bluuebunny/crossref_metadata_2025_split huggingface dataset:
Chronic metformin treatment induces beneficial adaptations in dystrophic skeletal muscle
Authors: Ljubicic Vladimir , Couvrette Jean‐Francois , Renaud Jean‐Marc , Megeney Lynn A , Jasmin Bernard J 
Published: June 2021

DMD is the most severe inherited neuromuscular disorder for which there is no effective treatment. Our pre‐clinical studies in mdx mice demonstrated that pharmacological activation of PPARβ/γ or AMPK elicits a fiber type shift towards the slower, more oxidative (SO) phenotype together with utrophin A upregulation thereby attenuating the dystrophic pathology (HMG, 18:2640, 2009; HMG, 20:3478, 2011; AJP Cell 302:C110, 2012). The challenge now is to identify agonists of these pathways that have more immediate clinical relevance. The purpose of this study was to investigate whether AMPK stimulation via metformin (MET), a front‐line drug in the treatment of type 2 diabetes, induces beneficial muscle remodeling. In C2C12 cells, MET augmented expression of PGC‐1α, a master regulator of the SO myogenic program, as well as utrophin A levels. MET treatment of mdx mice for 6 weeks resulted in an increase in PGC‐1α in fast skeletal muscle with a concomitant reduction of the transcriptional corepressor RIP140. Expression of utrophin A was also augmented after MET administration in vivo. The data clearly suggest that MET‐induced reciprocal changes in PGC‐1α and RIP140 expression are linked to elevations in utrophin A content. As these adaptations are expected to be highly beneficial to dystrophic fibers, we propose that MET represents a novel and promising therapeutic avenue for DMD.Supported by MDA, CIHR, and Jesse's Journey.
The effects of increased plasma volume on autonomic control of the circulation after a bout of intense‐intermittent exercise in men
Authors: Okazaki Kazunobu , Takeda Ryosuke , Suzuki Akina , Naghavi Nooshin , Imai Daiki , Miyagawa Toshiaki 
Published: June 2021

Plasma volume (PV) after a bout of intense‐intermittent exercise is reported to be increased by protein and carbohydrate (CHO) intake just after exercise. The possible effects of the increased PV on autonomic control of the circulation after exercise remain unknown.METHODSSeven healthy men (≈23 yrs) underwent two trials those of which differ in the timing of intake (just after exercise, 0H; and 2 hours later, 2H) of protein and CHO (3.2 kcal and 0.18 g protein/kg). After baseline (BL) in a seated position, subjects performed a 72‐min intense‐intermittent exercise (8 sets of 4 min at 80% VO2max + 5 min at 20% VO2max), then they kept seated rest during 0–5th and 22–23rd hour of recovery. Percent change in PV from BL (Δ%PV) was determined and beat‐to‐beat blood pressure, R‐R interval, heart rate, and stroke volume (SV) were measured during 5‐min spontaneous and fixed rate (0.2 Hz) respiration at BL and every hour during recovery. Dynamic arterial‐cardiac baroreflex sensitivity (BRS) was calculated by sequence analysis.RESULTSΔ%PV in 0H was higher than 2H at 5th and 23rd hour of recovery. There was no difference in BRS between trials while SV and effective arterial‐cardiac baroreflex gain estimated as BRS ~SV were higher in 0H than 2H at 5th and 23rd hour of recovery.CONCLUSIONIncreased PV enhances the effectiveness of autonomic circulatory control with increased SV after an intense‐intermittent exercise.
Intestinal barrier components are similarly altered in restraint and social defeat stress
Authors: Onyango Edward M , Habiyambere Bupe M 
Published: June 2021

The protective intestinal mucosal barrier consists partly of mucin proteins produced by mucosal epithelial cells. This study compared the effects of 2 different types of stress (restraint stress, RS; and social defeat stress, SDS) on components of the intestinal mucosal barrier particularly the mucin‐producing cells. The overall study involved 4 mice groups of 8 mice each. Effect of RS was tested using 2 groups: a test group exposed to RS for 21 days and a control group that was not exposed to the stress. The remaining 2 groups were used to test the effect of SDS: a test group that was exposed to SDS and a control group that was not exposed to the stress. Mice were euthanized at the end of the test period and intestinal portions were removed and fixed in methacarn, embedded in paraffin, sectioned and stained using Alcian Blue‐Periodic acid Schiff to visualize the mucin‐producing goblet cells and measure villi lengths. Histology showed a decrease in the number of goblet cells in stressed mice compared to control mice regardless of the type of stress (P<0.05). Similarly villi length was lower in stressed mice compared to control mice for both stress types (P<0.05). The findings suggest that stress of either type seems, in a similar manner, to affect the dynamics of mucin production and the overall absorptive and protective surface of the mouse intestine.Research was supported by East Tennessee State University.
Ovariectomy reduces Visceral Hypersensitivity in Female Serotonin Transporter (SERT) Knockout (KO) Rats
Authors: Fried David E. , Galligan James J 
Published: June 2021

Visceral hypersensitivity (VH) is a symptom in irritable bowel syndrome (IBS), particularly in women and symptom severity varies over the menstrual cycle. Disrupted serotonin signaling, including reduced SERT expression, occurs in some IBS patients. We studied VH in male and female SERT KO and wild type (WT) rats to determine if SERT deficiency and the estrous cycle were associated with VH.MethodsVH was measured using the abdominal electromyographic visceromotor response (VMR) to colorectal balloon distention (CRD). We also assessed somatic hypersensitivity using the hot plate test. Ovariectomized (OVX) SERT KO and WT rats were used to investigate the effects of gonadal hormones on VH.ResultsThe VMR to CRD was increased in female but not male SERT KO rats (P<0.05); the maximum response occurred during proestrus. The VMR was greater in female SERT KO vs. female WT rats. OVX reduced VH in female SERT KO rats (P<0.05). There were no differences in somatic thermal sensitivity between female WT and SERT KO rats.ConclusionsThere is an interaction between increased serotonin availability (as occurs in SERT KO rats) and female gonadal hormones that results in VH. This mimics symptoms occurring in female IBS patients. The SERT KO rat may be a useful model for mechanistic studies of interactions between sex, serotonin and visceral sensation.
Teaching Oncology Residents Anatomy: A Multidisciplinary (MDT) Approach
Authors: D'souza Leah , Jaswal Jasbir , Johnson Marjorie , Chan Francis , Tay KengYeow , Fung Kevin , Palma David 
Published: June 2021

Radiation oncology has undergone a paradigm shift with the advent of precision radiotherapy techniques, demanding a thorough understanding of gross and radiologic anatomy for diagnostic and therapeutic applications. Complex anatomic sites present challenges for learners and are not well‐addressed in traditional postgraduate curricula. We developed a novel, MDT, hands‐on head‐and‐neck curriculum for residents and empirically assessed learning outcomes. 15 post‐graduate trainees participated in 4 MDT head‐and‐neck workshops, created collaboratively by an anatomist, radiologist, radiation oncologist, and otolaryngologist. Pre‐ and posttesting was performed to assess knowledge and accuracy of contouring, with a demographic profile survey and post‐intervention feedback survey. Paired analyses of knowledge pretests and postests were performed by Wilcoxon signed‐rank test. A statistically significant (p<0.001) mean absolute change of 4.6 points was observed between knowledge pretest and posttest scores. Contouring accuracy will be analyzed qualitatively (adequacy assessed by an expert) and quantitatively (calculating spatial overlap of participants’ contours and a gold standard through the dice similarity coefficient). Incorporating MDT anatomic workshops into the curriculum is a beneficial intervention associated with improved post‐intervention scores and resident satisfaction.Grant Funding Source: Departmental Submitted to PAEA 5/25/2012 (bqmelcher)
Training increases subjects’ fixation time on cognitively salient locations
Authors: Colliard Kitzia , Pfaff Lee , Zumwalt Ann 
Published: June 2021

Conventionally, learning is measured by giving students a series of tasks that are later assessed to demonstrate their knowledge or skill acquisition. Our lab is investigating whether learning may be objectively described by using gaze tracking to examine how individuals interact with images before and after training. Subjects in the experimental group are trained to use salient features to identify cell images, which have been assigned a number 1–6. Control subjects receive no training and are shown pictures of the numbered cells. Both groups are then tasked to identify cells by number. We postulate that an educational interaction will increase the amount of time a particular subject fixates on educationally salient regions of the image, also known as areas of interest (AOIs). Preliminary analysis shows discrete labeled and trained educational salient features (for example: attachments in original orientation of oblique 2 [experiment 346.186 +/− 19.288 ms; control 530.196 +/− 79.680 ms] are statistically significant in selected cell stimuli presented. These results do indicate an increase in the amount of time a student fixates on educational AOIs when being explicitly taught what salient areas to fixate on. While we have only completed a small sample size additional subjects are planned. These results are promising indications of the utility of gaze tracking for objectively documenting learning.Grant Funding Source: Boston University (Internally Funded)
Reflective writing highlights improved student metacognition in an upper level undergraduate anatomy course
Authors: O'Loughlin Valerie Dean , Griffith Lauren Miller 
Published: June 2021

Reflective writing (such as minute papers, journaling, or blogs) may help students monitor and self‐regulate their learning throughout the progression of a course. In addition, instructors may assess the development of student metacognition and their understanding of the subject matter through evaluation of this writing.Previously, the researchers examined how the use of “blogs” (online journals) in an upper level human anatomy course may improve student metacognition in understanding human anatomy. The original sample was small (20 students) but indicated students became more cognizant of their strengths and weaknesses in mastering anatomy as the semester progressed. This current research examines another cohort of students (36 students) in the same undergraduate class. These students reviewed 10 radiology online cases each throughout the semester and then reflected about their understanding of the anatomy, pathology and medical imaging interpretation in online blogs. Researchers scored each line of each blog, using the codebook that was developed from a grounded theory approach.As with the pilot study, the students in the larger sample also became more confident and assessed their skill in identifying anatomical structure more positively as the semester progressed. Early in the semester, student blogs expressed more anxiety and confusion about the anatomical material, and students tended to rely on guessing to solve the cases. By the end of the semester, guessing was replaced by methodical deduction for solving the cases and students were able to accurately assess their understanding of anatomy. The use of blogs (reflective writing) allowed the researchers to evaluate the improvement in student metacognition using a grounded theory approach.
Application of stereoscopic visualization on surgical skill acquisition in novices
Authors: Mistry Manisha , Roach Victoria A , Wilson Timothy D 
Published: June 2021

This study examines the influence of monoscopic vs. stereoscopic visualization in novice trainees performing the MISTELS, a validated laparoscopic skill evaluation system consisting of 5 distinct tasks. We hypothesize a difference in performance based on visualization modality. First and second year medical students (n=31) performed the MISTELS battery of tasks using either monoscopic or stereoscopic visualization displays. Regression analysis indicates performance was not correlated to participant manual dexterity or visual spatial ability (p>;0.05). Monoscopic visualization was shown to produce significantly better performance in the peg transfer task alone (p=0.001), with visualization modality producing no significant difference in performance of the remaining tasks (p>;0.05). Qualitatively, 57.1% of participants believed their performance was aided by stereoscopic visualization. Most participants rated the peg transfer task the least difficult task (60%), and the intracorporeal knot‐tying task the most difficult (65.9%). These results suggest the intrinsic difficulty of the MISTELS tasks may exceed a novice user's skill, rendering no benefit with additional 3D cues in naïve surgical trainees, and may serve to increase cognitive load, potentially decrease skill acquisition and learning.Grant Funding Source: Summer Research Training Program, Schulich School of Medicine & Dentistry, The University of Western Ontario, London, Canada
Stereo Laparoscopy: A Novel Approach to Resident Surgical Education
Authors: Roach Victoria , Mistry Manisha , Wilson Timothy 
Published: June 2021

Elevated spatial ability is linked to improved surgical skill acquisition in experienced individuals. This may be important in laparoscopic skill mastery, where stereo visualization may confer an advantage to novices of variant spatial ability. This study aims to evaluate differences in skill acquisition resulting from variable spatial ability in future laparoscopists.In a pilot study, pre‐clerkship medical students were subdivided into groups based on spatial ability as measured by a Mental Rotations Test (High spatial scores: MRT >;14, Low spatial scores: MRT <10). Students were introduced to tasks via standardized video instruction, and asked to complete four validated laparoscopic tasks under both stereo and monocular viewing paradigms. Students were evaluated on task performance for timing, completion and efficiency.No significant difference was observed between students of high and low spatial ability for any individual task, overall, or in either viewing modality via ANOVA with repeated measures. A trend of higher overall average scores for High spatial ability students (86.68 ± 15.14) was evident compared to low spatial ability students (76.67 ± 15.73).This pilot study suggests that stereo visualization benefits individuals differently according to individual spatial ability. We postulate that stereo visualizations may serve to compensate for reduced spatial ability, thus enhancing skill performance in individuals of low spatial ability.Grant Funding Source: Departmental
Online Histology modules for first‐year medical students: a student to student approach
Authors: Butler Myra V. C. , Yule Heather N , Pinder Karen E 
Published: June 2021

Three online training modules to introduce Histology were created by a second‐year medical student to provide a strong foundation for effective and efficient learning in the Histology laboratory. Members of all four medical school classes were surveyed for feedback on the most challenging and confusing concepts in Histology. Based on the results of over one hundred and forty student replies across all years, three online video modules were created: Approaching Histology; Introduction to Slide Preparation and Common Stains; and Introduction to Imagescope (digital slide viewing system). Content ranged from an overview of common stains and slide artifacts to understanding how to extrapolate 3‐ dimensional structures from 2‐dimensional slides. These modules are unique as they were created from the perspective of a fellow student and targeted the most common needs identified by the student‐body survey. This student‐initiated summer project was funded by the University of British Columbia Department of Cellular and Physiological Sciences.Grant Funding Source: AAA
Anatomical Animation: New Frontiers in Gross Anatomy Instruction.
Authors: Peterson Diana Coomes , Robertson Cynthia 
Published: June 2021

One of the struggles of teaching medicine, is accurate visualize of anatomical structures in three dimensions. Although gross dissections and physical models are extremely useful, additional technologies (3D anatomical reconstructions) have developed within the last several years that greatly enhance the ability of students to learn the 3D orientation of anatomy. These 3D programs are currently limited by having the cadaver in a fixed position. We are creating software that enables users to dynamically move anatomical structures in a realistic manner. For this procedure, each anatomical structure is isolated. Movement vectors are programmed to allow relevant movements for each joint and muscle.Although in its initial stages, we anticipate that anatomy animations will substantially increase the students’ understanding of: 1) the function of individual structures, 2) how individual structures and the forces placed on different structures interact with each other, and 3) how excessive force can alter the health and well‐being of the animal (e.g., fractures, sprains, external force accidents, etc…).Supported by an ISU CLIM grant.Grant Funding Source: Iowa State University CLIM grant
Heart Development tutorial – Heart Tube Folding
Authors: DeLorenzo Tami Michelle , Zumwalt Ann 
Published: June 2021

Heart tube folding is one of the most critical events of the developmental period, yet for many students, visualizing the anatomy of heart development is difficult and can create many issues and misconceptions. This project describes a workshop that was designed to magnify the process into a larger than life 3‐D hands on model. The 1–1.5 hour workshop reviews the overall heart development in a pre‐quiz and discussion session, then proceeds into an active learning session in which the students create and mold the developing heart tube and heart folding using clay. Using this hands on approach, the students get to create the process of heart folding, which creates a lasting educational experience that can be used as a building block to even more topics in heart development. A clay‐mation video that supplements this exercise was created to allow large groups to visualize the folding action as well will also be demonstrated.Grant Funding Source: N/A
Augmenting the learning of anatomy beyond the traditional laboratory experience through service teaching of elementary school students: A Medical Student Perspective
Authors: Lee Heajung , Ojukwu Kene , Diaz Molly , Padilla Jessica , Thang Christine , Wisco Jonathan J 
Published: June 2021

Anatomy Academy (AA) is a novel project aimed at providing elementary school students a unique learning experience of the human body while nurturing their scientific curiosity in small group sessions. Each organ system‐based session was led by a pair of medical and undergraduate students who led interactive discussions using anatomy organ models and hands‐on activities to present applicable scientific concepts. For medical students, this provided a unique opportunity to demonstrate and deliver anatomy and physiology concepts learned through lecture and laboratory in the pre‐clinical medical school curriculum. In contrast to the passive, memory‐based education acquired from lectures and textbooks, teaching served as an effective resource for active learning that was reliant on deeper, intelligent understanding and creativity. As future physicians, medical students also benefitted from acquiring skills necessary to lead successful teams and communicate effectively with individuals of a broader range of educational backgrounds. Both mentors and mentees benefitted from AA.Grant Funding Source: The Albert Schweitzer Fellowship and the UCLA Monica Salinas Fellowship
Evaluation of Student Participation and Perceptions of a Neuroscience Community Outreach Project
Authors: Neal Jasmine , Puder Barb 
Published: June 2021

Students enrolled in Health Science fields often lack the ability to communicate and educate relevant health care information to patients even though they may be quite proficient on written exams regarding health sciences. To address this potential deficit, students enrolled in the California School of Podiatric Medicine's (CSPM) neuroscience course designed neuroscience posters and interactive neuroscience activities to present to attendees of a Saturday educational brain fair entitled “Get to Know Your Brain!” This educational activity reinforces the neuroscience subject matter, and provides students with an opportunity to enhance communication skills and interaction with various age groups. To measure the impact and effectiveness of this brain event on the student presenters, a survey using the Likert scale was administered to CSPM students to receive feedback on their perceptions of working in a small group, designing age appropriate educational materials, and communicating and educating attendees. Research supported by: The Scott Beamer Memorial Community Service AwardGrant Funding Source: Scott Beamer Memorial Community Service Award
Analysis of overlapping phenotypes from trisomic and euploid embryos of a Down syndrome mouse model (Ts65Dn): implications for human medicine
Authors: Bhatia Naina , Diogo Rui , Roper Randall 
Published: June 2021

Down syndrome (DS), i.e. trisomy of Hsa21, exhibits nearly 80 clinically defined traits with varying phenotypic severity. Recent understanding of the genetic basis of DS phenotype has come through the use of mouse models of DS. The trisomic Ts65Dn chromosome seems to be inherited in a Mendelian ration but both trisomic and euploid offspring are lost in pre and postnatal stages and at weaning the frequency of trisomy is significantly lower than Mendelian ratio. The phenotytpic variability of euploid and trisomic embryos has not been analyzed in detail. Our current study suggests that euploid and trisomic mice embryos from a trisomic mother share some common adverse phenotypes in mouse: we investigated phenotypic variability in embryonic day 13.5 offspring from Ts65Dn mice and the euploid embryos reveal a milder version of the trisomic phenotype, but we detected anomalies in cardiac, pharyngeal as well as in neural features along with some specific malformations in embryonic liver as well as developing pituitary in trisomic as well as euploid embryos. Unfortunately there are no detailed published accounts about fine‐tuned analyses of developmental delay, intellectual impairment, muscle hypotonia and other phenotypic anomalies in human euploids born from trisomic mothers; our study therefore provides new insight in this arena and paves the way for future studies on this complex, crucial, and understudied aspect of DS.Grant Funding Source: N/A