bluuebunny/crossref_metadata_2025_split huggingface dataset:
Inflammatory Mediators and Fibroblasts
Authors: James La’ Toya , Reaves Titus A. 
Published: June 2021

Fibroblasts are mesenchymal cells that produce and release extracellular matrix proteins such as collagens, laminins and proteoglycans during both tissue development and in response to tissue injury. In terms of tissue repair following injury, excessive healing of the injury can lead to tissue scarring. Fibroblasts have also been shown to affect neighboring cells through the release of cytokines, growth factors, and/or differentiation factors. Despite this information, little is understood about the fibroblast response to diseases characterized by acute inflammation. Necrotizing enterocolitis (NEC), is a devastating disease in response to microbial infiltration which mostly affects the gastrointestinal tract of premature infants. NEC results in nearly 2% of deaths of newborns annually. Survivors of NEC display excessive scarring in the intima of the intestinal epithelium and develop strictures leading to intestinal blockage. To that end, in the current study, we examined the fibroblast response following exposure to the following inflammatory cytokines, interferon gamma (INF‐γ), interleukin‐6, interleukin‐8 and the anti‐inflammatory cytokine, interleukin‐10. Additional inflammatory mediators Nα‐Formyl‐L‐methionyl‐phenyalanine (fMLP), Lipopolysaccharides ((LPS), 4524 [E. coli], 2515 [E. coli], Salmonella minnesota) were also exposed to fibroblasts. Fibroblast morphology shows that 4524 resulted in substantial growth with cells displaying a spindle shape while exposure to INF‐γ resulted in reduced growth with cells displaying less of the spindle morphology, but with enlarged nuclei. Other inflammatory mediators displayed minimal differences. We examined CD36 in fibroblasts exposed to 4524 and INF‐γ. Expression was reduced in INF‐γ‐exposed cells suggesting that CD36 may be involved in cellular over‐growth of fibroblasts exposed to LPS. Taken together, excessive growth and activation of fibroblasts may contribute to acute inflammatory conditions like NEC.Support or Funding InformationNSF RIIThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
NON PARENCHYMAL WNTS REGULATE BETA‐CATENIN SIGNALING IN MURINE LIVER ZONATION AND REGENERATION
Authors: Preziosi Morgan , Okabe Hirohisa , Poddar Minakshi , Singh Sucha , Monga Satdarshan 
Published: June 2021

β‐Catenin in hepatocytes, under the control of Wnts, regulates pericentral gene expression and contributes to liver regeneration (LR) after partial hepatectomy (PH) by regulating cyclin‐D1 gene expression as shown in b‐catenin and Wnt co‐receptors LRP5‐6 conditional knockouts (KO). However, conditional deletion of Wntless (Wls), required for Wnt secretion, in hepatocytes, cholangiocytes, or macrophages lacked any impact on zonation, while Wls deletion in macrophages only marginally affected LR. Here, we address the contribution of hepatic endothelial cells (EC) in zonation and LR by characterizing EC‐Wls‐KO generated by interbreeding Wls‐floxed and Lyve1‐cre mice. While Lyve1 expression in adult liver was limited to sinusoidal EC only, Lyve1‐cre mice bred to ROSA26‐Stopflox/flox‐EYFP mice showed EYFP labeling in sinusoidal and central vein EC. EC‐Wls‐KO mice showed notable decreases in liver weights; lacked glutamine synthetase, Cyp2e1 and Cyp1a2 in pericentral hepatocytes; and were resistant to acetaminophen‐induced liver injury. After PH, EC‐Wls‐KO failed to optimally induce cyclin‐D1 expression at 24–48 hours, which led to lower hepatocyte proliferation at 48 hours, and rebound by 72 hours. EC and macrophages isolated from regenerating livers at 12 hours showed significant upregulation of Wnt2 and Wnt9b mRNA expression, the same 2 Wnts involved in baseline b‐catenin activity in pericentral hepatocytes. Further, we show shear stress can induce Wnt2 and Wnt9b mRNA production in endothelial cells in vitro, suggesting an initiating mechanism after partial hepatectomy. In conclusion, our studies validate that at baseline, EC secrete Wnt proteins essential for b‐catenin activation in pericentral hepatocytes. During LR, primarily EC and secondarily macrophages, secrete Wnt2 and Wnt9b, to spatiotemporally regulate β‐catenin activation and cyclin‐D1 expression in hepatocytes to induce cell proliferation.Support or Funding InformationThis work was supported by NIH grants 1R01DK62277, 1R01DK100287, R01CA204586 and Endowed Chair for Experimental Pathology (S.P.M.) and NIH grant F31CA216994 (M.E.P.).This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Painting Chromatin with Synthetic Protein Chemistry
Authors: Muir Tom W. 
Published: June 2021

Understanding protein function is at the heart of experimental biology. Perhaps one of grandest contemporary challenges in this area is to catalogue and then functionally characterize protein posttranslational modifications (PTMs). Modern analytical techniques reveal that most, if not all, proteins are modified at some point; it is nature's way of imposing functional diversity on a polypeptide chain. Understanding the structural and functional consequences of all these PTMs is a devilishly hard problem. While standard molecular biology methods are of limited utility in this regard, modern protein chemistry has provided powerful methods that allow the detailed interrogation of protein PTMs. In this lecture I will highlight how these biochemical and cell‐based tools can be used to probe a series of problems in chromatin biology.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Redefining Druggability using Chemoproteomic Platforms
Authors: Nomura Daniel 
Published: June 2021

The Nomura Research Group is focused on developing and applying chemoproteomic platforms to drug the undruggable proteome to develop next‐generation disease therapies. One of the greatest challenges that we face in discovering new disease therapies is that most proteins are considered “undruggable” or difficult to target with small‐molecules. Our research group addresses this challenge by developing chemoproteomic platforms to discover and pharmacologically target unique and novel therapeutic druggable hotspots for disease therapy. We currently have four major research directions. Our first research area focuses on coupling phenotypic screening of fragment‐based covalent ligand libraries with chemoproteomic platforms to rapidly discover novel druggable hotspots, targets, and small‐molecule leads for disease therapy. Our second research area focuses on covalent ligand discovery against druggable hotspots targeted by covalently‐acting natural products that show therapeutic activity using chemoproteomic platforms to discover new therapeutic targets and synthetically tractable therapies for cancer. Our third research area focuses on advancing chemoproteomic technologies to map and pharmacologically target druggable hotspots for targeted protein degradation. Our fourth research area focuses on using chemoproteomic platforms to map on and off‐targets of environmental and pharmaceutical chemicals towards discovering new toxicological mechanisms. Our fifth research area focuses on using chemoproteomic and metabolomic platforms to discover unique and novel metabolic drivers of cancer. The talk will highlight key examples of these themes within our lab.Support or Funding InformationNational Institutes of Health (R01CA172667, P42ES004705) and Novartis Institutes for BioMedical ResearchThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Heme Sensor Proteins for Nitric Oxide: A Versatile Use of Captive Iron
Authors: Marletta Michael A. 
Published: June 2021

Since the discovery of nitric oxide (NO) formation in animals, it has become clear that this toxic, free radical, diatomic gas plays a central role in cellular function. NO is a signaling agent in the cardiovascular system and other tissues where the NO receptor is the soluble isoform of guanylate cyclase (sGC). The immune system also utilizes NO in the host response to infection. NO in signaling is synthesized by constitutive isoforms of enzyme nitric oxide synthase (NOS) that tightly regulates NO formation; thereby avoiding toxicity. sGC contains a heme cofactor that traps NO, thereby activating the enzyme to convert GTP to cGMP. The heme domain of sGC was found to be part of the H‐NOX (Heme‐Nitric oxide OXygen) family of proteins with homologues in aerobic and anaerobic prokaryotes. Some H‐NOX domains form stable and tight complexes with oxygen while others are selective for NO. Structural and biochemical studies have provided a molecular explanation for selective NO trapping at low concentrations. Study of H‐NOX sensors has uncovered novel functions in biology such as oxygen‐regulated sGCs and NO sensors in pathogens. The function of NO in biology is even more pervasive and more complicated than originally described. The structure/function picture that is emerging points to some common themes though many questions remain.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Medical Students' Perception towards Doctor‐Patient Relationship: A Cross‐Sectional Study at AlFaisal University
Authors: Fothan Ahmed M. , Eshaq Abdulaziz M. , Abu‐Zaid Ahmed , Bakather Abdulrahman M. , AlAmoudi Abdulhadi 
Published: June 2021

IntroductionStrengthening the relationship between a doctor and a patient is an essential element for a advancing a healthcare system. As previous studies have ubiquitously demonstrated this phenomenon, studying the perception of medical students towards this relationship in one of the developing countries is highly important. The perception is measured by Patient ‐ Practitioner Orientation Scale (PPOS) which contains both caring items, assessing how much care provided to your patients and sharing items, which reflect the amount of information shared with patients. As PPOS score increases, the practice becomes more towards patient – centeredness and hence, more coherence in doctor‐patient relationship.MethodA total of 132 third year medical students at Alfaisal University were enrolled in this cross sectional study. The quantitative questionnaire was carried out using Patient‐ Practitioner Orientation Scale (PPOS). The overall scores of patient caring and sharing were calculated and the statistical difference was assessed using the independent samples t‐test. The effect of various factors including gender and academic level (measured by GPA) was measured using independent samples t‐test and one‐way multiple variance of analysis (ANOVA), respectively. The linear regression model was also utilized to determine whether these factors predict the caring, sharing and the overall PPOS scores.ResultsThe mean scores of caring, sharing and overall PPOS were 4.21, 3.98 and 4.10, respectively. Students have demonstrated higher scoring in caring items compared to sharing ones (P<0.01). Male students have scored more in sharing components compared to their female peers (4.20 vs. 3.81, P<0.01). In addition, students with good GPA rated higher in caring items than those with average GPA (P<0.05). None of the factors have really predicted the caring, sharing and overall PPOS scores.ConclusionOur findings suggest that our students' perception towards patient‐centeredness was lower than previous studies and more education along with practice are required to improve this attitude. Moreover, students had lower perception towards the importance of sharing adequate information with the patient, an attitude that needs to be further rectified in order to enhance the advancement of healthcare system in Saudi Arabia.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Anatomy integration: Effective change or change of affect?
Authors: Rosenberg Martina , Hartley Rebecca 
Published: June 2021

Anatomy is fundamental to clinical practice, is considered a rite of passage in becoming a physician and is key to professional identity formation. Curricular gaps in content and process combined with Liaison Committee on Medical Education requirements for self‐directed learning, clinical reasoning, and problem‐solving prompted dissolution of the anatomy course that began the medical curriculum at the University of New Mexico School of Medicine. The stand‐alone anatomy block that began the otherwise integrated curriculum was integrated into the existing organ system blocks to make room for new courses to address content gaps. Previous reports of anatomy integration document more positive attitudes and perceptions to teaching anatomy in context, as compared to an independent course. Our prospective study compared two medical student cohorts to determine the effects of teaching anatomy in (integrated) and out (stand‐alone) of context on the cognitive and affective domains of learning. In a pre, post and follow‐up design, methods included content assessments, confidence probes, and attitude surveys informed by focus groups. Results indicated that anatomical knowledge and student confidence was gained and mastered in both curricula. Initial acquisition of content was higher in the integrated curriculum, but not maintained. Students in the integrated curriculum displayed a different relationship to learning anatomy, appearing more concerned with their personal progression than with the connection of anatomy to medical practice or patient care. We also detected less agreement to statements related to working in teams, reflective practices and professional identity formation. These results were validated by extending our study to an additional cohort as well as previous cohorts using historical data. Impact of anatomy integration on longer term attitudinal changes and retention of content mastery was determined using data from the AAMC Y2Q survey and USMLE Step. Results may guide recommendations for targeted timely interventions to improve learning outcomes for students and patient care.Support or Funding InformationThis project was supported by funding from the University of New Mexico School of Medicine Scholarship in Education Allocation Committee (SEAC).This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Knowledge Retention Across Curricular Models: An International Collaboration
Authors: Jurjus Rosalyn A. , Banani Tara A. , Goldman Ellen A. , Lean Alexa Nicole A. , Butera Gisela A. , Brown Kirsten A. , Jurjus Abdo R. , Hawi Jihad , Leone Angelo , Cappello Francesco , Balta Joy Y. , Lone Mutahira , Lee Juliet A. 
Published: June 2021

Anatomy is one of the first subjects taught in medical school, and its retention over time has been strongly debated. Physicians have commented on medical students' poor anatomical knowledge in surgically oriented clerkships. Literature also shows that correlating clinical and anatomical sciences throughout early medical education may improve anatomical knowledge retention. With major medical school curricular changes happening globally, more quantitative data confirming this correlation is needed.The medical curriculum at The George Washington University (GWU) School of Medicine recently transitioned from a discipline‐based curriculum to an integrated system‐based one, and an evaluation of anatomical knowledge retention between classes in the different curricula was conducted. Students from the last class of the discipline‐based curriculum and those from the first and second classes of the new, integrated curriculum completed a 27‐question test before starting their clinical rotations. Scores were then analyzed and compared between classes.The results demonstrated a significant increase in retention (p=0.012), with a mean score based on the old curriculum of 56.28% (SD=24.6%), as compared to a mean score of 63.98% (SD=23.48%) based on the new curriculum (Table I).The results show that integration enhances retention in the anatomical discipline. To strengthen these findings, we are conducting an international multicenter study, in collaboration with four other medical schools that have very different curricula: The American University of Beirut (Lebanon), Balamand University (Lebanon), Palermo University (Italy), and University College Cork (Ireland). A uniform baseline pre‐test will be given at the end of pre‐clinical anatomy instructions and a post‐test will be given prior to students going into the relevant clinical rotations. Retention drop will be measured accordingly. The effectiveness of different curricula will be evaluated by comparing baseline and final test scores. This multicenter study will offer unique insights and comparisons of various curricular models.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Development and Implementation of the Inaugural Anatomy Education Research Institute (AERI)
Authors: O'Loughlin Valerie Dean , Husmann Polly R. , Brokaw James J. 
Published: June 2021

Responding to the American Association of Anatomists' call for Innovations grant proposals, the authors proposed (and received AAA funding) for the inaugural Anatomy Education Research Institute (AERI). AERI was modeled after the American Physiological Society's Institute for Teaching and Learning (ITL), and focused on partnering anatomy educational research leaders with anatomists interested in expanding their educational research skill sets. After two years of planning and organization, AERI was held July 10–14, 2017 in Bloomington, IN. Here, we describe the development and implementation of AERI and its immediate effects. The intensive face‐to‐face format of AERI allowed the 62 participants and invited speakers to immerse themselves in teaching assessments, educational research, and the Scholarship of Teaching and Learning (SOTL). Real‐time information about AERI was transmitted via Twitter (using the hashtag #AERI2017) for social media followers who could not attend the institute. In order to determine immediate and lasting impacts of AERI2017, all attendees filled out pre‐institute and post‐institute surveys to assess knowledge gains and potential attitudinal shifts regarding educational research, and participants will fill out a 6 month follow up survey as well. Based on the initial survey data and social media analytics, AERI2017 had a powerful impact on both face‐to‐face attendees and virtual participants on social media. Thus, the conference met the aims proposed in the grant, and discussions are ensuing about the feasibility of developing future Anatomy Education Research Institutes.Support or Funding InformationAERI was funded by a 2015 American Association of Anatomists Innovation grant.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
A Unique and Effective Method of Anatomy Education
Authors: Lopez Elisabeth N. , Cunningham Elena P. , Warshaw Johanna , Johnson Joshua , Baker Eric W. 
Published: June 2021

At the New York University College of Dentistry (NYU Dentistry), we are faced with the challenge of teaching Head and Neck Anatomy to a class of approximately 380 first‐year students. We have developed an innovative anatomy curriculum that has proven effective in facilitating students' learning and long‐term retention of the material and has the added benefit of being time‐ and cost‐efficient. We believe that the main factors in the success of our course are the frequent low‐stakes quizzes, the small group setting, and the use of plastinated specimens in place of wet cadavers.Our anatomy course consists of lectures and laboratory sessions. Students attend 52 hours of lectures in a traditional auditorium setting. All of the lectures are recorded and archived using Mediasite, so that students can review them at their leisure. Students are then divided into 32 small groups consisting of 8 to 14 students. Each group attends 23 lab sessions (110 minutes per session) led by a faculty member. In the labs, students work together to identify anatomical structures on plastinated specimens or bones. The instructor facilitates collaboration amongst the students and leads them in a discussion of cross‐sectional anatomy.Frequent low‐stakes evaluations allow students to monitor their progress in the course. Students take an online 10–30 question quiz before each lab and a 5–10 question quiz at the end of each lab (together these pre‐lab and exit quizzes make up 27.5% of the overall grade). The remainder of the grade in the course is determined by three written multiple‐choice exams and one practical exam. We maintain a website with additional resources students can use, including practice questions, photographs of plastinates, animations, and videos. This year, we have also linked to study sets that we have created using Cerego.We have previously published about the success we had in terms of learning goals and student satisfaction after switching from cadaver dissection to plastinations (Baker et al., 2013). Our curriculum has demonstrated continued success over the last 5 years. Within this time period, on the NBDE Part I, NYU Dentistry students have achieved a mean first‐time pass rate of 99.3% and an average anatomy score of 1.73 standard deviations above the national mean. We would like to share our methods with instructors at other institutions.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
For students, By students: The development of a histology question bank across nine medical school campuses
Authors: Bendinger Jonathan 
Published: June 2021

In 2016, Indiana University School of Medicine (IUSM) implemented a standardized curriculum across all nine of its statewide regional campuses. With a significant reduction in the number of in‐class histology lab contact hours, a student‐driven histology question bank was developed in Fall 2017 as an optional, additional learning resource. This ongoing project involves student groups from all nine campuses creating questions and providing peer‐review. It is based on a “pay to play” model wherein the students maintain access to the question bank as long as they continue to submit new questions. Overall student participation averaged 60% throughout the semester, both in submitting questions and taking the practice quizzes. The results of this project suggest the histology question bank is valued by IUSM students and the student‐driven model may provide a means of creating question banks in other areas of study.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.