bluuebunny/crossref_metadata_2025_split huggingface dataset:
SCFFBXL19 E3 ligase regulates CBP ubiquitination and degradation and reduces lung injury (406.1)
Authors: Zhao Yutong , Wei Jianxin , Bowser Rachel , Khoo Andrew , Zhao Jing 
Published: June 2021

Rationale: CREB‐binding protein (CBP), a versatile acetyltransferase, plays a critical role in the pathology of Acute Lung Injury (ALI) via regulation of proinflammatory gene expression. However, molecular regulation of CBP at the level of protein stability has not been well studied. Three enzyme complexes (E1, E2, and E3) are involved in linking ubiquitin chains onto target proteins. F‐box protein is a substrate‐recognition component within the SCF E3 ligase complex. Here, we investigate the role of F‐box protein, FBXL19, in the regulation of CBP ubiquitination and degradation. Methods and Results: We found that FBXL19‐V5 over‐expression reduced both endogenous and over‐expressed CBP in mouse lung epithelial cells (MLE12). Further, over‐expression of FBXL19 induced CBP ubiquitination, which was reduced in FBXL19 knock‐down cells. Co‐immunoprecipitation and co‐immunostaining studies showed that FBXL19 is associated with CBP. To investigate the role of FBXL19 in CBP‐mediated histone acetylation and proinflammatory gene expression, we transfected human lung epithelial cells with FBXL19‐V5 plasmid prior to bacterial endotoxin treatment. FBXL19‐V5 attenuated LPS‐induced histone H4 acetylation at lysine residue 8 (H4K8) and IL‐8 release. Further, we found that over‐expression of FBXL19 in mouse lungs by intratracheal lentiviral vector gene delivery system attenuated intratracheal LPS‐induced acetylation of H4K8 in mouse lung tissues and IL‐6 in bronchoalveolar lavage fluids.Conclusions: SCFFBXL19 targets CBP for its ubiquitination and degradation. Over‐expression of FBXL19 reduces CBP‐mediated histone acetylation and cytokine release. FBXL19 protects against lung inflammation in bacterial endotoxin‐induced murine model of acute lung injury. These data may provide a potential therapeutic strategy to target FBXL19 / CBP pathway to lessen the severe of lung inflammatory diseases.Grant Funding Source: The study is supported by NIH RO1 HL091916 and HL112791 (to YZ) and American Heart Association Scien
Redistribution of calcium‐independent phospholipase A2 isoforms in IC/PBS urothelial cells (488.2)
Authors: Marentette John , McHowat Jane 
Published: June 2021

Interstitial cystitis/painful bladder syndrome (IC/PBS) is associated with impairment of urothelial barrier function, activated mast cells and neurogenic inflammation. We have demonstrated that urothelial cell calcium‐independent PLA2 (iPLA2) is activated by tryptase, resulting in platelet‐activating factor (PAF) production. We used immortalized urothelial cells isolated from normal and IC/PBS patients to determine whether there are differences in PAF production. We identified the two predominant mammalian iPLA2 isoforms, iPLA2β and iPLA2γ, in urothelial cells. IC/PBS cells demonstrated a decrease in iPLA2γ and an increase in iPLA2β immunoprotein when compared to normal cells. Selective inhibition of iPLA2 isoforms demonstrated that the majority of iPLA2 activity in normal urothelium represents iPLA2γ whereas that in IC/PBS urothelium is iPLA2β. Greater PAF production and PMN adherence was observed in tryptase‐stimulated IC/PBS when compared to normal urothelial cells. both normal and IC/PBS urothelial cells. Increased PAF production and PMN adherence was completely blocked when tryptase‐stimulated cells were pretreated with (S)‐BEL to inhibit iPLA2β. PMN adherence was blocked when PMN were pretreated with ginkgolide B to block the PAF receptor. A redistribution of iPLA2 isoforms in IC/PBS may represent a novel therapeutic target to manage IC/PBS.Grant Funding Source: Supported by DK 66119
Building a learning progression of undergraduate students’ conceptions of two important aspects of experimental design: sample size and repetition of experiments (531.10)
Authors: Brownell Sara , Wenderoth Mary Pat , Crowe Alison 
Published: June 2021

Learning progressions are research‐based models of how core ideas are formed over time, often focused on student ‘ways of thinking’ (Duncan and Rivet 2013, Songer et al. 2009). We currently lack a learning progression for undergraduate biology majors’ understanding of experimental design. In order to better understand student thinking about experimental design, we had undergraduate students in introductory biology complete a worksheet with two questions: (a) Why is sample size important and (b) Why was an experiment repeated? Using grounded theory on student responses to these questions, we have identified a set of accurate and inaccurate conceptions. To determine which of these accurate and inaccurate conceptions were “sticky” for undergraduate students, we administered the same questions to advanced students enrolled in upper‐level biology courses and calculated the percentage of responses for each conception. By comparing the advanced students and introductory students, we found that significantly more introductory students than advanced students harbor inaccurate conceptions about these two aspects of experimental design. Surprisingly, the gains in accurate conceptions that advanced students had primarily employed statistical reasoning (e.g. to decrease the impact of chance) rather than reasoning based on biological systems (e.g. inherent variation in a population). We are using this work to build an undergraduate learning progressions for experimental design so that we can design ways to better instruct our students.Grant Funding Source: Supported by National Science Foundation (NSF) TUES I (#0942215)
BioMap: an interpretation of the core concepts of vision and change for general biology majors (531.11)
Authors: Brownell Sara , Freeman Scott , Wenderoth Mary Pat , Crowe Alison 
Published: June 2021

Biology as a discipline has expanded dramatically. As we begin to acknowledge that we cannot possibly teach everything in an undergraduate biology curriculum, we struggle to come to consensus about what is most important to teach. The report Vision and Change in Undergraduate Biology Education (AAAS, 2011) offers a set of five core concepts that are intended to provide structure for an undergraduate biology education: (1) evolution, (2) structure and function, (3) information flow, exchange, and storage, (4) pathways and transformations of energy and matter, and (5) systems. We have taken these general concepts and interpreted what they mean for the three major sub‐disciplines of biology: molecular/cellular biology, physiology, and ecology/evolution. Using a grassroots approach of soliciting input from faculty at a diverse range of institutions nationally, we have incorporated the feedback of over 240 faculty members to create a set of general principles and specific statements that elaborate on each of the five concepts. This document is being called “BioMap” because biology departments can use it as a resource to guide curricular design. We also provide recommendations for how departments can use BioMap to better align their teaching with the goals of Vision and Change.Grant Funding Source: National Science Foundation TUES II (#1323010)
Teaching molecular mechanisms: using a model of expert explanations to remediate students' illusions of understanding (531.12)
Authors: Alaniz John , Trujillo Caleb , Anderson Trevor , Pelaez Nancy 
Published: June 2021

Teaching undergraduates to explain a molecular mechanism is difficult in part because of the abstract nature of the molecular world, and because students overestimate how much they understand. A teaching intervention was developed with a learning cycle to help students explain mechanisms related to vesicular traffic. Throughout the intervention, students rated their knowledge using a seven point Likert scale. First, students explored their ability to explain after they viewed a molecular animation. Next, after reading the Nobel Prize synopsis of research on vesicle trafficking, students were introduced to a model to explicitly address the components of how practicing biologists explain cellular mechanisms ‐ by focusing on the methods (M) used to understand the mechanism, analogies (A) including narratives and models, the context (C) of the mechanism, and how (H) the mechanism works through physical causes. Finally, students applied the MACH model to deconstruct the reading and reconstruct their own explanations related to vesicular traffic. Results indicate that students have illusions of understanding; after viewing an animation their explanations lack important components when they explain molecular mechanisms. However, with the MACH model, their illusions of understanding are addressed, gaps are filled, and the students explain how vesicles traffic more like experts do. We conclude that one way to improve students’ explanations and reduce illusions of understanding about future mechanisms is to teach using the MACH model. MACH explicitly draws attention to the components of expert molecular explanations used by practicing biologists.Grant Funding Source: Gordon Research Conference Visionary Grant
Participation in supplemental instruction improves students’ academic performance in a physiology course (531.20)
Authors: Selsby Joshua , Sterle Jodi , Zywicki Craig 
Published: June 2021

Student perception of the difficulty of AnS 214, Domestic Animal Physiology, is supported by comparing mean grade in AnS 214 (2.23/4.0) to that of all 100 and 200 level classes at Iowa State University (ISU; 2.86/4.0). To address student need for academic support, Supplemental Instruction (SI) has been offered for this course since the spring 2009 semester. SI consists of peer‐assisted group study sessions, facilitated by a peer student (the SI Leader) who successfully completed the course. The Leader attends classes with students and plans SI session content based on recent coursework, emphasizing what to learn and how to learn. The purpose of this investigation was to determine the extent to which student participation in SI improved academic performance in AnS 214. SI participants earned an average grade of 2.73 ± 1.05 while non‐participants earned an average grade of 2.23 ± 1.23 (p<0.05). Of the subgroup of students that were deemed regular participants (>9 sessions) the average grade improved more substantially to 3.07 ± 0.86 (p<0.05 v non‐participants; p<0.05 v all participants). When each of the four exams given throughout the semester were considered, SI participation improved exam performance by 11‐19% for all exams compared to non‐participants (p<0.05 for all exams). Regular attendance improved exam performance by 17‐28% compared to non‐participants (p<0.05 for all exams) and was also significantly greater than participants attending 1‐9 sessions (p<0.05 for 1‐9 participants). These data indicate that participation in SI improved student academic performance, however, regular participation led to further benefits.Grant Funding Source: Supported by the Harman Endowment
Academic deceleration in a gross anatomy centered first‐year integrated medical curriculum (532.2)
Authors: Lovejoy Mork Amy , Klement Brenda , Paulsen Douglas , Wineski Lawrence 
Published: June 2021

The current trend in United States medical education is movement toward complete integration of courses throughout the first two years of basic science centered curricula. This has introduced an emerging challenge of how to aid students who struggle academically within programs that provide an intensely interwoven structure of topics. At Morehouse School of Medicine, the first‐year integrated curriculum is built around a gross anatomy template, and is composed of gross anatomy, embryology, cell biology, histology, neurobiology, biochemistry, and physiology. Students who underperform (cumulative average <72%) may voluntarily elect to “decelerate “or may be required to do so by an institutional academic committee. Decelerated students then continue in only the anatomy centric components of gross anatomy, embryology, histology, and cell biology. Following successful completion of this reduced load curriculum, students return to the fully integrated first‐year curriculum the following year. This approach to assisting underperforming students has been an institutional practice for five years. Outcomes have been generally positive in that decelerated students have successfully passed the reduced curriculum and then also the full load integrated curriculum. Thus, we regard deceleration as a successful means of aiding struggling students in the first year of medical school.Grant Funding Source: Supported in part by NIH PO31B04017 and G12RR003034
Integrating gross anatomy into a case‐based curriculum at a new medical school (532.3)
Authors: Szymik Brett , Hesse DeLoris , Tally Toby 
Published: June 2021

The Georgia Regents University / University of Georgia Medical Partnership is a newly‐formed medical school that will graduate its first class of students in 2014. The Medical Partnership operates under the auspices of the Medical College of Georgia (within Georgia Regents University) and is located on the University of Georgia’s Health Sciences Campus in Athens, GA. As with many medical schools, the Medical Partnership’s four‐year curriculum begins with two years of basic sciences education, after which students progress to clinical rotations for their third and fourth years.Gross anatomy is integrated throughout the Medical Partnership’s first‐year curriculum. The year is divided into six modules based on organ systems, and each week features a clinical case that students engage in a small group setting. Each Monday, students are presented with the week’s case, and they meet throughout the week in teams of eight students to progress through the case, guided by two faculty facilitators. Gross anatomy lectures, lab dissections, and self‐paced student activities are scheduled to align with and support the knowledge and concepts made relevant by the students’ weekly cases.Here we describe how gross anatomy is currently integrated into the case‐based framework of the Medical Partnership’s first‐year curriculum and the ways in which such an integrated curriculum is itself influenced by the logistics of gross anatomy lab dissections.
Attitudes toward the implementation of computerized testing at IU School of Medicine (533.6)
Authors: Hanson Danielle , Braun Mark , Bauman Mark , O'Loughlin Valerie 
Published: June 2021

Computerized testing has been introduced at Indiana University School of Medicine (IUSM) as a way to standardize the assessment experience among the different campuses. The computerized testing uses medical students’ personal computers and requires ExamSoft Worldwide software to be loaded directly onto each computer. This software ensures that each exam can only be viewed during official testing times and blocks the use of other software and the internet during testing.This testing method was introduced during the second year of coursework for one medical school class (n=29). Student perceptions of computerized exams were of interest to faculty because this class took only paper exams during the first year of medical school. A survey was given to second year pathology students prior to their first experience with computerized testing to gather information on any concerns and preconceptions the students had about the new testing system. A second survey was given to the same class after two block exams had been taken with the computerized testing system.Prior to their first experience with computerized testing, survey responses indicated the class had concerns with the use of personal computers and the possibility of a technical malfunction, as well as how their performance would be affected by not having a paper copy of the test to make notes on. After taking two computerized exams, concerns about technical issues and the use of personal computers were reduced, but concerns about not being able to make notations on a paper copy of the exam remained.
You can lead them to water but you cannot make them drink: guiding undergraduate human anatomy students in effective study techniques (534.7)
Authors: Scopa Kelso Rebecca , Eleazer Courtney 
Published: June 2021

A significant challenge of teaching undergraduate anatomy is effectively communicating to students the amount of time and effort required to perform well in such a rigorous course. While the effectiveness of study methods vary individually, it would be beneficial to guide students in maximizing their study time with the best techniques for learning the course material. In some cases, poor performance might be avoided by providing students with data from previous semesters demonstrating study methods that are associated with the retention of anatomical knowledge. Questionnaires (n=903) were administered to students enrolled in undergraduate anatomy for several consecutive semesters at the University of Tennessee, Knoxville and Florida International University in Miami. This survey collected information on study methods used (e.g., flashcards, textbooks, diagrams), time spent studying, and involvement in non‐academic activities (e.g., employment, extracurricular activities, family obligations). These variables were correlated with scores from exams taken throughout the course.Results show that course performance was not correlated with any particular study technique or self‐reported time spent studying but was significantly negatively correlated with engagement in non‐academic activities. This indicates that it is advisable to encourage students early in the course to utilize a greater variety of study methods, determine which methods work best for them, and invest more time studying than they have in prior courses. However, this advice may not assist students who are struggling to balance academic and non‐academic activities. It appears that, ultimately, student performance is contingent on the ability of the students to self‐evaluate their study techniques and progress in retaining the course material.
Integrating ultrasonography into the medical student anatomy curriculum (536.13)
Authors: Kim Shannon , Goodmurphy Craig , Cline Jamie 
Published: June 2021

Integrating Ultrasonography into the Medical Student Anatomy Curriculum Shannon Kim, MD1, Craig Goodmurphy, PhD1, Jamie Cline , AAS 1Department of Anatomy and Pathology. Eastern Virginia Medical School (EVMS), Norfolk, VA INTRODUCTION Ultrasonography delivers rapid, non‐invasive, real‐time visualization of internal anatomy/pathology. There is a growing need for more exposure in undergraduate medical education as it becomes a common thread across medical specialties. The M1 Anatomy course is utilized as a platform for early ultrasound (US) exposure only at a small number of institutions [1].OBJECTIVES To develop, implement, and assess the integration of US curriculum in M1 Anatomy.METHODS In 2012, EVMS obtained Institutional Review Board approval to initiate a vertically integrated US curriculum using the M1 Anatomy course as the initial platform for early US exposure. A combination of didactics, proctored hands‐on sessions, dedicated lab rotations, and usage of standardized patients and gelatin phantom trainers were utilized to teach six regionally‐based modules. Assessment was made with a pre‐ and post‐course test.RESULTS 146 students took the M1 Anatomy course. Average pre‐ and post‐course test scores were 27.19% and 67.8% respectively.CONCLUSIONS Students showed improvement in image recognition and acquisition, knowledge of US anatomy, and basic US machine functionality as noted in their post‐test scores. Using the M1 Anatomy course created logistical obstacles to be overcome: an already overloaded anatomy curriculum, faculty training, cost, and finding time to provide meaningful and repetitive learning opportunities for the students.REFERENCE 1.Afonso, N., Amponsah, D., et al. Adding New Tools to the Black Bag—Introduction of Ultrasound into the Physical Diagnosis Course. J Gen Intern Med. 2010 November; 25(11): 1248‐1252.
Stimulation of inflammasome‐dependent innate response by group A streptococcus ADP‐ribosyltransferase protects host from bacterial infections (539.9)
Authors: Lin Ann , Beasley Federico , Keller Nadia , Hoffman Harold , Nizet Victor 
Published: June 2021

Streptococcus pyogenes (GAS) is a causative agent of severe invasive infections including necrotizing fasciitis, bacteremia and toxic shock syndrome. SpyA (S. pyogenes ADP‐ribosyltransferase) is one of a subset of virulence factors significantly up‐regulated in the hyper‐invasive strain of a globally disseminated M1T1 GAS. Surprisingly, mice systematically challenged with GAS ΔspyA suffered significantly higher mortality and displayed reduced bacterial clearance. We recovered higher levels of ΔspyA GAS compared to the wild‐type (WT) strain from bone marrow‐derived macrophage (BMDM) killing assays. Complementation of the GAS ΔspyA mutant restored the WT BMDM survival phenotype, heterologous expression of SpyA in Staphylococcus aureus or the macrophage itself led to a significant increase in bacterial killing. Increased bacterial survival of the ΔspyA mutant was associated with severe attenuation of caspase‐1 dependent inflammasome activation and impaired IL‐1β production. BMDMs deficient in caspase‐1, NLRP3, ASC or pro‐ IL‐1β reversed the effect of SpyA expression on macrophage survival and abolished protection seen in WT infected mice. In conclusion, SpyA triggers caspase‐1 dependent inflammatory responses, or “pyroptosis” in macrophages, highlighting the importance of this macrophage innate immune response pathway in defense against invasive bacterial pathogens.Grant Funding Source: Canadian Institutes of Health Research (CIHR)
Architectural changes of the extracellular matrix in compensatory lung growth (540.2)
Authors: Wagner Willi , Bennett Robert , Ysasi Alexandra , Belle Janeil , Ackermann Maximilian , Tsuda Akira , Mentzer Steven , Konerding Moritz 
Published: June 2021

Compensatory growth of the remaining lung after murine pneumonectomy (PNX) involves the structural remodeling of the peripheral acini. Although the role of stem cells and local cellular proliferation is an area of active investigation, very little is known about the corresponding changes in the lung extracellular matrix (ECM). Post‐PNX adaptation of the elastin network, in particular, is essential for maintaining the mechanical and functional properties of the lung. Elastic fiber bundles concentrate particularly in the end bulbs of free septal alveolar edges shown in trans‐electron‐microscopic imaging and Verhoeff‐van‐Gieson staining. The elastic fibers form a continuous helical cable element, interconnecting alveolar entrance rings, spanning several levels of alveolar ducts. High‐resolution synchrotron radiation microscopy revealed this cord element running on the inside of alveolar ducts of infant murine lungs in the alveolar phase of lung development. The continuity of the elastic helix in adult c57bl/6 mice was visualized by scanning electron microscopy and by confocal microscopy of decellularized murine lung slices. Stereological estimates show an increased number of elastin‐containing septal edges during compensatory growth. The architectural changes in the murine ECM suggest active remodeling of the elastin network after PNX. The orientation of elastin in the septal tips of remodeling alveoli suggest the active participation of the elastin network in neoalveolarization. Consistent with these observations, the elastin cord element may be involved in the long‐range signaling essential for functional acinar remodeling.Grant Funding Source: NIH