bluuebunny/crossref_metadata_2025 huggingface dataset:
Metformin alters Airway Epithelial Tight Junction Protein Abundance
Authors: Garnett James , Patkee Rgweda , Weekes Alexina , Baker Emma , Baines Deborah
Published: June 2021

Glucose concentration in the airway surface liquid (ASL) is normally ~0.4mM. Raised blood glucose elevates ASL glucose (up to 4.0mM) which increases the risk of respiratory infection, particularly with methicillin‐resistant Staphylococcus aureus and Pseudomonas aeruginosa. Previously, in an H441/S. aureus co‐culture model we showed that glucose diffused across the epithelium into the ASL via paracellular pathways and was utilised by the bacteria to support their growth. Treatment with metformin reduced paracellular permeability to glucose and supressed glucose‐induced S. aureus growth. In this study, we investigated the effect of metformin on airway epithelial tight junction protein abundance in epithelial/bacterial co‐cultures using western blot and immunocytochemical analysis.

S. aureus (8325‐4) addition to the apical surface of H441 monolayers for 7 hours decreased E‐cadherin (p<0.001,n=13) and occludin abundance (p<0.05,n=5), but had no effect on claudin‐1 (p>0.05,n=3). Pre‐treatment of H441 monolayers with metformin (1 mM; 18 hours) prior to S. aureus addition, had no effect on E‐cadherin, but enhanced occludin abundance (p<0.05,n=5). P. aeruginosa (PA01) addition to the surface of Calu‐3 airway epithelial monolayers reduced transepithelial resistance (TEER) (from 669±27 to 489±20Ω.cm2; p<0.05, n=5). Metformin attenuated this effect (551±16Ω.cm) and inhibited glucose‐induced bacterial growth (both p<0.05, n=4). P. aeruginosa had no effect on E‐cadherin or claudin‐1 abundance in Calu‐3 monolayers, but abolished occludin expression (p<0.0001, n=3). Metformin did not reverse the effect on occludin but increased claudin abundance in the presence and absence of P. aeruginosa (p<0.01, n=3)
Exercise Performed at Different Times of the Day Has Different Effects on Ambulatory Blood Pressure, Heart Rate and Arterial Stiffness
Authors: Brito Leandro , Rezende Rafael , Cipolla‐Neto José , Forjaz Claudia
Published: June 2021

Objective

To analyze ambulatory blood pressure (BP), heart rate and arterial stiffness responses after performing aerobic exercise in the morning and evening.

Methods

13 young pre‐hypertensive men underwent four experiments conducted in a random order: two at 9 am and two at 6:30 pm. At each time of day, a control and an exercise session (cycle ergometer 45 min, 50% VO2peak) were performed. After the sessions, ambulatory monitoring was performed for 24 hours taken measures each 15 minutes. Ambulatory systolic, diastolic and mean BP, as well as heart rate and arterial stiffness index were calculated for 24h, daytime and nighttime periods. At each time of day, data were compared between control and exercise sessions by a paired T‐test, p蠄0.05.

Results

After evening exercise, nighttime systolic BP was lower than the control session (116±11 vs. 120±10 mmHg, p=0.04). None of the other variables showed difference after evening exercise. After morning exercise, heart rate was greater than control for all periods (24h 80±7 vs. 76±6 bpm, p=0.02; daytime 83±8 vs. 79±7 bpm, p=0.01; and nighttime 72±8 vs. 67±5 bpm, p=0.05), and arterial stiffness was greater for 24h and daytime (0.298±0.098 vs. 0.233±0.068 U, p=0.01, and 0.432±0.137 vs. 0.322±0.089 U, p=0.02, respectively). None of the other variables showed differences after morning exercise.

Conclusion

Aerobic exercise performed in the evening decreased nighttime BP while exercise performed in the morning increased heart rate and arterial stiffness. Financial support: CNPq: 472288/2011‐3, FAPESP: 2011/03584‐8.
Influence of Circulating Catecholamines on Cardiovascular Function at Rest and During Exercise in Cystic Fibrosis
Authors: Bisch Alexander , Baker Sarah , Wheatley Courtney , Snyder Eric
Published: June 2021

Mutations in the cystic fibrosis (CF) transmembrane conductance regulator (CFTR) lead to altered ion regulation, resulting in CF. CFTR also plays an important role in cardiac function. We have shown that β‐agonist inhalation results in increased cardiac output (Q), stroke volume (SV), and decreased systemic vascular resistance (SVR) in healthy humans, suggesting stimulation of the β‐adrenergic receptors via inhalation. We have also shown that this cardiovascular (CV) response is attenuated in CF, which could be due to receptor desensitization or inhibited drug delivery to the blood stream due to mucus build‐up. This study sought to determine the effects of epinephrine (EPI) and norepinephrine (NE) on CV function in CF. 11 CF patients and 27 controls completed a cycle ergometery test with measures of Q, SV, SVR, and HR along with EPI and NE. CF patients had lower Q corrected for NE at 50% and peak exercise (rest: Q/NE= 0.012 ±0.002 vs 0.017 ±0.002; 50%: Q/NE= 0.026 ±0.004 vs 0.045 ±0.004; peak: Q/NE= 0.03 ±0.004 vs 0.05 ±0.005, CF vs healthy, p<0.05) and lower SV corrected for NE at rest, 50%, and peak (rest: SV/NE= 0.12 ±0.03 vs 0.22 ±0.02; 50%: SV/NE= 0.17 ±0.04 vs 0.32 ±0.03; peak: SV/NE= 0.18 ±0.04 vs 0.35 ±0.03, CF vs healthy, p<0.05), no difference in SVR when corrected for EPI (rest: SVR/EPI= 53 ±13 vs 33 ±4; 50%: SVR/EPI= 28 ±7 vs 15 ±2; peak: SVR/EPI= 22 ±5 vs 15 ±3; in CF vs healthy). These results suggest that CF patients have lower cardiac function relative to circulating NE, no difference in SVR relative to EPI, indicating impairment in cardiac function, likely as a result from a loss of CFTR function.
Predicting Hypertensive Responses to Exercise in Women
Authors: LeMaster Kent , DeVallance Evan , Fournier Sara , Lee Kyuwan , Bonner Daniel , Donley David , Chantler Paul
Published: June 2021

The blood pressure response to graded exercise testing (GXT) is a predictor of cardiovascular (CV) health. A hypertensive response (HTR) to GXT in women, defined as brachial (b) systolic blood pressure (SBP) exceeding 190 mmHg, is associated with increased risk of CV mortality. It is critical to find resting measurements predictive of a HTR for the early detection of CV impairments. Baseline GXTs of 66 women were assessed and compared to resting cardiac function, arterial function [pulse wave velocity (PWV) and analysis (PWA)] arterial structure, and anthropometrics. 48% of the women had a HTR. The HTR group was older (HTR 55±2 vs. NT 48±2, p=0.05), and more obese (higher BMI, body fat %, and triglycerides, p<0.05) than the normal response group (NT). The HTR group also had elevated central (c) SBP, (HTR 121±2 vs. NT 106±2 mmHg) and pulse pressure (cPP) (HTR 44± 3 vs. NT 33± 2 mmHg), bPP (HTR 54± 3 vs. NT 42±2 mmHg) and PWV (HTR 8.3±0.4 vs. NT 7.1± 0.2 m/sec) all p<0.01. The HTN group had an elevated intima media thickness (HTR 0.72±0.03 vs. NT 0.63±0.02 mm, p<0.01). Cardiac diastolic dysfunction was also evident in the HTR with decreased mitral annular velocity and increased late ventricular filling velocity (p<0.01). Due to the positive correlation of bSBP and the measurements with significant group differences, we used max bSBP as a surrogate for HTR. Three backward elimination models (arterial: function, structure, cardiac: function) revealed age and BMI to be predictors of HTR in women along with both c&bSBP. Suggesting aging and obese women are at risk of having a HTR, and GXTs should be implemented into general care even in the absence of other CV risk factors.
Comparison of Training Intensity Versus Training Volume on Endocrine and Muscle Growth Changes in Trained Men
Authors: Mangine Gerald , Gonzalez Adam , Townsend Jeremy , Wells Adam , Jajtner Adam , Fukuda David , Fragala Maren , Stout Jeffrey , Ratamess Nicholas , Hoffman Jay
Published: June 2021

Changes in muscle morphology and the endocrine response to 8‐weeks of resistance training were examined in 29 resistance‐trained men. Changes in lean body (LBM) and leg mass (LM) were assessed by dual energy X‐ray absorptiometry. Ultrasound images were used to assess muscle thickness (MT) and cross‐sectional area (CSA) in the Vastus Lateralis (VL) and Rectus Femoris (RF). Participants were randomly assigned to either a high volume (VOL, n = 14, 4 x 10‐12RM, 1min rest) or high intensity (INT, n = 15, 4 x 3‐5RM, 3min rest) resistance training program. Blood samples were collected at baseline, immediately post, 30 min post, and 60 min post‐exercise prior to and following the 8‐week program, and tested for testosterone, growth hormone (GH), insulin‐like growth factor 1 (IGF1), cortisol (C), and insulin. Area under the curve (AUC) analysis revealed a greater response in GH (36.6%, p = 0.007) and C (20.6%, p < 0.001) for VOL compared to INT at WK3. No other differences in the hormonal response were noted at WK3. At WK10, AUC analysis indicated that C was greater for VOL (13.8%, p = 0.008) compared to INT. Compared to WK3, WK10 showed a reduced (p < 0.05) response in GH (43.2 ± 24.8%) and C (13.1 ± 17.8%) for VOL and IGF1 (5.3 ± 6.8%) for INT. Though no (group x time) interactions were found, INT experienced increases (p < 0.05) in LBM (1.5 ± 1.8kg), LM (0.5 ± 0.9kg), VL MT (0.2 ± 0.3cm), and VL CSA (3.8 ± 5.5cm2). No changes were noted in any of these variables in VOL. INT appears to provide a significant stimulus for training induced muscle growth and lean mass accruement in trained men.
The Unfolded Protein Response in Skeletal Muscle Adaptations to Exercise
Authors: Memme Jonathan , Hood David
Published: June 2021

The unfolded protein responses of both the mitochondria (UPRmt) and the endoplasmic reticulum (UPRER) are important in maintaining cellular homeostasis during stimulus‐induced increases in protein synthesis. Exercise is a well‐established trigger for the synthesis of mitochondrial proteins via organelle biogenesis, regulated by the transcriptional coactivator PGC‐1a. However, little work has focused on the role that the UPRmt and the UPRER play in exercise‐induced adaptations. To investigate this, we subjected rats to 3 hrs of contractile activity (CCA) for 1, 2, 3, 5 or 7 days, followed by 3 hrs recovery, and examined the gene expression responses involved in early‐onset adaptations to exercise. PGC‐1a mRNA expression increased 12‐fold as early as 1 day of CCA, while the ER chaperone BIP increased in mRNA by 2‐4‐fold between 1‐7 days. Likewise, CHOP expression was elevated 2‐3‐fold throughout 1‐7 days of CCA, while XBP1 mRNA displayed a 47% elevation after 2 days of CCA, but decreased by 26% at 7 days. Expression of upstream UPRmt sensors (LonP, ERa and SirT3) remained unchanged over 7 days of CCA, but the mRNAs encoding the mitochondrial chaperones CPN10, mtHSP70 and HSP60 were elevated by 40‐100% between 2‐7 days of CCA. These changes preceded increases in mitochondrial content and marker proteins such as NQO1. Thus, these findings indicate a potential role of the UPRmt and the UPRER in early exercise‐induced mitochondrial adaptations in skeletal muscle. Supported by NSERC.
The Isolation of Volatile Organic Compounds as Noninvasive Early Markers of Pulmonary Oxygen Toxicity in Swine
Authors: Senese Angela , Cronin William , Mahon Richard , Regis David , Hall Aaron
Published: June 2021

Purpose

Pulmonary oxygen toxicity (PO2T) is a concern for any patient or warfighter exposed to oxygen enriched atmospheres for an extended amount of time. While current practice is to limit increased oxygen exposure; there are clinical and operational scenarios where higher oxygen levels must be used and PO2T becomes a concern. The purpose of the current study is to develop a non‐invasive breath exhalate based biomarker which can detect PO2T prior to clinical manifestations of the disease.

Methods

Male Yorkshire swine (20‐30 kg) were placed into custom plexi‐glass runs and randomized to air (n=10) or 100% oxygen (n=10) for 72 hours. Breath exhalate samples, arterial blood gas samples, and vital signs were assessed every 12 hours. At the end of the 72 hour exposure animals were euthanized and the lungs were processed for histological injury and wet/dry ratios.

Results

Swine exposed to the oxygen enriched atmosphere developed a variable pulmonary injury consistent with PO2T. Histologically there was evidence of pulmonary lymphatic congestion, epithelial sloughing, and neutrophil transmigration. This evidence was supported by a trend of increased mean wet/dry ratio from 5.23g in the air group to 6.46g in the oxygen group (students t test, p=0.08). Also, the PaO2/FiO2 ratio trended to a decreased mean of 447 mm Hg in the air group to 377 mm Hg in the oxygen group (students t test, p=0.08). Breath exhalate sample analysis identified six Volatile Organic Compounds (VOCs) that were predictive of PO2T.
Acute Activation of Carotid Chemoreceptors Increases Ventilatory Instability in Healthy Humans
Authors: Holbein Walter , Limberg Jacqueline , Curry Timothy , Joyner Michael
Published: June 2021

Patients with sleep apnea exhibit ventilatory instability and increased carotid chemoreceptor activity. Whether ventilatory instability is directly related to altered chemoreceptor activity has not been examined in humans. Therefore we tested the hypothesis that acute activation of the carotid chemoreflex with hypoxia (10% O2) would increase breathing variability (assessed by coefficient of variation of tidal volume {%CV}) and blunting the peripheral chemoreflex with IV dopamine would attenuate the response. To test this hypothesis, nine healthy subjects (3 M/6 F) were studied on two separate study days: 1) saline or 2) low‐dose dopamine infusion. Individualized dopamine dose (1‐4 mg/kg/min), that maximally blunted chemoreflex sensitivity, was identified during a separate screening visit. Respiratory rate (RR), tidal volume (TV), end tidal CO2 (ETCO2)and O2 (ETO2) were measured. Baseline measures were similar between days. Saline infusion did not affect RR, TV, end tidal gases, or %CV. However, dopamine infusion significantly increased %CV (25 ± 5 to 32 ± 6 %; p<0.05) and ETCO2 (0.3 ± 0.1 %; p<0.0001) without affecting RR, or TV. Hypoxia increased %CV during saline infusion (18 ± 3 to 29 ± 3%; p<0.05), and this effect was blunted during dopamine infusion (31 ± 6 to 38 ± 6%; p>0.05). These data indicate hypoxia increases respiratory variability and this effect is mediated by the carotid chemoreceptors. Furthermore, the effect of increased chemoreceptor drive on ventilatory instability, such as that seen in sleep apnea, may be blunted by low‐dose dopamine in humans. These data provide a potential therapeutic target for improving ventilatory instability in human disease.
Funding:NIH DK090541
AMP‐activated Protein Kinase is Necessary for Cardiorespiratory Adjustments during Hypoxia
Authors: Lewis Sophronia , Moral‐Sanz Javier , Evans A
Published: June 2021

The AMP‐activated protein kinase (AMPK) has been proposed to underpin appropriate cardiorespiratory adjustments during hypoxia (Evans et al., 2006), and has been identified as a mediator of hypoxic pulmonary vasoconstriction (HPV) (Evans et al., 2005). Our objective was to assess by non‐invasive Echo Doppler ultrasound, the effect(s) on HPV of deleting LKB1, CAMKK‐β or the AMPKα1 & α2 catalytic subunits. Our preliminary investigations on wild type and transgenic mice suggest that the LKB1‐AMPK signalling pathway, but not CAMKK‐β, are required for HPV. Moreover, deletion of AMPK catalytic subunit(s) blocked hypoxia‐induced inhibition of voltage‐gated potassium currents (Kv) in acutely isolated pulmonary arterial smooth muscle cells. Therefore, AMPK underpins the regulation of pulmonary vascular responses to hypoxia at the molecular, cellular and system level.

Evans et al. (2005). J. Biol Chem., 280, 41505‐41511.

Evans (2006). J. Physiol., 574, 113‐123.
Role of Androgens in the Phenology of Male Arctic Ground Squirrels
Authors: Richter M. , Barnes B , Buck C
Published: June 2021

Field observations have defined differences in hibernation phenology between sexes. Reproductive male arctic ground squirrels (Urocitellus parryii, AGS) come to euthermy, remain in their burrows for ~3wks and then emerge above ground before the emergence of females. In late summer, females enter their burrows and begin hibernating while males remain active on the surface for at least a month. What factors control these differences between the sexes is still unknown. It has been shown that exogenous testosterone (T) inhibits torpor which implies a role for endogenous androgens in hibernation. To establish this relationship, we collected plasma samples from free‐living male AGS across their active season. The samples were analyzed for T and dehydroepiandrosterone (DHEA) concentrations which were then correlated with hibernation phenology, determined from body temperature (Tb) records. The assays determined that there is a single peak in plasma T during the spring mating and a separate, single peak in plasma DHEA in the fall coinciding with the second observed aggressive period. We also manipulated endogenous androgen levels by castration and cast+flutamide (androgen receptor blocker). Adult and juvenile males were castrated and implanted with Tb loggers in late summer. A separate group of males underwent the castration and implantation surgery, but additionally were given a silastic capsule containing flutamide in the late summer. By comparing hibernation phenologies between intact and manipulated males, we were able to establish a clear role for testosterone in the timing of spring euthermy, but could not account for the differences in hibernation entry between the sexes.
Cold‐acclimation reduces CO2 sensitivity of chemosensory locus coeruleus neurons of American bullfrogs, Lithobates catesbeianus
Authors: Santin Joseph , Hartzler Lynn
Published: June 2021

Breathing is essential for O2 acquisition and CO2 elimination in anuran amphibians at warm temperatures; however, at cold temperatures, frogs do not need to use lung ventilation because cutaneous gas exchange supports metabolic demands and acid‐base homeostasis. American bullfrogs, Lithobates catesbeianus, overwinter from ~November through March (depending on geographical location) leaving the respiratory motor system significantly less active during these months. The respiratory motor system with nominal activity during overwintering must, upon warming, sustain a metabolic rate that can no longer be met exclusively by gas exchange across the skin. Aspects of anuran amphibian ventilatory control affected by cold‐acclimation and the consequence of these changes on breathing upon returning to spring temperatures are unknown. We measured chemosensory responses of locus coeruleus (LC) neurons in bullfrogs acclimated to 5°C for three months. We found that putative respiratory chemosensors from the LC of cold‐acclimated (CA) bullfrogs are less sensitive to hypercapnia [CA: 0.30±0.1Hz vs. control: 0.83±0.12Hz increase from 1.3% CO2 (normocapnia) to 5% CO2 (hypercapnia); p=0.008]. Interestingly, normocapnic firing rates were not different between control and CA animals (p=0.70) implying that baseline excitability is sustained despite cold‐acclimation. These results suggest that processes controlling lung breathing (e.g. chemosensitivity of LC neurons) may be preserved, albeit at reduced capacity, despite months of inactivity due to heavy dependence on cutaneous gas exchange. Maintenance of neuromuscular function in the absence of breathing may be critical for bullfrogs to resume breathing to meet metabolic demands upon warming.
Motivate Your Students with Collaborative Group Testing
Authors: Cortright Ronald , Lujan Heidi , Langworthy Brandon , Harrison Rachel , DiCarlo Stephen
Published: June 2021

The level of intrinsic motivation has the most positive impact on academic performance ranging from elementary schools to medical schools. Thus, designing class activities that promote intrinsic motivation has the potential to enhance learning. We hypothesized that collaborative group testing would enhance our students' level of intrinsic motivation. To test this hypothesis, we administered the Intrinsic Motivation Inventory (IMI), a multidimensional measurement device developed by Deci and Ryan (1991), to assess our students' intrinsic motivation for our undergraduate exercise physiology class. The IMI was administered on the first and last day of class for two summer courses using collaborative testing (2014, n=46) and two courses using traditional testing (2013, n=40). All 4 courses were taught by the same instructor. Intrinsic motivation did not significantly increase (p=0.11) using traditional testing. In contrast, intrinsic motivation increased significantly (p=0.05) using collaborative testing. Student comments indicated that collaborative testing was fun, challenging, reduced stress and enhanced learning as well as non‐cognitive skills. Collaborative testing also increased student involvement and interest in the material. It is perhaps for these reasons that collaborative testing increased intrinsic motivation. Thus, it is time to scrutinize our methods and assumptions regarding the traditional exam. Of particular concern is that the motivation to study for a traditional exam is to avoid receiving bad grades. Collaborative testing transforms students' test taking motivations from avoiding receiving bad grades to actually learning the material.
Faculty And Student Perspectives On Formative Feedback And Its Role In Learning
Authors: LaBell Kirstin , Kibble Jonathan
Published: June 2021

This study explored educators' and students' understanding of feedback and studied educators' implementation and students' utilization of feedback.

This is a retrospective observational study that employed a qualitative, in‐depth, semi‐structured interview method. The study was conducted in the MD program at the University of Central Florida College of Medicine. The participants included 11 full‐time faculty members and 13 students from the Class of 2016. Interview transcripts were subject to coding and thematic analysis. Standard end‐of‐course student evaluations were also analyzed for each of the 14 courses in the pre‐clerkship curriculum to gain insight into satisfaction about feedback.

The majority of faculty and all student participants gave only basic definitions of feedback and lacked insight into the components of effective feedback. The most commonly listed form of feedback was weekly online formative quizzes. Online quizzes are a type of formative assessment and represent an opportunity for feedback but are not feedback in itself. The fact that participants identified opportunities for feedback as actual feedback indicated a possible misconception among both faculty and students. Eighty two percent of the faculty felt that they were unable to provide the desired level of feedback while 62% of students felt that they did not receive desired feedback. In end‐of‐course evaluations a summary question about level of feedback satisfaction scored lower than overall module satisfaction in all but one instance. Taking interview responses and end‐of‐course evaluation data, the study has identified a need for faculty and student education about what effective feedback is and how to better incorporate it in the education program.
The Use of Triggers During High Fidelity Patient Simulations (HFPS) in Medical Physiology to Develop Non‐cognitive Skills and Integrate Physiology
Authors: Reinemann Jaclyn , LaBell Kirsten , Harris David
Published: June 2021

Non‐cognitive skills (NCS) have been shown to play an integral part in academic performance and development of NCS could lead to better patient safety and facilitate learning of physiology. It is a challenge to address NCS in medical education due to large academic loads and lack of assessment tools. Therefore, finding innovative ways to incorporate NCS into curriculum design is vital. Our hypothesis was that inserting “triggers” that promote NCS development into HFPS would improve teamwork and communication skills and help integrate physiology. METHODS: 120 students participated in 3 HFPS and observed 1. 2 months after the course, semi‐structure qualitative interviews with 16 1st year med students were completed. Open ended questions focused on what students learned in the 4 HFPS in Med Physio. Transcripts were made and thematic analysis was performed independently by 2 investigators. RESULTS: 2 of the 3 themes identified in the interviews related to development of NCS such as teamwork and communication skills, assessing strengths/weaknesses and identifying knowledge limitations. The other theme was related to the role of student observers. Students also stated how HFPS integrated and synthesized physio for them.

Conclusions

These data suggest that HFPS with “triggers” can aid in development of teamwork and communication skills in 1st year medical students and promote integration of physiology. Enhancement of NCS could lead to better academic performance in physio as well as improve patient safety by teaching these skills earlier in the curriculum.
Cooperation at the Molecular Level Affects Your Performance and Health
Authors: Freligh Andre
Published: June 2021

Many biological macromolecules are composed of subunits that function synergistically due to cooperativity. I have generated a spreadsheet model of the Hill Equation for the Biological Excel Simulations and Tools for Exploratory Experiential Mathematics (ESTEEM) modules page:http://bioquest.org/esteem/esteem_result.php in order for users to interactively develop a sense of nonlinear behavior of such macromolecules. This software is accessible to students and professors both nationally and internationally. Originally, the Hill equation represented the cooperative binding process of oxygen to hemoglobin molecules. Although Hill's model is not precise for modeling all forms of biological cooperativity, it is accurate enough that it is frequently utilized to describe the cooperative behavior of enzymes. In the model the parameters of the Hill equation are adjustable so that students can monitor the effects of adjusting such parameters. Additional spreadsheets will incorporate real world data about the binding of oxygen to hemoglobin under various conditions, the binding of ligands to enzymes, and genetic repressors whose data also fit the Hill equation. Medically, this model is relevant to the cooperativity of hemoglobin during intense anaerobic physical activity and is important to understanding the development of drugs for treating diabetes, sickle cell anemia, and thalassemia.
The Use of POGIL Teaching Strategy Increases Student Learning of Basic Pharmacology Concepts
Authors: Soltis Robert
Published: June 2021

Process‐oriented guided inquiry learning (POGIL) is an active learning, team‐based teaching strategy that has been used in college chemistry courses to promote deeper understanding and develop higher‐order thinking skills. The use and evaluation of the POGIL strategy in pharmacology courses has not been reported. Our hypothesis is the use of the POGIL strategy will increase student overall exam performance, specifically exam questions requiring higher level thinking skills.

Data were collected over a three‐year period from a first professional year pharmacy course. In 2011, content was presented using a lecture‐based format and then, in 2012 and 2013 the same content was covered using the POGIL strategy. Comparisons included overall performance on exams and on question sets classified as requiring either lower order thinking skills (knowledge, comprehension) or higher order thinking skills (application, analysis). Statistical comparisons made using one way analysis of variance. Data are reported as means + standard errors.

Overall exam scores improved significantly when moving from a lecture‐based course (80.0%+0.8) in 2011 (N=112) to using the POGIL strategy (84.0%+0.8 and 83.2%+0.8) in 2012 (N=111) and 2013 (N=111), respectively (p<0.01). On those questions classified as requiring higher order thinking skills, student performance significantly increased from 75.8%+1.0 in 2011 to 83.1%+1.1 and 82.5 %+1.2 in 2012 and 2013 when the POGIL strategy was used (p<0.01). Performance on lower order thinking skills was unchanged (92.0%+0.9, 91.6%+1.0, and 91.3%+1.1 p=0.70).

The use of the POGIL teaching strategy increased student performance on questions requiring higher order thinking skills, suggesting the strategy is effective in promoting deeper learning and problem solving skills.
An Introduction to Critiquing Primary Literature in an Undergraduate Physiology Course
Authors: Williams Cassondra
Published: June 2021

Developing critical thinking skills is a fundamental goal for undergraduate science education. One important application of critical thinking is the ability to understand and critique primary literature. Undergraduate biology students, even seniors, often have limited exposure to primary literature. To rectify this, I developed a course on physiology in extreme environments with the objectives of (1) developing students' ability to understand and critique primary literature; (2) improving critical thinking skills; and (3) encouraging providing students to participate in scientific discourse. Applying a few basic physiology principles to extreme conditions provided a common theme for students to use throughout the course. Thus, students could focus on new applications in journal articles, not new physiological principles. Initially, students read scientific articles and answered specific questions to demonstrate basic understanding. Then, using a gradual reduction in assignment structure, the students went from this basic understanding to reviewing articles on multiple levels, including critiquing the methods, results and interpretation of results. Students applied this critical thinking skill in writing term papers on topics of their own choosing and based on their independent reviews of primary literature. They then gave oral presentations on their papers. Finally, students were encouraged to apply their newly acquired knowledge by editing relevant Wikipedia entries or, in some cases, creating entirely new entries. Based on the student evaluations and direct comments to me, the class was successful in improving critical thinking skills for many students. Future plans include designing a method to statistically validate the effectiveness of these strategies.
The Impact of Using a Clicker System and Online Homework on Teaching Effectiveness and Student Learning Experience
Authors: Shaw Donald
Published: June 2021

Students' learning outcomes have been claimed to be improved through the use of leverage technology in classroom and outside of the classroom. Three objectives were explored in the current study. One objective was to examine which teaching evaluation criteria were positively impacted by the use of a clicker system. Second, the impact of adopting online homework on students' average in‐progress grades after each exam was investigated. Third, the students' satisfaction on their learning experience on using clicker and on doing online homework was looked into by using a survey at the end of one semester. These data were collected in human anatomy and physiology classes for several semesters before and after the adoption of a clicker system and online homework assignments. The average class size was about 30‐35. First, we found that three teaching evaluation criteria used were positive improved by using a clicker system and homework assignments. These include two teaching evaluation criteria: (1) The instructor explained the subject in a way that was interesting and that stimulated academic interest in the topic, and (2) As a result of this course, my interest in this subject area has been more stimulated. Second, the results showed that students' average in‐progress grades were moderately improved soon after on‐line homework were put to use. Finally, students expressed very positive learning experience in using both clicker and on‐line homework adoption including their grades. However, the cost of purchasing a clicker and online homework access was a general concern. Our results confirmed with other educational research in that integrating auxiliary technology positively impact both teaching and student learning.
A Flipped Classroom Using Screen‐Capture Video
Authors: McCann Daniel
Published: June 2021

The purpose was to assess students' perception of a flipped classroom on their ability to master material, ability and willingness to participate in class discussion, and enjoyment of class. Two flipped classrooms were used. One used prepared videos using screen‐capture software of material. The videos were placed on Blackboard with instructions to do an assigned reading and then watch the video before class. The classes were used for discussion, answering questions, and integrating material. This method was used in a three‐credit required course in anatomy and physiology. The second approach in a two‐credit required environmental physiology course was similar but included clicker questions designed to explore student understanding and stimulate discussion. Students were surveyed using a seven‐point scale (1=Not at all; 7=Greatly) performed online during the final week of class. Group median and limits (N=69) for completing the assigned reading and viewing the video before class were 52% (0‐100 %) and 90% (25‐100%), respectively. The group median ± median absolute deviation (MAD) of the helpfulness of videos in mastering material, increasing willingness to participate in discussion, increasing ability to participate, and increasing enjoyment of class were 5 ± 1, 5 ± 1, 6 ± 1, and 6± 1, respectively. The group median and MAD for the extent using discussion, rather then lecturing helped students enjoy the class was 5 ± 1. The group median and MAD for the extent clicker questions helped master material, increase willingness and ability to participate was 6 ± 1, 5 ± 1, and 6 ± 0.5, respectively (N=40). Students believe the flipped classroom enhanced their ability to master material, ability and willingness to participate in class discussion, and their enjoyment of the class experience.
Physiological Correlates of Memory in a Classroom Environment
Authors: Nagle Corinne , Tat Michael , Frustace Bruno , Deason Rebecca , El‐Shaar Ala'a , Iyer Arjun , Gherbmichael Abnet , Wang Edward , Flannery Sean , Budson Andrew , Zumwalt Ann
Published: June 2021

The science of learning and memory has been well studied in laboratory environments, but fewer investigations have applied these principles into educational practice. The current study uses event‐related potentials (ERPs) to investigate the memorial processes used by students during retrieval of content learned in the classroom. ERPs are measured using electroencephalography, a non‐invasive method used to measure brain responses to stimuli. Numerous ERP correlates reflecting various cognitive processes have been identified, including the memorial components of familiarity and recollection. Thirty‐one students from a gross anatomy course completed a computer‐based memory task prior to the course (time point 1), after the completion of the course (time point 2) and 6 months later (time point 3). Students were presented with anatomical terms from the course and were asked to respond as to whether they “Can Define”, are “Familiar” or “Don't Know” each term. Preliminary ERP data from both time points 2 and 3 revealed that “Can Define” and “Familiar” responses elicited a frontal effect 300‐500 ms post‐stimulus, thought to reflect a familiarity process. A late parietal component, 500‐800 ms post‐stimulus, reflecting recollection of specific details, was also elicited for “Can Define” responses. These results suggest that basic memorial mechanisms may be predictive of student retention of course content and may be useful in assessing the effectiveness of teaching and learning strategies.
Examination of the Quality and Effectiveness of Peer Feedback and Self‐reflection Exercises Among Medical Students
Authors: Byrd Bruce , Martin Charys , Nichols Carol , Edmondson Anna
Published: June 2021

The ability to provide constructive feedback is essential for physicians. The small group anatomy lab setting provides an ideal environment for assessing this skill. Medical students provide feedback via evaluative ratings & comments for lab partners & themselves at the end of each semester. We examined the quality & effectiveness of this feedback, hypothesizing that individuals would be more self‐critical, that ratings would increase over time & that students would identify more strengths than areas of improvement. Students rated themselves significantly lower than peers on all evaluative questions. Over the year, self‐ratings significantly increased in communication & self‐awareness categories, while peer ratings significantly increased in participation, preparedness & self‐awareness. Narrative comments placed more emphasis on strengths. When evaluating peers, 59% of positive comments were associated with professionalism, 21% with personal behaviors & 19% with knowledge. Similar results were seen in self‐reflections. Peer constructive criticism was more evenly distributed between professionalism (47%), personal behaviors (33%) & knowledge (20%). However, more students critiqued their own knowledge deficiencies (30%). Results indicate that students may be uncomfortable giving criticism & evaluate themselves more critically than their peers; yet, they do respond & improve with feedback.
Creating 3D Virtual Anatomic Models of Vasculature and Skull from Computed Tomography Arteriograms
Authors: Cui Dongmei , Smith Andrew , Lynch James , Lehman Michael
Published: June 2021

Anatomy teaching methods have used traditional simulated 3D computer models. However, these 3D models have usually been limited to normal anatomy, using computer screen‐based rotating models. We have recently established a virtual 3D anatomy workstation for creating and presenting stereoscopic 3D virtual models. These models were developed using Amira, a powerful software package for bioscience research that anatomists can use to create 3D structures from slice data. We used computed tomography arteriogram (CTA) images to reconstructed 3D virtual models. The virtual models are presented stereoscopically in a virtual reality environment and can be rotated through 360 degrees in all axes, and can be made larger or smaller. Flexible views of internal structures are possible. Students wear polarized 3D glasses and sit in a small theater‐like classroom with dim light background. Images were virtually displayed in stereo mode, and structures were shown as flowing in the center of the room in front of each student, similar to watching a 3D movie in a theater. The stereoscopic 3D models allow students to view normal variations of cerebral vasculature and abnormalities, such as aneurysms, from many different angles and in greater detail than is possible using flat, 2D images.
Evaluating the use of ultrasound as a tool for teaching anatomy
Authors: Dilley Andrew , Smith Claire
Published: June 2021

With improved image resolution, increased portability and cheaper units, ultrasound is starting to be used by medical schools as a tool for teaching anatomy. In contrast to traditional teaching methods, ultrasound allows students to observe “living” anatomy, and more importantly it provides both a functional and clinical approach to learning anatomy. At Brighton and Sussex Medical School, ultrasound has been integrated into the medical degree programme. To determine the usefulness of ultrasound for teaching anatomy, year one students (n = 103) completed an evaluation questionnaire. Responses were scored on a five point scale (strongly agree to strongly disagree). Following term one, 93.2% of first year students strongly agreed/agreed that understanding anatomy through ultrasound is very relevant to clinical practice. 86.4% of students also strongly agreed/agreed that understanding anatomy through ultrasound helps to comprehend the three‐dimensional nature of the human body and 79.6% strongly agreed/agreed that using ultrasound has helped understand surface anatomy. It is evident that ultrasound has a place in the modern medical curriculum and provides the students with a useful, hands‐on, tool for learning anatomy. It forms part of a multi‐modal learning experience that encompasses cadaveric dissection, lectures, living anatomy tutorials and imaging sessions. Ultrasound undoubtedly improves the confidence of students in their anatomical knowledge as well as primes students for clinical practice.
Training Better Medical Students: A 2015 Update of The Graduate Medical Sciences Master's Program at Texas Tech University Health Sciences Center
Authors: Schneider Brandt , Lee Vaughan
Published: June 2021

The TTUHSC Graduate School of Biomedical Sciences has developed a 2‐year non‐thesisGraduate Medical Sciences (GMS) Master's program (http://www.ttuhsc.edu/gsbs/mspremedsci.aspx) designed for students seeking additional preparation for medical school or for those students whose ultimate goal is medical education. Graduate students are imperceptibly embedded in the first year medical curriculum and participate alongside medical students in class, lab, and small group activities. In the second year, graduate students function as school of medicine teaching assistants in addition to taking an Advanced Cell Biology course with PhD students. All students design and carry out an instructional project including either the development of self‐directed learning units or the creation of novel educational materials. Evaluation of performance has revealed that first year GMS students performed at the same level as first year medical students. Historically, after graduation, all of our students who applied have been admitted to and excelled in medical school. A key indicator is that GMS graduates have scored dramatically higher on USMLE STEP I exams as compared to our traditional medical students. GMS graduatesthat attended TTUHSC SOM also served as peer leaders and role models who were active in the accreditation process and curriculum design. In summary, this program has improved the educational training of our current medical students, facilitated an active teaching environment, reduced the workload on faculty, and provided our school with excellent future medical students. This project was funded by the Graduate School of Biomedical Sciences at TTUHSC.
Assessment of Gross Anatomy Boot Camp on First Year Medical Student Performance
Authors: Herling Patrick , Mohseni Bahaureh , Shirley Natalie , Leo Jonathan
Published: June 2021

Lincoln Memorial University‐DeBusk College of Osteopathic Medicine (LMU‐DCOM) offers an optional three‐week boot camp designed to expose students to gross anatomy subject matter, anatomy lab environment, and foster effective study habits. Boot camp students, over three consecutive summers (n=152 students), were compared to non‐boot camp students for the following variables: final grade in medical gross anatomy (MGA), grades on each exam, and incoming medical school GPA and MCAT. In addition, a survey was administered to boot camp participants. A 49% survey response showed that 46% of respondents reported that the boot camp was their first exposure to anatomy, 93% of respondents approved of the breadth and depth of anatomy topics covered, and 100% agreed that it helped with the transition into medical school. There were no significant differences in incoming GPA and MCAT between boot campers and non‐boot campers. Independent two tailed t‐tests revealed significantly higher scores among boot campers for the first two lecture and lab exams (p<.0001); thereafter scores varied less among boot campers versus non‐boot campers, suggesting a faster head start for boot camp participants. Mean MGA final grade was 2‐4% higher for the boot camp cohort. Overall, the survey and grade analyses show that the boot camp improves academic performance and the transition into the first year of medical school at LMU‐DCOM.
The Foramen Magnum as a Determinant of Sex in a Series of Jamaican Crania
Authors: Garvey‐Ramocan Kimberly , Gardner Michael
Published: June 2021

One of the most vital tasks of a forensic anthropologist is sex determination utilizing the available bone. The need for methods to estimate sex from cranial fragments is manifested when only a part of the skull is brought for human identification. The foramen magnum is an important feature of the base of the cranium. In this present study, the morphometric measurements taken on foramen magnum from a well‐preserved collection of dry Jamaican skulls were analysed using standard osteometric techniques. The focus of this research was to determine the utility of the foramen magnum as a seminal factor of sex determination in Jamaican crania.

A literature search revealed that there was no data available on the morphology and morphometry of the Foramen magnum in Jamaican Skulls, skulls of the Caribbean nor African‐Based Diaspora. Twenty human adult cadaver dry skulls of known sex which were available, were randomly selected from the collection of the Anatomy Section Section of the Department of Basic Medical Sciences at The University of the West Indies, Mona. and analysed in the present study. The foramen magnum shapes were determined as an oval shape 40%, round shape in 30% of cases, 25% tetragonal and 5% irregular. Using a digital caliper, spreading caliper and metrically aligned uniform string, three consecutive measurements were made for each craniometric measurement. The antero‐posterior and transverse diameters were measured and the average foraminal index was calculated. Data obtained may be useful to the neurosurgeon in analyzing the morphological anatomy of the Craniovertebral junction. The findings are also informative to Anatomists, Anthropologists, Archaeologists, Forensic Scientists and other medical fields.
In Vivo Reference Point Indentation Variability in Skeletally Mature Inbred Mice
Authors: Srisuwananukorn Andrew , Allen Matthew , Brown Drew , Wallace Joseph , Organ Jason
Published: June 2021

Ex vivo mechanical testing is the gold standard for assessing bone mechanical properties. However, ex vivo assessments preclude longitudinal studies of different interventions to enhance these properties. Reference point indentation (RPI) – a noninvasive probe that cyclically indents a bone surface with a set force and measures resulting displacement – was developed to measure bone mechanical properties in vivo. Studies using RPI have discriminated between patients with previous skeletal fractures and those without, and among dogs given different bone anti‐remodeling drugs. This study assesses variation in RPI outcomes in mice, the most common animal model used to study bone. Twelve 16‐week‐old female C57BL/6 mice were subjected to RPI (3 tests) on the anterior tibia, followed by repeat testing on the contralateral limb 28 days later. A custom MATLAB program derived several outcome parameters from RPI force‐displacement curves: 1st cycle indentation distance (ID‐1st), indentation distance increase (IDI), total indentation distance (TID), 1st cycle unloading slope (US‐1st), and 1st cycle energy dissipation (ED‐1st). Within‐animal variation of the three tests on Day 1 ranged from 12.8 to 33.4%, and from 14.1 to 22.4% on Day 28. Between‐animal variation on Day 1 ranged from 15.9% to 40.9%, and from 14.8% to 33.4% on Day 28. At both time points, within‐ and between‐animals, US‐1st was the least variable parameter and IDI was most variable. All parameters were non‐significantly lower at Day 28 compared to Day 1. These data demonstrate the feasibility of measuring bone mechanical properties longitudinally in mice – an advance for the field of bone biology – and will shape the experimental design of future studies.