bluuebunny/crossref_metadata_2025 huggingface dataset:
A Novel Murine Model of Primary Sclerosing Cholangitis Associated Inflammatory Bowel Disease
Authors: Battista Kayla Danae , Shearn Colin T , Alexeev Erica E , Glover Louise E , Petersen Dennis R , Colgan Sean P , Fennimore Blair P
Published: November 2023

Primary Sclerosing Cholangitis (PSC) is a progressive cholestatic liver disease characterized by biliary inflammation, fibrosis, and stricturing of the intra and extra‐hepatic bile ducts. Progressive disease leads to recurrent cholangitis, biliary cirrhosis, and increased risk of cholangiocarcinoma. PSC carries a strong association with inflammatory bowel disease (IBD) occurring in approximately 80% of patients. PSC associated IBD (PSC‐IBD) displays a unique phenotype characterized by pan‐colonic distribution, right side predominant inflammation, and increased risk of colorectal cancer compared to non‐PSC IBD. The frequent association and unique phenotype of PSC‐IBD suggests distinctive underlying disease mechanisms from other models of chronic liver disease or IBD alone. Multidrug resistance protein 2 (Mdr2) knockout mice develop spontaneous cholestatic liver injury and fibrosis mirroring human PSC, however there are currently no established PSC‐IBD models of combined cholestatic liver injury and IBD. Though Mdr2−/− mice do not display overt evidence of colonic inflammation at baseline, PCR analysis of whole colon tissue reveals elevated levels of pro‐inflammatory cytokines (KC, TNFα, IL‐1β, and IL‐6). We subjected Mdr2−/− mice to DSS colitis as a novel combined model of PSC‐IBD. In this model, Mdr2−/−/DSS mice display increased disease susceptibility characterized by worsened weight‐loss, decreased colon length, and increased histologic damage in the colon. Additionally, colonic and portal serum levels of pro‐inflammatory cytokines (KC, IL‐6, IL‐1β, and IL‐12p70) were significantly increased as compared to C57BL/6 colitis controls. Baseline elevations in colonic levels of pro‐inflammatory cytokines in Mdr2−/− mice along with increased colitis susceptibility in the Mdr2−/−/DSS model suggests an important role for interdependent signaling pathways originating from liver‐intestine crosstalk mechanisms in mediating intestinal injury in this novel murine model of PSC‐IBD.

Support or Funding Information

NIH 095491 and 5R37AA009300‐20 (DRP)
Palmitate Increases Ubiquitination in H4IIE and Primary Rat Hepatocytes
Authors: Stewart Claire M , Estrada Andrea L , Kim Paul Y , Wang Dong , Wei Yuren , Pagliassotti Michael
Published: November 2023

Saturated fatty acids induce endoplasmic reticulum (ER) stress in liver cells. The presence of ER stress implies that protein processing is impaired. We hypothesized that saturated fatty acid‐induced impairment in protein processing would result in increased ubiquitination and reduced autophagy and proteasome activity.

Ubiquitination was assessed by western blot in H4IIE liver cells (n=3) or primary rat hepatocytes (n=3) in the presence of MG132 (5μM), a proteasome inhibitor, palmitate (250μM), a saturated fatty acid, or oleate (250μM), an unsaturated fatty acid, for 6 hours. Proteasome activity was measured in H4IIE liver cells (n=3) using the ZsProsensor‐1, a fluorescent reporter that contains a proteasome degradation domain, in the presence of MG132, palmitate, or oleate for 6 hours. Autophagy was assessed H4IIE liver cells (n=3) by western blot in the presence of palmitate or oleate for 6 hours.

MG132 increased ubiquitination by 49% in H4IIE liver cells and primary rat hepatocytes. Palmitate increased ubiquitination by 26% in H4IIE hepatocytes and primary hepatocytes while oleate did not increase ubiquitination. MG132 reduced proteasome activity in H4IIE liver cells by 50% while palmitate or oleate had no significant effect on proteasome activity. Lastly, palmitate or oleate had no effect on autophagy. Overall, these data suggest that the palmitate‐mediated increase in ubiquitination occurred independently of changes in autophagy and the proteasome.

Support or Funding Information

NIH: DK072017
Diesel exhaust particle exposure compromises macrophage mitochondrial physiology
Authors: Gibbs Jonathan , Dallon Blake , Lewis Joshua , Tessem Jeffery S. , Reynolds Paul R. , Bikman Benjamin T.
Published: November 2023

Diesel exhaust particles (DEP) are known pathogenic pollutants. Given the ubiquitous presence of the macrophage throughout the body, including the lungs, as well as their critical role in tissue and organismal homeostasis, we sought to determine the effect of DEP exposure on macrophage mitochondrial function. RAW 264.7 murine macrophages were treated with DEP for 24 hours followed by multiple mitochondrial assays. Not only was mitochondrial content diminished following DEP exposure, but also existing mitochondria produced increased H2O2 and less ATP. Similarly, following repeated DEP exposures in whole mice, pulmonary macrophages were isolated and we found similar mitochondrial consequences. Altogether, these data suggest that DEP exposure may compromise macrophage function via pathologic alterations in macrophage mitochondrial function.
Amyloid‐mediated translational control is required for meiosis
Authors: Berchowitz Luke E. , Walker Margaret R. , Kabachinski Gregory L. , Schwartz Thomas U. , Amon Angelika
Published: November 2023

Amyloids are fibrous protein aggregates that are associated with, and often causative of, numerous human diseases including Alzheimer's, Parkinson's, and diabetes. Amyloids are thought to trigger disease by forming insoluble aggregates composed of inactive protein that interfere with cell viability. Whether and how amyloid properties of proteins participate in cellular functions is poorly understood. We uncoverd a physiological role for amyloids in the regulation of mRNA translation.

In budding yeast, repression of translation of the B‐type cyclin CLB3 during meiosis I is essential for establishing the unique meiotic chromosome segregation pattern and for gametogenesis. The meiosis‐specific RNA‐binding protein Rim4 mediates this translational repression. We find that Rim4 forms amyloids, fibrous protein aggregates, and that it is amyloid form of Rim4 that is the active, translationally repressive form of the protein. Our data further show that amyloid formation is a developmentally regulated process. Starvation, one of the signals that triggers gamete development, induces the conversion of monomeric Rim4 into amyloid thereby activating the protein to bring about repression of CLB3 translation. At the onset of meiosis II, Rim4 amyloids are abruptly degraded allowing CLB3 translation to commence. We conclude that proteins can utilize their amyloid‐forming properties to function as central regulators of gametogenesis.

Support or Funding Information

HHMI & NIH
Structures and Functions of the Ribosome Quality control Complex or RQC
Authors: Frost Adam
Published: November 2023

In this talk I will present new structural and functional data concerning the roles and mechanisms of the RQC in cotranslational protein quality control. I will present new cryo‐EM reconstructions and a complete in vitro reconstitution system that sheds new light on how Rqc2 catalyzes the synthesis of Carboxy‐terminal Alanine and Threonine tails or “CAT tails”, and how CAT tailing differs from the canonical chemistry of translation. I will also describe how CAT tail elongation facilitates ubiquitination of failed nascent chains by the E3 ubiquitin ligase, Ltn1, as well as the still poorly characterized RQC component, Rqc1. Our new data demonstrates that CAT tailing by Rqc2 exposes previously inaccessible ubiquitin acceptors to the RING domain of Ltn1 for ubiquitination. CAT tailing, moreover, promotes hydrolytic release of nascent chains from the tRNA molecules in the P‐site of of the 60S subunit, and CAT tails are necessary for nascent chain degradation off certain substrates in vivo.

Support or Funding Information

NIH DP2 1DP2GM110772‐01

Howard Hughes Medical Institute Faculty Scholar Award

Sandler Family Foundation, Program for Breakthrough Biomedical Research
Tuning an endoplasmic reticulum chaperone to the cell's needs
Authors: Ron David
Published: November 2023

A transcriptional and translational program that strives to match the complement of chaperones in the endoplasmic reticulum (ER) to the burden of unfolded proteins in the early secretory pathway (the Unfolded Protein Response) has long been known to exist and its functional importance has been showcased by genetic and pharmacological manipulations. However, theoretical considerations supported by experimental observations, highlight the latency inherent in this gene expression program and suggest the potential importance of post‐translational adaptations that operate on a shorter time scale. In this talk I shall provide a very brief overview of the Unfolded Protein Response and focus the discussion on some recent observations on an ER‐localized post‐translational circuitry that tunes the activity of the compartment's resident Hsp70 protein, BiP, to rapid fluctuations in unfolded protein load.

Support or Funding Information

Supported by a Wellcome Trust Principal Research Fellowship to DR (2008/Z/16/Z) and Wellcome Trust Centre Grant to the CIMR (100140)
Phenobarbital induces ATZ globule clearance in a Mouse Model of Alpha‐1 Antitrypsin Deficiency
Authors: Bell Aaron W , Stoops John , Oertel Michael , Michalopoulos George K
Published: November 2023

Background

Alpha‐1 antitrypsin (α1‐AT) deficiency is the most common genetic cause of pediatric liver disease, which can progress to cirrhosis and hepatocellular carcinoma. Hepatocellular injury is caused by accumulation of the insoluble mutant alpha‐1‐antitrypsin Z (α1‐ATZ) molecule in intracellular globules. Hepatocytes containing these globules (GC) do not proliferate as well as the globule free (GF) hepatocytes in the PiZ (α1‐AT) mouse model. We hypothesized that inducing proliferation by chemical mitogens such as phenobarbital and TCPOBOP would lead to enhanced proliferation of the GF cells that could repopulate the liver and greatly reduce the hepatic stress/damage and/or induce protein clearance mechanisms in GC cells converting them to GF cells.

Methods

PiZ mice were administered phenobarbitol (0.1% in drinking water) or TCPOBOP (3mg/kg by gavage) at various times and durations. Liver tissue was analyzed for ATZ globule content, proliferation, as well as gene and protein expression changes.

Results

Continuous or cyclical (1‐week on/1‐week off) administration of phenobarbitol to PiZ mice lead to a significant decrease in ATZ globule content; however, TCPOBOP treatment did not. The size of the ATZ globules was greatly diminished by phenobarbital treatment, indicating likely activation of protein clearance mechanisms that was not seen with TCPOBOP. Ki67 staining showed proliferation in both GC and GF cells with both mitogens. Affymetrix array analysis revealed significant differential gene expression changes in GF and GC cells with and without phenobarbital treatment.

Conclusions

Proliferation of GF and GC hepatocytes induced by chemical mitogens is not sufficient to induce globule clearance in GC cells. However, phenobarbital induces other changes which results in reduced PiZ globule burden and hepatic toxicity, and may be useful in treating α1‐AT deficiency.

Support or Funding Information

NIH/NIDDK Grant Number: P01DK096990 New therapies for liver fibrosis and hyper‐proliferation in alpha 1‐AT deficiency. D. Perlmutter‐PI Project 3: Mechanisms of AT expression and hepatocyte hyper‐proliferation in AT deficiency. G. Michalopoulos, PI and A. Bell, Co‐Investigator
P53 Regulates Progression of Injury and Liver Regeneration After Acetaminophen Overdose
Authors: Borude Prachi , Bhushan Bharat , Chavan Hemantkumar , Weemhoff James L. , Jaeschke Hartmut , Krishnamurthy Partha , Apte Udayan
Published: November 2023

Liver regeneration in response to acetaminophen (APAP) overdose is a critical determinant of final patient outcome. Intricate cellular signaling during liver regeneration triggers liver cell proliferation, wound healing (if required) and restoration of liver mass and function. The p53 tumor suppressor protein is a critical regulator of cell cycle and apoptosis. However its role in liver regeneration after APAP overdose induced Acute Liver Failure (ALF) is not known. The pathogenesis of acute liver failure induced by APAP overdose can be divided into three phases including initiation of injury (formation of a reactive metabolite NAPQI and protein adducts) progression of injury (oxidative stress, mitochondrial and DNA damage resulting in necrosis) and regeneration/recovery phase (cell proliferation, angiogenesis and tissue repair). Here we show that p53 plays a critical role in inhibiting progression of injury and liver regeneration following APAP overdose mediated Acute Liver Injury (ALI). Eight‐week‐old male WT and p53KO mice (C57BL/6J background) were studied over time course of 0 to 96 hr following treatment with APAP300 (300mg/kg). Histology and serum ALT analysis showed similar liver injury in WT and p53KO mice at 1 and 12 hr however p53KO mice had significantly higher injury at 24 hr after APAP treatment. Interestingly, despite higher liver injury p53KO mice recovered equally to WT mice at 48 and 96 hr after APAP administration. Transcriptome analysis using liver RNA at 12, 24, 48hr from both groups revealed that p53KO mice had disrupted metabolic homeostasis, induced pro‐inflammatory and proliferative signaling. Further, molecular analysis of these pathways was done to confirm the findings. p53KO mice showed prolonged steatosis, lower mitochondrial DNA content, reduced expression of TFAM and mitochondrial complexes up to 24hr correlating with prolonged higher liver injury. p53 targets involved in fatty acid homeostasis, SREBP2 protein and GAMT mRNA expression correlated with prolonged steatosis in p53KO group. Liver regeneration determined by PCNA staining and cell cycle protein expression demonstrated that p53KO mice had rapid liver regeneration. Western blot analysis of EGFR, ERK and AKT showed sustained growth factor signaling in p53KO mice than WT mice after APAP treatment. These data illustrate that p53 has stage specific role during APAP‐induced ALF. p53 prevents progression of liver injury by maintaining mitochondrial and metabolic homeostasis after APAP overdose induced ALI. Further, p53 regulates initiation of liver regeneration through inflammatory and proliferative signaling after APAP overdose. These studies have revealed a novel role of p53 in acute liver injury pathogenesis.

Support or Funding Information

National Center for Research Resources (5P20RR021940‐07) Liver Scholar Award by AASLD/American Liver Foundation R01 DK098414
STAT3 and MEK Mediate IL6‐Induced Increase in Endothelial Permeability
Authors: Alsaffar Hiba , Martino Nina , Adam Alejandro
Published: November 2023

Interleukin 6 (IL6) has been shown to induce loss of endothelial barrier function both in vivo and in vitro, but the mechanisms involved are not fully understood. Addition of IL6 together with the soluble form of the gp80 receptor (sIL6r) promoted the activation of multiple pathways, including JAK/STAT3, MEK/Erk and PI3K/Akt in HUVEC. IL6 induced an increase in endothelial permeability and loss of junctional VE‐cadherin and ZO‐1, without a reduction of VE‐cadherin or ZO‐1 protein levels. IL6‐induced STAT3 phosphorylation and loss of barrier function was prevented by treatment with the JAK inhibitor ruxolitinib, suggesting that JAK activity is required for these responses. Furthermore, siRNA‐mediated STAT3 knockdown attenuated the loss of IL6‐induced loss of barrier function. Overexpression of a constitutively active STAT3 however, was not sufficient to induce loss of barrier function by itself, suggesting the requirement of other concurrent signaling pathway(s) downstream of IL6. SFK inhibition by pretreatment with PP2 promoted a short delay, but did not prevent the loss of barrier function. Similarly, the PI3K inhibitor LY‐294002 was unable to prevent the increase in permeability by IL6. In contrast, pretreatment with the MEK inhibitor U0126 attenuated the loss of barrier function in response to IL6, suggesting the involvement of MEK activity in IL6‐induced endothelial hyperpermeability. Collectively, our data suggest that the activity of both STAT3 and MEK, but not SFK or PI3K, are required for the loss of endothelial barrier function through a loss of junctional protein localization but not a reduction of protein levels.

Support or Funding Information

AHA SDG grant 13SDG17100110
CD99 Regulates Leukocyte Transendothelial Migration Via a Protein Kinase A and Rac1 Dependent Signaling Pathway
Authors: Gonzalez Annette M , Muller William A
Published: November 2023

CD99, a 32 kD highly O‐glycosylated protein expressed on leukocytes and at the borders of endothelial cells, plays a central role in inflammation through its regulation of transendothelial migration (TEM). Recently, our laboratory reported that CD99 regulates TEM via a process that involves activation of cAMP dependent protein kinase A (PKA) via soluble adenylyl cyclase. Specifically, we showed that activation of PKA is required for the trafficking of the lateral border recycling compartment (LBRC) to the site of transmigration; a step that is required for the passage of leukocytes across the endothelium. The goal of the present study was to identify cellular targets downstream of PKA that are involved in the CD99 signaling pathway for trafficking of the LBRC and TEM. Preliminary data turned our focus to Rac 1. Using a pharmacologic and genetic approach to inhibit Rac1 activity in endothelial cells, we found that leukocyte transendothelial migration was inhibited in endothelial cells that expressed dominant negative Rac1 (N17Rac) but not wild type Rac1. Specifically, the leukocytes interacting with endothelial cells expressing N17Rac were arrested partway through the junction—identical to the phenotype obtained when CD99 is blocked or knocked down—and trafficking of the lateral border recycling compartment was inhibited. We obtained similar results using pharmacologic inhibitors of Rac1 (NSC‐23766 and ET‐1864). Furthermore, an activator of Rac 1 (CNO2) rescued trafficking of the LBRC under conditions where PKA was inhibited and thus restored leukocyte transendothelial migration. In summary, our studies show that CD99 regulates transendothelial migration via a signaling pathway that involves activation of soluble adenylyl cyclase, PKA and Rac1. We hypothesize that CD99 signaling must be spatially and temporally regulated during TEM.

Support or Funding Information

This work was funded by RO1 HL046849 and R37HL064774.
Dynamic modeling shows long‐term gene expression is highly dependent on macromolecular crowding
Authors: Shim Anne Rosati , Almassalha Luay , Matsuda Hiroaki , Nap Rikkert , Szleifer Igal
Published: November 2023

Chromatin is a polymer of nucleic acids, which contains the cell's hard‐coded genome, as well as additional proteins and complexes which indicate how it should be structured across multiple scales. Although it is highly ordered, chromatin must have the ability to selectively unwind and reposition to allow access to desired genetic information. Although chromatin's dynamic nature is intuitive and increasingly accepted as imperative to nuclear processes, current understanding of the transcription process does not acknowledge the dynamic intracellular environment as a regulator and driver of chromatin structure and transcription kinetics. The intracellular environment of a cell is a system of macromolecular crowding, which creates a dynamic nano‐architecture. This affect both the dynamics and the equilibria of molecular processes and chemical reactions, due in large part to altered diffusion kinetics and binding affinities brought about by depletion interactions between the reacting species and the nano‐architecture. Our previous work demonstrated that transcription is affected non‐monotonically by the steady state volume fraction of crowders in the system. However, dynamic environments are prevalent both in cells at homeostasis, and in many diseased states which experience time‐dependent biomechanical stresses. This property is unexplored, both in theory and in experiment. To study realistic nuclear systems, we have created a temporal model of transcription, which accounts for temporal fluctuations in the nuclear nano‐architecture. This model has shown dynamic forces have a dramatic influence on gene expression, which is highly dependent on both the initial properties of the nucleus and the temporal variations about the initial properties. Though previous models have studied the dependence of gene expression on average nuclear properties, this is the first model to show that temporal variations in the nanoarchitecture alone has the power to alter gene expression, as well as that the frequencies of these variations determine whether gene expression will be upregulated or downregulated.

Support or Funding Information

This research was supported by the Northwestern Physical Sciences‐Oncology Center and the National Institute of Health under award number U01CA202177 in collaboration with Dr. Roger Kamm.
Epistemic Cognition in Medicine: A Review of Literature and Implications for Medical Educators
Authors: Eastwood Jennifer Lynne , Koppelman‐White Elysa , Mi Misa , Wasserman Jason Adam , Krug Ernest F. , Joyce Barbara
Published: November 2023

Objective

As medical educators increasingly emphasize integration of disciplines, culturally relevant care, and evidence‐based medicine, learners must draw upon diverse ways of knowing and learning. Because learners' theories of knowledge and knowing influence how they reason and make meaning, it is important to consider how these theories, described as epistemic cognition, relate to medical education and practice. The purpose of this presentation is to present a review of the research literature on epistemic cognition in medicine and discuss implications for health science and medical educators.

Methods

Following recommendations for systematic review described by Cook and West (2012), we conducted database searches using keywords related to epistemic cognition and medical education. Requirements for selection included empirical studies with a central focus on epistemic cognition and participant samples including medical students or physicians. Independent thematic analysis and consensus procedures were used to identify major findings about epistemic cognition in medicine and implications for research and medical education. Ongoing updates to the literature within our search parameters will be incorporated in the presentation.

Results

Themes from the findings of selected studies included relatively simple epistemological positions of medical learners, increasing epistemological sophistication with clinical experience, and relationships between epistemic cognition and the context of medical education and practice. Other common themes included patterns in epistemic orientations to clinical practice and learners' and physicians' reactions to ambiguity and uncertainty. Many studies identified the need for new instruments and methodologies to study epistemic cognition in medicine and its relationship to clinical outcomes. Also, relationships between epistemological positions and humanistic patient care, as well as influences of medical education practices were identified as important areas for future study.

Conclusions

The concept of epistemic cognition is presented and applied in different ways in the medical research literature. Advancing theoretical frameworks and developing new methodological approaches to examine epistemic cognition are important next steps. Additionally, future research should examine the relationship between the contexts of medical learning and practice and epistemic cognition. For example, do teaching and assessment in medical education promote conceptions of certainty and concreteness of medical knowledge? If so, how can medical educators from various disciplines promote more beneficial epistemic positions? Finally, we will discuss implications of epistemic cognition for development of humanistic orientations to medical care.

Support or Funding Information

Arnold P. Gold Foundation
Clinical Research 101: a Way to Showcase Healthcare Professions in High‐School students using PhUn week
Authors: Gurovich Alvaro N , Morales Francisco , Terry Kim
Published: November 2023

According to the Area Health Education Center (AHEC), there is a shortage of health care professionals in the country, especially in rural areas. In addition, and according to the NSF, there is a shortage of students choosing STEM careers. To tackle these problems, the American Physiological Society (APS) and AHEC have created programs to increase the likelihood of high school students to choose science and health care professions paths, respectively. Physiology Understanding (PhUn) week is an APS outreach program looking to motivate K‐12 students to choose science programs as their higher education path. On the other hand, AHEC has several grant mechanisms to fund K‐12 and undergraduate activities looking to engage students toward health care professions. Here, we combined PhUn week, health education, and high technology to introduce high school students to clinical research. A one‐full day session was designed for upper science class (juniors and seniors) that had 3 phases: 1) discussion about a health problem that could be targeted for clinical research and the study design, 2) data collection, and 3) data analysis and conclusions. Fifteen undergraduate students were involved designing the different hands‐on activities to perform during the full day session. Forty high school students attended the session and actively discussed the needs of clinical research in cardiovascular (CV) disease. During phase 1, the students were able to identify several CV risk factors such as stress, obesity, and fitness levels. In phase 2, students were divided in 4 groups for data collection in 4 different stations. Station one collected stress levels (using a standardized survey) and blood pressure; station 2 collected height, weight, and %fat mass (using a Tanita scale); station 3 collected heart rate recovery after 2 minutes of moderate intensity exercise (using Biopac MP40 system); and station 4 collected autonomic nervous system activity via changes in heart rate (using Biopac MP40 system). In phase 3, students were asked to enter their data in an Excel spreadsheet for data analysis. Once all data from all 40 students was combined, life data analysis was performed with feedback from the audience about what associations to look for. Finally, all collected data was left with the science teacher for any further analysis the students wanted to perform. Motivating students from rural areas to choose STEM or health care professions path is not an easy task. Based on the level of engagement of all students, we strongly suggest using applied high tech activities, such as this PhUn week activity.

Support or Funding Information

Supported by IU AHEC 16/17 #PIU535 and APS PhUn week program
Theory Into Practice: Investigation Of The Service Learning Pedagogy in Undergraduate Physiology Education
Authors: Redden John M
Published: November 2023

Students who pursue higher education in the life sciences develop highly specialized knowledge, advanced technical skills, and training in academic discourse. However, the careers in which most graduates will ultimately find themselves more commonly require them to convey their scientific knowledge to a non‐scientific audience. Creating opportunities for students to develop this translational skill is an emerging responsibility of basic and life science departments, and one that may be met by integration of the service learning pedagogy. Service learning integrates reciprocal community relationships and critical reflection into course curricula. Currently, this approach is not widely adopted in undergraduate STEM programs due to the rigid structure of these majors, and the heavy emphasis on technical knowledge. This study describes a model course developed at the University of Connecticut that focuses on the conveyance of physiological and medical information to a non‐scientific audience using the service learning pedagogy. Students' assessment of learning gains, perceptions of the course, and overall evaluations demonstrate that this pedagogy facilitates metacognitive growth, prepares students for future coursework and careers, and offers meaningful opportunities to bridge the gap between theory and practice.
Course‐embedded Undergraduate Research in an Animal Physiology Laboratory Course
Authors: Liu Sumei
Published: November 2023

It is widely accepted that undergraduate research experience enhances scientific education. A well‐established approach to provide undergraduate research opportunities is to have students work in a faculty's laboratory. The large number of Biology Majors at most comprehensive universities makes this approach highly challenging. Course‐embedded undergraduate research experience (CURE) has been proven to be as beneficial to students as the traditional faculty‐mentored research. Different types of research projects have been used in CURE. This course differed in that students worked as co‐investigators with the faculty on a small subtask of a large research project. The overall aim of this particular large research project is to investigate the role of gut microbiota on gut motor functions in irritable bowel syndrome. One approach to study the impact of gut microbiota on health and diseases is to deplete the gut microbiota by using a broad‐spectrum antibiotic cocktail. The antibiotics may influence gut motility directly by activating receptors on the smooth muscle cells or indirectly via depletion of gut microbiota. The student experiment was designed to test the direct effects of the antibiotics on gut smooth muscles. During the first twelve weeks, students performed six pre‐designed experiments, among which one lab was to study gut smooth muscle motility. The last three weeks were reserved for independent research. Students were responsible for searching relevant primary literature, designing the experiments, determining the materials and equipment needed, performing the experiments, and analyzing the data. Students reported their findings in the format of an original research journal article. Pre‐ and post‐tests were administered to assess student learning gain of physiological concepts and research skills. A post‐course survey was conducted to assess student attitudes toward scientific research. The results suggested that although this CURE approach didn't significantly enhance student learning gain in physiological concepts, it helped to build student research skills. The post‐course survey results suggested that performing independent research increased students' understanding of research, increased their confidence in doing research, and made them proud of their contribution to faculty research. This co‐investigator approach could be easily adapted to a CURE in other biology courses.

Support or Funding Information

This work was supported by a grant from Center for Advanced Teaching and Learning, University of Wisconsin‐La Cross.
A Model for Enhancing Student Gains During Experiential Learning Opportunities
Authors: Halpin Patricia A. , Donahue Ann E. , Johnson Kathryn M.S.
Published: November 2023

Experiential learning (EL) is the core component of a required undergraduate capstone course at a small public academic institution in the Northeast. During their senior year, students fulfill their EL requirement beyond the classroom by performing research, an independent study, or an internship. After completion of, or concurrent with their EL experience, students are enrolled in the Senior Seminar course. This course emphasizes written and oral communication skills as well as career preparation. At the conclusion of the Senior Seminar course, students are assigned a reflective paper assignment prompting them to discuss the value derived from their EL experience and connecting their experience to their future professional goals. In previous semesters these reflective papers often demonstrated limited depth and failed to connect the students' current and future work. In order to create opportunities for students to strengthen reflective writing skills, the Senior Seminar course was redesigned to include weekly interventions that included intentional reflective exercises. Using the course management system to facilitate the process, students completed the reflective exercises and the professor committed to providing timely feedback each week.

Support or Funding Information

National Science Foundation UNH Advance Visiting Women Scholar Grant
A case study for teaching neuroanatomy structure and function: Doctor, why am I so tired and dizzy?
Authors: Stokes Jennifer Ann , Grosofsky Alexis
Published: November 2023

While traditionally used in medical and other professional school classrooms, case studies can be a very effective tool in the undergraduate classroom engaging students and requiring them to think critically and apply their course knowledge to a real world scenario; thus, deepening their understanding of the material. In this interrupted case study, students followed the story of a college professor who has gone to her doctor to determine the cause of her symptoms: changes in cognitive function and motor control. Students were asked to come to class prepared with their course materials on the structure and function of the following: cerebral lobes, cranial nerves, the ear (audition), the eyes (vision), and the taste pathway (gustation). In class, students were presented with background information about the patient and were given the symptoms experienced in order of presentation. Their first task was to determine which parts of the nervous system may account for the many initial symptoms. As more details were made available at each step, students were asked to evaluate any medical diagnoses and treatment plans, as well as discuss any consequences which may arise. The information in this case represents an actual patient. The goals of this case study included: 1) Review knowledge of human neuroanatomy structure and function, and increase understanding through knowledge application; and 2) Determine the physical effects of neurosurgery. Pre‐ and post‐ case study assessment surveys were administered to student participants to assess knowledge and ability to apply that knowledge to a medical situation on a 5‐point scale (0=none, 5=lots). Paired samples t‐tests on the pre‐post difference scores revealed that students rated their knowledge as significantly higher after the case study. Paired sample t‐tests on the pre‐post ratings for applying knowledge to a medical scenario also revealed that students felt much more capable after the case study. Finally, when asked if they would recommend this activity (on a scale where 1=no, 3=maybe, 5=yes) almost 90% gave ratings of 4 or 5. These data support the use of this case study as an active learning tool to help students better understand the complexities of the structure and function of the human nervous system, as well as apply that knowledge to a real‐life medical scenario. This case study was originally developed for an intermediate‐level undergraduate anatomy course. The case study could be adapted for courses in Psychology (e.g., Sensation and Perception, Physiological), other Biology courses (e.g., Neurobiology, or Neuroanatomy), as well as a practical case for Medical/Nursing students.
Aligning Introductory Biology to Vision and Change Recommendations
Authors: Wilkinson Katherine A. , Lambrecht Susan , Anand Sulekha
Published: November 2023

The SJSU Biological Sciences Department is in the process of redesigning the core introductory biology sequence to align with the best practices in biology pedagogy as described in the Vision and Change in Undergraduate Biology Education report. Introductory Biology is a two semester series with a high failure rate (20–30%). Our goal is to improve student performance in the course and student preparation for success in the major. We have reorganized the lecture topics to focus on the core competencies and concepts identified in Vision & Change and are making an effort to emphasize depth and not breadth of information. We have adopted a low‐cost digital textbook, Integrating Concepts in Biology by Campbell, Heyer, & Paradise, which emphasizes experimental data and the core concepts. We are also developing active learning activities for the lecture, including reading pre‐quizzes, in‐class clicker questions, and SJSU faculty research highlights. We are also incorporating more inquiry based laboratory activities. Finally, we are taking advantage of university resources to offer peer mentor facilitated homework sessions. To assess the success of our redesign and aid in our understanding of the student population that takes these courses, we are administering two validated concept inventories, the Biology Concept Inventory (BCI) and the Test of Scientific Literacy Skills (TOSLS), and a demographic survey at the beginning of the first course and the end of the second course. Pre‐test scores from the previous version of the courses (BIOL 1A and 1B) indicate that first generation college students (1st Gen) had lower scores on average than students who are not 1st Gen on the TOSLS, but not BCI. Under‐represented minority students (URM), which comprise African American, Alaskan or American Indian, and Hispanic/Latino students, had similar scores as non‐URM students on both the TOSLS and BCI. This suggests that 1st Gen students, but not URM students, are entering Introductory Biology with poorer preparation. Overall pass rate in BIOL 1A was 80%, however, both 1st Gen and URM students were less likely to pass BIOL 1A (1st Gen = 71%, URM = 69%, 1st Gen & URM = 64%). We will be assessing the effect of our redesign on overall student performance in the Introductory Biology sequence as well as its effect on the achievement gap.

Support or Funding Information

This work was supported by a California State University Program in Education and Research in Biotechnology (CSUPERB) Curriculum Grant.
Lessons from Fundulus melanophores: integrative approach in biology education
Authors: Hong Seung Mook
Published: November 2023

A three‐credit investigative physiology lab (Experimental Physiology, BISC316) is offered to biology upper classmen once they have completed the prerequisite lecture course, General Physiology (BISC306). This is a short‐term research course, and the main research theme revolves around physiological color change in animals with an emphasis on the role of dermal melanophores in killifish (Fundulus heteroclitus). After spending a half the semester on honing basic experimental skills, 3–4 students in groups address in a series of experiments their own research question on animal color changes based on experimental data in the literature. One purpose of this course is to provide a wet‐science research experience to a broader population in biology majors, which additionally satisfies a university requirement for “Discovery Learning Experience”. The dermal melanophores in Fundulus heteroclitus have been a useful model system for classroom research due to its fast time course for highly visual physiological responses along with a wealth of information in the literature. In addition, this physiological process can be tested at multiple levels from organism to tissue to cell, readily crossing over between disciplines in biology. Various hurdles in creating this inquiry‐based learning environment for class have been identified in the previous study, which in turn provided opportunities to collaborate with experts in English and Cell Biology as well as some untapped biology undergraduates. In the current study, a new teaching module was explored to extend a research experience to freshman students enrolled in the first‐semester sequence of Introductory Biology (BISC207), which is part of 8‐credit integrated biology‐chemistry course. A series of research‐related activities concluded with an oral presentation by groups at the end of the semester, in hopes to encourage students to reflect and integrate biological functions with chemical structures presented in the primary literature.

Support or Funding Information

Supported by HHMI
Low intrinsic motivation but not GRIT is predictive of low performing medical students
Authors: Augustyniak Robert A. , Chin Justin , Lujan Heidi , Cortright Ronald N. , DiCarlo Stephen E.
Published: November 2023

Many educators contend that, other than intelligence, individual differences in classroom performance are largely accounted for by differential amounts of past and current levels of perseverance of effort (e.g. working hard and long enough). That is, effort/practice account for large individual differences between high and low performing students. Perseverance of effort, it is argued, is the most reasonable explanation for success and supports the “10,000‐hour rule”—it takes 10,000 hours of effort to become a high performer. In contrast, others maintain that intrinsic motivation is the most powerful factor determining performance because individuals are successful when activities are perceived as enjoyable, interesting, and relevant to meeting one's core psychological needs. To address this debate, we administered the Intrinsic Motivation Inventory (IMI), a multidimensional measurement device developed by Deci and Ryan, to assess our students' interest and enjoyment, perceived choice, perceived competence and relatedness before taking our renal physiology course. We also administered the GRIT survey, which was developed by Duckworth as a measure of perseverance of effort. Only the subscales of the IMI identified low performing students. Thus, intrinsic motivation but not GRIT is predictive of the lowest performing students. We conclude that failure to meet one's core psychological needs, not failure to work hard and long enough leads to poor academic performance.
Inspection of Medical Students' Quality of Life in An Unstable Nation, Yemen: Is WHOQOL‐BREF Still Valid and Reliable?
Authors: Ba Abbad Abdulrahman Ali , Alaidroos Hussien Abdullah , Bawazir Ahmed , Al‐Gunaid Mohammed Abdulrahman , Al‐Ghurabi Mohammed Omar , Abdulwali Fareeha Kaiser , Obad Adam Subait , Shareef Mohammad Abrar
Published: November 2023

Introduction

The World Health Organization Quality Of Life‐BREF (WHOQOL‐BREF) questionnaire has been widely used and extensively validated in different languages. While it has been shown to be a valid and reliable gauge among medical students in many stable countries, its validity and reliability among medical students in an unstable country was not yet assessed. Hence, the aim of this study was to validate the questionnaire among Yemeni medical students and assess their quality of life.

Methods

An anonymous, self‐administered and previously validated Arabic version of the WHOQOL‐BREF questionnaire was distributed among medical students of Hadramount medical college, Yemen. Confirmatory factor analysis and Cronbach's alpha were used to assess the validity and reliability of the questionnaire, respectively. Quality of life scores were calculated and reported following the WHO manual of the questionnaire.

Results

A total of 416 responses were retrieved and subjected to analysis. After excluding questions 3, 4, and 21 the questionnaire showed good validity with the least loading factor value of 0.37 when four‐factor priori model is adopted. Additionally, the instrument has demonstrated an excellent internal consistency (Cronbach's α 0.891). Mean scores in physical, psychological, social and environmental domains were 13.51, 14.29, 14.65, and 12.23, respectively.

Conclusion

The Arabic version of the questionnaire was valid and reliable to assess the quality of life among medical students in Hadramout medical college. The instrument has detected low overall score and low scores in physical, psychological, social, and environmental aspects of life in comparison to previous studies in stable countries. Therefore, necessary support is required to enhance their quality of life and additional studies are required to postulate and implement solutions.

Support or Funding Information

We would like to thank Hadramout University, faculty and students for their support and help in completing this study. Special thanks to our 4th year colleagues in Hadramout University, College of Medicine : 1) Muhammad Salah Al‐Qu'aiti, 2) Abdullah Salem Bahadi, 3) Ashraf Fahed Basalelah.
The Story of Two Tendons and 20,000 Miles apart: From Anatomical and Functional Perspectives in Education
Authors: Klinkhachorn Penprapa S. , Mannan Rahul K. , Mullens Cody L.
Published: November 2023

With the emergence of social media, two college friends were able to reconnect again across the globe and to talk about the good old times. One has become an anatomist and asked the other about an old cut on her right 5th finger. The objective of this presentation is to compare and contrast the anatomical and functional perspectives of this unique injury versus normal hand and finger function. It accidentally happened 45 years ago while grabbing a broken sink, during one of the college field trips in a rural region of Thailand. She was rushed to an emergency room and was treated at a local hospital with a couple stitches on the skin. At the time, she was told that her tendons were cut, but no loss of sensation. A tetanus shot and antibiotics were administered, but she did not recall having any x‐rays done. She reports no splint was applied for protection or any physical therapy treatment. The patient consulted with an orthopedic doctor later, but elected against surgical intervention to reconnect the tendons because it did not heavily interfere with her normal hand functions. The patient sent videos for evaluation on the extent of the loss of function in her hand movements. The deep laceration was in zone II of the grading scale used for hand injury, just above the crease at the base of the right 5th finger and the palm. This zone is located between the opening of the flexor sheath (the distal palmar crease) and the insertion of the flexor digitorum superficialis tendon. While curling her hand to make a fist, she can only flex the metarcarpophalangeal joint, but not the proximal and distal interphalangeal joints. It indicates that both tendons of flexor digitorum superficialis and profundus to that finger were cut and never re‐connected for repair. The muscle bellies of these two tendons in the forearm have extensively atrophied over time, and can be seen as a long hollowed‐out area on the ulnar side of the distal forearm, proximal to the wrist. The palmaris longus muscle and tendon seems to be more prominent, as part of a compensatory hypertrophy for the loss of function of the other muscles. The patient is still able to flex the metacarpophalangeal joint and to adduct that finger, indicating that the lumbrical and interosseous muscles and tendons are still intact. Due to the loss of the palmar flexor tendons connecting to the 5th digit, this finger is in a constant stage of hyper‐extension (‘sticking out’), as there is no longer any counterbalance between the flexor and extensor tendons of the finger. In conclusion, this is a very unique interesting injury to emphasize the structures and movement of the muscles and tendons in the hand and finger. It can be a good teaching tool, used as a problem solving case incorporated into the teaching and learning of the hand anatomy and function.