bluuebunny/crossref_metadata_2025 huggingface dataset:
The Formula 1 Heart of the Etruscan Shrew Suncus etruscus: Using the Extreme to Exemplify Basic Principals in Cardiovascular Physiology
Authors: Harris Michael B. , Flores Phillip H. , Francis Rohin
Published: June 2021

Modern teaching in physiology is greatly enhanced by strategies such as case‐based instruction. A variant of this employs a comparative approach to illustrate basic physiological principles and promote mechanistic thinking. As with clinical cases, examples from comparative physiology can illustrate dramatic responses of physiological systems under extreme stresses, or specializations, optimizations and integration of physiological processes underlying extreme performance. A typical course in physiology considers the structure and function of muscles, and specializations particular to cardiac muscle. Characteristics of cardiac myocytes are illustrated which underlie myogenic pacemakers and syncytial propagation of cardiac action potential between adjacent cells. Considered are patterns of excitation distribution from cardiac pacemakers through the conducting system leading to precise patterns of muscle contraction ensuring synchronized blood flow through the chambers of the heart. Mechanisms coupling changes in membrane polarization to myofibril cross‐bridge formation and ion fluxes and channel properties integral to muscle contraction, relaxation and refractory periods are all described. Integral to these concepts are the temporal durations of basic physiological processes resulting in a coordinated pattern of autorhythmic systole and diastole, and the capacities for autonomic modulation of the heart to match cardiac output to metabolic demands. These basic principles are commonly only described in relation to humans, and resulting in a healthy heart beating at 72 beats per minute. The Etruscan Shrew, Suncus etruscus, presents as a compelling comparative example, having a heart rate as high as 1500 bpm. We consider the shrew to illustrate basic physiological mechanisms, what is known, what can be predicted and what mysteries remain as to the capacities necessary to accommodate extreme cardiac cycle frequencies approaching 25 Hz.

Support or Funding Information

Work reported in this publication was supported by the National Heart Lung and Blood Institute and National Institute of General Medical Sciences of the National Institutes of Health under awards 1R15HL126105 and 1SC2GM112570. The work is solely the responsibility of the authors and does not necessarily represent the official view of the National Institutes of Health or any other funding body.

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Building Bridges in Anatomical Sciences and Medical Education: Brazil and US, one step closer
Authors: Curcio Daniella F. , Laitman Jeffrey T.
Published: June 2021

Building Bridges (BB) is an international outreach initiative to foster collaborations and exchange experiences in anatomical sciences among students, researchers, and educators from Brazil and the US. BB began in April of 2015 with a mini‐symposium at the Icahn School of Medicine at Mount Sinai. This was followed in November 2015 by lectures, colloquia, and student‐faculty exchange sessions in Sao Paulo (Santa Casa School of Medical Sciences), Ribeirao Preto (University of Sao Paulo School of Medicine, USP‐RP) and Rio de Janeiro (Medical School of the Federal University of Rio de Janeiro, UFRJ). Here we report recent BB activities that took place in Rio in November 2017. Presentations were held in the Brazilian National Academy of Medicine (BNAM) and at the Medical School of the State University of Rio de Janeiro (UNIRIO). Dr. Rossano Fiorelli, Member of the BNAM, Chief of the Department of Surgery and Vice Dean of the School of Medicine and Surgery at UNIRIO effectuated the meetings. At the BNAM the event was a Symposium on Advanced Topics in Cervical Surgery. One of us (JL) gave a plenary lecture addressing our current research in developmental and evolutionary anatomy of the larynx, which is funded in part by grants to us from CNPq (Conselho Nacional de Desenvolvimento Científico e Tecnológico/National Council for Scientific and Technological Development). The talk was attended by members of the BNAM, in addition to clinicians, anatomists, and many medical students from Rio. Students representing the academic organizations known as “Anatomy Leagues” awarded JL a special recognition for his, and BB, outreach initiatives, which made this meeting a historic one at the BNAM. At UNIRIO, JL lectured on advances in anatomical and surgical education, and current issues in curriculum design to faculty, resident physicians and students from medical schools in Rio. Following, there was an open exchange and discussion of advances (e.g., use of new technologies such as laparoscopes and robots in teaching in the US) and difficulties (e.g., obstacles in medical education at state universities in Brazil, and shrinking curricular time in the US) in medical education sensu lato in Brazil and the US. The active participation of students, residents, and faculty, including many members of the BNAM, showed a clear and growing interest in the Building Bridges initiatives and the great value of cooperation between the anatomical communities of the two countries.

Support or Funding Information

Meeting support funded in part by The Anatomical Record; Research reported funded in part by CNPq grant PDE #249582/2013–9

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Creation of Anatomy R & R Boot Camps
Authors: Rarey Kyle E. , Nonabur Venkatesh , Maxey Amanda , Wright Ashleigh , Hagen Melanie
Published: June 2021

Anatomy retention and recall (R & R) boot camps were created to further strengthen student's learning of clinically‐relevant gross anatomy. Three boot camps were given generally during a 2 week period prior to an anatomy practical. Importantly, the boot camps were spaced so students could self‐assess their level of anatomical knowledge and have time to review areas that they might be need more time to learn. The anatomy R & R boot camps replaced the traditional practice practical that usually was held the day before the anatomy practical, thereby, lessening the possibility that student could significantly increase their level of knowledge a day before a given practical. Each boot camp session was scheduled for 1 hour; students were asked to identify tagged structures at 25 stations during the first 30 minutes; students then had ~ 30 minutes to immediately review and gain feedback on what clues were used to identify a given structure. Students' perspective of the value of the anatomy R & R boot camps have been overwhelmingly positive. An online survey taken this past academic year by students in the first 3 years of training identified that the boot camps: 1) enhanced their recall and improved their retention (99% strongly agreed); 2) increased their confidence in their ability to identify structures and functions (81% strongly agreed); 3) facilitated their learning of anatomy (99% strongly agreed); and 4) provided feedback on their level of knowledge (88% strongly agreed). Qualitative data further confirmed the positive impact students placed on the boot camps. Although setting up individual boot camps was time‐intensive, the teaching faculty viewed the boot camps experiences as a means to further enrich students' knowledge base of anatomy.

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Analyzing the Knowing‐Doing Gap of Pedagogy Implementation by Near‐Peer Pre‐Professional Anatomy Lab Teachers
Authors: Malmgren Lauren E. , Smith Devon T. , Read Chloe C. , Nguyen Sarah E. , Arrington Derek D. , Brennan Tyler A. , Sullivan Jessica A. , Dawson Danny D. , Day D. Clark , Foulk Corey A. , Gamble Elyce M. , Jenkins Preston R. , Myers Emma J. , Nielson Amanda , Stout Robert O. , Tenney Heath A. , Wayment Aspen , Wisco Jonathan J.
Published: June 2021

Training pre‐professional Teaching Assistants (TA's) in the art of pedagogy is a first step toward mastery of the ACGME Core Competencies of Patient Care, and Interpersonal and Communication Skills. The Knowing‐Doing Gap (KDG) of implementing training into practice is a common problem in the field of medical education. We wanted to identify the specific factors that contributed to the KDG for near‐peer pre‐professional Gross Anatomy TA's toward implementing new teaching strategies. A 6‐week pedagogy training program was implemented in which Anatomy Lecture TA's instructed peer Lab TA's on a variety of teaching strategies applicable for any of the three different lab classroom formats: Didactic Lab (DL), Open Lab (OL), unsupervised Free Lab (FL). The goal of the program was to improve the teaching skills of the Lab TA's and identify barriers to pedagogy implementation. Following the completion of the training program, we asked lab TA's to complete an IRB approved reflection through Qualtrics that assessed their implementation of teaching strategies. Questions included both Likert and free response formats. Likert data were expressed as percentage of respondents. Free response data were analyzed using a grounded theory approach, beginning with constructing a word cloud to reveal the most frequent words used in responses that informed subsequent detailed thematic qualitative analysis. Of our 63 Lab TA's, 46 responded (73%) to the survey. We analyzed the use of six teaching strategies. Flipped classroom style and facilitating justification reasoning were used most frequently in DL (17.2%, 48.78%). Peer teaching and gamification were used most frequently in OL (24%, 18.4%). Second order questions and case‐study methods were used most frequently in FL (48.75%, 20.73%). Lab TA's reported that gamification was the most difficult to implement. Across pedagogies, inadequate time to implement, student under‐preparation and/or disinterest in the pedagogical technique as a help for learning the material, were the principal factors that contributed to the KDG in the Anatomy Lab. Future studies will examine methods to overcome barriers toward implementing novel pedagogical techniques.

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 Best of Two Worlds: Combined Prosection and Dissection in a Clinical‐anatomy Enhanced Medical Anatomy Lab
Authors: Viscomi Natalie S. , Li Cheng‐Shu , Sarko Diana , Huang Anthony , Clough Richard W.
Published: June 2021

Medical and other health science students are provided a unique theatre in the anatomy lab, to dissect, reflect upon and discover normal anatomy, anomalous variations, disease or trauma‐induced disruptions, and often times, pre‐mortem clinical interventions as exist in modern humankind. This highly effective learning activity is becoming temporally less practical. With diminished time available for cadaveric dissection, alternative approaches have become more common: i.e., prosection‐only approaches, digital/electronic anatomy, discovery using plastinates, and others. Accepting the reality of more limited time, but still appreciating the beneficial attributes of dissection, on many levels, we launched a new approach in our anatomy curriculum. In its inaugural year, we have proceeded to hemi‐dissect each of the student group cadavers such that when the students come into the lab to dissect, the alternate side of their cadaver is already prosected. As such, students have a ready consult at their station that shows them what to strive for as they dissect the side contralateral to the prosection. This gives the students more time to be more careful on their side and gives them an unparalleled and timely opportunity to “learn” from the prosection while dissecting the alternate side (rather than “standing around” while some dissect and others don't). This has proven to be wildly popular for this year's class. Moreover, this has proven to shave dissection time from the calendar, make more efficient the dissection experience for the students, and to actually ease the burden on faculty with regards to “teaching”. For example, “teaching” can commence nearly immediately in any given lab session and while the “student dissectors” are working their hemi‐dissection. This approach markedly increases the temporal efficiency of dissecting while preserving the tangible and more intangible attributes of cadaveric dissection.

Support or Funding Information

Supported by SIU School of 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.
Use of Expert Opinions as a Guide to Develop a Tool to Assess a Virtual 3D Pelvis Model for Medical Training
Authors: Meyer Edgar R. , James Amber M. , Dehon Erin , Pound Charles R. , Warren Susan , Cui Dongmei
Published: June 2021

3D anatomical models are often implemented in medical education to assist medical students and residents in learning human anatomy. During surgical procedures, virtual 3D anatomical models can also help residents and attending physicians map their approaches to anatomical structures during operational interventions. Given the variability that exists in 3D models, experts will be solicited for their opinions concerning which anatomical structures are most crucial to display in virtual 3D models of the pelvis used in educating medical students and residents. Experts will include physicians and scientists who have mastered pelvic anatomy and who have experience teaching medical students and residents about the pelvic region. These expert opinions will be used to improve the accuracy of structures and to enhance the interpretation of the special 3D relationships of structures within the model. Each of the expert responses will be incorporated into a survey that will be distributed to all of the experts for a final review in which they will analyze each item and rank, using a Likert scale, its importance for medical training. The content validity of this survey will be determined by computing the content validity index (CVI) and removing items with a low rank. The results of this survey will be used to guide the creation of the 3D model and to improve the quality of pelvic models in medical education. Future studies will address the evaluation of pelvic models using this assessment tool. In addition, future studies will explore the application of these models to medical students' learning as well as medical residents' training in surgical procedures involving the contents of the pelvic cavity and the contents of the lower abdominal cavity that are closely associated with the pelvis.

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Virtual Dissection Adds Educational Value to a Traditional Medical Undergraduate Cadaveric Anatomy Course
Authors: Darras Kathryn , Spouge Rebecca , Arnold Abigail , de Bruin Anique , Nicolaou Savvas , Krebs Claudia , Hatala Rose , Forster Bruce
Published: June 2021

Background

Virtual dissection is performed on near life‐size anatomy visualization tables (AVTs), which are like hospital radiology workstations. Patient CT scans are loaded into these tables and through powerful software interactions students work together to manipulate the data and perform their dissection. The purpose of this study was to develop virtual dissection laboratories for first year medical students and to qualitatively assess the educational value of these sessions as well as students' preferred pedagogical approaches for this new technology.

Methods

All students in the first‐year medical undergraduate program were included in this study (n = 292). A Basic Virtual Dissection Curriculum focused on normal anatomy was offered to all students concurrently with the Cadaveric Laboratory Sessions and an Advanced Virtual Dissection Curriculum focused on pathology was offered as 4 extra‐curricular sessions. 36.6% of students participated in the Advanced Curriculum. Following the course, both groups of students were surveyed to determine their attitude toward virtual dissection and the pedagogical approaches they perceived to be the most useful for this technology. Results were statistically analyzed using the Schulze method.

Results

The response rate for the Basic Curriculum was 69.2% and the response rate for the Advanced Curriculum was 82.9%. 93% indicated that virtual dissection was “definitely” a valuable addition to the anatomy lab. 89% of respondents “agreed” or “strongly agreed” that AVT virtual dissection improved their understanding of disease and pathology. They reported that the aortic aneurysm case was the most memorable case because the imaging made it easier to understand the pathogenesis of the disease. Students felt that small group demonstration and problem‐based learning would be the best teaching approaches for this technology.

Conclusions

Virtual dissection adds educational value to undergraduate anatomy teaching, primarily because it provides students with a clinical context for the anatomy they are learning.

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Netlab: A platform for crowdsourcing virtual microscopy knowledge
Authors: Doyle Michael D. , Harrod Kimberly R.
Published: June 2021

The Netlab project is part of an ongoing effort in image informatics that began in early 1985. This early work resulted in the development of the first digital histology atlas system, which was presented at a NASA conference in 1987. That system used a technology called MetaMAP to make every pixel of the image an independently‐addressable hotspot, linkable to histology knowledge data relating to the cell or structure at that location in the image. The MetaMAP system was then applied to larger anatomy imaging projects, first in the Visible Embryo Project, at UCSF, in 1994, then in the Muritech Atlas of Mouse Development, in 1996, and the Eolas AnatLab project in 1998 and later. In the AnatLab system, MetaMAP allowed the creation of over 800,000 3D anatomical annotations to be made on the image data from the Visible Human Project. The scale of that effort exposed the extreme difficulty involved in validating this kind of data, even when the annotators were trained anatomy students supervised by a professor. The Netlab system is an attempt to lay the groundwork for both building virtual microscopy resources of unlimited scale, and leveraging the power of crowdsourcing to facilitate detailed and validated annotation of the microscopic image data accessible through the system. The Netlab client software allows users to access Aperio‐scanned slide image data streamed in real time over the cloud from the Netlab servers to either a Web browser or a mobile app. Users can pan and zoom in and out across the magnification ranges typical of microscopes in the lab, and can place textual annotations at any locations on any slides in the collection. Each annotation can be classified as private, group or public. Any user with access permission to view another user's annotation can validate that annotation. Each validation is assigned a weight based upon the role of the validator (peer or professor, for example). Group moderators (e.g., professors) can set thresholds for validation. Annotations above the threshold have a “verified valid” icon displayed when viewed. Future work will focus on both expanding the image collection and the development of a more automated validation system, using an approach inspired by the proof‐of‐stake distributed consensus algorithms currently popular in the blockchain technology field.

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Using Three‐Dimensional Cranial Scans to Teach Anatomical Variation
Authors: Ganoe Maria R. , Lynch Hannah L. , Koons Aaron W. , Lambert H Wayne , Zdilla Matthew J.
Published: June 2021

Learning anatomical variations of the cranium poses unique difficulties particularly with regard to having physical access to crania with variations, adequate time to appreciate specimens, and an inherent lack of depth perception afforded from textbook images. This report documents the development of a repository of three‐dimensional (3D) scans of crania possessing both common and rare anatomical variations. Examples of such anatomical variations include metopism, plagiocephaly, elongate styloid processes, confluence of the foramen ovale and spinosum, elongate nasal bones, osteoma, clival foramina, mastoidal emissary foramina, and caroticoclinoid foramina. The utility of 3D scans overcomes many barriers to learning cranial variation. For example, by having a digitized model of a cranium, a student can interact with the model in three dimensions outside of a laboratory. It allows for time flexibility as well. Additionally, there are benefits beyond the primary goal of educating the student, which include eliminating concern for damage to crania from mishandling and concerns of theft.

Support or Funding Information

WV Research Challenge Fund [HEPC.dsr.17.06] and [HEPC.dsr.14.13]

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Social media for education: a histology quiz tool with global reach
Authors: Swailes Nathan
Published: June 2021

Social media has become well‐known as a platform for scientific communication, professional networking and establishing collaborative opportunities. More recently, its powers as an educational tool have started to be recognized by anatomists and pathologists who have established accounts on Facebook, Twitter, Snapchat, YouTube and Instagram. With 70% of all Americans now regularly using some form of social media (Pew Research, 2016) these applications offer unique ways for educators to engage with students outside of the classroom in an environment that they use daily. Educators have only a few hours each week to guide a small number of students through their learning experience, motivate them and test their understanding. Innovative use of social media, however, can extend educational reach beyond the confines of the classroom schedule and allow educators to engage not only their own students but also thousands more, globally, all with similar learning issues and goals.

As more and more students turn to social media platforms to supplement and reinforce their learning, it is important that we, as experts in our field, are present where they are to ensure the availability of a reliable source of educational content. This is especially true for histology where virtual microscopy is now commonplace in classrooms around the world. Students no longer have libraries of unique glass slides at their fingertips and instead learn collectively using only one or two scanned and annotated examples of each tissue. Their exposure to tissue and stain variation is diminished considerably and, as a result, it is common for students to scour the internet looking for images to supplement their classroom experience and test their knowledge, understanding and tissue recognition skills.

This work demonstrates how innovative use of Instagram, a free social media application created for sharing images, was used to build a popular (~3000 global users at time of submission) self‐quizzing tool for histology and pathology. The tool (@IQuizHisto) is used mainly by physicians and students of the medical, dental and healthcare sciences. The test items are fully searchable by organ system or tissue using a simple hashtag search for #IQHistoXYZ (where ‘XYZ’ is the name of the organ system or tissue). Users can rapid‐fire test their analytical and identification skills using high quality histological images and can elicit instant feedback by revealing answers with a swipe. It is a free resource that educators in anatomy and pathology can recommend to their students, or, educators in general can use as a model to quickly build their own supplementary materials/question banks that can then be made available locally or to the global student community using Instagram.

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 Visual Guide to Foregut anatomy: Using Digital Multimedia to Enhance the Learning of Human Gross Anatomy
Authors: Hosseini Farshad , Oberoi Vishesh , Doroudi Majid , Vo Lien
Published: June 2021

Introduction

Knowledge of the human gross anatomy is an essential part of a medical student's education, and is equally fundamental for the practicing clinician. Traditionally, medical schools have focused solely on hands‐on cadaver dissections to teach anatomical sciences. However, with the advancements of digital multimedia, it is about time students have other resources at their disposal to enhance their learning of human anatomy. This is particularly important as students rarely have access to the cadavers outside their designated lab times and with the addition of such resources, they will always have the flexibility to strengthen their gross anatomy knowledge, at any time, in any environment.

Objectives

With the goal of improving students' gross anatomy learning experience, we created a visual, interactive presentation of gross anatomy of the foregut region. The aim was to give the students some background knowledge prior to attending the lab, as well as allowing them to use labeled screenshots from the videos during the lab, and as a study resource after the labs to enhance their learning.

Methods

The video takes the learners through all the key anatomical structures of the foregut as identified in the first year medical undergraduate curriculum, and uses simple commentary, interactive labeling, and quiz questions to optimize the student learning experience.

Results

Surveys were distributed amongst 290 medical students before and after they completed the lab to determine whether the videos were helpful. Over 95% of the students felt that the videos made them more prepared for the labs and also, enhanced their learning in the lab. In addition, they reported that they would like to see similar videos for future labs.

Conclusion

Given the positive feedback, we conclude that this visual guide served to enhance the students' gross anatomy experience, and implementing more of such resources would help with their learning and understanding of the material.

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Can virtual dissection be effectively performed remotely? Pilot study from a second‐year neuroanatomy laboratory at a large distributed medical school
Authors: Darras Kathryn , Spouge Rebecca , de Bruin Anique , Krebs Claudia , Nicolaou Savvas , Forster Bruce
Published: June 2021

Background

Virtual dissection is an emerging area in undergraduate medical anatomy teaching as it incorporates clinical radiology into students' dissection experience. Virtual dissection is performed on near life‐size anatomy visualization tables (AVTs), which are very similar to hospital radiology workstations. Patient CT scans are loaded into these tables and through powerful software interactions students work together to manipulate the data and perform their dissection. Recent technology developments have allowed for some of the virtual dissection functionality to be accessed remotely on hand‐held devices (e.g. tablets). While this makes the virtual dissection experience feasible in a distributed program, it is unclear whether this “lighter” version of the software provides students with the same learning opportunities as virtual dissection performed on an AVT.

Methods

During a second‐year cadaveric neuroanatomy laboratory, 288 medical students were invited to use an online application to access content from an AVT remotely. Students accessed and examined three clinical radiology cases on their device at both the main teaching campus as well as at the distributed campuses. Following the laboratory session, students completed an anonymous online survey to assess their experience. All students had performed virtual dissection on an AVT during their first year of medical school allowing them to compare their experiences.

Results

The survey response rate was 7.9% across four separate campuses. 52.2% of students were located on the main campus and 47.8% were from one of the distributed campus. Most students (74.0%) “agreed” or “strongly agreed” that virtual dissection enhanced their understanding of the cadaveric content presented in the laboratory and their understanding of radiology anatomy. In addition, most students 74.0%) “agreed” or “strongly agreed” that virtual dissection enhanced their awareness of the clinical applications of the anatomy. Students reported that they would have liked to have more ability to virtually dissect the cases and more time to study them.

Conclusions

Virtual dissection is a valuable addition to a second‐year medical undergraduate neuroanatomy cadaveric laboratory. However, students reported that performing the dissection on their tablets was not as effective as performing it on the AVT.

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Spatial Abilities and Effect of Working Memory on Pictures of Objects Recognized from Haptic Perception
Authors: Langlois Jean , Dagenais Yvan , Martin Marcel , Lemieux Renald , Lecourtois Marc , Bernick Jordan , Bellemare Christian , Yetisir Elizabeth , Bergeron Germain , Hamstra Stanley J. , Wells George A.
Published: June 2021

Objective

As a basis for an application in anatomy education, vision‐based spatial abilities tests have been correlated with pictures of objects recognized from haptic perception. Decreasing haptic perception while increasing working memory has been found to decrease performance on pictures of objects recognized from haptic perception. The objective of the current study was to correlate spatial abilities to the effect of working memory on pictures of objects recognized from haptic perception.

Methods

A cohort of 48 medical graduates was enrolled in a prospective study. Ethics committee approval and written informed concent were obtained. Spatial abilities were measured with a redrawn Vandenberg and Kuse Mental Rotations Tests in two (MRTA) and three (MRTC) dimensions and a Surface Development Test (SDT). In a one‐month rotation preparing for residency, the experiment was done within a one‐week drawing course before a one‐week applied anatomy course. Twenty‐five objects constructed from various shaped parts glued together were identified on a picture by participants after haptic perception. In the first exercice, participants could touch the object for up to two minutes while identifying the corresponding picture. In the second exercice, 30 seconds were allowed for haptic perception of the object, 15 seconds to memorize, and up to 75 seconds to identify the corresponding picture without any further haptic access to the object. The maximum score was 24 for each of MRTA and MRTC, 60 for SDT, and 25 for the picture score. Descriptive statistics included median and lower (Q1) and upper (Q3) quartiles. Spearman's correlation coefficient (and associated p‐value) was used to correlate the picture score to MRTA, MRTC and SDT scores.

Results

Correlations of change in picture score between the first and second exercice [6.5 (3, 10)] with MRTA [14 (9, 17)], MRTC [9.5 (6.5, 12)] and SDT [44.5 (36, 53)] scores were −0.046 (p = 0.7577), 0.126 (p = 0.3945) and 0.149 (p = 0.3133), respectively.

Conclusion

Haptics is involved in the handling of anatomical structures. Spatial abilities tests were not correlated to the effect of working memory on pictures of objects recognized from haptic perception. Spatial abilities tests have been correlated to the effect of working memory on drawings of objects from haptic perception. These findings may be explained by the 2‐D nature of picture recognition and 3‐D nature of making a perspective drawing of an object.

Support or Funding Information

This study was supported by an internal grant from the Department of Surgery, Université de Sherbrooke, Sherbrooke, QC, Canada.

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Histological changes of fetal lower limb musculoskeletal layout after clearing with Dawson's technique
Authors: Gomez‐Samper Andrés Fernando , Latiff‐Maldonado Mario Alberto , Heidebroek‐Soto Diego Manuel , Peña‐Grunwaldt Juan David , Rueda‐Esteban Roberto Javier
Published: June 2021

Dawson's clearing technique is widely used for the study of skeletal embryology, particularly at examining endochondral ossification in human developmental stages (Fig 1). While it has proven to be a useful tool for visualizing bony structures through cleared flesh, little is known about the histological changes suffered by both bony and muscular tissue.

Our aim is to contrast cleared and formaldehyde fixated musculoskeletal tissue in fetal lower limbs at cellular and tissular levels. Two previously hard‐fixated fetuses' lower limbs were treated with 1) Dawson's clearing method based on Alizarin Red staining and immersion in aqueous KOH at 1% weight/volume, until complete translucency was obtained and 2) immersion in 10% volume/volume formaldehyde. For both, transversal cuts of tarsus, metatarsus and phalanges were obtained and stained in Hematoxylin and Eosin (H&E), Periodic acid‐Schiff (PAS) stain and Masson's Trichrome (MT) stain.

Samples were observed under a light microscope at 4×, 10× and 20×. Cleared tissue slides in MT stain showed preserved collagen structures in connective tissue while H&E stain showed absence of cell membranes, nuclear structures, and epithelia. Bony structures were partially degraded while cartilaginous tissue maintained a similar but dilated resemblance to formaldehyde preserved tissue. PAS stain did not show any relevant change between specimens.

Many of these observable changes are aligned to the alkaline hydrolysis process occurring between KOH and macromolecules. This interaction is widely reported in the literature. Said variations, in addition to studies proving a decrease of weight and volume in cleared specimens, show that microscopic changes in cleared tissue may be affecting its macroscopic observable layout. While clearing process is useful for examining endochondral ossification, it is important to take caution in quantitative measurements as the process may change the original characteristics of the tissue.

Support or Funding Information

Universidad de los Andes School of Medicine, Anatomy Laboratory.

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Pdgfra regulates chondrocytes progenitor formation during embryo development
Authors: Bartolletti Garrett , Xiong Wei , He Fenglei
Published: June 2021

Platelet derived growth factors (Pdgfs) play a pleiotropic role in embryo development and tissue morphogenesis. Our previous studies show that Pdgf receptor alpha (Pdgfra) is essential for midface and calvaria development in mice. In the present study, we show that Pdgfra plays an indispensible role in chondrocyte formation during craniofacial morphogenesis. Our results show Pdgfra is expressed in the chondrocyte progenitors, and inactivating Pdgfra causes chondrocranium hypoplasia. Further analysis revealed that Pdgfra mutant exhibits decreased expression of Sox9 and Col2a1, accompanied by modest change of cell proliferation rate in alcian blue positive cells. On the other hand, expressing an auto‐active form of Pdgfra (aK allele) in the whole embryo leads to ectopic cartilage formation. In addition, inactivating Pdgfra or activate Pdgfra specifically in chondrocytes causes a mild cartilage phenotype. These data indicate a role for Pdgfra in chondrocyte progenitor cell formation. In summary, our study identified Pdgfra as a novel regulator of cartilage formation, and that it regulates chondrocyte progenitor formation during embryo development.

Support or Funding Information

NIDCR DE024617

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Distribution of bony groove for the greater and lesser palatine vessels in maxilla.
Authors: Miwa Yoko , Asaumi Rieko , Kawai Taisuke , Sato Iwao
Published: June 2021

Purpose

In dental treatments such as implant surgery, harvesting of autogenous bone from maxilla is needed for the loss of the bone mass in elder. For safe operation, determining the presence of intraosseous blood vessels and nerves in the maxilla is of highest importance. The structural features of the human hard palate, which is composed of the maxilla and the palatine bones, may alter the distribution of blood vessels and nerves in elderly patients. The greater palatine nerve and vessels rooted from greater and lesser palatine foramen, and run through a bony groove to the hard palate. We defined three groove structures: shallow groove, with a depth ranging from 1.5 mm to 3 mm; deep groove, with a depth >3 mm; and flat groove, with a depth <1.5 mm using cone‐beam computed tomography (CBCT) and macroscopic observations.

Methods

We investigated 72 donor cadavers using macroscopic segmentation and CBCT. The results analysis examined differences in skull measurement parameters and differences between dentate and edentulous cases.

Results

The greater palatine artery and nerve showed different macroscopic arrangements in dentate and edentulous cadavers. The deep groove is remarkable in edentulous elderly cadavers.

Conclusion

It is supposed that the distribution of the greater palatine nerve and vessels run deeper and more complicated bony groove in elderly maxilla. In planning dental implant surgeries and autogenous bone harvesting, more detailed plan using CBCT is needed to avoid unexpected complication for elder.

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.
Sexual differences in costal cartilage size: Implications for facial reconstruction
Authors: Andrews Reed C. , Celuck Tyler J. , Pacurari Paula , Lynch Hannah L. , Ganoe Maria R. , Bender‐Heine Adam N. , Zdilla Matthew J. , Lambert H Wayne
Published: June 2021

Reconstruction of the face often requires the grafting of costal cartilage. The size of the facial defect determines the size and shape of cartilage needed to be harvested. Because females and males have differing facial size and shape, sex must be taken into consideration with regard to cartilage need. While myriad information exists that describes facial sexual dimorphism, little information exists regarding sexual dimorphism of costal cartilage. Therefore, this study assessed 312 costal cartilages from the most commonly harvested levels (i.e., fifth, sixth, and seventh rib cartilages) from 20 female and 32 male cadaveric ribcages for anatomical comparison. The fifth costal cartilage offers the smallest measurements in terms of area and length (Mean ± SD) for both females (1119 ± 248.8 mm2 and 69.48 ± 10.29 mm) and males (1525 ± 353.1 mm2 and 79.67 ± 14.62 mm). The seventh costal cartilage offers the largest surface area and total length measurements among both sexes (Females: 1836 ± 271.1 mm2 and 123.4 ± 14.62 mm; Males: 2390 ± 409.3 mm2 and 137.5±20.49 mm, respectively). Measurements of male cartilages were consistently larger than those of females in nearly all parameters studied. However, there was no significant difference between the sternum‐to‐curve length of the 5th cartilage (t(50) = 1.579; p = 0.1205) or the rib‐to‐curve length of the 7th cartilage between sexes (t(50) = 0.9609; p = 0.3412). In summary, females can afford, on average, less cartilage to harvest than males. The information provided in this study will aid surgeons in making informed decisions in their pre‐surgical planning of costal cartilage harvesting and grafting.

Support or Funding Information

West Virginia University Initiation to Research Opportunities (WVU – INTRO); WV Research Challenge Fund [HEPC.dsr.17.06] and [HEPC.dsr.14.13]

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 Contour of the Mandibular Fossa in the Sagittal Plane
Authors: Teaff Noah J. , Koons Aaron W. , Lynch Hannah L. , Ganoe Maria R. , Lambert H Wayne , Zdilla Matthew J.
Published: June 2021

The mandibular (glenoid) fossa is of particular importance with regard to the biomechanics of the temporomandibular joint. In particular, the anterior aspect of the mandibular fossa, formed by the articular eminence, influences mandibular depression and protrusion. Accordingly, the mandibular fossa and articular eminence are common structures to undergo surgical alteration (e.g. eminectomy). Therefore, this study analyzed the contour of the mandibular fossa in the sagittal plane to improve the understanding of how the native shape of the mandibular fossa may be implicated in the biomechanics of the temporomandibular joint. The study assessed a total of 39 mandibular fossae via three‐dimensional models of human crania. The three‐dimensional crania models were manipulated such that the model could be split in the sagittal plane in the center of the mandibular fossa. Two‐dimensional renderings of the sagittal planes bifurcating the mandibular fossae were then utilized to perform geometric morphometric analysis utilizing 15 sliding landmarks spanning from the post‐glenoid tubercle to the apex of the articular eminence. Procrustes superimposition revealed a mean contour that when interpolated is given by the equation y ≈ 12.973x6 − 7.2434x5 − 10.861x4 + 4.2187x3 + 3.2365x2 − 0.3056x − 0.1303. Principle component analysis demonstrates 84.90% of the shape variance within two principle components (PC1=70.56% of variance; PC2=14.34% of variance). Also, the left‐ and right‐sided contours did not differ significantly (Mahalanobis distance=2.305; T2=54.2889; p=0.8042). The information presented here provides insight with regard to the average contour of the mandibular fossa as well as most likely contour variation. Therefore, this information may be applied in the context of joint biomechanics to better understand the function and limitations of the temporomandibular joint.

Support or Funding Information

WV Research Challenge Fund [HEPC.dsr.17.06] and [HEPC.dsr.14.13]

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 New Link Between Arthritis and Alzheimer's Disease?
Authors: Squire Michaela , Alkhouli Mustafa F. , Anderson Miranda , Castro Monica , Al‐Nakkash Layla , Broderick Tom L. , Plochocki Jeffrey H.
Published: June 2021

Recently, systemic inflammation has been implicated in the pathogenesis of Alzheimer's disease (AD). This inflammation has the ability to exacerbate both motor and cognitive symptoms of the disease through increasing amounts of inflammatory markers like TNF‐α and C‐Reactive Protein, as well as amyloid plaque depositions within many areas throughout the body, including articular cartilage of synovial joints. These inflammatory markers and amyloid plaques are related to the development of arthritis. In fact, arthritis is a risk factor for cognitive impairment in the elderly. For this reason, we hypothesize inflammatory mediators associated with the development of AD may also affect articular cartilage metabolism, specifically hypertrophy‐like changes induced by chondrocyte activation by inflammatory cytokines. Here, we compare expression of type X collagen (col10a1), a standard marker for chondrocyte hypertrophy, in tibiofemoral joint articular cartilage of 7‐month‐old male wild type mice with mice of the 3xTg‐AD model for AD. Results show that expression of col10a1 in mice with the Alzheimer's phenotype is significantly reduced in comparison with the wild type mice (P < 0.05). This reduction is consistent with inhibited col10a1 expression by chondrocytes identified in arthritic cartilage. Our exploratory study suggests neurodegenerative and arthritogenic changes identified in many AD patients may be linked to a common systemic inflammatory process, and warrants further investigation.

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Extracellular Matrix Protection Factor‐1, a Novel Osteoarthritis Therapeutic, Decreases Expression of Interleukin‐1 beta by Primary Cultures of Human Osteoarthritic Chondrocytes
Authors: Belogorodsky Dimitry , Buckley Andrea Lynn , Milton LaBraya , Popper Hannah Ruth , Mattioli Patrisia , Miller Lawrence , Behling Kathryn , Selim Abdulhafez , D'Angelo Marina
Published: June 2021

Osteoarthritis (OA) is characterized by an imbalance of cartilage extracellular matrix (ECM) production and degradation, due, in part, to increased cytokine production. It has been demonstrated that the cytokine, Interleukin‐1 beta (IL‐1β), is produced by OA articular chondrocytes and plays a prominent role in altering ECM metabolism by targeting the matrix metalloproteases (MMPs) that degrade the ECM. We are developing a novel, OA therapeutic, Extracellular Matrix Protection Factor‐1 (ECPF‐1) that targets MMP interaction with its ECM substrate. We have demonstrated a reduction in ECM degradation when primary, human OA chondrocyte (HOAC) cultures are treated with ECPF‐1. In this study, HOACs isolated from total knee arthroplasty were reared in three‐dimensional, serum‐free, alginate cultures. The sides of least and greatest pathology of the femoral condyles and tibial plateaus were determined by gross inspection and cells isolated were cultured separately (LP and GP). Chondrocytes were plated at 2.5×106 cells per milliliter of alginate and incubated in serum‐free medium for five days. Cells were released from the alginate and the RNA extracted from the pellet, reverse‐transcribed into cDNA and quantitative, real time PCR (qRT‐PCR) was performed with TaqMan Gene Expression assays for IL‐1β, collagen type I, collagen type II and 18s rRNA. In a previous study, IL‐1β production was detected in the conditioned media of HOAC cultures with the highest concentration of this cytokine present in the cultures established from the region of greatest pathology (GP). In this study, IL‐1β expression was detectable in mRNA produced by LP and GP HOAC cultures. The expression was reduced 2‐fold in LP cultures treated 24 hours with 2.5 uM ECPF‐1 and 1.4 fold in GP cultures. These results demonstrate the ability of ECPF‐1 to alter expression of a molecule involved in the feedback loop of ECM destruction. ECPF‐1 provides a tool with which to further define the cellular mechanisms responsible for OA chondrocyte pathology.

Support or Funding Information

New Jersey Health Foundation, Center for Chronic Disorders of Aging Small Grant, PCOM's Division of 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.