bluuebunny/crossref_metadata_2025_split huggingface dataset:
Hepatocyte Specific Knockout of microRNA‐21‐5p Alleviates Acetaminophen‐Induced Hepatotoxicity by Activation of Autophagy
Authors: Xu Chao , Wang Li 
Published: June 2021

BackgroundAcetaminophen (APAP)‐induced liver injury is the most frequent cause of acute liver failure in the US and many other countries, constituting a significant threat to patient health and has an enormous economic impact on health care expenditures. Significant increase in the level of microRNA‐21 in both liver tissues and in plasma have been observed in APAP overdosed animals and human. However, the mechanistic effect of miRNA‐21 on acute liver injury remains unknown.MethodsWild‐type and hepatocyte‐specific miRNA‐21 knockout (miR‐21 HKO) mice were treated with a toxic dose of APAP (400 mg/kg i.p.) after fasting for 15 hr. Blood samples and liver tissues were collected at 2 hr and 12 hr after APAP treatment. Histopathological changes, serum ALT, AST, and GST levels were evaluated. The expression levels of proteins and genes involved in inflammation, necrosis, apoptosis, and autophagy were measured.ResultsmiR‐21 HKO mice were protected from APAP‐induced hepatotoxicity. Noticeably, the increased survival and a reduction of necrotic hepatocytes were observed in miR‐21 HKO mice after APAP treatment for 12 h. Compared with control littermates, miR‐21 HKO mice showed significantly lower levels of ALT and AST, which was accompanied by the reduced mRNA levels of IL‐1β, IL‐6, TNFα, and iNOS in the liver. JNK activation plays a pivotal role in APAP‐induced liver injury. However, the expression of phospho‐JNK showed no significant difference between WT and miR‐21 HKO mice. Both GSK3β‐mediated early phase attack and ASK1‐mediated late phase attack resulted in JNK activation. Consistently, there were no significant changes in these two pathways between WT and miR‐21 HKO mice upon APAP treatment. Moreover, the expression of genes related to necrosis and apoptosis didn't change either. Interestingly, the expression of p62, LC‐3B, and Beclin‐1 was markedly induced in miR‐21 ablated HKO compared to WT mice after APAP treatment, indicative of autophagy activation. Induction of autophagy can inhibit APAP‐induced hepatotoxicity. AMPK and mTORC1 are two key sensors to control autophagy. Compared with control littermates, miR‐21 HKO mice showed significantly higher level of AMPK after APAP treatment, which promoted the activation of autophagy. Interestingly, mTORC1 was also induced by miRNA‐21‐Deficiency.ConclusionsHepatocyte specific knockout of microRNA‐21‐5p alleviated APAP‐induced hepatotoxicity by activation of autophagy. Our findings provide novel mechanism insights into the understanding of APAP‐induced liver injury by miRNA‐21.Support or Funding InformationGrant support: NIH R01DK104656, R01DK080440, R01ES025909, R21AA022482, R21AA024935, VA Merit Award 1I01BX002634, tsqn20161071.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Loss of Histamine Signaling Reduces Biliary and Hepatic Damage, Mast Cell Migration and Tumor Formation in 52 wk Old Multidrug Resistance‐2 Knockout Mice
Authors: Kennedy Lindsey , Demieville Jennifer , Hargrove Laura , Meadows Victoria , Francis Heather 
Published: June 2021

BackgroundPrimary sclerosing cholangitis (PSC) is characterized by biliary damage and liver fibrosis. The multidrug resistance‐2 gene knockout (Mdr2−/−) mouse (i) develops cholestasis; (ii) mimics some characteristics of human PSC; and (iii) develops hepatocellular cancer (HCC) within one year. We have demonstrated that depletion of the l‐histidine decarboxylase/histamine (HDC/HA) axis using 12 week old HDC/Mdr2 double knockout (DKO) mice results in decreased (i) hepatic damage; (ii) mast cell (MC) infiltration and activation; (iii) biliary proliferation; (iv) inflammation and (v) liver fibrosis when compared to Mdr2−/− mice. The aim of our study was to evaluate the effects of the loss of the HDC/HA axis on biliary and hepatic damage, MC infiltration/activation and tumor formation in older Mdr2−/− and DKO mice.Method52 week old homozygous DKO mice and aged matched Mdr2−/− mice were utilized. Livers were evaluated for tumor formation and lobular damage by H&E staining. In total liver we evaluated: (i) HDC/histamine receptor (HR) expression by qPCR, (ii) MC infiltration by staining for mouse mast cell protease‐1, (iii) MC activation by qPCR for chymase, tryptase and c‐Kit expression, (iv) ductular reaction by CK‐19 and Ki67 immunohistochemistry and (v) biliary senescence by SA‐β‐galactosiadse activity and staining for p16, p18, p21 and p53. Changes in liver fibrosis were evaluated by Sirius red staining in liver sections, and staining for α‐SMA and collagen‐1a. Hepatic stellate cell (HSC) activation was determined by immunofluorescence and qPCR for SYP‐9. Inflammation was evaluated by staining for IL‐6, TNF‐α and F4/80. HA serum levels were measured by EIA. In livers and tumors (when present), we evaluated angiogenesis by VEGF and vWF gene expression.ResultsLoss of the HDC/HA axis in 52 week old DKO mice resulted in little to no tumor formation compared to age‐matched Mdr2−/− mice, which displayed large HCC tumors. The HDC/HA/HR axis and MC infiltration/activation were reduced in DKO mice compared to age‐matched Mdr2−/− mice. Infiltrating MCs were found near bile ducts. Ductular reaction, biliary senescence and hepatic fibrosis were increased in Mdr2−/− mice, but were reduced in DKO mice. Furthermore, angiogenesis and inflammation were all reduced in DKO when compared to age‐matched Mdr2−/− mice.ConclusionOur data demonstrates that depletion of the HDC/HA axis blunts tumor growth and progression in Mdr2−/− mice, which is coupled with reduced biliary and hepatic damage, and MC infiltration/activation. The HDC/HA axis may be a critical therapeutic target for patients with cholestasis or liver cancer.Support or Funding InformationNIH NIDDK R01, VA MeritThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
The Association of Retrieval Practice and Sleep Consolidation with Student Grades in a Large Undergraduate Human Gross Anatomy Course
Authors: Perry Carolyn , Easteal Ronald 
Published: June 2021

It has been shown that information retrieval through repeated practice testing, as opposed to repeated studying, is an efficient way of enhancing information retention and recall. In addition, it has been shown that sleep, a few hours after learning, enhances future information retrieval. However, there is very little research that implements these study strategies into large undergraduate classes under conditions that would exist naturally within a class setting and determines the influence they may have on student grades. We implemented both retrieval practice and sleep consolidation strategies into the course content of a large, third year undergraduate course in human gross anatomy and analyzed the association of each with student exam and final course grades. Retrieval practice occurred at the end of most lectures and at the beginning of each lab session, while sleep consolidation occurred once a week, the night before course laboratories. Students read the course notes covered throughout the previous week and were assigned practice questions to answer as they read through the material. The questions were not retrieval questions (ie. they were done as students read their notes) but simply a means of confirming that students had read through the material. Students received course credit of up to 5% for participating in each of the three components (lecture retrieval, lab retrieval, sleep consolidation). With data collection ongoing, correlations will be run to assess the relationship between retrieval practice and sleep consolidation with exam and final course grades. Multiple regression analysis will determine whether there is an additive predictive influence of retrieval practice and sleep consolidation on student grades. This will allow us to test whether participation in retrieval practice and sleep consolidation offers an advantage over retrieval practice alone.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Analysis of Dissection Methods to Facilitate Student Understanding of Knee Ligaments
Authors: Sterlin Lauren , Day Leslie 
Published: June 2021

Research shows knee injuries are among the most common injury, and physical therapy is often used as an effective treatment intervention. To best diagnose and treat these injuries, clinicians must have a suitable understanding of knee anatomy. This knowledge is imparted through dynamic education which can be gained through cadaveric dissection and prosection educational models. The objective of this study was to analyze whether there was a better presentation and teaching method of knee ligaments to students that would optimize understanding of the knee anatomy and biomechanics. This study compared two dissection techniques, a traditional anterior‐posterior knee dissection and an alternative technique presented by Clemente et al (2009), to determine which technique would result in increased comprehension of the knee structures and higher test scores for Physical Therapy (PT) students. A single‐blinded randomized controlled trial was conducted using first‐year PT students in a semester‐long Gross Anatomy course. The cohort (n=92) consisted of both third‐year undergraduate students (n=70) and first‐year graduate students (n=22). Students were split into two groups, a control group (n=46) who viewed the traditional anterior‐posterior knee dissection and an experimental group (n=46) who viewed the alternative and traditional dissections. All students during laboratory sessions were taught identification and functioning of the knee ligaments utilizing the assigned dissection method. Data was collected from identification based practical exam and a multiple‐choice function based written exam during the co‐requisite lecture. Likert‐scale surveys were also conducted to determine students' confidence and preference of learning method. An independent t‐test should significant difference between control and experimental groups in the identification of the specific bands of the anterior and posterior cruciate ligaments in undergraduate students (p<0.05). There was no significant difference between groups in the identification of other structures in the knee or in questions regarding functioning of knee ligaments. However, students in the experimental group preferred the cadaver laboratory learning to a greater degree compared to the control group. Knee injuries are commonly seen in PT clinics and to treat these patients optimally, physical therapists need to understand the anatomy of the knee. This study compared two methods of teaching the anatomy of the knee for increased comprehension and determined that both types of dissection techniques are effective ways for teaching students about knee ligamentous anatomy.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Function‐First Exposure to the Wrist and Forearm Musculature
Authors: Gould Douglas , Drogowski Matthew 
Published: June 2021

The objective of the present study was to assess whether a more functional presentation of the initial exposure of the anatomy of the forearm leads to greater student satisfaction and improved assessment performance. Traditionally, medical curricula and medical texts take a structural approach to teaching anatomy; this is particularly true for the study of the muscles. These approaches generally present the muscles in terms of layers and compartments. This method, despite its long‐standing reputation as effective, may not be the best approach for all students. Students may gain a deeper understanding of muscle structure and function after being taught from a more functional approach during their initial exposure, i.e. when it is linked more strongly to clinically‐relevant function, not just proximal and distal attachments, innervation, layers or compartment in which it resides. This study attempts to elucidate the differences on the understanding of human forearm anatomy, if any, between a traditional layer‐based approach and a function‐based approach. First‐ and second‐year medical students at the Oakland University William Beaumont School of Medicine (OUWB) were invited to participate in the evaluation of a control and experimental forearm anatomy learning module. After random assignment to one of the Soft Chalk online modules, participants completed a pre‐test, interacted with the module, participated in a post‐test and completed a usability study. The control group was exposed to typical layer‐based anatomy of the forearm, while the functional group was presented with a function‐based approach to the same anatomy. There were a total of 19 volunteer participants, seven in the functional group and twelve in the traditional group. Analysis using a 2‐Sample T‐Test and within groups using a Paired T‐Test indicates an insignificant difference in outcomes on the post‐test between the groups (p=0.765). Usability study results indicate that compared to the traditional group, the functional group found the module easier to navigate. Participants were also pleased with the clarity provided by the manner in which the wrist and associated musculature was presented relative to the more traditional, layer‐based presentation. Although the number of participants was not enough to produce significant results, preliminary trends would seem to support the notion that novel, ‘function‐first’ approaches to anatomy presentation may benefit students and enhance retention of material. Ideally, such results will encourage medical educators to explore alternative teaching methods to best serve their students.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
The Effect of Formal Training on Undergraduate Teaching Assistants' Performance and Views Towards Teaching
Authors: Smith Theodore C. , Taylor Melissa , Reynolds Amberly , Taboas Charity , Husmann Polly , O'Loughlin Valerie 
Published: June 2021

Undergraduate teaching assistants (UTAs) hold a vital role in the undergraduate anatomy laboratory setting. However, at our institution, only graduate teaching assistants receive formal training in pedagogical techniques. This project addresses the lack of formal training and its effect on UTAs' performance and attitudes towards teaching. UTAs completed a 2‐hour, in‐person training session before the start of the semester that covered presentation skills, scaffolding techniques, professionalism, and classroom management. The participants completed a pre‐ and post‐training session survey and an end‐of‐semester survey. In addition, evaluations of each UTA were completed by their respective graduate counterpart. Early results show that all participants (n = 14) believed a training session to be necessary and all reported that their expectations were met. A paired samples t‐test was conducted to compare the trainees' perspective on their UTA or graduate instructors' friendliness, knowledge, contribution to their success in the course and their role in the trainee applying to be a UTA. A significant difference was found in the knowledge factor (UTA (M=4.43, SD=.756); Graduate (M=4.93, SD=.267)); t(13)=−2.876, p = .013. The contribution to success factor (UTA (M=3.50, SD=.941); Graduate (M=4.71, SD=.469)), was also significant; t(13)=−4.660, p < .001. The influence in applying factor (UTA (M=4.21, SD=1.051); Graduate (M=4.71, SD=.469)) was also significant; t(13)=−2.188, p = .047. Qualitative analysis of trainees' responses was also performed. This work demonstrates a need for undergraduate teaching assistant training and elucidates the role of graduate instructors in the development of future anatomical science educators.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Using Technology and Active Learning in a Lecture Based Anatomy Course: Does it Help?
Authors: Lufler Rebecca S. 
Published: June 2021

Health professions programs' accreditation bodies require incorporating interactive teaching strategies throughout curricula, however it can be difficult to employ due to heavy course load schedules and space restrictions. Technology can assist in implementing interactive strategies by providing a means of content delivery to students before class time. This can allow for class time to be more interactive, however, the effectiveness of utilizing a combination of technologies before and during class time is unclear. The objective of this study was to determine if creating an active classroom experience utilizing technology before and during class time increases student's knowledge of and confidence in the presented content.50 1st year PA students watched a lecture that was given over the past three years in a short, content only video, created using “Expain Everything” the week before class. After watching the lecture, students filled out a short pre‐quiz on their understanding of the anatomy content. Using an iPad and Qualtrics, clinical cases were presented related to the anatomy content and students answered questions on the clinical applications in real time via Qualtrics. Students completed a post‐quiz at the end of the session. An anonymous survey was administered prior to the final exam to assess confidence in their understandin of the presented content. Quantitative data (pre‐quiz mean scores, post‐quiz mean scores, individual quiz question performance and performance on related exam questions) and qualitative data (survey confidence questions and session evaluation questions) were gathered.50 (100%) students completed the pre‐quiz, 47 (94%) students completed the post‐quiz, and 45 (90%) students completed the survey. There were no significant differences between pre‐quiz and post‐quiz scores (mean 82.1 and 80.1, respectively). Qualitative data showed that students felt the pre‐recorded lecture was a helpful resource and they enjoyed using both the pre‐recorded lecture and Qualtrics classroom case questions. However, students did not feel more confident in their understanding of the material.Based on these preliminary results, students did not perform better after the use of an active learning approach in a lecture based course. Further, while students may enjoy answering questions based on clinical correlations over listening to a live lecture, this teaching approach did not improve performance.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Integrating Disciplines for a Dynamic and Engaging Team Based Learning Session
Authors: Moore Kathryn B. , Morton David A. , Pippit Karly A. 
Published: June 2021

Team based learning (TBL) is a validated pedagogy for incorporating active learning into medical education. The University of Utah School of Medicine (UUSOM) implemented weekly TBL's into each pre‐clinical course in order to enhance the foundational sciences teaching and clinical content. Foundations of Medicine (FOM), the first semester course at UUSOM, is taught in an integrated fashion. As such, faculty from multiple subject domains (anatomy, histology, physiology, biochemistry, and clinical medicine) combined and reduced learning objectives for a specific topic (i.e., respiratory system), and created integrated TBL sessions in place of flipped classroom, single subject TBLs or traditional didactic lectures. Pre‐work to cover the learning objectives associated with each TBL session included videos (self‐made or YouTube videos), worksheets, and textbook readings or narrated powerpoint slide shows. Readiness Assessment Questions (RATs) were constructed based upon the learning objectives and pre‐work. Group application questions consisted of multiple clinical vignettes assessing the student's ability to synthesize and problem‐solve using their knowledge of the clinical sciences. For example, questions were designed incorporating gross anatomy and histology knowledge with interpretation of CXRs, ECGs and lab values. Some questions were identification based, but the majority required problem solving and integration of concepts from each discipline. Utilizing clinical examples provided a way to apply the scientific concepts and to practice difficult skills such as reading CTs or interpreting ECGs. Student performance on mid‐term assessments was enhanced. Final exam performance is still pending, thus sustained retention is unknown. Student attendance, preparation, satisfaction and engagement for TBL sessions within the FOM course dramatically improved when compared to didactic lecture sessions. A further advantage of the integrative approach was the ability to cover more clinically relevant topics than a single subject TBL. Furthermore, the group application questions provided practice for course exams and for USMLE Step 1 preparation as questions were based upon clinical cases and high yield topics. Multidisciplinary TBL sessions may have benefit in health professional schools that are attempting to incorporate active learning and integration of multiple disciplines.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.