bluuebunny/crossref_metadata_2025 huggingface dataset:
Extracellular Matrix Proteins of Fibrous Septa in Elderly Cadaveric Livers
Authors: Mak Ki
Published: June 2021

The formation of fibrous septa in the liver is a histological hallmark of advanced liver fibrosis that can progress to cirrhosis, the end stage of fibrosis. Liver fibrosis has been shown to be associated with aging and was found to be prevalent in elderly cadavers with a high incidence of septal fibrosis. Using immunoperoxidase staining in paraffin sections, this study assessed the extracellular matrix (ECM) protein constituents of the fibrous septa accompanying septal fibrosis and cirrhosis in the liver of elderly embalmed cadavers. In the developing short septa extending from portal tracts or central veins, the ECM was positively stained for collagens I, III, V, and VI. Elastic fibers—identified by resorcin fuchsin stain—were also present. The staining for these collagens and elastin became more prominent in the bridging septa that link portal tract to portal tract or portal tract to central vein. Some of these septa also contained bile ductules and venules, marked by immunostaining for collagen IV and laminin, two major basement membrane (BM) proteins. Additionally, the venous endothelium expressed factor VIII‐related antigen (FVIIIRAg). In cirrhosis, the fibrotic bands showed conspicuous staining for all these collagens and proteins

Conclusion

There are at least eight proteins present in the septa: fibrillar collagens I, III, and V, microfilamentous collagen VI, elastin, BM collagen IV and laminin, and vascular endothelial phenotypic marker FVIIIRAg. Thus, while collagen V regulates the growth of collagen I fibrils, collagen VI—a connecting protein—links fibrillar collagens to the septal ECM, giving the septa their tensile strength and rigidity. Elastin imparts elasticity to the septa. Collagen IV and laminin support the growth of ductules and venules in the septa.
May anatomy explain the origin of the leak after gastrectomy Sleeve?
Authors: PEREZ Manuela , BRUNAUD Laurent , KEDAIF Sabrina , GUILLOTIN Cyril , GERARDIN Alexandre , QUILLOT Didier , GROSDIDIER Gilles , REIBEL Nicolas
Published: June 2021

The aim of this study was to realize cartography of the arterial gastric vascular supply on fresh cadaver after performing a sleeve gastrectomy to evaluate the rule of potential vascular changes on the gastric leak.

Sleeve Gastrectomy is a bariatric surgical procedure with a specific morbi‐mortality due to gastric fistula in the upper part of the gastric tube. Two theories are currently proposed to explain this specific leak location: a vascular one and a mechanical one.

We performed a sleeve gastrectomy on 11 cadaveric trunks and achieved a detailed anatomical study of the gastric vascular supply after latex injection.

In 55% of cases, sleeve procedure induced a change in the gastric vascular supply and in 9,1%, it lead the section of the three left gastric artery branches arising the lesser curvature. Few changes were noticed in the antrum and pylorus area.

This anatomical study allowed to demonstrate that the vascular supply of the upper part of the gastric tube could be damaged by a Sleeve procedure, severing one or more of the branches arising from the left gastric artery. The antrum and pyloric area get an invariable vascular supply. It could explain the preferential localization of the fistula to the upper part of the gastric tube.
Influence of the torsion of femur and tibia on the torsion of the calcaneal tendon.
Authors: Hirtler Lena , Hadrovic‐Avdic Merisa , Kainberger Franz
Published: June 2021

Introduction

The vulnerability of the calcaneal tendon is favoured by pulling forces of different strengths within the calcaneal tendon, which result from its anatomical torsion. This trial tries to determine whether the torsion of femur and tibia influence the amount torsion of the Achilles tendon.

Methods

40 lower extremities were measured. The torsion angle of femur and tibia and calcaneal tendon was measured. Descriptive data on the calcaneal tendon were gathered.

Results

The length of the Achilles tendon is 6,9 ± 2,6 cm, its diameter at the beginning of the insertion site is 2,8 ± 0.5 cm, compared to 3,8 ± 0.6 cm at the end of the insertion site. The overal mode of torsion of the calcaneal tendon was classified into 4 types. The torsion of the calcaneal tendon was positively correlated to the torsion of the femur (p<0.05, R=0.37). The tibial torsion did not influence the morphology of the calcaneal tendon significantly (p>0.05).

Conclusion

Generally, the torsion of the bones of the lower extremity as well as the torsion of the calcaneal tendon show a great amount of variation. But it seems, that the amount of femoral torsion influences the degree of torsion of the calcaneal tendon. Therefor not only the length of the calcaneal tendon, as already shown in literature, but also the bony configuration of the lower extremity influence the morphology of the calcaneal tendon. Based on the results of this study, a morphological analysis of the torsion of the calcaneal tendon and bone torsion could indicate higher or lesser risks of calcaneal tendon rupture.
A proposal for ethical guidelines in anatomical education
Authors: Hildebrandt Sabine
Published: June 2021

While ethical body procurement in the form of willed body donation programs has become the norm at medical schools in the US, the recent report of disturbing incidences in an anatomical dissection course underline the importance of ethical guidelines for anatomical education. This proposal argues that ethical body procurement and ethical anatomical education are the foundation for humanism‐based professional training of students in medicine. As the dissection course presents an exceptional situation for all involved, anatomists need to be trained in professional ethics, and students should receive an education that is founded on ethical considerations, including the following:

1. a preparatory phase before the start of the course, in which students are asked about their expectations and fears concerning anatomical dissection

2. an introduction to the history and ethics of anatomy

3. a chance for reflection in the dissection room before the start of dissection

4. a regular opportunity for reflections on dissection in parallel to the course with students and faculty

5. a memorial service for the donors organized by students for faculty, students and donor families.

Some anatomy programs have incorporated these ideas, while others are clearly lacking. Ethical guidelines in anatomical dissection can strengthen the foundation of a humanistic approach to medicine in future physicians and health care workers.
The Central Role of Thiel‐Embalmed Cadaveric Dissection in a New Medical School's Integrated Systems‐Based Curriculum Emphasizing Inquiry‐Based Learning
Authors: Boaz Noel
Published: June 2021

The innovative curriculum of the College of Henricopolis School of Medicine is built around 17 evolutionary and developmental structural levels that serve as courses in a vectored (“simple‐to‐complex”) systems‐based approach to the Basic Sciences. Drawing upon Baconian principles, medical students learn anatomy primarily through observation, dissection, and inquiry‐based‐learning methods in small groups. Anatomy forms the core of this integrated and highly interdisciplinary curriculum. Dissection of Thiel‐embalmed cadavers (formaldehyde‐fume‐free, flexible, and of natural color) is essential to achieving learning outcomes. Professor Walter Thiel of the University of Graz, Austria developed the method which uses a complex mixture of salts and other chemicals, but very little formaldehyde, to “cure” the body. Natural color and texture of the embalmed body allow students to readily discover and make identifications of structures through their own dissections. The elasticity and distensibility of structures render them more resistant to tearing and breakage during dissection. After two years of using Thiel‐embalmed cadavers in the anatomy teaching laboratory, the quality of student dissections has been unparalleled, particularly in the extremities and perineum. Clinical procedures are also facilitated by the life‐like flexibility of structures.
Course Remediation Within a First‐Year Integrated Medical Curriculum
Authors: Mork Amy Lovejoy , Klement Brenda , Paulsen Douglas , Wineski Lawrence
Published: June 2021

The integration of basic science courses throughout the first two years of medical education has introduced complications to assisting students who struggle academically within a program comprised of intensely interwoven topics. Course remediation has been a long standing practice within medical school curricula, providing students with additional opportunities for success and advancement. At Morehouse School of Medicine, the first‐year integrated curriculum is built around a gross anatomy template, and is composed of gross anatomy, embryology, cell biology, histology, neurobiology, biochemistry, and physiology. The first year curriculum is separated into the following courses; Basic Principles and Organ Systems I, II and III. These divisions enable students who underperform in one of these courses, a grade of 60‐69.4%, to be allowed to advance to the next course, with the understanding that they must remediate the course within a set schedule. Course remediation consists of a detailed self directed study plan that is developed and submitted by the student, and culminates in a comprehensive multiple choice exam. Students who pass the remediation exam (蠅 70%) receive a “C” for the course. Students who fail the remediation exam repeat the course the subsequent year. Current remediation guidelines have evolved over the past six years of the integrated first year curriculum. With an average of three students remediating per year, 68% are successful, and only 32% must retake the course. Thus, we regard course remediation as a successful means of aiding students who underperform in the first year of medical school.

Sponsored in part by NIH PO31B04017 and G12RR003034
Digesting, retaining, and improving cranial nerve study
Authors: Paskin‐Flerlage Sam , Márquez Samuel
Published: June 2021

The physical constraints of the cranium and complex spatial relationships pose unique challenges to the study of head and neck and contribute to its notoriety amongst medical and allied health students. Mastering the cranial nerves is a tedious but imperative task; they have complicated pathways to their target tissues and intricate relationships amongst themselves. Traditional textbooks are able to provide the necessary anatomical detail by presenting cranial nerves in small segments; likewise atlases overcome the spatial constraints of the cranium by providing many graphics from various angles. As a student, I struggled to assemble the discrete units of cranial nerve anatomy into a comprehensive understanding of both form and function. This study reports on a developed series of cranial nerve schematics that address the need for a balanced cranial nerve educational resource. Each schematic depicts the full extent of a cranial nerve's anatomical course that includes bony landmarks (i.e., fissures, canals, foramina) and communication with other nerves, particularly in parasympathetic ganglia pathways. These schematics were presented in formal lecture to allied health students, receiving overwhelmingly positive feedback in evaluations. The high perceived value of this resource prompted us to assemble the schematics into an educational module and integrate it into the curriculum to assist future students in their study of this difficult subject.
Developing an HTML5 Neuroanatomical Learning Tool for the Computer, Tablet and Smartphone
Authors: Severson Arlen , Paulsen Brandon
Published: June 2021

In order to meet the medical neuroscience laboratory educational needs in a revised and condensed curriculum, an HTML5 interactive neuroanatomical learning tool is being developed and tested for use in an integrated neuroscience laboratory. The learning tool is available online for student use and facilitates learning neuroanatomical structures, structural relationships, significant morphological and functional features of the human central nervous system, and the clinical relevance of the neuroanatomical structures. Gross images of intact and dissected brains, thick and stained thin brain sections, thin stained brainstem and spinal cord sections, and MR images are available for study. Neural structures to be identified are listed on the right‐hand side of the screen. Clicking on the name of a specific structure produces a transparent overlay of that structure. Structures can be identified also by moving the pointer over the image and clicking on a specific structure. With either approach, the structure is identified by a colored overlay and a collapsible dialog box at the bottom of the screen providing a brief description of the structure and its functional role in the nervous system. A student can scroll from one image to another. A glossary of neuroanatomical terms used in the program allows the student to select and view the neuroanatomical structures in the gross and sectioned specimens, and the MR images. Student comments indicate that this is an efficient and effective way to learn the neuroanatomical and functional aspects of the nervous system available online at the student's convenience. The computer‐assisted learning tool accomplishes our neuroscience laboratory goals.
Using Virtual Patient Learning Modules to Integrate Clinical Skills with Gastrointestinal Anatomy and Embryology
Authors: Doroudi Majid , Min David , Zandieh Iman
Published: June 2021

Many students find memorizing gastrointestinal system anatomy and embryology materials difficult and daunting, and often find themselves feeling overwhelmed by purely memorizing the difficult concepts of the gastrointestinal system anatomy and embryology. The overall objective of this study was to encourage students to adopt a more anatomical approach to clinical skills and also to show explicitly the relevance of gastrointestinal system anatomy and embryology, thus moving away from rote memorization of physical exam skills and anatomical knowledge. In order to accomplish the goal of interactive case‐based modules we used the Articulate Engage software suite to create two modules that progresses slide by slide in order to encourage a logical flow from patient presentation through to treatment. Using Articulate we were also able to add interactive labeled diagrams to review gastrointestinal system anatomy and embryology, video and pictures to study clinical skills and integrated quizzes to test student knowledge. The integrated modules were evaluated objectively from the survey questionnaire results and subjectively from the comments from the results. 94% of survey respondents indicated that the modules were strongly or very strongly effective in integrating gastrointestinal anatomy and embryology with clinical content and in testing their knowlwedge. 71% of respondents felt that the modules were helpful in learning gastroenterology material.
Research Design for the Assessment of an In‐class, Student‐driven Teaching Activity
Authors: Bentley Danielle , Richardson Nicolette , DeZorzi Christopher
Published: June 2021

The integration of in‐class teaching activities to enhance student learning can be a long, thought filled process involving many stages; initial activity design, pilot tests, subsequent refinements, and full assessment. This progression has been ongoing over the past two years in the evidence‐based design and integration of Movement Guided Learning© (MGL), an in‐class student‐driven activity workbook that guides students through applications of musculoskeletal anatomy including physical movements/stretches, surface palpations/visualizations, and extensions of knowledge with scenarios/case studies. Results from two pilots of MGL, one at the community college level (n=29) and one at the undergraduate university level (n=20), indicated that students not only learned musculoskeletal anatomy (improvement: 11.5% to 29.2% (t(24)=‐6.5, p <0.005), they also enjoyed MGL with 96% of students endorsing future use. Expanding off of the pilot success, the proposed research is designed as a prospective, observer‐blind, randomized crossover, superiority comparison of the MGL workbook against a traditional Q&A tutorial session with two research objectives: (1) to quantify the effectiveness of MGL as a pedagogical modality for teaching musculoskeletal anatomy (using pre‐ to post‐ knowledge tests) and (2) to fully assess the student‐perceived usefulness of MGL using the collective domains of clarity, applicability, and helpfulness (using a mixed‐methods questionnaire). The cohort is undergraduate students in Kinesiology and Athletic Therapy. Currently with the design stage, the detailed research methodology and assessment strategies will be presented.
Situs Inversus Totalis: From Anatomical Variation to Clinical Studies
Authors: Casey Gregory , Campeau Lisa , Mandal Diptasri , Russell Alyssa
Published: June 2021

Cadaveric health histories in health science are important for education and research. Two cadavers with situs inversus totalis were donated to the LSU Health Sciences Center for educational purposes. The first donor was a 73 year old Caucasian male, who died of a myocardial infarct. The donor was a morbidly obese chronic smoker with COPD, diabetes, hypertension, dyslipidemia, dyspnea on exertion, hearing loss, and osteoarthritis. The second donor was a 77 year old Caucasian female with no history of smoking who experienced chronic respiratory complaints throughout her lifetime. She suffered recurrent sinusitis and sinus infections, bronchiectasis, and recurrent pneumonia associated with a clinically diagnosed Kartagener's syndrome. Kartagener's syndrome is associated with primary ciliary dyskinesia resulting in abnormal ciliary movement in the upper and lower respiratory system. In the second donor, a pathologist verified abnormal histology of the airway and alveoli which was consistent with Kartagener's syndrome. The different health histories of the two donors from Louisiana warranted further investigation into familial inheritance patterns of any diseases associated with situs inversus totalis. With the help of the Louisiana Bureau of Anatomical Sciences, medical records, next of kin contact information, and the death certificates of the donors were obtained. The next of kin of each of the donors was contacted and a clinical health history research study was developed upon receiving IRB approval. Although the study is ongoing, the data collected to date from the second donor's family supports the idea that there is a genetic predisposition to the respiratory health problems this family is experiencing.
Evaluation of Two Methods of Left Atrial Appendage (LAA) Closure and its Proximity to the Circumflex Artery
Authors: Malakouti‐Nejad Bayan , Winkler Eliot , Johnson Marjorie , Catrip Jorge , Losenno Katie , Chu Michael
Published: June 2021

Patients with atrial fibrillation have an increased risk of stroke due to thrombi originating in the left atrial appendage (LAA). The standard for LAA closure is epicardial excision, which can leave a residual LAA volume thereby undermining its effectiveness. Moreover, the circumflex artery runs close to the base of the LAA, making it susceptible to damage during surgery. This study aims to compare residual volume in the LAA after epicardial excision to that left by a novel pericardial patch exclusion technique, and to track the circumflex artery around the base of the LAA. It is hypothesized that the exclusion will leave less volume than excision. Male and female fixed (n=18) and fresh (n=9) cadaveric hearts underwent both methods of obliteration. After each procedure, the residual volume of the LAA was measured by water and agarose gel. The proximity of the circumflex artery was plotted using a clock‐face. The excision method left a mean residual volume of 0.95 mL (24% of the original), whereas the pericardial patch exclusion left 0.17 mL (4% of original) (p<0.0002). The circumflex artery was closest to the LAA at the 4 o'clock position. The results suggest i) that the novel pericardial patch exclusion technique is more effective than excision, and ii) that surgeons should be most aware of the circumflex artery at the 4 o'clock position around the LAA base. This may lead to changes in the way closure of the LAA is performed.
Heart Specific Deletion of RNA Binding Protein Rbfox1 Sensitizes Mice to Pressure Overload Induced Cardiac Dysfunction
Authors: Zhu Wuqiang , Bender Ingrid , Yellamilli Amritha , van Berlo Jop
Published: June 2021

Alternative splicing increases the ability to respond to stress. One of the most important alternative splicing regulators is the family of Rbfox proteins. Rbfox1 is specifically expressed in brain, heart and skeletal muscle. Here, we generated cardiac specific Rbfox1 deletion mice using Nkx2.5‐cre (cRbfox1‐/‐), which showed depressed baseline cardiac function measured by echocardiography. We confirmed cardiomyocyte specific deletion of Rbfox1 by Western blotting and immunohistochemistry. Morphometry analysis identified a small but significant increase in cardiac hypertrophy at baseline. We next isolated adult cardiomyocytes, which showed slower calcium reuptake kinetics. To assess the role of Rbfox1 mediated alternative splicing in the cardiac stress response, we induced pressure overload by trans‐aortic constriction (TAC) in two‐month‐old WT and cRbfox1‐/‐ mice. cRbfox1‐/‐ mice showed an increased propensity to develop heart failure with depressed cardiac function. The slight increase in cardiac hypertrophy we noted at baseline was further enhanced. We further showed increased cardiomyocyte apoptosis by cleaved caspase 3 staining and cardiac fibrosis by fast green and sirius red staining. In conclusion, Rbfox1 is important to maintain cardiac function and loss of Rbfox1 function sensitizes cardiomyocytes to pressure overload induced cardiac dysfunction and cardiomyocyte apoptosis. We are currently unraveling which Rbfox1 mediated alternatively spliced genes drive these events.
Development of the Ventricular Conduction System of the Crocodilian Heart
Authors: Kvasilova Alena , Jensen Bjarke , Christoffels Vincent , Sedmera David
Published: June 2021

Unlike other cold‐blooded vertebrates, crocodilians have a fully septated heart, similar to birds and mammals. It is not known whether they have a ventricular conduction system (VCS) as well

We studied a group of 8 embryos of the Siamese and Mugger Crocodile between 3 and 84 days of incubation, and serial early embryo sections with HNK‐1/Hematoxylin staining of the Nile Crocodile. We employed optical mapping, ultrasound biomicroscopy, histo‐ and immunohistochemistry, in situ hybridization and 3D reconstruction

At the pre‐septation stage (12 days of incubation), the ventricular activation pattern progressed in a left‐to‐right sweep, similar to that observed at early stages of avian and mammalian cardiogenesis. At two post‐septation stages investigated (45 and 84 days) , epicardial activation patterns showed dual apical breakthroughs on either side of the interventricular septum. Immunohistochemistry using smooth muscle actin (SMA), sarcomeric actin, periostin and HNK‐1 antibodies showed that myocardial SMA staining was present even after septation, while it disappears in comparable chick or mouse hearts. HNK‐1 staining was prominent in the interventricular septum, similar to the situation in the chick and rat where it is considered a marker of the developing ventricular conduction system. In situ hybridization for Cx40 (VCS marker) showed a uniform expression in the entire trabeculated myocardium

We conclude that this is an evidence of evolutionary correlation between ventricular septation and presence specialized VCS in vertebrates

Supported by PRVOUK P35/LF1/5.
Analysis of SM22 at Enteropathogenic Escherichia coli Induced Pedestals
Authors: Chua Michael , Hipolito Kevin , Guttman Julian
Published: June 2021

Disease caused by enteropathogenic Escherichia coli (EPEC) is initiated when these extracellular bacteria attach onto host epithelial cells and secrete disease‐causing proteins to control the host cell machinery. Morphological actin‐rich structures, called pedestals, are formed within the host cells at sites of bacterial attachment. These structures are needed for disease to occur and are known to confer motility to the bacteria, enabling the microbes to “surf” atop the infected cells. SM22 is an actin‐associated protein that stabilizes cellular actin filament bundles. To further characterize the protein make‐up of pedestals and understand the functions of those proteins in the infectious process, we hypothesized that SM22 would be present at EPEC pedestals and would play a crucial role in forming or stabilizing these actin‐rich structures. To test this hypothesis, we immunolocalized SM22 in EPEC‐infected HeLa cells and found that SM22 localized along the entire length of the pedestals. To determine the functional role of SM22, we knocked‐down protein levels of SM22 using small interfering RNA. On cells with reduced or undetectable levels of SM22, significantly less pedestals were observed. Our data demonstrates that SM22 contributes to the formation or stability of EPEC‐induced pedestals and provides a novel target for the development of future therapeutics

This study was funded through NSERC.
Examining O‐xylosyltransferase in Drosophila
Authors: Palus Brooke , Selva Erica
Published: June 2021

O‐xylosyltransferase (Oxt) is a transmembrane glycosyltransferase that initiates the first step in heperan and chrondroitin sulfate (HS and CS) proteoglycan biosynthesis. HSPGs and CSPGs are abundant in the extracellular environment of many tissues, such as articular cartilage in humans. In this tissue, HSPGs and CSPGs are essential regulation of signaling pathways that maintain tissue homeostasis. If homeostasis is not preserved, joint tissue will degrade and osteoarthritis (OA) can occur. Elevated levels of circulating Oxt have been detected in human OA patients suggesting shed Oxt may have an extracellular function. Little is known about Oxt behavior or function once it is released from the plasma membrane. Cell culture experiments have shown that Oxt, normally located in the Golgi and the endoplasmic reticulum (ER), can be shed by proteolysis activity and move into the media. It is likely that the same result will be observed in vivo. The overall aim of this project is to determine if Oxt released from expressing cells in vivo and what, if any, function extracellular Oxt has in organismal development. The data collected thus far shows localization of Oxt to the Golgi and the ER where it could have an active role in HSPG and CSPG biosynthesis. Movement of Oxt from expressing cells to non‐expressing cells is observed in the imaginal wing disc of Drosophila larva. Extracellular staining shows that Oxt is found predominantly on the apical surface and can be detected in the peripodial space suggesting it is released from expressing cells. Western analysis of Drosophila hemolymph indicated Oxt is released into hemolymph, as observed in humans. The results suggest that cleaved Oxt is found in the hemolymph of Drosophila and future studies will explore the potential function of shed Oxt.
Effective Strategies for Integrating Pre‐Requisite Course Concepts into Teaching Biochemistry
Authors: Taylor Ann , Novak Walter
Published: June 2021

Biochemistry is a pre‐requisite heavy discipline; it is built on the fundamentals of chemistry and biology. It is often the fifth chemistry‐related course a student takes. But how much of what they learned in prior classes can they remember and apply in a new setting? Making these connections is a fundamental assumption in the constructivist model of learning. To help foster these connections, a collection of activities that explicitly link general and organic chemistry concepts to biochemistry ideas was written and either assigned as pre‐class work or as discussion activities. A second strategy of regularly integrated in class questions connecting pre‐requisite concepts to course material was also used. Performance on pre‐ and post‐tests covering key pre‐requisite concepts, performance on Biochemistry exams, and student self‐evaluations of their confidence in the concepts from prior courses was collected to determine the effect of these interventions on their understanding of both the pre‐requisite knowledge and the newly acquired information. Our initial analysis suggests that integrative in class questions combined with pre‐class activities enhanced student performance on a pre‐requisite concept inventory.
Flipping Without Flopping in Advanced Cell Biology
Authors: Pals‐Rylaarsdam Robin , Wilson Allison
Published: June 2021

Case studies and flipped classrooms are often associated with attempts to increase student engagement in general education or freshman level coursework. For the last two years, we have flipped our junior/senior level Cell Biology lecture courses, spending nearly all of the in‐class time with activities directed at analyzing and applying data in this field, or assessing student learning. For the summer 2014 term, we co‐taught a 5‐week “blended” online and onsite version of the course, and carefully evaluated academic achievement compared with a standard semester‐long course taught in the spring term. While both formats included the flipped classroom, the shorter time spent with students in the summer necessitated changes to the classroom activity schedule. Interestingly, students achieved equal scores on fact‐based questions in both terms. There was also no difference in student achievement on directed questions about experimental data, or quantitative analysis questions. However, the blended format was not amenable to developing student analyses of primary data from cell biology journal articles; a process that we have measured to develop slowly over the course of a semester during a standard course. Student opinions about the non‐lecture formats varied widely, as did opinions about the condensed, blended format. Depending on the learning goals of the instructor, a blended, flipped course may be able to achieve good student learning outcomes at the advanced undergraduate level; however, some important scientific educational goals related to higher levels of thinking are much more difficult to achieve with less time spent together in the classroom learning community.
Design and Implementation of a Professional Master of Science in Biotechnology Innovation and Regulatory Science with Global Impact
Authors: Clase Kari , Byrn Stephen
Published: June 2021

Biotechnology is one of the fastest growing industry sectors and demands graduates equipped to become innovative researchers, problem solvers and leaders in biotechnology organizations. Demand has increased for degrees that blend scientific content knowledge with professional skills and competencies in understanding of regulatory issues, project management, strategy and global leadership.

In response to this need, we developed a Master of Science in Biotechnology Innovation and Regulatory Science (BIRS). BIRS M.S. provides a thorough understanding of the entire process of biotechnology innovation: from early discovery and toxicology research, through clinical trials and manufacturing, and finally registration of a drug or medical product. Individuals completing this program are qualified for employment in regulatory affairs, quality control, and regulatory assurance departments within industry.

The competencies and learning outcomes for the BIRS program align with those identified by an academic consortium with guidance from both regional and national reports. Program curriculum was developed by academic faculty with input from key industry stakeholders using a backwards design approach. Course topics include principles of drug discovery and development, biologics, statistical analysis, good regulatory practices, quality systems management, patenting and commercialization. Current enrollment in BIRS MS includes approximately 20 students from the US and 50 students from Africa, most working professionals within industry.

This program has received funding from Merck, Roche and UNIDO.
Plagiarism in Lab Reports in the age of Turnitin
Authors: Tour Ella , Bertram‐Gallant Tricia , Picciotto Madeleine , Bozinovic Goran
Published: June 2021

Academic integrity is one of the foundations of scientific activity. In the context of lab reports, it involves not only completing one's work independently, but also incorporating ideas from scientific sources with integrity. Recently, the landscape of plagiarism and its detection has been shaped by increased accessibility of electronic material (articles, websites) for students to rely on and increased use of Turnitin.com plagiarism detection software by instructors. We report a study of over 250 lab reports in an upper division molecular biology lab. The most common types of plagiarism will be presented, as well as the advantages and limitations of Turnitin in detecting them. We also report a limited effect of two types of interventions aimed at decreasing the incidence of plagiarism: a workshop on values of academic integrity and a writing‐focused workshop on how to use scientific sources. Implications for instruction will be presented.
An Inquiry‐Based Laboratory Module to Promote Understanding of the Scientific Method and Bacterial Conjugation
Authors: Berkmen Melanie , Murthy Anastasia , Broulidakis Matt
Published: June 2021

Students are engaged and improve their critical thinking skills in laboratory courses when they have the opportunity to design and conduct inquiry‐based experiments that generate novel results. A discovery‐driven project for a microbiology, genetics, or multidisciplinary research laboratory course was developed to familiarize students with the scientific method. In this multi‐lab module, students determine whether their chosen stress conditions induce conjugation and/or cell death of the model BSL‐1 Gram‐positive bacterium Bacillus subtilis. Through consultation of the primary literature, students identify conditions or chemicals that can elicit DNA damage, the SOS response, and/or cellular stress. In groups, students discuss their selected conditions, develop their hypotheses and experimental plans, and formulate their positive and negative controls. Students then subject the B. subtilis donor cells to the stress conditions, mix donors with recipients to allow mating, and plate serial dilutions of the mixtures on selective plates to measure how the treatments affect conjugation frequency and donor cell viability. Finally, students analyze and discuss their collective data in light of their controls. The goals of this module are to encourage students to be actively involved in the scientific process while contributing to our understanding of the conditions that stimulate horizontal gene transfer in bacteria. This research was supported by an NSF‐RUI grant.
From Sir Walter Raleigh to the mongoose: A Problem‐Based Learning (PBL) course in biochemistry centered around curare
Authors: Dries Daniel
Published: June 2021

Problem‐Based Learning (PBL) is a pedagogical method in which students engage in active learning through self‐guided inquiry. Growing out from the teaching tradition of medical schools, PBL uses open‐ended problems that are often rooted in reality. The time is ripe for PBL in biochemistry education, given the emphases on critical thinking and reasoning and on integrative learning in the ASBMB core competencies, the new MCAT, and the NSF/AAAS “Vision and Change.” To meet these objectives, a senior‐level advanced biochemistry course was redesigned into a PBL format, using curare as the central theme. A potent neurotoxin, curare is a plant extract used by South American tribes in the Amazonian basin to tip their arrows for hunting and in weaponry. Drawing from the primary literature as far back as the 1500s, the course winds through the story of curare: from the first encounters of European explorers with poison‐tipped arrows during their exploration of the New World to the molecular elucidation of how the mongoose is unaffected by the venom of the cobra. Students read seminal articles from Nobel Laureates, including Otto Loewi, Henry Dale, Erwin Neher, and Bert Sakmann, with techniques including EKGs, elemental analysis, protein separation, X‐ray crystallography, and patch clamping. A learning matrix of content and skills will be presented, as well as results from attitudinal surveys. Although initially offered as an upper‐division course, the intent is to move this course into an integrated chemistry curriculum at the end of the sophomore year.
Incorporating Research in the Biochemistry Laboratory
Authors: Johann Timothy
Published: June 2021

Many of the undergraduates enrolled in natural science courses will become scientists and technicians in their future careers. As such, it is critical that these students learn necessary skills such as making careful measurements, designing experiments, managing their time, and troubleshooting of experimental difficulties. To provide this training, we have designed and implemented a biochemistry laboratory that teaches many of these skills through the contribution to publishable research projects. Our first set of projects has involved investigating the relationship between protein primary sequence and enzymatic function. Each student is responsible for production and kinetic characterization of a unique point mutant of an enzyme. Students learn all the techniques taught in a traditional biochemistry laboratory while benefiting from an environment that encourages them to become responsible learners through participation in research. The mechanics of running this laboratory course will be discussed along with notable successes and lessons learned.
The Chemistry of Cooking Laboratory Exercises: A Perspective to Increase Chemistry and Biology Access to Students by Using Approachable Experiments
Authors: Zammit Andrea , Wallert Mark , Provost Joseph
Published: June 2021

Teaching non‐science majors science is a fundamental requirement in most universities. Many universities include a laboratory or experiential experience for each student as part of their science course. The Science of cooking (biology, chemistry and biochemistry) style course is becoming a popular method to bring science theory, laboratory experience and inquiry to these students. One of the challenges to teach such a course is a lack of laboratory experiments appropriate for entry‐level students that integrate science, food and inquiry. We have created three laboratories that meet these goals and use inexpensive and safe chemistry techniques so that experiments can even be performed in a student's own kitchen. Each lab will be presented in three parts. First is a traditional, directed approach where students will be guided through procedural steps and observations. Each laboratory will also include an inquiry portion where they can form their own hypothesis based on background information and results of the first portion of the experiment. A third component for each lab will integrate food and cooking or baking to bring the scientific foundations to a fun and meaningful application. Some of the basic science concepts that will be examined are reaction kinetics, pH and buffers, macromolecule structure and function, and chemical vs. physical changes. We have prepared three such labs: Browning (Maillard) Reactions, Science of Spherification, and Baking Cookies. From these experiments, more students can learn the fundamental concepts of biology, chemistry and biochemistry and relate it to their daily activities.
Confirmation and Characterization of Lin‐/Sca‐1+/CD45‐ Very Small Embryonic‐Like Cells (VSELs) Purified from Bone Marrow
Authors: Shin Ellie , Truman Alisha , Woods Dori , Tilly Jonathan
Published: June 2021

Previously published studies have identified the presence of a rare population of very small cells (< 5.0 microns in diameter) in the bone marrow of mice (Leukemia 2006 May;20(5):857‐69). In addition to size, these cells are characterized by a gene expression profile consistent with pluripotent embryonic stem cells and can differentiate into multiple cell lineages. While the discovery of these cells, termed 'very small embryonic like' (VSEL) cells, generated much enthusiasm in the field, it was not without controversy. Most recently, a failed attempt at repeating the published protocol that was used to isolate VSEL cells from murine bone marrow concluded that “the existence of adult mouse VSELs in the bone marrow remains dubious.” (Stem Cell Reports 2013 Jul 24;1(2):198‐208). However, close inspection of the methodology employed in this attempt reveals key missteps that may have led to this conclusion. Accordingly, we repeated the protocol as published to determine whether cells with features consistent with VSEL cells could be isolated (Stem Cells Dev. 2014 Apr 1;23(7):702‐13).

Bone marrow was flushed from the tibiae and femurs of 10 5‐week female C57BL/6 mice. Following lysis of red blood cells, the bone marrow preparation was incubated with antibodies targeting the following cell surface markers: stem cell antigen 1 (Sca‐1), protein tyrosine phosphatase receptor type C (CD45), and lineage (Lin). The labeled sample was subjected to fluorescence activated cell sorting (FACS), using a gating strategy that employs both size (2–10µm) and fluorescence to determine the appropriate gates. Putative VSEL cells (Lin‐/Sca‐1+/CD45‐) and hematopoietic cells (Lin‐/Sca‐1+/CD45+) were collected for downstream analysis.

Using the FACS gating strategy described above, Lin‐/Sca‐1+/CD45‐ cells approximately 3‐5 µm in diameter were successfully identified, lending further support to the existence of VSEL cells in bone marrow of mice.

Source of Research Support: Schafer Co‐op Research Scholarship
K‐12 STEM Outreach: Ushering in the Next Generation of Scientists
Authors: Mulligan Kimberly
Published: June 2021

Students likely to major in and earn college degrees in Science, Technology, Engineering, and Math (STEM) fields are those whose curiosity about STEM careers is piqued at an early age. At the K–12 level, this interest can be enhanced through hands‐on learning, projects with real life context and relevance, and contact with mentors working in these fields.

The Interdisciplinary Science and Research (ISR) program at Stratford STEM Magnet High School in Nashville, TN has capitalized on a unique school/university partnership that utilizes a co‐teaching model pairing high school science teachers with Vanderbilt University scientists. The primary teaching strategy is inquiry‐based, incorporating multiple science and math disciplines into the coursework, promoting a facilitated learning model that relies heavily on the scientific method. In a school where the population is 74% minority and 81% of the students are considered economically disadvantaged, ISR provides a rigorous elective to challenge students in STEM disciplines, utilizing project‐based, real world learning.

Students in ISR have consistently shown gains when compared to their peers including a 2.7 point increase on the ACT. Additionally, 69% of these students scored Proficient or Advanced on Algebra I and 59% on Biology I end of course exams compared to 33% and 13% of their peers, respectively. When surveyed, students report gains in critical thinking skills, improved public speaking ability, and increased adeptness in working collaboratively. This data emphasizes the need at the K‐12 level for students to be exposed to STEM professionals enhancing STEM content knowledge. While many scientists focus solely on the advancement of discovery and understanding of scientific knowledge, the value of sharing this knowledge with K‐12 students cannot be ignored.
Teen Meetings Outside the Box (TeenMOB): Building Science Communication Skills through a Network of Graduate Level Trainees, Science Teachers, and High School Teens.
Authors: Evans Teresa , Blake Nicquet , McManus Linda , Lichtenstein Michael
Published: June 2021

TeenMOB leverages the knowledge and skills of graduate level trainees in a science outreach program targeting high school teens in local schools with limited science resources. This develops effective scientific communication skills by trainees and promotes scientific interest by teens. Planning for TeenMOB was embraced by UTHSCSA trainees with guidance from graduate faculty. Implementation of TeenMOB Science Night was also facilitated by direct interactions between UTHSCSA trainees and K‐12 science teachers from the Voelcker Biosciences Teacher Academy (VBTA), a network of local education professionals who work to improve STEM education in the San Antonio region. TeenMOB enabled trainees to interface directly with teens and their families through dynamic activities and interactive lessons to educate the public on healthcare‐related issues during a Science Night. Trainees were aided by high school science teachers (local & VBTA) and the school nurse. Not planned, the School Board, Superintendent, and high school Principal visited the event. TeenMOB: (1) Provided facilitated group discussions to promote scientific career building skills and mentoring relationships among trainees, science teachers and teens (2) Increased STEM education experiences for high school students who are underrepresented in STEM fields (3) Established a sustainable template for a science night program in San Antonio; and (4) Established an educational relationship between UTHSCSA and a local community. Support provided by ASBMB POC Seed Grant, the UTHSCSA Graduate School for Biomedical Sciences, and the Vice President for Research.
PDIP46 – A Pol δ and PCNA Binding Protein that Stimulates Human Pol δ Activity
Authors: Wang Xiaoxiao , Zhang Sufang , Lin Szu Hua Sharon , Lee Ernest , Lee Marietta , Zhang Zhongtao
Published: June 2021

PDIP46 (poldip3) is a 46 kDa protein which interacts with human DNA polymerase δ (Pol δ) via the p50 subunit, and whose biochemical effects on Pol δ are unknown. The objectives of this study were to characterize the effects of PDIP46 on Pol δ activity. The interaction sites between the p50 subunit of Pol δ and PDIP46 were mapped. PDIP46 was also found to interact with PCNA, which it does via multiple copies of a novel PCNA binding motif (APIM ‐ AlkB homologue 2 PCNA‐Interacting Motif). Both the p50 and PCNA interaction regions are located in the N‐terminus. PDIP46 potently activates Pol δ activity (ca. 10‐fold with an apparent KD of ca. 34 nM) on singly primed 7 kb ssM13 DNA in an assay which requires highly processive synthesis. Further dissection of the effects of PDIP46 using model oligonucleotide templates showed that it stimulated primer extension and strand displacement reactions in the presence of PCNA. PDIP46 also stimulated primer extension in the absence of PCNA, indicating that it has the ability to exert a direct effect on Pol δ. PDIP46 was associated with Pol δ on DNA as shown by chromatin immunoprecipitation using antibody against the Pol δ p125 subunit. These in vitro studies show that PDIP46 has the biochemical attributes to function as a novel accessory protein for Pol δ that accelerates its activity, and thus is a candidate for a role as a cellular regulator of Pol δ.