bluuebunny/crossref_metadata_2025 huggingface dataset:
The T‐type Voltage Gated Calcium Channel Cav3.2 is Important for Enteroendocrine Cell Mechanotransduction
Authors: Knutson Kaitlyn , Alcaino Constanza , Nayak Vaishali , Kacmaz Halil , Treichel Anthony J. , Farrugia Gianrico , Beyder Arthur
Published: June 2021

BACKGROUND

Enteroendocrine cells (EECs) in the gastrointestinal (GI) epithelium are specialized sensors of luminal chemicals and forces. Upon stimulation, EECs release a variety of neurotransmitters and hormones, but cellular mechanisms of excitation‐secretion coupling are poorly understood. We recently discovered that a population of EECs expresses the mechanosensitive ion channel Piezo2, which is necessary for force‐dependent intracellular Ca2+ increase and serotonin release. However, the molecular mechanism that links Piezo2 and serotonin release is unknown. In other sensory systems, the Cacna1h‐encoded t‐type voltage‐gated calcium channel Cav3.2 is important in mechanotransduction for linking mechanical activation with neurotransmitter release.

AIM

to determine if Cav3.2 is expressed and functionally relevant in EECs.

METHODS

Quantitative RT‐PCR for Cacna1h mRNA expression was evaluated in colon epithelium of control and NeuroD1 Cre x RiboTag mice, in which actively transcribed mRNA specifically from EECs is tagged with hemagglutinin (HA). NeuroD1 Cre x tdTomato colon cross‐sections were fixed and immunolabeled with anti‐Cav3.2 antibody. Single primary NeuroD1 cre x GCaMP5 EECs were mechanically stimulated and Cav3.2 role in mechanotransduction was tested by pharmacology (Ca2+ free, nickel, mibefradil, ω‐agatoxin IVA) and Cacna1h siRNA knockdown.

RESULTS

Murine colon epithelium expressed Cav3.2 mRNA. In NeuroD1 Cre x RiboTag mouse, HA co‐localized with EEC marker Chromogranin A (Chga). NeuroD1+ EEC ribosomal trapped mRNA was enriched for markers of epithelium (Vil1), EEC (Chga), and enriched 7.0‐fold for Cav3.2 (n=3, p<0.05 compared to whole epithelium). Immunohistochemistry in NeuroD1 Cre x tdTomato showed that Cav3.2 co‐localized specifically with tdTomato (NeuroD1+) EECs. In primary NeuroD1+ EECs, Cav3.2 inhibition by all pharmacologic agents and siRNA knockdown inhibited mechanically induced Ca2+ response (96±1% for Ca2+ free, 71±9% nickel, 61±6% mibefradil, 80±4% ω‐agatoxin IVA and 96±1% Cav3.2 siRNA, n=3–18, p<0.05 compared to control untreated cells or cells treated with non‐targeted siRNA).

CONCLUSIONS

Cav3.2 is densely and specifically expressed in mouse colon EECs and it is important for regulating Ca2+ in EEC mechanotransduction. Future studies will determine how Cav3.2 channels contribute to EEC electrical excitability, excitation‐secretion coupling, and ultimately EEC Cav3.2 roles in GI physiology.

Support or Funding Information

Supported by NIH DK106456, NIH DK084567, and AGA RSA

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Designing Scaffolds For Skin Tissue Engineering
Authors: Longmire Mashunda N. , Swain Kendra , Vig Komal
Published: June 2021

Tissue engineering has been developed as a new system for repairing damaged or diseased tissues to overcome the limitations of current therapies. Aliphatic polyesters, such as polycaprolactone (PCL) and polydioxanone (PDO), have been commonly utilized in biodegradable scaffold. The combination of these polymers, by copolymerization and electrospinning, enables a range of mechanical properties and degradation rates which can be used for biomedical procedures. Likewise, hydrogels are gaining lot of usage in biomedical applications for wound healing, cartilage and bone regeneration due to their biocompatibility and similar properties to natural tissue. In the present study, PDO‐PCL scaffolds were synthesized using the electrospinning technique. Similarly, 2% and 4% Alginate hydrogels were synthesized by crosslinking with 2% calcium chloride. The polymer scaffolds and hydrogels were individually tested for their mechanical properties along with skin cells: keratinocytes and fibroblast alone and in co‐culturing; keratinocytes seeded on top of fibroblast, for compatibility and proliferation. Differential scanning calorimetry (DSC) and dynamic transition analyzer analysis were performed to confirm proper tensile properties suitable for tissue environment. DSC analysis shows PDO with a melting point at 99.80° and glass transition at 76.61 J/g. PCL scaffold with a melting point at 57.56° and glass transition at 79.15 J/g showing a 3–5° decrease between PDO polymer sample compared to no significant changes with PCL polymer samples. Cell viability and cell proliferation of each hydrogel scaffold and electrospun scaffold were evaluated over a course of 28 days. MTT cell proliferation assay was done to measure the cell viability on these scaffolds. Neutral red dye uptake and DAPI (4′,6‐diamidino‐2‐phenylindole) staining confirmed the growth of cells on these scaffolds. Results show viability of keratinocytes and fibroblast at 80% up to 28 days and co‐cultured cells at 60% up to 28 days. SEM showed confirmation of cell adhesion and growth on scaffolds for up to 28 days. Overall this study aims on identifying various biomaterials which can be used for skin tissue engineering and their several applications in the field.

Support or Funding Information

This work was supported by NSF‐EIR (CBET‐1831282) to Dr. Komal Vig (PI).

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Plastination from the students view
Authors: ABD‐ELMAGID AHMED ELSIR MOKHTAR
Published: June 2021

Introduction

Plastination techniques no doubt it is as effective methods for preserving human tissue and enabling human body and specimens to be as anatomical models with much greater accuracy. Observe and experience human specimens in practical room settings should be beneficial to all medical and paramedical undergraduate and graduate students, to understanding the anatomical structures is critical to learning clinical and diagnosis skills.

Objective

To compare and evaluate between plastinated specimens methods, using a questionnaire to figure out its benefits and associated learning issues.

Methods

Undergraduate medical students (84 students) from Gastrointestinal (36 students), Musculoskeletal (21 students), Cardiovascular (27 students) Blocks are filled out the questionnaire after they completed their practical sessions and using cadaver and plastinated specimens.

Results

From the medical students view the plastinated specimens and models useful for developing clinical skills (90.6%), strengthening their concept of diagnostic testing used in clinical assessment (93.9%), and learning clinical Gross‐anatomy (96%), and 65% of them prefer it more than traditional prosection, and about 85% of the students suggesting that Plastination specimens with cadaver would be more effective useful.

Conclusions

Plastination of human specimens is a unique and effective approach that provides students with a learning experience. palpation skills, while using actual anatomical structures provides students with superior learning experiences and should be made more widely available in classroom settings.

Support or Funding Information

NO

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Students' Preferred Pedagogical Approaches to Peer‐to‐Peer Teaching with Virtual Dissection
Authors: Ng Nicole , Forster Bruce B. , Jiang Andy , Nicolaou Savvas , Hu Jeffrey , Spouge Rebecca , Nugent James P. , Darras Kathryn
Published: June 2021

Introduction

In virtual dissection, near life‐sized three‐dimensional computed tomography (CT) scans are used to study human anatomy. Preferred pedagogical approaches for peer‐to‐peer teaching using this technology have not yet been explored.

Aim

To identify preferred pedagogical approaches in peer‐to‐peer teaching and to better understand how this adds educational value to virtual dissection in medical education.

Methods

Second‐year medical students developed and taught a virtual dissection laboratory for their first‐year colleagues, using an anatomy visualization table. This case‐based laboratory was designed to complement the other subjects taught in first year medicine. Participants completed a post‐laboratory survey in which collected their preferred methods for learning this new technology. Results were tabulated and summarized.

Results

34 first‐year medical students (24 females, 10 males) participated in this virtual dissection laboratory. Results indicated that small group demonstration sessions were thought to be a better teaching method than large group demonstration sessions (97% vs. 24%) for peer‐to‐peer teaching using virtual dissection. Participants agreed or strongly agreed that the sessions improved their understanding of general anatomy (97%) and disease (85%), the imaging appearance of normal (94%) and pathological (97%) structures, visuospatial relationships (91%), the clinical relevance of anatomy (94%), and the role of radiology in patient care (94%). Most respondents agreed or strongly agreed that watching a virtual dissection (91%) and performing the virtual dissection themselves (82%) facilitated their learning.

Conclusion

Students reported that the small group demonstration format of peer‐to‐peer teaching was the preferred educational approach for virtual dissection laboratories. The use of novel anatomy visualization technology by peer tutors was an effective method for improving students' understanding of radiologic anatomy and may be used to complement medical education curricula.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Plastination helps student performance in learning gross anatomy
Authors: Akamatsu Flávia Emi , Andrade Mauro , Hojaij Flávio , Jacomo Alfredo Luiz
Published: June 2021

Background

Slice plastination is a useful tool to enhance comprehension and diagnostic skills in imaging methods as computed tomography (CT), magnetic resonance imaging (MRI) and ultrasound (US). Our department has systematically taught Clinical and Topographic Anatomy to graduate students for the last 20 years employing plastination slices combined with prosection specimens.

Objectives

To assess the impact of plastination slices in improving anatomical diagnostic skills in prepared fixed specimens.

Methods

We evaluated the correct interpretation of designated anatomical structures in two groups of students with similar knowledge of Anatomy and who had had no previous exposure to plastination techniques. Basal grades were obtained for all students and they were randomly divided in two groups regarding exposition to plastination slices. Grades were obtained at the end of the period and statistical analysis was carried out with SPSS 20.0 software (SPPS Inc). Quantitative data from the test were analyzed using descriptive statistics and the t‐student to compare the number of correct answers by questions before and after test and nonparametric Mann‐Whitney U test to compare the grade of students in pre and posttest.

Results

The students score average (20 questions) on pretest was 5.6 ± 4.9 and for posttest was 13 ± 5.9 (p<0.05).

Conclusion

Plastination is a useful method to enhance Anatomy learning for graduate students.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Exposure to Dermatological Pathology on Skin of Color Increases Physician and Student Confidence in Diagnosing Pathology in Patients of Color
Authors: Fourniquet Sophie Elise , Garvie Kristen , Beiter Kaylin
Published: June 2021

PURPOSE

Dermatologic health disparities have been well documented in patients of color. Non‐white patients have higher rates of morbidity and mortality associated with dermatologic disease than their white counterparts. A lack of diversity in dermatologic medical education is among the factors that may contribute to this disparity. Traditionally, dermatologic education in in medical school and residency has been heavily biased toward white skin, if included in the curriculum at all. This bias, along with clinicians' unawareness of this educational lapse may lead to poor confidence in evaluating patients of color, lower recognition rates of dermatologic pathology in skin of color, and a lack of awareness that one should be examine the skin of patients of color, thus contributing to poorer outcomes in non‐white patients.

METHODS

In order to address this lack of exposure to skin of color, we have developed a self‐efficacy questionnaire and an educational module on skin of color to allow physicians and medical students to reflect on their own diagnostic capabilities and be exposed to common dermatologic pathology on skin of color. The questionnaire gives physicians the opportunity to grade their ability to recognize dermatologic pathology across diverse skin tones. The module was presented to fourteen medical students from LSU‐SOM New Orleans. Their pre‐intervention self‐assessment of their competency in diagnosing dermatologic pathology in skin of color was compared to their post‐intervention competency with a paired t‐test.

DISCUSSION

The data suggests that increased exposure to pathology on brown (p=.0001) and black skin (p=.0011) (as defined by the Fitzpatrick Scale), results in greater confidence in diagnosing pathology in this population. In particular, participants' confidence in ability to diagnose eczematous lesions (p=.006), psoriatic lesions (p=.0032), melanoma (p=.0261) and basal cell carcinoma (p=.0028) was significantly increased after the educational module. The data presented here represents the preliminary steps of an ongoing study. More participants are needed to fully assess the effect of the intervention. Additionally, future studies will include a quiz as an objective measure of diagnostic capability

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
FEDATHI SEQUENCE AS A TEACHING TOOL FOR THE TEACHING OF ANATOMY OF THE SENSORY SYSTEM
Authors: Neto Josaphat Santos Soares , dos Santos Maria Jose Costa , Neto Herminio Borges , de Lucena Jalles Dantas , Morano Domingos Antônio Clemente Maria Silvio , Freitas Francisco Orlando Rafael , Filho Luiz Alexandre Porto Castro , Cerqueira Gilberto Santos
Published: June 2021

The Fedathi Sequence (SF) is a methodological process whose main focus is the teacher, where it seeks to interact with the student stimulating to think, to reflect on a certain problem situation. This methodology in its development is divided into four phases: “positioning”, “maturation”, “solution”, “proof”, where students will apply the knowledge built to solve the problem situation. At present the discipline of anatomy is rooted in traditional methodology and the sequence becomes a didactic tool to solve traditional teaching problems and promote meaningful learning. An exploratory descriptive study with a quantitative approach was carried out with 40 students of the anatomy discipline. The didactic methodology Fedathi Sequence was used in classes of anatomy of vision, hearing and olfaction. Before and after application of the methodology, a pre‐test and post‐test were performed. After applying the methodology, a semi‐structured questionnaire with 16 questions was used. For statistical analysis, the Mann‐Whitney test was performed, being considered significant when they showed p <0.05. It was observed that 100% of the students liked the Fedathi Sequence method and affirmed that there was learning. There was a statistically significant difference in the number of questions answered in the post test (9.77 ± 0.30) when compared to the pretest (4.0 ± 0.24), demonstrating that there was significant learning. It was verified that 90% of the students would suggest the continuity of the methodology. We found that the Fedathi sequence methodology achieved significant results by promoting sensory system anatomy learning.

Support or Funding Information

This study received funding of CAPES and CNPQ

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Pre‐ and Post‐Curricular Reform Gross Anatomy Lab Exam Performance: An Analysis at Indiana University School of Medicine – Bloomington (IUSM‐BL)
Authors: Loder Danielle , Taylor Melissa
Published: June 2021

Many medical schools have undergone curricular reform in the past decade. With these reforms, the time spent teaching anatomy has decreased. Did these curricular changes impact medical student anatomical knowledge? At Indiana University School of Medicine (IUSM) a new curriculum was implemented in Fall 2016. In this study, we examine how curricular reform may have impacted student performance at one of the medical campuses, IUSM‐Bloomington (IUSM‐BL). At IUSM‐BL, the pre‐curricular reform year‐long human gross anatomy course was condensed into an integrated semester‐long course (called Human Structure). Human Structure integrates gross anatomy, histology, and embryology. In order to assess if these medical curricular changes have impacted student anatomical knowledge at IUSM‐BL, we compare pre‐curricular reform and post‐curricular reform class performance on anatomy practical lab exams – specifically, among lower order (pure identification) questions versus higher order (function, innervation, embryological origin) questions. Pre‐curricular reform data was comprised of first year medical students from academic year 2015–2016 (~36 students). Post‐curricular reform data was comprised of first year medical students from both Fall 2016 (~36 students) and Fall 2017 (~36 students). Copies of de‐identified lab practical exams from all of these years were collected for analysis. Once lab practical exam questions are coded as higher order or lower order, overall exam performance across all questions will be divided into a lower order average and a higher order average. Independent‐samples t‐tests will then be completed for each question grouping to compare performance on higher and lower order questions before and after curricular reform. Data is in the process of being coded and analyzed. This study will provide demonstrable evidence about the impact of curricular reform on medical student anatomical knowledge.

This study has been approved by Indiana University – Bloomington IRB protocol #1507464902

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
An innovative approach to human gross anatomy for undergraduates
Authors: Voegele Georgina McKusick , McNutt Ellison
Published: June 2021

Prompted by demand for an anatomy laboratory to serve students considering pre‐medical professions, Geisel School of Medicine faculty and Dartmouth College anthropology faculty developed an interdisciplinary undergraduate course integrating human dissection, human evolution, and the art and history of human anatomy. Our goal was to create an active learning laboratory that was highly structured but also offered an opportunity for reflection and creativity. We were concerned that undergraduates, many of them undeclared majors, might not have the maturity and study skills to excel in an interdisciplinary human dissection laboratory with significant time demands. We designed the course to meet for 7 hours of instruction each week of the 10‐week term, with 1‐hour lectures on a topic in human evolution relating to three 2‐hour dissection laboratories where students worked in alternating teams of four to complete regional dissections or view prosections of human donors and comparative specimens. We replaced some laboratories with workshops examining Renaissance anatomical illustrations or sleuthing through local historical records of ‘body‐snatching’ in the library special collections. Applying a flipped‐classroom approach, students completed readings and readiness quizzes prior to each dissection laboratory. Students also wrote a reflection essay on the dissection experience and completed an art project to appreciate how anatomy bridges science and the arts and humanities. Two years of course evaluations and reflection essays reveal that students with science backgrounds were surprised that they benefitted from incorporating art and the humanities into their learning, and those without science backgrounds said they would not have dared enroll in an anatomy laboratory without the interdisciplinary approach. This course merging dissection and the liberal arts could serve as a model for other institutions interested in enriching the pre‐medical professions curriculum and engaging a variety of students in the anatomical sciences.

Support or Funding Information

This course was supported by Dartmouth's Innovative Course Award.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Anatomical Knowledge Retention in Second‐Year Nursing Students
Authors: Narnaware Raj , Neumeier Melanie
Published: June 2021

Human anatomy and physiology are foundational courses in undergraduate medical, allied health, and nursing curricula, and the significance of these courses in preparing health care professionals cannot be underestimated. However, despite the essential nature of these courses, there is growing concern that students do not retain enough anatomical knowledge to successfully apply it in future classroom and clinical settings. While there are many studies examining anatomical knowledge retention in medical and allied health students, no studies were found that address this concern in nursing students. The aim of this study was to determine how much anatomical knowledge second‐year nursing students retain from their first‐year anatomy class, and to determine if there is a difference in level of retention based on organ system. To address these questions, nurses in their second‐year health assessment course were quizzed on anatomical knowledge that was covered in the first year of their program. For each system students were asked to answer nine to eleven multiple‐choice questions (MCQs). The scores from these quizzes were compared to their first‐year examination scores on the same content to determine overall knowledge retention. Data were statistically analyzed using SPSS II and means were compared using 2‐sample t‐tests. The scores are described for each organ system by reporting the mean and standard deviation (SD). Statistical significance was set at P ≤ 0.05 for all tests. The mean score of questions from all the organ systems in year one was 83.05 ± 8.34 (SD). Comparing that score to matched test items from this cohort in year two, there is a significant decrease in the overall mean score from 83.05 ± 8.34 (SD) to 54.36 ± 12.9 (SD), t=6.14, P=0.0001). This equates to a 71.3% retention rate and a 28.7% knowledge loss after one year. System specific knowledge retention was highest for the gastrointestinal system (89.7%), respiratory system (88.5%), and genitourinary system (83.6%). This was followed by the integumentary system (80.1%), special senses (79.4%), nervous system (74.9%) and musculoskeletal system (69.3%). Retention was lowest for the lymphatic system (64.3%), cranial nerves (58.8%), vascular system (53.9%) and head and neck lymphatic (42.6%). The present study shows that nursing students' anatomical knowledge retention was comparatively higher than rates reported by others in medical students and allied‐health students. Retention levels were system specific. This study is now investigating knowledge retention in 3rd and 4th year nursing students. Further investigation into why retention is higher for specific systems and interventional strategies to improve knowledge acquisition and retention in nursing students is recommended.

Support or Funding Information

None

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Integrating wellness and academic support initiatives into graduate medical sciences curricula
Authors: Beckler Michelle Demory , Giczkowski Arlene M , Dribin Lori B
Published: June 2021

Studies have shown that health and wellness are linked to student success as physical, mental, and emotional health issues interfere with learning and can result in poor academic performance. Our Masters of Biomedical Sciences program allows students to demonstrate that they can be successful in either medical or dental programs. Students that are successful in our graduate program are competitive candidates for acceptance into medical or dental school.

Our students are enrolled in the same basic science courses as medical or dental school students. Accordingly, they not only face the same pressure as these first year professional school students, but also experience additional stresses due to the higher demands and rigors of our program. The purpose of this study was to determine whether integrating wellness and direct academic support initiatives within a required course led to enhanced student satisfaction and knowledge of support resources. Research indicates that it is more beneficial to provide wellness programs proactively for all students as opposed to reactively reaching out to those students who are experiencing difficulties. Therefore, we incorporated lectures and activities that exposed students to wellness programs and initiatives as well as direct academic support sessions. We evaluated student satisfaction with each of these new initiatives using surveys. The results show a significantly higher number of current students were “satisfied” or “very satisfied” with the wellness and academic support provided by both the College and the required course compared to students from previous years. Our study also shows students were interested in incorporating components of wellness initiatives into their lifestyle as well as seeking out one‐on‐one academic support. Many medical and dental schools as well as undergraduate institutions have incorporated wellness programs. Our data suggests that incorporating wellness and academic support into a required course has enhanced success and satisfaction in our unique cohort of students.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Pedagogy in undergraduate anatomy course: An argument for case‐based learning
Authors: Kumar Archana , Moritz Gillian , Guy‐Gaytán Candice
Published: June 2021

A typical anatomy course consists of a didactic lecture, involving rote‐memorization, and is coupled with a laboratory component that provides students with opportunities to experience and confirm what they learned (Bandyopadhyay & Biswas, 2017). Additionally, this pedagogical approach typically utilizes textbooks, two‐dimensional anatomical models, and the student's course success often relies on an ability to memorize facts, rather than synthesize material. When transitioning to medical schools, students will be faced with applying their anatomical knowledge to clinical scenarios, which requires critical thinking and advanced questioning skills that go beyond the rote‐memorization experience they had as an undergraduate (Silen, Wirell, Kvist, Nylander, & Smedby, 2009). One potentially effective way to improve the transition from undergraduate education transition into medical schools, and to support students in making connections between structure, function, and clinical reasoning is by incorporating case‐based learning(CBL) in undergraduate level A&P courses. CBL is a form of inquiry‐based learning used in various health‐care related fields such as medicine and dentistry, and it involves teaching and applying theoretical knowledge to real‐world clinical cases. Because it allows the student to apply knowledge, it could provide the training and knowledge necessary for medical students to transition between lecture and clinical practices. For example, Jamkar, Burdick, Morahan, Yemul, Sarmukadum and Singh (2007), focused on implementing CBL to train undergraduate medical students in surgery. Students were given patient histories and formulated ideas to treat and diagnose the patient. Each student used knowledge they learned from textbooks and in‐class lectures, and students developed a concept map illustrating how they determined patient diseases and diagnoses. Results indicated students improved clinical‐reasoning skills, exhibited increased confidence in treating patients, and were more motivated to learn. Furthermore, the use of CBL in medical schools is shown to improve students content knowledge, teamwork, analytical reasoning, patient interactions, and foster the ability to adapt to a patient's needs. To address A&P preparedness and to ensure that students are successful in their transition to medical school, it is essential that we as professional instructors improve how undergraduate students are learning in undergraduate A&P. In my poster presentation, I will describe the research needed to advance our understanding of CBL and its implications for the design of effective A&P learning environments.

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

There is a widely variable breadth of coverage of anatomical content across undergraduate human anatomy courses. A previous study by Saladin (2008) assessed muscle coverage in undergraduate anatomy courses, but the sample size was about 20 individuals who self‐reported their data in response to a listserv question. Thus, a larger, more representative sample was required to be able to assess more accurately the variation among these courses. In response to the need for a more global understanding of the content taught in undergraduate anatomy courses, we prepared a muscular system survey where human Anatomy (or Anatomy & Physiology) faculty could report the extent to which they discuss skeletal muscles in these classes. The survey also collected demographic institutional data such as the type of institution (community college versus 4‐year), course format, and geographic location of the undergraduate institution, so comparisons could be made. The muscular system coverage survey was created and administered to participants online via Qualtrics. Muscles that were surveyed were those listed and described in a typical undergraduate human anatomy text (Human Anatomy, 5th edition textbook by McKinley, O'Loughlin, and Pennefather‐O'Brien (2017)). Participants were recruited via a poster presentation at HAPS 2018 and recruitment emails sent out through AAA, HAPS and AACA listservs. The survey has been examined and the study deemed exempt by Indiana University IRB ‐ Protocol # 1805378498. All data was de‐identified prior to analysis. The data indicated some interesting instructional trends regarding muscular system coverage. First, the identification of specific muscles and their actions are taught at a higher frequency than the teaching of either attachments or innervation. Innervation of specific muscles is the least taught concept across all assessed regions. In each muscular region, certain muscles were taught with higher frequency than others and that is demarcated on the graphs of the poster. This research shows there is a global trend in teaching identification of specific muscles within each region of the human body and often this is accompanied by teaching actions of said muscles. These general instructional trends may increase our understanding of the anatomical education undergraduate students are receiving and will lead to further critical conversations about content development and curriculum.

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 3D Image Resource on Non‐Cadaveric Anatomy Course
Authors: Rogozinski Mariel S , Kulesza Randy J , McCarthy Sarah A
Published: June 2021

Introduction

Lake Erie College of Osteopathic Medicine (LECOM) offers a medical school problem based learning (PBL) pathway where clinical cases facilitate development of educational competencies. However, anatomical understanding is the basis to all clinical cases and must be understood prior to initiation of case studies. Therefore, PBL anatomy at LECOM is taught in a traditional manner but practical application of anatomical material is done in a non‐cadaveric approach.

Consistently it has been observed that PBL students struggle with the practical application of anatomy. After completing a needs assessment it was discovered many PBL students credited their struggle to a lack of spatial ability due to the study of only 2D cadaveric images. It was concluded that when PBL anatomy was developed the hidden curriculum pertaining to spatial reasoning was not considered.

Aim

To increase PBL practical anatomy grades by developing spatial reasoning skills through implementation of a computerized educational tool – Complete Anatomy Modules.

Methods

A second year PBL student and anatomy instructor created modules utilizing the Complete Anatomy program.

Complete Anatomy published the created modules and provided directions to students to access the program. Furthermore, students were given a demonstration on how to use the program prior to starting the course. Students accessed the program at their discretion to aid in their anatomical learning during laboratory sessions and while studying.

Upon completion of the course, a voluntary anonymous survey was distributed to students requesting information on the usage and ease of the program within the course utilizing Likert scale, binary and open‐ended questions. In addition, a round table discussion was hosted to provide students with the opportunity to voice their opinions about the educational tool as well as the overall course. Finally, 2017 and 2018 exam scores are to be statistically compared to determine if practical anatomical exam grades improved and if there was a correlation between scores and the utilization of the educational tool.

This study has been reviewed and approved by the LECOM IRB.

Results

Though noted as unfavorable in discussion, surveys found a range of students using the tool daily to never. Many complaints were directed toward technology, cost, and the variety of learning methods. Preliminary data suggests no significant differences in examination scores, however data is currently still being collected and analyzed.

Discussion and Conclusion

Overall, the educational tool was utilized but not favored or recommended as a requirement in the future. The students enjoyed the interactive features and this data will guide future improvements to the PBL anatomy course.

Support or Funding Information

Lake Erie College of Osteopathic 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.
Cyclophilin A is crucial for efficient Listeria Cell‐to‐Cell Spreading
Authors: Dhanda Arandeep Singh , Lulic Katarina T , Vogl A Wayne , McGee Margaret M , Chiu Robert H , Guttman Julian A
Published: June 2021

Listeria monocytogenes (Listeria) bacteria kill 25% of people they infect. To cause disease, these microbes enter their host's cells and commandeer various components of those cells. Importantly, the bacteria generate motile actin‐rich structures attached to their own surface in order to protrude from the host cell's plasma membrane as they attempt to spread into neighboring cells for further infections. These actively spreading bacteria reside within the tips of protrusive actin‐rich structures called listeriopods. To better understand infections caused by Listeria, current research is targeted towards unravelling the precise molecular components involved in the formation of listeriopods. In a screen of proteins found at actin‐rich structures formed by pathogenic Escherichia coli (E. coli), we identified the eukaryotic peptidyl prolyl cis‐trans isomerase (PPIase), cyclophilin A (CypA). Here we tested the hypothesis that CypA is a crucial protein needed to propagate infections by Listeria. Using CypA antibodies we demonstrate that this protein is concentrated specifically at listeriopods. To test the functional importance of CypA at these structures we infected CypA null murine fibroblasts with Listeria and saw that listeriopods were structurally collapsed and twisted. Ultrastructural examination revealed wide‐scale alterations to the organization of actin filaments within the core of the collapsed listeriopods. Importantly, when CypA is re‐expressed in these null cells, listeriopods appear morphologically normal. We used a Listeria cell‐to‐cell spreading assay to examine the ability of listeriopods to protrude into neighboring uninfected cells and found a ~2.5‐fold decrease in the proportion of listeriopods moving cell‐to‐cell when they were generated in CypA knock‐out cells. In conclusion, we have shown that CypA is a key protein needed for bacterial cell‐to‐cell dissemination.

Support or Funding Information

Grant Funding Source: NSERC (grant no. 355316 to J.A.G), SFU departmental funds and SFU Multi‐Year Funding (A.S.D)

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Hypothalamic Transcriptome Differences in Tame Versus Aggressive Silver Foxes (Vulpes vulpes)
Authors: Ortega Madison Taylor , Hekman Jessica P , Johnson Jennifer , Lyu Zhen , Joshi Trupti , Behura Susanta K , Mao Jiude , Kukekova Anna V , Rosenfeld Cheryl S
Published: June 2021

How dogs became domesticated and the underlying neurological events that accompanied this process continues to fascinate scientists. To recapitulate what this domestication process may have entailed, silver foxes (Vulpes vulpes) have been deliberately bred for tame vs. aggressive behaviors for greater than 50 generations at the Institute for Cytology and Genetics in Novosibirsk, Russia. The hypothalamus is the primary brain region that guides social behaviors, and thus we hypothesized that selective breeding for tameness/aggressiveness has shaped the transcriptomic profile in this brain region. Hypothalamic RNA from 12 tame male and 12 aggressive male foxes was isolated and subjected to RNAseq, followed by qPCR validation for select differentially expressed genes (DEGs). 70 genes were identified as being DEGs. Function annotation indicated that the main processes altered between the two fox groups were anatomical structure development, signal transduction, small molecule metabolic process, plasma membrane, cell differentiation, and transport. Additionally, 148 exonic single nucleotide polymorphisms (SNPs) demonstrated significant allele frequency differences between tame and aggressive foxes. Validation by qPCR analyses revealed that NADH:Ubiquinone Oxidoreductase Subunit A6(Ndufa6) was significantly upregulated in tame vs. aggressive foxes; whereas Primase And DNA Directed Polymerase(Primpol) was strongly upregulated in aggressive vs. tame foxes. Weighted correlation network analysis (WGCNA) analyses also revealed that several gene modules significantly associated with tame vs. aggressive behavior. Current transcriptomic profile results in hypothalamus of tame vs. aggressive foxes are important as they may reveal those genes and pathways that are altered as foxes are bred specifically for tameness/aggressiveness. It remains to be determined whether similar hypothalamic changes occurred in the process of dog domestication.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Virtual Geometric Reconstruction of Australopithecine Femora: A Methodological Evaluation
Authors: Goldstein Deanna M , Sylvester Adam D
Published: June 2021

The fragmentary nature of fossils, and the need to extract as much information from them as possible, mandates that broken portions be reconstructed. Virtual reconstruction using geometric morphometric techniques based on the thin plate spline (TPS) function can be used to locate landmarks that represent missing portions of fossil specimens. Here we evaluate the accuracy of TPS‐based reconstruction in artificially damaged australopithecine distal femora.

Surface models of modern human (n=35) and chimpanzee (n=37) distal femora, as well as those of two australopiths (casts of A.L. 129‐1a and A.L. 333‐4), were created using a structured light scanner. Articular surfaces were trimmed from the rest of the surface model. 1007 sliding semilandmarks were distributed across the articular surface, and semilandmarks were then slid to minimize the bending energy of the TPS function relative to an updated Procrustes average. Fossils were then virtually destroyed by removing semilandmarks to mimic the type of destruction observed in other fossil specimens. Removed portions increased from a small, central hole in the middle of each condyle to removal of the entire condyle. Average chimpanzee and human femora were used as references to create two separate reconstructions using geometric reconstruction based on the TPS function. Procrustes distances (PD) between each reconstruction and the original fossil were calculated to evaluate reconstruction accuracy.

Reconstructions based on both human and chimpanzee averages deviated further from the original fossils as the level of artificial damage increased. When the entire medial condyle was reconstructed, the original morphology of both australopithecine fossils was intermediate between the human‐based and chimpanzee‐based reconstructions. For these reconstructions, Procrustes distances indicate that both A.L. 129‐1a and A.L. 333‐4 are most similar to the human‐based reconstruction (A.L. 129‐1a: PD = 0.001 vs. 0.002; A.L. 333‐4: PD = 0.002 vs. 0.003). When the entire lateral condyle was reconstructed, the fossils fell outside the possible morphologies bounded by the human‐based and chimpanzee‐based reconstructions. Procrustes distances indicate that both fossils are more similar to the human‐based reconstructions than those based on the average chimpanzee (A.L. 129‐1a: PD = 0.004 vs. 0.005; A.L. 333‐4: PD = 0.005 vs. 0.009). These results suggest that while the australopithecine medial femoral condyle may be considered an interpolation between chimpanzee and human morphology, the lateral condyle does not follow the same trend. For australopithecine distal femur reconstructions to be accurate, medial and lateral condyles should be considered separately.

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 Muscle‐fiber Comparison in Apes Based on Brain Size and Locomotor Style
Authors: Omstead Kailey Madisen , Burrows Anne , Muchlinski Magdalena , Hemingway Holden
Published: June 2021

The present study was designed to better understand the relationship between muscle mass and brain mass in primates and to illustrate how muscle fiber composition could be used to address evolutionary questions in relation to energetics. Skeletal muscle is composed of two main fiber types; type I (slow‐twitch), which are fatigue‐resistant but slow to contract, and type II (fast‐twitch) which are more quickly fatigued and fast to contract. Type I fibers use aerobic while type II fibers are primarily anaerobic. When active, skeletal muscle is in direct competition with the brain for glucose and oxygen and is an expensive tissue to maintain. Data analyzed from a previous study demonstrated a negative correlation between brain size and type I fibers in lemurs (N=11) suggesting that as brain mass increases, type I fiber composition decreases. Alternatively, muscle fiber composition has been linked to differences in locomotion. This raises the question; which of these explanatory variables plays the greatest role in muscle fiber composition? Based on documented patterns, we hypothesized that; (1) emphasized hominoid primates would have an increase in type I and (2) primates engaging in quick short‐lived movements will have more type II fibers while those engaging in long lived postural movements will have more type I fibers. Accordingly, we calculated the type I and type II fiber frequencies from two upper‐limb and hind‐limb muscles (deltoid, pectoralis major, gastrocnemius and soleus muscles) from four hominoid genera (Gorilla, Pongo, Pan troglodytes and Hylobates lars, N=7) using immunohistochemistry. Formalin‐fixed paraffin embedded muscle samples were sectioned (10um) and immunostained using Type I and Type II Myosin heavy‐chain antibodies (abcam). Histological analysis of muscle morphology was visualized and quantified using light microscopy and Image J. Hylobates, a small‐bodied, small‐brained primate, accounted for 36% average type I fiber composition between all four muscles, compared with Gorilla, a large‐bodied, larger‐brained primate which had a mean type I fiber composition of 31%, (Pongo 46%, P. troglodytes 39%). In comparing type I to type II fibers in the gastrocnemius muscle, Gorilla (14%, 85%) P. troglodytes (28%, 70%) and Hylobates (19%, 79%) displayed a higher type II fiber composition, while Pongo (62%, 38%) had a higher type I composition. These calculated mean differences between taxa and the variability between individual muscle groups suggests locomotor style may have a greater effect on skeletal muscle fiber‐type than brain size.

Support or Funding Information

National Society Foundation, NSF American Association of Anatomists, AAA

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