bluuebunny/crossref_metadata_2025_split huggingface dataset:
The role of T cells on the elevated blood pressure of female and male PCOS offspring
Authors: Maranon Rodrigo Oscar , Barnes Allison , Machado Lorena , LaMarca Babbette , Reckelhoff Jane F. 
Published: June 2021

Prenatal factors may program the immune response in offspring of women with polycystic ovary syndrome (PCOS) and contribute to their elevated cardiovascular and renal risk. For example, PCOS women might have altered T cell concentrations which could adversely affect their offspring; however, whether adult PCOS offspring have an increase in T cells remains undetermined. We hypothesize that T cells contribute to the increase in blood pressure and proteinuria in both male and female offspring from hyperandrogenemic female (HAF) rats. Female (f) and male (m) HAF offspring (HAF‐off) and placebo offspring (Pla‐off), 24 weeks old, from HAF dams (DHT pellet 7.5mg/90d starting at 4 wks of age) or placebo dams (placebo pellet/90d) were divided into 4 groups (n=4/grp): fPla‐off, fHAF‐off, mPla‐off, mHAF‐off, respectively. We measured fat mass and lean mass by ECHO MRI, body weight, proteinuria (24h urine), and mean arterial pressure (MAP) by telemetry. We also examined the circulating and intrarenal T regulatory (CD4+CD25+FOXP3+) or Th17 effector cells (CD4+CD25‐RORγ+) by flow cytometry. MAP and proteinuria were significantly higher in male and female HAF‐off than Pla‐off (mPCOS: 121±2 mmHg vs. mPla: 112±1 mmHg; p<0.05; fPCOS: 117±3 vs. fPla‐off: 109±2; p<0.05) (proteinuria: fPla‐off: 4.1±1 mg/24h vs. fHAF‐off: 9.4±1.7 mg/24h; p<0.05; mPla‐off: 20±2.2 mg/24h vs. mHAF: 43.7±6 mg/24h; p<0.05). Female and male pups of HAF dams have similar body weights as pups of control dams. However, males of HAF dams have greater body fat mass and less lean mass, than do males of control dams (mHAF‐off: 29.57±1.07 g vs. mPla‐off: 25.95±1.33 g; p<0.05, and mHAF‐off: 381.4±4.9 g vs. mPla‐off: 366.3±4.1 g; p<0.05, respectively). Females of HAF dams have similar fat mass but less lean mass than do control female offspring (LM: fPla‐off: 223.3±2.5 g vs. fHAF‐off: 214.9±2.0 g; p<0.05). Contrary to our hypothesis we did not find differences in circulating or intrarenal T cells between fPla‐off and fHAF‐off or mPla‐off and mHAF‐off. The exposure to hyperandrogenemia in utero life may not increases the T cells in PCOS offspring later in life and is not responsible for the increased BP. However, further preclinical studies are necessary to determine the role of the immune response and the possible mechanisms responsible for the increase in blood pressure and renal injury in PCOS offspring.Support or Funding InformationSupported by AHA14POST18640015 (ROM) and P20GM121334 (ROM and JFR).This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Impaired T Cell Receptor (TCR) Signaling in the Intestinal Epithelium of Spontaneously Hypertensive Rats
Authors: Yang Tao , Goel Ruby , Richards Elaine K , Raizada Mohan K 
Published: June 2021

ObjectiveEvidence indicates that altered gut microbiota is associated with hypertension implicating an impaired host‐microbiome cross‐talk in the pathophysiology of this disease. Although gut epithelium is the key host organelle in the host‐microbiota communication, little is known about the role of these cells in altered gut microbiota in hypertension. Given that gut micorbiota has profound effects on epigenetic regulation, our present study was to investigate the hypothesis that gut epithelium from hypertension exhibits unique gene and epigenetic profiles, associated with changes in biological functions.MethodsEpithelium from proximal colon of 16 weeks old Wistar Kyoto rats (WKY) and spontaneously hypertensive rats (SHR) were used for RNA‐seq. Western blotting was performed to validate changes in the mRNAs and flow cytometry was used to analyze the intraepithelial cell (IEL) populations related to the aforementioned changes of mRNA and proteins. Biological pathway analysis was conducted to determine functional differences between WKY and SHR epithelium. Reduced‐representation bisulfite sequencing was used to study the methylation pattern changes associated with the changes found by RNA‐seq.ResultsRNA‐seq study demonstrated global suppression of gene expression in the SHR epithelium, especially for the genes related to TCR signaling pathway at both translational (e.g. CD3g –76.9%; Lat −74.6%; Lcp2 −70%, Two‐way ANOVA, N=4/strain, P<0.0001) and posttranslational levels (e.g. CD3g −69.2%; Lat −33.6%; Lcp2 −57%, Two‐way ANOVA, N=4/strain, P=0.011). Importantly, these changes were not attributed to the differences in IEL numbers between WKY and SHR, indicating an intrinsic difference in characteristic of the IEL. Prediction of biological processes of epithelium revealed significant enrichment in immune regulatory mechanism in the WKY, in contrast to immune responses to bacteria in SHR. In addition, significant elevation in global methylation was demonstrated in the SHR epithelium (+53.2%, N=4/strain, P=0.0478).ConclusionOur data demonstrated suppression of immune regulatory mechanism (e.g. TCR signalingrelated components) and increase of methylation at the interface of gut microbiota and epithelium on the host side, which suggest that host epithelium could a potential therapeutic target in addition to the gut dysbiosis in hypertension.Support or Funding InformationNIHLBI 5R01HL132448‐03This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Student implementation of MACH methodology increases the level of learning of cardiovascular physiology in third‐semester medical career UAMZH‐UASLP, Mexico
Authors: Briones María Eugenia Sánchez , Hernandez Karen Liliana Figueroa 
Published: June 2021

In the Medical career, both for students and teachers, physiology courses have been a big challenge. In 2015, Trujillo et al., developed a teaching model of physiological topics known as “MACH”, which was structured based on 4 consecutive points: Methods (M), Analogies (A), Context (C), and How (H), designed to improved instructor's explanations of biological concepts. During 2017, a handbook of 6 laboratory practices was approved by UAMZH‐UASLP corresponding authorities, whose purpose was the student's insertion to the vascular physiology concepts assigned within the analytical program using the MACH model (third semester of Medical School UAMZH‐UASLP). The sections were timed and elaborated by the students in a virtual platform (schoology) under precise indications of each area (M, A and C)., only the H section was face‐to‐face (immersed in the laboratory), always after they completed the other 3 sections and included short‐time experimental procedures attempted to reaffirm the knowledge previously developed by themselves. The percentage of correct answers corresponding to the first partial exam (cardiovascular physiology) of the semester ago‐dec 2017 (control, n=33) and ago‐dec 2018 (MACH, n=31) were analyzed. In both cases, the test consisted of 30 multiple‐choice questions (50% direct answers and 50% integration answers) derived from the topics corresponding to the analytical program.ResultsMACH laboratory practices increases the percentage of correct answers (45.2%) compared with the control group (36.4%) associated with cardiovascular physiology (unpaired t‐student p= 0.05) in the first partial exam. Also, verification of differences between means (two tail z‐test) showed a significate increase in the average values between groups (control= 5.31, MACH = 5.73, two tails z‐value = 1.95, p = 0.003).DiscussionIn our Institution, the multiple‐choice test remains the method of choice to discern the degree of learning achieved by the student. Finding an increase in the successes achieved in the MACH group, suggests that this strategy could impact on the level of learning and/or understanding of physiology concepts. It is our interest to continue the application of this model and we intend to extend it to the other remaining sections of the Physiology course Medical School UAMZH‐UASLP.Support or Funding InformationThis work was supported by PRODEP project 511‐6/17‐7930This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Incorporating Ultrasonography into the Health Science Classroom
Authors: Brundage Cord M , Kwon Claire J , Watson Andrea H 
Published: June 2021

Ultrasonography provides visualization of organ form and function in situ, this technology until recently required large, cumbersome high priced units that were impractical for undergraduate health science teaching. Highly portable ultrasound systems have been developed which allow for convenient handing and versatile application in physiology course demonstrations. In addition to visualization of body fluids and organ morphology, students are able to visualize in vivo active processes like intestinal peristalsis, blood flow and cardiac function. Ultrasound live action imagery of cardiac contractions and valve activity is particularly useful when demonstrating these dynamic processes. Physiology and pre‐health students with interest in medical and veterinary career paths are especially engaged, and enthusiastic about this technology. The clinical use of ultrasonography has increased in recent years, this offers additional incentive for health science students to familiarize themselves with the technology, its applications and the interpretation of ultrasound images. Incorporating ultrasonography into the anatomy and physiology classroom therefore provides not only an additional medium with which to demonstrate physiologic principals, it provides an opportunity for students to gain practical exposure to a medically relevant diagnostic modality.Support or Funding InformationCal Poly Pomona Institutional Grant: Special Projects for Intellectual Community Environment (SPICE) Grant: Innovative approaches to Instruction Program.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Does An Exam A/B Format Improve Academic Performance of Physiology Medical Students?
Authors: Colden Margaret 
Published: June 2021

Recent changes in exam policies at the American University of the Caribbean School of Medicine in Sint Maarten were implemented to improve the academic performance of the basic medical sciences students. In this study, I tested the hypothesis that allowing students to be tested on the same material taking an Exam A and then an Exam B with different questions one or two days later would significantly increase the average final course grades in Physiology I, a 2nd semester course of the 5‐semester basic medical science curriculum. The study subjects consisted of 291 students (2018 matriculants) who experienced the Exam A/B format and were compared to a similar cohort of 286 students (2017 matriculants) who took only one Exam over identical material for each block of material. The relationship between exam format and final course grades was determined by t‐test analysis with p <0.05 significance. The mean final course grade for the 291 students who had the Exam A/B format was 82.2 ± 0.5% and averaged a 3.6 percentage points (p<0.001) higher final course grade than the students who took only one exam for each block of material (78.6 ± 0.5%, n = 286). These findings suggest a very small but significant improvement in academic performance when students had the opportunity to take two exams over the same material and take the highest score.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Flipped Classroom: Does Classroom Attendance and Participation Matter for Mastery?
Authors: Lee Michael W , Steinel Natalie 
Published: June 2021

In an era of decreasing basic science coverage in medical school curriculums, we sought to re‐imagine how to optimally deliver three core basic science disciplines (microbiology, pharmacology, and immunology) together with infectious disease in a five‐week course. This course, developed as part of a new one‐year pre‐clinical basic science curriculum at the recently established Dell Medical School at the University of Texas at Austin, featured a fully integrated curriculum in which the majority of the sessions were team‐taught. In line with the goals and missions of the Dell Medical School, material was covered using primarily self‐directed and flipped classroom approaches that that incorporated lessons learned from the educational and cognitive psychology literature. Analysis of student data for the first two iterations of our integrated course shows a strong correlation between student performance on both formative and summative assessments (which incorporate retrieval practice) as well as a correlation between summative exam performance and attendance in flipped classroom sessions. This suggests that, despite the abbreviated course time, engaging with the course as designed leads to enhanced achievement and superior outcomes. This offers valuable information that can be used to advise students on how to be successful in this type of course. It also may afford us the ability to predict which students may be at academic risk prior to the final summative exam.Support or Funding InformationN.A.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Multi ∑ QEME of Human Molecular Cell Sustainability in Psycho‐Neuro‐Endo Processes
Authors: Einstein George P , Rahman Michael S , Tulp Orien P , Koynk Carla 
Published: June 2021

The human body dynamics can be modeled as an open system: when in perfect health it is in homeostatic balance physically and emotionally. However, every alteration or disturbance to the foundations of sustainable life such as in the quality of air, water, and nutrients can lead to quantifiable changes in the organism and its cellular environment. These vital biochemical constituents may also be expressed biophysically as Quanta.The master systems of this reactivity, within the biological systems of the body, centrally are directed by the brain/psychological and neurological system, the endocrinological and immunological system. This is also known as the Psycho‐neuro‐‐endocrine‐‐immunological (PNEI) system, which is itself supported by further dynamic co‐physiological systems.The mathematical equation of this triad of congruency is represented:See EQUATION #1 in Figures.Where the above functions or elements are represented as Quanta Energy matrixes.The value of the Quanta Energy of this bio photonic matrix then is a summation of the above matrixes; further evaluations of congruency are made by applying the Planck constant:See EQUATION #2 in Figures.The quantification and understanding of coherence of Quanta influences can provide for future interpretation of these vital biochemical elements and their governing effect on the master control mechanisms and the cellular functions of the organism. Biophysical conceptualization of this also provides the model framework for the incorporation of epigenetic influences as well.Support or Funding InformationSupport provided by University of Arts, Science, and Technology, Monserrat, BWIThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Is Cyclosporine Immunosuppression Required to Effect Improved Myocardial Function Following Global Intracoronary Cardiosphere‐Derived Cells After Acute Myocardial Infarction in Swine?
Authors: Techiryan George , Weil Brian R. , Suzuki Gen , Smith Cody M. , Young Rebeccah F. , Canty John M. 
Published: June 2021

ObjectiveWe previously demonstrated that allogeneic cardiosphere‐derived cells (CDCs) improve myocardial function after infarction via paracrine effects when animals are pretreated with oral cyclosporine (CsA) prior to injury. The present study directly compared the efficacy of CDCs with and without CsA administered at the time of reperfusion after acute myocardial infarction (AMI) in a 3‐armed, blinded pre‐clinical study.MethodsStudies were completed in closed‐chest, propofol‐anesthetized swine (n=29). After assessing baseline hemodynamics, the LAD artery was occluded with a balloon catheter for 90 minutes and contrast‐enhanced cardiac CT performed to assess the area‐at‐risk (AAR). Thirty minutes after reperfusion, animals were randomized to receive a global intracoronary infusion of saline, CDCs (20×106 cells), or CDCs with CsA (2.5 mg/kg, iv; 200 mg, po qd). LV function and TTC infarct size (IS) were assessed 1 month later.ResultsBaseline hemodynamics and LV function were similar between groups. There was no difference between the CT AAR (% of LV mass; Saline: 22.2±1.0%, CDC: 23.7±0.7%, CDC+CsA: 24.7±1.4%, p=0.26). Infarct size was not different between groups (% of LV mass; Saline: 6.7±0.7%, CDC: 6.7±0.3%, CDC+CsA: 6.9±0.6%, p=0.95), or when normalized to risk area (% of AAR; Saline: 46.2±4.0%, CDC: 46.4±2.1%, CDC+CsA: 49.2±3.1%, p=0.79). There was no difference in CT ejection fraction (Saline: 49±2% vs. CDC: 46±2% vs. CDC+CsA: 47±2%, p=0.72). Wall thickening by echocardiography in the LAD‐perfused (Saline: 26±8% vs. CDC: 18±4% vs. CDC+CsA: 18±5%, p=0.56) and the remote, non‐infarcted (Saline: 100±7% vs. CDC: 111±10% vs. CDC+CsA: 119±11%, p=0.40) areas of the LV were also similar between groups.ConclusionGlobal infusion of allogeneic CDCs in the absence of CsA immunosuppression does not reduce chronic myocardial infarct size nor improve global or regional measures of LV function. Surprisingly, CDC therapy with IV CsA administered at the time of reperfusion does not appear to elicit previously demonstrated reparative effects. These data indicate that oral CsA pretreatment may be required to effect improved LV function with global intracoronary CDC therapy.Support or Funding InformationSupported by the National Heart Lung and Blood Institute (HL‐061610), the American Heart Association (17SDG33660200), the National Center for Advancing Translational Sciences (UL1TR001412), the Department of Veterans Affairs (1IO1BX002659), the New York State Department of Health (NYSTEM CO24351), and the Albert and Elizabeth Rekate Fund in Cardiovascular Medicine.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Making Connections Explicit: The Effect of Self‐explanation on cognitive Integration of Basic and Clinical Sciences in Novices
Authors: Lisk Kristina , Agur Anne , Woods Nicole N 
Published: June 2021

BackgroundSeveral studies have shown that cognitive integration of basic and clinical sciences during learning supports novices' conceptual understanding of disease categories and enhances diagnostic performance over time. It is has been proposed that educational strategies, such as self‐explanation, might promote and support the development of cognitive integration. However, this has not been empirically explored. In this study we examined the relative impact of two basic science instructional approaches (integrated instruction and segregated instruction) and a learning strategy (self‐explanation) on novices' diagnostic accuracy over time.MethodsStudents from several allied health disciplines (N=71) were taught the clinical features of 4 musculoskeletal pathologies. Students randomly assigned to ‘integrated learning’ (IL) were presented with descriptions that explicitly integrated the clinical features with basic science mechanisms. In the ‘segregated’ (SG) group, the basic science mechanisms and clinical features were presented separately. The self‐explanation (SE) group received the same learning materials as the IL group, but were also prompted to engage in a self‐explanation task immediately after learning each pathology, requiring that they articulate why certain clinical features arose. All participants completed a diagnostic accuracy test immediately after learning and 1‐week later.ResultsThe IL group had superior diagnostic performance compared to the SE (p=0.045) and SG (p=0.011) groups. While diagnostic accuracy declined across all 3 learning groups after a 1‐week delay, the largest drop in performance was observed in the SE group.ConclusionGenerating self‐explanations while learning with integrated basic science materials did not positively impact novices' diagnostic performance. We hypothesize that the structure of the self‐explanation task may not have supported the development of a holistic conceptual understanding of each disease. These findings highlight the importance of carefully considering how self‐explanation activities are designed in order to optimize learning of the basic and clinical sciences.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Anatomage Virtual Dissection Table: a Supplemental Learning Aid for Human Anatomy Education During an Undergraduate Outreach Activity
Authors: Rosario Martin G , Gonzalez‐Sola Maryvi , Hyder Aneesah , Medley Ann , Weber Mark 
Published: June 2021

Learning anatomy from books has its limitations. Cadaver dissection and prosection had proven to be the ideal method of learning anatomy, though they also have restrictions. Commercially, there are several tools for the enhancement of learning and teaching anatomy, such as 3D virtual anatomy apps and anatomical models. The Anatomage, a virtual anatomy dissection table, is a powerful virtual table with capabilities of dissection and prosection of the complete human body or segments.PurposeEnhance anatomical learning through the use of prosections of human cadavers and the Anatomage as adjunct teaching tools in undergraduate Anatomy and Physiology (A&P) students.MethodsIn collaboration with the Dallas Campus, the Anatomy Observational Outreach (AOO) stood to target undergraduate students from the Texas Woman's University (TWU) Denton Campus with interest in learning advanced human anatomy. There were 100 A&P laboratory students recruited for the AOO. After they took a 10 question pre‐test prior to the outreach, the students were allocated to smaller groups to observe human cadavers (group A) and the Anatomage (group B), guided by two Anatomy Professors, where they identified structures related to several anatomical systems. Students then answered post‐tests (identical to the pre‐tests) for the purpose of quantifying learning parameters to measure the success of prosection/anatomage. Finally, students were asked to respond to a 10 question feedback survey reporting their AOO experience.Results81% of participating students considered the undergraduate A&P courses to be lacking without the Anatomage, and believed the table to be an imperative tool in thoroughly learning and applying human anatomy. Moreover, 98% of the students increased in knowledge of extensive human anatomy.ConclusionIntegrating the Anatomage, the virtual dissection and anatomy table, into undergraduate A&P courses is paramount to the comprehensive learning and application of human anatomy in students' future health careers.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.