bluuebunny/crossref_metadata_2025 huggingface dataset:
Epidermal Growth Factor Receptor (EGFR) Signaling: A Double‐edged Sword in Acetaminophen‐induced Liver Injury and Regeneration
Authors: Bhushan Bharat , Borude Prachi , Manley Michael W. , Chavan Hemant , Xie Yuchao , Du Kuo , McGill Mitch , Lebofsky Margitta , Jaeschke Hartmut , Kasturi Partha , Apte Udayan
Published: November 2023

Epidermal Growth Factor Receptor (EGFR) signaling is known to play a crucial role in hepatocyte proliferation, but its role in liver injury has not been demonstrated. Its role in acetaminophen (APAP)‐mediated acute liver injury and subsequent liver regeneration is completely unknown, which was investigated in this study. Remarkable activation of EGFR was noted as early as 30 min after APAP treatment in mice and it remained activated up to 24 hr. Activation of EGFR was strikingly increased at higher, non‐regenerating, dose of APAP. Treatment of mice with an EGFR inhibitor (EGFRI), Canertinib, 1 hr post‐APAP caused robust inhibition of EGFR activation, resulting in striking reduction in APAP‐induced liver injury. APAP‐protein adducts formation and glutathione depletion were not altered indicating APAP metabolic activation was not affected by EGFRI. Further, APAP‐mediated JNK activation (a key mediator of APAP toxicity) and its mitochondrial translocation were not altered by EGFRI. However, EGFRI treatment reduced APAP‐mediated mitochondrial translocation of activated EGFR, nitrotyrosine protein adduct formation in mitochondria and blocked release of endonucleases from mitochondria, which are responsible for DNA damage and necrosis. Further, bioenergetics analysis with Seahorse Technology showed that EGFRI treatment rescued APAP‐mediated decreased mitochondrial function as indicated by restored mitochondrial coupling and maximal respiration. Whereas, treatment with NAC 4 hr after APAP in mice did not show any protection, treatment with EGFRI, 4 hr post‐APAP, showed remarkable decrease in liver injury. Treatment with Phorone (a glutathione depletory agent), standalone, also caused robust EGFR activation, whereas, replenishment of glutathione by N‐acetyl cysteine (NAC) treatment, 1.5 hr after APAP in mice inhibited APAP‐mediated EGFR activation, suggesting role of glutathione depletion after APAP overdose in activation of EGFR. EGFR activation was also observed in primary human hepatocytes after APAP treatment, preceding elevation of toxicity markers. Interestingly, delayed treatment with EGFRI, 12 hr post‐APAP, did not alter peak injury but caused remarkable impairment of liver regeneration response resulting in sustained injury and decreased survival after APAP overdose in mice. Impairment of liver regeneration was due to inhibition cyclin D1 induction and phosphorylation of retinoblastoma protein. In conclusion, our study has revealed an extremely novel role of EGFR both in development of APAP injury and in stimulation of subsequent compensatory liver regeneration after APAP overdose.

Support or Funding Information

This project was supported by grants from the NCRR 5P20RR021940‐07, NIDDK R01DK098414, NIEHS T32 ES007079 and Liver Scholar Award (Udayan Apte) by AASLD/American Liver Foundation
Soy Protein Diet Preserves Skilled Ladder Rung Walking Performance after Stroke Better than Isoflavones Alone in Adult and Aged Male Rats
Authors: Cheatwood Joseph L , Wallace Douglas G , Butteiger Dustie N , Banz William J
Published: November 2023

Stroke injuries can reduce the ability of patients to perform daily activities like walking, eating, dressing, and other basic functions. Dietary interventions represent potential strategies for reducing the impact of strokes in people identified as being at enhanced risk due to lifestyle, genetics, previous stroke, or other factors. We have previously shown that young animals fed a semi‐purified diet containing soy protein isolate (SPI) experienced less disability after stroke than rats fed a diet containing caseinate (CAS). We hypothesized that the isoflavones daidzein and genistein, the two most abundant phytoestrogens in SPI, were likely mediating the observed benefits. To test this hypothesis, we utilized the same two diets (SPI and CAS) along with a third diet consisting of CAS plus added purified isoflavones daidzein and genistein (CAS + ISO) to match the isoflavone content of the SPI diet. Adult and aged male Long Evans Hooded rats were fed a semi‐purified diet containing either 1) SPI, 2) CAS, or 3) CAS+ISO. After two weeks on diet, rats were introduced to the skilled ladder rung walking task and baseline performance was recorded. Rats then underwent permanent unilateral middle cerebral artery occlusion (MCAO) to induce a stroke lesion (Day 0). After stroke, rats were maintained on the same diet and performance on the skilled ladder rung walking task was repeated on Day +3. At three days after stroke, both adult and aged rats fed the soy protein‐based diet exhibited significantly fewer forelimb slips than rats fed the caseinate‐based diet (p<0.05). This represents a significant reduction in the degree of forelimb impairment in the SPI diet group compared to the CAS diet group. The CAS+ISO diet affected adult and aged rats differently. In adult rats, performance on the walking task (best to worst) was a follows: SPI > CAS+ISO > CAS, but CAS+ISO was not significantly different than SPI or CAS (p>0.05). However, in the aged rats, no benefit of isoflavones was detected, as CAS+ISO and CAS rats exhibited significantly more slips than the SPI rats (p<0.05), and were not different from each other. The current results extend our previous findings that diets containing SPI as the sole protein source provides some protection from neurological damage following stroke in adult and aged rats. Although a portion of the SPI‐mediated neuroprotection in adult rats may be due to isoflavones, the contribution of isoflavones to this neuroprotection may differ between younger and older animals

Support or Funding Information

NCCIH R15‐RAT006593A; Diet provided by DuPont Nutrition & Health
Vitamin K2 Prevents Beta Amyloid Peptide and Vitamin K3‐induced Cell Death
Authors: McGarvey Terence , Ramaraj Pendurangan , Hassan Sherif S
Published: November 2023

Objective

Previous reports have shown that vitamin K2 could prevent oxidative stress‐induced cell death in neuronal and glial cells in vitro (Sakaue et al., 2011; Li et al., 2003). In addition, it has also been reported that there may be a vitamin K deficiency in Alzheimer's patients (Presse et al., 2008).

Methods

Rat embryo hippocampal astrocytes and neurons were obtained from Brainbits, Inc (Springfield, IL) Inc. and grown on poly‐lysine coated tissue culture‐treated plastic. Neuronal cells were grown for at least eight days in NbActive media (Brainbits, Inc.). The identity of the astrocytes and neurons were confirmed by immunofluorescence using antibodies against GFAP, and synaptophysin respectively. The concentration of β‐amyloid that was used in this study was 10 μM. The concentrations of vitamin K3 and K2 ranged from 1 μM to 100 μM. Cell viability was assessed using the LIVE/DEAD cell imaging kit and lipid peroxidation using the Image‐iT lipid peroxidation kit. Apoptosis was examined via the Magic Red Caspase‐3/7 kit.

Results

As previously reported, we confirmed that concentrations of 10 uM of vitamin K3 caused an increase in lipid peroxidation and apoptosis in rat astrocytes. On the other hand, concentrations of up to 100 μm of vitamin K2 did not induce lipid peroxidation or apoptosis in either astrocytes or neurons. While neurons treated with β‐amyloid induced apoptosis, when co‐incubated with vitamin K2, there was no apparent neuronal cell death. Co‐incubation of vitamin K2 did also appear to protect astrocytes from vitamin K3 induced damage at the 4 and 24 hour time points as well.

Conclusion

We report here that vitamin K2 appears to be protective against oxidative stress induced either by beta amyloid or vitamin K3 in both rat astrocytes and neurons.

Support or Funding Information

A. T. Still University
Estradiol Increases Choice of Cocaine over Food in Male Rats
Authors: Bagley Jared Robert , Bozadjian Rachel , Bubalo Lana , Adams Julia , Ghobadi Sara , Kippin Tod Edward
Published: November 2023

Women present more severe cocaine addiction profiles than men on some measures. Similarly, female rodents display greater cocaine intake under a variety of cocaine self‐administration schedules, including a choice self‐administration procedure in which subjects can choose between cocaine and food. Estradiol has been shown to largely mediate many of these sex effects, including cocaine choice. However, the effects of estradiol on male cocaine behavior are less studied. Male brains express estrogen receptors, and estradiol has been shown to modulate behaviors that share underlying neurobiology with cocaine reinforcement. Therefore, we sought to characterize the effects of estradiol in males, on choice behavior and on motivation for both cocaine and food in single‐reinforcer progressive ratio (PR) tests.

Methods

Male castrated rats were treated daily with estradiol benzoate (EB) (5ug/0.1, S.C., n=23) or vehicle (peanut oil, n=23) throughout choice testing (3 grain food pellets, 1 mg/kg/infusion I.V. cocaine) and single‐reinforcer food and cocaine PR testing. Additionally, a subset of rats were tested in a modified choice procedure, in which the “cost” of the reinforcers were manipulated by escalating the fixed‐ratio (FR) requirement of the preferred reinforcer while maintaining the FR requirement of the non‐preferred reinforcer constant.

Results

EB increased cocaine intake in the choice test. EB subjects also demonstrated greater cocaine PR breakpoints, but had similar food PR breakpoints to controls. However, after a switch from home‐cage food restriction to ad libitum feeding, EB subjects increased food PR breakpoints while food PR breakpoints dropped in the control group. In the cost escalation test, cocaine preferring rats defended their cocaine intake to a greater degree than food preferring rats. There was no effect of EB on this measure. This suggests that, although estradiol increases the proportion of cocaine preferring rats in the choice procedure, EB does not further affect this measure.

Conclusion

These results indicate that the effects of estradiol on choice behavior are not sex‐specific, estradiol increases the allocation of behavior towards cocaine in both sexes. Considering this concordant effect on behavior, the underlying neurobiology of choice behavior may be similarly affected by estradiol in both sexes.

Support or Funding Information

NIDA (5R01DA027525‐05)
Behavioral Resiliency of Mice to Repeated Mild Cerebral Concussion: Are there Interactions with Dietary Polyunsaturated Fatty Acids (PUFAs)?
Authors: Clough Richard W , Viscomi Natalie , Rose Gregory , Hayashi Emi , Banz William , Cheatwood Joseph
Published: November 2023

Modeling Concussive Brain Injury (CBI) in mice affords opportunities to study mechanisms of neural compromise and therapeutic strategies to promote behavioral recovery. We hypothesized that diets enriched in omega‐3 fatty acids, compared to those with omega‐6 fatty acids, would facilitate both the time and degree of behavioral recovery after mild CBI. This abstract reports the effects, over a 4‐week interval, of 3x‐repeated mild CBI in mice on several behavioral measures across 5 diet groups. Mice were pre‐fed for 5 weeks with 5 different PUFA enriched diets: soy oil; steradonic acid (SDA) enriched ‐ soy oil, corn oil, flaxseed oil and manhedren oil based diets. After week five, CBI was induced in young adult male C57BL6 mice under light isoflurane anesthesia using a cerebral contusion device (impact velocity 3.8 m/sec, dwell .200 sec, deformation 2 mm). Latencies to ‘righting reflex’ after impact clearly showed the CBI animals to be ‘concussed’ compared to shams. However, testing at 2 days post‐CBI and continuing through 4 weeks showed no differences in open field behavior/ambulation, plus‐maze testing, rotarod testing, water‐maze testing, or fear conditioning between any of the groups. This seems similar to psychological stability that is usually seen after mild concussion in humans (i.e., mice subjected to mild CBI also exhibit longer‐term behavioral stability). Thus, the CBI impact parameters used in this study may represent a sub‐threshold effect that do not render permanent CNS disability. More aggressive impact parameters do induce longer lasting CNS deficits in mice. At experiment termination, brains and livers were removed for PUFA analysis by gas chromatography (GC). Analyses did show significant differences between various PUFA concentrations in brain and liver (AA, ALA, LA, SDA, DHA, EPA and DPA) between the different diets, but these were not associated with behavioral resiliency to mild CBI using the parameters mentioned (where no chronic deficits were found). Even so, despite no significant findings with mild CBI, this work provides a baseline to further study mechanisms of neuronal dysfunction and dietary interventions after increasingly severe CBI.

Support or Funding Information

Support: SIU School of Medicine, Neuroscience Research Center, Dept. of Animal Science, Food & Nutrition, SIUC, and Monsanto Co. (St. Louis, MO) who supplied SDA oil.
Morphometry of brain longitudinal fissure and its possible clinical correlations
Authors: Camara Eduardo Poletti , de Souza Pinto Antonio José Assis Xavier , Tavares Marcelo Rodrigo , Fazan Valéria Paula Sassoli , Netto Benedito Camargo , de Paula Hebert Rodarte , de Fátima Oliveira Nadimila
Published: November 2023

Introduction

Through an outstanding beveling called longitudinal fissure of the brain is divided into two halves called hemispheres. On the basis of this crack is a bundle of nerve fibers called the corpus callosum, which provides a communication link between the cerebral hemispheres and their functions.

Objective

To carry out the morphometry of the amplitude of brain longitudinal fissure in search of a standardization of its measurement and its possible relevant clinical relations.

Materials and Methods

The authors conducted morphometry of the longitudinal cerebral fissure through manual caliper in 30 human brains (n = 30) in the anatomical center I of University José do Rosário Vellano (Alfenas‐MG), set by local conservation methods. The pictures were taken with a camera of 8 MP and a resolution of 3264 × 2448 pixel.

Results

It was found that there was a prevalence value of 155 mm for the total amplitude of cerebral longitudinal fissure, corresponding There 23.33% incidence.

Conclusion

The study aims to carry out the standardization of the measurement of cerebral longitudinal fissure and its prevalence rate in human brains of the population, it was hypothesized a possible change of morphology in the cerebral longitudinal fissure of individuals who have suffered from injuries upper region of the parietal‐occipital lobe. Since the demand for ancient corpses guess necropsy, which generally evidenced head trauma the cranial dome and the involvement of the superior sagittal sinus accompanied by increased intracranial pressure and subdural hematoma.
Characterization of a NOGO‐A associated enhancer element in chicken
Authors: Pira Charmaine U , Caltharp Shelley A , Magaki Shino , Haro Endika , Fukuda Andrew , Oberg Kerby C
Published: November 2023

The adult central nervous system (CNS) minimizes extraneous neurite outgrowth through inhibitors such as the myelin‐associated protein, NOGO‐A. However, this inhibitory action also minimizes CNS regenerative capacity. Interestingly, NOGO‐A is also expressed in developing neurons during embryonic development when neurite outgrowth is robust and regeneration is permissive. Elucidating the mechanisms of NOGO‐A regulation during CNS development may help to clarify the molecular mechanisms underlying the inability of the adult CNS to regenerate. Using comparative genomics, we identified a potential regulatory sequence (PRS) 88.5kb upstream of the NOGO‐A gene that is conserved across divergent vertebrates. We demonstrate enhancer activity of this PRS in the developing neural tube and primitive brain, coincident with NOGO‐A expression. In addition, we found that this NOGO‐associated enhancer element (NAEE) interacts with the primary NOGO promoter region, confirmed by Chromosome Conformation Capture (3C) technology. Several putative transcription factor binding sites are found in the NAEE, including POU1f1, HNF3 and SOX. Site‐directed mutagenesis of these binding sites in the PRS‐GFP construct followed by whole embryo electroporation revealed that the SOX binding site was necessary for enhancer activity. This unique enhancer‐localized activity may help to explain the restricted expression of NOGO‐A, while NOGO‐B has a more ubiquitous pattern.
Quantification of substance P in dorsal root ganglion neurons, after nociceptive stimulation during the neonatal period
Authors: Simões Ana Leda B , Carvalho Carolina S , Carmo Elisabete C , Machado Nathalia B , Sanada Luciana S , Fazan Valeria Paula Sassoli
Published: November 2023

The peripheral nervous system has not been fully investigated in the neonatal pain model, despite the high neuronal plasticity present in this period of life. Also, it is well known that neonatal experiences might shape the sensory system in short and long terms [1]. This study examined the effects of nociceptive stimulation during the neonatal period in the dorsal root ganglion (DRG) of Wistar rats with 15 days‐old between genders. Pain groups (male (N=6) and female (N=4) Wistar rats) were stimulated with a needle on the right paw, twice a day, since birth, for 15 consecutive days. Control groups (male (N=6) and female (N=4) Wistar rats) were stimulated with a cotton swab. Final experiments were performed 15 days after birth. The animals were anesthetized, perfused with 4% buffered paraformaldehyde and had the right and left L5 DRG removed and frozen. Criossections (8 μm) were incubated in rabbit polyclonal antibody antisubstance P (1:5.000; 24hr) then transferred to biotinylated donkey anti‐rabbit immunoglobulin (1:500; 24hr) before immersion in Extravidin‐HRP (1:1.500; 24hr). Immunoreactivity in axons was revealed with a nickel‐intensified diaminobenzidine reaction. Immunostained neurons were counted and specific statistic tests were applied with differences being considered significant when p<0.05. Males showed larger number of SP positive neurons than females in all groups. Control groups did not show differences in SP positive neuron numbers between right and left sides while male pain group presented a significantly larger number of SP positive neurons on the stimulated side (pain), compared to the control side. This statistical difference was not observed on females, despite the larger number of SP positive neurons on the pain side compared to control. Our results indicate that pain in the neonatal period alters the morphology of the DRG in the acute phase, increasing the number of small neurons that are SP positive. Further investigations are being performed in order to verify if these alterations in the DRG are also present in the long term after neonatal pain.

Support or Funding Information

FAPESP, CNPq, CAPES and FAEPA
HISTOLOGICAL AND FUNCTIONAL STUDY OF LASER AND LATEX TREATMENTS ON CRUSHED SCIATIC NERVE
Authors: Dias Fernando J , Watanabe Ii‐sei , Iyomasa Mamie M , Coutinho‐Netto Joaquim , Issa Joao Paulo M , Fuentes Ramon , Borie Eduardo , Fazan Valeria Paula S
Published: November 2023

This study evaluated the effects of low‐level laser (LLL 15J/cm2, 780nm) associated or not to natural latex (F1 protein − 0,1%) on the crushed sciatic nerve (15 kgf, axonotmesis, left nerve). We used 36 male Wistar rats (200g) divided into 6 groups (n = 6): C ‐ control; E ‐ exposed nerve; I ‐injured nerve; L – LLL; F1 ‐ F1 protein; LF1 ‐ LLL and F1. The functional analysis of mechanical allodynia (von Frey), paw pressure (forceps test) and grip strength (Grip strength meter) was performed after 1, 7, 14, 28, 56 and 180 days of nerve injury. The histological analyses were assessed after 15, 57 and 181 days.

Mechanical allodynia

The non‐injured paw (right) did not differ in all groups studied. The left paw (injured) revealed a higher initial value in Groups I, LLL, LLL + P1 and P1 compared to groups C and E these values decreased in subsequent periods. After seven days the F1 values were very close to the C and E while this effect was observed in the other groups after 14 days. Group I had the highest value for this test after 180 days.

Paw pressure

The right paw (non‐injured) showed similar values during the 180 days of the experiment. The left paw (injured) showed higher initial values in groups I, LLL, F1, LLL+ F1 compared to groups C and E. Baseline values reduction was observed after 7 days in the LLL group and after 14 days in the group LLL + F1. After 180 days all groups had similar values, with F1 group presenting the lowest value.

Grip Strength

During 180 days there was an increase in the values in all groups. The initial values of groups C and E were higher compared to the other groups up to 56 days. At the end of the experiment (180 days) P1 and LLL + F1 groups showed the highest values for the test.

Histological analysis

Groups C and E showed normal characteristics. Injured groups (I, LLL, LLL + P1 and P1) reveal reduced number and size of nerve fibers, mainly after 15 and 56 days. In the course of time the injured nerve morphology improved with the P1 and LLL+P1 groups showing the best results among the treated groups. In the 180‐day period, P1 and LLL + P1 groups showed similar morphology to groups C and E. The functional and histological analyzes showed improvement after damage in all injured groups. The functional tests showed that the LLL was more effective in reducing pain (paw pressure) after 7 days, probably due to the anti‐inflammatory property of the laser. LLL + P1 treatment reduced pain after 14 days and improved of grip force at long‐term (180 days). F1 showed the best results for mechanical allodynia after 7 days, paw pressure after 180 days and grip force after 180 days. Histology showed promising results from the use of F1 with or without association with the LLL in accelerating nerve regeneration.

Support or Funding Information

Nerve injury, Low‐level laser, Latex protein, functional tests, morphologic analyses
Ependymal Cells are a Heterogeneous Population in the Spinal Cord of the Leopard Gecko
Authors: Gilbert Emily A.B. , Vickaryous Matthew K.
Published: November 2023

The leopard gecko (Eublepharis macularius) is an emerging model for the study of spinal cord regeneration. As for many lizards, leopard geckos are able to self‐detach their tails (to escape predation) and then spontaneously regenerate a replacement. The regenerate tail is characterized by a centrally positioned spinal cord with a relatively simple morphology: a layer of ependymal cells surrounded by nerve tracts. We hypothesize that ependymal cells in the spinal cord are a heterogenous population. Prior to injury, virtually all ependymal cells of the original (uninjured) spinal cord express the neural stem/progenitor cell (NSPC) marker Sox2, and a subset of these cells also express the astrocyte marker glial fibrillary acid protein (GFAP). Neurons of the grey matter, but not ependymal cells, co‐express the neuronal markers HuCD and NeuN. During regeneration, ependymal cells remain Sox2+ and begin to express additional NSPC markers including Musashi‐1, βIII‐Tubulin and Sox9. Interestingly, a subset of ependymal cells in both the original tail stump and the newly formed regenerate spinal cord begin expressing HuCD, a protein otherwise characteristic of neuronal differentiation. These cells are negative for NeuN (a marker of neuronal nuclei) and are positionally restricted to locations bordering the central canal. A second subset of ependymal cells within the regenerating spinal cord begin to express GFAP and Vimentin but not HuCD. Our results suggest that there are at least three distinct populations of ependymal cells present during regeneration. The majority of ependymal cells are HuCD/GFAP− and display a dynamic NSPC profile following injury (Musashi‐1+/ βIII‐Tubulin+/ Sox9+). Two other populations are less widespread. HuCD+/GFAP−/NeuN− cells may represent a population of neuronal‐like central canal contacting cells, while HuCD−/GFAP+/Vimentin+ cells appear to be ependymo‐radial glia. This complex assemblage of cells may explain the remarkable regenerative abilities of the spinal cord in this species.

Support or Funding Information

Natural Sciences and Engineering Research Council of Canada, Discovery Grant (400358)
A Longitudinal Study of the Utility and Efficacy of a Peer‐based Anatomy Tutoring Program for First‐year Medical Students: 2011–2015
Authors: Schmalz Naomi A , Escovedo Cameron , Harrison Dave , Lentz Jacob , Stahl Lesley , Thakur Sarika , Parker Neil , Stark Elena
Published: November 2023

A peer‐based anatomy tutoring program was implemented at the David Geffen School of Medicine at UCLA in response to first‐year medical students’ requests for supplemental instruction in Gross Anatomy beyond the traditional dissection‐ and prosection‐based format. This abstract includes three years’ worth of data on the program's student‐perceived utility in supplementing the formal gross anatomy curriculum for the first year of medical school. Secondyear medical student tutors held two‐hour sessions with up to four first‐year student attendees per session. Tutoring sessions were made available to all first‐year students. At the end of each academic quarter, first‐year attendees were asked to provide feedback anonymously and voluntarily via an online survey regarding the tutoring sessions’ utility in enhancing their study of gross anatomy on a Likert scale. In 2011–2012, correlation analyses showed significant positive correlations between the number of sessions attended and the utility of sessions in (1) verifying structures (r = .480; p ≤ 0.01), (2) being quizzed by tutors (r = .420; p ≤ 0.01), and (3) overall confidence in the material (r = .460; p ≤ 0.01). In 2013–2014, correlation analyses showed significant positive correlations between the number of sessions attended and the utility of sessions in (1) learning content and verifying structures (r = .371; p ≤ 0.01), (2) knowing what is important (r= .272; p ≤ 0.05), and (3) improving student confidence (r = .329; p ≤ 0.01). In 2014–2015, correlation analyses showed significant positive correlations between the number of sessions attended and the utility of sessions in (1) integrating single structures with neighboring structures (r = .488; p ≤ 0.01), and (2) being quizzed by tutors (r = .425; p ≤ 0.05). Due to tutoring session attendees’ self‐reported increase in knowledge and improvement in confidence, we believe our students benefit from this program. Future studies will aim to elucidate the specific tutoring approaches that are perceived as most useful.

Support or Funding Information

Funding for SurveyMonkey accounts, Appointment‐Plus accounts, and tutor payments came from the Department of Pathology & Laboratory Medicine and from the Student Affairs Office, Office of the Dean, David Geffen School of Medicine at UCLA.
Steering Illusions of Competence: A near‐peer driven integrated approach to improving performance of at‐risk students in a gross anatomy course
Authors: Salem Paul , Schmelkin Leah , Lachman Nirusha , Pawlina Wojciech
Published: November 2023

Studies suggest that students at‐risk are likely to display ‘low academic self‐concept, inadequate study skills, and a history of passive learning.’ However, integrated approaches to enhance student learning in anatomy courses are limited by the student's ability to direct their own learning. Mentorship by more senior medical students has a long tradition in the hidden medical curriculum. In the Department of Anatomy at Mayo Clinic, third year medical students enrolled in the teaching assistant program served as near‐peer mentors through a formalized program of peer education supported through collaborative efforts between the office of academic success and the anatomy teaching faculty. In a 7 week anatomy course, delivery of early intervention and monitoring of progress on performance based measures for at‐risk students are crucial to a positive final outcome. Formative feedback scores from audience response system (ARS) and weekly lab practical scores were used to identify students at risk. A total of n=7 students initially met criteria for being “at‐risk” with ARS and lab practical scores<70%. Following faculty initiated meeting, each student was paired with a near‐peer mentor to tailor study strategies to their individual needs. Student primary study strategies included repetitive reading of textbooks or class PowerPoints, with little to no extra time in the laboratory. Additional resources (web, suggested study material) were rarely accessed. Near peer mentoring highlighted use of recall practice using techniques to rethink concepts through self‐written questions, electronic material (flashcards, anatomy programs etc) re‐creation of mind maps, answering board‐style questions and verifying anatomy through dissection. Each student averaged a total of 3 hours of mentored time between tests (8 class days). The number of study hours per student varied between 2–6 hours per day. Preliminary objective data from formative feedback scores showed improvement for the mentored group of 7 students from 62% average on the 1st practical to 79% on the 2nd practical with all students achieving ≥70%. Class average for Practical 1= 79% (SD =11%) Practical 2= 81% (SD= 8%). The mentored group's ARS average was 68% during the period up to the initial meetings and 56% from that point to the day after the 2nd practical. The class averages over the same two periods were 76% and 65% respectively. While self‐directed learning is the overarching expectation for medical students, knowing how to direct their learning poses a significant challenge when working with difficult anatomical concepts and volume for the first time. Near peer mentors form a line of support in helping students understand how they can best re‐direct their effort towards successful outcomes.
Rubric Design for Evaluating Reciprocal Peer Teaching in Gross Anatomy Impacts Student Performance and Satisfaction
Authors: Giffin Bruce Francis , Marshall Aaron , Lukin Laurah
Published: November 2023

PURPOSE

In response to time constraints associated with a major curriculum reform, the gross anatomy course was restructured to utilize reciprocal peer teaching (RPT). To ensure the quality of the RPT experience, we compared two different assessment rubrics.

METHODS

Six students were assigned to each dissecting table and subdivided into two teams of three. These teams alternated dissection assignments. Both teams attended a RPT session. At this session, the teams that dissected taught the other team that did not dissect. To provide incentive for high quality teaching and learning, RPT sessions were monitored and graded by anatomy faculty with the aid of a rubric. The first rubric used evaluated the teaching for organization, conciseness, accuracy, completeness, clinical relevancy, and participation. Student feedback from course evaluations indicated dissatisfaction from the learners, due to unreliable teaching quality and methodology. A strong preference for demonstrating the dissected anatomy and the dissection procedure was voiced by the learners. In order to remedy this concern, a new RPT rubric was developed that evaluates participation of all team members, attentiveness of both the teachers and the learners, the overall quality of the dissection, a requirement that the teaching team physically demonstrate the dissected structures to the learners followed by periodic quizzing of the learners, and active participation of the learners (answering questions and identifying structures).

RESULTS

The students were surveyed to provide feedback about the two different rubrics, as they utilized both throughout their gross anatomy experience.

CONCLUSIONS

Overall, the use of RPT is an effective strategy to maintain the quality of gross anatomy education when curriculum time constraints necessitate reducing the amount of dissection time. We further demonstrate that rubric design affects the quality of the peer teaching, and thus the performance and satisfaction of the students.
Assessing assessments: the effect of virtual assessment on measuring student success
Authors: Fox Glenn Michael , Alsup Kathleen
Published: November 2023

Evolving curricula often struggle to maintain consistency between modes of learning and assessment. In ANATOMY 403, Human Anatomy, a course for both undergraduate and graduate students at the University of Michigan, a shift occurred in laboratory practical assessment from physical (specimen‐based) assessment to virtual (image‐based) assessments. As students use both physical and virtual learning materials, and because students reported using virtual resources more than physical resources, faculty decided to experiment with a virtual approach to assessment. Laboratory practicals were integrated into exams as projected images. The hypothesis of ‘no substantive effect’ among assessment strategies (physical vs. virtual) could not be falsified for any statistically studied population of students.
A Virtual Laboratory and Game‐Based App to Facilitate Self‐directed Online Learning in Histology
Authors: Swailes Nathan
Published: November 2023

The power of Virtual Microscopy (VM) lies in its potential for fully flexible and self‐directed online learning. We are currently developing two module‐based apps that will allow VM to achieve this potential by providing students with a complete, self‐directed and engaging learning experience that can function successfully entirely in the online environment.

Since the introduction of VM at the University of Iowa in 2001, traditional bench‐based microscopy has slowly given way to VM labs that exist almost entirely online. This transition from benchtop to laptop has revealed a number of deficiencies that make the self‐directed online study of histology using VM problematic. For example:

giving students access to only the tools of VM (viewer, slides, annotations) does not allow them to learn histology efficiently, they require some form of accompanying expert guidance

VM allows no mechanism for providing students with feedback on their learning progress which makes it difficult for them to make decisions about where to focus their study

VM offers students a limited number of digitized images to examine which promotes memorization over the development of analytical skills that are acquired only by comparing many similar specimens

These deficiencies are currently tackled using the following methods:

focused expert guidance is provided in the form of large group ‘pre‐lab’ sessions to help prepare students for engagement in online VM labs

feedback on learning progress in the online environment is provided through the use of quizzes created using VM annotations

a review of prior learning is held before exams to identify and address knowledge gaps. These sessions use a quiz and discuss approach to allow students to apply learned tissue analysis skills to images they have not previously encountered.

Students typically perform well in histology assessment when these methods are employed as complementary to VM. However, the in‐class methods of preparing students for success in the online environment seem counter‐intuitive to achieving the goals of fully flexible and self‐directed online learning using VM.

In order to maximize the quality and efficiency of learning histology online, VM must be accompanied by expert guidance and a better opportunity to hone tissue analysis skills. To achieve this we are developing two module‐based apps that complement VM:

The Virtual Laboratory

provides students with the focused expert guidance they need, when they need it, during the online VM experience.

The Game‐Based Testing App

is a motivating and engaging way to provide students with the necessary feedback on their progress in learning histology

is designed to test tissue analysis skills by quizzing students on images they have not yet encountered.

We hope to present prototypes of these new tools for improving the teaching and learning of histology online.
HistoConnect: An Online Integrated Module
Authors: Iskandar Jean‐Pierre , Doyle Kathleen , Blenc Ann Marie , Jurjus Abdo , Hussein Inaya Hajj
Published: November 2023

Educators in various fields, in particular, medical schools are relying on technology, advanced software and resources than ever before. Online modules, are occupying important places in the learning process as they complement live lectures in students’ learning. They can also be very beneficial when it comes to the USMLE 1 preparation if utilized well, as they encompass many advantages such as virtual accessibility and pace control.

Hereby we propose to create online comprehensive integrated organ system modules targeting medical students that correlate to each organ system block in their curriculum for studies and reviews.

The module will include multiple interactive activities to enhance teamwork, promote self‐learning and increase the learning curve. Histology‐histopathology will constitute the backbone of each module where images of both normal and abnormal tissues, in various disease states, will be compared and discussed, thus, shedding light on disease process and related pathophysiology. The outcome will be accessed through various parameters covering knowledge, skills, attitudes, and professionalism, in addition to a timely feedback.

These integrated modules based on structural biology, normal and pathological, will offer a better geography for understanding and achieve a high level of critical thinking and in depth understanding of the school curriculum.
The Anatomy of E‐Learning Tools: Are modern e‐learning tools a suitable replacement for traditional learning methods?
Authors: Van Nuland Sonya E , Rogers Kem A
Published: November 2023

Increasing class sizes and a reduction in laboratory hours have increased the popularity of commercial anatomy e‐learning tools. Our previous research (n=70) compared a simple 2dimensional e‐learning tool (A.D.A.M. Interactive Anatomy) to a more complex tool that allows for a more 3‐dimensional perspective (Netter's 3D Interactive Anatomy). Despite the differences in how these e‐learning tools present information, student ability to learn anatomical material, and their mental effort while doing so, known as cognitive load, were identical between elearning tools. However, when students with low spatial ability studied anatomical content with the more complex tool (Netter's 3D Interactive Anatomy), their performance scores were significantly lower than those students with high spatial ability (p=0.007, R2=0.103). These results indicate that e‐learning tool software design can differentially influence students based on their spatial ability, but questions remain regarding how these e‐learning tools compare to more traditional learning processes, such as physically manipulating a skeleton. Studies are ongoing to determine how performance scores are impacted when students study a bony joint using a physical skeleton compared to a simple commercial software program (A.D.A.M. Interactive Anatomy). Student performance on anatomical post‐tests will be compared to their mental rotation test (MRT) score (a measure of spatial ability) in an effort to determine the relationship between spatial ability and the effectiveness of models versus software. Using a novel dual‐task methodology, undergraduate anatomy students from Western University, Canada (n=75) are being assessed using a baseline knowledge test, Stroop observation task response times (a measure of cognitive load), MRT scores and an anatomy post‐test (a measure of learning). We hypothesize that the acquisition of anatomical knowledge by students, regardless of their spatial ability, will be superior when learning is associated with a real model, rather than currently available e‐learning tools. Results of this study will determine if currently available e‐learning tools are effective in delivering anatomical education; alternatively, if this is not the case, we will have identified a major weakness in the strategy to move traditional education online.

Support or Funding Information

Ontario Graduate Scholarship, Government of Ontario, Canada.
Interactive 3D atlas of the human hand: anatomical specimens, illustrations and CT scans
Authors: Burchianti Livia , Barros Mirna Duarte , Curcio Daniella Franco
Published: November 2023

Digital anatomical treatises and atlases have gained grounds in learning environments, especially in higher education settings for medical sciences. In this work, we describe the development of a tridimensional model of the human hand that resulted in a digital atlas, comprised by images of dissected specimens, artistic illustrations and CT scans. Twelve specimens were provided by the Department of Morphology of the FCMSCSP, keeping absolute concealment of donor ID and fully respecting the proper ethical precepts. All specimens were dissected and one of them was submitted to CT scan prior to dissection. As a result, we created a 3D interactive atlas that allows for different sets of transparency levels and visualization of underlying anatomical structures. The atlas provides users with different types of information: the artistic aspects of the illustration, the realism of specimens depicted in the pictures, and the unique clinical features of the CT exams, thus facilitating the understanding of the anatomy and biomechanics of the complex structures pertaining to the human hand. Next step of our research will evaluate the effectiveness of this atlas as a learning tool on mobile devices in the anatomy lab.

Support or Funding Information

FAPESP ‐ Fundação de Amparo à Pesquisa do Estado de São Paulo / Sao Paulo Research Foundation
Development of 3D Stereoscopic Virtual Model of the Pelvis from Computed Tomography Images
Authors: James Amber Mechelle , Smith Andrew D. , Cui Dongmei
Published: November 2023

The use of 3D stereoscopic models in teaching is an innovative approach to anatomy education that allows learners to better appreciate relevant anatomical structures in a virtual model. By utilizing various imaging modalities in the creation of these models, students are able to spatially relate 3D representations of the musculature, bones, nerves, connective tissue, vasculature, etc. derived from real living human examples captured by radiologic imaging. In this model, AMIRA®software was used to create a 3D reconstruction of the pelvis using manual image segmentation and surface rendering of native computed tomography images from a 74‐year‐old male. The muscles of the gluteal region, pelvic floor, and proximal musculature of the medial compartment of the thigh were segmented and assigned pseudocolor to simplify identification and improve discrimination of the desired structures from other regions of the images. The 3D pelvic models have been presented stereoscopically in a virtual reality environment that allows students to view the structures from any angle or perspective.

Support or Funding Information

Faculty Scholarship Exchange Award
Tailoring virtual content to curricula: BlueLink
Authors: Alsup Kathleen , Fox Glenn M
Published: November 2023

Across the courses supported by the Division of Anatomical Sciences of the University of Michigan, students self‐report they infrequently read textbooks or primary literature as a strategy for learning. Rather, students utilize online resources as a heuristic for learning outside the classroom. While students may be technologically savvy, they are not typically informed consumers of external content, often selecting popular, easily obtainable elements, or elements with high production value. With BlueLink, we provide students with user‐friendly and content expert‐reviewed resources. BlueLink resources include concise and precise visuals of cadaveric and permanently preserved specimens, dissection‐based lab manuals, and quizzes. Ongoing studies testing the effectiveness of these materials with first year medical students help to shape future resource growth and development. Results indicate a strong positive correlation between BlueLink material usage and student success.
Decreasing Bias of the traditional Structure Tagging Method During an Anatomy Practical Lab Exam using Google Glass
Authors: Benninger Brion , Blandford Ian
Published: November 2023

INTRODUCTION

Dissecting the human body provides high‐impact visual learning, palpation skills with proprioception and stereostructural anatomy. Unfortunately, during practical examination palpation is excluded and orientation to other structures is often disrupted in order to highlight the structure. There is debate whether this translates to confidence of interpreting an image modality or performing an invasive procedure. The objective of this study was to develop an improved anatomy practical examination method to the current tagging system, which could translate efficiently into the clinical arena.

METHODS

Literature search was conducted regarding practical lab exam tagging systems. Google Glass (GG) technique was implemented to design a practical exam requiring identification of a structure without tagging bias and disruption of nearby structures. A structure/space was asked to be identified following a vignette for 3 body regions. Medical students (N=20) were assessed during anatomy practical exam. Likert scale questionnaire was used.

RESULTS

All students were able to successfully use GG, identify and record desired structure/space. Scores using the GG method averaged 80%, 85% and 90% in chronological order with back‐upper limb, thorax‐abdomen‐pelvis and lower limb regions respectively. Likert scores (1–5) regarding attitude towards technique were 2.6, 3.6 and 4.3 in chronological body region as above. GG technique as it translates to identifying structures from imaging and performing ultrasound invasive techniques was 4.3 & 4.4.

DISCUSSION

Dissecting he human body has great value but should be maximized during this unparalleled opportunity. Virtually all anatomy practical exams use a form of tagging desired structures/spaces to be identified. This generally requires moving and/or eliminating structures to highlight the tagged structure, which creates an unnatural visual image. Students preferred the GG technique to traditional tagging once they saw the utility. Ultrasound structure identification and procedures are integrated into the anatomy practical teaching and examination. This may have also contributed to why the students preferred the GG technique.

CONCLUSION

This pilot study suggests that GG technique was preferred by medical students to traditional tagging. GG technique may enhance students ability to navigate cross‐sectional and stereostructural ultrasound anatomy.