bluuebunny/crossref_metadata_2025 huggingface dataset:
PIP2 mediated influence on Serotonin Transport Function
Authors: Hofmaier Tina , Anderluh Andreas , Kudlacek Oliver , Stockner Thomas , Schütz Gerhard , Sitte Harald
Published: November 2023

The serotonin transporter (SERT) plays a key function in the termination of serotonergic neurotransmission. SERT is the main pharmacological target in treating depressive disorders and also a target for various drugs of abuse. Drugs like amphetamine‐type stimulants (ATS) reverse the direction of transport which finally leads to an increased serotonin concentration in the synaptic cleft. Transmembrane proteins get in close contact with the lipid environment and are partitioned in specific lipid microdomains. In a previous study we already implicated the phosphatidylinositol PIP2, a major signaling molecule, to influence amphetamine effects at SERT and elucidated a specific binding interface (Buchmayer, Schicker et al. 2013). We explored a positively charged SERT area using a computational approach and identified a putative second binding site which is close to the inner leaflet of the plasma membrane. Moreover by using single molecule analysis we could show that this interaction stabilizes the oligomeric state of SERT. Disruption of the PIP2 binding site on SERT as well as depletion of PIP2 at the plasma membrane resulted in decreased oligomerization which was also examined using single molecule fluorescence microscopy.

Results

Manipulating cellular PIP2 levels had an effect on amphetamine‐induced substrate efflux. Neutralizing of this positively charged SERT area led to a loss of this effect.

Discussion

We could show that both binding sites are necessary for a stable PIP2‐SERT interaction. Neutralization of positive charges within the binding sites abolished PIP2 modulation of amphetamine induced efflux. By drastically reducing intracellular PIP2 levels we could show an decreased amphetamine induced efflux in SERT. This effect could not be observed in mutant SERT indicating a loss of PIP2 mediated effect on substrate efflux. Further we could show that SERT not only interacts with PIP2 but also other phosphatidylinositol species. This interaction is almost lost upon neutralization of both binding sites.

Support or Funding Information

The work of was financially supported by the Austrian Science Foundation/FWF
Fostering Remembering: Strategies for Helping Students Link Prerequisite Knowledge to Learning Biochemistry
Authors: Taylor Ann T.S. , Novak Walter R.P.
Published: November 2023

Biochemistry is built on the fundamentals of chemistry and biology. It is often the fifth chemistry‐related course a student takes. However, students’ ability to transfer information from prior courses is limited, assuming they learned it correctly the first time. Making connections between new material and prior knowledge, and that the prior knowledge is recalled correctly are fundamental assumptions in the constructivist model of learning. How can Biochemistry educators foster these connections and correct errors in prerequisite knowledge? In this study, the effect of a collection of activities that explicitly link general and organic chemistry concepts to biochemistry ideas was tested either alone or in conjunction with regularly integrated clicker questions connecting pre‐requisite concepts to course material. Performance on a pre‐ and post‐test covering key pre‐requisite concepts, performance on Biochemistry exams, and student self evaluation of their confidence in the concepts from prior courses was collected. Use of the pre‐class activities alone was not sufficient to improve understanding of the pre‐requisite concepts; however, in combination with integrative clicker questions, student performance on a pre‐requisite concept inventory was improved. These gains were seen both at a private liberal arts college and at a R1 research institution.

Support or Funding Information

This work was supported by NSF‐DUE grant #1140711 and the Haines Fund for the Study of Biochemistry at Wabash College.
Exploring the Impact of Jargon on Student Learning in Biology: Student Understanding, and Self‐Perception of Understanding, of Technical Vocabulary
Authors: McDonnell Lisa , Zukswert Jenna , Barker Megan
Published: November 2023

The ability to communicate and collaborate is a core concept in biology education1, and includes mastery of both conceptual ideas as well as technical vocabulary. The “jargon load” is a particularly prominent hurdle in introductory biology courses, which are notorious for the vast quantity of new terms, often more than in a high school language course2. Previous research has shown that the jargon load can negatively impact learning3, 4. However, little work has been done to widely characterize student understanding of biology‐specific jargon, and to distinguish between types of jargon that may differently impede student learning. The purpose of this study was to assess students’ actual and self‐perceived understanding of various biological terms presented in first‐ and second‐year undergraduate biology courses in order to determine 1) the types of terms that students struggle with most, and 2) identify common errors in their understanding. In three large undergraduate biology classes, students were given an online survey about the specific terms they had seen in the course; the survey prompted them to assess their recognition and understanding of each term, as well as give definitions in their own words. In total, there were 93 vocabulary terms with over 2,400 student responses. The terms were grouped into thematic categories to facilitate analysis.

Our results indicate that students struggle the most with Molecular terms (names of molecular structures). Interestingly, there was a significant difference between student's self‐perceived understanding and their actual understanding, and these differences vary between types of jargon. The least accurate self‐assessment was found for the following categories: Information (describing information transfer processes), and Incompatible Ambiguity (terms with precise scientific meanings that are used less precisely in everyday language). Analysis revealed that students often showed an overestimation of understanding: a significantly large proportion of incorrect definitions were submitted despite a high proportion of students self‐reporting that they understood the terms. For example, for terms in the Incompatible Ambiguity category, 83% of students claimed they understood the terms, but only 26% of the definitions submitted were correct.

The findings of this research provide insights about which technical vocabulary may indeed be jargon, and possibly create a barrier to developing deeper conceptual understanding. Additionally, our results shed light on the variation in types of jargon, and highlight a need to consider student understanding of different types of jargon to support learning and scientific literacy.

Support or Funding Information

This work was supported by a Teaching and Learning Enhancement Fund grant from the University of British Columbia.
Specifications Based Grading: Nearly Pointless Education That Points Students to Key Concepts
Authors: Rylaarsdam Robin Pals , Heinz Cheryl
Published: November 2023

Specifications‐based grading is a course organizational structure developed and described most fully by Linda Nilson in her book Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time. Moving away from the traditional model of students accumulating points during the semester toward an ultimate goal of X points = A, specifications‐based grading defines levels of competency required for each of the learning objectives in a course, coupled with the number of learning objectives that must be met for a student to earn a particular letter grade. Competent performance on a wide variety of activities can be used to differentiate the As from the Bs, and also to encourage students to move beyond the basic learning objectives of the course to deeper learning through enrichment assignments. We describe the use of specifications‐based grading in two different junior/senior level courses: Ecology and Cell Biology. Ecology used specifications‐based grading in a comprehensive manner, eliminating traditional scored grading altogether. Student and instructor satisfaction with the grading system was high in this course, and some students provided very positive comments regarding learning more with this alternative grading system. In a different application of the structure, Cell Biology tests and assignments were graded in the traditional points‐based manner, but the course used specifications‐based grading to provide academically meaningful pathways for struggling students to achieve a C in the course by defining “competency” benchmarks for content and skills testing, and focusing student re‐testing on subtopics for which they had not yet achieved competence. Half of the students who would have failed the course in a traditional grading system were able to meet competency standards by retesting on focused problem topics in their curriculum. Overall, student achievement on content and skills‐based objectives was higher, even before retesting, in a semester using specifications‐based grading compared with the previous semester using only traditional points‐based grading.
Writing Throughout the Biochemistry Curriculum: Synergistic Inquiry‐Based Writing Projects for Biochemistry Students
Authors: Mertz Pamela , Streu Craig
Published: November 2023

We have developed a synergistic two‐semester writing sequence for biochemistry courses. In the first semester, students select a putative protein and are tasked with researching their protein largely through bioinformatics resources. In the second semester, students develop original ideas and present them in the form of a research grant proposal. Both projects involve multiple drafts, peer review, and oral presentations. The complementarity of the projects increases student exposure to bioinformatics and literature resources, fosters higher‐order thinking skills, and develops teamwork and communication skills. Student feedback and responses on perception surveys demonstrated that the students viewed both projects as favorable learning experiences. In this presentation we will detail the projects, outline critical aspects for achieving the desired learning outcomes, and discuss implementation strategies.
Developing Science Leaders Through Applied Learning Experiences
Authors: Richardson John M
Published: November 2023

Future generations of scientists will be expected to find innovative solutions to problems that are greater in scale and magnitude that what we have ever faced before. Since these challenges will be faced early in an academic career, young scientists will not have the opportunity to develop the necessary skills over a lifetime before they are called upon to lead. To address this gap a partnership has been formed between the leadership studies program and the chemistry and biology faculty at Austin College to develop a curriculum of leadership skills in order to prepare our graduates to work on these new scientific frontiers. This curriculum is rich in intentional instruction of awareness, ability, and commitment through a complete integration into the existing scientific learning environment. Instruction is layered into courses and laboratory components at every level of the curriculum to give the students multiple opportunities to develop their skills from freshman through senior year. The work presented will discuss the vision for this interdisciplinary partnership, define our model for developing professionalism and leadership from within the academic disciplines, and report some early results from the classroom. The STEM Teaching and Research (STAR) Leadership program provides the foundation not only for successful professional careers, but also for increased civic and community engagement.

Support or Funding Information

Support for this work was provided by the W.M. Keck Foundation
A flipped classroom format enhances learning of molecular biology in an introductory, biology major course at a small liberal arts university
Authors: Clauson Cheryl Lynn , Shor Audrey C
Published: November 2023

The traditional set up of the college classroom, with lectures delivered in‐class and problem solving taking place outside of class, means that students may not have access to their professor while working through the high level tasks that are expected of them. A flipped, or inverted, classroom affords students the opportunity to listen to lectures outside of the classroom and to work through critical thinking activities and apply learned concepts in the classroom, with full access to their professor. In the small class sizes at our small liberal arts university, this is particularly true as the professor herself is able to navigate peer to peer discussions, address misconceptions and effectively facilitate the learning process. The flipped classroom also gives the students opportunities to work in collaborative groups, enhancing communication, critical thinking and social skills. While the amount of content covered in a semester does not change between the traditional format and the flipped format, this style of teaching has the advantage of freeing up class time for more kinesthetic and active learning lessons. In the case of this classroom, activities included matching games for learning the periodic table, as well as functional group and macromolecule card sorts. Kinesthetic learning included magnetic water kits to teach properties of water and bonds, a DNA discovery kit to learn about the structure of nucleotides, and an amino acid kit where the students folded a tuber “protein” based on the chemical properties of the amino acid sequence. In addition to improved assessment outcomes, students also self‐report that the active, applied approach to learning helps to better prepare them for exams.
Using Readings and Discussion to Teach Ethics in the Undergraduate Science Curriculum
Authors: Tansey John T
Published: November 2023

Numerous agencies (including ASBMB, ACS, IUBMB, NSF, and NIH) have called for formal ethics education in the undergraduate curriculum, yet there is widespread confusion over what this means, and therefore how to accomplish the task. Furthermore, while bioethics, animal rights, or medical ethics are rich fodder for discussion, the discussions are often polarizing, difficult to manage, and fail to achieve the desired outcomes (broadening the students understanding of ethics and ability to conduct science in line with a code of conduct). We hypothesized that students already have an ethical basis for ‘big picture’ judgments, but lack a basic knowledge of the code of ethics of professional societies. In this study, students were required to read a series of essays throughout the quarter and participate in an online discussion. At the end of the quarter students were given a two part surveys designed to determine if they could identify an ethical violation and determine how severe a violation was. Following the surveys, students were given the professional codes of conduct of ASBMB, ACS, and IUBMB. Classroom discussion dissected student opinions. Feedback from students was largely positive. They were surprised to see what a code of conduct contained and what was or was not considered ethical behavior in the sciences. Preliminary results indicate that this method is a viable way to introduce professional ethics to undergraduates. In the next stage of the study we propose to compare groups that read essays with an ethical theme to those without to see if this influences the result. We also plan to follow the students through their college careers to see if the learning that occurred in the freshman year will be retained.
Development of a Research‐Intensive Undergraduate Teaching Program in Biochemistry
Authors: Milner Rachel
Published: November 2023

In this presentation, I will describe and justify the design of our undergraduate teaching program in biochemistry. Overall, in our design, we considered two important questions: “What is a biochemist anyway?” and “What is the purpose of laboratory courses in biochemistry?” If you look at any biochemistry text book, or review the research interests of members of biochemistry departments in research‐intensive universities such as ours, you will discover that the subject matter extends from what might otherwise be described as biophysics through molecular biology, nutrition and metabolism, virology, and into cell biology. So, how do you design a program in biochemistry? What should a student of biochemistry know or be able to do? This question always elicits vigorous debate in our department and has never been resolved! However, we do all agree that biochemistry is a research‐based discipline and that engagement in research is probably the most important component of an undergraduate program in biochemistry. In light of this, we decided that our program should focus on the inclusion of significant research opportunities at all levels and that these should be quite distinct from laboratory courses or laboratory components to didactic courses. Our didactic program covers a broad (but arguably incomplete) range of the subject matter that comprises biochemistry, building upwards systematically from introductory basics. Ultimately, our highest level courses focus on discussion of current research publications, and at these higher levels students select courses which reflect their particular interests within the discipline. Importantly, increasingly challenging research opportunities are incorporated systematically throughout the program, and we feel strongly that this focus on research, rather than on labs, fosters the development of mature, independent learners with important and transferable research skills. We also feel that their immersion in research leaves our graduating class with a clearer understanding of what it really means to be a biochemist.
The Small World Initiative™: An Innovative Crowdsourcing Platform for Antibiotics
Authors: Barral Ana Maria , Makhluf Huda , Broderick Nichole A. , Kurt Erika L.
Published: November 2023

The Small World Initiative™ (SWI) is an innovative program that encourages students to pursue careers in science and sets forth a unique platform to crowdsource new antibiotics. It centers around an introductory biology course through which students perform original hands‐on field and laboratory research in the hunt for new antibiotics. Through a series of student‐driven experiments, students collect soil samples, isolate diverse bacteria, test their bacteria against clinically‐relevant microorganisms, and characterize those showing inhibitory activity. This is particularly relevant since over two thirds of antibiotics originate from soil bacteria or fungi. SWI's approach also provides a platform to crowdsource antibiotic discovery by tapping into the intellectual power of many people concurrently addressing a global challenge and advances promising candidates into the drug development pipeline. This unique class approach harnesses the power of active learning to achieve both educational and scientific goals.

Formulated in 2012 at Yale University by Jo Handelsman, the current Associate Director of Science at the White House, the course is now in 109 institutions in 32 states, Puerto Rico, and nine countries. We will present course data on enrollment and curriculum integration as well as highlight implementation at National University. We will discuss our preliminary student evaluation results, which show the compelling impact of the program in comparison to traditional introductory courses. Ultimately, the mission of the program is to provide an evidence‐based approach to teaching introductory biology concepts in the context of a real‐world problem. This approach has been shown to be particularly impactful on underrepresented STEM talent pools, including women and minorities.

Support or Funding Information

Funding for the first two years of the SWI was provided by the Leona and Harry B. Helmsley Charitable Trust.
Undergraduate Students Engagement in Basic Biochemistry Course Activities in Sudan and Saudi Arabia
Authors: Mohammed Mohammed Elimam Ahamed
Published: November 2023

One of the major problems that face biochemistry teachers is the engagement of their students in the course activities. It is known that full undergraduate student engagement in any course activities leads to better student satisfaction and performance. The aim of this manuscript is to find the factors that affect the engagement and satisfaction of the undergraduate students in the basic biochemistry course taught for science students in Sudan (International University of Africa) compared to science students in Saudi Arabia (King Khalid University). In order to meet the objective of this manuscript, the factors that affect the engagement of the students in the basic biochemistry course were classified to social and academic factors. The social factors were concentrated on the student family status and his living conditions in the university. The academic factors included the course organization, staff efforts and teaching methods. The results showed that the social factors had a positive impact on the student engagement in the course activities in the International University of Africa while they had a negative impact on the engagement of the students in course in King Khalid University. Regarding the academic factors, most of the students expressed that adopting different teaching methods, better course organization and competent, enthusiastic and merciful teachers are the major factors enforcing the students to be involved in the basic biochemistry course activities.
Problematic 15‐PGDH: The Link between 15‐PGDH and Uncontrolled Tissue Growth
Authors: Chyong Donian , Alluri Anisha , Arpornsuksant Ty , Hu Michael , Jain Supriya , Williams Megan , Baxley Ann , Link Tina , Na Hye‐Kyung
Published: November 2023

15‐Hydroxyprostaglandin dehydrogenase (15‐PGDH) is the key enzyme that catalyzes the degradation of prostaglandin E2 (PGE2). The expression of 15‐PGDH is ubiquitously down‐regulated in various cancers. Whereas, overexpression of 15‐PGDH in cancer cells causes apoptosis, cell cycle arrest, and inhibition of metastasis, and hence considered as a tumor suppressor. Hypermethylation of CpG islands in the gene promoter region is an important mechanism to silence the expression of 15‐PGDH and contributes to cancer formation. 15‐PGDH physiologically antagonizes cyclooxygenase‐2 (COX‐2), an enzyme involved in inflammation and carcinogenesis. Therefore, downregulation of 15‐PGDH and overexpression of COX‐2 may coordinately increase the levels of PGE2 and exacerbate the carcinogenic process. 15‐Deoxy‐Δ 12,14 ‐prostaglandin J2, a product of the COX‐2 enzymatic pathway, upregulates the expression of 15‐PGDH in breast cancer MDA‐MD‐231 cells in a negative feedback loop. 15‐PGDH is directly regulated by the TGF‐tumor suppressor pathway. In addition to cancer research, current research involves investigating 15‐PGDH as a potential avenue for tissue regeneration. Inhibition of 15‐PGDH has been found to potentiate hematopoietic recovery in mice receiving a bone marrow. 15‐PGDH has also been found to play a central role in determination of active prostaglandin concentrations during pregnancy and may be competitively regulated by progesterone and cortisol. Mutations in the gene coding for 15‐PGDH can also cause digital clubbing, the swelling of the distal parts of the finger. Research on 15‐PGDH will unlock treatment methods for patients suffering from a wide variety of illnesses. We printed a 3D model of the 15‐PGDH protein structure to investigate the relationship between structure and function.

Support or Funding Information

Walton High School SMART (Students Modeling a Research Topic) Team is sponsored by Milwaukee School of Engineering.
A Phenylalanine Fiasco: The Structure of Phenylalanine Hydroxylase and its Impact on Phenylketonuria
Authors: Kahn Jenna , Koh Ally , Luckcuck Rachel , McNeice Jules , Walter Ellie , Yao Wendy , Baxley Ann , Link Tina
Published: November 2023

Phenylketonuria (PKU) is a devastating metabolic disease that is unfortunately common: it affects between 1 in 10,000 and 1 in 15,000 newborns in the United States. This disorder is caused by mutation in the gene for phenylalanine hydroxylase (PheOH), a biopterin‐dependent aromatic amino acid hydroxylase which catalyzes the breakdown of phenylalanine (Phe) into tyrosine (Tyr). Structurally, it comprises a catalytic domain, a regulatory domain in the N‐terminus, and a C‐terminal domain responsible for tetramerization of the monomers. It catalyzes the hydroxylation of Phe to Tyr, which is the rate‐limiting step in the breakdown of phenylalanine. There are over 500 documented mutations on the PheOH gene, but the most common ones disrupt tetramer assembly, increase sensitivity to proteolytic cleavage and aggregation, or remove essential structures such as the C‐terminus. These mutations can cause a buildup of blood Phe, leading to hyperphenylalaninemia (HPA) and PKU. PKU, the most severe form of HPA, is an autosomal recessive disorder characterized by the total or near‐total absence of PheOH. Untreated, PKU causes a buildup of Phe at the blood‐brain barrier, which leads to severe intellectual disabilities in affected individuals. If detected early and treated carefully, people with PKU can lead fairly normal lives; however, any neurological damage already incurred is irreversible. Using x‐ray crystallography, researchers have created models of the structure of PheOH. Understanding the structure of PheOH is essential to developing new therapies to treat PKU. We created a model of PheOH using 3D modeling and printing technology that highlights several of the most common PKU‐causing mutations, located at the juncture between the catalytic and tetramerization domains.

Support or Funding Information

Walton High School SMART (Students Modeling a Research Topic) Team is sponsored by Milwaukee School of Engineering.
Combining molecular visualization with bench methods in a hypothesis‐driven undergraduate biochemistry lab course
Authors: Craig Paul A. , Mills Jeffrey L. , Daubner Colette , Pikaart Michael J.
Published: November 2023

We are seeking to incorporate authentic inquiry into an undergraduate biochemistry lab course. Students on six campuses are combining computational (“in silico”) and wet lab (“in vitro”) techniques as they characterize proteins whose three dimensional structures are known but to which functions have not been previously ascribed. The in silico modules include protein visualization with PyMOL, structural alignment using Dali and ProMOL, sequence exploration with BLAST and Pfam, and ligand docking with PyRX and Autodock Vina. The goal is to predict the function of the protein and to identify the most promising substrates for the active sites. In the wet lab, students express and purify their target proteins, then conduct enzyme kinetics with substrates selected from their docking studies. Their learning as students and their growth as scientists is being assessed in terms of research methods, visualization, biological context, and mechanism of protein function. The lab course is an extension of successful undergraduate research efforts at RIT and Dowling College. The modules that are developed will be disseminated to the scientific community via a web site (promol.org), including both protocols and captioned video instruction in the techniques involved. Over the course of the project, we will also be following changes in faculty and teaching assistant competence in two areas: effective teaching with structural biology tools and the development of skills in the area of measuring learning gains by students. As we conduct the lab on these different campuses, we will also focus on advantages of our approach and barriers to implementation that exist on each campus, from the level of student acceptance and faculty training, to resources that are needed to changes in the culture at the departmental and institutional levels. As we analyze the feasibility of this approach on other campuses, we will seek input from other potential adopters about their level of interest and the barriers that they anticipate on their campuses.

Support or Funding Information

This project is supported in part by NSF IUSE 1503811.
Unhealthy Weight Among Mothers and Young Children in the Middle East and North African Region
Authors: Jones Rebecca , Cunningham Solveig
Published: November 2023

Background

Previous studies have documented the emergence of double‐burden households in poorer countries, or households that have both underweight and overweight or obese persons.

Methods

We used nationally representative data from the most recent Demographic and Health Survey (2001–2012) in the six countries in the MENA Region (n=21,481) with available data (Azerbaijan, Egypt, Jordan, Mauritania, Morocco, and Turkey) to examine weight status amongst mothers and their child under age 5 years in a part of the world where increases in obesity have been noted. Under‐nutrition households were defined as underweight mother and thin child; over‐nutrition households as overweight or obese mother and overweight child; and double burden households as underweight mother and overweight child or overweight or obese mother and thin child. Survey‐adjusted multinomial logistic regression was used to quantify predictors of household weight pattern.

Results

Across the MENA region, 7.3% of households were double burden and 11.0% were over‐nutrition households; only 0.3% were under‐nutrition households. Households in urban settings, with private water access, male children, and older mothers, were more likely to be over‐nutrition or double burden households compared to normal‐weight households. Wealthier households were more likely to have over‐nutrition pairs. Compared to over‐nutrition households, double burden households were poorer and more likely to have a child with lower birth weight.

Conclusion

These nationally representative data demonstrate the existence of double burden households in the MENA region, the seeming disappearance of underweight mother‐child pairs, and the social context of household weight status.
Maternal Anemia of Inflammation and Adverse Pregnancy and Neonatal Outcomes in India
Authors: Finkelstein Julia L. , Kurpad Anura V. , Thomas Tinku , Srinivasan Krishnamachari , Duggan Christopher
Published: November 2023

Objective

To examine the prevalence of anemia, iron deficiency, and anemia of inflammation (AI) during pregnancy and their associations with adverse pregnancy and neonatal outcomes in women in India.

Methods

A total of 366 women participating in a vitamin B12 supplementation trial in India were monitored to assess hemoglobin (Hb), serum ferritin (SF), hepcidin, C‐reactive protein (CRP), and alpha‐1 acid glycoprotein (AGP) during pregnancy. All women received daily iron‐folic acid supplementation during pregnancy. Binomial and linear regression models were used to examine the associations of maternal hematological status and pregnancy and neonatal outcomes.

Results

30% of mothers were anemic (Hb<11.0 g/dL), 48% were iron deficient (SF<15.0 μg/L), and 23% had iron deficiency anemia (IDA) at their first prenatal visit. The prevalence of inflammation (CRP>5 mg/L: 17%; AGP>1.0 g/L: 11%) and AI (Hb<11.0 g/dL, SF>15.0 μg/L, plus CRP>5 mg/L or AGP>1.0 g/L: 2%) was relatively low. Maternal hemoglobin concentrations were associated with significantly higher birth weight (p=0.02) and gestational age at delivery (p=0.001), lower risk of preterm delivery (<37 weeks; RR: 0.76 (95% CI: 0.63–0.91); p=0.003); and higher WAZ scores (p=0.02) and MUAC (p=0.002) in multivariate analyses, including gestational age at sample collection, vitamin B12 intervention, maternal body mass index, socioeconomic status, and inflammation. Women who were anemic at enrollment had a two‐fold higher risk of low birth weight (<2,500 g; RR: 2.10 (95% CI: 1.18–3.74); p=0.01), preterm delivery (<37 weeks; RR: 2.67 (95% CI: 1.43–5.00); p=0.002), and underweight (WAZ<‐2; RR: 2.11 (95% CI: 1.13–3.93); p=0.02); and lower MUAC (p=0.03). IDA was associated with higher risk of low birth weight (RR: 1.99 (95% CI: 1.08–3.68); p=0.03) and preterm birth (RR: 3.48 (95% CI: 1.82–6.64); p=0.0002); and lower WAZ scores (p=0.02).

Conclusions

Anemia and iron deficiency were common early in pregnancy, and associated with increased risk of adverse pregnancy and neonatal outcomes. A comprehensive approach to prevent anemia and iron deficiency is needed in women of reproductive age to enhance pre‐pregnancy hematological status and improve maternal and child health outcomes.

Support or Funding Information

National Institutes of Health, Indian Council of Medical Research, Harvard University
Overweight and Obesity Prevalence is High among Non‐pregnant Women of Reproductive Age in Eight Countries and Positively Associated with Circulating Acute Phase Protein Concentrations
Authors: Williams Anne Michal , Addo Yaw , Namaste Sorrel , Suchdev Parminder S , Flores‐Ayala Rafael C
Published: November 2023

Background

Interventions to address obesity and overweight are needed due to established health risks and increasing prevalence globally. There is chronic low‐grade inflammation associated with obesity, which itself has negative health consequences. Less is known about the association between overweight and inflammatory biomarkers.

Objective

To describe the prevalence of overweight and obesity in non‐pregnant women of reproductive age (WRA, 15–49 years old) from nine recent nationally representative nutrition surveys, and to evaluate the associations between obesity, overweight and acute phase proteins (APPs).

Methods

Survey data was compiled for the BRINDA project, and 8 countries included anthropometry and biomarker data for WRA: Cameroon, Colombia, Cote d'Ivoire, Georgia, Laos, Mexico (2 discrete surveys), Papa New Guinea, and the United States (n=23,416). Obesity was defined as body mass index (BMI, kg/m2) ≥ 30 and overweight as 25 ≤ BMI < 30. Logistic regression was used to model the associations between (1) obesity, (2) obesity and overweight, and elevated alpha‐1 acid glycoprotein (AGP > 1 g/L) and C‐reactive protein (CRP > 5 mg/L). Adjusted models included socio‐economic status, maternal education, and age. Robust standard errors were used to account for correlation at the country level and complex survey design effects (weighting and probability sampling) were used to produce weighted, nationally representative results.

Results

The prevalence of overweight (27.8%) and obesity (21.2%) exceeded the prevalence of normal BMI (46.0%); only 5% of WRA were underweight. The range of overweight plus obesity across countries ranged from 12.9% (Laos) to 66.5% (Mexico, 2012). Obesity was positively associated with elevated APPs [adjusted prevalence ratio aPR (95% CI) AGP (g/L): 2.1 (1.1, 3.9), CRP (mg/L): 2.6 (2.2, 3.1)], controlling for age (yr, CRP model only), socio‐economic status, and education. The effects of elevated APPs are attenuated when using overweight or obesity as the outcome: aPR (95% CI) AGP (g/L): 1.2 (0.9, 1.6), CRP (mg/L): 1.7 (1.4, 2.1).

Conclusion

Overweight and obesity prevalence is high among non‐pregnant women of reproductive age in eight countries and positively associated with circulating acute phase protein concentrations. We recommend that interventions to address overweight and obesity and efforts to monitor these trends measure APP concentrations.

Support or Funding Information

Research support: Bill & Melinda Gates Foundation, CDC, GAIN, NICHD
Quasi‐experimental feeding study in patients admitted for elective gastrointestinal surgery at Bach Mai Hospital (BMH), Hanoi, Vietnam
Authors: Huong PTT , Lam NT , Thu NT , Anh NQ , Hoc TH , Lien DTK , Gura Kathleen , Ziegler Thomas R. , Plourde Kendra , Young Lorraine S.
Published: November 2023

Objective

To determine the feasibility of a multidisciplinary comprehensive feeding intervention to improve the perioperative intake of calories and proteins in patients admitted for elective gastro‐intestinal surgery in a referral hospital. Secondary outcomes examined included feeding route and anthropometrics.

Methods

This is a three‐month quasi‐experimental study of consecutive patients admitted for GI surgery receiving standard hospital nutrition care (n= 46) in 2013 vs. a comprehensive feeding protocol (n=62) in 2014 (Fig. 1). ASPEN nutrition guidelines were used. Data included age, sex, mid‐upper‐arm circumference, weight, height, dietary intake, feeding route, length of stay, and post‐op complications. Calories and protein intake were calculated using a Vietnam Food Analysis software developed by the National Institute of Nutrition (NIN), Vietnam. Body Mass Index (BMI) was calculated in kg/m2 and classified using WHO references. Descriptive analysis and Wilcoxon rank sum tests were used.

Results

Participants in the standard group were 55.5±14.8 y, 52% female, had a BMI of 18.8±2.7 kg/m2, and length of stay (LOS) was 12.6±5.6 days. Their pre‐op weight, height, and BMI were similar but they differed by MUAC (23.2±3.0 vs. 25.0±2.4 mm, p<0.0001). The intervention group received 30±6 kcals/kg and 1.37±0.27 g protein/kg vs. 15±6 kcals/kg and 0.61±0.26g protein/kg), p<0.0001 in the standard group. Parenteral nutrition was discontinued on day 5 in 61(100%) patients in the intervention vs. 28(65%) in the standard group (P<0.0001). Although there was no significant change in weight and MUAC during the hospitalization, more subjects lost greater than 10 % weight (n=4/46, 91%) in the intervention vs. the standard group (n=62 (100%), p=0.031). No adverse events were identified.

Conclusions

The implementation of an evidence‐based nutrition support feeding protocol is feasible in Vietnam. This study illustrates the impact a multifaceted approach including service, education, and research can have on improving hospital based clinical nutrition in Vietnam.

Support or Funding Information

This study was performed with the Abbott Fund Institute of Nutrition Science: a partnership between Boston University School of Medicine, BMH, the National Institute of Nutrition, Hanoi Medical University, and the Abbott Fund, the philanthropic foundation of Abbott, to advance nutrition care in Vietnam hospitals.
Barriers for Science Outreach Regarding Nutrition and Food Safety: A Qualitative Study of Teenagers in Chongqing City, China
Authors: Xiang Zexin , Wang Youfa , Song Taixia , Zhou Jiyong , He Junlin , Zhang Yong
Published: November 2023

Objectives

To explore the SOA (science outreach activity) barriers to teenagers who are usually the most common target populations of SOA when considering their eating habit formation and their unique characteristics including the many challenges they are facing.

Methods

we randomly selected four senior middle school classes in Chongqing, the large city in China with a population of about 36 million residents. Three of the 4 classes were chosen as the intervention groups; three different types of SOAs regarding nutrition and food safety were given to each group. The fourth class served as control. We conducted 7 semi‐structured focus group discussions, twice, before and after 6 months’ SOA, in each of 3 intervention groups, but only once in control group; each discussion group had 8 subjects.

Results

We found the SOA regarding nutrition and food safety had little influence on teenagers although they voiced strong interesting before SOA. “Weak demands” in SOA practice, along with lack of time and strick SOA contents were the major barriers.

Conclusion

Teenagers had high elastic demands, challenging SOA regarding nutrition and food safety to maintain and cater to their demands. Future SOA for teenagers may involve efforts from teachers, parents and peers, and also need to include fun activities to increase their interest.

Support or Funding Information

the China Association for Science and Technology (2012KPIP207) and NIH U54 center grant(HD070725)
“Prospera” Program impact on hemoglobin concentration in children less than five years old from San Luis Potosí State
Authors: Levy Teresa Shamah , Pineda Elsa Berenice Gaona , Nasu Lucia Cuevas , Gómez‐Humarán Ignacio Méndez , Hernández Salvador Villalpando
Published: November 2023

Objective

To assess the “PROSPERA” program impact over hemoglobin concentrations in a 14‐month follow‐up panel of children less than five years old.

Methods

A follow up was realized in 400 and 325 children from 1 to 3 years old beneficiaries of PROSPERA program and controls respectively. For hemoglobin measurement a capillary blood sample was obtained from ring finger and determined through a HemoCue portable photometer. Cutoff criteria for anemia were the proposed by the WHO, adjusting by attitude using Cohen & Hass algorithms. Hemoglobin cutoff value was as follows: 110g/l (based on WHO reference).

Results

at the beginning of the study, the anemia prevalence was significantly higher in the PROSPERA group when compared to the control, (41.5 vs 29.6%, p=0.001) this trend was the same during intermediate stage and disappeared at the end of the study. PROSPERA program impact over hemoglobin concentrations was slightly positive. Moreover it was observed that when the time of belonging to the program increased the hemoglobin concentrations also raised.

Conclusions

PROSPERA program was capable of increase the hemoglobin concentrations and impact in the anemia prevalence in the beneficiary children. This led us to recommend the intake of iron‐rich foods, along with a more diverse diet promoted by meat –and other foods with heme‐iron‐ introduction (maybe through the supplements provided by the program).

Support or Funding Information

Supported by FOMIX SLP. Project: FMSLP‐213‐C02‐208475
Effects of text message intervention on infant growth and anemia at 6 and 12 months old
Authors: Lai Jianqiang , Duan Yifan , Jia Weijun , Jiang Shan , Pang Xuehong , Bi Ye , Wang Jie , Yin Shian , Yang Zhenyu
Published: November 2023

Objectives

To investigate the effects of delivering feeding knowledge using cell phone text message on infant growth and anemia at 6 and 12 months.

Methods

A community‐based intervention study was conducted in four community health centers in Baotou, China, one of which was the intervention community and the other three were the control communities. Pregnant women were recruited from perinatal care center. In the intervention group, infant feeding knowledge was sent to the subjects by the health workers using text messages. Meanwhile, no intervention was given in the control group. The growth status and anemia prevalence were assessed at 6 and 12 months in both groups.

Results

Totally 174 dyads of mothers and infants completed the study, of which 83 were in the intervention group and 91 were in the control group. After controlling for potential confounders, the length‐for‐age Z score (LAZ), head circumference‐for‐age Z score (HCZ) and hemoglobin content were significantly greater in the intervention group (0.71±1.3, 0.08±1.04, 12.4 ±0.9 g/dL respectively) than in the control group (0.32±1.82, −0.29±1.24, 11.8 ±1.1 g/dL, respectively) at 6 month old (all p<0.05). The prevalence of stunting (p< 0.01), overweight and obesity (p = 0.02), and anemia (p< 0.01) were significantly lower in the intervention group ( 0 vs 12.0%, 3.6% vs 13.3%, 10.8% vs 52.8%, respectively). At 12 months of age, LAZ was marginally significantly greater and the prevalence of anemia was significantly higher in the intervention group (0.73±1.11, 35.6%, respectively) than in the control group (0.43±1.24, 16.4% respectively).

Conclusions

Using cell phone text messages to deliver infant feeding knowledge may improve the growth and anemia status of infants aged 6 month. Further studies are warranted for scaling‐up.

Support or Funding Information

The Project Sponsored by the Young Scholar Scientific Research Foundation of China CDC.
Portioning foods and beverages for toddlers and preschool children
Authors: Jacquier Emma , Gatrell Anthony , Bingley Amanda
Published: November 2023

Objective

Young children, particularly in the years before going to school, depend on caregivers to choose and prepare healthy foods and beverages on their behalf. Little is known about caregiver experiences, attitudes and perceptions about the portioning of foods and beverages for toddlers and preschool children in Switzerland. This research aims to provide an understanding of the lived experience when caregivers portion food and beverages for young children.

Methods

In‐depth, in‐home interviews (n=17) were conducted with male and female caregivers (14 = female, 3 = male, ages = 20–46y, low to high income) in Switzerland. The model, “Food Choice Process over the Life Course”, was used as a theoretical framework. The interviews explored experiences, attitudes and perceptions about the provision of foods and beverages to children (1–5y). Interview transcripts underwent a thematic analysis and key themes were developed from the data.

Results

Caregivers found it difficult to communicate and express how they portioned foods, yet provided numerical estimates for the volume of beverages consumed. They struggled to describe how they knew how much food to serve. Participants either stated that they made an estimation of their child's perceived appetite and tried to anticipate what the child could finish, or, they served food according to size of the plate, or, they simply guessed what a child's portion should be. Conversely, caregivers gave numerical estimates (mL or dL) of the beverages consumed and were also able to estimate, numerically, the volume of water, juice and milk consumed throughout the course of the day.

Conclusions and Implications

This study contributes to the understanding of how caregivers portion foods and beverages for toddlers and preschool children. It demonstrates that caregivers use tacit knowledge when determining food portion sizes for their children. A deeper understanding about the conscious awareness of the degree of a child's appetite warrants further research. Numerical volume estimates of beverages served, and consumed, indicate the use of explicit knowledge when estimating beverage portions. Further research may shed light on the extent to which parental estimates of beverage portions prepared and consumed reflect actual consumption. In addition research is warranted to explore how parents should estimate food and beverage portions in the home and what the best practices may be.

Support or Funding Information

This research was supported with funding from NESTEC S.A., Switzerland