bluuebunny/crossref_metadata_2025_split huggingface dataset:
Understanding the interplay between amino acid and lipid metabolism in tumor growth
Authors: Metallo Christian 
Published: June 2021

Metabolism is central to virtually all cellular functions and contributes to a range of diseases. A quantitative understanding of how biochemical pathways are dysregulated in the context of diseases such as cancer and metabolic syndrome is necessary to identify new therapeutic targets. To this end we apply stable isotope tracers, mass spectrometry, and metabolic flux analysis (MFA) to study metabolism in mammalian cells, animal models, and human patients. Using these approaches we have characterized how proliferating and differentiated cells regulate flux of glucose and amino acids into lipid biosynthetic pathways. We are particularly interested in understanding how amino acid and lipid metabolism are coordinated to meet these needs. Transport of pyruvate into mitochondria is a critical step in these processes, and activity of the mitochondrial pyruvate carrier (MPC) strongly influences cancer growth in vivo and as tumor spheroids. Using metabolomics and lipidomics approaches we have identified mechanisms through which MPC flux and amino acid availability impact sphingolipid metabolism. Modulation of these pathways influences tumor growth, providing mechanistic insights into how amino acid metabolism can influence lipids and mitochondrial function.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
The struggle for metal at the host‐pathogen interface
Authors: Skaar Eric 
Published: June 2021

Hospital and community‐acquired infections caused by bacterial pathogens represent an increasing threat to global public health. This threat is compounded by the fact that bacterial pathogens are rapidly becoming resistant to all existing antimicrobial. Research in my laboratory is focused on identifying novel targets for therapeutic intervention against bacterial pathogens with a particular emphasis on systems involved in metal trafficking and metabolism. Metals are essential for all life because approximately 40% of all proteins in nature require metals to carry out their biological function. Bacterial pathogens must acquire metals inside their hosts in order to successfully mediate infection. However, vertebrates have evolved strategies to sequester nutrient metal from invading bacteria in a process known as “nutritional immunity”. Based on the strict requirement of bacteria for metal, and the fact that the bacterial and eukaryotic machinery involved in metal acquisition and homeostasis are remarkably different, targeting bacterial machinery involved in metal metabolism has excellent therapeutic potential. This presentation will describe research in my laboratory that is focused on identifying factors and processes involved in the battle for metal between bacterial pathogens and their hosts.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
The Education Track PhD Program in Anatomy at Indiana University School of Medicine: A Decade Producing Anatomy Educator‐Scholars
Authors: Brokaw James J. , Husmann Polly R. , O'Loughlin Valerie D. 
Published: June 2021

In 2008, the Indiana University School of Medicine (IUSM) admitted its first student to a newly approved PhD program focusing on anatomical education rather than biomedical research. The goal of the Education Track PhD program is twofold: (1) to provide students with extensive training in all of the anatomical sub‐disciplines coupled with sufficient teaching experience to be fully prepared to assume major educational responsibilities upon graduation and (2) to train students to conduct rigorous, medical education research and other educational scholarship necessary for promotion and tenure. The 90‐credit hour curriculum includes coursework in anatomy and other biomedical subjects, education, statistics, and electives. For their dissertation work, the students complete a research project about some aspect of medical education. As of December 2017, the Education Track program had admitted 23 students and produced 10 graduates. Two more students are anticipated to graduate by June 2018. All of the graduates were offered faculty appointments (8 tenure track and 2 non‐tenure track) immediately upon graduation at major universities and medical schools. Four of the graduates were offered positions at IUSM. Eight graduates have appointments in medical school anatomy departments, 1 in a physical therapy department, and 1 in a physician assistant department. None of the graduates have been in their faculty positions long enough yet to have achieved tenure. During the period from 2009 through 2017, the students and graduates of the program gave 77 conference presentations and authored 40 peer‐reviewed publications about anatomy or other aspects of medical education. Thus, in the 10 years since its inception, the Education Track program has successfully produced a small but stable supply of doctoral‐level anatomy educator‐scholars for a growing academic market.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 New Curricular Schema for Allopathic Medical Schools in the United States
Authors: Taylor Melissa 
Published: June 2021

Medical education in the United States has been changing dramatically in the last few decades. Medical schools are moving away from a traditional, didactic, and discipline‐based curriculum, to a more integrative, active, and student‐centered curriculum. Medical schools have revised their curricula for many reasons, and one of the more common reasons is to meet current Liaison Committee on Medical Education (LCME) standards. Additionally, medical schools have integrated their curricula for the same, as well as other, reasons. There is no one singular way that a medical school can revise and integrate its curriculum. This study examines the types of curricula offered at the 150 allopathic medical schools in the United States. A search of medical curricula, as per the medical schools' websites, was conducted. This study utilized content analysis to tabulate frequencies of common key words from the medical schools' websites. General key words, such as “integration”, “organ systems”, “discipline”, and “block”, were reviewed first. A more specific list of key words, such as “horizontal integration”, “integration of basic and clinical science”, and “organ systems‐based blocks” was then generated. A table was created with these key words and tallied for all the medical schools studied. Twenty‐five different classifications of medical curricula were found, including thirteen different ways to integrate a curriculum. The most common form of integration was an “integration of basic and clinical sciences” through “topic‐based courses.” These courses are not the traditional discipline‐specific courses, but also are not fully based around organ systems units. This study shows that a wide variety of curricular schema can be utilized to organize a modern‐day medical curriculum.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
The Challenge of Brains: A Ludic and Amusing Game Useful to Review Neuroanatomy for Undergraduate Students
Authors: Rueff‐Barroso Carlos R. , Veiga Luana Cordeiro , Ronconi Karoline Souza , Cerqueira Gilberto Santos , Fazan Valéria Paula Sassoli 
Published: June 2021

Teaching of human gross anatomy must be always under reflections, adaptations and modifications that should follow social changes in behaviors. The youth of the 21st century has changed rapidly and is no longer comparable with the last century students. The task of teaching these young students also needs to undergo conceptual and practical changes in order follow the need for more interactive, dynamic and attractive ways to study anatomy. We aimed to create, develop and test a board game that provides a full review of the neuroanatomy subject for physical therapy students, in a way to stimulate studying and help to sediment subject's knowledge, also dealing with difficulties and doubts. We created a board game and 354 cards with questions and answers that include the entire neuroanatomy contend of the semester. Extra cards with bonus or penalties to players were also included. The game was played by teams that were separated by colors. After participating, students answered to a quiz related to their impressions about the game. The quiz showed that: the game was useful for self‐assessment (90.6%), colors made the activity more fun (100%), the game was fun to play (96.9%), students would like to have more classes like this (90.6%), the game increased the stimulus to study for the test (96.9%), students found the method effective as a review class (96.9%), students felt motivated to study neuroanatomy after playing the game (87,5%), and the game stimulated interaction between the students (90.6%) and student/professor (93.8%). The adjectives used more often for the game were amusing (14.3%), dynamic (13.2%), interesting (13.2%) and stimulant (11%). We observed that 50% of the students increased their grades after playing the game. The activity proved to be very effective in stimulating and deepening the students' neuroanatomy knowledge, with a large percentage of approval and improvement of students' grades.Support or Funding InformationCNPqThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Research Trends as Seen Through the Ten Year Publication History of the Journal Anatomical Sciences Education
Authors: Thompson andrew R. , Husmann Polly R. 
Published: June 2021

2018 marks the ten year anniversary of Anatomical Sciences Education (ASE), which has become one of the premier journals in the field of scientific educational research. ASE provides a home for educational research in the areas of gross anatomy, embryology, histology, and neuroanatomy. While these sub‐disciplines of anatomy have been taught for centuries, methods of their instruction have transformed drastically over the past several decades. These changes have spurred an increased interest in anatomy education research, which was a driving factor in the creation of ASE. Thus, ASE provides a window into trends involving both pedagogy in the field of anatomy and development of anatomy education research as a distinct field. The goal of this paper is to evaluate these areas by analyzing publications over the ten year history of ASE. Results show that while all sub‐disciplines are represented, gross anatomy has dominated with over 85% of the publications focusing on this area. Perhaps not surprisingly, approximately 70% of the research involves pre‐clinical medical students, a trend that has remained consistent over the past ten years. There has, however, been a statistically significant (p<0.05) change in the type of data used in these projects. Earlier research was largely descriptive in nature and utilized either quantitative or qualitative data whereas mixed method approaches were more common in recent years. These and several other areas related to anatomy education research will be explored and discussed in the context of the broader field of educational research.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Creating Instruction to Optimize Learning of the Anatomical Sciences
Authors: Lisk Kristina , Agur Anne , Woods Nicole N. 
Published: June 2021

Integration of basic and clinical science knowledge is increasingly being recognized as important for practice in the health professions. The concept of ‘cognitive integration’ places emphasis on role of basic science in providing critical connections to clinical signs and symptoms while accounting for the fact that clinicians may not explicitly articulate their use of basic science knowledge in clinical reasoning. In this study, we aimed to extend previous work on cognitive integration using new learning materials teaching musculoskeletal pathologies with allied health students. In addition, we aimed to further our understanding of cognitive integration and conceptual coherence by using a diagnostic justification task to investigate the impact of integrated basic science instruction on novices' diagnostic reasoning process. Participants (N = 43) were randomly assigned to a integrated basic science (BaSci) or clinical science (CS) training group. The BaSci group was taught the clinical features along with the underlying causal mechanisms of four musculoskeletal pathologies while the CS group was taught only the clinical features. To equalize the learning time between the two conditions, the CS group was taught epidemiology and potential treatment options for each of the pathologies. Participants completed a diagnostic accuracy and memory test immediately after learning and one‐week later. A diagnostic justification test was also completed one‐week after initial learning. Novices who learned the integrated causal mechanisms had superior diagnostic accuracy (p<0.01) and a better understanding of the relative importance of key clinical features (p<0.01). Although participants from both groups identified correct features on the justification test, those in the BaSci group identified key diagnostic features rather than features that were common across disease categories. Participants in the BaSci group also outperformed the CS group on the basic memory test; however, this difference was no longer evident one‐week later. This study demonstrates the positive impact of integrating basic anatomical education and clinical science instruction on students' diagnostic reasoning ability in addition to diagnostic accuracy. These findings further our understanding of conceptual coherence by providing explicit evidence of the advantage learners have when basic science knowledge is cognitively integrated.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 Comparison Of Learning with Classical Lecture and Demonstration Methods Versus Individually and Collaboratively Prepared Concept Maps
Authors: ANAND MAHINDRA KUMAR 
Published: June 2021

IntroductionThe use of concept maps as teaching‐learning tool facilitates knowledge integration and development of meaningful learning. It was developed by Novak and Gowin and is based on Ausubel's theory of meaningful learning. Present study was undertaken to compare the learning with concept maps and classical lecture‐demonstration methods in gross anatomy and to obtain feedback of students and faculty regarding the same.MethodsA randomized cross sectional prospective study was conducted on 150 medical students of 1st year. Students were divided into 3 groups A, B and C. Group A studied “gross anatomy of foot” by developing concept maps in groups.. Group C learnt through lecture and demonstration method. Group B studied with individually prepared concept maps. Pre and posttest were conducted for all groups with pre validated questionnaire. Feedback was obtained from both students and faculty through a 5 point Likert scale. Anova and Student's T test was applied for statistical analysis.ResultThere was significant improvement in knowledge in group A and B students in comparison to group C students. This improvement was more marked in regards to high cognitive type assessment questions. 90% students found that development of concept maps helped them to understand topic better but it was time consuming.Discussion and ConclusionConcept mapping is a better learning tool in comparison to classical lecture and demonstration method. Preparation of concept maps in groups help in development of better understanding and learning of the subject than learning with classical lecture‐demonstration method and individually prepared concept maps.Support or Funding InformationNILThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Assessing if an Physical and Interactive Anatomy and Physiology Model Enhances and Enriches Student Learning
Authors: Llewelyn KaCee , Seed Brian Vaughn 
Published: June 2021

The purpose of this study is to test a teaching model that utilizes multiple styles and forms of learning, and determining if this physical and interactive model increases learning and comprehensive understanding of the muscular and skeletal systems.Many human anatomy and physiology teaching models on the market today fail to capture how the muscular and skeletal systems work in conjunction with one another. Students have resorted to simply learning the different muscle groups and bone prominences. They fail to understand origin and insertion points and what this means for the human body on a functional level. The model that we have designed allows students to see bone prominences, origin and insertion points, ligaments, tendons, deep muscles, and superficial muscles. It will also show the students the nerves that innervate these muscles. This physical model will allow students to experience hands on learning as they move the model itself, visual experience as they see the muscles move, and auditory experience as the educator teaches the material using the model. This model will be tested to see if students gain a comprehensive understanding on how the human body moves.It will be tested in various classrooms to determine if it will aide educators in using many forms and styles of learning simultaneously, so that each student can benefit with their own style. It will be used to teach the muscular and skeletal system to participants between the ages of eleven and twenty‐two; ranging from middle school to entry level undergraduate. The participants will be given a survey which will be administered before and after the model is used to determine the model's ability to teach the muscular and skeletal systems, functional movement, overall anatomy comprehension, participants motivation and desire to learn more. This model will be tested in January 2018, and results from the surveys will be analyzed to assess whether the model was successful in aiding comprehension and increasing enthusiasm for anatomy and biomedical learning.Support or Funding InformationBiomedical Learning and Student Training, Part of the Diversity Consortium of the National Institute of HealthThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Examination of foramen magnum position in relationship to the degree of bipedalism in mammals
Authors: Abati Jena Michelle , Hechtel Laura 
Published: June 2021

A more inferior and anterior positioning of the foramen magnum has been found in bipedal mammals, such as humans while quadrupedal mammals are known to have a more superior and posterior positioning. However, it is not known if the degree to which this positioning varies is related to the degree of bipedal stance taken by quadrupeds. In this study, it was predicted that mammal species that can assume a more bipedal stance and often lift their head and trunk in order to more effectively feed, forage, or protect themselves, are likely to have a more inferior and anterior positioning of the foramen magnum when compared to completely quadrupedal mammalian species. In this study, foramen magnum position was compared in various mammalian skulls provided by the Cornell University Museum of the Vertebrates. Measurements of the foramen magnum in relationship to other cranial structures were taken including, the nuchal crest to the superior edge and inferior edge of the foramen magnum, the nuchal crest to the base of the occipital condyles, and the superior edge of the palatine to the inferior edge of the foramen magnum. Results indicate a significant difference in foramen magnum positioning between completely quadrupedal mammals (e.g. Canis latrans), and those mammals capable of taking a bipedal stance on occasion (e.g. Ursus americanus and Sciurus caroliensis). Therefore, the positioning of the foramen magnum is most likely a continuum and reflects the degree to which a mammal is likely to utilize a bipedal stance for feeding or protection from predation.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Signals from the Gut Influence Mouse Behavior: Examination of Mechanisms
Authors: Peterson Diana Coomes 
Published: June 2021

The intestinal microflora can have significant influences on brain activity. Gut microbiota release neurotransmitters that are hypothesized to send signals via the vagal nerve back to the brain. However, such afferent interactions have never been proven. The current experiments utilized optogenetic vectors (AAV‐CaMKIIa‐eNpHR3.0‐EYFP) placed within the jejunum to label vagal nerves. These vectors induce the insertion of light sensitive chloride channels into neuronal membranes that when stimulated with light deactivate the neuron. By placing these vectors in the jejunum, the experiment selectively deactivated only the select fibers that run from the jejunum to the brain. Control animals were injected with saline.In all animals, normal animal behavior was recorded for anxiety measures (elevated plus maze), open field behaviors, and forced swim tests. Each test was performed with both light deactivation of the vagus, and no‐light conditions. Results indicated that mouse behavior was not affected for the control animals nor for animals in the no‐light vector conditions. However, the animal behavior was dramatically altered for each animal in the optogenetic light deactivation condition. In each behavioral test, animals showed a freezing behavior for the extent of time that the vagus was deactivated. Within the forced swim experiments, frozen animals did not keep their head above water and tended to sink to the bottom of the tank (requiring multiple rescues during each session).The results support the hypothesis that the jejunum can influence brain activity via vagal nerve efferents. I conclude that optogenetic deactivation of the vagal afferents of the jejunum has a direct influence on animal behavior and thus brain circuits. Therefore, this pathway provides an optimal mechanism by which future nutritional therapies can be devised for a variety of brain pathologies.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.