bluuebunny/crossref_metadata_2025_split huggingface dataset:
Role of intestinal fibroblasts in inflammation across the intestinal epithelium (488.10)
Authors: Anderson Meghan , Smalls Anita , Reaves Titus 
Published: June 2021

Fibroblasts are mesenchymal cells that produce extracellular matrix (ECM) proteins and play a major role in tissue repair (i.e., resolution of inflammation). Fibroblasts can affect cells in the local environment through the release of cytokines, growth and differentiation factors. CD36 is a membrane‐bound and scavenger receptor that is an indicator of inflammation and interacts with TLR‐2, 4, and 6. We investigated intestinal fibroblasts for expression of immune receptors and for a role of CD36 in intestinal inflammation using fibroblasts exposed to a series of cytokines. Analysis of supernatants revealed the presence of IL‐8 (potent chemoattractant for polymorphonuclear leukocytes, (PMN)) in IL‐6 treated normal and CD36‐deficient fibroblasts. However, results reveal a statistically significant reduction in PMN migration using IL‐6 treated CD36‐deficient cells. Kinase inhibitor experiments reveal that PI3 kinase pathway may be involved in the lL‐6 mediated release of IL‐8 from fibroblasts. Fibroblasts exposed to IL‐8 have been reported to display a myofibroblast‐like phenotype. Differences in cell adhesion and migration were also revealed using CD36‐deficient fibroblasts. Results show that fibroblasts can play a major role in the inflammatory responses in the intestine, PI3 kinase may be involved, and highlight CD36 as a target‐receptor that may modulate the inflammatory responses of fibroblasts.Grant Funding Source: NSF‐RII, NIH/NIDDK 5T35 DK007431
PORTAAL: a practical observation rubric to assess active learning in the college science classroom (531.9)
Authors: Wenderoth Mary Pat , Eddy Sarah , Converse Mercedes 
Published: June 2021

Active learning is defined and implemented in a variety of ways. Yet how activities are implemented in the classroom may be key to whether student learn. Recognizing the cognitive science underpinning the activity is therefore an important first step to successfully implementation. Unfortunately, there are few easy to use observation tools to assess implementation of active learning. We created our tool/rubric by first reviewing the literature and identifying four key dimensions shown to increase student learning: 1) Ericsson’s “deliberate practice” (1998); 2) encouraging meaningful participation through accountability addresses the need for attention in learning (Bjork 2002) &amp; Chi’s Active‐Constructive‐Interactive framework (Chi 2009); 3) logic development is an opportunity for students to generate, interpret and elaborate on their understanding (deWinstanley &amp; Bjork 2002) and 4) reducing student apprehension which reinforces Dweck’s mindset work (1999). We deconstructed each dimension into 28 different elements observable in a classroom and used PORTAAL: a Practical Observation Rubric to Assess Active Learning to observe 27 different instructors across two years of introductory Biology. PORTAAL was able to successfully differentiate a wide range of active learning behaviors and future work will correlate student academic performance in class with PORTAAL results.Grant Funding Source: NSF DUE 1118890
Prospecting the use of quick response codes in the gross anatomy laboratory (533.1)
Authors: Traser Courtney , Hoffman Leslie , Seifert Mark , Wilson Adam 
Published: June 2021

Background & Purpose The use of quick response (QR) codes in institutions of higher education is becoming increasingly popular, yet literature concerning their use in medical education is scant. This study examined student perceptions of the usefulness of QR codes as study‐aids in a Medical Gross Anatomy course and statistically analyzed whether this resource impacted student performance.Methods Question prompts and QR codes tagged on cadaveric specimens and models were made available for four weeks as a learning resource to medical (n=155) and doctor of physical therapy (n=39) students. Each QR code provided answers to posed questions in the form of embedded text or external links. Students’ perceptions were gathered using a formative questionnaire and practical exam scores were used to assess potential gains in student achievement.Results Overall, participants responded positively to the idea of using QR codes in the laboratory. Majority of respondents (64/73) used the QR codes at least once, 89% (57/64) of students agreed the codes augmented their learning of anatomy, and 56% (36/64) found the codes to be more useful than traditional laboratory study‐aids. The students’ most noticeable objection to using QR codes was the reluctance to bring their smartphones into the lab. A repeated measures analysis of covariance revealed no statistical difference (p=0.108) between unit exam scores on practical exam 1 (pre‐intervention) and practical exam 2 (post‐intervention).Conclusion This study suggests that learners welcome the innovative implementation of QR code technology in the gross anatomy laboratory and such an intervention has no negative effects on practical exam performance.
The Pre‐Medical Sciences Master’s program at Texas Tech University Health Sciences Center: training better medical students (534.9)
Authors: Schneider Brandt , Lee Vaughan 
Published: June 2021

The TTUHSC Graduate School of Biomedical Sciences has developed a 2‐year non‐thesis Pre‐Medical Sciences Master’s program (http://www.ttuhsc.edu/gsbs/mspremedsci.aspx) designed for students who need additional preparation for medical school or whose goal is anatomical education. Students are indistinguishably immersed with incoming medical students and participate alongside medical students in class, lab, and small group activities in the first year curriculum. During the second year, students participate as teaching assistants and take an Advanced Cell Biology course with PhD students. In addition, students design and carry out an education project including either the development of self‐directed learning units or the creation of novel educational materials. This program has exceeded expectations. It greatly promotes inter‐professional teamwork, stimulates independent learning, helps meet the teaching mission in light of reduced numbers of anatomical educators, and provides a better educational environment for our medical students. Historically, after graduation, all of our students who applied have been admitted to and excel in medical school. This program improves the educational training of our current medical students and provides our school with excellent future medical students.Grant Funding Source: This project was funded by the Graduate School of Biomedical Sciences at TTUHSC.
Learner characteristics involved in visuospatial anatomy comprehension (535.1)
Authors: Glena Katlyn , Johnson Marjorie , Allman Brian , Zibrowski Elaine , Elizabeth Hampson , Nguyen Ngan 
Published: June 2021

The practical aspect of human anatomy instruction is becoming less dissection based and increasingly more reliant on computerized, three‐dimensional (3D) teaching tools. Some students find it difficult to learn from these tools and it is important not to alienate this group of learners. Previous studies have demonstrated that the spatial relations subcomponent of spatial ability is predictive of success in 3D anatomy comprehension, but the effect of other spatial ability subcomponents has not been examined. This study explored the role of three subcomponents of spatial ability and the effect of prior domain knowledge in comprehending a 3D teaching tool. By adding more spatial ability subcomponents and a knowledge component the results may provide a broader picture of the relevant learner characteristics involved in comprehending these tools. 60 students from Western University were recruited. Participants performed an anatomy knowledge test (AKT), three standardized spatial tests, and a pre and post spatial anatomy task (SAT) with a 3D teaching tool as an intervention. Preliminary data analysis (N=24) suggests that participants’ scores on the AKT and the three spatial ability tests are predictive of learning from the 3D teaching tool (p<0.01). These results may have implications for the appropriate design and implementation of computerized 3D instructional animations.Grant Funding Source: Lippincott Williams Wilkins/AAA Education Research Scholarship
CANmeds physician competencies inadvertently realized in the gross anatomy lab (535.4)
Authors: Farias Anna , Awuku Mark 
Published: June 2021

Introduction: The cadaveric gross anatomy lab is a learning environment in which the students learn multiple skills and tasks. In the process of learning the intricacies of the human body, the students learn, demonstrate and acquire competencies such as professionalism, collaboration, communication and scholarly learning. This study was based on student evaluations to measure the degree to which the listed competencies are realised in the Gross Anatomy Lab.Observations:The first lab session starts with a memorial service to honour and respect the generous “gift” by the donors. This sets the tone for gratitude, respect and responsibility with which the learners treat their ‘first patient’ whenever they are in the lab. They approach the learning as a group and share the information and participate in the discussions among themselves as well as the rest of the class when there is an unusual finding. The learning environment calls for collaboration and communication within the specific group and also with the rest of the class.Learners’ feedback: At the end of each course the evaluations polled on the professionalism, collaboration and scholarly learning were rated at 4.3/5 and 4.4/5 among year one and two respectively.Conclusion: The learning environment in the gross anatomy lab can effectively nurture competencies such as professionalism, collaboration, communication and scholarly learning in addition to medical expert. The anonymous evaluation of the learning environment, by the learners, also provided some comments regarding the strong collaborative environment and team work. The scores as well as the comments are strong indicators that the learners are realizing other competencies such as professionalism, communication and collaboration to the same level as that of medical expert. Medical schools therefore should be aware of the competencies realized in the gross anatomy lab during the process curriculum design.
Rovsing’s sign in appendicitis ő an example for the effect of erroneous translation on medical teaching (536.10)
Authors: Prosenz Julian , Hirtler Lena 
Published: June 2021

Objective: To investigate whether Rovsing’s sign in the diagnosis of appendicitis is described and applied inaccurately in current literature, scientific papers and books, quantify the problem and investigate the cause of this error.Background: The way Rovsing’s sign is elicited is not described uniformly throughout the literature.Methods: A Pubmed search was conducted and 1069 individual studies were searched for the use of Rovsing’s sign. 53 studies were included in this study, of these 14 described the way the sign was executed. Additionally 3 current English (text)books on surgery, 3 German (text)books on surgery and 2 German books on anatomy were analyzed. The descriptions in studies and books were compared to the original publication by Niels Thorkild Rovsing in 1907.Results: No included study which described the way Rovsing’s sign is elicited gave a correct description. Of the 3 English (text)books on surgery none described it accurately, of the 5 German (text)books all yielded a correct description of this sign.Conclusion: Rovsing’s sign is used erroneously in clinical practice and medical research and most likely already taught incorrectly to most medical students. All statistical data available on this sign must be questioned and reinvestigated in future well‐designed studies to assess the actual value of Rovsing’s sign in the diagnosis of appendicitis.
Cloning, expression and purification of recombinant Slx4 from Saccharomyces cerevisiae (539.3)
Authors: Diaz Martinez Angel , Cussiol Jose Renato , Smolka Marcus 
Published: June 2021

Cells are constantly exposed to exogenous and endogenous sources of DNA damage. In the presence of genotoxic stress, the DNA damage checkpoint signaling (DDC) pathway contributes to genomic maintenance by promoting a transient cell cycle arrest and recruiting numerous repair proteins to sites of lesions, thus maintaining genomic integrity. Slx4 is an evolutionary conserved scaffold protein that is important for the cellular response to genotoxic stress. Slx4 interacts with several DNA repair factors and also with components of the DDC. Recently, our group showed that Slx4 in Saccharomyces cerevisiae is capable to interact with a DNA replication initiation protein called Dpb11, therefore dampening the checkpoint by counteracting the Rad9 adaptor protein. This competition based mechanism is important to avoid hyperactivation of the DDC which can be deleterious to the cells. In order to better understand the role of Slx4 during DDC, we decided to purify the protein and to elucidate its structure by X‐ray diffraction. Our hypothesis was that by employing the method of metal affinity chromatography using cobalt a resin we would be able to purify our Slx4 protein. Here, we cloned, expressed and purified recombinant Slx4 by heterologous expression in Escherichia coli. We cloned a truncated form of the Slx4 gene (361aa to the end) into an expression vector pET28a. We transformed the product into an E. coli expression strain Bl21 (DE3) that contains the T7 RNA polymerase to express the Slx4 gene through the T7 promoter from the pET28a vector. To induce the expression of the Slx4 gene, we added IPTG to further purify the protein. In conclusion we were able to express Slx4 (361aa‐end) in the soluble fraction of the cell and purify in its native form through metal affinity chromatography using cobalt resin.Grant Funding Source: R25GM096955
Less is more: optimal myoendothelial communication entails less gap junctions (546.7)
Authors: Hald Bjørn , Jacobsen Jens Christian , Welsh Donald 
Published: June 2021

The myoendothelial junction (MEJ) has been assigned an integral role in the regulation of small resistance arteries. Efficient and proper information transfer between the endothelium and the smooth muscle cell (SMC) layer is thought to depend on a high density of MEJ and direct coupling facilitated by gap junctions (MEGJs) herein.In this study, we study how heterogeneity in distribution and number of MEGJs affects the electrical communication between cell layers. We redesigned a detailed computational model of an arteriole to allow for the introduction of heterogeneity in both the number and spatial distribution of MEGJs.In our first simulations, we maintained a contant total conductance of MEGJs across the arteriole, but reduced the number of MEGJs. If less than 20% of SMCs harbours an MEGJ, an increase in conduction strength is observed. However, reducing MEGJs also reduces the spatial control of membrane potential in the SMC layer. This may to some extent be ameliorated by an increase in SMC‐SMC coupling.Moreover, an decrease in electrical conductance between the cell layers increased electrical spread in the endothelium but limited the radial current flow into SMCs. Thus, reducing the number and conductance of MEGJs provides for a scenario where the SMC layer across a finite distance along the vessel receives a specific quanta of charge, i.e. no decay of signal is observed in the SMC layer. This may underlie the observation of non‐decaying conduction along small arterioles.We conclude that in contrast to common belief, a low MEGJ density enhances electrical spread along the vascular wall. Furthermore, low MEGJ density may underlie the observation of augmented conduction.
Rapid induction of hypothermia by the Thermosuit system profoundly reduces infarct size and anatomic zone of no‐reflow following ischemia/reperfusion in rabbit and rat hearts (547.12)
Authors: Herring Michael , Dai Wangde , Hale Sharon , Kloner Robert 
Published: June 2021

Background: While hypothermia reduces myocardial infarct size, non‐invasive and rapid cooling methods are lacking. This study tests the effectiveness of a novel cooling apparatus on myocardial infarct size and no‐reflow area in two models of coronary artery occlusion (CAO).Methods and Results: Anesthetized rabbits (protocol 1) and anesthetized rats (protocol 2) were randomized to Normothermic (N) or Hypothermic (H) groups after isolation of a proximal coronary artery. Animals were subjected to 30 minutes CAO and 3 hours reperfusion. In protocol 1, hypothermia was initiated, using the Thermosuit apparatus (convective‐immersion cooling), 5 minutes after the onset of CAO to a goal temperature of ~32°C. In protocol 2, hypothermia was initiated 2 minutes after the onset of CAO to a goal temperature of ~30°C. Goal temperature was reached in ~20 minutes. In protocol 1, hypothermia caused an 82% reduction of infarct size as a percentage of the ischemic risk zone (N, 44±5%; H; 8±2%, P<0.001) and an 89% reduction of the no‐reflow area (N, 44±4%; H, 5±1%, P<0.001). In protocol 2, hypothermia caused a 73% infarct size reduction (N, 51%±5%; H, 14±6%, P<0.001) and a 99% reduction of the no‐reflow area (N, 33±5%; H, 0.4±0.3%, P<0.001).Conclusion: The Thermosuit device induced rapid hypothermia and limited infarct size and no‐reflow to the greatest extent ever observed in this laboratory with a single intervention.
Characterization of the nurA (DR_0836) and herA (DR_0837) genes from Deinococcus radiodurans (549.3)
Authors: Mueller Charles , Levi Jonathan , Julin Douglas 
Published: June 2021

HerA proteins are members of the FtsK/HerA superfamily of ATP‐dependent DNA translocases. FtsK is a bacterial protein that translocates double‐stranded DNA during cell division. The herA gene is found in an operon with the gene for its nuclease partner NurA. In archaea, herA and nurA are essential genes that encode enzymes capable of processing a variety of DNA substrates. Evidence obtained from studying these enzymes in vitro in P. furiosus and in vivo in S. acidocaldarius indicates that they have a critical role in homologous recombination in archaea. Recent in vitro work in S. solfataricus has demonstrated a dsDNA translocase activity for the NurA/HerA complex, an activity associated with FtsK from E. coli. This result and the phylogenetic relationship between FtsK and HerA suggest HerA has a similar role in archaea as FtsK in bacteria.Homologs of herA and nurA are found in a few bacterial genomes. In most cases, these bacteria lack a ftsK homolog. The functions of NurA and HerA in bacteria are not known. We chose to investigate the roles of NurA and HerA in Deinococcus radiodurans, typically studied for its extreme resistance to double‐strand DNA breaks. The D. radiodurans genome has homologs of nurA and herA in an operon, and it also has a ftsK gene. We made strains with deletions of either herA or nurA and characterized their basic growth properties and sensitivity to DNA damaging agents. Our results indicate that neither gene is essential in D. radiodurans, and deletion of the genes do not cause significant sensitivity to DNA damaging agents. The herA deletion strain displayed a distinct phenotype consisting of slower growth and larger cell types, which may indicate an FtsK‐like function for HerA in D. radiodurans. The HerA protein has been expressed and purified from E. coli and basic characterization is underway.Grant Funding Source: None
Elucidation of the substrate recognition mechanism of VcCry1 (550.2)
Authors: Ahmad Rohe , Gindt Yvonne 
Published: June 2021

Isothermal titration calorimetry will be used to study the temperature dependence of DNA binding to Vibrio cholerae cryptochrome 1 (VcCry1), a DNA repair enzyme. VcCry1 uses light‐driven electron transfer to repair UV damaged single strand DNA but not double strand DNA. The enzyme is a good model to study substrate binding, since the repair process requires absorption of light and is separated from the damage recognition process. VcCry1 has an active site FAD which is required for substrate binding and repair. The thermodynamics along with the quantification of the electrostatic and nonelectrostatic interactions important in the VcCry1 substrate binding will be examined and compared to DNA photolyase, a related DNA repair enzyme that binds double stranded DNA.Grant Funding Source: Supported by The Margaret and Herman Sokol Institute for Pharmaceutical Life Sciences
DHHC acyltransferases are regulated by palmitoylation at multiple cysteine residues (555.14)
Authors: Gottlieb Colin , Linder Maurine 
Published: June 2021

DHHC acyltransferases catalyze the addition of palmitate to proteins at cysteine residues. In vitro, the enzyme forms an acyl‐enzyme intermediate prior to transferring the acyl group onto substrate proteins. The DHHC cysteine is necessary for both autoacylation and transfer. Both wild type DHHC3 and the inactive DHHS3 (C157S) mutant enzyme are palmitoylated in cells, suggesting that cysteine residues other than C157 are modified. DHHC proteins are known to oligomerize, providing a mechanism for intermolecular palmitoylation and potentially accounting for palmitoylation of the DHHS3 mutant in cells. Using a custom mass spectrometry method, we directly identified palmitate modifying C146 in DHHC3. C146 is in the conserved cysteine rich domain (CRD) of DHHC proteins. Surprisingly, metabolic labeling studies demonstrated that mutation of C146 or other cysteine residues in the CRD resulted in increased palmitoylation of the enzyme in cells, while reducing autoacylation and transfer activity in vitro. Our working model proposes that DHHC3 autoacylates at the DHHC cysteine and distributes palmitate to other sites in the CRD through both cis and trans‐palmitoylation. We hypothesize that the mutation of palmitoylation sites in the CRD perturbs secondary structure, resulting in increased accessibility of cysteines for intramolecular transfer.Grant Funding Source: GM051466
A novel automethylation reaction in the Aspergillus nidulans LaeA protein generates S‐methylmethionine (555.2)
Authors: Patananan Alexander , Clarke Steven 
Published: June 2021

The filamentous fungi in the genus Aspergillus are opportunistic plant and animal pathogens that produce secondary metabolites including lovastatin, penicillin, and aflatoxin. The synthesis of these small molecules is dependent on gene clusters that are globally regulated by the LaeA protein. Null mutants of LaeA show decreased virulence coupled with reduced secondary metabolism. Although LaeA contains the motifs characteristic of seven‐beta‐strand methyltransferases, a methyl‐accepting substrate of LaeA has not been identified. In this work, we did not find a methyl‐accepting substrate in A. nidulans with various assays including in vivo S‐adenosyl‐[methyl‐3H]methionine labeling, targeted in vitro methylation experiments using putative protein substrates, or in vitro methylation assays using whole cell extracts grown under different conditions. However, in each experiment LaeA was shown to self‐methylate. Amino acid hydrolysis of radioactively‐labeled LaeA followed by cation exchange and reverse phase chromatography identified methionine as the modified residue. Point mutations show that the major site of modification of LaeA is on methionine‐207. LaeA is the first protein to exhibit automethylation at a methionine residue. These findings not only indicate LaeA may perform novel chemistry with S‐adenosylmethionine, but also provide insights into the physiological function of LaeA.Grant Funding Source: Supported by Ruth L. Kirschstein National Research Service Award GM007185