bluuebunny/crossref_metadata_2025_split huggingface dataset:
Effect of systemic pressure on kidney perfusion rate: insights from a mathematical model
Authors: Calvachi Paola , Pizano Alejandro , Giron Felipe , Cordovez Juan 
Published: June 2021

Cardiovascular disease is the first cause of death in the world, being heart failure responsible for most of the hospital admissions. There is a strong relationship between heart failure and chronic renal disease, where kidney disease is one of the major contributors to cardiac damage and, likewise, heart disease promotes a progression of chronic kidney disease. In this work we would like to understand the relation between systemic pressure, established by the hearth, and renal blood flow in order to determine how long it will take to irreversibly decrease renal flow below the normal perfusion rate in a person with heart failure. To achieve this, we developed a simple mathematical model that considers the cardiovascular system as a series of interconnected vessels separated by valves were bloods is pumped by the heart in a pulsatile fashion. The model predicts pressure, volumes and blood flows in 8 compartments (atriums, ventricles, arterial and venous sides for the systemic and pulmonary branches). The kidney was modeled as a parallel systemic resistance. Parameters were determined according to anatomical and physiological properties found in the literature. The system of differential equations was implemented in MATLAB (The MathWorks®, Inc.) and simulations of pathological and healthy states were set by changing the parameters. The mathematical model showed the changes of renal blood flow and filtration rate as the systemic pressure changes due to cardiovascular disease. The model indicates a short time period to preserve the renal function in patients with cardiovascular diseases, and also indicates ways to prevent the progression from heart disease to renal failure.Support or Funding InformationBiomedical Engineering Department at los Andes University for supporting Paola, Felipe and Alejandro masters programThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
IN VITRO STUDY OF THE EFFECTS OF BACTERIAL CELLULOSE, GLUCOSE, AND TESTOSTERONE ON THE OSTEO‐1 CELLS MULTIPLICATION
Authors: Benevenuto Luiz Guilherme Dercore , Achcar Jorge Alberto , Da Silva Barud Hernane , Montrezor Luis Henrique 
Published: June 2021

The objective of this study was to analyze the cell multiplication during 15 days of culture, in the absence or presence of bacterial cellulose (BC), in hyperglycemic and hyperandrogenic mediums. OSTEO‐1 cells were cultured with 1.5 mg / L and 4.5 mg / L glucose (mimicking normal glycemia and hyperglycemia), in the absence and presence of two concentrations of testosterone (T) (10−9 M and 10−3 M, mimicking normal androgenemia and hyperandrogenemia), in the absence and presence of BC. Cells were cultured at an initial density (day 0) of 2000 cells per 200 μL of osteogenic medium (DMEM + FBS + ascorbic acid + dexamethasone + b‐glycerophosphate), in 48‐well culture plates, for 5, 10, and 15 days, in triplicates, with exchanges of the medium every 72 h. Cell counting was performed with a Bio‐Rad TC20™ cell counter. The data were analyzed using ANOVA and Fisher's test for multiple comparisons. Culture time effects: The highest cell counts were observed at 15 days, except for the BC group in the presence of T at 10−9 M in hyperglycemic medium, which presented a higher cell count at 10 days of culture. The lowest cell counts were observed at 5 days of culture. Hyperglycemic medium effects: At 5 days of culture, the only treatment that did not present a higher cell count was BC control. At 10 days, all the treatments without BC, as well as the control with BC, showed lower cell counts, while both treatments with BC and T presented higher cell counts. At 15 days, lower cell counts were observed for the control group without BC and for the BC + T at 10−9 M and BC + T at 10−3 M groups. The other treatments presented higher cell counts in the presence of the hyperglycemic medium. BC and T effects. At 5 days of culture, the highest cell counts were observed in the presence of BC and T, while the lowest counts were in the absence of BC. At 10 days, the highest cell counts were observed for the BC + T groups, while the lowest counts were observed for the groups with BC, in the absence of T. At 15 days of culture, the highest cell counts were observed for the group with BC, in the absence of T, and for the group with BC + T at 10−3 M, while the lowest cell counts were observed for the groups without both CB and T. The results indicated that the cells presented higher multiplication activity at 15 days of culture in the presence of BC. In addition, the cell multiplication activity was stimulated by the hyperglycemic medium and by the T in a time‐dependent and dose‐dependent manner. Hence, BC can be used in OSTEO‐1 cultures for studies of hormonal and metabolic effects related to cell multiplication.Support or Funding InformationFAPESP (Grant 2018/14840‐4)This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Use of Cross‐linked Polypeptide Multilayer‐coated Electrodes to Monitor Osteogenic Differentiation of Human Dental Pulp Stem Cells
Authors: Hung Yu‐Han , Lo Chun‐Min 
Published: June 2021

Polypeptide multilayer films made of synthetic peptides are non‐cytotoxic and biocompatible. In addition, this material allows for modulation of thickness, stiffness, and adhesiveness. Previous study suggested that mesenchymal stem cells cultured on gel substrates with ~34 kPa Young's modulus demonstrated good cell spreading and osteogenic differentiation as a consequence of increased contractility of the actomyosin cytoskeleton. In this study, human dental pulp stem cells (hDPSCs) derived from teeth were cultured on polypeptide multilayer films fabricated by the alternate deposition of cationic poly‐L‐lysine and anionic poly‐L‐glutamic acid, cross‐linked with EDC/sulfo‐NHS, and coated with type‐I collagen. Osteogenic differentiation of hDPSCs was evaluated by calcium deposition staining, q‐PCR analysis of osteogenic specific genes, such as ALP (alkaline phosphatase), OCN (osteocalcin), and OPN (osteopontin), and also monitored by cross‐linked polypeptide multilayer‐coated electrodes using electric cell‐substrate impedance sensing (ECIS). The results showed that hDPSCs demonstrated better cell attachment and spreading on even number layer of films. Furthermore, hDPSCs showed a significantly higher osteogenic differentiation rate on cross‐linked films than on culture dishes or cover glasses. In the ECIS monitoring of osteogenic differentiation, hDPSCs were seeded into electrode wells and allowed to form confluent cell layers. The medium was then changed with osteogenic induction medium and the impedance time courses of the cell‐covered electrodes throughout the osteogenic induction process were measured up to 21 days at 11 frequencies ranging from 62.5 Hz to 64 kHz. Compared with the data without osteogenic induction medium, significantly lower impedance time courses were observed for hDPSCs treated with induction medium. In addition, these two distinct time course profiles were distinguished as early as 4 hours after induction. To detect subtle changes in cell morphology in the early stage of osteogenic differentiation, the frequency‐dependent impedance data were analyzed with a theoretical cell‐electrode model. The results showed that the decrease of measured impedance of differentiated cells was mainly due to a decrease of the junctional resistance between cells (Rb) and an increase of the cell‐substrate separation (h). Thus, we described a strategic approach for the real‐time monitoring of osteogenic differentiation using cross‐linked polypeptide multilayer‐coated electrodes.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 Think‐Alouds to Explore Problem‐Solving Procedures for Anatomy Students
Authors: Kolomitro Klodiana , MacKenzie Les 
Published: June 2021

This session presents the use of think‐alouds as a powerful qualitative method to unravel student thought processes as they complete multiple‐choice assessments in anatomy. With this study, we aimed to uncover patterns in the reasoning process that students used when solving multiple‐choice questions. This required participants to verbalize their thought processes as they solved six multiple‐choice questions covering five key areas of anatomy. The multiple‐choice questions targeted three levels of cognitive functioning based off the ICE framework (Fostaty Young & Wilson, 2000), which includes recalling the fundamental facts to integrating information to creating new knowledge. Prior to the think‐alouds, the researchers designed a rubric with prompts corresponding to the different strategies that might be adopted by the students. All students were also asked to complete a practice activity in order to better understand the depth of responses that we were looking for in this study and to make students feel comfortable with this approach. One‐on‐one think aloud interviews were conducted with ten second‐year undergraduate students. Feedback from the initial individual think‐aloud sessions was used to generate a survey that was distributed across anatomy courses at Queen's University. We analyzed and categorized reasoning processes that were used by the 82 students who responded to our survey as well as those 10 students who participated in the think‐alouds. The think alouds were audio‐recorded and the qualitative content analysis protocol (Patton, 1990) was used to identify strategies that students followed when working through the questions. Amongst the challenges experienced with this approach were: students' tendencies to get distracted and go off topic; their ability to vocalize their thoughts or express limited information; finding the “appropriate” level of researcher prompting; as well as the labour intensive analysis process. We identified 16 different strategies that students used to solve multiple‐choice questions. Twelve of these have already been described and supported by the literature as procedures that learners frequently used in problem‐solving. Strategies like Checking, Clarifying, Comparing, Recalling, Relating, Predicting, and Recognizing, and Imitating are associated with the Bloom's taxonomy (Anderson and Krathwohl, 2001) and the ICE Framework (Fostaty Young & Wilson, 2000). In this session we will further describe the strategies used by the students and at the same time we will explore correlations amongst the level of the question, the strategies that were being used, and the likeliness of students getting the answer correct. We will conclude with a discussion of the challenges and benefits of using think‐alouds as a strategy for understanding and supporting 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.
Q Methodology Course Evaluation: Investigating Student Perceptions of a Dissection‐Based Undergraduate Gross Anatomy Course
Authors: Byram Jessica N. , Organ Jason M. , Yard Michael , Schmalz Naomi A. 
Published: June 2021

IntroductionIncreasing numbers of professional programs are requiring upper‐level undergraduate anatomy courses as prerequisites for matriculation. An undergraduate, lecture‐free, dissection‐based regional gross anatomy course was developed to fulfill this need. Since the course is new, the instructors deemed it necessary to examine student perspectives of the course in more detail and depth than provided by institution‐generated course evaluations to ensure future course modifications are informed by student feedback.AimEvaluate students' perceptions of the course and group them based on commonalities using Q methodology.MethodsQ methodology requires participants to sort and rank a set of statements on a table from strongly disagree to strongly agree. A set of 43 statements were generated by faculty and prior students regarding course structure, quality of instruction, assessment, and pre‐laboratory activities. Students in the 2018 cohort of the course were invited to participate in a paper‐based Q methodology course evaluation, sort the 43 statements on a Q sort table, and provide written explanations for their highest and lowest rankings. The sorts were manually entered into the PQMethod 2.35 program and a factor analysis was performed using the recommended settings for Q methodology. Written statements were transcribed and analyzed using a thematic analysis to assist in the interpretation of the factor analysis. This study was granted exempt status from the Institutional Review Board at Indiana University School of Medicine (#1804247884).ResultsTwelve of 15 students completed the course evaluation. The Q methodology sorted the students into one of three statistically significant groups: Motivated Dissectors (n=6), Traditional Students (n=3), and Inspired Learners (n=3). Motivated Dissectors and Inspired Learners felt strongly that the course did not encourage self‐directed learning and that the pre‐laboratory materials were not adequate to prepare them for quizzes. Traditional Students, however, disagreed, having a favorable opinion of the pre‐laboratory materials, even though this group felt most strongly that the amount of material covered in the course was overwhelming.Discussion and ConclusionThese data provided student perspectives of the course that were not obtained with the institution‐generated course evaluation and reinforces the utility of Q methodology for course evaluation. The results of this study will inform future revisions to the course structure and materials with past students' perceptions in mind.Support or Funding InformationNone to report.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Effectiveness of Anatomy R & R Boot Camps in a Physician Assistant Gross Anatomy Program
Authors: Nonabur Venkatesh E. , Rarey Kyle E. , Maxey Amanda , Jackson Moira 
Published: June 2021

Anatomy retention and recall (R & R) boot camps were created to strengthen the learning of clinically relevant gross anatomy by first‐year Physician Assistant (PA) students. The boot camps were held in order that students could self‐assess their level of anatomical knowledge and have time to review areas that they might be need more time to learn. The anatomy R & R boot camps replaced the traditional practice practical that usually was held the day before the anatomy practical, thereby, lessening the possibility that student could significantly increase their level of knowledge a day before a given practical. Each boot camp session was scheduled for 1 hour; students were asked to identify tagged structures at 35 stations during the first 35 minutes; students then had ~ 30 minutes to immediately review and gain feedback on what clues were used to identify a given structure. Students' perspective of the value of the PA anatomy R & R boot camps have been extremely positive. An online survey taken this by PA students in the first year of training identified that the boot camps: 1) improved their recall and improved their retention (98% strongly agreed or agreed); 2) increased their confidence in their ability to identify structures and functions (95% strongly agreed or agreed); 3) helped their learning of anatomy (95% strongly agreed or agreed); and 4) provided objective feedback on their level of knowledge (95% strongly agreed or agreed. The anatomy teaching faculty viewed the boot camps experiences as a positive means to further enrich students' knowledge base of anatomy. This study was approved by the UF Internal Review Board # IRB201800800.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Interactive Table Exercise of Applied Morphology (I‐TEAM): An approach to Enhance Engagement of Medical Students in a Practical Anatomy Session
Authors: Hassan Sherif S , Ettarh Rajunor , Nausheen Fauzia , Suskind Robert , Tenore Alfred 
Published: June 2021

IntroductionActive student engagement remains a challenge for educators, particularly those who are involved in teaching practical anatomy sessions. Medical education research has linked engaged learning among medical students to the promotion of critical thinking and problem‐solving. How educators manage medical student learning and intermingle with students, in a practical session, affects students' engagement.MethodsAt California University of Science and Medicine, School of Medicine, we have developed an innovative interdisciplinary environment for learning gross anatomy, histology, embryology, pathology, physiology, and microbiology, that has been named I‐TEAM (Interactive Table Exercise of Applied Morphology). This interdisciplinary environment creates a unique setting where medical students, through hands‐on learning experiences utilizing technology to correlate anatomy to different imaging modalities, virtual microscopy, and laparoscopic anatomy, are able to apply critical thinking skills to solving problems in these different disciplines. The use of multiple modalities within an interdisciplinary learning environment empowers medical students to view this as an educational fascinating part of training, while also offering appropriate fundamental links between basic and clinical sciences. This study addresses several questions about how to integrate different teaching modalities in a practical session, how to incorporate problem‐solving, how to test for critical thinking, and more importantly, if an interdisciplinary laboratory environment can effectively improve medical student engagement in a laboratory session?SignificanceI‐TEAM could be the solution for many educators who have thrived to find new methods to stimulate active learning by deviating away from the old‐style pedagogies to more student‐driven approaches. This study will be of interest to educators involved in curricular design and development whose goals are to enhance student engagement in anatomy laboratory sessions.Support or Funding InformationSelf‐fundedThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
A Global Perspective of Muscular System Coverage in Undergraduate Human Anatomy and Anatomy & Physiology Courses, Part III: Comparison between Stand‐alone Human Anatomy and A&P Courses
Authors: Oloughlin Valerie Dean , Reynolds Amberly , Goodwin Michael 
Published: June 2021

There is anecdotal data about the variation in breadth and depth of skeletal muscle coverage in undergraduate human anatomy and Anatomy and Physiology (A&P) courses. Saladin (2008) examined muscle coverage from a small self‐reported sample of 20 A&P instructors. Yet, no comprehensive data collection and comparative analysis about undergraduate muscular system coverage has been performed. Further complicating the matter is that at the undergraduate level, some institutions may offer stand‐alone human anatomy courses while others may offer multiple‐semester combined A&P courses. The format and structure of these two types of courses likely plays a role in the breadth and depth of muscle coverage.In response to a call for more representative data, the authors developed a skeletal muscular survey about undergraduate human anatomy and A&P courses. Muscles surveyed were those listed and described in a typical undergraduate human anatomy text (Human Anatomy, 5th edition textbook by McKinley, O'Loughlin, and Pennefather‐O'Brien (2017)). The survey was created by the authors, underwent several rounds of validation with colleagues, and was administered online via Qualtrics. The research study was deemed exempt by Indiana University IRB –Protocol #1805378498. Participants (instructors of these courses) were recruited via a poster presentation at the Human Anatomy and Physiology Society (HAPS) 2018 meeting and emails to the AAA, HAPS and AACA listservs. Survey data was collected for 163 stand‐alone undergraduate human anatomy courses and 189 undergraduate A&P courses.Stand‐alone human anatomy courses have the following characteristics: 77.5% are taught at 4 year baccalaureate institutions, and are housed primarily in biology departments followed by anatomy departments. In contrast, 53% of the A&P courses are taught at community colleges, and are housed primarily in biology departments followed by multidisciplinary health sciences departments. Both human anatomy and A&P courses were similarly likely to teach specific muscles and compartments across broad muscular regions (e.g., back, thorax, upper limb), although the A&P course percentages were slightly lower. The human anatomy courses required students to identify more specific muscles in each region than their A&P counterparts. In addition, a greater proportion of stand‐alone human anatomy courses required students to learn specific muscles of the hand, foot, and pelvis. These comparisons about muscular system coverage between human anatomy and A&P courses provide a better picture of the undergraduate anatomy landscape and should help guide instructor discussions about curricula.Support or Funding InformationnoneThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
ASSESSMENT OF ANATOMY EDUCATION IN A CHANGING MEDICAL CURRICULUM
Authors: Bassey Rosemary Basiono , Ward Cassandra S. 
Published: June 2021

Anatomy has been considered the foundation of medical education for centuries. Consequently, the recent changes that have occurred in the medical education curriculum, concomitant with severe reduction in time allocated to the teaching of gross anatomy, has led to a series of debates on the decline in anatomy knowledge amongst undergraduate medical education (UME) students. As the anatomy course has become condensed in hours, it has necessitated adaptations towards a multimodal approach to teaching anatomy in just enough detail to prepare students for clinical practice. This is therefore an evaluation of the students' perception of the anatomy module and teaching methods in a medical curriculum that kicked off in the fall semester of 2018. Here, 128 first year medical students at Meharry Medical College will be surveyed on: 1) their perception of the role of anatomy in enhancing their understanding of clinical‐based lectures and skills; 2) the sufficiency of time allocated to anatomy in the curriculum; 3) their perception on the use of prosected cadavers in place of dissections; and 4) the enhancement of their gross anatomy laboratory practical experience following guidance by senior medical students acting as peer educators. This study is timely as it will ensure early feed‐back which will lead to prompt redress of perceived shortfalls, and a progressive tailoring of anatomy in the curricula and teaching in a way that future safety and clinical practice will not be compromised. The results will also serve as a point of reference to other medical schools as they consider and/or begin their transition to a new curriculum.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.