bluuebunny/crossref_metadata_2025_split huggingface dataset:
The evolution of a lab practical: The role of learning modality in assessment
Authors: Prall Cristina R. , Fox Glenn M. , Alsup B. Kathleen 
Published: June 2021

Curricula may fail to assess the incongruences between the various methods of learning employed by students and assessments. In the University of Michigan Human Anatomy course (ANAT 403), students are provided with physical specimens to study in lab, as well as cadaveric images developed by the BlueLink project. Lab practicals were first offered with physical specimens, and were later replaced with projected BlueLink cadaveric images. As images were used for both student studying and assessment, it was hypothesized that using other sources of cadaveric images for lab practicals would create more of a challenge for students. Assessment data was collected and compared from Fall 2017 that utilized BlueLink images during the exam, and from Fall 2018 that use published atlas images. Instructors were constant. While some variation exists within the data, no overall statistically significant effects on test scores were found between the two virtual testing strategies.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Creation and Use of Medical Histology‐Pathology Electronic Flashcards
Authors: Pinder Karen E , Dick Jeremy 
Published: June 2021

To facilitate medical students' learning of the newly integrated histology‐pathology course components of the undergraduate medical school curriculum at the University of British Columbia (UBC), we created electronic study flashcards. Modelled after the histopathology curriculum, the flashcards are designed to utilize spaced repetition learning and to facilitate the recall of normal histologic structures and associated prototypical pathological changes in tissues and/or cells. Nearly nine hundred Anki software‐based flashcards were created, with content focussed on annotated histology and pathology virtual slides. Distributed to and used by students online, each flashcard opens with arrows indicating unlabelled structures and asks students to “name the following” prior to clicking on “show answer” to confirm answers. There are also second‐order flashcards prompting students to recall relevant aspects related to the unidentified tissues. Survey results demonstrate that the flashcards provide an effective means of augmenting students' learning and developing long‐term understanding and recall: 89% of responding medical students agreed that the flashcards are helpful for improving knowledge and exam preparation. This UBC histology‐pathology initiative is engaging and efficacious in enhancing student learning and is being used to promote learning in two core foundational medical sciences (histology and pathology). The software and its uses can easily be extrapolated to all of the foundational sciences and therefore it will be of interest to students and faculty in any of the medical and allied fields.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Development of an educational tool in human anatomy with the use of QR codes
Authors: Barros Mirna Duarte , de Araújo Filho Edmur Carlos , Morad Helena Machado , Cabral Julia Chaves , da Cruz Barbosa Nazzaro Andre , Mendes Carlos José Lazzarini , de Farias e Melo Homero José 
Published: June 2021

INTRODUCTIONThe anatomy's study has a fundamental role in the health area courses, but the approach towards it has been inappropriate at many times. The challenging terminology and the difficult handling of the anatomic pieces require compatibility between the teaching method and the student's preferences. As shown in many studies, a large number of students are not satisfied with anatomy's teaching methods and do not learn as much as they think they could.OBJECTIVEThis study seeks to develop an effective tool for the learning of anatomy, using QR codes linked to information on determined muscles.MATERIALS AND METHODSThe elected structures for this study were the gastrocnemius (GM) and the rectus femoris (RFM) muscles. We selected dissected anatomical specimens from the collection of the Department of Morphology, Santa Casa de São Paulo School of Medical Sciences which GM and RFM were intact and with well visible belly and attachments. To approach them, we photographed and produced digital content with information about their origin, insertion, and action, along with additional topics. The website used to produce this content was “Wix.com” each link was associated with a QR code.RESULTSThe QR codes were printed and attached to the specimen in a way that students could use their cell phones to scan the codes and access the content corresponding to the muscle in question (Figure 1). The photo of the dissected muscle is then displayed on the screen accompanied by the basic function and fixation information (Figure 2). In this same screen, a link for those who want more information about this muscle, such as irrigation, innervation and clinical applications (Figure 3). This tool can be used by either IOS or Android phones.CONCLUSIONThe final result will be of value to increase the undergraduate's performance and will contribute to the development of different teaching methods, stimulating the student to use his own cell phone as a tool to aid his study alongside the dissected anatomical specimen.Support or Funding InformationPiBiC, CNPq 2018, BrazilThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Analyzing Student Preferences and Accessibility for Online Anatomical Learning: An Assessment of BlueLink Anatomy
Authors: Hurwitz Rachel M. , Prall Cristina R. , Fox Glenn M. , Alsup B. Kathleen 
Published: June 2021

BlueLink is a digital multimedia resource which provides high quality, expert‐reviewed anatomical resources free for educational use and accessible via the web. The BlueLink website was assessed by survey for user demographics and preference data. Data from the survey indicate consumers outside of U‐M are primarily learners from other medical institutions (85.6%). The majority of users came to the site via teacher or peer recommendation (58.4%), or an online search (40.7%), and most use the site for personal study purposes (91.8%). The preferred resources were 1) Online Practice Questions, 2) QuizLink Interactive Quizzes, and 3) BlueLink Cadaveric Atlas Images. Users suggest a potential benefit from making the site easier‐to‐navigate. These results indicate that while BlueLink has an international student user base, it can still expand to provide more of the requested video and animation‐based resources for its diverse variety of anatomical learners. These results demonstrate that digital resources, specifically cadaveric and quiz‐based, are highly utilized and preferred by anatomy students.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
SiMoJi‐B: A New Sequential Tool in Anatomy
Authors: Cevallos Manuel 
Published: June 2021

Skin, bones, joints, and muscles, the classical sequence in our textbooks for lectures and laboratory practice. In a past survey in class, 74% answered the coracobrachialis does arm flexion; however, only 7% was able to answer: Coracobrachialis allows to raise the hand for ask a question. Most of the time, we are attached to the sequence… skin, bones, joints, muscles; and many times, we are missing the “integration factor.”Different techniques are used in Anatomy Labs such as graphics, 3D models, digital 3D, board games, flashcards; all of them have a significant value in the learners and learning style. However, most of the time, let's do bones and features; then later, let's do muscles and functions; not a functional and visual link. However, when we are doing the donor dissection, we are cutting the skin, dissecting over muscles, to reach the bones and joints; a very natural, visual sequence. Then, can I deliver the same information but in a friendlier way?I am introducing a new tool, it is called SiMoJi‐B. It is a technique based on a visual layer dissection to explore, integrate and identify macro‐anatomical structures. This vivid sequential tool gives an integration between student movement, sequential graphics (skin to bones), and regional donor dissection. SiMoJi‐B (Skin, Muscle, Joint, Bones) uses a sequential questionnaire (table 1) helping the student to address the integration of those systems; matching representation of movement in the pictures and supported by the dissection. Graphics will be showed in the presentation.In a current survey in class, asking for which muscle allows raising the hand to ask? Using SiMoJi‐B technique was possible to increase from a 7% to 81%. This new tool in the undergraduate anatomy education can help students to integrate and visualize structures and application.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Teaching Technologies: Are the Aims and Methods Aligned?
Authors: PATHER Nalini 
Published: June 2021

IntroductionTeaching technologies are ubiquitous and is transforming how academics engage students across the world. There are numerous drivers for increasing interactivity, improving the student experience, providing more feedback, and blending online and face‐to‐face activities. This can be both daunting and challenging, requiring thoughtful integration of technology into practice and aligning with pedagogy and design. The study aimed to evaluate the implementation of technology and learning strategies used in medical sciences to inform a design strategy.Materials and methodsThis is a mixed‐methods investigation that uses a cross‐over study to assess student experience, and a survey for instructor comfort and motivation. Data was analysed using Mann‐Whitney U test, Wilcoxon signed‐rank test and thematic analysis.ResultsOf the 108 instructors completed the survey and reported 93 technologies in use for five pedagogical paradigms of concern. Student experience of these technologies. Students experience indicated that self‐control was highly valued. Comparison of pre‐ and post‐test scores demonstrated a significant improvement (p = 0.00) in learning with resources that embedded interactivity. Interactivity that modulated presentation and pace was perceived to be most useful in the learning process.ConclusionThese results are useful in developing a framework to inform blended learning pedagogical design. Cognitive load was influenced by resource design, with presentation simplicity, and embedded feedback lessening cognitive loadThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
The Use of Narrative Drawings to Improve the Understanding of Threshold Concepts in Pelvic Anatomy
Authors: Wozniak Amy , Venuti Judith , Barremkala Mallikarjuna 
Published: June 2021

INTRODUCTIONIt is important for medical students to understand and retain threshold concepts in anatomy because knowledge of anatomical structures and relationships is relevant to patient care. As shown in current research, anatomy is best learned through visual demonstrations.AIMThe goal of this project is to determine whether presenting the threshold concepts related to the pelvis with narrative drawings will improve learning and retention.METHODS246 first year medical students enrolled in a regional anatomy course and second‐year medical students enrolled in a reproductive organ system course from the Oakland University William Beaumont School of Medicine were invited to use learning modules that contain narrative drawing videos along with pre‐and post‐video questions at the beginning of their respective units. After the students complete the assessments, a survey will be emailed out to assess the perceptions of the narrative drawing learning modules. Likert scale questions (scored 0–100, strongly disagree‐strongly agree) will be used to evaluate the usefulness of these modules in comparison to traditional study resources. In addition to survey responses, data from the learning modules will be collected including how much time was spent on the narrative drawing videos and student's performance on the questions. Lastly, we will correlate student's exam scores related to pelvic anatomy to the analyzed variables described above to determine if a relationship exists between the amount of time spent on the modules and test scores using t‐test and regression analysis. This project is approved by the Oakland University IRB (project ID: 1109177).RESULTSCurrently, 47 of 246 (19%) students have completed the narrative drawing learning module. Preliminary results showed that students spent an average of 20.8 minutes on the module and scores on the post‐video questions improved by an average of 9.73% compared to pre‐video responses. Additional data is currently being collected and analyzed. Compared to the control group, students who used the learning modules are expected to perform better on their examination.CONCLUSIONThe results are expected to support the hypothesis that the use of narrative drawings will encourage interactive learning for medical students and will enhance the understanding of threshold concepts in pelvic anatomy. Overall, this study has the potential to help guide the adjustment of medical school curriculum to better meet the needs of students.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Characterizing the Role of Kcnq5a in Zebrafish Inner Ear Hair Cells
Authors: Giffen Kimberlee , Liu Huizhan , Kramer Kenneth , He David 
Published: June 2021

Hair cells (HCs) are specialized mechanoreceptors in the vertebrate inner ear that function in hearing and balance. Non‐mammalian HCs have electrophysiological properties that resemble both that of mammalian vestibular or cochlear HCs, including mechanotransduction, as well as potassium ion (K+) and calcium ion (Ca2+) currents. While mammals rely upon mechanical mechanisms to generate tuned receptor potentials, non‐mammalian HCs exhibit electrical resonance, a unique feature for frequency tuning of HCs that is modulated by voltage‐dependent conductances. In non‐mammalian HCs, the channel kinetics and interplay of K+ and Ca2+ channels result in oscillation of the membrane potential, generating electrical resonance that enhances the frequency tuning of the HCs. However, the molecular identity of the channels involved in electrical resonance in non‐mammalian HCs remains largely unknown. This study focused on kcnq5a, a gene encoding the voltage‐dependent potassium channel KQT‐like subfamily member 5a (Kcnq5a). The channels of the KCNQ gene family are responsible for generating sub‐threshold M‐currents in neurons, stabilizing resting membrane potential and thereby influencing cell excitability. We hypothesized that Kcnq5a is responsible for generating electrical resonance and maintaining resting membrane potential of zebrafish inner ear HCs. Both RT‐qPCR and in situ hybridization studies confirmed that kcnq5a was expressed in HCs of the inner ear. To characterize the function of the Kcnq5a channel in inner ear HCs, morpholinos were injected into one‐cell stage embryos for targeted knockdown of kcnq5a mRNA. Morphology of HCs in both injected and wildtype zebrafish was examined with confocal microscopy. Auditory function was measured using microphonic responses of otolithic organs in larval zebrafish, while auditory sensitivity was measured using a behavioral prepulse inhibition assay. Following knockdown of kcnq5a, the larvae (5dpf) showed a decrease in microphonic amplitude and hearing threshold. This study represents a preliminary examination of the role of Kcnq5a in electrical resonance and frequency selectivity in zebrafish inner ear HCs.Support or Funding InformationThis work has been supported by the NIH grant R01 DC 016807‐01 to Dr. David HeThis 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 Estradiol Treatment Increases the Expression of Metabotropic Glutamate Receptors in Embryonic Dopamine Neurons
Authors: Roldan‐Rodriguez Keudes Rolando , Rosario‐Esparra Bianca Paola , Gonzalez‐Aponte Maria Felicita , Rivera‐Sanchez Natalia , Gutierrez‐Silva Jean , Rodriguez‐Rosado Anthony , De Jesus‐Burgos Maria Ines 
Published: June 2021

Sex differences in the manifestation, prevalence, and progression of dopamine‐related diseases have been documented, suggesting a role of gonadal hormones (Bodzean et al., 2014; Kokras and Dalla, 2014). Although dopamine neurons are sensitive to estradiol (E2), main estrogen metabolite in women, it is uncertain how estradiol affects the function and survival of dopamine neurons. Eight metabotropic glutamate receptor subtypes (mGluR1‐8) have been identified and classified in three different groups according to the receptor signal transduction, pharmacology and amino acid sequence homology. mGluR subtypes are important modulators of cell proliferation (Plenz and Kitaj 1998), neuronal excitability and neurotransmitter release (Meltzer et al. 1997; Mercuri et al. 1993). The objective of our research was to study the effects of E2 on the expression of group I (mGluR1 and 5) and group II (mGluR2 and 3) mGluRs. We hypothesized that E2 increases the protein expression of group I mGluRs without affecting the expression of group II mGluRs. To test our hypothesis cultures of embryonic mesencephalic dopamine neurons were treated with either cyclodextrin or E2 at different concentrations (10nM and 10μM). Immunocytochemistry experiments showed the expression of estrogen receptors alpha (ERα), mGluR1, and mGluR2/3 subtypes in our experimental cellular model. Western bot analyses demonstrated that E2 treatment upregulates the expression of mGluR1, a group I mGluR subtype, but not group II mGluRs subtypes. Estradiol's effect was concentration dependent producing mGluR1 upregulation at 10μM but not at 10nM (F(2,9)=4.03, p=0.05). Changes in mGluRs protein expression by differences in estradiol levels may underlay variations in cells excitability and function, inducing sex differences in the neurophysiology of dopamine neurons.Support or Funding InformationThis research was supported by the Deanship of Academic Affairs of the University of Puerto Rico, Cayey Campus (FIDI‐UPR CAYEY 2017–2018) and in part by Puerto Rico Center for Environmental Neuroscience (NSF grant HRD 1137725). We also thank Barreto‐Estrada J and Perez‐Acevedo N for her support, collaboration and mentoring during this project.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Antiretroviral Therapy‐Induced Cerebellar Disorders: Efavirenz, Lamivudine, Tenofovir Disoproxil Fumarate; Which is Guilty?
Authors: Akang Edidiong N , Dosumu Olufunke O , Agumah Rhoda , Akanmu Alani S 
Published: June 2021

IntroductionCombination antiretroviral therapy (cART) has transformed the landscape of managing Human Immunodeficiency Virus (HIV) infection. However, there have been various reports on the deleterious activities of the therapy on patients' cerebellar function. Therefore, the aim of this study is to ascertain the effects of individual administration of tenofovir disoproxil fumarate, Lamivudine and efavirenz (ingredients of cART) on the cerebellum.Materials and MethodsForty adult Wistar rat were used for this study. They were divided into four groups according to the substances administered: distilled water, tenofovir disoproxil fumarate, lamivudine and efavirenz. After 35 days of administration, the animals underwent open field and beam walk tests. They were euthanized and the brain was prepared for oxidative stress assay, histological (Giemsa stain, Hematoxylin and Eosin stain) and immunohistochemical (GFAP and Dopamine) analysis. Ethical clearance protocol number: CMUL/HREC/03/17/113.ResultsThere was significant decrease in rearing, grooming, and line crossing in treatment groups most especially lamivudine group compared to control group. The latency, right and left hind limb slips increased significantly (p<0.01) in lamivudine group compared to control. There was a statistically significant decrease in the superoxide dismutase levels in the efavirenz group compared to control group (p<0.001). Tenofovir showed a significant increase in catalase level compared to the control group (p<0.001). Tenofovir, lamivudine and Efavirenz showed a significant increase in lipid peroxidation level compared to the control group. Histology analysis showed a degeneration/decrease in the granular and Purkinje cells in treatment groups compared to the control group. There was also a significant proliferation of astrocytes and a decrease in dopamine expression in Lamivudine groups compared to control.ConclusionThis study shows that tenofovir disoproxil fumarate and efavirenz cause various toxicities on the motor function of the cerebellum. However, Lamivudine is the major culprit in cART‐induced cerebellar disorders.Support or Funding InformationResearch reported in this publication was supported by the Fogarty International Center of the National Institutes of Health under Award Number D43TW010134, through the Building Research and Innovation in Nigeria's Science (BRAINS).This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Saccadic Eye Movements: Giving us a Glimpse into understanding Cognitive Impairment
Authors: Manuel Morganne , Zachary Hannah , Olinde Abigail , Lovera Jesus , Devier Deidre 
Published: June 2021

BackgroundMultiple sclerosis (MS) frequently causes cognitive impairment (CI), with learning, attention and memory being the most frequently impaired. The Symbol Digit Modalities Test (SDMT) measures visual scanning and information processing speed and accounts for the highest portion of the variance when classifying people with MS (PwMS) and healthy controls (HC). The Montreal Cognitive Assessment (MoCA) is a widely used screening assessment for detecting cognitive impairment.PwMS have been shown to have abnormally slow saccadic eye movements. The King‐Devick (K‐D) Test, a test of attention and rapid eye movements, is used in the field to detect concussions among athletes. We want to determine the feasibility of administering the K‐D test in a routine clinical visit of PwMS.HypothesisWe believe the K‐D test can be used to help detect CI in PwMS.MethodsWe recruited PwMS and HC from the LSU MS Clinic and the community. Participants completed the K‐D Test, SDMT, and the MoCA. All HC scoring ≤25 on the MoCA were excluded. PwMS scoring ≤25 on the MoCA were categorized as CI. We determined the correlations between each of the tests using a Pearson correlation.ResultsWe recruited 38 PwMS (84% females, mean age 48±13 years; years of education 15±2.8; 47% CI) and 18 HC (61% females, age 56±12 years; education 15±2.8). The HC scored significantly better than the PwMS on the SDMT (60±11.3 and 52.3±9.1, p=0.01) and MoCA (28±1.2 and 26±2.4, p<0.01). In the PwMS CI group, the K‐D correlated with SDMT (r= −0.43, p=0.06) and MoCA (r= −0.59, p=0.006); in the PwMS not impaired group, the K‐D correlated with SDMT (r= −0.17, p=.48); and MoCA (r= −0.16, p=.51). In HC, the K‐D correlated with SDMT (r= −0.59, p=0.01) and MoCA (r= −0.21, p=.41).ConclusionThe K‐D test may detect CI in PwMS since there appears to be a link between saccadic eye movements and cognitive impairment.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.