine model of acute lung injury. These data may provide a potential therapeutic strategy to target FBXL19 / CBP pathway to lessen the severe of lung inflammatory diseases.

Grant Funding Source: The study is supported by NIH RO1 HL091916 and HL112791 (to YZ) and American Heart Association Scien
Probing the structure and topology of caveolin‐1 (470.2)
Authors: Glover Kerney
Published: June 2021

Caveolae are highly‐curved invaginated micro‐domains located in the plasma membrane that play a central role in a variety of cellular processes. Caveolins (1, 2, and 3) are the most important proteins found in caveolae, and are responsible for giving caveolae their unusual “flask‐like” shape. Recent evidence has shown that improper regulation and mutant forms of caveolin can result in a variety of diseases including Alzheimer’s, muscular dystrophy, cancer, and heart disease. Caveolin adopts an unusual intra‐membrane “horseshoe” conformation where both its N‐ and C‐termini face the cytoplasm, and this conformation is thought to promote membrane curvature. In addition, via high‐order oligomerization, caveolin is thought to form a structural backbone which stabilizes the membrane curvature. Using biophysical techniques (NMR, fluorescence spectroscopy, and analytical ultracentrifugation) we have begun to build a structural and topological model of caveolin‐1.
Nuclear bodies: RNA‐rich powerhouses of the cell (471.3)
Authors: Neugebauer Karla , Machyna Martin , Straube Korinna , Heyn Patricia
Published: June 2021

A common organizational feature of cell nuclei is the presence of RNA‐rich subcompartments called “bodies”. These bodies are not enclosed by lipid bilayers, yet they provide a microenvironment where specific sets of proteins and RNA are concentrated. My lab has focused on the Cajal body (CB) and more recently the histone locus body (HLB) to investigate the structure and function of nuclear bodies with relevance to at least two different functions in RNA processing: the CB is the site of assembly of the spliceosomal snRNPs, required in pre‐mRNA splicing, and the HLB is the site of transcription and 3’ end formation of histone mRNA. I will discuss the similarities and differences in molecular composition, dynamics and function among CBs and HLBs. The roles of CBs and HLBs in the context of early zebrafish embryogenesis will be explored, focusing on the periods before, during and after zygotic genome activation. The emerging model is that nuclear bodies facilitate efficient assembly of macromolecular complexes through networks of low affinity interactions among binding partners. The active role of RNA in nuclear morphology as well as rules governing the trafficking of RNA to and from nuclear bodies will be highlighted.
Exploiting protein homeostasis for cancer therapy (472.2)
Authors: Deshaies Raymond , Chou Tsui‐Fen , Li Jing , Mackinnon Andy , Parlati Francesco
Published: June 2021

Cancer cells often harbor numerous genomic insults and an altered metabolism. Together, these changes impede protein folding and assembly. As a result, cancer cells can have an elevated dependence on mechanisms that sustain protein assembly and quality control. To test whether cancer cells are hypersensitive to inhibition of protein homeostasis pathways, we seek to develop small molecule antagonists of ubiquitin system enzymes involved in protein quality control. In particular, we have been pursuing the proteasome, the COP9‐Signalosome, and the ubiquitin‐selective ‘segregase’ p97/VCP. Over the past 5 years we have carried out HTS against these targets through the NIH’s Molecular Libraries Program. Analysis of structure‐activity relationships for the resulting hits has led to enzyme inhibitors with IC50 ~0.1‐1 µM that are active in cells. These compounds are useful tools for basic research and represent starting points for drug discovery. My talk will focus on our recent progress in developing novel small molecule probes for UPS enzymes.
Mitochondrial stress signaling in disease and aging (474.3)
Authors: Shadel Gerald
Published: June 2021

Mitochondria are multi‐faceted organelles in eukaryotic cells that stand at the nexus of energy metabolism, oxidative stress, and apoptosis. Consequently, circumstances (genetics, environmental factors, aging) that result in mitochondrial dysfunction disrupt a multitude of cellular processes that can cause human disease pathology, ranging from heart, skeletal muscle and nerve dysfunction to diabetes, blindness, and deafness. Of course, a major function of mitochondria is to generate ATP through the process of oxidative phosphorylation (OXPHOS), which also produces reactive oxygen species (ROS). Oxidative stress due to increased production of mitochondria‐derived ROS, declines in cellular energy metabolism, and disruption of apoptotic responses are some of the major downstream cellular consequences leading to the observed pathology of mitochondrial‐based diseases. In addition to causing molecular damage, ROS also participate in numerous signaling pathways that regulate diverse physiological processes, including stress resistance, cell differentiation, proliferation, and apoptosis. In my talk, I will highlight recent studies from my laboratory that link mitochondrial ROS and stress signaling to disease pathology and regulation of lifespan.
Redistribution of calcium‐independent phospholipase A2 isoforms in IC/PBS urothelial cells (488.2)
Authors: Marentette John , McHowat Jane
Published: June 2021

Interstitial cystitis/painful bladder syndrome (IC/PBS) is associated with impairment of urothelial barrier function, activated mast cells and neurogenic inflammation. We have demonstrated that urothelial cell calcium‐independent PLA2 (iPLA2) is activated by tryptase, resulting in platelet‐activating factor (PAF) production. We used immortalized urothelial cells isolated from normal and IC/PBS patients to determine whether there are differences in PAF production. We identified the two predominant mammalian iPLA2 isoforms, iPLA2β and iPLA2γ, in urothelial cells. IC/PBS cells demonstrated a decrease in iPLA2γ and an increase in iPLA2β immunoprotein when compared to normal cells. Selective inhibition of iPLA2 isoforms demonstrated that the majority of iPLA2 activity in normal urothelium represents iPLA2γ whereas that in IC/PBS urothelium is iPLA2β. Greater PAF production and PMN adherence was observed in tryptase‐stimulated IC/PBS when compared to normal urothelial cells. both normal and IC/PBS urothelial cells. Increased PAF production and PMN adherence was completely blocked when tryptase‐stimulated cells were pretreated with (S)‐BEL to inhibit iPLA2β. PMN adherence was blocked when PMN were pretreated with ginkgolide B to block the PAF receptor. A redistribution of iPLA2 isoforms in IC/PBS may represent a novel therapeutic target to manage IC/PBS.

Grant Funding Source: Supported by DK 66119
Building a learning progression of undergraduate students’ conceptions of two important aspects of experimental design: sample size and repetition of experiments (531.10)
Authors: Brownell Sara , Wenderoth Mary Pat , Crowe Alison
Published: June 2021

Learning progressions are research‐based models of how core ideas are formed over time, often focused on student ‘ways of thinking’ (Duncan and Rivet 2013, Songer et al. 2009). We currently lack a learning progression for undergraduate biology majors’ understanding of experimental design. In order to better understand student thinking about experimental design, we had undergraduate students in introductory biology complete a worksheet with two questions: (a) Why is sample size important and (b) Why was an experiment repeated? Using grounded theory on student responses to these questions, we have identified a set of accurate and inaccurate conceptions. To determine which of these accurate and inaccurate conceptions were “sticky” for undergraduate students, we administered the same questions to advanced students enrolled in upper‐level biology courses and calculated the percentage of responses for each conception. By comparing the advanced students and introductory students, we found that significantly more introductory students than advanced students harbor inaccurate conceptions about these two aspects of experimental design. Surprisingly, the gains in accurate conceptions that advanced students had primarily employed statistical reasoning (e.g. to decrease the impact of chance) rather than reasoning based on biological systems (e.g. inherent variation in a population). We are using this work to build an undergraduate learning progressions for experimental design so that we can design ways to better instruct our students.

Grant Funding Source: Supported by National Science Foundation (NSF) TUES I (#0942215)
BioMap: an interpretation of the core concepts of vision and change for general biology majors (531.11)
Authors: Brownell Sara , Freeman Scott , Wenderoth Mary Pat , Crowe Alison
Published: June 2021

Biology as a discipline has expanded dramatically. As we begin to acknowledge that we cannot possibly teach everything in an undergraduate biology curriculum, we struggle to come to consensus about what is most important to teach. The report Vision and Change in Undergraduate Biology Education (AAAS, 2011) offers a set of five core concepts that are intended to provide structure for an undergraduate biology education: (1) evolution, (2) structure and function, (3) information flow, exchange, and storage, (4) pathways and transformations of energy and matter, and (5) systems. We have taken these general concepts and interpreted what they mean for the three major sub‐disciplines of biology: molecular/cellular biology, physiology, and ecology/evolution. Using a grassroots approach of soliciting input from faculty at a diverse range of institutions nationally, we have incorporated the feedback of over 240 faculty members to create a set of general principles and specific statements that elaborate on each of the five concepts. This document is being called “BioMap” because biology departments can use it as a resource to guide curricular design. We also provide recommendations for how departments can use BioMap to better align their teaching with the goals of Vision and Change.

Grant Funding Source: National Science Foundation TUES II (#1323010)
Teaching molecular mechanisms: using a model of expert explanations to remediate students' illusions of understanding (531.12)
Authors: Alaniz John , Trujillo Caleb , Anderson Trevor , Pelaez Nancy
Published: June 2021

Teaching undergraduates to explain a molecular mechanism is difficult in part because of the abstract nature of the molecular world, and because students overestimate how much they understand. A teaching intervention was developed with a learning cycle to help students explain mechanisms related to vesicular traffic. Throughout the intervention, students rated their knowledge using a seven point Likert scale. First, students explored their ability to explain after they viewed a molecular animation. Next, after reading the Nobel Prize synopsis of research on vesicle trafficking, students were introduced to a model to explicitly address the components of how practicing biologists explain cellular mechanisms ‐ by focusing on the methods (M) used to understand the mechanism, analogies (A) including narratives and models, the context (C) of the mechanism, and how (H) the mechanism works through physical causes. Finally, students applied the MACH model to deconstruct the reading and reconstruct their own explanations related to vesicular traffic. Results indicate that students have illusions of understanding; after viewing an animation their explanations lack important components when they explain molecular mechanisms. However, with the MACH model, their illusions of understanding are addressed, gaps are filled, and the students explain how vesicles traffic more like experts do. We conclude that one way to improve students’ explanations and reduce illusions of understanding about future mechanisms is to teach using the MACH model. MACH explicitly draws attention to the components of expert molecular explanations used by practicing biologists.

Grant Funding Source: Gordon Research Conference Visionary Grant
On being examined: Do students and faculty agree? (531.18)
Authors: Kwon Henry , Koenig Joshua , Perrella Andrew , Preti Beatrice , Chopra Shelly , Nastos Stash
Published: June 2021

Examinations are the bane of student life. However, what they mean and whether they serve any useful purpose is debatable. Undergraduate students in a 4‐year honours program, independently surveyed their peers (n=526) and teachers (n=33) using a 15‐item questionnaire that sought to explore differing perceptions of diverse aspects of examinations. Participants indicated their level of agreement on a 10‐point scale to a series of statements that gauged: personal value, format, level of creativity permitted, and the grading of exams, as well as their long‐term utility. On most items, there was a general agreement between the entire student body and the faculty. However, on specific issues, (i.e. exams written as groups vs. as individuals) students at different levels had varying opinions. Whereas the student body as a whole would prefer having a choice in the exam format (mode=10), the faculty were less enthusiastic (mode=5). Focus groups and follow‐up questionnaires will probe these differences further. This program sets a high premium on the importance of a student‐centred, inquiry‐based learning. Clearly, the students accept this ethos, though the faculty appear to have some reservations on specific issues.
Participation in supplemental instruction improves students’ academic performance in a physiology course (531.20)
Authors: Selsby Joshua , Sterle Jodi , Zywicki Craig
Published: June 2021

Student perception of the difficulty of AnS 214, Domestic Animal Physiology, is supported by comparing mean grade in AnS 214 (2.23/4.0) to that of all 100 and 200 level classes at Iowa State University (ISU; 2.86/4.0). To address student need for academic support, Supplemental Instruction (SI) has been offered for this course since the spring 2009 semester. SI consists of peer‐assisted group study sessions, facilitated by a peer student (the SI Leader) who successfully completed the course. The Leader attends classes with students and plans SI session content based on recent coursework, emphasizing what to learn and how to learn. The purpose of this investigation was to determine the extent to which student participation in SI improved academic performance in AnS 214. SI participants earned an average grade of 2.73 ± 1.05 while non‐participants earned an average grade of 2.23 ± 1.23 (p<0.05). Of the subgroup of students that were deemed regular participants (>9 sessions) the average grade improved more substantially to 3.07 ± 0.86 (p<0.05 v non‐participants; p<0.05 v all participants). When each of the four exams given throughout the semester were considered, SI participation improved exam performance by 11‐19% for all exams compared to non‐participants (p<0.05 for all exams). Regular attendance improved exam performance by 17‐28% compared to non‐participants (p<0.05 for all exams) and was also significantly greater than participants attending 1‐9 sessions (p<0.05 for 1‐9 participants). These data indicate that participation in SI improved student academic performance, however, regular participation led to further benefits.

Grant Funding Source: Supported by the Harman Endowment
The intrinsic motivation of students to learn is related to their epistemological beliefs (531.25)
Authors: Cortright Ronald , Lujan Heidi , Cox Julie , Eastwood Jennifer , Rodenbaugh David , Eiland Jeremy , Deckler Jared , DiCarlo Stephen
Published: June 2021

Understanding the factors that promote intrinsic motivation has the potential to improve student performance. We hypothesized that the epistemological beliefs of students‐their beliefs about the nature of knowledge and learning‐affect their level of intrinsic motivation. To test this hypothesis, we administered the Intrinsic Motivation Inventory (IMI), developed by Deci and Ryan (1991), to assess our exercise physiology students' intrinsic motivation. We also administered the Learning Context Questionnaire (LCQ), developed by Kelton and Griffith (1982), to measure epistemological beliefs and intellectual development. Finally, we assessed the relationship between intrinsic motivation and epistemological beliefs with class attendance and academic performance. Results document a significant, although inverse relationship, between the epistemological levels of students and their intrinsic motivation to learn exercise physiology. Based on the literature, we expected students with more sophisticated beliefs that knowledge is personally constructed, complex, and evolving, to have higher levels of intrinsic motivation. Our findings suggest that students’ intrinsic motivation in a particular learning context may depend on the alignment of classroom practices with levels of epistemological development which could have powerful implications for classroom teaching practices.
Academic deceleration in a gross anatomy centered first‐year integrated medical curriculum (532.2)
Authors: Lovejoy Mork Amy , Klement Brenda , Paulsen Douglas , Wineski Lawrence
Published: June 2021

The current trend in United States medical education is movement toward complete integration of courses throughout the first two years of basic science centered curricula. This has introduced an emerging challenge of how to aid students who struggle academically within programs that provide an intensely interwoven structure of topics. At Morehouse School of Medicine, the first‐year integrated curriculum is built around a gross anatomy template, and is composed of gross anatomy, embryology, cell biology, histology, neurobiology, biochemistry, and physiology. Students who underperform (cumulative average <72%) may voluntarily elect to “decelerate “or may be required to do so by an institutional academic committee. Decelerated students then continue in only the anatomy centric components of gross anatomy, embryology, histology, and cell biology. Following successful completion of this reduced load curriculum, students return to the fully integrated first‐year curriculum the following year. This approach to assisting underperforming students has been an institutional practice for five years. Outcomes have been generally positive in that decelerated students have successfully passed the reduced curriculum and then also the full load integrated curriculum. Thus, we regard deceleration as a successful means of aiding struggling students in the first year of medical school.

Grant Funding Source: Supported in part by NIH PO31B04017 and G12RR003034
Integrating gross anatomy into a case‐based curriculum at a new medical school (532.3)
Authors: Szymik Brett , Hesse DeLoris , Tally Toby
Published: June 2021

The Georgia Regents University / University of Georgia Medical Partnership is a newly‐formed medical school that will graduate its first class of students in 2014. The Medical Partnership operates under the auspices of the Medical College of Georgia (within Georgia Regents University) and is located on the University of Georgia’s Health Sciences Campus in Athens, GA. As with many medical schools, the Medical Partnership’s four‐year curriculum begins with two years of basic sciences education, after which students progress to clinical rotations for their third and fourth years.

Gross anatomy is integrated throughout the Medical Partnership’s first‐year curriculum. The year is divided into six modules based on organ systems, and each week features a clinical case that students engage in a small group setting. Each Monday, students are presented with the week’s case, and they meet throughout the week in teams of eight students to progress through the case, guided by two faculty facilitators. Gross anatomy lectures, lab dissections, and self‐paced student activities are scheduled to align with and support the knowledge and concepts made relevant by the students’ weekly cases.

Here we describe how gross anatomy is currently integrated into the case‐based framework of the Medical Partnership’s first‐year curriculum and the ways in which such an integrated curriculum is itself influenced by the logistics of gross anatomy lab dissections.
Attitudes toward the implementation of computerized testing at IU School of Medicine (533.6)
Authors: Hanson Danielle , Braun Mark , Bauman Mark , O'Loughlin Valerie
Published: June 2021

Computerized testing has been introduced at Indiana University School of Medicine (IUSM) as a way to standardize the assessment experience among the different campuses. The computerized testing uses medical students’ personal computers and requires ExamSoft Worldwide software to be loaded directly onto each computer. This software ensures that each exam can only be viewed during official testing times and blocks the use of other software and the internet during testing.

This testing method was introduced during the second year of coursework for one medical school class (n=29). Student perceptions of computerized exams were of interest to faculty because this class took only paper exams during the first year of medical school. A survey was given to second year pathology students prior to their first experience with computerized testing to gather information on any concerns and preconceptions the students had about the new testing system. A second survey was given to the same class after two block exams had been taken with the computerized testing system.

Prior to their first experience with computerized testing, survey responses indicated the class had concerns with the use of personal computers and the possibility of a technical malfunction, as well as how their performance would be affected by not having a paper copy of the test to make notes on. After taking two computerized exams, concerns about technical issues and the use of personal computers were reduced, but concerns about not being able to make notations on a paper copy of the exam remained.
Efficacy of video laboratory guides for undergraduate anatomy education: a longitudinal study (534.4)
Authors: Billings Heather
Published: June 2021

This study was undertaken to assess student performance when using video laboratory guides in the anatomy portion of an undergraduate course taught to sophomore nursing and dental hygiene majors. The percentage of students correctly answering each of 15 laboratory practical identification questions on 3 quizzes during the semester was compared for two years of the course using two‐way ANOVA. The student:instructor ratio in the lab increased from 20:1 (2012) to 35:1 (2013). In 2012, laboratory videos were used for 2/5 labs in the first two units, and all labs in the third unit. In 2013, laboratory videos were used for all labs. In both years, percentages of students answering correctly increased (p<0.05) on each of the three quizzes, but no other significant differences were detected. Overall quiz scores, including a set of higher‐order questions, were compared for 3 years (2011‐2013) using two way ANOVA with repeated measures (quiz #). In 2011, videos were first introduced in unit 3 (student:instructor 22:1). While students in all three years improved scores (p<0.05) over each of 3 quizzes, there was a significant decline (p<0.05) in scores between 2011 and the other 2 years, indicating videos did not benefit student performance on all question types. The results do confirm the videos are effective for structure identification questions, even when the student:faculty ratio is increased.
You can lead them to water but you cannot make them drink: guiding undergraduate human anatomy students in effective study techniques (534.7)
Authors: Scopa Kelso Rebecca , Eleazer Courtney
Published: June 2021

A significant challenge of teaching undergraduate anatomy is effectively communicating to students the amount of time and effort required to perform well in such a rigorous course. While the effectiveness of study methods vary individually, it would be beneficial to guide students in maximizing their study time with the best techniques for learning the course material. In some cases, poor performance might be avoided by providing students with data from previous semesters demonstrating study methods that are associated with the retention of anatomical knowledge. Questionnaires (n=903) were administered to students enrolled in undergraduate anatomy for several consecutive semesters at the University of Tennessee, Knoxville and Florida International University in Miami. This survey collected information on study methods used (e.g., flashcards, textbooks, diagrams), time spent studying, and involvement in non‐academic activities (e.g., employment, extracurricular activities, family obligations). These variables were correlated with scores from exams taken throughout the course.

Results show that course performance was not correlated with any particular study technique or self‐reported time spent studying but was significantly negatively correlated with engagement in non‐academic activities. This indicates that it is advisable to encourage students early in the course to utilize a greater variety of study methods, determine which methods work best for them, and invest more time studying than they have in prior courses. However, this advice may not assist students who are struggling to balance academic and non‐academic activities. It appears that, ultimately, student performance is contingent on the ability of the students to self‐evaluate their study techniques and progress in retaining the course material.
The role of spatial ability in visuospatial anatomy comprehension: a cross sectional study of a rwandese student population (535.10)
Authors: Glena Katlyn , Johnson Marjorie , Habumufasha John Peter , Gashegu Julien , Allman Brian , Nguyen Ngan
Published: June 2021

Computer‐based three‐dimensional (3D) teaching tools are increasingly used in human anatomy instruction; however, these tools may compromise learning since some learners have problems comprehending them. Previous studies indicate that a person’s spatial ability is predictive of their ability to learn from 3D teaching tools. Most studies investigating this relationship have been performed on a North American population, so this effect is relatively unknown in other parts of the world. Spatial ability can be shaped by daily activities such as travel, sport, and entertainment. Rwandese people may have developed their spatial ability differently than North Americans and, therefore, learn differently from 3D teaching tools. This study investigates the role of spatial ability in comprehending a 3D computer‐based teaching tool in a Rwandese student population. 73 students at the National University of Rwanda have been recruited. Participants performed an anatomy knowledge test, 3 standardized spatial tests, and a pre and post spatial anatomy task with a 3D teaching tool as an intervention. The results of this study may help to design computerized, 3D teaching tools that are tailored to educational facilities in Rwanda. When developing 3D teaching tools it is important to take learner characteristics into account to create tools that are sensitive to the population that is learning from them.
Evolving anatomy art: a self‐directed learning project (535.2)
Authors: Khey Beldman Heather , Farias Anna
Published: June 2021

Anatomy education is an integral part of training in medicine and follows a rich narrative of history evolving from ancient study of body systems to present technological approaches of instruction. Similarly, trends to integrate arts and humanities into medical education serve to deepen appreciation of the human condition. The project aims to provide a means of incorporating the arts and humanities into the current undergraduate medical training in the field of anatomy, with the intent of promoting a more holistic method of instruction. Exploration of the history of anatomy though artistic avenues enhances the learning experience of medical students by encouraging personal involvement and individual creativity. An illustration of self‐directed learning of human anatomy and personal reflections by a medical student are presented. The chronological account of the anatomical study of an organ and a body system was briefly depicted in a series of reconstructed sketches and models, with corresponding ruminations of the student artist. Providing an opportunity in anatomy instruction for artistic expression in an analogous manner is beneficial to medical trainees and supplements the existing undergraduate medical curriculum.
Introducing and evaluating competency‐based teaching in Rwandan teaching hospitals ő a student vs. teacher perspective (535.5)
Authors: Ibrahim Zulianna , Rulisa Stephen , Johnson Marjorie
Published: June 2021

This study aims to determine if competency‐based teaching improves the effectiveness of surgeons and residents as teachers, and enhances the student learning experience (LE). Twenty Obstetric surgeons and residents were surveyed to evaluate their perceived effectiveness as teachers. Forty senior clerks were surveyed to gain a student view of the teachers' effectiveness. Teachers then attended seminars based on the CANmeds Communicator and Professional roles, and were surveyed to determine the applicability to teaching. Students were re‐surveyed to determine if the new teaching styles enhanced their LE. Learning objectives (LO) was a new concept to 94% of teachers. After the Communicator seminar, 100% believed that using LO would improve student‐teacher communication. 75% of students confirmed this belief and 71% reported a better LE. Only 36% of teachers had prior Professionalism teaching training. Post‐seminar, 89% and 84% increased their knowledge of, and attitudes toward, teaching this role, respectively. This study suggests that competency‐based teaching can improve teacher effectiveness and may enhance the student LE. This study has expanded to other departments for interdepartmental comparisons.
The relationship between mental rotations ability, eye movement patterns, and spatial task performance (535.7)
Authors: Roach Victoria , Nguyen Ngan , Krykylwy James , Deribaupierre Sandrine , Eagleson Roy , Mitchell Derek , Wilson Tim
Published: June 2021

Mental rotations ability (MRA), a subset of spatial ability, is linked to success in anatomy and the STEMM disciplines. Like any ability, MRA differs in the general population. Some people can mentally rotate 2D and 3D objects with ease, while others have difficulty with these mental tasks. Previous research suggests that the cognitive processes underlying MRA are manifest in eye‐movements. However, research has focused primarily on describing how individuals of high and low‐MRA differ in eye‐movement patterns rather than demonstrating how knowledge of these differences can be used to improve observational approaches and learning. This study aims to determine whether the eye‐movement patterns (frequency of fixation, duration of fixation, salient features, and average visual scan path) of high‐MRA individuals can be used to improve spatial task performance for low‐MRA individuals. Undergraduate students at Western University will complete a standardized test of MRA (Shepard and Metzler Mental Rotations Test) while eye‐movement metrics are collected. The eye‐movement patterns of high‐MRA individuals will then be used to train low‐MRA individuals to improve performance on subsequent spatial tests. Results from these studies may be employed to guide the design and delivery of innovative eye‐movement based approaches to improve instruction in anatomy and other STEMM disciplines.
Gaze tracking quantifies shifts in focus due to anatomy learning (535.9)
Authors: Ghebremichael Abenet , Iyer Arjun , Zumwalt Ann
Published: June 2021

This study aims to identify the shifts in gaze patterns that are correlated with learning. The gaze patterns of Medical Gross Anatomy students (n=31) were recorded as they identified tagged anatomical structures. Each student was assessed before the start of the course (baseline) and after one of 3 sequential section exams (revisit). We predict that as they become familiar with the course material, students should fixate longer on Areas of Interest (AOIs) that are relevant to identifying the structure. The experiment is still ongoing, but early results indicate that subjects’ attention focuses with experience. This trend is more pronounced in individuals with higher visuospatial ability (VSA). At baseline, individuals with high VSA spend 15‐20% more time examining non‐AOI (i.e., irrelevant background) regions of the images, whereas at revisit they spend proportionally more time fixating on the structure itself or on AOIs useful for identifying the structure. Individuals with low VSA show similar but less pronounced trends (5‐10% shift in fixation location), indicating less strategic search strategy. These shifts in focus are not observed when the subjects view structures with which they are not familiar due to having not yet encountered that content in the course. These results indicate that gaze tracking may be a useful tool for documenting anatomy learning.
Integrating ultrasonography into the medical student anatomy curriculum (536.13)
Authors: Kim Shannon , Goodmurphy Craig , Cline Jamie
Published: June 2021

Integrating Ultrasonography into the Medical Student Anatomy Curriculum Shannon Kim, MD1, Craig Goodmurphy, PhD1, Jamie Cline , AAS 1Department of Anatomy and Pathology. Eastern Virginia Medical School (EVMS), Norfolk, VA INTRODUCTION Ultrasonography delivers rapid, non‐invasive, real‐time visualization of internal anatomy/pathology. There is a growing need for more exposure in undergraduate medical education as it becomes a common thread across medical specialties. The M1 Anatomy course is utilized as a platform for early ultrasound (US) exposure only at a small number of institutions [1].

OBJECTIVES To develop, implement, and assess the integration of US curriculum in M1 Anatomy.

METHODS In 2012, EVMS obtained Institutional Review Board approval to initiate a vertically integrated US curriculum using the M1 Anatomy course as the initial platform for early US exposure. A combination of didactics, proctored hands‐on sessions, dedicated lab rotations, and usage of standardized patients and gelatin phantom trainers were utilized to teach six regionally‐based modules. Assessment was made with a pre‐ and post‐course test.

RESULTS 146 students took the M1 Anatomy course. Average pre‐ and post‐course test scores were 27.19% and 67.8% respectively.

CONCLUSIONS Students showed improvement in image recognition and acquisition, knowledge of US anatomy, and basic US machine functionality as noted in their post‐test scores. Using the M1 Anatomy course created logistical obstacles to be overcome: an already overloaded anatomy curriculum, faculty training, cost, and finding time to provide meaningful and repetitive learning opportunities for the students.

REFERENCE 1.

Afonso, N., Amponsah, D., et al. Adding New Tools to the Black Bag—Introduction of Ultrasound into the Physical Diagnosis Course. J Gen Intern Med. 2010 November; 25(11): 1248‐1252.
Development of Integrated clinical skills and urinary system anatomy and embryology modules (536.2)
Authors: Doroudi Majid , Li‐Yun‐Fong Ryan , Afshar Kourosh
Published: June 2021

Many students find memorizing urinary system anatomy and especially embryology materials difficult and daunting, and often find themselves feeling overwhelmed by purely memorizing the difficult concepts of the urinary system anatomy and embryology. The overall objective of this study was to encourage students to adopt a more anatomical approach to clinical skills and also to show explicitly the relevance of urinary system anatomy and embryology, thus moving away from rote memorization of physical exam skills and anatomical knowledge. In order to accomplish the goal of interactive case‐based modules we used the Articulate Engage software suite to create a module that progresses slide by slide in order to encourage a logical flow from patient presentation through to treatment. Using Articulate we were also able to add interactive labeled diagrams to review urinary anatomy and embryology, video and pictures to study clinical skills and integrated quizzes to test student knowledge. The integrated modules were evaluated objectively from the survey questionnaire results and subjectively from the comments from the results. Before the modules 18.5% of students felt they knew the urinary system anatomy and embryology materials well or very well. After the modules 57.5% of students felt they knew the urinary system anatomy and embryology materials well or very well. Over 93.8% of students surveyed strongly or very strongly wanted to see more modules like this.