bluuebunny/crossref_metadata_2025_split huggingface dataset:
High School Physiology Innovations: The Arduino Blood Pressure Monitor
Authors: Anjur Sowmya 
Published: June 2021

Students in my Physiology and Disease (PAD) which is a Biology elective at the Illinois Mathematics and Science Academy (IMSA), Aurora, Illinois, measure heart rates and blood pressure to study the correlation between these parameters. IMSA is a residential magnate school for students gifted in math and science. I have evolved my PAD class to be based upon student centered learning, which has proven to be the best way to challenge students to take responsibility for their own learning. Several opportunities are provided to students for hands‐on experiences, such as building a working model of the pumping heart and measuring body parameters such as heart rate, lung capacity and blood pressure before and after exercise. Students normally measure their blood pressure using sphygmomanometers while exercising. To enhance student learning and improve integration between different disciplines, an interdisciplinary and collaborative project was introduced where students will modify the previously introduced Arduino heart rate monitor to make the Arduino blood pressure monitor. This will help them understand the connections between programming and measurement. This project build upon previous integration of different disciplines such as biology, computer science and physics, encouraging collaboration between students proficient in any or all of these disciplines. It is hoped that students will understand the working of the heart better by creating the Arduino blood pressure monitors.Student understanding of material as evidenced by their assessment scores improved significantly with the introduction of the mechanical heart model building assignment. At this time, students in my classes are currently completing the blood pressure model prototypes and their feedback for this project will be collected along with any suggestions for improvement or modification. Evaluation of this assessment includes appraisal of the quality, accuracy and creativity of student monitors. It is hoped to continue building upon this non‐traditional method of modeling for other physiology concepts next semester, to further enhance student learning.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Using innovative technologies to increase student engagement in an online Anatomy and Physiology course
Authors: Jones Heather M 
Published: June 2021

Online education has become increasing popular among students with the recent advancements in multimedia technology. Many college, university, and professional school curricula have been transformed into online formats to meet the rising demand from learners. One of the pitfalls of converting a live course into an online course is not considering differences in how the student will interact with the content and incorporating active learning into the curriculum. This work will outline how three separate technologies which were added to an online first year Pharmacy School Anatomy and Physiology course to increase student retention as assessed by performance on summative examinations. The three methods that were incorporated were Screencast‐o‐matic© screen capture technology, Easygenerator© course design, and the use of Socrative©. Screencast‐o‐matic© is an online video capture system which was used in conjunction with a touch enabled laptop to allow for real‐time annotation of PowerPoint presentations. The Easygenerator© platform is a course design program which incorporated formative assessment directly into course content using an easy to navigate platform. Finally, Socrative© is a web‐based question response system which allowed students located all over the country to respond live during synchronous lecturing sessions. Implementation of these technologies in the online course resulted in significant increase in examination averages on the first two unit assessments. The third unit examination also showed improvement in mean score, although it was not significant for all years. There was also a high approval of the technologies. The Easygenerator© activities received an average overall rating of 9.17 (out of 10) with 60 students evaluating the content. In conclusion, the addition of interactive technologies into an online Anatomy and Physiology course has not only reduced student frustrations with the content, it has improved student performance.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Long‐term culture of human pluripotent stem cells on coverslips coated with peptide‐poly(styrene‐co‐vinyl benzoic acid) copolymer
Authors: Narayanan Karthikeyan , Wan Andrew C.A. , Ying Jackie , Rajendran Vazhakkurichi M 
Published: June 2021

Human embryonic stem cells (hESCs) and human induced pluripotent stem cells (hiPSCs) have the potential to grow indefinitely (self‐renewal) in culture and differentiate into any cell type in adult human body. The hESCs and hiPSCs represent important resources for regenerative medicine and for disease modeling. Therefore, growing stem cells in undifferentiated state is important. The human pluripotent stem cells are expanded traditionally using either mitotically inactivated mouse embryonic fibroblasts (feeder cells) or Matrigel (MG). Both feeder cells and MG are prepared using mouse tissues that have several disadvantages. These manufactured expensive biological materials that have limited scalability also have high batch‐to‐batch variability. In addition, the animal‐derived (xenogenic) materials have potential to spread inter‐species pathogens. Thus, in order to replace these animal based biological materials, great efforts have been invested to develop synthetic materials that could be used for long‐term pluripotent stem cell growth and proliferation. As a consequence, materials such as poly [2‐(methacryloyloxy) ethyl dimethyl‐(3‐sulfopropyl) ammonium hydroxide] (PMEDSAH) and UV treated peptide‐acrylate materials have been used to culture hESCs. Since these synthetic materials are polymerized directly on the surface of cell culture dish, its application in broad sector and large‐scale expansion of stem cells for downstream applications has limitation. Thus, in the present study, we used a copolymer system containing poly (vinyl benzoic acid‐co‐styrene) (PVBA‐St), which could be coated onto various cell culture surfaces, such as glass, polystyrene cell culture plate etc. We synthesized PVBA‐St via nitroxide‐mediated polymerization to obtain polymer with narrow polydispersity index (PDI) and controlled molecular weight. In this study, we tested the stem cell growth on glass coverslips coated with peptide (extracellular matrix related) conjugated‐PVBA‐St. Up on initial screening, three active peptides were identified suitable for pluripotent stem cells expansion and self‐renewal. The long‐term culture of three pluripotent stem cell lines (H7, HUES‐7 and DF699) further confirmed the applicability and robustness of the copolymer system.Support or Funding InformationFunding was provided by the Institute of Bioengineering and Nanotechnology (Biomedical Research Council, Agency for Science, Technology and Research, Singapore). VMR was supported by funding from National Institutes of Health grant (NIH/NIDDK RO1DK104791)This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Millennial Students Study Alone Using Mixed Educational Resources
Authors: Kilarkaje Narayana , Al‐Hussaini Heba , Ettarh Rajunor 
Published: June 2021

It is widely believed that the millennial generation has a preference for teamwork, interactive learning experiences, and visual media to classical educational methods. To investigate whether this hypothesis is correct or not, we examined the study preferences newly joined medical students soon after their matriculation at Kuwait University College of Medicine (KUMS). Two hundred and twenty first‐year medical students at Kuwait University College of Medicine were surveyed by questionnaire shortly after starting in medical school. They were asked to respond to questions relating to learning habits and preferences. Students were asked for responses regarding 1) whether or not they request feedback after learning/studying, 2) whether they study alone or in the groups, and 3) whether they prefer printed or electronic materials resources to study. A one‐sample chi‐square test was used to estimate statistical significances in differences between the groups. The age‐range of the students was 17–21 years (mean 18.8 ± 0.6 SD). The number of students who usually request after‐study feedback was comparable to those who do not (47.7% versus 48.2%). Ninety‐seven percent of students prefer to study alone compared to 30% of respondents who prefer to study in a group. The overlap between these two categories (29.1%) represents those respondents who study alone and also in groups. Seventy‐five percent of respondents prefer online‐based resources compared to 66.4% of respondents who usually study using paper‐based resources. Forty‐two percent of respondents study using paper and online resources. The overlap between these two categories (42.7%) represents those respondents who use both types of resources. We conclude that the students admitted to KUMS show a preference for a ‘studying alone habit’ which they might have adopted before joining the medical school. They show no preference for either paper or electronic educational resources. We suggest that instructional activities may enhance learning if a mixed learning environment approach is employed that supports printed and electronic resources, as well as individual and group learning.Support or Funding InformationNilThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Learning with Concept Maps versus Learning with Case Based Study in Neuroanatomy‐A comparison
Authors: Anand Mahindra Kumar , Chhabra Prabhjot Kaur 
Published: June 2021

IntroductionMeaningful learning skills are very important for medical students as they need to keep abreast of the rapid changes in science and the practice of medicine. Thus, in order to have competent doctors, there is a need to train medical students in ways that help them to become life‐long meaningful learners. Hence, one of the major goals of medical educators is fostering meaningful and self‐directed learning among medical students. Concept maps are educational tools that encourage meaningful learning. It helps in developing synthesis and analytical skills among students. Case based study in medical education is another tool to foster meaningful learning. It helps in developing analytical and decision making skills. It also facilitates learning by doing.Present study was undertaken to compare learning with concept maps and learning with case based study in neuroanatomy to achieve following objectives:

Sensitize 1st year MBBS students to concept mapping and case base learning as teaching‐learning tools
Compare learning with concept maps versus learning with case base learning.
Obtain feedback from students in regards to learning with concept maps and case base study.
Material and MethodA randomized cross sectional prospective study was conducted on 150 medical students of 1st year after due permission from IRB. Students were divided into two groups A and B. Group A studied “Internal capsule, basal ganglion and spinal cord” by developing “concept maps”. Group B leant through case base learning method. Pre and post‐tests were conducted for both groups with pre validated questionnaire. After posttest, group A was exposed to case based learning and group B was exposed to concept maps. Feedback was obtained from all students in regards to learning with concept maps and case based study through a 5 point Likert scale. Student's t test was applied for statistical analysis.ResultThere was significant improvement in knowledge of both group A and B students (p value was <0.0001). There was no significant difference in gain of knowledge between two groups (p value was 0.0010). 90% students found the case based learning was interesting and engaging. 60% students found that learning with case study helped them to understand topic better. 90% students found that development of concept maps was time consuming.Discussion and ConclusionCase based learning is a better learning tool to engage students in active learning process. It also facilitates better understanding of given topic in comparison to development of concept maps.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Structuring an Undergraduate Anatomy Teaching Experience
Authors: Orczykowski Mary E 
Published: June 2021

The Division of Anatomical Sciences at the University of Michigan Medical School offers a team‐taught undergraduate anatomy course (Anatomy 403) to 170–200 students each semester. As a supplement to the lectures, the students review the anatomy in the laboratory through demonstration of our extensive plastinated anatomical specimen collection. Understanding of laboratory based anatomy is assessed through cadaveric image based practical exam questions. In the Winter 2017 semester, we created an additional undergraduate course (Anatomy 510) to give students who successfully completed Anatomy 403 an opportunity to teach future students as teaching assistants (TAs). Feedback from the first two semesters of Anatomy 510 suggested that course expectations and outcomes were unclear. We hypothesized that restructuring the teaching course would have a positive impact on TA satisfaction and student engagement in the laboratory. Under the revised structure, TAs create mini lab lesson proposals, develop these proposals, practice the lesson with peers and faculty, and execute the lesson in the Anatomy 403 laboratory. Further, students participated in an orientation at the beginning of the semester to discuss grading and expectations. Under the restructure, students spent more time reviewing with faculty and had increased faculty support for lesson development and setting up the laboratory. Lastly, to ensure a thorough review of the material, online readiness quizzes covering all laboratory structures were developed for the TAs. We are assessing the efficacy of the restructuring of the course through narrative feedback, anonymous survey data from both TAs and students, course evaluations for Anatomy 403 and 510, and 403 student outcomes on the practical exam. Data collection and analysis is ongoing. Preliminary results reveal that Anatomy 510 course expectations were clearer following the restructure of the course. Additionally, Anatomy 403 students felt that the presence of TAs and their mini‐lessons were helpful for their success in the course. These results will contribute to a better understanding of an effective undergraduate anatomy teaching experience.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
The Effects of Bcl6 KO in Mouse Cochlear Hair Cells
Authors: Morrill Seth , He David 
Published: June 2021

Although inner and outer hair cells (IHCs and OHCs) in the inner ear are both vulnerable to noise and ototoxic drugs, IHCs are less susceptible to those insults. The molecular mechanisms of such differential vulnerability are unknown. Hair cell‐specific transcriptome analysis shows that Bcl6, a known anti‐apoptotic gene, is differentially expressed in IHCs compared to OHC with a 3‐fold difference. We hypothesize that higher expression of Bcl6 in IHCs contributes to relative resilience of IHCs to ototoxic and mechanical assault. Here, we examine the role of Bcl6 on survival and differential vulnerability of IHCs and OHCs using a Bcl6 conditional knockout mouse model generated by mating the B6.Cg‐Tg(Atoh1‐cre)1Bfri/J mouse line with the B6.129S(FVB)‐Bcl6tm1.1Dent/J from Jackson Labs. Exons 7–9 were deleted from the Bcl6 gene. Auditory Brainstem Response (ABR)‐based thresholds were determined using tone pips with frequencies between 4–50 kHz in homozygous, heterozygous, and wild type littermate mice at postnatal ages of 30, 60, 90, and 120 days. Hair cell survival and morphology from the three cochlear locations (representing apical, middle and basal turns of the cochlea) were examined using confocal microscopy. A diminished hearing threshold and loss of hair cells, especially IHCs, would suggest that Bcl6 is necessary for hair cell maintenance and survival. Two lines of work are currently under way: 1) assessing changes in gene expression (transcriptomes) and identification of downstream targets of Bcl6 in hair cells using hair cells isolated and collected from three genotypes, and 2) applying mechanical and ototoxic insult to mice to determine whether loss of function due to Bcl6 deletion would make IHCs equally vulnerable to noise and ototoxic insults.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
The Effect of Thoracic Kyphosis on the Midfacial Skeleton of Adults
Authors: Ceuninck Kristyna , Tran Tri , Engel Adam , Sensakovic William , Starbuck John 
Published: June 2021

Kyphosis is a spinal deformity that manifests as forward rounding of the vertebral column, caused by vertebrae wedging of five degrees or more. Morphological integration (MI) refers to the interdependence of two or more phenotypic structures. The MI concept is based on the fact that parts of complex organisms do not vary randomly and instead display degrees of non‐independence that are thought to occur from shared genetic or developmental origins, and/or functional demands. Integrated traits may develop, evolve, and be inherited together. Due to the position of the skull resting atop of the vertebral column, posture may influence skull development and overall craniofacial anatomy and morphology, which can be assessed using an analysis of MI to explore correlation and covariation patterns between the spine and skull. We hypothesized that individuals with kyphosis (n=15) will exhibit statistically significant correlation differences relative to the control group (n=19) for T6 thoracic vertebral and midfacial linear distance measurements. Six anatomical landmarks were identified on the T6 thoracic vertebrae and the midfacial skeleton, and XYZ coordinates were recorded for analysis. A subset of 10 individuals (5 kyphosis, 5 controls) individuals were measured on two occasions to assess reliability and measurement error. A Euclidean Distance Matrix Analysis (EDMA) of MI was carried out on the entire sample by calculating correlation values for paired linear distance measurements (one vertebral and one midfacial) separately for the kyphosis and control samples (n = 225 for each sample). Next, EDMA calculated correlation differences and statistically assessed significance using a non‐parametric bootstrap (1,000 resamples) and confidence interval testing (α ≤ 0.10). Only 35 of the 225 (15.56%) correlation differences were statistically significant. Patterns of variation among these significant correlation differences were explored by examining sample directionality of differences, sign patterns, and strengths. The relevance of these results to clinical anatomy and biological anthropological studies are discussed.Support or Funding InformationNo funding information to disclose.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 Comparative Study of Leg Musculature in Humans and Non‐human Primates and its Evolutionary Implications
Authors: Eriksen Amandine , Kenyon Brittany , Sirianni Joyce E. 
Published: June 2021

In humans, the lateral compartment of the leg consists of the fibularis longus (FL) and fibularis brevis (FB) muscles, which originate from the lateral shaft of the fibula. These two muscles serve to plantar flex and evert the foot. While FL inserts on the first metatarsal, FB inserts on the fifth metatarsal. Occasionally, a third muscle is present, the fibularis digiti quinti (FDQ), which is described in previous studies as an accessory tendon arising from FB and inserting on variable parts of the fifth digit, which extends the fifth toe. The sparse literature for great apes indicates that FDQ presents similarly to humans as an accessory tendon. In monkeys, however, FDQ presents as a distinct muscle, with its own belly and a long, thin tendon that runs between FL and FB and inserts on the fifth distal phalanx. Previous studies of humans have found that 32–33% have a variant of the FDQ muscle, which typically manifests itself as an accessory tendon traveling from FB to the fifth digit.In this study, we test the hypothesis that FDQ is present in a third of human legs and compare the variations of FDQ in humans to that of chimpanzees and macaque monkeys. Our sample includes cadavers of humans (n=25), chimpanzees (n=2), and macaque monkeys (n=90). All cadavers (n=117) were surveyed for the presence or absence of the FDQ muscle, noting the origin and insertion if present.Since the FDQ is observed among different primates, it is viewed as an evolutionary primitive trait that is variably retained among the higher order of primates. While previous human research documents FDQ muscles as arising from the FB tendon, this study provides the first documentation of the FDQ in a single human with its own separate muscle belly and tendon, arising from the fibula and inserting on the fifth digit. Comparatively, this human FDQ is more similar to monkeys than previously documented human FDQ muscles. The variation observed in FDQ among humans and apes may reflect a reduced reliance on function – extension of the fifth toe. Although humans and apes appear to share a morphologically similar FDQ, their locomotion patterns are quite different. While the human foot is less dexterous, a necessary condition for walking bipedally, the ape foot is adept for an arboreal environment, which requires great dexterity for grasping while climbing. This suggests that while the foot of humans and apes has very different functional adaptations, they still share a reduced need to extend the fifth digit, leading to a less primitive condition as compared to monkeys.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.