bluuebunny/crossref_metadata_2025_split huggingface dataset:
Deficiency of Interferon Regulatory Factor 5 in Myeloid Cells Prevents Necrotizing Enterocolitis by Inhibiting M1 Macrophage Polarization
Authors: Wei Jia , Wang Yidong , Cai Zhejun , Shu Qiang 
Published: June 2021

Necrotizing enterocolitis (NEC) is a severe inflammatory disease and is the most common cause of gastrointestinal mortality in newborns. However, the mechanisms remain unclear. Interferon regulatory factor 5 (IRF5) is a master regulator of macrophage function, which is essential for proinflammatory M1 macrophage polarization, and our previous data suggest the role of M1 macrophages promote NEC injury. Here, we investigated whether IRF5 is involved in the pathogenesis of NEC. We found that IRF5 was induced in infiltrated macrophages in neonates with NEC compared to the controls. We further confirmed IRF5 induction in macrophages in murine experimental NEC, and the infiltrated macrophages were predominantly polarized into M1 but not M2 phenotype in NEC. We generated the myeloid‐specific IRF5 defecient mice, and revealed that myeloid‐specific deficiency of IRF5 dramatically prevented experimental NEC, which was associated with reduced M1 macrophage polarization and systematic inflammation. Moreover, we found that ablation of IRF5 in myeloid cells markedly suppressed intestinal epithelial cells apoptosis and further prevented intestinal barrier dysfunction induced by experimental NEC. Overall, our study provides evidence that IRF5 in myeloid cells participates in the pathogenesis of NEC, while myeloid cell‐deletion of IRF5 prevents NEC via inhibiting M1 macrophage polarization.Support or Funding InformationThis study was supported by the National Natural Science Foundation of China (81501298, 81670390, and 81670259).This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Screening of Lactic Acid Bacteria Isolated From Philippine Traditional Fermented Products: Potential Probiotic Bacteria with Antimicrobial and Cytotoxic Activities
Authors: Agcaoili Genesis Julyus Tabangay , Oyong Glenn , Cabrera Esperanza C 
Published: June 2021

Thirty (30) isolates of lactic acid bacteria (LAB) from Philippine traditionally‐prepared fermented products, namely: fermented soy‐bean paste, fermented mustard and fermented rice‐fish mixture were studied for their in vitro antimicrobial and cytotoxic activities. Seventeen (17) isolates were identified as Lactobacillus plantarum, while 13 isolates were identified as Enterococcus spp. using 16S rDNA sequences. The phylogenetic tree revealed that there were three clusters of LAB with 100% similarity level. Disc diffusion method was used to determine the antibacterial activity of LAB against Staphylococcus aureus ATCC 25923 and Escherichia coli ATCC 25922, while the modified agar overlay method was used to determine the antifungal activity of LAB isolates on the yeast Candida albicans, and the dermatophytes Microsporum gypseum, Trichophyton rubrum and Epidermophyton floccosum. The filter‐sterilized LAB culture supernatants were evaluated for their cytotoxicity to mammalian colon cancer cell lines HT‐29 and HCT116, and normal human dermal fibrolasts HDFn using resazurin assay (PrestoBlue™). Colchicine was the positive control. No antimicrobial activity was observed against the bacterial test organisms and the yeast Candida albicans. On the other hand, all of the tested LAB strains were fungicidal for all the test dermatophytes. Cytotoxicity index profiles of all the LAB supernatants tested showed that these were cytotoxic to HT‐ 29 and HCT116 colon cancer cell lines, but were not cytotoxic for the normal HDFn cells. Results provide strong support for the role of the lactic acid bacteria studied for antifungal treatment and anticancer therapy.Support or Funding Information1. DOST‐SEI, Accelerated Science Technology Human Resource Development Program2. Center for Environmental and Natural Science Research, De La Salle University, Taft Avenue, Manila3. De La Salle University, College of Science, Biology DepartmentThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Trouble with Terminology: Confounding of The Terms “Sex” And “Gender” In the Anatomical Literature
Authors: Carter Yasmin 
Published: June 2021

IntroductionThe value of integrating ‘sex and gender’ into health education and research has been increasingly acknowledged recently. These terminologies, and hence the concepts they imply, tend, outside of language and gender scholars, to be improperly applied.AimThe goal of this study was to determine the currently accepted “correct” definitions of the terms “sex” and “gender” and to determine the accuracy of the usage of these terms in the anatomical literature.MethodsIn order to facilitate this, we first created a glossary of sex‐ and gender‐based medical terms both preferred and of those no longer considered appropriate, based on current literature. We subsequently conducted a meta‐analysis of the use of the term's “sex” and “gender” from June 2017–June 2018 of the top six anatomical journals: Annals of Anatomy; Anatomical Record; Anatomical Sciences Education; Anatomical Sciences International; Clinical Anatomy, and Journal of Anatomy.ResultsThe term gender was used on average in 22 papers in each journal over the year examined; however, we found that over 85% of papers using the term ‘gender,’ used it incorrectly ‐ as a substitute for “sex” when reporting biological differences. Clarity and coherence in our definitions are vital for both accuracy and validity in our discussions ‐ be it in our curriculum, data, outcomes or healthcare.Discussion and ConclusionThe conflation of the terms “sex” and “gender” leads to confusion regarding the contributions of these concepts to results, incomplete analysis and reporting in research. The accurate usage of these concepts, in turn allows us to discuss more complex theories such as gender non‐conforming participants and sex‐based biological differences.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Quantifying Medical Resident Perceptions Regarding the Utility of High‐fidelity Patient Simulation using Q‐methodology
Authors: Klein Barbie 
Published: June 2021

High‐fidelity patient simulation (HFPS) combines sophisticated patient manikins and realistic, immersive environments to safely train physicians at an early stage of their medical careers. However, little is known about the distinct patterns of medical resident perceptions who experienced HFPS during their undergraduate medical education (UME). Q‐methodology obtains first‐person, qualitative viewpoints from participants about a specific topic of interest using a quantitative inverted factor procedure and was used to answer the research question: How do medical residents perceive the utility of, and satisfaction with, HFPS experienced during their UME? Since Q‐methodology is an exploratory, systematic research technique that does not attempt to hypothesize existing relationships, a priori hypotheses were not developed for this research question. Graduates were sampled from Indiana University Bloomington School of Medicine (IUSM‐B) classes of 2015, 2016, and 2017 because HFPS was integrated into their UME. Of the 58 medical residents contacted, 12 were recruited for this study. The residents were asked to electronically sort 37 validated statements relative to each other into a bipolar, inverted quasi‐normal distribution based on their subjective opinions. Two open‐ended questions at the end of the sorting procedure allowed participants to elaborate on their choice of the highest and lowest ranked statements. The final solution consisted of three factors, one unipolar factor (Factor 1) and one bipolar factor (Factor 2a and Factor 2b), that explained 45% of the total variance in the data, with eleven participants (91.7%) mapping onto one of the three factors. Seven residents were grouped into Factor 1 and were labeled ‘Practical Skeptics' given their pattern of finding value in the pragmatic relevance of HFPS, but had difficulty suspending their disbelief of the simulated patient manikin. Three residents were clustered into Factor 2a characterized as ‘Simulation Enthusiasts' and demonstrated a pattern of embracing the HFPS experience, could suspend their disbelief, and found value in interprofessional education simulations with nursing students. Factor 2b included one resident described as an ‘Anxious Supporter’ because this individual embraced the use of HFPS but captured the stress and anxiety that some feel while participating in simulations that was not seen with the other two factors. This study discovered three distinct perceptions regarding HFPS among residents who attended IUSM‐B and may aid in tailoring HFPS strategies to more fully meet the needs and expectations of future physicians.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Constructing a Communication Scale to Measure the Effectiveness of Interprofessional Communication
Authors: Selvakumaran Kohilan , Selvakumaran Kaesavan , Norman Geoffrey , Palombella Andrew , Rockarts Jasmine , Wainman Bruce 
Published: June 2021

IntroductionIn our modern healthcare, healthcare teams are becoming increasingly multidisplinary which brings upon the need for them to be effective in order to have better patient outcomes. Communication failures can occur in interprofessional healthcare teams which leads to negative health outcomes. In order to evaluate communication in interprofessional groups, a communication scale is needed.AimGiven that there is currently no validated communication scale for interprofessional groups, the study's goal was to create and validate a communication scale in the context of an interprofessional based dissection course.MethodsObservations of the 34 students in the dissection study (N = 34) were conducted for the first 3 classes. With the use of these observations and prior qualitative analysis of focus group interviews from the course, a communication scale was constructed. The question items were then vetted by coordinators of the dissection course and research experts which led to the communication scale being shortened from 54 questions to 28 questions. The communication scale was used by each student in the class to assess themselves and two of their peers in their group resulting in 3 scores altogether. This procedure was repeated one week later to evaluate the reliability of the scale.ResultsThere is a 0.331 Pearson's Correlation between peer rater 1 and the self‐rater, a 0.139 Pearson's Correlation between peer rater 2 and the self‐rater and a 0.279 Pearson's Correlation between peer rater 1 and 2. These results indicate a significant difference between self and peer rating, and only a moderate correlation between any two of the three raters. Also, the large standard deviation associated with each of the 3 scores is indicative of large variability of scores around the mean total score.Discussion and ConclusionOverall, it is clear from the results that the constructed communication scale is not sufficiently reliable. Therefore, the next steps of the study is to improve reliability of the scale. This is by performing factor analysis to see whether question items can be decreased and grouped together to create subscales. Then, the subscales will be tested to see whether they are effective in measuring changes in communication skills of interprofessional groups over the duration of the course. Student feedback on the communication scale will also be used to improve on the effectiveness and reliability of the scale.Support or Funding InformationN/AThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Is there a Perceived Shortage of Anatomy Educators? An International Study
Authors: Wilson Adam , Notebaert Andrew , Schaefer Audra , Moxham Bernard , Stephens Shiby , Mueller Caroline , Lazarus Michelle , Katrikh Aaron , Brooks William 
Published: June 2021

PurposeIn 2002, a widely publicized report projected an anatomy educator shortage based on the perceptions of department chairpersons. Now, 16 years later, with the number of medical and health professions programs higher than ever, does a perceived shortage of anatomy educators (AEs) continue to persist? If there is a shortage, how severe is it and is it a global phenomenon?MethodsThis study replicated and expanded upon the previously published 2002 report. Two surveys were internationally distributed to 1) departmental leaders and 2) trainees (i.e., graduate students and postdoctoral fellows) within anatomy‐related departments. Trends in the number and type of AE job openings were also explored by analyzing job postings within the US over the past 2 years. Descriptive statistics were used to evaluate perceptions, historic trends, and future projections.ResultsThe majority (51% or more) of departmental leaders who responded from the US/Canada (n=81), the European Union (n=52), and ‘other countries’ (n=26) anticipate they will have ‘moderate’ to ‘great’ difficulty hiring AEs in each of the four classic anatomy disciplines over the next five years. Within the US alone, the number of AE job postings for allopathic and osteopathic medical schools has increased from a minimum of 17 postings in 2017 to 25 postings (and counting) in 2018. While the number of open AE positions within the US/Canada and ‘other countries' is perceived to remain in a steady state over the next 5 years, the European Union estimates a 5 fold increase in the number of openings. Departmental leaders prioritize AE applicants who have teaching experience (90%), the ability to teach multiple anatomy disciplines (72%), and the knowledge/experience of employing different teaching pedagogies (65%). Through the eyes of most (67.2%) trainees, the current job market is perceived to be highly competitive.ConclusionsBased on the perceptions of international departmental leaders and trends in documented job postings, the job vacancy gap for AEs continues to widen with the European Union projecting the greatest need for AEs over the next 5 years. Trainees' perceptions that the job market for AEs is competitive might be explained by a mismatch in how AEs are trained and the types of applicants departmental leaders are seeking.Support or Funding InformationAAAThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Building Bridges in Anatomical Sciences and Medical Education: Brazil and US Expanding Connections
Authors: Curcio Daniella Franco , Laitman Jeffrey T. 
Published: June 2021

Since 2015 the international outreach initiative Building Bridges (BB) has fostered collaborations and exchange experiences in anatomical sciences among students, researchers, and educators from Brazil and the US. Following a mini‐symposium at the Icahn School of Medicine at Mount Sinai in 2015, lectures, colloquia, and student‐faculty exchange sessions have subsequently been held in Sao Paulo (Santa Casa School of Medical Sciences), Ribeirao Preto (University of Sao Paulo School of Medicine, USP‐RP) and Rio de Janeiro (Federal University of Rio de Janeiro, UFRJ; Federal University of the State of Rio de Janeiro, UNIRIO; and the Brazilian National Academy of Medicine), from 2015–2018. Here, we report the upcoming BB activities held in November 2018. This year, we addressed the “Anatomy Leagues” of students at the Santa Casa School of Medical Sciences and our first solely post‐graduate audience (speech‐language pathologists and otolaryngologists) at the Center for Voice Studies. At the Santa Casa School of Medical Sciences, the lectures focus on educational advances, while at the Center for Voice Studies, the keynote speech center on science and our current research in developmental and evolutionary anatomy of the larynx, funded in part by grants to us from CNPq (Conselho Nacional de Desenvolvimento Científico e Tecnológico/National Council for Scientific and Technological Development). We also met with deans and departmental and educational leadership in the medical schools, members of the Brazilian National Academy of Medicine and members of the Brazilian Society of Anatomy, in preparation of launching an international exchange program at the Icahn School of Medicine at Mount Sinai and medical schools in Sao Paulo and Rio de Janeiro. We hope that by creating opportunities for students to participate in an exchange program in New York, we can help forge new leaderships and role models in medicine and health sciences in Brazil. We expect that our meetings this year continue to enhance the cooperation with the health care, medical and anatomical communities of the two countries.Support or Funding InformationMeeting support funded in part by The Anatomical Record; Research reported funded in part by CNPq grant PDE #249582/2013–9This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
A Low‐Cost 3D‐Printed Cricothyrotomy Training Simulator
Authors: Barger John Bradley , Gaffin Steven S. 
Published: June 2021

We describe a novel, low‐cost training device for cricothyrotomy procedures for medical students and residents. The device includes 3D‐printed laryngeal cartilages and cricothyroid membrane embedded in an ultrasound compatible ballistics gelatin. The device is life‐size with accurate textures and ultrasound properties, allowing students to practice incision placement in a low‐stakes environment. The difficulty of procedure practice can be adjusted by tinting the ballistics gelatin to provide a transparent or opaque soft‐tissue layer based on learner level. With the transparent trainer, the learner can easily see the landmarks for incision placement, and with the opaque trainer the learner can practice ultrasound‐guided and palpation‐guided incision placement. The training device has been tested with a small cohort of first‐ and second‐year medical students enrolled in a “Wilderness Medicine” elective course. They reported satisfaction with the device as a trainer, but outcome measures are not yet able to be assessed.Support or Funding InformationNoneThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Techniques for Interactive Sectioning of Anatomical Models During Live Instruction Applied to the Facial Skeleton Using the Digital Content Creation Software Zbrush 2018
Authors: Lister James Percy 
Published: June 2021

The use of 3D digital models in anatomical education has ben expanding due to the increased availability of technological solutions and growth in computing power required for visualizing digital geometry and delivering such content in real time to classroom settings. The availability to individual consumers of previously expensive or proprietary digital content creation (DCC) software has exploded with the introduction of the indie license business model. DCC software tools provide individuals the ability to generate anatomical models directly, or to enhance anatomical models derived from medical imaging data. The main advantage to the educator for using DCC tools has historically been that iterations on the model do not require multiple imaging data sets since the user can directly create the desired anatomical variations; the limiting factors being the user's available time/effort and personal anatomical knowledge. Recently powerful new tools have become available in some DCC packages such as Zbrush 2018 (Pixologic, Inc.) that introduce the ability to perform Boolean operations (addition, subtraction, intersection) on digital geometry. While these tools typically are used by artists in visual graphics fields to create a final geometrical form, here I will describe how the live interactive nature of these tools can be utilized in the lecture setting to interactively section anatomical models. A model of the facial skeleton will be used to explore the simultaneous implementation of several anatomical planes of section of arbitrary orientation in teaching the relationships of individual bones to each other and to elements of the pterygopalatine ganglion. Combinations of Boolean operations on individual and multiple anatomical structures will be demonstrated to illustrate how this software can best enhance the live classroom experience by empowering an instructor to “build” the anatomical region in a customized manner that tracks with the course of instruction. Additionally, these tools permit live sectioning of simple animated geometry, which can be used by the instructor to show how the cross‐sectional appearance of anatomical structures change during normal movement or disease processes. 3D print‐ready models can also be generated from any sectioned model using a plugin that ships with the software. Since DCC software are not designed as presentation tools, their live use presents new challenges for the educator integrating this technology in the classroom. Several notable obstacles are presented, such as controlling the speed of geometry manipulations, and potential solutions such as directing the students' attention using color and extra modeled geometry are discussed.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.