bluuebunny/crossref_metadata_2025 huggingface dataset:
Ventilation‐perfusion ratio: A Mathematical Approach for Gas Exchange in the Lungs
Authors: Pizano Alejandro , Calvacci Paola , Giron Felipe , Cordovez Juan
Published: June 2021

Chronic pulmonary diseases and respiratory infections remained as one of the most morbid and deadliest diseases in the world. Airway and environment play an important role in the etiology of these pathologies. The balance between oxygen and carbon dioxide exchange is the pillar of the respiratory system. The ventilation ‐ perfusion ratio (VPR) determines the efficiency of gas exchange in different areas of the lung. For a long time the lung was assumed to be divided in three regions that would have homogenous VPR. Recently it was established that the VPR changes in a more heterogeneous fashion. The aim of this project is to understand the gas exchange in each alveoli using a mathematical model that produce the VPR architecture based on airways architecture. The model assumed mass balance, the ideal gas law and diffusional forces. Parameters for the model were determined according to data obtained in the literature and their correspondent mathematical calculus. The model was implemented in MATLAB (The MathWorks®, Inc.)and the equations were solved to steady state. The model predicted gas concentrations and flows in different lung segments. We were able to model healthy an pathological situations. In addition, we also simulated environmental influence in the small airways. The mathematical model was helpful to understand the gas exchange dynamics. It could be used to predict the interaction between ventilation and perfusion under different conditions, giving the possibility to estimate the efficacy of medical intervention. It can also shed some light on how to prevent anddecrease the incidence of lung diseases.

Support or Funding Information

Department of Biomedical Engineering, Universidad de los Andes, Bogota, Colombia

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Comparision of two new hemostatic dressings in controlling hemorrhage in a severe groin injury model in swine
Authors: Meng Zhiyun
Published: June 2021

Background

Hemorrhage is a leading cause of death from trauma. Polyacrylate Hemostatic Dressing (PHD) and Wrap Zeolite Hemostatic (WZH) are new hemostatic products touted to be effective in controlling severe extremity bleeding. This study compared the efficacy of two hemostatic dressings in a severe groin injury model in swine.

Methods

Twelve swine received PHD and WZH for hemostasis. A reproducible femoral artery injury was created using a 6 mm aortic punch, and free bleeding was allowed for 5 seconds. The groin was packed with the randomized dressing followed by 2 minutes of manual compression. Hemostasis failure was defined as blood pooling outside the wound. Animals were monitored for 120 minutes. Endpoints were percent survival, survival time, blood loss and tissue histology.

Results

Baseline physiologic parameters were similar between groups. There were no differences in mortality was seen between groups. PHD resulted in less hemostasis failure (p < 0.05), decreased postcompression blood loss (p < 0.05). Histologic observations showed mild to moderate changes in treated vessels and muscles, WZH has caused more changes than PHD.

Conclusion

PHD performed significantly better than WZH in controlling hemorrhage from a severe groin injury in swine.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Adhesion of Human Umbilical Vein Endothelial Cells (HUVEC) on PTFE Material Following Surface Modification by Low Temperature Plasma Treatment
Authors: VIG KOMAL , Swain Kendra , Mlambo Takura , Baker Paul , Tucker Bernabe , Thomas Vinoy , Vohra Yogesh K
Published: June 2021

Cardiovascular disease (CVD) is the no. 1 killer in the world, and is responsible for >17.3 million deaths every year1. Bypass surgery is the most effective treatments for CVD and often use the autologous vein graft. More recently vascular grafts made of materials such as Dacron and ePTFE that mimic the native vessel wall2–3, have shown great potential in bypass surgery. However, their use in small diameter grafts (<6 mm) is limited due to intimal hyperplasia and thrombosis. The current study is aimed to modify the intimal graft surface with low temperature plasma (LTP) to increase the cell attachment/viability and proliferation. The scaffolds were treated with LTP using Harris Plasma Cleaner system with air as the feed gas for 30 sec at 45W (HI setting). X ray photoelectron spectroscopic analyses and contact angle wettability studies confirmed the introduction of oxygenated functionalities on the surface and enhanced hydrophilicity due to the improvement in oxygen content ~1 in the graft surface from LTP air plasma. LTP treated scaffolds were further modified with fibronectin and collagen by dipping method. Cell studies by microscopic and metabolic assays indicated that HUVEC cell viability increased in LTP treated scaffolds especially when treated with protein. Scaffolds treated with fibronectin or collagen had cells viable for a week compared to untreated samples. MTT results validated the improved number of metabolically active viable cells. Work is under progress to improve cell viability on these scaffolds and investigate gene expression profiles of the cultured cells on these scaffolds.

Support or Funding Information

This work is supported by the NSF EPSCoR RII‐Track‐1 Cooperative Agreement OIA‐1655280.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Evaluating Learning Strategies for Independent Lifelong Learning Approaches
Authors: Severson Arlen R
Published: June 2021

Students in integrated basic science courses in which normal and abnormal human embryological development is taught were given the option of using different learning tools to achieve competency of the assigned developmental topics. The goal of this investigation was to use a student survey to assess the value of each learning tool for the student, and whether any of these learning tools were of value to them in developing potential life‐long learning approaches. The available learning tools for the students included: assigned textbook reading, Word document handout of material with directed learning objectives/questions, video presentation of significant material, in‐class powerpoint lecture, self‐assessment multiple‐choice quiz questions, and self‐assessment multiple‐choice vignette questions. All learning tools were available to the students. A brief student survey was developed to assess the value of each recommended learning tool using a value scale of 0–5, with 5 being the highest value. In addition, students were asked to describe briefly why they found a specific learning tool beneficial to their learning of the subject material. A second question asked if any of these learning tools helped them develop potential life‐long learning approaches, and if so, which of these learning tools was most beneficial. When assessing the value of each learning tool to the student's learning, the students valued the quiz and vignette questions highest because it directed their learning to the clinical relevance of the topic covered in the Word document handout and the lecture information given via the video recording or powerpoint presentation. The textbook was valued lowest, but it was assessed to be valuable as a resource for more detailed information. When assessing the various learning tools for developing lifelong learning approaches, the use of clinical quiz and vignette questions was valued twice that of handouts or lecture type presentations. Written comments indicated that the questions were valued highly because the clinical scenarios emphasize the need to understand basic developmental processes. Use of a textbook for life‐longing learning was rated very low; however, searching the internet for answers was given as an alternative. The survey strongly suggests that clinical cases focusing on the learning objectives for a topic greatly raise the desire to learn, and that the use of multiple‐choice quiz and vignette questions significantly strengthens learning of the important topics.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
What do the Students Remember? A Retention Study among Irish Medical Students
Authors: Balta Joy Y. , Lone Mutahira , Jurjus Rosalyn A.
Published: June 2021

Anatomy has for long been considered as the cornerstone of medical education [1]. Several research articles have reported a decrease in anatomical knowledge among medical students as they progress from their foundation years into the clinical years [2]. This decrease in knowledge has a significant impact on the students' performance hence influencing patient's safety. At George Washington University, a recent study quantified the loss of anatomical knowledge. As part of a multi‐centre study, this project was designed to assess the anatomical knowledge of the graduate entry medical students at University College Cork, Ireland. For this reasons, students were given the opportunity to take part in a multiple choice question based anatomy quiz at two different stages. The first quiz took place at the end of their first year after the delivery of all the anatomy component of the curriculum. The second quiz was taken halfway through their second year just before they started their clinical rotations. Ethical approval was granted by the Social Research Ethics Committee at University College Cork.

Results clearly show that there is a statistically significant overall loss in anatomical knowledge (P<0.05). Our findings corroborate with those reported by studies conducted at George Washington University. When taking a closer look at questions related to specific anatomical regions, the results show an overall decrease in all body systems with a major loss of knowledge in the gastrointestinal and urogenital systems followed by reproductive region. These results show that students tend to forget certain regions more than others regardless of when they were delivered, as the gastrointestinal system was taught 6 months before the second quiz while the upper limb was taught 14 months before the second quiz. Overall, students tend to forget the thoracic/abdominal/pelvic structures more in comparison to the upper and lower limbs. One attributable reason could be the manner in which the upper and lower limbs are taught, using a bio‐mechanical and clinical correlations. In the future, a similar study will be conducted to investigate the knowledge of the direct entry into medicine students (High School level). Further research is required to narrow this gap and device new teaching methods that will lead to a better retention of anatomical knowledge.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Fear of Death and Performance in a Dental Gross Anatomy Course with Cadaveric Dissection
Authors: Klender Sara , Notebaert Andrew , Dehon Erin
Published: June 2021

Introduction

In the last few decades the necessity of cadaveric dissection in anatomy education has come into question. Some anatomists feel that dissection is essential and promotes students' understanding of death and dying issues. Others argue that cadaveric dissection may not be an appropriate way to introduce students to these sensitive issues. This is supported by literature establishing cadaveric dissection as a source of anxiety in anatomy students. Considering general anxiety has been shown to be associated with performance, anxiety caused by cadaveric dissection has the potential to impact exam scores in gross anatomy. What has yet to be studied is how cadaveric dissection influences students' fear of death and how fear of death is related to performance in gross anatomy.

Aim

This study aims to describe how dental students' fear of death changes with exposure to cadaveric dissection and investigate its relationship to performance in a gross anatomy course.

Methods

With IRB approval, students' fear of death will be surveyed using three subscales from the Multidimensional Fear of Death Scale (MFODS): Fear of the Dead, Fear of Being Destroyed, and Fear for the Body After Death. The survey will be given at the beginning of the semester and again before each exam to determine if there are changes in students' fear of death throughout the gross anatomy course. Students' fear of death scores will also be correlated to written and practical exam scores to determine if there is a relationship between fear of death and anatomy performance. In order to account for potential covariates, such as the students' prior experience with cadavers, time spent in lab outside of scheduled hours, and percentage of time spent actively dissecting the cadavers, these factors will be included in statistical analysis using multiple regression.

Results

Data is currently being collected and analyzed.

Discussion

Results of this study may reveal a link between fear of death and performance in gross anatomy. Understanding this relationship would allow instructors to implement interventions to modulate fear of death and improve performance in gross anatomy. Possible interventions may include a death education course, as they have been shown to significantly lower fear of death. Ultimately, this would allow for anatomy faculty members to further support their students both emotionally and academically.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
An Open Education Physical Model for Teaching Female Pelvic Anatomy
Authors: Hass Katrina , Wainman Bruce
Published: June 2021

The anatomy of the pelvic floor is very complex and often a challenge for students to learn. Traditionally, cadavers and plastic models have been utilized as anatomy teaching tools to help students identify structures and visualize the spatial relationships between these structures. However, these types of tools each come with their own shortcomings that limit the student learning experience. Cadavers are expensive and face many ethical and cultural difficulties. The fragility, lack of availability, and lack of uniformity of cadaveric specimens has made them difficult for large groups of students to learn from. Additionally, it is hard to see many pelvic structures because the layers are thin, adherent, and difficult to isolate. Pelvic plastic models on the other hand, often lack a way to show each individual layer without obscuring other structures and are generally far too robust compared to the real pelvis. A novel educational tool was developed in order to better teach female pelvic anatomy: a fabric pelvis dissection model. This model is a combination of a three‐dimensional (3D) printed bony pelvis attached to a wooden board and soft pelvic structures made of textile. The various fabric types and colours distinguish each structure's tissue type. Black stitchwork depict the muscle architecture while white paint depicts the tendinous fibers. Elastic loops, hooks, and button clips allow each structure to be removable, giving the student a unique way to “dissect” the female pelvis while handling the model. Kinesthetic manipulation helps to reduce the high cognitive load placed on the learner while allowing the user to view structures from different angles. This new fabric and 3D‐printed model offers a unique learning experience to the students that would otherwise be hard to obtain. To facilitate mass production of this learning object, the 3D print files and fabric patterns are offered as an open education resource.

Support or Funding Information

Self‐funded.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Valasalva: “de aure humane tractatus…” 1707, Utrecht: The second edition of the seminal treatise on the structure of the ear
Authors: LE FLOCH‐PRIGENT PATRICE PIERRE , NGUYEN Juliette , GILLOT Jean Bernard
Published: June 2021

The scientific bookstore Alain BRIEUX owned in 2018, the second edition of the famous treatise of Antonio Maria VALSALVA. The complete title was “De aure humana tractatus, in quo integra auris fabrica, multis novis inventis and iconismis illustrat, describitur..; Quibus interposita est Musculorum uvulae, atque pharingis nova descriptio, et delineatio”. It was published for this edition in Utrecht by vande Water in 1707. It was an in‐quarto of 143 pages with ten plates of illustrations, engraved by H. Lenting. This book described with a great accuracy the structures of the three parts of the ear, and the muscles of the external ear. The two parts of the cochlea are described (vestibular and tympanic one). The eponymic maneuver is described and also the pathological stapedian ankylosis. Valsalva (1666–1721) from Bologna was a follower of Malpighi and a professor of Morgagni. The first edition was printed three years before in Bologna by Constantino Pisari.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
USE OF TBL IN HUMAN MORPHOLOGY EDUCATION IN A MEDICAL DEGREE
Authors: CERQUEIRA GILBERTO SANTOS , RAMOS CAMILLA SANTOS , MARTINS CLÁUDIA FORTES , FARIAS PAULO VICTOR FERNADES , SANTOS RENATO MENDES , GONÇALVES THIALLY BRAGA , CAVALCANTI KATRINE BEZERRA
Published: June 2021

Among the subjects of Human Morphology seen in a medical school, there are Anatomy and Histology as the exponents of enormous importance for medical training. However, these subjects are always seen by students as monotonous and discouraging, due to the exhaustive memorization of complex structures. On the other side, TBL (Team‐Based Learning) is a dynamic learning method, which creates an encouraging and cooperative environment. On this scene, the current work aims to evaluate the use of TBL as the pedagogical tool for learning the subject of Morphofunctional Laboratory (LMF). For such, complementary TBL sessions to the class of Morphofunctional Laboratory were realized, where subjects related to Human Anatomy and Histology are worked with students of the Medicine School UNIME / Lauro de Freitas ‐ BA. Therefore, TBL sessions were executed during the semester of 2017.2, with weekly meetings in which knowledge related to LMF classes were applied following a sequence of activities that include previous stages to meeting with teachers and others assisted by them, being as follows: individual prepare (pre‐class), evaluation of preparing guarantee (study) and knowledge application. Before each session, the students have received an orientation about the approached subject, and then, they should study it based on bibliographic references. The class was randomly split into fourteen groups of 7 or 8 students. At the beginning of each session, an individual test was applied in 15 minutes. At the end of the time, students reunited in their groups to discuss the questions of the test. When a consensus was reached about the answers, they should mark a scratch card with the answers in it. When they answered any question wrong, they could try again (with minor score) or write an appeal, questioning and arguing about any answer that they were not according to. After this step, it was realized a discussion about the questions and the clinical application of the subject. When questioned about the new methodology, 78% of the students said that they preferred the TBL sessions and about 63% preferred this kind of approach for discussion of clinical cases. Thus, we conclude that the results suggest TBL has shown itself well accepted among academics in LMF activities. New activities that make students more autonomous in the teaching‐learning process and seeking more and more information must always be stimulated.

Support or Funding Information

There wasn't any Funding Support

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
The Effects of Image Type and Signaling on Learning in Human Anatomy: Schematics versus Dissection‐based Cadaveric Photographs
Authors: Marrelli Kristina M. , Jadeski Lorraine C.
Published: June 2021

The multimedia principle states that individuals learn best from a combination of images and text, rather than text alone. In gross anatomy education, images such as schematics and photographs are often utilized to promote the learning of anatomical concepts and effectively prepare students for laboratory sessions and course examinations. Students enrolled in human anatomy courses are typically offered a variety of resources containing either schematics, dissection‐based cadaveric photographs, or both – which are often laden with coloured highlights and text‐based labels. While ‘signalling’ (eg. using colours or labels to highlight important anatomical structures) has been shown to decrease cognitive load (an outcome associated with improved learning), it is unclear whether using schematics or dissection‐based cadaveric photographs influences students' learning efforts differently. The aim of this project was therefore to compare the influences of schematics and dissection‐based cadaveric photographs on students' examination performance and short‐term knowledge retention. At the onset of this project, a pilot study was conducted on students enrolled in an advanced undergraduate human anatomy course. Participants were randomly assigned to one of four modules containing specific image types: cadaveric photographs (CP), coloured cadaveric photographs (cCP), schematics (SC), or coloured schematics (cSC). They then used their assigned module to study an anatomical region prior to completing two examinations; (1) immediately after the study period, and (2) one week after the first examination. Performance on the examinations and short term knowledge retention were compared between groups, and no statistically significant differences in mean examination performance were detected between them (p> 0.05). However, examination scores of those assigned to modules that contained images subjected to signalling demonstrated less drastic mean performance decreases in the second examination than those who studied the modules containing non‐coloured images. These findings suggested that the images subjected to signaling may have aided short‐term knowledge retention. The present study repeated the pilot study protocol on students enrolled in a large third‐year undergraduate introductory human anatomy course. The preliminary results indicated a similar trend, wherein signaling had beneficial effects on students' short‐term retention. The results of this project suggest that signaling using coloured highlights should be used when creating a novel resource, regardless of the type of image that is used. These findings may be used to inform the development of pedagogical resources and create teaching materials that promote the retention of anatomical knowledge and concepts.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
A Global Perspective of Muscular System Coverage in Undergraduate Human Anatomy and Anatomy & Physiology Courses: Part 2 ‐ Comparisons between U.S and International Institutions
Authors: Goodwin Michael , Reynolds Amberly , O'Loughlin Valerie
Published: June 2021

What instructors value as essential knowledge for their students to learn in anatomy can vary in terms of breadth and depth. While a previous study by Saladin (2008) assessed variation in muscular system coverage between university instructors via listservs, the sample was only 20 instructors located within the United States. A larger, more representative sample was required to be able to assess variation between differing demographics such as geographical divisions within the U.S, and countries outside of the U.S. In order to obtain a more global understanding of content taught in undergraduate anatomy courses, a comprehensive survey where A&P (or human Anatomy) faculty could report the extent to which they cover the muscular system was constructed. The online survey was developed by the authors and administered via Qualtrics. The skeletal muscles listed in the survey were those detailed in Human Anatomy, 5th edition textbook by McKinley, O'Loughlin, and Pennefather‐O'Brien (2017). Participants were recruited via a poster presentation at the Human Anatomy and Physiology Society (HAPS) 2018 annual meeting and recruitment emails sent out through AAA, HAPS and AACA listservs. Currently, we have complete data for 227 U.S instructors and 31 international instructors The study was deemed exempt by Indiana University IRB ‐ Protocol # 1805378498. All data was de‐identified prior to analysis. General instructional trends indicate that non‐U.S countries are just as likely to assess specific muscles and compartments across broad muscular regions (e.g. upper limb, lower limb). However, the U.S is less likely to teach specific muscles of the hand, foot, and pelvis than their international counterparts. Chi‐square tests for each of these three aforementioned regions (i.e. hand, foot, pelvis) revealed these differences to be statistically significant. These instructional trends can increase our understanding of the anatomical education undergraduate students are receiving around the world. Furthermore, it may encourage critical conversations to develop between instructors about content development and curriculum, elucidating reasons why particular muscular system regions and content differ between the U.S and international countries. Our methodology could then lead to the construction of similar surveys assessing variation in how other anatomical systems or regions are taught, such as the nervous system and microscopic anatomy (histology).

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Mastering Anatomical Techniques: Enhancing anatomical skills
Authors: Quiñones‐Rodríguez Jailenne I. , Rivera‐Rodríguez Michael , Villamil‐Ríos Catalina I. , Jiménez‐Dietsch Sofía
Published: June 2021

As medical schools attempt to find time in their curriculum to cover more content, they have sought to develop new methods of teaching gross anatomy. The amount of time spent studying gross anatomy has declined amidst controversy as to how and when teaching is best delivered. Moreover, previous studies have established that medical student interest in surgery has declined, along with their technical skills in anatomy. This loss of interest is due to several factors, such as the male‐dominance present in the field, the difficulty of obtaining high enough grades, and nationality. For this reason, the Anatomy Department of the Universidad Central del Caribe School of Medicine at Puerto Rico (UCC) decided to create a pilot project aimed at second‐ and third‐year medical students with surgical interest, providing them with an integrated apprenticeship and an opportunity to mentor first‐year students during their Human Gross and Developmental Anatomy (HGDA) course. Their responsibilities include preparing for dissection, instructing students during dissection on weekends, and tutoring to emphasize anatomical concepts. This provides students with a variety of learning opportunities and a set of skills that we believe are necessary to pursue a career in the surgical field. To evaluate the viability of this pilot project, we carried out a comparison of the scores obtained by first‐year medical students during the first block examination on the musculoskeletal system in 2017 and 2018. The academic performance of first‐year medical students in 2018 served as the experimental variable, while that of students in 2017 served as the control, since they did not receive any help during their first year. In addition to this, a survey addressing satisfaction was also developed for this first phase of the study. The latter was sent to all 74 first year medical students at UCC. The survey included a 5‐point questionnaire using a Likert scale response ranking. Preliminary positive results were obtained for both the academic performance comparison and the survey. These results represent an exciting opportunity for the development of innovative approaches for teaching and learning anatomy that transform the traditional didactic methods towards more engaging and stimulating methods of learning. The analysis of academic performance regarding the remaining three examination blocks (thorax, abdominopelvic cavity, and head and neck) are pending and will take place as the course progresses. Nevertheless, findings for this first phase of the project support our hypothesis that second‐ and third‐year medical students are a viable educational resource promoting professionalism, critical thinking, and instructions.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Learning anatomy through ultrasound: The student experience
Authors: Smith Claire France , Sharp Abigail , Dilley Andrew
Published: June 2021

Ultrasound is an important tool for teaching anatomy, it provides students with a live window into the body so that functional anatomy can be viewed in real‐time. Importantly, ultrasound provides a clinically relevant approach to learning anatomy. At Brighton and Sussex Medical School, ultrasound has been fully integrated into year 1 and 2 of the MBBS medical curriculum in small group teaching sessions (n = 15), that total 12 hours. To determine the usefulness of ultrasound for teaching anatomy, students completed an evaluation questionnaire consisting of 15 questions following each systems‐based module in year 1 for the 2014/15 and 2017/18 cohorts. All responses (n = 49–90) were scored on a five‐point Likert scale. Two focus groups (n=13 students) explored students' perceptions. Thematic analysis highlighted themes of respect and empathy for the patient, and concerns over the impact if no one volunteered. Students also reported the helpfulness of ultrasound for aiding interpreting 3D and radiological images. Student's responses to survey reveal: that they see why ultrasound is relevant to practice, felt it helped them to comprehend the 3D nature of the human body and helped their understanding of surface anatomy. However, students felt less proficient using ultrasound as the course progresses (P=<0.05) and they found it more difficult to examine the heart (P=<0.001). Student's ability to recognize vessels increased as the year progressed (P=<0.001.). In summary, interpretation of an ultrasound image can be challenging for students. In particular, students find it difficult to orientate a 2D slice through organs such as the heart, which is largely because small adjustments in probe orientation can result in unfamiliar views. Students clearly understand the clinical relevance of ultrasound. With increasing use of ultrasound in clinics, early exposure will undoubtedly help prepare students for clinical practice. Finally, this work clearly emphasises the need for better learning resources in this field.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
White Pulp Expansion of the Spleen is correlated with Plasma IL‐6 and Glucose in Mice Fed High‐Fat, High‐Sugar Diet
Authors: Buchan Levi , Hellings Austin , St. Aubins Chaheyla R , Fisher Amy L , Castro Monica , Al‐Nakkash Layla , Broderick Tom L , Plochocki Jeffrey H
Published: June 2021

We previously identified significant splenomegaly in mice fed a diet high in fat and sugar (HFSD) in comparison to mice fed a standard diet. Mice fed HFSD also exhibited elevated blood plasma levels of glucose and the proinflammatory cytokine IL‐6. However, the relationship between these markers and the proliferation of immune tissue in the spleen is unclear. The white pulp of the spleen is a site of immune response and may expand when exposed to proinflammatory signaling molecules. In this study, we investigated the correlations among splenic white pulp area, plasma glucose, and plasma IL‐6. Female C57BL/6 mice aged 6 weeks were randomly divided into lean control (n=4) and HFSD (n=4) groups. HFSD consisted of chow with 60% fat content and drinking water with 42 g/L sugar (55% sucrose, 45% fructose). Treatment was administered for 12 weeks. White pulp area of the spleen was measure from histological sections stained with H&E. Mice in the HFSD group became significantly obese and hyperglycemic by the end of the study (P < 0.05). Mice fed HFSD also had significantly larger splenic white pulps than lean mice (P < 0.05). Splenic white pulp area was positively correlated with blood plasma levels of IL‐6 (r = 0.725, P < 0.05) and glucose (r = 0.686, P < 0.05). Plasma Il‐6 was also positively correlated with plasma glucose levels (r = 0.887, P < 0.01). These data support the hypothesis that HFSD is associated with histological expansion of the white pulp of the spleen that correlates with diet‐induced hyperglycemia and the expression of proinflammatory cytokines.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Title: Using Evolutionary Biology to Identify Disparities in Cervical Dysplasia at a Safety Net Hospital in the Southeast
Authors: Peneva Ralitza , Jernigan Amelia , Mussell Jason
Published: June 2021

Purpose

Despite widespread cervical cancer screening, up to 13,000 invasive cervical cancer cases and >40,000 cases of carcinoma in situ are diagnosed in the US annually. This burden of disease is disproportionately heavy in the southeast and is fraught with disparities, improved understanding of which can help target improvements in clinical care. A majority of lesions do not progress to cervical cancer. This poses an interesting area of research to understand regression, persistence, or progression of an abnormal pap smear. High risk strains of human papilloma virus have an intimate connection to cervical dysplasia. However, HPV infection is not sufficient to lead to high grade lesions. Other cofactors such as age, parity, tobacco use, long‐term oral contraceptive use, and failed adherence to treatment, are thought to increase risk by altering the underlying epigenetics of the host. Given the disproportionately high impact of cervical cancer in Louisiana, it is key to understand the unique cofactors that affect our population's risk. We pose that examining these disparities through the lens of evolutionary biology will aid in our understanding of the burden of disease and guide our clinical practice.

Methods

We are pursuing a retrospective chart analysis to identify how, outside of HPV, the cofactors noted above contribute to regression, persistence, or progression of abnormal cervical pathology in a population seeking care at UMCNO Health, New Orleans from August, 2015 to present. Inclusion criteria are: initial abnormal pap with no history of prior abnormality, a cotest for HPV virus, ethnicity, ages 21–65, parity, smoking status, HPV vaccination status, and at least two subsequent visits for cervical cancer screening.

Results

We anticipate that disparities exist in regression, persistence, and progression among ethnic groups. We anticipate that there is an ethnic difference in HPV viral subtype, cofactors, and vaccination rates that may contribute to these outcomes.

Conclusions

An understanding of the factors contributing to health disparities as they pertain to cervical cancer development would be insufficient were it not examined through the lens of evolutionary biology. This most basic of biologic concepts can help shed light on one of healthcare's most puzzling questions – despite standard of care, why do health disparities exist and persist? Cervical cancer screening is one such puzzle where we can apply evolutionary biology to unravel our limitations as clinicians and, ideally, to better target our efforts to mitigate them.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Modularity and Integration of the Sphenoid Body in Human Cranial Variation: The Confluence of Functional Matrices
Authors: Ryan Katharine G.J. , Auerbach Benjamin , Butaric Lauren
Published: June 2021

In the Functional Matrix Hypothesis (FMH), Moss suggests that the formation and development of soft tissues of the head influences variation in the bony features in the skull. How multiple soft tissues with different developmental origins interact to influence skull variation remains unresolved. In this study, we investigate the covariation of the anterior intracranial space with the anatomical shape and location of the orbits and palate, two regions under local influence by soft‐tissue‐hard‐tissue interfaces. We obtained 12 virtual landmarks from a sample of 30 microCT scans of human crania. Using geometric morphometrics to capture the shape and location, we examined the sphenoid, which interfaces with both the dura mater and the mucosa lining of the sphenoidal paranasal sinus, along with dimensions reflecting the orbits and the palate. Regions were compared through Partial Least Squares analyses and Klingenberg's measures of morphological integration. Given their developmental separation, we predicted the shape and location of the orbits to be independent of variation in the position of the sphenoid, while the sphenoid body and sinus may shift as part of the anterior cranial fossa due to its developmental relationship with brain growth. We also expected the position and shape of the palate to be independent of the spatial position of the sphenoid, though not independent of the orbits given developmental processes mediated through the midface. Results show that most of cranial variance occurs in the anteroposterior length and superoinferior depth for the cranium as a whole. This is reflected by the entire sphenoid body shortening and rotating superoposteriorly along with increases in the cranial base angle (CBA). This morphological variance provides covarying changes in the orbits and palate, which lengthen with increased anteroposterior space for the face. When CBA does not vary, most of the variation is in anterosuperior expansion of the lesser sphenoid wing, and an inferior expansion of the sphenoid body which we hypothesize to be driven by sinus variation. Shifts in the position of the sphenoid results in changes in the anteroposterior length of the anterior cranial fossa, but no anteroposterior changes in the rest of the face. These results indicate that the sphenoid body is significantly modular (p=0.045, RV=0.37) from the facial skeleton, but also has significant covariation (p=0.0034) with the same features that we hypothesize to be driven by interaction between the dura mater and the endocranial fossae making up the basicranium and posterior face. These results preliminarily indicate that variation of the dimensions of the sphenoid body are largely driven through interactions with brain development.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
3D Anatomy of Human Otomandibular Soft Tissues and its Significance for the Origin of the Temporomandibular Joint Articular Disc
Authors: Frazier Kala , Holliday Casey
Published: June 2021

Understanding the ligamentous and muscular connections between the temporomandibular joint (TMJ) and middle ear ossicles is important for health sciences and ENT training and diagnosing comorbidity between TMD and otological pain, as well as exploring the developmental and evolutionary origins of the modern mammalian jaw joint and ear. Although we know the anterior mallear ligament (AML) is the vestige of the embryonic Meckel's cartilage, the developmental and evolutionary origins of the discomallear ligament (DML) are not well understood and may shed light on the origins of the TMJ disc itself. Like other authors, we hypothesize that the DML may be a vestige of the lateral pterygoideus muscles' primitive attachment to the articular bone, or malleus. To better appreciate the 3D anatomy of the connection between the human TMJ and middle ear, we built a 3D model of the jaw joint, ossicles, disc, ligaments and other important features of the region. We used diffusible iodine‐contrast enhanced CT scanning (diceCT) to visualize the anatomy of the temporal region of human cadaveric material. Iodine offers contrast to soft tissues using microtomography enabling anatomical detail in high‐resolution detail. We identified connections between the DML and the TMJ disc that complement previous investigations showing this approach offers promise for exploring the otomandibular ligaments of other species. We will expand our study to include additional human individuals, non‐human primates and mammals to better understand the muscular connections between the jaws and middle ear, and the origin of the TMJ articular disc. These data also provide unique visualizations of complicated, small, but important regions of the body useful for education and training.

Support or Funding Information

NSF IOS 1457319, NSF EAR 1631684, Missouri Research Council, University of Missouri Department of Pathology and Anatomical Sciences

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
A novel approach to resolving the brachial index issue of A.L. 288‐1 (“Lucy”) using 3D computer models of hominid forelimb bones
Authors: Szuster Debra A. , Patel Biren A. , Orr Caley M.
Published: June 2021

Paleoanthropologists have had difficulty calculating the brachial index (radius length / humerus length X 100) of Australopithecus afarensis A.L. 288‐1, commonly known as “Lucy,” because bilateral segments of radial and ulnar diaphyses are missing. Conventional approaches to reconstruction have produced models of the upper limb ranging from “ape‐like” to “human‐like.” The aim of this study was to quantitatively estimate the brachial index of A. afarensis by aligning, scaling, and morphing a 3D surface model of a complete ulna from a larger A. afarensis individual (A.L. 438) to the A.L. 288‐1 ulna using a thin plate spline technique. To evaluate the potential effects of allometry and choice of “template” (i.e., the complete bone specimen used to reconstruct the incomplete specimen), the method was tested by simulating ulnar reconstructions in a sample of modern adult hominids exhibiting varying degrees of sexual dimorphism (Gorilla gorilla n=13, Pan troglodytes n=17, and Homo sapien n=14). The thin plate spline algorithm in Viewbox4 (dHAL) was used to transform models using 207 homologous landmarks on the proximal ulnae. Radius length was then estimated from the reconstructed ulna length. The resulting model of Lucy's ulna based on A.L. 438 measured 218 mm, and her radius was calculated as 206 mm. With an established humerus length of 237 mm, Lucy's brachial index was thus estimated to be 87. Although the simulation experiments show that error in the method could result in broad range of estimates depending on the template individual used, results are sufficiently constrained to indicate that Lucy's brachial index was probably unlike that of modern humans; rather, she most likely had a relatively long forearm giving a brachial index intermediate between that of chimpanzees and gorillas. This result has important implications for furthering discussion regarding A. afarensis locomotion and habitat use in the context of hominin evolution.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Quantifying Femoral Neck Torsion in Extinct and Extant Sloths
Authors: Harper Christine M , Sylvester Adam D , McAfee Robert K , Cooke Siobhán B
Published: June 2021

The anteriorly‐projecting femoral head/neck of some extinct sloths has been noted; however, neck angle has never been quantified from a 3D perspective, despite its potential usefulness in taxonomic and functional interpretations. Here, we present a method to quantify femoral neck torsion in extinct and extant sloths.

Seventy femora from four genera of extinct (n=49; Megalocnus, Parocnus, Neocnus, Acratocnus) and two genera of extant (n=21; Bradypus, Choloepus) sloths were scanned to create virtual surface models. These models were used to extract morphological and biomechanical axes, such as neck axis, shaft axis, transepicondylar axis (TEA), maximum shaft cross‐sectional dimension at 35% of bone length and an axis between the greater and lesser trochanters. The shaft axis was used to define a transverse plane through the bone to which all other axes were projected. The angles between the neck axis and other three axes were calculated. Multiple angles were calculated to prevent any particular region of the bone from biasing results. Genera were compared using ANOVAs with post hoc multiple comparisons and Bonferroni corrections.

Significant differences among species exist for all angles (p<0.001). Multiple comparison results are the same for TEA and cross‐section angles for all but three genera. When Parocnus is compared to Megalocnus and Neocnus only the TEA angle is significant, however for the Megalocnus/Neocnus comparison only the cross‐section angle is significant. These results suggest the condyles are twisted relative to the shaft in these genera. Some genera were significantly different in only trochanter angle, suggesting this angle is capturing a different aspect of morphology.

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