bluuebunny/crossref_metadata_2025 huggingface dataset:
Medical Students' Perception towards Doctor‐Patient Relationship: A Cross‐Sectional Study at AlFaisal University
Authors: Fothan Ahmed M. , Eshaq Abdulaziz M. , Abu‐Zaid Ahmed , Bakather Abdulrahman M. , AlAmoudi Abdulhadi
Published: June 2021

Introduction

Strengthening the relationship between a doctor and a patient is an essential element for a advancing a healthcare system. As previous studies have ubiquitously demonstrated this phenomenon, studying the perception of medical students towards this relationship in one of the developing countries is highly important. The perception is measured by Patient ‐ Practitioner Orientation Scale (PPOS) which contains both caring items, assessing how much care provided to your patients and sharing items, which reflect the amount of information shared with patients. As PPOS score increases, the practice becomes more towards patient – centeredness and hence, more coherence in doctor‐patient relationship.

Method

A total of 132 third year medical students at Alfaisal University were enrolled in this cross sectional study. The quantitative questionnaire was carried out using Patient‐ Practitioner Orientation Scale (PPOS). The overall scores of patient caring and sharing were calculated and the statistical difference was assessed using the independent samples t‐test. The effect of various factors including gender and academic level (measured by GPA) was measured using independent samples t‐test and one‐way multiple variance of analysis (ANOVA), respectively. The linear regression model was also utilized to determine whether these factors predict the caring, sharing and the overall PPOS scores.

Results

The mean scores of caring, sharing and overall PPOS were 4.21, 3.98 and 4.10, respectively. Students have demonstrated higher scoring in caring items compared to sharing ones (P<0.01). Male students have scored more in sharing components compared to their female peers (4.20 vs. 3.81, P<0.01). In addition, students with good GPA rated higher in caring items than those with average GPA (P<0.05). None of the factors have really predicted the caring, sharing and overall PPOS scores.

Conclusion

Our findings suggest that our students' perception towards patient‐centeredness was lower than previous studies and more education along with practice are required to improve this attitude. Moreover, students had lower perception towards the importance of sharing adequate information with the patient, an attitude that needs to be further rectified in order to enhance the advancement of healthcare system in Saudi Arabia.

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Anatomy integration: Effective change or change of affect?
Authors: Rosenberg Martina , Hartley Rebecca
Published: June 2021

Anatomy is fundamental to clinical practice, is considered a rite of passage in becoming a physician and is key to professional identity formation. Curricular gaps in content and process combined with Liaison Committee on Medical Education requirements for self‐directed learning, clinical reasoning, and problem‐solving prompted dissolution of the anatomy course that began the medical curriculum at the University of New Mexico School of Medicine. The stand‐alone anatomy block that began the otherwise integrated curriculum was integrated into the existing organ system blocks to make room for new courses to address content gaps. Previous reports of anatomy integration document more positive attitudes and perceptions to teaching anatomy in context, as compared to an independent course. Our prospective study compared two medical student cohorts to determine the effects of teaching anatomy in (integrated) and out (stand‐alone) of context on the cognitive and affective domains of learning. In a pre, post and follow‐up design, methods included content assessments, confidence probes, and attitude surveys informed by focus groups. Results indicated that anatomical knowledge and student confidence was gained and mastered in both curricula. Initial acquisition of content was higher in the integrated curriculum, but not maintained. Students in the integrated curriculum displayed a different relationship to learning anatomy, appearing more concerned with their personal progression than with the connection of anatomy to medical practice or patient care. We also detected less agreement to statements related to working in teams, reflective practices and professional identity formation. These results were validated by extending our study to an additional cohort as well as previous cohorts using historical data. Impact of anatomy integration on longer term attitudinal changes and retention of content mastery was determined using data from the AAMC Y2Q survey and USMLE Step. Results may guide recommendations for targeted timely interventions to improve learning outcomes for students and patient care.

Support or Funding Information

This project was supported by funding from the University of New Mexico School of Medicine Scholarship in Education Allocation Committee (SEAC).

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Knowledge Retention Across Curricular Models: An International Collaboration
Authors: Jurjus Rosalyn A. , Banani Tara A. , Goldman Ellen A. , Lean Alexa Nicole A. , Butera Gisela A. , Brown Kirsten A. , Jurjus Abdo R. , Hawi Jihad , Leone Angelo , Cappello Francesco , Balta Joy Y. , Lone Mutahira , Lee Juliet A.
Published: June 2021

Anatomy is one of the first subjects taught in medical school, and its retention over time has been strongly debated. Physicians have commented on medical students' poor anatomical knowledge in surgically oriented clerkships. Literature also shows that correlating clinical and anatomical sciences throughout early medical education may improve anatomical knowledge retention. With major medical school curricular changes happening globally, more quantitative data confirming this correlation is needed.

The medical curriculum at The George Washington University (GWU) School of Medicine recently transitioned from a discipline‐based curriculum to an integrated system‐based one, and an evaluation of anatomical knowledge retention between classes in the different curricula was conducted. Students from the last class of the discipline‐based curriculum and those from the first and second classes of the new, integrated curriculum completed a 27‐question test before starting their clinical rotations. Scores were then analyzed and compared between classes.

The results demonstrated a significant increase in retention (p=0.012), with a mean score based on the old curriculum of 56.28% (SD=24.6%), as compared to a mean score of 63.98% (SD=23.48%) based on the new curriculum (Table I).

The results show that integration enhances retention in the anatomical discipline. To strengthen these findings, we are conducting an international multicenter study, in collaboration with four other medical schools that have very different curricula: The American University of Beirut (Lebanon), Balamand University (Lebanon), Palermo University (Italy), and University College Cork (Ireland). A uniform baseline pre‐test will be given at the end of pre‐clinical anatomy instructions and a post‐test will be given prior to students going into the relevant clinical rotations. Retention drop will be measured accordingly. The effectiveness of different curricula will be evaluated by comparing baseline and final test scores. This multicenter study will offer unique insights and comparisons of various curricular models.

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Development and Implementation of the Inaugural Anatomy Education Research Institute (AERI)
Authors: O'Loughlin Valerie Dean , Husmann Polly R. , Brokaw James J.
Published: June 2021

Responding to the American Association of Anatomists' call for Innovations grant proposals, the authors proposed (and received AAA funding) for the inaugural Anatomy Education Research Institute (AERI). AERI was modeled after the American Physiological Society's Institute for Teaching and Learning (ITL), and focused on partnering anatomy educational research leaders with anatomists interested in expanding their educational research skill sets. After two years of planning and organization, AERI was held July 10–14, 2017 in Bloomington, IN. Here, we describe the development and implementation of AERI and its immediate effects. The intensive face‐to‐face format of AERI allowed the 62 participants and invited speakers to immerse themselves in teaching assessments, educational research, and the Scholarship of Teaching and Learning (SOTL). Real‐time information about AERI was transmitted via Twitter (using the hashtag #AERI2017) for social media followers who could not attend the institute. In order to determine immediate and lasting impacts of AERI2017, all attendees filled out pre‐institute and post‐institute surveys to assess knowledge gains and potential attitudinal shifts regarding educational research, and participants will fill out a 6 month follow up survey as well. Based on the initial survey data and social media analytics, AERI2017 had a powerful impact on both face‐to‐face attendees and virtual participants on social media. Thus, the conference met the aims proposed in the grant, and discussions are ensuing about the feasibility of developing future Anatomy Education Research Institutes.

Support or Funding Information

AERI was funded by a 2015 American Association of Anatomists Innovation grant.

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
A Unique and Effective Method of Anatomy Education
Authors: Lopez Elisabeth N. , Cunningham Elena P. , Warshaw Johanna , Johnson Joshua , Baker Eric W.
Published: June 2021

At the New York University College of Dentistry (NYU Dentistry), we are faced with the challenge of teaching Head and Neck Anatomy to a class of approximately 380 first‐year students. We have developed an innovative anatomy curriculum that has proven effective in facilitating students' learning and long‐term retention of the material and has the added benefit of being time‐ and cost‐efficient. We believe that the main factors in the success of our course are the frequent low‐stakes quizzes, the small group setting, and the use of plastinated specimens in place of wet cadavers.

Our anatomy course consists of lectures and laboratory sessions. Students attend 52 hours of lectures in a traditional auditorium setting. All of the lectures are recorded and archived using Mediasite, so that students can review them at their leisure. Students are then divided into 32 small groups consisting of 8 to 14 students. Each group attends 23 lab sessions (110 minutes per session) led by a faculty member. In the labs, students work together to identify anatomical structures on plastinated specimens or bones. The instructor facilitates collaboration amongst the students and leads them in a discussion of cross‐sectional anatomy.

Frequent low‐stakes evaluations allow students to monitor their progress in the course. Students take an online 10–30 question quiz before each lab and a 5–10 question quiz at the end of each lab (together these pre‐lab and exit quizzes make up 27.5% of the overall grade). The remainder of the grade in the course is determined by three written multiple‐choice exams and one practical exam. We maintain a website with additional resources students can use, including practice questions, photographs of plastinates, animations, and videos. This year, we have also linked to study sets that we have created using Cerego.

We have previously published about the success we had in terms of learning goals and student satisfaction after switching from cadaver dissection to plastinations (Baker et al., 2013). Our curriculum has demonstrated continued success over the last 5 years. Within this time period, on the NBDE Part I, NYU Dentistry students have achieved a mean first‐time pass rate of 99.3% and an average anatomy score of 1.73 standard deviations above the national mean. We would like to share our methods with instructors at other institutions.

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
For students, By students: The development of a histology question bank across nine medical school campuses
Authors: Bendinger Jonathan
Published: June 2021

In 2016, Indiana University School of Medicine (IUSM) implemented a standardized curriculum across all nine of its statewide regional campuses. With a significant reduction in the number of in‐class histology lab contact hours, a student‐driven histology question bank was developed in Fall 2017 as an optional, additional learning resource. This ongoing project involves student groups from all nine campuses creating questions and providing peer‐review. It is based on a “pay to play” model wherein the students maintain access to the question bank as long as they continue to submit new questions. Overall student participation averaged 60% throughout the semester, both in submitting questions and taking the practice quizzes. The results of this project suggest the histology question bank is valued by IUSM students and the student‐driven model may provide a means of creating question banks in other areas of study.

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Physician Assistant and Dental Student Use of Student Support Services Versus Academic Performance and Brief COPE Survey
Authors: Thiessen Amy , O'Donoghue Daniel , Williams Kelley
Published: June 2021

Background

Students in medical programs report high stress levels associated with academic load. Stress can lead to poor academic performance and coping strategies. The use of universities' resources and services to assist physician assistant students (PAS) and dental students (DS) has not been correlated with stress or academic performance.

Purpose

This study examines the relationships between student coping behaviors, academic performance, and student support service usage in PAS and DS during their 6‐weeks of human anatomy.

Methods

Consenting PAS and DS were administered the Brief COPE as a measure of coping behaviors and their support services usage. The questionnaires were in online format following exams. The Brief COPE was used as a standardized measure of coping behaviors. Data analysis included: 1. Two‐tailed t‐test of individual survey items 2. Pearson's Correlation between Brief COPE items and exam scores 3. Comparison of student services usage, exam scores and significant Brief COPE items.

Results

After the first exam reported support usage increased up to 27%. Poorly performing students utilized tutoring and professor office hours less than higher performing peers. Brief COPE items indicating “self‐criticism” and “situational disbelief” correlated to decreased support usage and decreased exam scores.

Discussion

Students with poor coping strategies had reduced academic performance and student support usage. Identification of these students may increase opportunity for interventions through support services and may improve academic performance. This type of survey data can help identify students who may benefit from additional opportunities and services.

Support or Funding Information

No funding or financial support to disclose.

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
First‐year Indiana University Medical Student Study Strategy Interviews Provide an Overwhelmed and Over‐reliant Attitude
Authors: Reynolds Amberly , Husmann Polly
Published: June 2021

First‐year medical students are inundated with resources for their courses, often including slides and/or notes provided by professors. With a multitude of resources, students are expected to define their study habits to find success but how do they go about that and what are their attitudes toward the expectations? First‐year medical students across Indiana University School of Medicine campuses were interviewed (n=26) regarding their study habits within their Gross Human Anatomy course. Semi‐structured interviews were completed and recorded over the phone during the summer following the first year of medical school and generally lasted between twenty and sixty minutes. Interview questions focused on how students studied for both the lecture and lab components of the class and what influenced their study strategy decisions. Thematic analysis of transcribed interviews pinpointed patterns in the data regarding content resources, study habits and student attitudes. These were developed into themes of overwhelmed and over‐reliant student attitudes important to the qualitative understanding of student study habits. This study focused on students' overwhelmed attitude with the number of resources provided but a lack of how to use said resources and the over‐reliance and expectations of professor presentation slides. Pertinent to Anatomy educators is the forethought to instruct students how to choose and use the multitude of resources and to ensure that students do not believe that instructor slideshows contain the only important course content. Medical education faces many curricular changes as we work to provide our future physicians with the proper content but also important is our ability to teach them the necessary skills of how best to use the vast content resources.

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Evaluation of Lecture Presentation Style in Anatomical Education
Authors: Wood Miranda , Troy Amanda
Published: June 2021

Context

Advancements in technology have allowed medical students to tailor their study habits to their learning styles. However, little has changed in the way of material presentation in medical school anatomy. The style in which topics in anatomy were presented to the class of 2018 was completely PowerPoint (PPT) for topics in Integumentary/Musculoskeletal (IMSK), Cardiovascular/Respiratory/Heme (CVRH) and Gastrointestinal/Nutrition (GINUT). For the class of 2019, the document camera was used almost exclusively. The students were expected to draw and hand write notes along with the instructor.

Objectives

To determine which style of presentation for anatomical sciences, PPT or document camera/drawing, that provides better student performance on assessment outcomes.

Methods

Data was collected from exams addressing three areas of anatomy: IMSK, CVRH and GINUT. An evaluation of exam questions in an exam item by exam item analysis was conducted, comparing outcomes between two classes: 2018 and 2019. Only exam items used verbatim for both classes were included for comparative analysis. Student's t‐test was used for statistical analysis.

Results

The class of 2019 performed significantly higher (p=0.026) on 49 exam items across the three anatomical regions, on average 5.1% above the class of 2018. The class of 2019 performed 5.3% (n=28), 6.2% (n=11) and 3.2% (n=10) higher in IMSK, CVRH and GINUT, respectively. The class of 2018 performed better on 8 of 49 exam items, while no difference in performance was seen on 5 items.

Conclusion and Future Direction

Overall, the interactive lecture style utilizing the document camera is more effective for student performance. Encouraging students to actively participate through drawing and writing along with the instructor helps students stay engaged during the lecture and improves retention. Moving forward, we would like to assess, by questionnaire, the student perspective on alternative lecturing styles in comparison to assessment outcomes.

Support or Funding Information

Support provided by Liberty University College of Osteopathic Medicine.

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
The Effectiveness of a Student‐Centered, Experiential Learning Curriculum on Musculoskeletal Anatomy of the Lower Limb Using Yoga Asanas
Authors: He Marie‐Helene , Zec Michelle , Bentley Danielle , Hopman Wilma , Pang Stephen C.
Published: June 2021

Background and purpose

Traditional human anatomy pedagogy has been experiencing paradigm shifts over the years as curricula evolve to better engage students with student‐centered, experiential learning. Today, these conceptual strategies are integrated into Dance Technique Education, as a way to increase dancers' knowledge and understanding of how to use their own bodies. The same active learning approach has a future in applications to other physical activities including yoga practice. Using the three representations (Iconic, Symbolic, and Enactive) of curriculum design from Bruner's Theory and Kolb's two‐fold Experiential Learning Theory, the primary purpose of this study was to fashion a new teaching curriculum dedicated to the learning and understanding of the anatomy of the lower limb. The secondary purpose was to document and assess improvements in participants' Range of Motion (ROM), flexibility, strength, and balance in the lower limbs post completion of the experiential learning curriculum.

Method

Following literature reviews on the successful impact of Active and Experiential Learning, 17 experimental participants were recruited to participate in a two‐hour, lower‐limb musculoskeletal anatomy learning session using yoga asanas and inspired by Bruner's three Representations. In contrast, 17 control participants were recruited to participate in yoga sessions lacking anatomical instruction. All participants were assessed on anatomical knowledge retention, ROM, flexibility, strength, and balance performance over a two‐month time period. Participants attended two follow‐ups sessions where the researcher documented changes in lower limb mobility. Participants' qualitative feedbacks were used to study the overall impact of a learner‐centered and experiential learning experience.

Results

Based on participant feedback and documented results, the Experiential Learning program was well received, effective in teaching anatomical concepts, and notably increased participants' ROM, flexibility, and strength. Experimental participants outperformed control participants in knowledge retention and overall improvement in lower limb mobility over two months.

Discussion and Conclusion

Bruner's theory on curriculum design and Kolb's theory on experiential learning proved effective when implemented into a two‐hour anatomy‐yoga learning session. The positive outcomes yielded from the two‐hour learning session and the two follow‐ups sessions over the span of two months holds promise for this curriculum's future application using any movement‐based practice. Future work should focus on the development of anatomical experiential learning curricula to compliment traditional didactic teaching approaches.

Support or Funding Information

Queen's University

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Effects of Supplementing the Deconstructive Process of Dissection with the Constructive Process of Building Muscles in Clay
Authors: Malone Erica R. , Seo Jinsil Hwaryoung , Zahourek Jon , Pine Michelle
Published: June 2021

Typically, gross anatomy courses utilize cadaver dissection to facilitate learning specific structures as well as spatial relationships of one structure to another. The deconstructive nature of dissection, however, directs students to first examine the big picture and then discover underlying details. While this approach may be useful for many, some students are more successful when they are able to build‐up knowledge from the smallest details to the larger picture. Further, if students are able to successfully work through the deconstructive process of dissection, then mirror the process in a constructive way, they are more likely to have a comprehensive understanding of the location of structures and the spatial relationships between them. To evaluate how supplementing learning by dissection with a constructive analogy affects students' knowledge acquisition and application, 165 undergraduate gross anatomy students were asked to build pelvic limb muscles in clay following a dissection of the same muscles. Prior to the clay building activity students had completed the following class assignments: 1) watched lecture videos presenting information regarding pelvic limb muscles, 2) participated in class activities in which they were asked to apply information from the videos, and 3) completed a dissection of the pelvic limb on canine cadavers. At this point, students were asked to take a pre‐quiz designed to evaluate knowledge gained in four specific concepts as related to the muscles of the pelvic limb: 1) origins and insertions, 2) actions based on location, 3) identification, and 4) spatial relationships. During one lab period following the pre‐quiz, students participated in a guided activity involving building muscles on a skeletal model of the dog or human (Anatomy in Clay® CANIKEN® & MANIKEN®) in order from the deepest muscles to the most superficial. At the end of the activity, students were asked to complete a five‐point Likert‐scale survey which measured their perceived benefit from the activity. One week following the activity, they were given a post quiz which evaluated the same four concepts. Overall quiz scores improved significantly after completing the muscle construction activity. The pre‐quiz average was 59% while the post quiz average was 77% (p < 0.0001). Based on the survey, the majority of students agreed or strongly agreed that the physical and interactive nature of the activity was beneficial and that it helped improve their spatial abilities, their ability to visualize locations of muscles relative to one another and identify specific muscles.

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Gender bias in authorship in the Anatomical Record and Anatomical Sciences Education journals.
Authors: Olivares Melani , Brown Kirsten
Published: June 2021

There has been a clear difference in gender representation in scientific publishing with males publishing more papers than females across the scientific and clinical disciplines. Moreover this gender bias appears to start early on during training, with male PhD students being more likely than females to be listed as authors on journal articles. Given the importance of publications in job acquisition, promotion, and tenure, the academic career of females appears to be at a disadvantage compared to their male counterparts. Although much work has been done on the gender bias in science, gender bias in authorship in the anatomical sciences has not yet been investigated.

We sought to determine if there was a gender bias in authorship in the anatomical sciences by looking at the gender of authors in Anatomical Sciences Education (ASE) and the Anatomical Record (AR). Gender of each author was presumed based on author's first name and/or determined based on various social media accounts (e.g., LinkedIn, ResearchGate, and Facebook) or departmental webpages. Those authors whose genders could not be discerned based on the above methods were excluded from analyses. Gender was determined for first, senior, and middle (i.e., second, third, etc.) authorship in all journal articles from the ten volumes in AR and ASE spanning from 2008–2017. Results were tabulated and a chi‐square test of independence was conducted to determine if there was gender bias authorship position in these journals.

Within ASE, males had more first (227/409; 55.5%), senior (248/372; 66.7%), and middle authorships (477/780; 61.2%) than females. Males also had more first (839/1460; 57.5%) senior (946/1326; 71.3%) and middle authorships (2110/3256; 64.8%) compared to females in AR. Chi‐square analyses demonstrated a statistically significant relationship between gender and the level of authorship (first, middle, and senior) in ASE [x2 (2, n = 1561) =10.226, p = 0.006, Cohen's w= 0.081] and AR [x2 (2, n = 6042) =58.765, p < 0.001, Cohen's w = 0.099].

These results indicate that like the other basic and clinical science a gender bias in publishing exists in the anatomical sciences. Whether this bias is driven by authorship (i.e., more males publish than females), editorial decisions, or other factors is unclear. However, this data can and should be used by anatomists as we try to mitigate gender bias in our discipline.

Support or Funding Information

None

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
The Effects of Prenatal Exposure of Nicotine/Thiocyanate on the Pancreas of 1–Month‐Old Rat Offspring, a Histological Study
Authors: Othman Manal Ahmed
Published: June 2021

Background

Maternal cigarette smoking is associated with various adverse effects. This might be associated with impaired pancreatic functions, including the development of pancreatitis, as well as type II diabetes in the offspring of smoking mothers. Nicotine (NC) from cigarette smoke has been linked to several deleterious side effects. Thiocyanate (TCN) present in some body fluids, is consistently related to cigarette smoking, so TCN is being used as a biomarker to check for adult smoking cessation. This study aimed to evaluate the toxic effects of nicotine versus thiocyanate on the pancreas of developing rats.

Materials and methods

Fifteen pregnant female Sprague Dawley rats were divided into three groups (five rats each): group I, group II, and group III. Group I was considered as the control group; group II was treated with nicotine (6 mg/kg/day subcutaneously from gestation day 4–20); and group III was treated with potassium thiocyanate orally (25 mg/ kg/day from gestation day 4–20). Male offspring of each group were sacrificed after 1 month. Specimens from the pancreatic tail were processed for light microscopic examination.

Results

In both NC and TCN treated groups, there were congested dilated blood vessels, increase in interlobular connective tissue and infiltration of mononuclear cells. The acini were separated by wide spaces, which may be due to cellular edema. Focal areas of acinar degeneration were found to be completely destroyed leaving empty spaces. Vacuolization of some cells of the acini was found in addition to deficient zymogen granules. Regarding the islets of Langerhans, there was vacuolization of some cells with deeply stained nuclei. These changes were more profound in the nicotine‐treated group than the TCN group.

Conclusion

The present study demonstrated that prenatal nicotine administration among substances found in cigarettes, could be responsible for its degenerative changes in the pancreas more than thiocyanate.

Support or Funding Information

No funding was provided for this research.

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Protective Effect of Beta vulgaris on Carbon tetrachloride induce Cardiotoxicity of adult Wistar Rat
Authors: OKECHUKWU HOPE , IHENTUGE CHURCHILL , EGEONU SOLOMON , ANIBEZE CHIKE , NDUKWE GODWIN
Published: June 2021

Beta vulgaris a leafy green vegetable consumed throughout the world and traditionally used as an anti‐hyperglycemic nutritional supplement and treatment of various diseases such as cancer, diabetes and liver damage. This study was to investigate the protective effect of beta vulgaris on the heart following Carbon tetrachloride (CCl4) toxicity. Twenty five adult albino wistar rats weighing between 150g and 200g were used in this study. The animals were divided into five groups. Groups A, B, C, D, and E. Groups A and B served as control were injected with paraffin oil for two consecutive days and group B in addition were fed with Beta vulgaris extract alone. Groups C and D were injected with CCl4 (1.0ml/kg b.w i.p) for two consecutive days and group D fed with Beta vulgaris extract throughout the experimental days. Group E was fed with Beta vulgaris extract throughout the experiment and injected with CCl4 on the last two days of the experimental period (28 days). At the end of the experimental period, animals were reweighed and sacrificed using chloroform vapour. The heart was harvested and trimmed for histological studies. The results showed a decrease in mean body weight of 5% in group C animals. The heart weight was significantly higher in group C (p<0.05) when compared with groups (A and B) and other experimental groups (D and E).

Histological examination (H&E) of the heart in group C animals showed massive destruction of cardiac muscle fibres, tissue inflammation, and hemorrhagic appearance in the heart tissues, while groups A, B and E were normal and group D showed mild vacuoles (apoptosis) and signs of regeneration of cardiac muscle cells. This result shows that Beta vulgaris has the ability to prevent and also restore histological changes in the heart following CCl4 toxicity.

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
ABDUCTOR HALLUCIS MUSCLE HAS ONE MORE MUSCLE INSERTION POINT
Authors: Wada Juliano , Akamatsu Flávia Emi , Itezerote Ana Maria , Hojaij Flávio , Andrade Mauro , Jacomo Alfredo Luiz
Published: June 2021

In Anatomy textbooks, the medial proximal portion of the proximal phalange of the hallux is described as the insertion site of the abductor hallucis muscle. This muscle plays an important role in the functional biomechanics of the foot and its dysfunction has recently been implicated in the physiopathology of the myofascial foot pain. We investigated anatomical aspects of the muscle and its innervation looking for useful structural information, which could contribute to a better understanding of painful disorders of the foot.

Methods

We dissected 30 feet from fixed cadavers and features of the muscle belly and detailed description of the entry points of branches of the medial plantar nerve into the muscle were recorded. Specimens were documented with a NIKON D50 camera.

Results

We found a consistent secondary insertion of the abductor pollicis muscle in the navicular tuberosity in addition to the classical descriptions of the phalangeal insertion.

Conclusion

Our findings differ from current knowledge of the abductor hallucis muscle anatomy. The additional site of insertion observed in the navicular bone may be related to acquired abnormalities of the plantar arch and open a new field to investigate plantar myofascial pain.

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Anatomical variations of the ethmoidal roof: differences between men and women
Authors: Elizondo‐Omaña Rodrigo Enrique , Muñoz‐Leija Milton Alberto , Quiroga‐Garza Alejandro , Guzman‐Lopez Santos
Published: June 2021

Introduction

Due to the diverse variation of the ethmoid bone, we evaluated the roof using the Keros and Yenigun classifications, stratifying results by gender and side to determine difference.

Materials and methods

Paranasal sinus high‐resolution computed tomography were included from 2012 to 2017, excluding all those with pathologies that alter the anatomy of the region in study. The depth of the cribriform plate in a coronal view and the anterior‐posterior length in a cross section were measured for classification and analysis.

Results

A total of 120 high resolution CT were included. The Keros Type II and Yenigun type I were the most frequent, with only statistical difference between men and women in Yenigun types I and II (p = 0.010 and p = 0.049, respectively). Statistical difference was observed in anterior‐posterior means in the comparison between both classifications. In both, right and left side for men (p = 0.003 and p = 0.05) and women (p = 0.029 and p = 0.039)

Conclusion

Morphological variability exists in a Mexican population. Bone injury may be more likely in men and vascular injury in women due to their incidence of classification. Gender differences that must be taken into account by the surgeon to avoid such complications.

Support or Funding Information

There was no external funding. All funding provided by the department involved and medical school.

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Immediate and Late Effects of Anabolic Androgenic Steroids on Testicular Morphology of Rats
Authors: Felix‐Patrício Bruno , Guarçoni Thaissa Lange , Marchon Roger Gaspar , Medeiros Jorge Luiz , Gregório Bianca Martins , de Souza Diogo Benchimol
Published: June 2021

Background and objective

The anabolic androgen steroids are indiscriminately used and in high doses by amateurs and professional athletes. Although its effects on different organs are well known, few is reported regarding the testicular morphological effects (both immediate and late) of these steroids. Thus, the objective of this study was to investigate the effects of supraphysiologic doses of nandrolone decanoate on the testicular morphology of rats; and investigate if these effects would be transitory or permanent.

Methods

Twenty‐eight adult male Wistar rats were assigned into four groups. For eight weeks, control groups received placebo (oleaginous vehicle) injections while treated groups received nandrolone decanoate (10mg/Kg, intramuscularly, once a week). Groups control‐immediate (CI) and treated‐immediate (TI) were killed one week after the last injection. Groups control‐late (CL) and treated‐late (TL) were killed after 12 weeks from the last injection. Body weight, testicular weight and volume were measured. The testicle was processed for histomorphometrical analysis, and epithelium height and tubular area were obtained. Data was compared by Student's t test considering p<0.05 as significant.

Results

No difference was observed regarding body weight. Also, testicular weight and volume was similar among groups TI and CI. However, group TL showed a reduction of 44% and 48% in testicular weight and volume, respectively, in comparison to CL. The tubular area was reduced in both TI (by 22%) and TL (by 46%), in comparison to their control groups. Further, epithelium height was reduced by 9% in group TI.

Conclusion

The use of supraphysiologic doses of nandrolone decanoate promotes testicular morphological alterations in rats. These alterations are not reversible after discontinuing the treatment and may cause permanent subfertility.

Support or Funding Information

FAPERJ, CNPq, CAPES

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Long‐term dietary nitrite supplementation is effective in reducing cardiovascular disease risk factors in older, obese rats
Authors: Kadel Jacob L. , Van Schaeffer G , Bates Melissa L. , Sindler Amy L.
Published: June 2021

Cardiovascular diseases (CVD) persist as the leading cause of death. CVD risk increases with advancing age, and is further exacerbated in settings of obesity. Sodium nitrite supplementation improves cardiovascular abnormalities in several models of dysfunction. Given the association between aging, obesity and CVD risk, we tested the hypothesis that long‐term sodium nitrite supplementation would reduce CVD risk factors in older, obese rats. At 6 months of age, male Fisher 344 rats were randomly split into two groups; animals fed HFD (60%(Research Diets); n = 10) with or without nitrite‐supplemented water (50 mg/L; HFD‐NO2−; n = 10) for 10 months. Age‐matched rats fed regular rodent chow (2920X (Teklad); n = 10) served as controls (CON).

As expected, rats on a HFD for 10 months were heavier vs. CON (598 ± 11 vs. 432 ±10 gms; p <0.0001), which nitrite attenuated (533 ± 14 gms; p = 0.0021). DEXA scans revealed that the reduced body weight in the HFD‐NO2− rats was accompanied with reduced body fat % (28 ± 0.6 vs. HFD 31 ± 0.4%; p = 0.0046), while having no effect on lean % (HFD‐NO2− : 48.1 ± 0.4 vs. HFD: 47.5 ± 0.2%; p = 0.30).

Compared to CON, HFD rats had increased systolic blood pressure (SBP: 120 ± 3.81 vs. 136 ± 5.40 mmHg; p = 0.03), diastolic blood pressure (DBP: 75 ± 2.49 vs. 87 ± 4.24 mmHg; p = 0.04) and mean arterial pressure (MAP: 90 ± 2.71 vs. 103 ± 4.53 mmHg; p =0.03), which was completely prevented in HFD‐NO2− (SBP: 114 ± 4.07 mmHg; p = 0.004, DBP: 74 ± 4.15 mmHg; p = 0.04, and MAP: 87 ± 4.05 mmHg; p = 0.016, all vs. HFD). Furthermore, HFD‐NO2− rats had reduced fasting glucose when compared to HFD rats (97 vs. 1.3 vs. 104 ± 2.6 mg/dL; p = 0.02).

Taken together, these data demonstrate that nitrite supplementation may have therapeutic potential for treating and/or preventing CVD risk factors that are associated with aging and obesity.

Support or Funding Information

Supported by NIH K01AG047626, University of Iowa College of Liberal Arts and Sciences Old Gold Summer Fellowship, and University of Iowa Department of Health and Human Physiology

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Impact of Menopausal Hormone Treatments on Intravascular Cellular Activation and Development of White Matter Hyperintensities in Healthy Postmenopausal Women
Authors: Jayachandran Muthuvel , Lahr Brian D. , Miller Virginia M. , Kantarci Kejal
Published: June 2021

Objective

Blood thrombogenicity and vascular inflammation may influence development of white matter hyperintensities (WMH) in the brain. This study aimed to determine if menopausal hormone treatments (MHT) modified that association in recently menopausal women who were enrolled in the Kronos Early Estrogen Prevention Study (KEEPS) at Mayo Clinic.

Methods

Women (n=95) underwent MRI prior to and at 18, 36 and 48 months after randomization to either transdermal 17β‐estradiol (tE2, n=30), conjugated equine estrogen (oCEE, n=29) both with progesterone for 12 days per month or placebo pills and patch (PBO, n=36). Fasting blood was analyzed for a set of 14 activation markers of platelets and endothelial cells, inflammation, and thrombogenicity. Principal components (PC) analysis was used to reduce dimensionality of these markers, and the first 5 PC identified were then assessed for association with treatment and changes in WMH.

Results

WMH increased in all groups over the 48 months of treatment with greater increases in the oCEE compared to tE2 and PBO (P=0.015). The 5 PC explained 62% of the variation in cellular activation markers. A global test of these 5 PC revealed a borderline association with treatment group (P=0.059), with the PC reflecting total platelet count, platelet microaggregates and ATP secretion showing higher scores in the oCEE compared to the other groups (P=0.006). The change in WMH over the 48 months of MHT showed an overall association with the 5 PC (P=0.026), the most prominent of which was the first PC reflecting vascular inflammation by number of blood microveicles (MV) from activated monocytes and endothelial cells and MV positive for intercellular adhesion molecule 1 (P=0.001). There was no evidence that this association differed by MHT.

Conclusion

Markers of blood thrombogenicity and inflammation may influence development of WMH in the brain but this relationship may be influenced by factors other than the type of MHT used in the KEEPS study.

Support or Funding Information

NIH P50 AG44170

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Malaria derived extracellular vesicles inhibit neutrophils ROS production and NETs formation
Authors: Babatunde Kehinde Adebayo , Walch Michael , Fellay Isabel , Kharoubi‐Hess Solange , Filgueira Luis , Ghiran Ionita , Mantel Pierre‐Yves
Published: June 2021

Introduction

A dysfunctional innate immune response is believed to provide immune evasion of the malaria parasites, but also to cause increased susceptibility to bacterial infections. Neutrophils are the most abundant cells found in the blood circulation in direct contact with parasite infected red extracellular vesicles (EVs) derived from iRBCs, containing both parasite and host materials, including microRNAs, modulate neutrophil response by transferring regulatory microRNAs.

Methods and Results

We have previously reported that malaria EVs contain miR451a, a microRNA that is known to regulate neutrophil activity when EVs are phagocytized by neutrophils. Thus we monitored the uptake of EVs by neutrophils by fluorescence microscopy, confocal microscopy and real‐time polymerase chain reaction techniques as well as potential pathways involved in their uptakes by neutrophils. Furthermore, our data demonstrated the influence of malaria induced EVs on human neutrophil functions in vitro by inhibiting their ability to produce ROS and suppressing cytokine secretion. Neutrophils are known to produce neutrophil extracellular traps (NETs) during immune response to pathogens; therefore, we quantified the production of NETs with incubation of EVs.

Conclusion

Our data indicate that EVs are actively taken up by neutrophils to deliver miR­451, thereby interfering with their capacity to kill bacteria by inhibiting ROS and NETs formation. We describe a new mechanism of cellular communication between parasites and the host immune system. While EVs might increase tolerance to the parasites, they dramatically affect the resistance to a co­infection by bacteria. The elucidation of the immune regulatory role of EVs might lead to the development of new therapies.

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.