bluuebunny/crossref_metadata_2025 huggingface dataset:
Advanced Anatomical Dissection and Demonstration: Effects on Student Learning Outcomes and Confidence
Authors: Cassidy Keely
Published: June 2021

The quantifiable and perceived values of student cadaveric dissection in anatomy education are essential to discussions evaluating curricular reform in medical and allied health curriculums. Content experts, students, and clinicians agree that cadaveric dissection concurrent with learning gross anatomy holds many positive roles in both the knowledge of anatomical structures and as an introduction to the inner workings of the human body and medicine. But when faced nationally with decreasing contact hours and increasing demands on the energies of students and faculty, the amount of time and effort spent on dissection must be assessed. This pilot study used mixed methods to assess the effect of dissection and demonstration on student practical examination grades and student confidence and comfort with the course material. Fifteen students in the Master of Science in Medical Anatomy program completed eight additional dissections and brief individual presentations when compared to their physician assistant and physical therapy colleagues enrolled in the same course in fall of 2016. The performance of the individual anatomical structures covered in the dissections on the four unit practical exams was compared both to the previous year's cohort of graduate students and to the current year's physician assistant and physical therapy cohorts. Surveys and two focus groups were conducted to collect the graduate students' feedback on the efficacy and impact of the dissections on their education. Qualitative results displayed that the majority of students noted positive effects on their confidence in and comfort with anatomical knowledge during examinations and subsequent clinical shadowing experiences. The quantitative results showed no statistically significant correlation between the dissections and demonstrations and the students' unit practical examination scores and final course grade. This study is continuing with data from the 2017 and current courses and cohorts.

Support or Funding Information

n/a

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 Novel Preservation Technique for Anatomical Head & Neck Specimens
Authors: Fox Glenn Michael , Alsup B. Kathleen
Published: June 2021

The success of dissection‐based anatomy curricula is predicated on appropriately selected and well‐preserved donors. For specialized human anatomy courses relating to the head and neck, a specific specimen is recommended, and method detailing the harvest and preservation procedure for the specimen are described. The following procedures were employed to create an efficient, yet superior method of preservation, for a DHN specimen. Twenty‐four DHN specimens were harvested from anatomical donors with cuts through the thorax and proximal brachial regions. Of the twenty‐four donor specimens, all were initially judged suitable for use in the course, with good structure and preservation, and no excessive edema or discoloration. In all donors, the blue latex dye was found inside the cranial cavity, often in close association with the brainstem or midbrain. Brains were all well preserved.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Who Donates Their Bodies to Science? Analysis of Mississippi's Donor Pool Demographics
Authors: Mueller Caroline Marie , Conway Marianne
Published: June 2021

Whole body donation is important to science and education because dissection of human cadavers provides an interactive anatomical tool for healthcare education, research, and training. Literature suggests that whole body donation does not keep up with the increasing demand of donors of medical centers. Because Mississippi has a high number of preregistered donors, investigation of our donor configuration could assist other states and programs in the recruitment of prospective donors. However, current research is limited about the characteristics of prospective donors. It is critical to ensure an adequate number of donors who bequeath their bodies in order to support the healthcare mission. This study aimed to investigate the demographics of donors who have donated their bodies within the state of Mississippi. The demographics examined by descriptive statistics were: gender, ethnicity, age, educations status, occupation, marital status, geographic location, year of body donation preregistration, and if the donors wanted their cremated remains returned. Data for this study pertained to those individuals who donated their bodies during the years 1986, 1987, 1996, 1997, 2016, and 2017. The donors (N=788) within the past 3 decades were white (85.53%), males (52.79%) with a mean age range of 70–75 years (20.05%) with other demographic data being more variable across decades. Further analysis will aim to compare the demographics across the decades to determine potential changes. Results of this study may contribute to the efficiency of donor recruitment to continue healthcare education, research, and training.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
The Cranial Nerve Map App: Easy‐to‐Access for Students to Study on the Go
Authors: Payne Arielle Nicole , Resuehr David M
Published: June 2021

Learning the names, pathways, distribution pattern and specific individual features for the twelve human cranial nerves can be challenging to the novice. Our project uses illustrations and charts to create an easy to navigate map of cranial nerves. This map is presented in the form of a phone app, accessible for Android phones (and iPhone in future) through the app store. By providing this map as a phone app, students will be able to study the cranial nerves wherever they are. This encourages students to form good study habits, and will help them to more effectively understand a complicated topic in anatomy courses.

Through illustrations and charts, all twelve cranial nerves are organized in a way to help students to better visualize and understand the cranial nerves. Illustrations present the following information for each nerve: pathway through the skull exit foramen, type of nerve fiber (modality), and detailed/specific functions. Intuitive charts and diagrams organize the following information: correlating cranial nerve name and number, modality (sensory/motor/both and GSA/SSA/GVA/GSE/GVE/SVE), and clickable links on each modality to a Wikipedia page that describes the modality. In addition, the charts and illustrations are consistently color coded and simple shapes are used in the illustration to help represent different structures (ganglion, sympathetic / parasympathetic fibers, etc.) in an easy to understand way.

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 Framework for the Systematic Evaluation of Anatomy Education Apps
Authors: Corral Janet , Royer Danielle F , Stabio Maureen Estevez
Published: June 2021

Background

Mobile‐based applications (Apps) are one of the fastest growing trends in educational technology. A search on the iTunes App Store, for example, results in 142 Apps in response to the search term “anatomy”. However, most educational Apps are not peer‐reviewed. The quality and accuracy are suspect, and few have been evaluated in the classroom. A comprehensive resource that provides guidance as to the educational usefulness, quality, and content accuracy of Apps in the anatomical sciences is needed.

Aims

To triangulate existing educational technology frameworks into a framework for evaluating anatomy education Apps

With a national sample of academic technology leads, faculty and students, test and validate the framework

Methods

Phase 1 triangulated peer‐reviewed articles on Apps, with known educational technology frameworks from the literature (Hanrahan et al., 2014; Liu et al., 2010; Romrell et al., 2014; Ruiz et al., 2006; Van Nuland et al., 2017). Phase 2 validated the framework in two steps. Phase 2A used chain referral sampling (i.e. n = 6 with at least one educational technology lead from each of the four AAMC regions: East, West, South, and Central) to obtain feedback. In Phase 2B, participants were recruited from Anatomy Connected Open Forum and through chain referral sampling (n = 58 agreed to participate). Participants applied the revised framework to two anatomy apps (Complete Anatomy and Heart Pro III) and completed a content validity survey. All methods were approved by the Colorado Multiple Institutional Review Board.

Results

Phase 1 resulted in the formation of a framework that was revised in Phase 2a and is hosted here https://docs.google.com/forms/d/1s5VWA1OfE‐HGNLz_LezMb3ngofPztRaOb7PFCXl_jjc/viewform?edit_requested=true. A total of 25 participants (14 faculty, 4 tech leads and 7 students) fulfilled all parts of Phase 2b to completion. Content validity was analyzed using Lawshe's content validity ratio; critical values (>0.39 as determined by Wilson et al., 2012) with 0.05 significance for two‐tailed test were achieved with 11 of the 26 criteria, including usability, organization, reliability, navigation, self‐assessment, content breadth, content depth, content accuracy, multimedia accuracy, recommendation for others, and overall value.

Discussion and Conclusion

Anatomy Education App framework validation presents a major asset for students, faculty and administrators based on feedback from a national panel; the framework is freely available. The validation is limited by the low number of respondents, but will be enhanced as more investigators apply the framework to their research.

Support or Funding Information

Rymer Small Grants Program, Academy of Medical Educators, University of Colorado 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.
Preferences versus Performances in a Hybrid Histology Course
Authors: Elzie Carrie , Embry Jennifer
Published: June 2021

Due to advancements and availability of technology, quality virtual histology slides are now readily accessible on‐line. While many studies have looked at the efficacy of using online technology to teach histology, to our knowledge, no one has done a hybrid course of both on‐line and live sessions. Thus it was our goal to directly assess the effect of learning from virtual versus live histology lecture and labs within single students and compare their performances to self‐reported learning preferences.

A graduate histology class was designed in which every other session was taught either completely on‐line or live (both lecture and lab). At the beginning of the course, students were surveyed on their experience and bias with learning histology and technology. Questions from two exams were categorized based on their delivery (live and virtual) and performance on each was analyzed for each student who served as their own control. Overall feedback of the course was also collected.

While 82% of students surveyed felt that a microscope was required to learn histology, and 75% felt like live sessions would be more conducive to learning, there was no significant difference on exam performance of questions despite the delivery. Students averaged 71% on questions related to material taught live compared to 78% on virtually taught material (p=0.33). The average difference of individual performance between live and virtual questions was 0.08. There was no difference between males and females.

Despite initial hesitation about the efficacy of teaching a traditionally laboratory course virtually, the data equivocally shows that there is no hindrance to learning histology when the material is presented virtually. Further, individual students are able to adapt to both delivery styles within a single course.

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.
Digital Anatomy Satisfaction Survey Protocol
Authors: Dan Subhasish , Collins Christina D , Bebee Jordan , McCarthy Kevin John , Miriyala Sumitra
Published: June 2021

With the prevalence of online education, online degree programs, and more adults returning to learning environments to re‐hone their skills or seek new professions, how individuals can access these tools or how these tools can be used in the classroom becomes critical to defining their advantages. The primary research question for this study addresses the value of applying virtual learning tools in online courses and directly in the physical classroom environment for the study of human anatomy where, in the traditional setting, the cadaver has been the learning tool of choice. With the changes currently taking place, a focus on creating a blended learning environment with the increased use of IT tools is expected, as the traditional learning methods may be considered by some to be outdated. The primary research goal of this study is to determine the level of satisfaction the student perceives in gaining knowledge and experience through the use of the virtual anatomy application compared to the traditional method of using cadavers. The scope of the problem includes the noticeable changes in how people learn in this modern context. The means to access education are now readily available to the adult learner, whereas, in previous generations, opportunities for learning and pursuing a university degree were more limited for adults. With the arrival of information and communication technology (ICT) tools and online programs, the use of virtual devices has increased to a point where such tools are highly accepted in professional environments. Many higher learning organizations are faced with issues of competition, in that they must offer a program that provides a concentrated flow of learning in a shorter time frame where the student cannot spend a year with a cadaver but is still expected to gain the same amount of knowledge as previous traditional students. The rationale of this study is justified by the need to understand the reality of presenting the best anatomy class under the evolving conditions and expectations of both the student and academic standards of the program, as well as the requirements of state and national licensing boards

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
The Role of Tyrosinase in the Time Course of Light‐Induced Cone Contraction in the Goldfish Retina
Authors: Thapa Sophie , Baldridge William H.
Published: June 2021

Dopamine is an important modulator of light‐adaptation in the vertebrate retina. Many teleosts regulate the amount of light incident on the retina through retinomotor movements (RMMs), that include changes in cone and rod length. In the dark, cones elongate and rods contract. In the light, rods elongate and cones contract. It is thought that RMMs are regulated by the release of dopamine in the light from tyrosine hydoxylase‐containing interplexiform cells. However, RMMs are not lost when these dopaminergic retinal neurons are ablated by injection of the neurotoxin 6‐hydroxydopamine (6‐OHDA). A potential alternate source of dopamine in the retina is the retinal pigmented epithelium, due to the activity of tyrosinase.

Adult goldfish (C. auratus) were treated with a specific inhibitor of tyrosinase, phenylthiourea (PTU), by placing them in tank water containing 0.2mM PTU for 48 hours. Control and fish treated with PTU were placed in dark for 1hr or light (>100 lux) for 1 hr, or after 1hr darkness then exposed to varying durations of light (1.5 – 30 min). Another set of fish were given intraocular injections of 50μg 6‐OHDA twice on the first 2 days of a 10‐day time course and then subjected to dark/light treatments in the presence or absence of PTU. Fish were sacrificed, eyes removed and fixed in glutaraldehyde. Retinas were isolated and sliced using a razor blade. Cones were labeled by anti‐zpr1 (ZIRC, Eugene, OR) and cone length determined using confocal microscopy. Differences between means (in all case n=10 eyes) were assessed for statistical significance using ANOVA and, when applicable, Tukey's multiple comparison test.

In fully light‐ or dark‐adapted conditions, retinas treated with PTU, 6‐OHDA or 6‐OHDA + PTU were indistinguishable from controls, However, both PTU and 6‐OHDA treatment slowed light‐induced cone contraction over the first 15 min of light. This delay was even greater when 6‐OHDA and PTU were combined. In the dark cones were elongated (115 ± 7 μm) and, under control conditions (no PTU, no 6‐OHDA) reached 80% (66 ± 2 μm) of maximum contraction (55 ± 3 μm) after 7.5 min light exposure. In the presence of either PTU or after 6‐OHDA treatment, cone length at 7.5min was significantly (p<0.001) longer (75 ± 3 μm and 79 ± 2 μm, respectively) and was longer still when PTU and 6‐OHDA were combined (85 ± 1 μm).

These results suggest that inhibition of tyrosinase (via PTU) or loss of neuronal dopamine (via 6‐OHDA) affects the early phase of light‐induced cone contraction. That neither treatment prevented full contraction may indicate that these treatments did not fully eliminate dopamine signaling in the retina, or that light‐induced cone contraction may also involve other mechanisms independent of dopamine.

Support or Funding Information

This work was supported by NSERC Discovery Grant awarded to WHB.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Cardiorespiratory Fitness, Hippocampal Volume, Entorhinal Cortical Thickness and Memory in Healthy Elderly Humans
Authors: Lotaibi Razan A , Nauer R. , Dunne M. F. , Schon K.
Published: June 2021

It is well‐established that physical exercise and cardiorespiratory fitness are beneficial to brain health. Cardiorespiratory fitness (CRF) can attenuate both the neurobiological and cognitive consequences of age‐related decline. Although rodent research has provided strong evidence that exercise positively affects the neuronal system involved in learning and memory, human research has mostly focused on the effect of exercise and CRF on executive function, rather than hippocampal and entorhinal cortex (EC)‐dependent memory function. In a cross‐sectional study using established behavioral tasks known to recruit the hippocampus and EC and structural MRI of healthy older adults, we tested the following hypotheses: (1) CRF levels are positively associated with hippocampus‐dependent memory task performance; (2) CRF levels are positively associated with the structure of the hippocampus and EC. Healthy older adult (age 55–85 years, N = 23) underwent a standard graded submaximal treadmill test to determine CRF (Modified‐Balke protocol to estimate VO2max). FreeSurfer MRI analytic software was used to calculate cortical thickness and volume of T1‐weighted MR images. A multiple linear regression model showed that greater aerobic fitness was associated with greater volumes in the left and right hippocampus, but not with EC thickness or behavioral task performance. Our results indicate that higher fitness predicts greater hippocampal volume and therefore may be protective against loss of hippocampal volume with aging.

Support or Funding Information

R00 AG 036845

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Prenatal EDC Exposure Followed by Chronic Treatment with Estradiol Affects Brain Monoamine Levels in Female Rats
Authors: Kaimal Amrita , Hooversmith Jessica M. , Almansi Maryam Hazim , Holmes Philip V. , MohanKumar Sheba M. J. , MohanKumar Puliyur Seshadri
Published: June 2021

In utero exposure to low doses of endocrine disrupting chemicals (EDCs), in particular the widely prevalent plasticizers bisphenol A (BPA) and di(2‐ethylhexyl) phthalate (DEHP), has been shown to produce long‐lasting behavioral effects in rats. Additionally, changes in estrogen are associated with the development of affective disorders in women; however, the underlying neurobiological mechanisms are unclear. A previous study from our lab found that chronic estradiol treatment led to decreased dopamine (DA) levels within the central amygdala (CeA). This study was conducted to further examine the cumulative effects of prenatal exposure to EDCs followed by chronic estradiol exposure in adult female rats on DA levels in stress‐related brain areas. Dams were orally administered saline (control; 10 μL/kg), BPA (B; 5 μg/kg), DEHP (D; 7.5 mg/kg) or a combination of BPA+DEHP (B+D) during days 6 through 21 of pregnancy. Adult female offspring were sham‐implanted or implanted with pellets that release 17β‐estradiol (E2) for 90 days (20 ng/day; Innovative Research America). The offspring then underwent a battery of behavioral tests at the end of treatment. Brains collected from the offspring were sectioned and the CeA, hippocampus (HC), and prefrontal cortex (PFC) were microdissected and analyzed for levels of DA using High‐Performance Liquid Chromatography (HPLC). Prenatal exposure to DEHP and/or B+D, but not B, was significantly associated with reductions in DA levels in the CeA and PFC. Within the CeA, only B+D‐E2 treated offspring showed a significant decrease in DA (p<0.05) in comparison with control offspring. Levels of DA were found to be lower in the PFC as well, particularly in D‐sham (p<0.05), D‐E2 (p<0.01), and B+D‐E2 (p<0.05) offspring compared to controls. No differences were observed in hippocampal DA levels in any of the treatment groups. These results indicate that prenatal exposure to DEHP or a mixture of EDCs in females may lead to alterations in monoamine levels in a region‐specific manner, and E2 treatment in adulthood may exacerbate these effects.

Support or Funding Information

University of Georgia Research Foundation and start‐up funds.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Comparison of hippocampal neuron spine densities in acute and perfusion‐fixed slices using the lipophilic dye DiI
Authors: Paredes Juan Sebastian Trivino , Christie Brian , Nahirney Patrick
Published: June 2021

The hippocampus is a key brain structure involved in learning and memory. Hippocampal acute slices are widely used in ex vivo electrophysiological experiments to study cellular mechanisms of synaptic transmission and plasticity. Many approaches have been used to optimize slice viability and to maintain accurate in vivo physiological conditions during experimental procedures. Several different variables such as the age of the animal, the composition of the artificial cerebrospinal fluid (aCSF), the maintenance conditions in recording chambers, temperature and slice cutting methodology, among others, can affect hippocampal slices features. Specifically, by using electron microscopy and two‐photon microscopy it has been previously reported that dendritic spines, crucial neuronal structures that receive most of the excitatory synaptic inputs in the brain, show increased numbers in acute hippocampal slices compared to perfusion‐fixed sections. These alterations in dendritic spines could be one of the underlying mechanism explaining differences in ex vivo and in vivo electrophysiological experiments, as for instance success rates in long‐term depression (LTD) induction protocols. In our experiments, we have compared dendritic spine density in the cornu ammonis 1 (CA1) and dentate gyrus (DG) between hippocampal acute slices and aldehyde perfusion‐fixed hippocampi of Sprague‐Dawley (both males and females) using the lipophilic carbocyanine dye 1,1′‐Dioctadecyl‐3,3,3′,3′‐Tetramethylindocarbocyanine Perchlorate (DiI). We observed an increase in a range of 37–68% in dendritic spine density in the acute hippocampal slices when compared to aldehyde perfusion‐fixed sections independent of sex. These data suggest that spine plasticity in ex vivo electrophysiological experiments may not be reflective of the in vivo situation and interpretation of data should take this into account.

Support or Funding Information

Canadian Institutes of Health Research

Natural Sciences and Engineering Research Council

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Ronin (Thap11) Deficiency Results in a Disease Impacting both Vitamin B12 Metabolism and Ribosome Biogenesis
Authors: Achilleos Annita , Tong Xuefei , Chern Tiffany , Hill Matthew , Zhang Min , Chaudhury Arindam , Neilson Joel , Sun Jenny , Ray Russell , Watkins David , Rosenblatt David , Martin James F , Poché Ross
Published: June 2021

Combined methylmalonic acidemia and homocystinuria (cblC type), a form of inherited intracellular vitamin B12 deficiency, is a rare metabolic and multi‐systemic disorder caused by mutations in MMACHC. Patients with cblC can have severe neurodevelopmental defects including microcephaly, hydrocephaly and seizures as well as renal, cardiac and hematological defects. Mutations in MMACHC have been the sole known causes of cblC, until recently when an X‐linked variant of the disease was described, termed cblX. This variant was found to be due to mutations in the X‐linked gene coding for the transcription cofactor HCFC1, which is known to be an obligatory partner for the transcription factor RONIN (THAP11). Intriguingly, a single patient exhibiting cblX‐like findings has been found to carry a mutation in RONIN. Patients, with both HCFC1 and RONIN mutations, were shown to have a dramatic reduction in MMACHC transcription. We have previously shown that the Hcfc1/Ronin transcriptional complex directly regulates mouse Mmachc expression. These findings suggest that cblX and the new Ronin (THAP11) disorder comprise a novel family of rare and severe cblC‐like disorders that are transcriptional in nature. As a result, we have generated a mouse model that carries the human mutation in Ronin (RoninF80L), in an effort to better understand the cellular mechanisms underlying the pathophysiology of these devastating neurodevelopmental diseases. Here we report the generation of the first mouse model, RoninF80L along with its phenotypic and molecular characterization. RoninF80L homozygous mice die soon after birth and exhibit severe brain developmental defects that recapitulate those observed in the human cblX and Ronin‐deficient patients. Moreover, consistent with a vitamin B12 deficiency, cells from RoninF80L homozygous embryos exhibit defects in cobalamin metabolism. Surprisingly however, RNA‐seq and ChIP‐seq analyses also revealed a role for ribosome biogenesis in the pathophysiology of the disease. Furthermore, we were able to show that there is also a functional deficit in ribosome biogenesis and hence protein translation. This identifies for the first time, a role for Ronin in ribosome biogenesis. Together the phenotypic and molecular data confirm that the RoninF80L mouse model will serve as a powerful tool to further uncover the pathophysiology of this complex family of diseases.

Support or Funding Information

Baylor College of Medicine, Department of Molecular Physiology and Biophysics (Seed)

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Lateral Growth in the Basicranium in Bushbabies: Role of Synchondroses and Brain Growth
Authors: Hughes Gabriel K , Reynolds Rebecca L , Vinyard Christopher J , DeLeon Valerie B , Smith Timothy D
Published: June 2021

Recently, we described bilateral synchondroses (alisphenoid‐basisphenoid synchondrosis, ABS) within the middle cranial fossa of strepsirrhine primates (lemurs, bushbabies, lorises). These exist as growth centers in late fetal or newborn strepsirrhines, whereas in similarly‐aged monkeys, they are not present. It is unclear whether these joints are critical for active bilateral growth, especially with our current lack of understanding of perinatal brain growth. In the present study, two genera of bushbabies (Otolemur spp., Galago spp.) were studied using paraffin histology and computed tomographic (CT) imaging software (Amira). Endocasts of the cranial cavity were produced by manually tracing the endocranial margin of the cranial cavity of a late fetal and a one‐month‐old specimen. Both genera of bushbabies are confirmed to possess the bilateral ABS. The synchondroses were “bipolar,” with proliferating and hypertrophic chondrocytes at both medial and lateral sides. CT reconstructions of late fetal, newborn, and one‐month‐old Otolemur illustrate that the ABS narrows dramatically in mediolateral width, suggesting a decrease in growth rate. Endocasts suggest that contours of the late fetal brain are rounded. By comparison, the endocast of one‐month‐old suggest greater differentiation of cerebral lobes and a more rostrally projecting olfactory bulb. We hypothesize that bilateral synchondroses of middle cranial base may be important to expansion of basicranial width during fetal growth, during which there is a relatively generalized expansion among all brain regions; postnatally, differential growth of brain regions renders bone modeling a more effective means of lateral basicranial expansion. However, further investigation is required to determine if synchondroses may grow differentially among basicranial regions.

Support or Funding Information

BCS‐0959438, BCS‐1231350, BCS‐1231717, BCS‐1728263, BCS‐1830894, and BCS‐1830919

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
The Effect of Behavioral Selection on the Dentition of Russian Silver Foxes and its Implications for Human Dental Evolution
Authors: Wood Emma K. , Maddux Scott D. , Southard Thomas E. , Kharlamova Anastasiya , Trut Lyudmila , Franciscus Robert G.
Published: June 2021

Animal domestication models have long emphasized that the behavioral transition from ‘wild’ (aggressive) to ‘domestic’ (tame) facilitates the emergence of some un‐selected phenotypic traits like floppy ears, curly tails, and, importantly, dental size reduction. A similar pattern of dental size diminution exists in human evolution. Reduced canine crown dimensions in humans are linked with greater male cooperative behavior compared to primates that exhibit high inter‐male aggression. Moreover, arguments for behavioral evolution toward reduced aggression among humans and bonobos are based, in part, on empirical patterns of dental size reduction from ancestral forms. The Russian fox domestication experiment provides an untapped source for studying this evolutionary dynamic because it provides a controlled, long term study of selection for non‐aggressive behavior and attendant morphological consequences. The objective of this study is to measure dental size variation among these experimental foxes. We employed univariate and multivariate comparisons of maxillary premolar (P4), molar (M1), and canine mesiodistal length, buccolingual breadth, and crown height of the canine, as well as mandibular molar (M1) mesiodistal length and buccolingual breadth. These data were collected in sex‐balanced samples of unselected (n=50), tame (n=49), and aggressive (n=50) experimental strains. Consistent with expectations, tame fox skulls exhibited statistically significantly reduced tooth dimensions in virtually all comparisons relative to both unselected and aggressive strain individuals. This result was most pronounced for the canine tooth measurements. These results in domesticated foxes parallel trends in dental size reduction in humans and bonobos, suggesting that behavioral evolution may play an important role in dental size across mammalian species. Accordingly, these results appear to further support the hypothesis that behavioral evolution influences dental size and highlight the utility of dental evidence as a morphological indicator of reduced aggression.

Support or Funding Information

University of Iowa College of Dentistry; University of Missouri; University of North Texas Health Science Center

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Development of Virtual 3D Stereoscopic Model of the Heart from Computed Tomography Angiography for Anatomy Education
Authors: Griffith Alexis Nicole , Yang Gongchao , Sining Allan R. , Cui Dongmei
Published: June 2021

The development of 3D stereoscopic models usually requires the acquisition and conversion of voxel‐based CT or MRI data into 3D models. It has been reported recently that the computed tomography angiography (CTA) was used to create vascular models using volume rendering, and surface rendering. CTA images and volume rendering models have been extensively used for vasculature anatomy, detection and evaluation of intracranial aneurysms and diagnosis of ischemic stroke, however, the CTA data has not been well explored for creating heart stereoscopic virtual models using semi‐auto combined rendering for anatomy educational purpose. In this study, we utilize CTA data to develop a stereoscopic heart model using the semi‐auto combined rendering in addition to the volume and surface rendering methods. These CTA imagings happened to come from an individual with left‐sided superior vena cava (0.3–0.5% population). The heart displays good contrast in the CTA due to its rich blood supply, and large vessels were easily selected during the creation process. The visualization of the heart, associated major arteries, and their relationship can be viewed via the stereoscopic presentation. Future studies will include the measure and comparison of students' learning outcomes of anatomy knowledge using the model versus that of a cadaver heart.

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 Computer‐Aided Means of Identifying Carpal Bone Derangement
Authors: Souder Kendall , Zdilla Matthew
Published: June 2021

In 1979, Gilula described three arcs that may aid in diagnosing disruption of the carpal bones in radiographic analysis. The first arc travels along the proximal boundaries of the proximal row of carpals. This study seeks to assess the first arc via geometric morphometric analysis to assess variance and sexual dimorphism. The study also assesses the potential for computer‐aided identification of carpal disruption, specifically, scapholunate ligament disruption. A total of 196 PA hand radiographs of dominant hands were assessed (153 females, 43 males). Discriminant function analysis revealed no significant difference in the contour of the first carpal arc between sexes (Mahalanobis distance = 22.4; T‐square = 16844.3; p = 0.8634). A principle component analysis was performed with the inclusion of an additional three radiographs demonstrating scapholunate ligament disruptions. All three scapholunate ligament disruptions placed outside of the 95% confidence ellipse of shape variance. Therefore, the dataset generated in this study may serve as a promising means of computer‐aided identification of derangement of the carpal bones in both females and males.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Histological Examples of Varied Vallate Papillae Morphotypes
Authors: Maslowski Doug J. , Holmes J. Scott , Rickards Allen A. , Aldawood Ali M. , Zdilla Matthew J. , Lambert H. Wayne
Published: June 2021

The vallate papillae, commonly referred to as circumvallate papillae, are gustatory papillae located at the posterior dorsum of the tongue that house approximately half of the taste buds located within the tongue. Recently, twelve different gross morphotypes of vallate papillae were identified. Morphological variation of the vallate papillae could be involved with the pathogenesis of oral cancer into the base of the tongue. At present, there has not been histological assessment of the identified twelve vallate papillae morphotypes. This study assessed 30 cadaveric tongues containing approximately 300 vallate papillae by stereoscopic microscopy. The vallate papillae were identified through gross physical inspection, confirmed with the aid of loupes, and then again with a dissecting microscope with an attached digital camera interfaced with a high definition television. Images were taken of each papilla alongside digital calipers fixed to a known distance of 5.00mm, held flush to the papilla. The resulting digital pictures were then be measured with ImageJ software (NIH) by using the 5.00mm calibration as a reference. Papillae were classified based upon their morphology, and then the papillae were resected and processed for histological inspection. This project presents a qualitative gross anatomical and histological analysis of unique vallate papillae morphotypes. The results of this study may aid in differentiating normal tissues from pathological tissues and may translate into an easy, safe, and inexpensive screening tool for identifying morphological variation of the vallate papillae, which may be involved in the pathogenesis of oral cancer into the base of the tongue.

Support or Funding Information

WVU Initiation to Research Opportunities (INTRO) 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.
Use of a Popular‐press Non‐fiction Book to Improve Student Learning and Vocational Outcomes in a Biochemical Techniques Course
Authors: Hall Bonnie L.
Published: June 2021

Students in our Biochemistry program are required to take a Biochemical Techniques course, which utilizes a semester‐long project focused on the molecular basis of Chronic Myeloid Leukemia (CML). Students learn about and perform a range of techniques in order to over‐express and purify the Abl kinase, a key player in the development of CML. They subsequently use their Abl protein to assay the effectiveness of a variety of kinase inhibitors used clinically for treating CML patients. Students enjoy the real‐world connections of the course but struggle to connect the details of the work they complete in class with both the scientific discoveries that led to the development of these drugs, as well as how this story is relevant to their own development as scientists. For the past two years, the course has incorporated the book, “The Philadelphia Chromosome: A Genetic Mystery, a Lethal Cancer, and the Improbable Invention of a Lifesaving Treatment”. The book, written by science journalist J. Wapner, blends patient stories, interviews with scientists, and summaries of major scientific discoveries to tell the story of the first highly effective treatment for CML patients. Students find the story compelling, and specific assignments help them connect the scientists and experiments described in the book to their own laboratory work. Substantial improvements in the quality of the introductions written for the final research paper (in the style of a primary literature journal article) have also been scaffolded off the readings from the book. Ethics discussions have been richer, as students have real‐world situations to analyze; discussions of major scientific discoveries of the past 60 years have been easily embedded into various assignments in ways that allowed students to connect them to their current studies. The course also includes a core curriculum iteration focused on Vocation, intended to help students “identify their calling(s) and to connect to needs in the world for the purpose of being fully engaged with life”. Embedding this reading into the curriculum has provided new opportunities for student to connect more deeply with science as a vocational path. Overall, utilizing “The Philadelphia Chromosome” as part of a Biochemical Techniques course has led to improved student outcomes in content acquisition, vocational discernment, and student understanding of both scientific ethics and science history.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Undergraduate Student (Mis)understandings of Mutations
Authors: Seipelt‐Thiemann Rebecca , Reid Joshua , Grimes Zachary , Wasendorf Chloe , Couch Brock , James Olena , Peters Nick , Boury Nancy
Published: June 2021

Genetics is known to have difficult concepts to learn and understand due to its use of complex, nuanced, and technical vocabulary, as well as the abstract nature of many concepts, the requirement to think across multiple scales, particularly the symbolic scale, and the pace of change to the field. The concept of mutation and its effects are particularly important due to the foundational level they play in many critical areas of modern biology including evolution, central dogma, genotype‐phenotype connections, genomic identity, and personalized medicine. This project aimed to gain a thorough perspective of student understanding and alternative concepts they hold regarding mutations. Student response data were gathered using open‐ended questions focused on three distinct learning objectives. The student should be able to: 1) define mutation, 2) categorize changes to DNA and predict the outcome of these changes on a protein produced from the altered DNA using the genetic code, 3) differentiate between somatic and germline mutations and predict the inheritance patterns of each type of mutation, 4) predict the nature of changes to DNA exposed to intercalating agents, base analogs, and radiation (ionizing and non‐ionizing). More than 400 student responses to seventeen questions were analyzed qualitatively. Student responses showed that students have major issues understanding: 1) the difference between a mutation and any change in RNA, protein, or function, 2) central dogma terminology and how genetic information “flows” within it, 3) the relationships of somatic and germline mutations to heritability, and 4) how mutagens cause mutations. It is hoped that knowing which alternative conceptions students commonly hold will aid faculty in designing instruction that enables students to form a more accurate conceptual framework regarding mutation.

Support or Funding Information

National Science Foundation Grant 1710262 to RLST and NMB

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Project 80: A system that produces students who use need finding, targeted marketing strategies, and primary literature to address scientific misunderstandings that fuel hate and social ill
Authors: Frank Toby Hwang , Paczuski Anna , McGraw Kyle J , Das Briana , Lipka Ethan , Garber Julianna , Savaterre Gabby , Wang Dana , Leef Max , Sweeney Robert , De Luke
Published: June 2021

Misunderstandings in genetics and human behavior fuel some of society's most destructive attitudes such as racism and homophobia. These misunderstandings are often prevalent in students. However, current mediums often fail to reach youth populations. Here we describe a system that educates a given target audience about contemporary scientific topics, increasing the number of people who use scientific data to inform their everyday decisions. The group uses marketing, social media, websites, podcasts, and any medium necessary to instill change in 80% of that target population. Named Project 80, this system also produces lifelong science learners. It allows students to identify the problems most relevant to their lives and allows students to immediately see the impact of education.

As a proof of concept, Project 80 produced three podcasts, commercials, a website, graphic design, and paper media that address broad topics in a target population: marijuana use, video games, and anxiety disorders in teens. Data indicates that Project 80 generates more student engagement than almost all other extra‐curricular science projects. In addition to this level of engagement, our data shows that the Project 80 infrastructure can be run with minimal faculty involvement and a low budget, making it a preferred method of student engagement and scientific analysis.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Novel Research Projects in the Bioinformatics Classroom
Authors: Bennett Jennifer Ann , Wei Derek , Clinton Tim D , Bowman Bridget A
Published: June 2021

Bioinformatics research has become increasingly important for fields in Biochemistry and Molecular Biology. An important question considers how to best engage undergraduate students with bioinformatics topics in the classroom. Students in my upper‐level bioinformatics classroom each chose an unknown gene from the RNA Sequencing data generated from my undergraduate research group. This exposed the students in the class to this commonly used Next Gen Sequencing technique that is not typically accessible to undergraduates. It then allowed the students to each have a unique gene/protein to generate novel bioinformatics data with the techniques that they were learning in the classroom. Each student created an annotated portfolio with figures for the various bioinformatics techniques that they applied to their gene of interest. By employing a workshop approach instead of a largely lecture format for the bioinformatics course, the course remained highly interactive. Students were highly invested in the individual gene that they chose, knowing that the techniques they employed would uncover novel information. All twelve students presented their data in class and three of the students presented their projects at a regional scientific conference. The benefits that the students gained from this approach is coupled to the impact on the professor/principal investigator's research 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.
The effects of mCI inhibition on RecA activity
Authors: Mbele Neema A , Ghodke Harshad , Cox Michael , van Oijen Antoine
Published: June 2021

In E. coli, Recombinase A (RecA) is involved in the SOS response of DNA repair. RecA serves as the activator for the SOS response by cleaving the repressor LexA. The protein mCI is an inhibitor based on the bacteriophage □ repressor CI. mCI has been shown to bind to the helical groove of active RecA filaments which are formed after the cleavage of LexA. It is predicted that this binding results in the inhibition of RecA activity. Two types of in vitro experiments were carried out to test the effects of mCI on the overall catalytic activity of RecA. In the strand exchange assays, it was observed that mCI's inhibition on RecA was dependent on concentration and timing. The mCI protein blocked the initiation of strand exchange, but had relatively small effects once strand exchange was underway. In addition, mCI affected RecA‐mediated ATP hydrolysis. The implications of these results will be discussed.

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