bluuebunny/crossref_metadata_2025 huggingface dataset:
Chronic Nicotine Worsens Blood Pressure and Renal Injury on Hyperandrogenemic Female Rats
Authors: Maranon Rodrigo Oscar , Reckelhoff Jane F.
Published: June 2021

Polycystic ovary syndrome (PCOS) affects to 5–7% of reproductive‐age women. It is characterized by hyperandrogenemia, insulin resistance, metabolic dysfunction, and cardiovascular and renal complications. Approximately 40% of women with PCOS have current or past smoking history (vs. healthy women 13 – 17%), that is associated with worsening of insulin resistance and metabolic dysfunction. However, whether nicotine worsens renal injury and exacerbates the elevated blood pressure in PCOS women is unknown. We have a well‐characterized model of PCOS, the hyperandrogenemic female rat (HAF rat) that mimics the cardiovascular and metabolic dysfunction present in PCOS women. In the present study, we tested the hypothesis that chronic nicotine in HAF rats worsens renal injury and hypertension. Virgin female rats were implanted with dihydrotestosterone (pellets DHT: 7.5 mg/90 d pellet, sc: HAF rats) or placebo pellets (controls: Ctr) beginning at 4–5 weeks of age. Chronic nicotine (Nic: 12.5 ug/ml) or vehicle (Veh: Sweet'n Low 2%) in drinking water was given to placebo and HAF rats (n=3/gpr) for 28 days beginning at 14 weeks of age. Mean arterial pressure (MAP, by telemetry) was measured for 7 days and at the end of this period, 24h urine and plasma samples were collected. Cotinine levels were higher in both groups treated with Nic. Nic increased proteinuria and plasma creatinine in HAF rats compared to Ctr rats (Plasma Crea: Ctr+Veh: 0.23±0.04 mg/dl vs. Ctr+Nic: 0.37±0.13 mg/dl and HAF+Veh: 0.82±0.08 mg/dl vs. HAF+Nic: 1.17±0.08 mg/dl). Also, chronic Nic exacerbated MAP only in HAF rats (Ctr+Veh: 102±1 mmHg vs. Ctr+Nic: 104±1 mmHg, p=NS; HAF+Veh: 110±1 mmHg (p<0.05 vs untreated control vs. HAF+Nic: 115±2 mmHg; p<0.05, vs HAF vehicle). These data suggest that chronic Nic may contribute to increased cardiovascular and renal disease in women with PCOS. Preclinical studies into possible mechanisms by which Nic induces its effect are needed.

Support or Funding Information

Supported by AHA14POST18640015 (ROM) and P20GM121334 (ROM and JFR).

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Molecular mechanisms underlying the GRK4 65L‐mediated hypertension in mice
Authors: Rozyyev Selim , Konkalmatt Prasad , Villar Van Anthony M , Asico Laureano D , Kumar Megha , Hunt Jessica , Jose Pedro A , Armando Ines A
Published: June 2021

The genetic causes of salt sensitivity andhypertension in humans are not completely understood. The kidney plays a preeminent regulatory rolein blood pressure (BP) homeostasis and water and electrolyte balance. The renaldopamine receptors, D1R and D3R, engender natriuresis viathe inhibition of renal Na+ transport, whereas the angiotensin IItype 1 receptor (AT1R) does the opposite. The renal paracrineinhibition of Na+ transport by dopamine is impaired insalt‐sensitive rats, mice, and humans. Agonist activation promotes thephosphorylation of D1R and D3R by the G protein‐coupledreceptor kinase type 4 (GRK4), whose gene variants impair D1R and D3Ractivity. The global expression of GRK4 65R>L in transgenic mice results in salt‐sensitive hypertension, in part, due toincreased endogenous GRK4 and AT1R expression. To demonstrate thespecific renal causal mechanisms in GRK4 65R>L‐mediated hypertension, weheterologously expressed the GRK4 65R>Lvs. GRK4 wild‐type (WT) transgenes in the kidneys of Grk4 knockout mice on normal salt diet. The transgenes were delivered selectively into the renal tubules by thebilateral retrograde ureteral infusion of AAV‐9 vectors. The expression anddistribution along the entire nephron of the GRK4 WT and GRK4 65R>L were similar in both groups. However, the renal tubule‐restricted expression ofGRK4 65R>L increased the BP (117±4vs. 93±1 mm Hg, P<0.05, n=4), while that of the GRK4 WT only tendedto increase the BP (105±6 vs. 96±2 mmHg, n=5), indicating that the presence of the GRK4 variant in the kidney causedthe increase in BP. We next evaluated the renal expression profiles of selectgenes. We found that the pro‐natriuretic D1R (0.81±0.01 vs. 1.28±0.04, P<0.01) and D3R(0.44±0.02 vs. 1.27±0.07, P<0.01)were decreased whereas the anti‐natriuretic Na+/K+‐ ATPase(1.14±0.024 vs. 1.0 ±0.007, P<0.05) and α‐ENaC (1.4±0.14 vs. 1.0±0.11, P<0.05) were increased, demonstrating themechanistic changes that underlie the hypertension in these mice. Interestingly, we also observed that the proximal tubule Na+transporters NaPi2 (0.81±0.02 vs. 1.04±0.02), SGLT2 (0.89±0.03 vs. 1.07±0.05), NBCe2(0.50±0.07 vs. 1.15±0.03), and the AT1R(0.82±0.02 vs 1.02±0.02) were decreased, which may represent insufficientcompensatory mechanisms against the increase in BP. Our results highlight theunderlying and compensatory renal mechanisms for the hypertension thatdeveloped in mice with either kidney‐restricted or globally expressed GRK4 65R>L.

Support or Funding Information

R01DK039308, R01HL092196, and P01HL074940

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Using a Learning Progression Framework and Assessments to Improve Principle‐based Instruction in Physiology
Authors: Wenderoth Mary Pat , Scott Emily E. , Cerchiara Jack A , McFarland Jenny , Doherty Jennifer H
Published: June 2021

Using scientific principles to reason about biological phenomena is an essential part of scientific thinking. However, students frequently view biology as a discipline full of facts to be memorized without recognizing the fundamental principles that bring coherence to biological phenomena. This can cause students to develop fragmented, superficial knowledge that is topic specific instead of developing rich reasoning frameworks that identify fundamental relationships among elements in complex systems. To address this concern, we created and implemented a principle‐based instructional approach focused on flux (flux ~ gradient/resistance) as a unifying principle that explains material movement across multiple physiological phenomena. We grounded our approach in learning progression research, which uses a cognitive framework of student thinking (i.e., the learning progression) that describes how students' ideas about a topic gain sophistication through time. Learning progressions enrich instruction by aligning three key aspects of instruction: 1) learning outcomes that describe the key behaviors students must exhibit to show proficiency in a topic, 2) formative and summative assessments that evaluate the breadth of student thinking beyond a right/wrong analysis, and 3) instructional strategies that leverage students' emerging ideas in ways that shift them towards sophisticated scientific ideas.

We present our learning progression after one round of modeling student thinking about the concept of flux, deploying assessments that elicited a range of student ideas about flux in multiple physiological contexts (i.e., 29 constructed response items to 2956 undergraduate biology students at two R1 institutions and two community colleges ), and analyzing student data for reasoning patterns. We show how this process helped us: 1) better define learning outcomes that captured key reasoning hurdles students must overcome to achieve proficiency in flux topics, 2) develop and revise assessment items that could elicit sophisticated student reasoning about flux, and 3) create instructional tools that guide students towards principle‐based reasoning approaches. Learning to reason with scientific principles and recognizing fundamental patterns across biological systems is a key shift in student thinking that moves students away from novice views towards more expert‐like thinking necessary for successful biology careers in STEM fields.

Support or Funding Information

NSF DUE 1661263

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Effect of systemic pressure on kidney perfusion rate: insights from a mathematical model
Authors: Calvachi Paola , Pizano Alejandro , Giron Felipe , Cordovez Juan
Published: June 2021

Cardiovascular disease is the first cause of death in the world, being heart failure responsible for most of the hospital admissions. There is a strong relationship between heart failure and chronic renal disease, where kidney disease is one of the major contributors to cardiac damage and, likewise, heart disease promotes a progression of chronic kidney disease. In this work we would like to understand the relation between systemic pressure, established by the hearth, and renal blood flow in order to determine how long it will take to irreversibly decrease renal flow below the normal perfusion rate in a person with heart failure. To achieve this, we developed a simple mathematical model that considers the cardiovascular system as a series of interconnected vessels separated by valves were bloods is pumped by the heart in a pulsatile fashion. The model predicts pressure, volumes and blood flows in 8 compartments (atriums, ventricles, arterial and venous sides for the systemic and pulmonary branches). The kidney was modeled as a parallel systemic resistance. Parameters were determined according to anatomical and physiological properties found in the literature. The system of differential equations was implemented in MATLAB (The MathWorks®, Inc.) and simulations of pathological and healthy states were set by changing the parameters. The mathematical model showed the changes of renal blood flow and filtration rate as the systemic pressure changes due to cardiovascular disease. The model indicates a short time period to preserve the renal function in patients with cardiovascular diseases, and also indicates ways to prevent the progression from heart disease to renal failure.

Support or Funding Information

Biomedical Engineering Department at los Andes University for supporting Paola, Felipe and Alejandro masters program

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
IN VITRO STUDY OF THE EFFECTS OF BACTERIAL CELLULOSE, GLUCOSE, AND TESTOSTERONE ON THE OSTEO‐1 CELLS MULTIPLICATION
Authors: Benevenuto Luiz Guilherme Dercore , Achcar Jorge Alberto , Da Silva Barud Hernane , Montrezor Luis Henrique
Published: June 2021

The objective of this study was to analyze the cell multiplication during 15 days of culture, in the absence or presence of bacterial cellulose (BC), in hyperglycemic and hyperandrogenic mediums. OSTEO‐1 cells were cultured with 1.5 mg / L and 4.5 mg / L glucose (mimicking normal glycemia and hyperglycemia), in the absence and presence of two concentrations of testosterone (T) (10−9 M and 10−3 M, mimicking normal androgenemia and hyperandrogenemia), in the absence and presence of BC. Cells were cultured at an initial density (day 0) of 2000 cells per 200 μL of osteogenic medium (DMEM + FBS + ascorbic acid + dexamethasone + b‐glycerophosphate), in 48‐well culture plates, for 5, 10, and 15 days, in triplicates, with exchanges of the medium every 72 h. Cell counting was performed with a Bio‐Rad TC20™ cell counter. The data were analyzed using ANOVA and Fisher's test for multiple comparisons. Culture time effects: The highest cell counts were observed at 15 days, except for the BC group in the presence of T at 10−9 M in hyperglycemic medium, which presented a higher cell count at 10 days of culture. The lowest cell counts were observed at 5 days of culture. Hyperglycemic medium effects: At 5 days of culture, the only treatment that did not present a higher cell count was BC control. At 10 days, all the treatments without BC, as well as the control with BC, showed lower cell counts, while both treatments with BC and T presented higher cell counts. At 15 days, lower cell counts were observed for the control group without BC and for the BC + T at 10−9 M and BC + T at 10−3 M groups. The other treatments presented higher cell counts in the presence of the hyperglycemic medium. BC and T effects. At 5 days of culture, the highest cell counts were observed in the presence of BC and T, while the lowest counts were in the absence of BC. At 10 days, the highest cell counts were observed for the BC + T groups, while the lowest counts were observed for the groups with BC, in the absence of T. At 15 days of culture, the highest cell counts were observed for the group with BC, in the absence of T, and for the group with BC + T at 10−3 M, while the lowest cell counts were observed for the groups without both CB and T. The results indicated that the cells presented higher multiplication activity at 15 days of culture in the presence of BC. In addition, the cell multiplication activity was stimulated by the hyperglycemic medium and by the T in a time‐dependent and dose‐dependent manner. Hence, BC can be used in OSTEO‐1 cultures for studies of hormonal and metabolic effects related to cell multiplication.

Support or Funding Information

FAPESP (Grant 2018/14840‐4)

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Use of Cross‐linked Polypeptide Multilayer‐coated Electrodes to Monitor Osteogenic Differentiation of Human Dental Pulp Stem Cells
Authors: Hung Yu‐Han , Lo Chun‐Min
Published: June 2021

Polypeptide multilayer films made of synthetic peptides are non‐cytotoxic and biocompatible. In addition, this material allows for modulation of thickness, stiffness, and adhesiveness. Previous study suggested that mesenchymal stem cells cultured on gel substrates with ~34 kPa Young's modulus demonstrated good cell spreading and osteogenic differentiation as a consequence of increased contractility of the actomyosin cytoskeleton. In this study, human dental pulp stem cells (hDPSCs) derived from teeth were cultured on polypeptide multilayer films fabricated by the alternate deposition of cationic poly‐L‐lysine and anionic poly‐L‐glutamic acid, cross‐linked with EDC/sulfo‐NHS, and coated with type‐I collagen. Osteogenic differentiation of hDPSCs was evaluated by calcium deposition staining, q‐PCR analysis of osteogenic specific genes, such as ALP (alkaline phosphatase), OCN (osteocalcin), and OPN (osteopontin), and also monitored by cross‐linked polypeptide multilayer‐coated electrodes using electric cell‐substrate impedance sensing (ECIS). The results showed that hDPSCs demonstrated better cell attachment and spreading on even number layer of films. Furthermore, hDPSCs showed a significantly higher osteogenic differentiation rate on cross‐linked films than on culture dishes or cover glasses. In the ECIS monitoring of osteogenic differentiation, hDPSCs were seeded into electrode wells and allowed to form confluent cell layers. The medium was then changed with osteogenic induction medium and the impedance time courses of the cell‐covered electrodes throughout the osteogenic induction process were measured up to 21 days at 11 frequencies ranging from 62.5 Hz to 64 kHz. Compared with the data without osteogenic induction medium, significantly lower impedance time courses were observed for hDPSCs treated with induction medium. In addition, these two distinct time course profiles were distinguished as early as 4 hours after induction. To detect subtle changes in cell morphology in the early stage of osteogenic differentiation, the frequency‐dependent impedance data were analyzed with a theoretical cell‐electrode model. The results showed that the decrease of measured impedance of differentiated cells was mainly due to a decrease of the junctional resistance between cells (Rb) and an increase of the cell‐substrate separation (h). Thus, we described a strategic approach for the real‐time monitoring of osteogenic differentiation using cross‐linked polypeptide multilayer‐coated electrodes.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Using Think‐Alouds to Explore Problem‐Solving Procedures for Anatomy Students
Authors: Kolomitro Klodiana , MacKenzie Les
Published: June 2021

This session presents the use of think‐alouds as a powerful qualitative method to unravel student thought processes as they complete multiple‐choice assessments in anatomy. With this study, we aimed to uncover patterns in the reasoning process that students used when solving multiple‐choice questions. This required participants to verbalize their thought processes as they solved six multiple‐choice questions covering five key areas of anatomy. The multiple‐choice questions targeted three levels of cognitive functioning based off the ICE framework (Fostaty Young & Wilson, 2000), which includes recalling the fundamental facts to integrating information to creating new knowledge. Prior to the think‐alouds, the researchers designed a rubric with prompts corresponding to the different strategies that might be adopted by the students. All students were also asked to complete a practice activity in order to better understand the depth of responses that we were looking for in this study and to make students feel comfortable with this approach. One‐on‐one think aloud interviews were conducted with ten second‐year undergraduate students. Feedback from the initial individual think‐aloud sessions was used to generate a survey that was distributed across anatomy courses at Queen's University. We analyzed and categorized reasoning processes that were used by the 82 students who responded to our survey as well as those 10 students who participated in the think‐alouds. The think alouds were audio‐recorded and the qualitative content analysis protocol (Patton, 1990) was used to identify strategies that students followed when working through the questions. Amongst the challenges experienced with this approach were: students' tendencies to get distracted and go off topic; their ability to vocalize their thoughts or express limited information; finding the “appropriate” level of researcher prompting; as well as the labour intensive analysis process. We identified 16 different strategies that students used to solve multiple‐choice questions. Twelve of these have already been described and supported by the literature as procedures that learners frequently used in problem‐solving. Strategies like Checking, Clarifying, Comparing, Recalling, Relating, Predicting, and Recognizing, and Imitating are associated with the Bloom's taxonomy (Anderson and Krathwohl, 2001) and the ICE Framework (Fostaty Young & Wilson, 2000). In this session we will further describe the strategies used by the students and at the same time we will explore correlations amongst the level of the question, the strategies that were being used, and the likeliness of students getting the answer correct. We will conclude with a discussion of the challenges and benefits of using think‐alouds as a strategy for understanding and supporting student learning.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Q Methodology Course Evaluation: Investigating Student Perceptions of a Dissection‐Based Undergraduate Gross Anatomy Course
Authors: Byram Jessica N. , Organ Jason M. , Yard Michael , Schmalz Naomi A.
Published: June 2021

Introduction

Increasing numbers of professional programs are requiring upper‐level undergraduate anatomy courses as prerequisites for matriculation. An undergraduate, lecture‐free, dissection‐based regional gross anatomy course was developed to fulfill this need. Since the course is new, the instructors deemed it necessary to examine student perspectives of the course in more detail and depth than provided by institution‐generated course evaluations to ensure future course modifications are informed by student feedback.

Aim

Evaluate students' perceptions of the course and group them based on commonalities using Q methodology.

Methods

Q methodology requires participants to sort and rank a set of statements on a table from strongly disagree to strongly agree. A set of 43 statements were generated by faculty and prior students regarding course structure, quality of instruction, assessment, and pre‐laboratory activities. Students in the 2018 cohort of the course were invited to participate in a paper‐based Q methodology course evaluation, sort the 43 statements on a Q sort table, and provide written explanations for their highest and lowest rankings. The sorts were manually entered into the PQMethod 2.35 program and a factor analysis was performed using the recommended settings for Q methodology. Written statements were transcribed and analyzed using a thematic analysis to assist in the interpretation of the factor analysis. This study was granted exempt status from the Institutional Review Board at Indiana University School of Medicine (#1804247884).

Results

Twelve of 15 students completed the course evaluation. The Q methodology sorted the students into one of three statistically significant groups: Motivated Dissectors (n=6), Traditional Students (n=3), and Inspired Learners (n=3). Motivated Dissectors and Inspired Learners felt strongly that the course did not encourage self‐directed learning and that the pre‐laboratory materials were not adequate to prepare them for quizzes. Traditional Students, however, disagreed, having a favorable opinion of the pre‐laboratory materials, even though this group felt most strongly that the amount of material covered in the course was overwhelming.

Discussion and Conclusion

These data provided student perspectives of the course that were not obtained with the institution‐generated course evaluation and reinforces the utility of Q methodology for course evaluation. The results of this study will inform future revisions to the course structure and materials with past students' perceptions in mind.

Support or Funding Information

None to report.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Effectiveness of Anatomy R & R Boot Camps in a Physician Assistant Gross Anatomy Program
Authors: Nonabur Venkatesh E. , Rarey Kyle E. , Maxey Amanda , Jackson Moira
Published: June 2021

Anatomy retention and recall (R & R) boot camps were created to strengthen the learning of clinically relevant gross anatomy by first‐year Physician Assistant (PA) students. The boot camps were held in order that students could self‐assess their level of anatomical knowledge and have time to review areas that they might be need more time to learn. The anatomy R & R boot camps replaced the traditional practice practical that usually was held the day before the anatomy practical, thereby, lessening the possibility that student could significantly increase their level of knowledge a day before a given practical. Each boot camp session was scheduled for 1 hour; students were asked to identify tagged structures at 35 stations during the first 35 minutes; students then had ~ 30 minutes to immediately review and gain feedback on what clues were used to identify a given structure. Students' perspective of the value of the PA anatomy R & R boot camps have been extremely positive. An online survey taken this by PA students in the first year of training identified that the boot camps: 1) improved their recall and improved their retention (98% strongly agreed or agreed); 2) increased their confidence in their ability to identify structures and functions (95% strongly agreed or agreed); 3) helped their learning of anatomy (95% strongly agreed or agreed); and 4) provided objective feedback on their level of knowledge (95% strongly agreed or agreed. The anatomy teaching faculty viewed the boot camps experiences as a positive means to further enrich students' knowledge base of anatomy. This study was approved by the UF Internal Review Board # IRB201800800.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Interactive Table Exercise of Applied Morphology (I‐TEAM): An approach to Enhance Engagement of Medical Students in a Practical Anatomy Session
Authors: Hassan Sherif S , Ettarh Rajunor , Nausheen Fauzia , Suskind Robert , Tenore Alfred
Published: June 2021

Introduction

Active student engagement remains a challenge for educators, particularly those who are involved in teaching practical anatomy sessions. Medical education research has linked engaged learning among medical students to the promotion of critical thinking and problem‐solving. How educators manage medical student learning and intermingle with students, in a practical session, affects students' engagement.

Methods

At California University of Science and Medicine, School of Medicine, we have developed an innovative interdisciplinary environment for learning gross anatomy, histology, embryology, pathology, physiology, and microbiology, that has been named I‐TEAM (Interactive Table Exercise of Applied Morphology). This interdisciplinary environment creates a unique setting where medical students, through hands‐on learning experiences utilizing technology to correlate anatomy to different imaging modalities, virtual microscopy, and laparoscopic anatomy, are able to apply critical thinking skills to solving problems in these different disciplines. The use of multiple modalities within an interdisciplinary learning environment empowers medical students to view this as an educational fascinating part of training, while also offering appropriate fundamental links between basic and clinical sciences. This study addresses several questions about how to integrate different teaching modalities in a practical session, how to incorporate problem‐solving, how to test for critical thinking, and more importantly, if an interdisciplinary laboratory environment can effectively improve medical student engagement in a laboratory session?

Significance

I‐TEAM could be the solution for many educators who have thrived to find new methods to stimulate active learning by deviating away from the old‐style pedagogies to more student‐driven approaches. This study will be of interest to educators involved in curricular design and development whose goals are to enhance student engagement in anatomy laboratory sessions.

Support or Funding Information

Self‐funded

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
A Global Perspective of Muscular System Coverage in Undergraduate Human Anatomy and Anatomy & Physiology Courses, Part III: Comparison between Stand‐alone Human Anatomy and A&P Courses
Authors: Oloughlin Valerie Dean , Reynolds Amberly , Goodwin Michael
Published: June 2021

There is anecdotal data about the variation in breadth and depth of skeletal muscle coverage in undergraduate human anatomy and Anatomy and Physiology (A&P) courses. Saladin (2008) examined muscle coverage from a small self‐reported sample of 20 A&P instructors. Yet, no comprehensive data collection and comparative analysis about undergraduate muscular system coverage has been performed. Further complicating the matter is that at the undergraduate level, some institutions may offer stand‐alone human anatomy courses while others may offer multiple‐semester combined A&P courses. The format and structure of these two types of courses likely plays a role in the breadth and depth of muscle coverage.

In response to a call for more representative data, the authors developed a skeletal muscular survey about undergraduate human anatomy and A&P courses. Muscles surveyed were those listed and described in a typical undergraduate human anatomy text (Human Anatomy, 5th edition textbook by McKinley, O'Loughlin, and Pennefather‐O'Brien (2017)). The survey was created by the authors, underwent several rounds of validation with colleagues, and was administered online via Qualtrics. The research study was deemed exempt by Indiana University IRB –Protocol #1805378498. Participants (instructors of these courses) were recruited via a poster presentation at the Human Anatomy and Physiology Society (HAPS) 2018 meeting and emails to the AAA, HAPS and AACA listservs. Survey data was collected for 163 stand‐alone undergraduate human anatomy courses and 189 undergraduate A&P courses.

Stand‐alone human anatomy courses have the following characteristics: 77.5% are taught at 4 year baccalaureate institutions, and are housed primarily in biology departments followed by anatomy departments. In contrast, 53% of the A&P courses are taught at community colleges, and are housed primarily in biology departments followed by multidisciplinary health sciences departments. Both human anatomy and A&P courses were similarly likely to teach specific muscles and compartments across broad muscular regions (e.g., back, thorax, upper limb), although the A&P course percentages were slightly lower. The human anatomy courses required students to identify more specific muscles in each region than their A&P counterparts. In addition, a greater proportion of stand‐alone human anatomy courses required students to learn specific muscles of the hand, foot, and pelvis. These comparisons about muscular system coverage between human anatomy and A&P courses provide a better picture of the undergraduate anatomy landscape and should help guide instructor discussions about curricula.

Support or Funding Information

none

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
ASSESSMENT OF ANATOMY EDUCATION IN A CHANGING MEDICAL CURRICULUM
Authors: Bassey Rosemary Basiono , Ward Cassandra S.
Published: June 2021

Anatomy has been considered the foundation of medical education for centuries. Consequently, the recent changes that have occurred in the medical education curriculum, concomitant with severe reduction in time allocated to the teaching of gross anatomy, has led to a series of debates on the decline in anatomy knowledge amongst undergraduate medical education (UME) students. As the anatomy course has become condensed in hours, it has necessitated adaptations towards a multimodal approach to teaching anatomy in just enough detail to prepare students for clinical practice. This is therefore an evaluation of the students' perception of the anatomy module and teaching methods in a medical curriculum that kicked off in the fall semester of 2018. Here, 128 first year medical students at Meharry Medical College will be surveyed on: 1) their perception of the role of anatomy in enhancing their understanding of clinical‐based lectures and skills; 2) the sufficiency of time allocated to anatomy in the curriculum; 3) their perception on the use of prosected cadavers in place of dissections; and 4) the enhancement of their gross anatomy laboratory practical experience following guidance by senior medical students acting as peer educators. This study is timely as it will ensure early feed‐back which will lead to prompt redress of perceived shortfalls, and a progressive tailoring of anatomy in the curricula and teaching in a way that future safety and clinical practice will not be compromised. The results will also serve as a point of reference to other medical schools as they consider and/or begin their transition to a new curriculum.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
A Data‐Driven Design: Addressing Student Need for an Anatomy Pre‐matriculation Experience
Authors: Attardi Stefanie M. , Gould Douglas J. , Pratt Rebecca L. , Roach Victoria A.
Published: June 2021

The anatomical sciences are a perennial source of angst for recently accepted medical students. This is due to the volume of information presented in a truncated timeline, the fact that anatomy is not a prerequisite for acceptance, and that many students are reticent to interact with human cadaveric material. At Oakland University William Beaumont (OUWB) School of Medicine, the anatomy course is an intensive study of gross, microscopic, and developmental anatomy spanning the first 5 months of the M1 year. During the laboratory sessions, students work in teams to complete a full body dissection, and examine virtual microscopy slides. OUWB students have expressed a desire to learn more about anatomy and the anatomy curriculum prior to matriculation. Course evaluation data from the 2017 cohort (n=125) revealed that 87% of students would have utilized an online resource during the summer prior to their M1 year introducing them to the anatomy curriculum. Open‐ended responses suggested a plethora of topics including an introduction to the course, dissection laboratory, facilities, osteology, and terminology. The faculty are responding by beginning to develop a series of professionally produced, online pre‐matriculation videos. It is intended that exposure to these resources will alleviate student anxiety surrounding matriculation, and their first anatomical dissection experience. To evaluate the longitudinal impact of these videos, students will complete the State‐Trait Anxiety Inventory and a demographic questionnaire to compare the responses of pre‐matriculant students. Responses from the 2018 cohort were collected (n = 120), without exposure to the videos, and will serve as a control measure against future cohorts, who will have access to the videos. Future results could serve as a guide for anatomy educators seeking to ease their students' transition into medical school, and facilitate an environment of improved student well‐being.

Support or Funding Information

Department of Foundational Medical Studies at Oakland University William Beaumont School of Medicine

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Seeing in Stereo: Exploring the Relationship between 3D Anatomical Resources and Spatial Ability
Authors: Labranche Leah , Terrell Mark , Wilson Tim , Carty Nancy , Kulesza Randy
Published: June 2021

Three‐dimensional (3D) digital anatomical models have been shown to promote student engagement and satisfaction, while demonstrating complex spatial anatomical relationships. However, there is limited research to suggest that 3D digital anatomy models are more effective in improving spatial anatomy performance over traditional resources, particularly for students with varying spatial visualization ability (Vz). The present study aims to investigate the educational effectiveness of a digital 3D stereoscopic anatomy model compared to a 2D visualization and cadaveric specimen of the human pelvis. This study also aims to examine the relationship between Vz and learning from a 3D stereoscopic anatomy model of the human pelvis. We hypothesized that participants learning from the 3D stereoscopic model of the pelvis would improve performance overall on an anatomy knowledge post‐test more than participants learning from a 2D visualization or cadaveric specimen, and that low Vz participants would benefit more from the use of the 3D stereoscopic model compared to their high Vz counterparts.

Participants were recruited from the Post‐Baccalaureate, Medical Year 1, and Medical Year 2 classes at Lake Erie College of Osteopathic Medicine (n=64). All participants completed a demographic survey and Mental Rotations Test (MRT) pretest to determine initial Vz. Participants were then sorted into three groups, normalized for MRT score, sex, and education level. Each group was invited to a brief learning session using a 3D stereoscopic model (n=21), 2D visualization (n=21), or cadaveric specimen of the pelvis (n=22) respectively. The 3D model, developed using Amira® software, was projected stereoscopically using a dual projection system. All participants completed a pre‐ and post‐test in each session, consisting of 10 spatially‐oriented multiple choice questions pertaining to pelvis anatomy. Results show no significant difference in improvement from pre‐test to post‐test between the three groups. A linear regression analysis showed no significant correlations between MRT score and anatomy test improvement; however, Post‐Baccalaureate (novice) participants with high Vz tended to improve more after learning with the 3D model than Post‐Baccalaureate participants with low Vz. Participants with high Vz, irrespective of education level, improved more on a spatial anatomy test after learning with the 3D model compared to either of the other resources. Contrary to current literature, participants with low Vz appeared to benefit most from the 2D visualizations. Results of this study can be used to inform resource selection and curriculum design for health professional students, with special attention to the impact of Vz on learning.

Support or Funding Information

Funded by a LECOMT Research Support Grant.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Clinical Concentrations of Antiretroviral Drugs and VEGF165b Expression in Normal and Cancer Cervical Epithelial Cell lines
Authors: ADEFOLAJU Gbenga Anthony , SCHOLTZ Kathrine Elizabeth , HOSIE Margot Jill
Published: June 2021

Background

The multidrug combination regimen, typically consisting of Nucleoside Reverse Transcriptase Inhibitors, non‐Nucleoside Reverse Transcriptase Inhibitors and Protease Inhibitors has altered the morbidity pattern of HIV‐infected individuals. But its effects on cervical cancer is still hotly debated. Speculations abound; does this regimen induce or promote the progression of cervical cancer?

Objectives

Since the formation of new blood vessels from pre‐existing vasculature (angiogenesis) is required for cancer growth and development, this study investigated the effects of the antiretroviral drugs on the expression levels of a key angiogenic regulatory gene; vascular endothelial growth factor 165b (VEGF165b) in two human cervical cell lines; human squamous cell carcinoma cells (HCS‐2) and transformed normal human cervical cells (NCE16IIA). We hypothesised that the antiretroviral compounds – individually or in combination might down‐regulate anti‐angiogenic VEGF165b gene and/or protein expression thereby favouring angiogenesis.

Materials and Methods

The cells were treated with different concentrations and combinations of the drugs and for 24, 48, 72 and 96 hours and VEGF165b mRNA and protein expression were determined by Real Time qPCR and immuno‐fluorescence.

Results

Some of the antiretroviral drugs and combinations tested produced patterns of slight up or down‐regulation of VEGF165b mRNA that suggests pro‐angiogenesis but the changes did not achieve statistical significance. They also did not alter VEGF165b protein localisation in both cell lines.

Conclusions

The findings reported here suggest that antiretroviral drugs probably do not influence VEGF165b of the angiogenic pathway in the development of cervical cancer in patients under the combined antiretroviral regimen.

Support or Funding Information

Medical Research Council of South Africa

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Genetic Analysis Of A sas‐6 Mutant Reveals Mitotic and Meiotic Differences In Centriole Duplication Stability
Authors: DeVaul Nicole , Fabig Gunar , Mueller‐Reichert Thomas , Guagliardo Sarah , Bowerman Bruce , O'Connell Kevin
Published: June 2021

Centrioles are nine‐fold symmetric barrel‐shaped organelles that exist as mother‐daughter pairs that participate in the assembly of bipolar spindles and the formation of cilia and flagella. During S phase of each cell cycle, centrioles are precisely duplicated through a process that involves the formation of a new daughter next to each preexisting mother centriole. In Caenorhabditis elegans, as in other species including humans, five core centriole assembly factors are required for centriole duplication and these same factors function in different cell types, suggesting that a similar assembly mechanism operates in all tissues. SAS‐6 is one of these core assembly factors and plays a critical role in centriole assembly by forming a central scaffold around which the daughter is built. Here we describe a missense (D9V) mutation in C. elegans SAS‐6 that strongly affects the formation and/or stability of centrioles in the meiotic portion of the male germ line and continues to effect centriole formation and/or stability in the mitotic environment of the early embryo. Examination of mutant male germ lines indicates that both the incorporation of SAS‐6(D9V) into daughter centrioles and centriole assembly occur during pre‐meiotic centriole duplication. However, during meiosis daughter centrioles fail to form and SAS‐6(D9V) is gradually lost from most of the mother centrioles. As a result, sperm inherit a single structurally‐disorganized centriole that further deteriorates after it is transferred to an embryo at fertilization. These structurally deficient centrioles lead to inconsistent duplication in the embryo with wild type maternal sas‐6 as evidenced by monopolar spindle formation. This is consistent with evidence in the literature that the mother centriole plays a role in the structural formation of the daughter centriole. Thus, the D9V mutation preferentially affects centriole stability and duplication during meiotic divisions and continues to this instability into the mitotic divisions. Further genetic and cytological analysis of this mutant will allow us to identify whether the mother centriole does more than recruit required proteins but also provides a structural template in daughter centriole formation.

Support or Funding Information

Intramural funding from NIDDK, NIH

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Prevalence of Wormian (Sutural) Bones in Three Italian Anthropological Collections
Authors: Schmeidler Katherine T.
Published: June 2021

Wormian or sutural bones vary in number, size, and arrangement in humans, and are thus sometimes described as “odd”. Currently, there are not reliable data to estimate the frequency at which they are found. Some anthropologists have attempted to assess their frequency in different human populations hoping to find whether there are differences among peoples of different genetic lineage. However, the sample sizes in these studies are too small to be able to compare such highly variable structures. A survey of 500 skulls in the Paris Catacombs (les catacombes de Paris) has been previously presented [HAPS, 2018] that reported Wormian bone occurrence in about 85% of skulls examined. This contrasts with most published studies that report incidences in the 10–20% range. These results are compared to a survey of skulls examined in Museo di Anatomia umana Luigi Rolando dell'Università di Torino, Museo di Antropologia, Università degli Studi di Padova, and Museo di Storia Naturale Sezione di Antropologia e Etnologia, Firenze. While all of these represent Europeans, presumably from recent centuries, preliminary results indicate that skulls collected at this period from these regions of Italy have a higher incidence of Wormian bones than has been previously reported for skulls from other parts of the world, and similar to those seen in the Paris Catacombs. Further, the photographic evidence collected in this project may be used to support further research in human anatomical variation. These findings expand the data set for comparison of Wormian bones from different parts of Europe and to peoples from other regions of the world, thus serving the greater community by providing a baseline against which smaller sample groups may be compared.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
A Morphometric Assessment of the Influence of EGCG on Down Syndrome Facial Morphology
Authors: Cintron Javier , Dierssen Mara , Gonzalez Ruben , Sharpe James , Martinez‐Abadias Neus , Starbuck John
Published: June 2021

Down syndrome (DS) is a genetic birth defect that results from Trisomy 21, which causes an overexpression of human chromosome 21 (HSA21) genes. Overexpressed HSA21 genes disturb development by altering morphogenesis and growth, resulting in cognitive impairment, characteristic facial morphology, and many other health problems for individuals with DS. The DYRK1A gene is found on chromosome 21 and is thought to play a significant role in cranial and neurological malformations associated with DS. Previous research has shown that EGCG, a compound that inhibits DYRK1A, has been used to improve cognition of individuals with DS as well as improve cranial vault morphology in Ts65Dn DS mouse models. Based on DYRK1A's strong role in brain and craniofacial development, and the fact that EGCG can reduce overexpression of this gene, we hypothesized that children with DS who have been supplemented with EGCG will exhibit improved facial morphology. We assessed children with DS who were supplemented with EGCG (n = 5), untreated children with DS (n = 72), siblings of individuals with DS (n = 49), and euploid controls (n = 40), aged from 0–3 years. Twenty‐one anatomical landmarks were identified on 3dMD facial images and the XYZ coordinates were saved for analysis. A Euclidean Distance Matrix Analysis (EDMA) based on a non‐parametric bootstrap was carried out (1,000 resamples) to assess statistically significant shape differences across samples. A total of 210 linear distance measurements were compared from each individual's facial image. The baseline comparison of DS faces with siblings and euploid controls revealed that 50% and 54% of linear distances were significantly different. However, when DS faces were compared to children with DS supplemented with EGCG, we found that only 26% of linear distances reached statistical significance. Overall, the results suggest that EGCG is producing positive changes in the faces of children with Down syndrome, however more research must be done for a more definitive answer.

Support or Funding Information

Funding was received from the Burnett Research Scholars Grant, which was provided through the UCF Burnet Honers College. Funding was also received from the UCF Office of Undergraduate Research through the Summer Undergraduate Research Fellowship.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.