bluuebunny/crossref_metadata_2025 huggingface dataset:
Impaired T Cell Receptor (TCR) Signaling in the Intestinal Epithelium of Spontaneously Hypertensive Rats
Authors: Yang Tao , Goel Ruby , Richards Elaine K , Raizada Mohan K
Published: June 2021

Objective

Evidence indicates that altered gut microbiota is associated with hypertension implicating an impaired host‐microbiome cross‐talk in the pathophysiology of this disease. Although gut epithelium is the key host organelle in the host‐microbiota communication, little is known about the role of these cells in altered gut microbiota in hypertension. Given that gut micorbiota has profound effects on epigenetic regulation, our present study was to investigate the hypothesis that gut epithelium from hypertension exhibits unique gene and epigenetic profiles, associated with changes in biological functions.

Methods

Epithelium from proximal colon of 16 weeks old Wistar Kyoto rats (WKY) and spontaneously hypertensive rats (SHR) were used for RNA‐seq. Western blotting was performed to validate changes in the mRNAs and flow cytometry was used to analyze the intraepithelial cell (IEL) populations related to the aforementioned changes of mRNA and proteins. Biological pathway analysis was conducted to determine functional differences between WKY and SHR epithelium. Reduced‐representation bisulfite sequencing was used to study the methylation pattern changes associated with the changes found by RNA‐seq.

Results

RNA‐seq study demonstrated global suppression of gene expression in the SHR epithelium, especially for the genes related to TCR signaling pathway at both translational (e.g. CD3g –76.9%; Lat −74.6%; Lcp2 −70%, Two‐way ANOVA, N=4/strain, P<0.0001) and posttranslational levels (e.g. CD3g −69.2%; Lat −33.6%; Lcp2 −57%, Two‐way ANOVA, N=4/strain, P=0.011). Importantly, these changes were not attributed to the differences in IEL numbers between WKY and SHR, indicating an intrinsic difference in characteristic of the IEL. Prediction of biological processes of epithelium revealed significant enrichment in immune regulatory mechanism in the WKY, in contrast to immune responses to bacteria in SHR. In addition, significant elevation in global methylation was demonstrated in the SHR epithelium (+53.2%, N=4/strain, P=0.0478).

Conclusion

Our data demonstrated suppression of immune regulatory mechanism (e.g. TCR signalingrelated components) and increase of methylation at the interface of gut microbiota and epithelium on the host side, which suggest that host epithelium could a potential therapeutic target in addition to the gut dysbiosis in hypertension.

Support or Funding Information

NIHLBI 5R01HL132448‐03

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Student implementation of MACH methodology increases the level of learning of cardiovascular physiology in third‐semester medical career UAMZH‐UASLP, Mexico
Authors: Briones María Eugenia Sánchez , Hernandez Karen Liliana Figueroa
Published: June 2021

In the Medical career, both for students and teachers, physiology courses have been a big challenge. In 2015, Trujillo et al., developed a teaching model of physiological topics known as “MACH”, which was structured based on 4 consecutive points: Methods (M), Analogies (A), Context (C), and How (H), designed to improved instructor's explanations of biological concepts. During 2017, a handbook of 6 laboratory practices was approved by UAMZH‐UASLP corresponding authorities, whose purpose was the student's insertion to the vascular physiology concepts assigned within the analytical program using the MACH model (third semester of Medical School UAMZH‐UASLP). The sections were timed and elaborated by the students in a virtual platform (schoology) under precise indications of each area (M, A and C)., only the H section was face‐to‐face (immersed in the laboratory), always after they completed the other 3 sections and included short‐time experimental procedures attempted to reaffirm the knowledge previously developed by themselves. The percentage of correct answers corresponding to the first partial exam (cardiovascular physiology) of the semester ago‐dec 2017 (control, n=33) and ago‐dec 2018 (MACH, n=31) were analyzed. In both cases, the test consisted of 30 multiple‐choice questions (50% direct answers and 50% integration answers) derived from the topics corresponding to the analytical program.

Results

MACH laboratory practices increases the percentage of correct answers (45.2%) compared with the control group (36.4%) associated with cardiovascular physiology (unpaired t‐student p= 0.05) in the first partial exam. Also, verification of differences between means (two tail z‐test) showed a significate increase in the average values between groups (control= 5.31, MACH = 5.73, two tails z‐value = 1.95, p = 0.003).

Discussion

In our Institution, the multiple‐choice test remains the method of choice to discern the degree of learning achieved by the student. Finding an increase in the successes achieved in the MACH group, suggests that this strategy could impact on the level of learning and/or understanding of physiology concepts. It is our interest to continue the application of this model and we intend to extend it to the other remaining sections of the Physiology course Medical School UAMZH‐UASLP.

Support or Funding Information

This work was supported by PRODEP project 511‐6/17‐7930

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Incorporating Ultrasonography into the Health Science Classroom
Authors: Brundage Cord M , Kwon Claire J , Watson Andrea H
Published: June 2021

Ultrasonography provides visualization of organ form and function in situ, this technology until recently required large, cumbersome high priced units that were impractical for undergraduate health science teaching. Highly portable ultrasound systems have been developed which allow for convenient handing and versatile application in physiology course demonstrations. In addition to visualization of body fluids and organ morphology, students are able to visualize in vivo active processes like intestinal peristalsis, blood flow and cardiac function. Ultrasound live action imagery of cardiac contractions and valve activity is particularly useful when demonstrating these dynamic processes. Physiology and pre‐health students with interest in medical and veterinary career paths are especially engaged, and enthusiastic about this technology. The clinical use of ultrasonography has increased in recent years, this offers additional incentive for health science students to familiarize themselves with the technology, its applications and the interpretation of ultrasound images. Incorporating ultrasonography into the anatomy and physiology classroom therefore provides not only an additional medium with which to demonstrate physiologic principals, it provides an opportunity for students to gain practical exposure to a medically relevant diagnostic modality.

Support or Funding Information

Cal Poly Pomona Institutional Grant: Special Projects for Intellectual Community Environment (SPICE) Grant: Innovative approaches to Instruction Program.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Does An Exam A/B Format Improve Academic Performance of Physiology Medical Students?
Authors: Colden Margaret
Published: June 2021

Recent changes in exam policies at the American University of the Caribbean School of Medicine in Sint Maarten were implemented to improve the academic performance of the basic medical sciences students. In this study, I tested the hypothesis that allowing students to be tested on the same material taking an Exam A and then an Exam B with different questions one or two days later would significantly increase the average final course grades in Physiology I, a 2nd semester course of the 5‐semester basic medical science curriculum. The study subjects consisted of 291 students (2018 matriculants) who experienced the Exam A/B format and were compared to a similar cohort of 286 students (2017 matriculants) who took only one Exam over identical material for each block of material. The relationship between exam format and final course grades was determined by t‐test analysis with p <0.05 significance. The mean final course grade for the 291 students who had the Exam A/B format was 82.2 ± 0.5% and averaged a 3.6 percentage points (p<0.001) higher final course grade than the students who took only one exam for each block of material (78.6 ± 0.5%, n = 286). These findings suggest a very small but significant improvement in academic performance when students had the opportunity to take two exams over the same material and take the highest score.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Flipped Classroom: Does Classroom Attendance and Participation Matter for Mastery?
Authors: Lee Michael W , Steinel Natalie
Published: June 2021

In an era of decreasing basic science coverage in medical school curriculums, we sought to re‐imagine how to optimally deliver three core basic science disciplines (microbiology, pharmacology, and immunology) together with infectious disease in a five‐week course. This course, developed as part of a new one‐year pre‐clinical basic science curriculum at the recently established Dell Medical School at the University of Texas at Austin, featured a fully integrated curriculum in which the majority of the sessions were team‐taught. In line with the goals and missions of the Dell Medical School, material was covered using primarily self‐directed and flipped classroom approaches that that incorporated lessons learned from the educational and cognitive psychology literature. Analysis of student data for the first two iterations of our integrated course shows a strong correlation between student performance on both formative and summative assessments (which incorporate retrieval practice) as well as a correlation between summative exam performance and attendance in flipped classroom sessions. This suggests that, despite the abbreviated course time, engaging with the course as designed leads to enhanced achievement and superior outcomes. This offers valuable information that can be used to advise students on how to be successful in this type of course. It also may afford us the ability to predict which students may be at academic risk prior to the final summative exam.

Support or Funding Information

N.A.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Multi ∑ QEME of Human Molecular Cell Sustainability in Psycho‐Neuro‐Endo Processes
Authors: Einstein George P , Rahman Michael S , Tulp Orien P , Koynk Carla
Published: June 2021

The human body dynamics can be modeled as an open system: when in perfect health it is in homeostatic balance physically and emotionally. However, every alteration or disturbance to the foundations of sustainable life such as in the quality of air, water, and nutrients can lead to quantifiable changes in the organism and its cellular environment. These vital biochemical constituents may also be expressed biophysically as Quanta.

The master systems of this reactivity, within the biological systems of the body, centrally are directed by the brain/psychological and neurological system, the endocrinological and immunological system. This is also known as the Psycho‐neuro‐‐endocrine‐‐immunological (PNEI) system, which is itself supported by further dynamic co‐physiological systems.

The mathematical equation of this triad of congruency is represented:

See EQUATION #1 in Figures.

Where the above functions or elements are represented as Quanta Energy matrixes.

The value of the Quanta Energy of this bio photonic matrix then is a summation of the above matrixes; further evaluations of congruency are made by applying the Planck constant:

See EQUATION #2 in Figures.

The quantification and understanding of coherence of Quanta influences can provide for future interpretation of these vital biochemical elements and their governing effect on the master control mechanisms and the cellular functions of the organism. Biophysical conceptualization of this also provides the model framework for the incorporation of epigenetic influences as well.

Support or Funding Information

Support provided by University of Arts, Science, and Technology, Monserrat, BWI

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Is Cyclosporine Immunosuppression Required to Effect Improved Myocardial Function Following Global Intracoronary Cardiosphere‐Derived Cells After Acute Myocardial Infarction in Swine?
Authors: Techiryan George , Weil Brian R. , Suzuki Gen , Smith Cody M. , Young Rebeccah F. , Canty John M.
Published: June 2021

Objective

We previously demonstrated that allogeneic cardiosphere‐derived cells (CDCs) improve myocardial function after infarction via paracrine effects when animals are pretreated with oral cyclosporine (CsA) prior to injury. The present study directly compared the efficacy of CDCs with and without CsA administered at the time of reperfusion after acute myocardial infarction (AMI) in a 3‐armed, blinded pre‐clinical study.

Methods

Studies were completed in closed‐chest, propofol‐anesthetized swine (n=29). After assessing baseline hemodynamics, the LAD artery was occluded with a balloon catheter for 90 minutes and contrast‐enhanced cardiac CT performed to assess the area‐at‐risk (AAR). Thirty minutes after reperfusion, animals were randomized to receive a global intracoronary infusion of saline, CDCs (20×106 cells), or CDCs with CsA (2.5 mg/kg, iv; 200 mg, po qd). LV function and TTC infarct size (IS) were assessed 1 month later.

Results

Baseline hemodynamics and LV function were similar between groups. There was no difference between the CT AAR (% of LV mass; Saline: 22.2±1.0%, CDC: 23.7±0.7%, CDC+CsA: 24.7±1.4%, p=0.26). Infarct size was not different between groups (% of LV mass; Saline: 6.7±0.7%, CDC: 6.7±0.3%, CDC+CsA: 6.9±0.6%, p=0.95), or when normalized to risk area (% of AAR; Saline: 46.2±4.0%, CDC: 46.4±2.1%, CDC+CsA: 49.2±3.1%, p=0.79). There was no difference in CT ejection fraction (Saline: 49±2% vs. CDC: 46±2% vs. CDC+CsA: 47±2%, p=0.72). Wall thickening by echocardiography in the LAD‐perfused (Saline: 26±8% vs. CDC: 18±4% vs. CDC+CsA: 18±5%, p=0.56) and the remote, non‐infarcted (Saline: 100±7% vs. CDC: 111±10% vs. CDC+CsA: 119±11%, p=0.40) areas of the LV were also similar between groups.

Conclusion

Global infusion of allogeneic CDCs in the absence of CsA immunosuppression does not reduce chronic myocardial infarct size nor improve global or regional measures of LV function. Surprisingly, CDC therapy with IV CsA administered at the time of reperfusion does not appear to elicit previously demonstrated reparative effects. These data indicate that oral CsA pretreatment may be required to effect improved LV function with global intracoronary CDC therapy.

Support or Funding Information

Supported by the National Heart Lung and Blood Institute (HL‐061610), the American Heart Association (17SDG33660200), the National Center for Advancing Translational Sciences (UL1TR001412), the Department of Veterans Affairs (1IO1BX002659), the New York State Department of Health (NYSTEM CO24351), and the Albert and Elizabeth Rekate Fund in Cardiovascular Medicine.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Making Connections Explicit: The Effect of Self‐explanation on cognitive Integration of Basic and Clinical Sciences in Novices
Authors: Lisk Kristina , Agur Anne , Woods Nicole N
Published: June 2021

Background

Several studies have shown that cognitive integration of basic and clinical sciences during learning supports novices' conceptual understanding of disease categories and enhances diagnostic performance over time. It is has been proposed that educational strategies, such as self‐explanation, might promote and support the development of cognitive integration. However, this has not been empirically explored. In this study we examined the relative impact of two basic science instructional approaches (integrated instruction and segregated instruction) and a learning strategy (self‐explanation) on novices' diagnostic accuracy over time.

Methods

Students from several allied health disciplines (N=71) were taught the clinical features of 4 musculoskeletal pathologies. Students randomly assigned to ‘integrated learning’ (IL) were presented with descriptions that explicitly integrated the clinical features with basic science mechanisms. In the ‘segregated’ (SG) group, the basic science mechanisms and clinical features were presented separately. The self‐explanation (SE) group received the same learning materials as the IL group, but were also prompted to engage in a self‐explanation task immediately after learning each pathology, requiring that they articulate why certain clinical features arose. All participants completed a diagnostic accuracy test immediately after learning and 1‐week later.

Results

The IL group had superior diagnostic performance compared to the SE (p=0.045) and SG (p=0.011) groups. While diagnostic accuracy declined across all 3 learning groups after a 1‐week delay, the largest drop in performance was observed in the SE group.

Conclusion

Generating self‐explanations while learning with integrated basic science materials did not positively impact novices' diagnostic performance. We hypothesize that the structure of the self‐explanation task may not have supported the development of a holistic conceptual understanding of each disease. These findings highlight the importance of carefully considering how self‐explanation activities are designed in order to optimize learning of the basic and clinical sciences.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Anatomage Virtual Dissection Table: a Supplemental Learning Aid for Human Anatomy Education During an Undergraduate Outreach Activity
Authors: Rosario Martin G , Gonzalez‐Sola Maryvi , Hyder Aneesah , Medley Ann , Weber Mark
Published: June 2021

Learning anatomy from books has its limitations. Cadaver dissection and prosection had proven to be the ideal method of learning anatomy, though they also have restrictions. Commercially, there are several tools for the enhancement of learning and teaching anatomy, such as 3D virtual anatomy apps and anatomical models. The Anatomage, a virtual anatomy dissection table, is a powerful virtual table with capabilities of dissection and prosection of the complete human body or segments.

Purpose

Enhance anatomical learning through the use of prosections of human cadavers and the Anatomage as adjunct teaching tools in undergraduate Anatomy and Physiology (A&P) students.

Methods

In collaboration with the Dallas Campus, the Anatomy Observational Outreach (AOO) stood to target undergraduate students from the Texas Woman's University (TWU) Denton Campus with interest in learning advanced human anatomy. There were 100 A&P laboratory students recruited for the AOO. After they took a 10 question pre‐test prior to the outreach, the students were allocated to smaller groups to observe human cadavers (group A) and the Anatomage (group B), guided by two Anatomy Professors, where they identified structures related to several anatomical systems. Students then answered post‐tests (identical to the pre‐tests) for the purpose of quantifying learning parameters to measure the success of prosection/anatomage. Finally, students were asked to respond to a 10 question feedback survey reporting their AOO experience.

Results

81% of participating students considered the undergraduate A&P courses to be lacking without the Anatomage, and believed the table to be an imperative tool in thoroughly learning and applying human anatomy. Moreover, 98% of the students increased in knowledge of extensive human anatomy.

Conclusion

Integrating the Anatomage, the virtual dissection and anatomy table, into undergraduate A&P courses is paramount to the comprehensive learning and application of human anatomy in students' future health careers.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
&[Iota]mplementation and evaluation of a near‐peer teaching program in a Neuroanatomy course for medical students
Authors: Sotiropoulos Marinos G. , Karamaroudis Stefanos , Poulogiannopoulou Eleni , Johnson Elizabeth O.
Published: June 2021

Medical education is gradually shifting from traditional, lecture‐based formats to novel approaches combining evidence‐based, innovative teaching methods. The present study assesses the gradual implementation of a near‐peer teaching program in Neuroanatomy. Near‐peer teaching was introduced in the neuroanatomy laboratory over a course of 5‐years (2010–2015), starting with no peer teachers and a single faculty member and ending with 52 pear teachers for an average class size of 230 second year medical students. 532 students completed a 25‐question Likert scale questionnaire that surveyed three general areas: (1) the students' opinion of the Neuroanatomy course, (2) the effect of peer‐teaching on knowledge acquisition and (3) the contribution of the peer teacher. The results showed that a high percentage of students (71.27%) who attended both lectures and lab exercises, believed that lectures alone are not sufficient for neuroanatomy comprehension. The majority of students (75%) agreed or strongly agreed that peer‐teaching helped their understanding of neuroanatomy, with 77.5% of those surveyed agreeing or strongly agreeing that peer teachers motivated them and helped them to look for answers to their questions. When asked whether they believed that peer teachers facilitated a positive learning environment, 85% replied that they agreed or strongly agreed. The increased implementation of the peer‐teaching program across the years was positively correlated to the student responses that peer teachers positively contributed to their learning and motivated them to find answers to questions (p<0.001). While this study does not provide a comparative, randomized evaluation of peer teaching, the evidence provided from over 500 students surveyed strongly suggests that peer‐teaching can be a powerful education tool in Anatomy.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Assessment of the Utility of a Pedagogy Interest Workgroup for Graduate Teaching Assistants
Authors: Lesciotto Kate M. , Flaherty Kevin V. , Kasier Helen , Edmondson Anna
Published: June 2021

Nearly 95% of doctoral students teach or mentor undergraduate students during their graduate programs. However, institutional emphasis remains squarely on research development and productivity, often at the expense of pedagogical training. While a graduate student's research skills are developed and evaluated through lab rotations, field‐specific course work, and thesis or dissertation projects, there are rarely any requirements for instructor or graduate teaching assistant (GTA) training, evaluation, or supervisory feedback. This trend is particularly concerning as GTAs are commonly used in large introductory and lower‐level classes to teach the smaller laboratory and recitation sections, as it often gives GTAs more direct contact with students than the professor. To address this deficit, graduate students from the Cell Biology and Anatomy and Anthropology Departments of Augusta University and Pennsylvania State University, respectively, have created a Pedagogy Interest Workgroup (PIW) to create an opportunity for students to come together and discuss educational topics, such as developing a teaching philosophy, student motivation, and types of teaching methods. Participation in the PIW is voluntary, with meetings occurring every other week. The purpose of this study is to assess perceptions and benefits of participation in the PIW. Graduate students and faculty at Augusta University, Pennsylvania State University, and Augustana College who have participated in the PIW will be included in the study (n = ~30). Perceptions and potential benefits of participation in the PIW will be evaluated through pre‐ and post‐participation surveys, semi‐structured focus groups, and interviews with PIW participants, covering teaching experience, self‐evaluations of teaching efficacy and self‐confidence, and opinions and recommendations for future PIW curricula. Pre‐PIW survey data has already been collected. Post‐PIW surveys, focus groups, and interviews will be completed after the first semester of the PIW concludes in late November 2018. Data are being acquired and analyzed under IRB protocols approved at Augusta University (IRB No. 1302688‐1). A comparison of means will be used to assess the relationships between variables for survey questions answered via a Likert‐type scale. Thematic analyses will be utilized for narrative responses from surveys, focus groups, and interviews. Data analysis will directly reflect which aspects of the PIW provide beneficial pedagogical training to graduate students. The data gathered will further be utilized to refine the curriculum for future cohorts in order to better provide pedagogical education and training for GTAs and future career academics.

Support or Funding Information

N/A

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Impacts on the Student Experience in the Gross Anatomy Laboratory with the Introduction of Reciprocal Peer Teaching
Authors: Dunham Stacey M.
Published: June 2021

Ongoing changes to medical education curricula in the United States require continued evaluation of best practices for maintaining and enhancing anatomical education in medical schools. The purpose of this study was to identify the impacts of incorporating reciprocal peer teaching in a human gross anatomy laboratory for students in the first year of medical school at Indiana University School of Medicine, Bloomington (IUSM‐BL). While previous studies have focused on the effects of reciprocal peer teaching on student achievement, this study concentrated on identifying and explaining the underlying changes to the student experience that can occur when introducing reciprocal peer teaching in the gross anatomy laboratory. The researcher used a grounded theory analysis of student interviews, instructor interviews, and student work to provide an in‐depth examination of the use of reciprocal peer teaching at IUSM‐BL from the fall of 2012 through the spring of 2016. All Interviews were recorded, transcribed, and analyzed and IRB consent (IRB Study #1404683093) was obtained for the study. Through the grounded theory analysis, the researcher developed a theory to explain the impacts of reciprocal peer teaching on the student experience at IUSM‐BL. The study found that there were 2 theoretical categories that best explain the changes to the student experience when incorporating reciprocal peer teaching. (1) Students' roles in the laboratory changed and there was new emphasis placed on the role of the student as a dissector, a team member, and a teacher. (2) New challenges were created resulting in an increase in conflicts between individuals and greater emphasis by the students on the importance of effective communication. In conclusion, the researcher determined reciprocal peer teaching at IUSM‐BL increased active dissection time, decreased intragroup conflict, generated new opportunities to develop teaching and communication skills, and increased efficiency in the anatomy laboratory classroom. These findings provide information for educators at IUSM‐BL as they continue to make revisions to meet curricular demands. Additionally, the information can be used more broadly to inform anatomy educators about benefits reciprocal peer teaching model, and considerations for its use in the anatomy laboratory.

Support or Funding Information

This study was unfunded.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
A Flipped Classroom Learning Experience: Histology Lab Edition
Authors: Taylor Melissa
Published: June 2021

Many institutions are moving away from completely lecture‐based courses and towards incorporating more active learning sessions. One way to do this is through flipping a classroom – using technology to deliver information, freeing up class time for different learning activities. An undergraduate histology lab at Indiana University was completely redesigned to be a flipped classroom experience. Students watched pre‐recorded lectures and viewed PowerPoint presentations prior to entering the class. Once in class, they took a quiz over the pre‐recorded information. In the classroom itself, the students engaged in learning activities including check‐ins, making their own pre‐recorded videos, and a Histo pub quiz review day. Video views were looked at to see how often students viewed the pre‐recorded videos. This presentation will discuss the steps to re‐design your class to be a flipped class, including the strengths and challenges for this particular class. Additionally, demonstrations on how to create your own prerecorded videos will be available.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Faculty Perspectives on Student Attendance
Authors: Campbell Anna M , Ikonne Uzoma S , Whelihan Kate E , Lewis Joy H
Published: June 2021

Context

Lecture capture technology is widely available in undergraduate medical education and impacts class attendance. There is a limited understanding of faculty perceptions related to lecture capture and student attendance, and how faculty advise students on issues of attendance in an environment where lecture capture is available, and attendance is not required.

Objective

The objective of this study was to characterize faculty perceptions and attitudes regarding student attendance. Further, we wanted to investigate how faculty advise students on the topic of class attendance.

Methods

Medical school faculty were surveyed to determine perceptions regarding student attendance and the potential impacts on faculty advising practices.

Results

A majority of faculty felt that student attendance was not a reflection of professionalism, and many felt that viewing lecture capture recordings was an acceptable substitute for attending class. However, faculty expressed the desire for student attendance especially when incorporating active learning. Further, faculty reported a higher sense of job satisfaction with higher student attendance. Faculty advising practices on student attendance varied, with most faculty indicating they advise students to attend class if they felt socially isolated.

Conclusion

The findings in this study are important because they may help institutions construct attendance policies that balance the satisfaction of the faculty with the need to encourage autonomy and flexibility of adult learners. This study may also be used to inform faculty development programs to optimize faculty advising practices.

Support or Funding Information

2015 AACOM/OHF Medical Education Research Grant

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Essential Anatomy for Clerkships and Electives–A Multi‐Site Survey of Clinical Educators
Authors: Harmon Derek , Hankin Mark , Martindale James , Farias Anna , Cotter Meghan M , Royer Danielle , Topping Daniel B. , Latacha Kimberly , Zumwalt Ann , Lopez Elisabeth K.N. , McNary Thomas , Giannaris E. Lela , Kar Rekha , Sakaguchi Alan , Notebaert Andrew
Published: June 2021

Introduction

In the era of radical medical curriculum reform, the preclinical anatomy curriculum should not only prepare students for USMLE Step 1, but also provide sufficient knowledge for clinical clerkships and electives. Unfortunately, data regarding the anatomical knowledge considered essential for any given clerkship or elective is lacking.

Aim

This IRB study addresses the lack of data on the anatomical knowledge required for clinical clerkships and electives using an online survey provided to clerkship/elective educators to evaluate the importance of 98 anatomical items (tissues and structures) across all body regions using a 1‐to‐4 scale (1 = not important, 4 = essential).

Methods

For each clerkship/elective, the average ranking for each survey item was calculated for each body region; subsequently, an average ranking was calculated across all body regions for each clerkship/elective, as well as a “meta‐rank” for groups of clerkships/electives that were classified as Primary Care, Surgical/Procedural (further subdivided into specialties that ranked all anatomy in all regions vs. those that ranked only specific anatomy in some regions), or Non‐Surgical/Procedural.

Results

The initial data was from 165 clinical educators (clerkship/elective directors, attending physicians, residents, fellows) in 19 clerkships/electives at 13 medical schools. The table shows the average rankings for each clerkship/elective across all body regions, as well as a “meta‐rank” for broad practice areas.

Discussion and Conclusions

This expanding database represents the first comprehensive evaluation of the importance to clinical educators of specific tissues and structures in each anatomical region. While some of the average anatomy rankings for specific clerkships/electives were as might be expected (e.g., most surgical/procedural fields ranked anatomy highly whereas psychiatry ranked it very low), there were surprises (e.g., primary care fields as a whole ranked anatomy relatively highly). The rankings of specific anatomy within each region in this database (to be presented at the meeting) will provide detailed information regarding specific anatomical content that anatomists and medical schools can use to focus on in the preclinical years to prepare their students for success in their undergraduate and graduate medical clinical experiences.

Average Rankings Across Body Regions

image

Average Rankings Across Body Regions

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Student Evaluation of a Pilot Program in Clinically‐Oriented Dissection of the Upper Limb
Authors: Croker Sarah L. , Meares Allan , Pleass Henry , Davies Leo , Burgess Annette , Keay Kevin A.
Published: June 2021

Introduction

Anatomical teaching in the medical program at the University of Sydney is prosection‐based. Many students, however, seek the opportunity to dissect, particularly those with an interest in surgery. A one‐week dissection course on the upper limb was developed to provide students with an introduction to dissection within the limits of timetabling and departmental resources. Each day started with lectures on basic anatomy and clinical and surgical perspectives of a case relevant to the area being dissected that day. The remainder of the day was spent dissecting, with input from anatomical demonstrators and practising surgeons.

This study sought to explore students' perspectives regarding their motivation and expectations prior to starting, their views on the course after completion, and whether any improvements could be made.

Methods

All students in the second year of the Sydney Medical Program were invited to apply, with twenty students selected for participation. Priority was given to those who had completed our departmental prosection workshop. A survey comprised of four open‐ended questions about goals, expectations and current knowledge was emailed to participants four days prior to the course. Immediately following the course, students were asked to complete another email survey comprised of seven open‐ended questions asking whether the course met expectations and learning goals, highlights and lowlights of the course, and ideas for improvement. The responses were de‐identified before analysis.

Results

Of the twenty students who took the course, nineteen returned the pre‐course survey. In the “goals” question nine students mentioned gaining dissection experience, while thirteen desired a better understanding of limb anatomy. A surgical perspective was sought by five responders. Seventeen students responded to the post‐course survey. All students reported an improved level of knowledge and that the course met or exceeded their expectations. All agreed the timeframe of the course was appropriate. The very few negative comments mostly concerned a lack of timely information prior to the course.

Conclusions

The expectations of the students aligned well with the course objectives, and all students responded very positively to the dissection experience. A similar course focussing on the lower limb is in production, with plans to extend the program to other body regions in the future. While traditional full body dissection remains the benchmark, the short timeframe of these courses allows more flexibility in resources, staff and student availability, potentially increasing access to dissection opportunities for students who seek a greater depth of anatomical knowledge.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Incorporating fetal archival tissues into undergraduate medical education
Authors: Beiter Kaylin Jeanne , Fourniquet Sophie Elise , Mussell Jason C
Published: June 2021

Purpose

A great deal of time is spent in undergraduate medical education preparing students for death and also the importance of informed consent. Missing from these preparations are the differences students may feel when encountering the death of an elderly individual versus the death of an infant and how the different informed consent processes came to be. Purposeful incorporation of fetal specimens in at various time points throughout the first year may be able to help solve these problems simultaneously.

Methods

The Louisiana State University Health Sciences Center at New Orleans (LSUHSC‐NO) has in its possession a large repository of fetal specimens, many of which were collected prior to the era of IRB protocols, preventing informed consent from being secured for their use. These fetal specimens are used in anatomy education at LSUHSC‐NO annually. We identified appropriate time points throughout the first year of training to insert discussions of informed consent and to examine emotions coincident with dealing with fetal and neonatal death and how they might contrast to student emotions about their cadavers, i.e. adult death, as well as how these feelings evolve over the year. Thematic analyses of self‐reflections were used to assess differences in students emotions when confronting death. They will also be used to examine changes in student attitudes regarding death during the entire first year.

Results

Using archival material as the centerpiece for principled discourse challenges students to contextualize the practice of medical ethics socially and historically, heightening awareness of their own cultural and social biases. This experience also provided an outlet for students to share their thoughts on the ethical principles that will guide their future practice and to share their emotional reactions to the fetal specimens. Preliminary results showed themes of anxiety and reverence predominating before students entered the adult cadaver lab while sadness, informed consent, and impropriety predominated student reflections before exposure to fetal specimens.

Conclusions

Providing medical students with an example thought process allows students to begin developing their own methods of incorporating respectful pragmatism into their own careers. Incorporation of fetal collections and discussions of their origins enables undergraduate medical students to think critically and examine their own ethical mores in addition to mastering high volumes of content knowledge.

Support or Funding Information

Gold Humanism Honor Society

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Assessing the “Less vs More” Model of Education: Student Perception of Effectiveness in Teaching Practices Among Reformed and Traditional Gross Anatomy Curricula
Authors: Sajan Abin , Griepp Daniel , Moawad Christina , Moawad Katherine , Pagano Anthony S , Mtui Estomih , Marquez Samuel
Published: June 2021

The most effective teaching practices in anatomy education have been debated over the years as the traditional donor‐based instruction has been contrasted against more modern resources such as prosections, medical imaging, and multimedia resources. While medical schools are struggling to maintain the costly and time‐consuming dissection‐based curriculum, there is an increasing concern that medical students are poorly prepared in anatomy when entering clerkships and residency programs. Since no single teaching tool meets all the educational objectives and individual medical schools rely on a variety of anatomy resources, there is a need to understand the different anatomical teaching strategies utilized across medical schools in order to identify the most efficient teaching paradigm. We surveyed 400 total first and second year medical students from five medical schools in the Northeastern and Midwestern United States: three traditional schools ‐ NYITCOM, SUNY Downstate, Weill Cornell Medical College, and two new medical schools making their inaugural debut – Hackensack Meridian School of Medicine and Carle Illinois College of Medicine. Data showed that most schools require students to spend around six to eight dissection hours weekly in anatomy lab on average. Interestingly, the students from the traditional schools reported spending the most time dissecting (eight to nine hours) and the highest anatomy score. Surprisingly, almost 60 percent of these students preferred to spend the same amount of time dissecting. On the other hand, the students from the inaugural schools reported the least amount of time dissecting (two to three hours) and the lowest anatomy grades but almost 74 percent of these students preferred to spend more time dissecting. The various resources reported by the students included Anki, Grant's, Netter's, 3D Anatomy App, Virtual Reality Lab, prosections and lectures. Our findings suggest that the traditional dissection‐based curriculum plays a critical role in learning and could be the standard from which an integrated customized anatomical curriculum with modern tools and technologies may be the most successful teaching tool. Our work builds on previous research to analyze and evaluate the most effective anatomy teaching strategies utilized across medical schools in the country.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Improvement of spatial and non‐verbal general reasoning abilities in female veterinary medical students
Authors: Gutierrez Juan Claudio
Published: June 2021

Spatial visualization ability refers to the human cognitive ability to form, retrieve and manipulate mental models of spatial nature. Visual reasoning ability has been linked to spatial ability. There is currently limited information about how entry‐level spatial and visual reasoning abilities may predict veterinary anatomy performance or may be enhanced with progression through the veterinary anatomy content in an integrated curriculum. The present study made use of two tests that measure spatial ability, and one test that measures non‐verbal general reasoning ability in female veterinary students: Guay's visualization of views test, adapted version (VVT), mental rotations test (MRT), and Raven's advanced progressive matrices test, short form (APMT). Tests were given to female veterinary medical students immediately before commencing the integrated veterinary medical curriculum (T0), at week 32 (T1) and, at week 64 (T2) into the program.

Results showed that first‐year female veterinary medical students exposed to an integrated curriculum for 64 weeks improved their spatial visualization ability as measured by VVT and MRT. A long‐term improvement of their non‐verbal general reasoning ability as measured by APMT was also observed. Spatial ability scores measured by VVT and MRT showed a long‐term positive correlation with non‐verbal general reasoning ability scores (APMT) establishing that these abilities are linked.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Effects of Nicotine Administration during Pregnancy on the Exocrine Pancreas of 1‐Month‐Old Rat Offspring: An Ultrastructural and Immunohistochemical Study
Authors: Othman Manal Ahmed
Published: June 2021

Background

Exposure to cigarette smoking by mothers during pregnancy is associated with various hazardous effects. This might result in impaired pancreatic functions in the offspring of smoking mothers. The most active ingredient in cigarette smoke, nicotine (NC) was shown to have variable side effects. The exocrine pancreas has been found recently to be markedly affected by nicotine. This effect might be related to the activation of pancreatic stellate cells (PSC) and subsequently inflammation, cytokine release and finally cell death. This study aimed to evaluate the toxic effects of nicotine on the exocrine pancreas of developing rats.

Materials and methods

Ten pregnant female Sprague Dawley rats were divided into two groups (five rats each): group I, group II. Group I was considered as the control group; group II was treated with nicotine (6 mg/kg/day) subcutaneously from gestation day 4– 20. Male offspring of each group were sacrificed after 1 month postnatal. Specimens from the pancreas were processed for light and electron microscopic evaluation. Immunohistochemical evaluation of cleaved caspase 3 and smooth muscle actin was performed as well.

Results

In NC treated groups, there were dilated blood capillaries, increase in interlobular connective tissue and infiltration of mononuclear cells. The serous acini (exocrine pancreas) were separated by wide spaces. Ultrastructurally, there were degeneration and decrease in the zymogen granules, disruption of the rough endoplasmic reticulum, and vacuolization in some cells of the acini. The immunohistochemical evaluation revealed an increase in staining of smooth muscle actin (a marker of PSC) as well as an increase in apoptosis of some acinar cells (cleaved caspase 3).

Conclusion

The present study demonstrated that prenatal nicotine administration resulted in marked structural changes and degeneration, activation of PSC as well as apoptosis. This could be responsible for the degenerative changes of the pancreas resulting from cigarette smoking in pregnant mothers.

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