bluuebunny/crossref_metadata_2025 huggingface dataset:
A Crossover Randomized Controlled Trial to Evaluate the Use of Animations and Interactivity in Anatomy and Physiology Education
Authors: Chen He Tian , Ng Maxwell , Kirubarajan Abirami , Kuo Katherine , Ball Alexander K , Bayer Ilana , Helli Peter B , Wainman Bruce C
Published: November 2023

An increasing number of studies suggest that there is no difference between live didactic lectures and video podcasts of the lecture content in student learning. However, several studies have recently shown that instructional videos that include interactivity and animations increase retention and transfer of content in biology and engineering. The purpose of our study was to evaluate the effectiveness of interactive videos that included animations on anatomy and physiology education.

A crossover randomized controlled trial was designed and completed in the 2016–17 academic year using undergraduate students (n≈150), comparing live lectures to interactive animation‐based videos in an introductory anatomy and physiology course. The study included undergraduate students in several undergraduate programs, including Health Sciences, Nursing, Midwifery, and Engineering. Multiple‐choice question (MCQ) pre‐intervention tests were designed to evaluate prior knowledge among participants who were randomized to either the lecture or video intervention. MCQ post‐intervention test performance in each group was compared to the pre‐intervention baseline, immediately post‐intervention and after one week. Live lectures were assigned to the same instructor as the narrator of the videos, in addition to featuring the same educational graphics. The videos were created according to guidelines described in the literature for the integration of interactive animations while minimizing cognitive load.

Both groups were evaluated on the outcome measures of retention learning and transfer learning, as assessed by MCQs. Statistical significance of inter‐group differences were determined by ANOVA. Students were also asked to complete a questionnaire designed to collect qualitative data to assess engagement in multimedia education as well as demographic characteristics. This enabled an analysis of other variables including interest in the subject, course performance, and program of study. This study provides evidence regarding the use of interactive videos in anatomy and physiology education.

Support or Funding Information

This study was funded by the Paul R. MacPherson Institute for Leadership, Innovation & Excellence in Teaching and Learning.
“An Unexamined Life is Not Worth Living”: Using Digital Journals to Promote Reflection in the Classroom
Authors: Doubleday Alison French , Strotman Meaghan Driscoll
Published: November 2023

Reflective learning promotes critical thinking skills and provides students with the opportunity to assess their own learning processes. Activities that encourage and facilitate reflective learning also help students identify knowledge gaps and develop strategies for meeting their learning goals. Journaling is an effective method for self‐reflection, however, the use of paper journals in the classroom can be cumbersome and presents several logistical challenges related to journal submission and grading. Digital journals, which can be used in the classroom or in asynchronous learning environments can address these challenges.

Faculty members from the UIC College of Dentistry demonstrate specific ways in which digital journals are being used to promote reflection and self‐regulated learning among dental students in an integrated curriculum. The logistics of setting up shared journals, as well as important considerations in designing journaling assignments and in grading submissions, will be addressed. Challenges for students and instructors, specific examples of journal assignments, trouble‐shooting tips, and observed learning outcomes will also be provided.

Qualitative analysis of journal entries from multiple cohorts of dental students demonstrate that journaling activities within an integrated curriculum allow faculty to assess students on critical thinking. Journal responses can also help guide faculty in determining what course modifications should be made to improve learning throughout the course. The primary learning goal for this presentation is to help other faculty members understand the benefits of using digital journaling activities to promote reflection in the classroom and to help faculty members design their own reflective activity for use with digital journaling tools.
Revolutionizing Musculoskeletal Anatomy Teaching With MicroVids‐Guidelines. A Pilot Study
Authors: Huber Florian Alexander , Hirtler Lena , Kainberger Franz M
Published: November 2023

In a pilot study, 23 students passed a voluntary elective on musculoskeletal ultrasound (MSUS) anatomy. The undergraduate students received theoretical and practical units of MSUS teaching. Previously developed guidelines for MSUS of the wrist helped the students to learn clinically relevant anatomy. The so‐called “MicroVids”‐guidelines were designed in an indication‐based design and used a novel documentation method, that based on short imaging sequences between significant anatomic begin and end landmarks. Thereby, students would be able to examine a specific disease‐relevant site by simultaneously memorizing anatomic structures and their respectively adjacent anatomy. Students had to pass theoretical exams, diagnostic quizzes and document their own examination, using static images or MicroVids. Simultaneously, duration of all single examinations was documented. Subsequently, students were asked to recognise anatomic structures in colleagues' images, which were randomly assigned to them.

Student parameters showed higher recognition rates for dynamically documented examination, when compared to static images. Comparison of the two student groups showed lower mean duration of examination in the “MicroVids” group. Male test subjects partly had significantly higher test scores, compared to female probands (p=0.01). Student scores showed significant differences depending on the method of test results' evaluation (mean student scores ranging from 11% to over 70%).

The presented learning curves and recognition rates suggest that the established guidelines can be used as a valid and easy‐to‐learn tool for teaching of MSUS.

Support or Funding Information

The authors declare that there was no financial funding or other type of support received for the conduction of this study.
A Homemade Model that Helps Students Visualize Inguinal Canal Embryology, Anatomy, and Pathology
Authors: Pittack Catrin
Published: November 2023

A simple, homemade anatomical model can be used as an active learning tool to engage students, encourage peer discussion, and enhance three‐dimensional visualization of inguinal canal anatomy, embryology, and pathology in a first year medical anatomy course. This model can be used by instructors when leading a classroom discussion and/or by groups of students engaged in peer teaching with some guiding instructions. The model is composed of 5 large pieces of construction paper of different colors (green, yellow, pink, light red, and dark red) each representing a layer of the anterior abdominal wall (parietal peritoneum, transversalis fascia, transversus abdominis muscle, internal oblique muscle, and external oblique muscle respectively). An inguinal canal is made by cutting holes through each paper layer, superior to the inguinal ligament (a line drawn on the red papers). Attached to each paper and emerging from the holes, are small “socks” of the same color as the paper they are emerging from. These “socks” represent the layers of the abdominal wall that form the fascial and muscular layers of the spermatic cord. The descent of the testes and formation of the spermatic cord, can then be demonstrated by putting a spherical object into the yellow sock and pushing it through the three red socks as it passes through the inguinal canal. The green sock, representing the parietal peritoneum, will be inside the yellow sock but the testes will not be inside the green sock – similar to the processus vaginalis. After the testes has emerged out of the superficial ring, it will be covered by multiple “sock” layers, each representing a layer of the spermatic cord. This poster outlines how to make and use this model to discuss the descent of the testes, the formation of the spermatic cord layers, and the pathology of inguinal hernias.
Teach & Learn in Histology: An Old Approach Revisited
Authors: Iskandar Jean‐Pierre , Hussein Inaya Hajj
Published: November 2023

Background

Innovative strategies to implement integrated medical curricula, especially those focusing on students' interactive learning, are becoming more relevant and are gaining both attention and major support. Learning by teaching is an old concept that has long been recognized which might fit these new changes. In fact, peer education as a concept, has also been there for ages, however, channeling efficiently the efforts of peers in a structured small group teaching, is a real challenge.

Aims

The purpose of this work was to apply the concept of teach and learn in a structured way during the endocrine system histology lab sessions as part of a self‐directed and interactive learning approach.

Methodology

Every M2 student was invited to participate in this activity. Before coming to the endocrine system lab session, every student was responsible to prepare and teach the material assigned, to his or her group of peers according to a specific set of learning objectives and making use of digital slides and histology modules. In addition, each student was required to write at least one NBME style question pertinent to the discussed material. Both in the presentation and in the questions, normal histology and histopathology material were integrated to stress the relevance of the material.

Results

During the lab session, each student presented what he or she has learned about the assigned histological and histo‐pathological section/topic to the respective group. Each group was able to complete the entire activities during the lab session within the assigned time frame. In the last half of the hour, selected students from the class discussed clinical cases. After the completion of the lab, students provided feedback evaluations of their peers and of the session overall.

Conclusion

Using such a strategy allowed each student to be an active player in the interactive teaching process. This approach leads to better participation, involvement, and engagement of the students in the learning process all while reducing contact hours without sacrificing outcomes.
Learning the Cardiovascular System Can Be PhUn
Authors: Gonzalez Amanda Joanna , Velez Maria E.
Published: November 2023

The cardiovascular system can be a strenuous system to study. By exploring the cardiovascular system, using an interactive approach, students were able to learn the information quicker and easier. When students associate a newly learned concept with a fun memory they are able to retain the knowledge for a longer period of time. As part of PhUn week, a group of 90 students aged 12–13, visited Texas A & M University‐Kingsville to learn about Physiology.

Methods

Students were given a short oral pre‐quiz to test their baseline knowledge on the cardiovascular system. The quiz was also given again at the end of the activities to see if the students were able to learn the concepts during the presentation. An interactive activity was performed to assess changes in student's heart rate. An agility ladder (rope like ladder) was placed on the floor and students had to jump through it, following a pattern in each square. At the beginning and at the end of the activity the student's heart rate was measured using a pulse oximeter. Pre and post‐ladder heart rates were compared and the concept of increased heart rate was described. Analogies were made to explain how the heart operates when athletes are active in their sports. A description of what happens with deoxygenated and oxygenated blood in the heart was also demonstrated using an acrylic box. The box contained four chambers (labeled right atrium, RA; right ventricle, RV; left atrium, LA; and left ventricle, LV) and half the box was painted blue and the other half was painted red to represent the deoxygenated and oxygenated blood. Blue colored water was poured into RA chambers to represent what happens when deoxygenated blood enters the heart. The water moved to the RV chamber and out of the box (to the lungs). Then, red water was poured into the LA and passes to the LV to then go out into the body. The differences between a healthy and an unhealthy heart were also explained. A red pipe filled with a yellow substance was shown to represent what a blocked vessel looks like and a clean red pipe represented a healthy blood vessel.

Results

To test student's knowledge after the PhUn activities, a beach ball was passed around at the end of the presentation with questions to see if students were able to answer the same questions they saw in the pre‐quiz. Students were able to show they gained a greater understanding of the cardiovascular system.

Conclusion

Through PhUn week we were able to impact students while teaching them about the cardiovascular system in an innovative way. We also made it a PhUn and memorable experience.
Keeping Traditions? Perceptions Of Anatomy's Relevance To Clinical Training And Practice Across Successive Cohorts Of Graduating MD Students In A New Medical Program
Authors: Oyedele Olusegun
Published: November 2023

Sixty‐eight medical students comprising three successive graduating classes completed a questionnaire as part of continuing quality improvement to the anatomy program at the University of British Columbia (UBC) Southern Medical Program. Specifically, they were asked to declare an opinion as to whether the cadaver‐based anatomy education they had received during the first two years of studies, prepared them for further clinical training or was relevant to their clinical practice and/or to specific clinical specialties they encountered during clerkship. Respondents also indicated how confident they were that their current knowledge of anatomy was of the quality required of a medical graduate in Canada, as well as whether factors such as method of instruction or location of their campus (hence access to a diversity of resources) affected this perceived confidence. Majority of students felt that their anatomy education sufficiently prepared them for clinical clerkship. Most respondents also rated their knowledge of anatomy of a quality requisite of a Canadian medical graduate. Even though anatomy received near unanimous approval of respondents as being relevant to their clinical training and practice, individual comments as well as consistently low rankings for the utility of cadaveric dissection, give room for pause as to whether current modes of anatomy teaching at UBC and similar institutions, sufficiently capture the need for clinically‐relevant and effective anatomy education in a millennial generation.

Support or Funding Information

University of British Columbia, Faculty of Medicine, Southern Medical Program
Integrated Histology and Pathology Education in the Renewed UBC M.D. Undergraduate Program
Authors: Pinder Karen , Nimmo Michael , Cooper Dawn , Allard Michael , Yule Heather , Maurice Sean
Published: November 2023

To meet changing and future societal health care needs, the education of medical students is shifting in new directions and renewals of undergraduate medical school curricula are occurring across Canada, including at the Faculty of Medicine (FoM) at the University of British Columbia (UBC). The UBC FoM introduced a renewed undergraduate medical curriculum in the Fall of 2015. Histology and pathology are core foundational medical sciences related to normal and abnormal bodily processes and, as part of the renewed curriculum, faculty leaders developed an innovative and practical approach to introduce students to the two disciplines. The emphasis is on an integrated approach that makes sessions meaningful and interesting.

Laboratory sessions are the focus of the integration: students first explore virtual slides to learn the normal histology of a tissue or organ and are then guided through virtual slides of prototypical pathologies of the same tissue or organ. The intent is that medical students concurrently learn both how important it is to understand normal tissue architecture/cellular morphologies and the effects that disease states can have on them.

Student feedback demonstrated that the integration is a great success: 92% of responding first‐year UBC medical students strongly/completely agreed that the pathology integration successfully demonstrated the clinical relevance of histology, and 89% strongly/completely agreed that our approach to the pathology integration was appropriate and useful for identifying prototypical pathologies.

Our experiences demonstrate an efficacious approach for integrating disciplines and will be useful for medical science educators who are exploring or implementing interdisciplinary undergraduate medical education.
Directions towards an open‐access, University of Michigan anatomy website through BlueLink anatomical learning tools
Authors: Alsup Kathleen , Fox Glenn M.
Published: November 2023

The Division of Anatomical Sciences (DAS) of the University of Michigan is in the process of developing a complete suite of BlueLink anatomical learning tools for the curricula serviced by the DAS (medical, dental, undergraduate, and graduate students). These resources include dissection‐based lab manuals, cadaveric atlas images, and interactive digital files with click‐to‐reveal testing capabilities. Future resources include comprehensive learning modules, curricula‐specific learning objectives, practice questions, and videos contextualizing anatomical content with first scientific principles and clinical connections. These tools will allow for an up‐to‐date, open access version of the U‐M anatomy website, which is utilized by anatomy students and faculty nationally and internationally.
Small Group Self‐Directed Learning Exercises Using a Cloud‐Based Interactive Website Facilitates Application of Histology to Pathological Diagnosis
Authors: Ressetar Holly , Palmer Bruce
Published: November 2023

The first year medical Human Structure course at West Virginia University is a combined gross anatomy/histology course that incorporates traditional microscopic study with use of our Histology OnLine virtual microscopy website. The use of digitized histological images promotes student independent study but the downside has been a great decrease in student collaborative study. Histology is often overshadowed by the more time‐consuming gross anatomy and students don't recognize its importance until faced with the second year pathology course. Our goal was to place more emphasis on application of histology and also meet recent LCME (Liaison Committee on Medical Education) accreditation requirements. Current standards highlight student self‐directed (active) learning as well as integrative and clinically applicable teaching. In an effort to meet these standards and increase student interaction, we challenged the students with identifying 35 unidentified pathological specimens. Students were assigned to small study groups of 8. Using their acquired knowledge of normal histology, they were expected to identify the specimen type, describe abnormal features and utilize on‐line resources to match pathological features to a potential diagnosis. Using Firebase, a cloud‐based data storage system, we created a website where students could view the specimens and use a set of interactive tools to draw on the specimen, enter annotations and share information with each other and faculty. Students were allowed an unlimited number of attempts to submit their final collaborative diagnostic report for each specimen within a designated time frame. Faculty responded with “correct” or “try again” with accompanying comments. Each group also researched a disease of their choice and presented it in a Power Point presentation. A final quiz was given that covered all presentations. Student feedback/evaluation consisted of the ongoing interaction between students and faculty as well as peer evaluation. Students performed very well on the exercises. A semester end student survey indicated that they enjoyed the learning experience and felt that the clinical application was valuable.

Support or Funding Information

West Virginia University Academic Innovations
The Nkx2.5 mutation affects impulse conduction of developing heart
Authors: Olejnickova Veronika , Hamor Peter , Kvasilova Alena , Sedmera David
Published: November 2023

The process of ventricular trabeculation is a crucial step of embryonic heart formation. Trabeculae provide higher contractile force and preserve diffusion distance fitting nutrition range. Their role as a shortcut for electric impulse propagation has been also postulated. The homeobox gene Nkx2.5 is required for the proper heart development with ED 9–10 embryonic mortality in its absence. The present work tested in a mouse model of Nkx2.5 deletion using the GFP knock‐in how the ventricular impulse conduction is affected in trabecular absence. Freshly isolated WT, Nkx2.5 −/− and Nkx2.5 +/− mouse hearts were stained with di‐4‐ANEPPS and analysed using optical mapping. Ventricular chamber differentiation into trabeculae was assessed by whole mount confocal microscopy followed by 3D reconstruction and connexin40 immunohistochemistry detection. The Nkx2.5 −/− embryos showed serious grows retardation with severe heart dysmorphogenesis and very slow conduction reminiscent of the primary heart tube myocardium. There was no expression of connexin40 in the myocardium detected by immunohistochemistry. The Nkx2.5 +/− showed similar heart formation and impulse conduction as wild type controls. We conclude that Nkx2.5 is essential for chamber myocardium differentiation through trabeculation and its complete absence severely affects impulse conduction through the developing mouse heart.

Support or Funding Information

Supported by GACR 13‐12412S and Ministry of Education PRVOUK P35/LF/5.
MORPHOLOGY AND MORPHOMETRIC ANALYSIS OF RIGHT AND LEFT CORONARY ARTERIES IN HUMAN CADAVERIC HEARTS
Authors: Sarangapani S. Vinnarasie , Subramaniam Sundarapandian
Published: November 2023

INTRODUCTION

Coronary artery disease is one of the major causes of death in developed countries. Knowledge of the normal and variant anatomy of coronary circulation is an increasingly vital component in the management of congenital and acquired cardiac diseases.

AIM AND OBJECTIVE

The objective of this study is to know the normal pattern of coronary arteries with reference to its origin, course, branching pattern and variations supplemented by morphometric analysis by doing a neat dissection of the heart.

MATERIALS AND METHODS

A sum of 45 heart specimens were used for this study, 30 were collected from Department of Anatomy, SRM Medical College and 15 were obtained from the department of anatomy, Sri Ramachandra medical college Chennai. The right and left coronary arteries were dissected out, and findings were noted.

RESULTS

In the present study, the ostium diameter of left coronary artery(LCA) is greater than the right coronary artery, the branching pattern of LCA shows trifurcation and tetrafurcation. 20% of specimen shows separate ostium for right conus artery where it is called as third coronary artery, 2.22% of specimens shows a separate ostium for SA nodal artery, 2.22% of specimens shows origin of LCA above the supravalvular ridge.

CONCLUSION

A detailed study of coronary arteries and its variations would be of great use to cardiologist and interventional radiologist to predefine the abnormalities for better management in coronary artery diseases.
Evaluation of Toxicological Properties of Toad Parotid Gland Extract on Heart of Adult Male Wistar Rat
Authors: Ihentuge Churchill , Ndukwe Godwin , Akpuaka Frank , Okechukwu Hope
Published: November 2023

Toad parotid gland‐secretions are potent source of drugs. It's probably the only such source in nature from where we can get nearly six types of drugs possessing analgesic, painkiller, antibiotic, anti‐viral and anti‐cancerous properties as well as possessing potential of treating cardiovascular diseases. Twenty‐four adult Wistar rats, weighing between 100–150g, were used in the study to evaluate the toxicological effects of Toad Parotid gland extract on heart of wistar rats. They were divided into five groups of four animals each designated as groups A, B, C D and E. Group A served as Control group and was fed with diet and tap water only throughout the experimental period. Groups B, C, D and E were fed with standard diet and given a solution of extract from Toad Parotid gland (Toad Poison) at a single dose of 5mg/kgbw, 10mg/kgbw, 15mg/kgbw and 20mg/kgbw respectively (LD5040mg/kgbw). Forty‐eight hours after the administration of the extract, rats were sacrificed and the heart was dissected out from each group, observed and processed for histological study. Results showed a decrease in physical activity of rats of groups B, C, D and E after thirty minutes to two hours of administration of the extract. Progressive weakness and staggered movement were also observed. Bleeding was observed from all the openings of the body including the conjunctiva from groups C, D and E twenty‐four hours after administration. Electrolyte results showed accumulation of potassium (K+) in the extracellular compartment as indicated by raised serum level of K+ in the experimental groups which was significantly difference (p<0.05) in group E (6.28±0.797) when compared to group A (3.85±0.25). Macroscopic examination shows focal hemorrhage and necrosis of heart tissues while histologically there was moderate to severe effect on cardiac muscles with focal aggregate of inflammatory cells, focal intra cardiac hemorrhage and focal cardiac necrosis in all the experimental groups. This results showed that toad parotid gland extract is capable of altering the activity of Na+‐K+ pump with specific action on K+ channel and distortion of cardiac structure in a dose dependent manner.
Contribution of macrophages to myxomatous valve disease
Authors: Hulin Alexia , Potter Sarah , Kim Andrew , DeFalco Tony , Yutzey Katherine
Published: November 2023

Objective

Heart valve interstitial cells (VIC) maintain mature heart valve homeostasis and mediate extracellular matrix (ECM) remodeling during heart valve disease. VICs are of heterogeneous origins, including hematopoietic origin. However, leukocytes remain poorly characterized in heart valves. Interestingly, recent studies reveal infiltration of leukocytes (CD45+) and increased macrophages in human myxomatous mitral valves. Nevertheless, timing and contribution of macrophages during myxomatous valve disease (MVD) are still unknown. Our study will aim to determine if macrophages are required for heart valve homeostasis and contribute to the development of MVD.

Methods and results

Leukocytes are detected in postnatal heart valves and their numbers increase during postnatal valve development. The majority of leukocytes are macrophages as confirmed by flow and lineage tracing of Cx3Cr1 expressing cells. Moreover, two different populations of macrophages with specific location inside the heart valve can be detected in 1 month‐old heart valves. We then examined leukocytes and macrophages in aortic valves of Axin2 KO mice, that exhibit increased Wnt/β‐catenin signaling and myxomatous features by 4 months. Strikingly, CD45+ cells are already increased relative to controls at post‐natal day (P)0 and progressively accumulate in Axin2 KO AoV leaflets prior to extensive ECM remodeling. Increased proinflammatory monocytes (CCR2+) are detected by flow and chemokine CCL3 and CCL7 expression is increased, along with a higher number of macrophages at 1 month indicating macrophage infiltration before disease.

Conclusions

Our analysis of Axin2 KO mice reveals for the first time that increased infiltration of leukocytes and macrophages precedes major ECM remodeling during MVD. Ongoing studies involve further characterization of normal and abnormal leukocyte infiltration in AoV by flow cytometry. In addition Cx3cr1‐Cre; Rosa‐DTA mice will be used to deplete macrophages specifically in myxomatous heart valves to determine whether macrophages play a critical role in the development of MVD

Support or Funding Information

American Association of Anatomists, Postdoctoral Fellowship
Ventricular Growth and Coronary Vessel Development in the Giant Danio (Devario Aequipinnatus) Heart
Authors: Shifatu Olubusola , Glasshagel Sarah , Patel Purva , Nelson Hannah , Tomamichel Wendy , Higginbotham Clay , Lafontant Pascal J
Published: November 2023

The adult giant danio (GD) heart displays robust regenerative response to cardiac injury, similar to that observed in the closely related species, the zebrafish (ZF). However, unlike the ZF, little is known about cardiovascular growth and ventricular maturation of the GD. We studied over 300 GD larva, juveniles and adults using light and electron microscopy. We have documented the dynamic changes in specific anatomical and physiological growth parameters from 7 days to 32 weeks post‐fertilization (wpf) adults. While we found that the GD displayed marked variations in sizes/standard lengths (SL) and ventricular sizes/ventricular lengths (VL) in their respective age groups, GD VL were closely correlated with their SL. GD SL increased by an average of 1.2 mm from 1 to10 wpf, and VL increasing by 50 um/week from 5 to 10 wpf. We also found that GD raised at low densities (1–2/liter) experienced greater cardiac growth, and lesser SL and VL variance than fish grown at higher densities (5–10/liter). Like the ZF, the coronary vasculature emerged in the late larval stage, and both the initiation and expansion of the vasculature was dependent upon SL. The switch from an a vascular to vascularized myocardium was concomitant with the appearance and increase in thickness of the compact heart, and the formation of a junctional region occupied by a spatially organized fibroblasts network. This is the first comprehensive study of the cardiac growth and maturation in the GD heart from larval stage to adulthood. Our new findings may serve as an important baseline for comparative cardiac biology studies in fish species including the ZF.

Support or Funding Information

P.J.L. is supported by NIH 1 R15 HD084262‐01, the Donald E. Town Faculty Fellowship, and Faculty Development Funds at DePauw University
Coral‐derived natural marine compound GB9 inhibits vascular development in zebrafish
Authors: Song Yi‐Chun , Wu Chang‐Yi
Published: November 2023

Blood vessels formation is critical for vertebrates during embryogenesis. Disruption of vascular growth by chemicals or environmental hormones will cause developmental defects. Using zebrafish as a model organism to study vascular development have been intensively identified many molecules that control artery‐vein identity, intersegmental vessels (ISV) patterning and caudal vein plexus (CVP) formation because their vessels growth is stereotypical relatively simple compare to mammal. In this present study, we analyze the vascular impacts of marine compound GB9. GB9 is a potential marine drug isolated from the marine soft coral Capnella imbricate with anti‐neuroinflammatory and anti‐nociceptive activities. However, the role of GB9 in vascular function has not been reported yet.

First, we test the survival rate of embryos under exogenous 5 μM, 7.5 μM and 10 μM GB9 added into medium. At sub‐lethal dosage10 μM of GB9 treatment, we found embryos showed no developmental delay but slightly pericardial edema at 25 hpf. By using transgenic Tg(fli: eGFP) fish to examine the vascular development, we found the impaired ISV growth and CVP patterning at 25 hpf and 30 hpf. We also showed GB9 treated embryo results in pericardial edema and circulation defect at 48–52 hpf, which is consistent with the defects in vessels growth. TUNEL assay and AO staining showed that vascular defects do not caused by cell death, but due to the impairment of migration and/or proliferation by examining ISV integrity and ISV cell numbers in Tg(fli:neGFP; kdrl:mCherry) fish. We further showed that GB9 treatment results in a decreased expression of vascular markers mrc1, flk, flt4 and ephrinb2, indicating the inhibition of vessel‐related genes by GB9 treatment. We next examine whether GB9 treatment cause vascular defect due to the increase of oxidative stress? We found there is an enhanced effects of vascular defects while GB9 and H2O2 co‐treatment, suggested GB9 treatment cause vascular defects is mediated by the increase of oxidative stress. Together, our study indicates that GB9 has the potential to be developed as a novel therapeutic agent as an inhibitor of angiogenesis for the treatment of cancer. Our data provide information for anti‐angiogenesis site effect caution while using GB9 treatment for anti‐neuroinflammatory and/or anti‐nociceptive therapies.
Metastatic Cancer Cells and Endothelial Cells Show Increased Expression of Transforming Growth Factor (TGF) Beta Receptors Related to Angiogenesis
Authors: Hawker James , Duffy Iain
Published: November 2023

Background

Transforming growth factor beta (TGFβ) family ligands and receptors have been shown to be involved in angiogenesis and cancer. Actvin Receptor‐Like Kinase 1 (ALK 1) and ALK‐5 type I receptors, endoglin, and TGF Beta Receptor 2 have been shown to be involved in endothelial tube formation during development. ALK‐1 and endoglin have been especially shown to be involved in angiogenesis and may be involved in endothelial‐tumor cell interactions.

Purpose

We have shown that TGFβ1 + Fibroblast Growth Factor (FGF) increase angiogenesis, thus we tested their effect on ALK‐1 vs. ALK‐5 expression by immunoassay. We also screened endothelial cells and various cancer cell lines for expression of TGFβ family receptors by quantitative RT‐PCR.

Results

1) TGFβ1 + FGF upregulate ALK‐1 but decrease ALK‐5 cell surface expression. While endothelial cells showed high expression of ALK‐1 and endoglin, some cancer cells (PANC1, A549, and PC3) displayed little or no expression of these receptors. Two other cancer cells, however, MCF10A and MDA‐231, showed high expression of ALK‐1, ALK‐5, endoglin, and TβR2, similar to that of human umbilical vein endothelial cells (HUVEC) compared to 293 control cells. These cancer cells have been reported to exhibit the property of vascular mimicry (that is form psuedo‐blood vessels made of cancer cells) that may facilitate metastasis in cancer development. This raises the possibility that these same TGβ receptor genes that are involved in endothelial tube formation may also function to promote mestastasis in cancer.

Support or Funding Information

Research support was provided by funds from Saint Leo University (ID).
Execution and assessment of a mindset intervention in an introductory biochemistry class
Authors: Hall David J
Published: November 2023

Academic achievement results from a growth mindset that includes learning to fail, complex thinking and hard work and does not spring simply from intelligence, spontaneity, special skills, offbeat or extremely unusual ideas and behavior, although all of these may, in particular aspects, be involved. Mindset can be cultivated through the targeted use of several interventions that are not disciplinary specific. For this study, the mindset intervention was executed in a first term biochemistry class. The intervention was based on work of Dounas‐Fazer et al and the use of associative learning exercises. Each week students did an associative learning exercise and used a self‐evaluation rubric to reflect on a series of skills important to academic success. The assessment of this intervention was done using the Berkeley Innovation Index and student assessment of learning gains. There was an improvement both in student mindset and learning gains.

Support or Funding Information

Mellon Foundation
Research and Writing to Promote Critical Thinking in Undergraduate Education
Authors: Rogers Ryan Patricia
Published: November 2023

Drosophila melanogaster have a myriad of applications in biological research. However, it is the ease of maintenance and availability of their fully sequenced genomes that make them a practical and constructive tool for undergraduate experiential learning. Using these organisms allows students to apply routine laboratory techniques to develop independent protocols, rather than following a pre‐derived approach. Students receive preliminary training in Drosophila husbandry as well as molecular and genetic lab techniques early in the semester in the form of short inquiry based labs and then apply learned techniques to independently developed questions. This setting recapitulates the environment of a research‐intensive lab and provides valuable experience for scientific careers. The abstraction of such an assignment forces independent thinking and practice with multiple techniques; thus, it directly engages students in the learning process by allowing them to take ownership of the project and incorporate individuality into their approaches. Further, students are immersed in a situation where they must apply themselves, think critically, and extrapolate from limited information in order to devise an appropriate course of action. Essential components of the course include writing a mini‐grant, progress report and research paper. This not only promotes critical evaluation of the project and progression but also emphasizes the important of scientific communication and data presentation. Since there is no correct answer for this type of exercise, students are more willing to vary their approaches, take risks with techniques, and leave the lab with a better understanding for problem solving methods. Such skills are not specific to science, as all careers require critical thinking and troubleshooting. Early exposure to such conditions provides a basis for approaching challenging situations. Students that have successfully completed the course have been able to secure positions in competitive internships, co‐ops, and go on to research‐based careers.

Support or Funding Information

This work was supported by funds from the Department of Sciences at Wentworth Institute of Technology
Improving STEM Student Retention via Early Research Engagement: A Pilot
Authors: Bouyer Patrice G , Watters Michael
Published: November 2023

We describe here the results of a pilot study, the goal of which was to expose freshman to an ongoing research project during the academic year to promote student growth and improve retention in the STEM disciplines. Freshmen worked with a faculty mentor and were also chaperoned by a more senior student researcher in order that they learn lab techniques and the capacity to work independently. Participants were fully engaged in a research project (performing experiments, analyzing and discussing results), not a classic classroom projects, but discovery based projects. By bringing students into the research lab at this early stage, our aim was to improve retention by allowing science students to actually act as scientists, providing an enhanced experience over the usual freshman survey course content. Of the 6 students who joined the program as freshmen, 5 are still in their major, 4 are still actively engaged in research with a faculty member and have co‐authored 11 different papers and conference presentations as of their junior year.

Support or Funding Information

Indiana Space Grant Consortium
What the Biochemistry Education Research Literature Can Tell University‐Level Biochemistry Instructors
Authors: Lang Franziska K. , Bodner George M.
Published: November 2023

So far, no reviews have been published that examine the literature on biochemistry education research. Our work builds on research articles that looked at biochemistry education in general, with a special focus on upper‐level educational settings. In particular, research studies investigating biochemistry education in classrooms and laboratories were analyzed. Biochemistry is an interdisciplinary field and interconnects many traditional fields of research. Therefore, our literature review looked beyond typical biochemistry courses and included courses that integrate biochemistry with curriculum areas such as health sciences, medicinal chemistry, chemical biology and, to some extent, molecular biology. This provides a holistic approach that will serve as a basis upon which progress in biochemistry education can be built. NVivo qualitative analysis software was used to establish outline‐categories within the review. The findings in the analysis were enriched by open‐coding and memoing techniques. Big themes arising from the literature analyzed thus far are: teaching (classroom and laboratory practices), learning difficulties, and assessment in biochemistry (tools used and measures taken). The studies found were predominantly situated in lecture settings, with a focus on revealing difficulties and suggestions on improving teaching. No research on revealing difficulties in laboratory setting was identified up to now. The lack of laboratory research studies is analogous to what we would find in chemistry and physics education literature. When looking at biochemical topics, research studies focused on in our work also suggest that there is a rich pool of references centering around structure and function (an ASBMB Foundational Concept). This leaves the topic distribution of studies unbalanced overall. To place our results in perspective, we will elaborate on fundamental gaps in the literature as well as directions for new research in line with the recommendations of the National Research Council's Committee on the Status, Contributions, and Future Directions of Discipline‐Based Education Research (DBER). The goal of this review is to provide a source of information for educators that are interested to work in the field of biochemistry education research, especially those who want to direct the research field to increase educational studies at the university level.
Assigning and Testing Function from Structure of Uncharacterized Proteins
Authors: Pikaart Michael , Bettag Sarah , Cunningham Mark , Da Silva Christopher , Gager Christopher , Glover Morgan , Jacobs Kylie , Kennington Lauren , Knol Jacob , Ladd Nicole , Mader Katherine , Magan Mary Margaret , Mao Yubing , Marinelli Eleanor , Miller Lyndsy , Nickels Ross , Ratliff Sarah , Rhodes Alison , Schaar Claire , Turner Meredith
Published: November 2023

In 2000, the National Institutes of Health initiated the Protein Structure Initiative as a multi‐center structural biology program with “an initial goal to make the three‐dimensional, atomic‐level structures of most proteins easily obtainable from knowledge of their corresponding DNA sequences.” The third and final phase of this program concluded in 2015 with the publication and distribution of more than 5000 previously uncharacterized proteins.

The work described here leverages the availability of high‐quality structures and pre‐cloned expression plasmids to combine forces of undergraduate biochemistry teaching lab courses across a diverse range of participating institutions. This consortium of undergraduate biochemistry faculty and students seeks to identify functional properties of a subset of these uncharacterized proteins, seeking to unify structure□ and □function relationships. Through structural and bioinformatics tools, an number of these proteins were characterized as putative hydrolases due to similarity to known hydrolase enzymes. Some appeared, by sequence homology, to possess features indicative of more specifically identifiable activity, such as halogenases and nucleases. Students in the current biochemistry laboratory class at Hope College have expressed and purified seven of these proteins, finding that structural information can guide, although not predict entirely, functional predictions regarding substrate specificity.

Support or Funding Information

This work was funded in part with support from the National Science Foundation IUSE program.
Assessing Learning Gains Through ePortfolios in an Undergraduate Biochemistry Lab
Authors: Mills Jeffrey L. , DiCola Andrew , Roberts Rebecca , Pikaart Mike , Daubner Colette , Irby Stefan , Anderson Trevor , Bernstein Herbert J. , Craig Paul A.
Published: November 2023

The need for a significant improvement in undergraduate STEM education has been broadly recognized. We have designed and implemented a research‐driven curriculum for undergraduate biochemistry labs. The primary purposes of this project are to (1) improve understanding of the process of training students to be effective scientists, (2) test the hypothesis that “undergraduate students can characterize proteins of unknown function as the central theme of their biochemistry teaching laboratory”, and (3) that actually doing hypothesis‐driven experimental science is a useful tool in training students to become scientists. Our curriculum has been implemented at six campuses (California Polytechnic, Hope, Oral Roberts, RIT, St. Mary's, and Ursinus). Students are combining computational (in silico) and wet lab (in vitro) techniques as they characterize proteins whose three‐dimensional structures are known but to which functional annotations have not been assigned. The undergraduate biochemistry lab at RIT is designated as a “program writing intensive” course targeting discipline specific forms of writing. In addition to traditional writing exercises (lab journals and experimental reports), students are also required to maintain an eportfolio as a means of reflection, analysis, and critique of skills, protocols, and performance. The eportfolio affords the students opportunities to not only directly assess their own learning gains through reflection and self‐critique of their performance in the course, it also allows the instructor to provide more personalized feedback and support of the students development in both the course materials and scientific writing. Example eportfolios will be presented in addition to the methods of assessment and the outcomes from the course.

Support or Funding Information

This project is supported by NSF IUSE 1503811.
Improving Student Understanding of Pre‐Requisite Knowledge and Long Term Understanding of Biochemical Concepts
Authors: Taylor Ann T.S. , Novak Walter R.P.
Published: November 2023

Biochemistry builds on many fundamental concepts from General and Organic Chemistry. However, students don't always correctly remember (or might not have ever mastered) those pre‐requisite concepts. This study tested strategies for strengthening this underlying foundational knowledge and improving long term understanding of Biochemistry. 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 recitation activities. Student learning gains were assessed after using these activities alone, or in combination with regularly‐integrated clicker and discussion questions. Learning gains were determined from student performance on a pre‐ and post‐tests covering key prerequisite concepts, biochemistry course exams, and student self‐evaluation. Long‐term retention of the material was assessed using a comprehensive exam given to a subset of the students. Our results show that using the pre‐class exercises in combination with integrative questions was effective at improving student performance in both the short and long term. Similar results were obtained at both a large research institution with large class enrollments and at a private liberal arts college with moderate enrollments.

Support or Funding Information

This work was funded by the Haines Fund for The Study of Biochemistry at Wabash College and the National Science Foundation's Transforming Undergraduate Education in Science, Technology, Engineering and Mathematics (TUES) program under Award No. 1140711. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.