bluuebunny/crossref_metadata_2025_split huggingface dataset:
Training Next-Generation Immunologists on GuavaÒ MuseÒ Cell Analyzer Platform
Authors: Karp Jacob Alexander , Gillis Katherine , Salow Lisa , Dickey David , Cho Young , Madiraju Charitha 
Published: January 2023

Abstract
Immunology research in an academia setting is competitive and is especially challenging at any new professional program or new research laboratory. Faculty with start-up laboratories, welcome students into Biomedical Sciences research and in due course often seek for scientific collaborations. One such collaborative initiatives involved partnership between a non-profit academic research laboratory and Luminex, a biotechnology company that has a wide range of technological platforms including flow cytometers. This collaborative project is part of Research & Scholarship course (also called R&S course series) for PharmD students interested in Immunology research. The goal of the collaborative effort is to provide an opportunity for hands-on training of next generation immunologists on MuseÒ Cell Analyzer technology and proprietary kits/products designed for immunology and cell health analysis. R&S students are trained by their research faculty on an innovative microcapillary-based benchtop flow cytometer. Enrollment into Immunology-based research projects would entail students to train with a faculty mentor, conduct literature review on the assigned project, critically think about a research hypothesis, design methods, perform data analysis, arrive at a reasonably valid conclusion, and present a poster showcasing their results at an R&S poster day and/or other scientific conferences. Benchtop flow cytometry-based immunological and cell health assays relevant to R&S students’ research project and their execution using kits from Luminex are presented.
In-class activities as formative assessments in immunology: student buy-in and utilization
Authors: Brown Deborah M , Couch Brian A. , Brazeal Kathleen R. 
Published: January 2023

Abstract
Immunology is a difficult discipline to teach due to complex concepts, cellular interactions, jargon, and requirement of prerequisite knowledge across biology. Formative assessment (FA) techniques have been shown to improve student learning through increased engagement with material, instructor feedback, revision of understanding and student ownership of learning; yet implementation of these student-centered learning strategies can prove challenging. An in-class activity (ICA) worksheet FA was used in two semesters of an upper level Immunology course and a survey was used to measure student perception, buy-in and utilization of the FA. The ICA was administered each week and covered a key concept of the material presented. ICA worksheets examined the biochemical signaling pathways of T cell receptor signaling using an on line video by HHMI; HLA codominance and polygeny with flow cytometry data and Mendelian inheritance pedigrees; and CD4 T cell subset generation with an on-line modeling program developed by Cell Collective (www.cellcollective.org). Overall, student perceptions about ICA were favorable with a high level of “buy-in” across multiple categories/themes. In addition, ICA for immunology had a higher level of utilization (especially for later use) compared with other Biology courses using FAs. Within the immunology course, students viewed the ICA more favorable for later use and discussion compared to a pre-class FA, just in time teaching (JiTT). In contrast, students perceived the JiTT FA as providing more helpful feedback to correct misunderstandings. Utilizing student survey responses for both ICA and JiTT FAs will help improve in-class discussion, instructor feedback, and learning outcomes in immunology.
Development of a 4-year, comprehensive curriculum model for undergraduate immunology education
Authors: Bruns Heather A. , Justement Louis B 
Published: January 2023

Abstract
In addition to protecting individuals against infectious diseases, it is now well appreciated that the immune system influences a wide range of diseases including autoimmunity, cancer, and inflammatory syndromes that affect every organ in the body. Because it plays a key role in maintaining health, the immune system is important for several clinical specialties beyond infectious diseases. In spite of this, the development of robust curricula and educational programs at the national level that that are focused on teaching undergraduate students about the immune system are still in the earliest stages. This is in contrast to the current state of other specialized science majors. Because immunology is a highly conceptual discipline and understanding how the multiple cellular and soluble components of the immune system work in concert requires knowledge in a number of disciplines, time is needed for students to process and apply this information in meaningful ways. Concomitantly, knowledge in the field of immunology is expanding rapidly, bolstering the need for increased time in the curriculum to facilitate the ability of educators to convey information so that it can be effectively understood and applied. To address the need for undergraduate education in immunology, and the challenges faced in a multidisciplinary major, we have developed a 4-year program at the University of Alabama at Birmingham that provides a broad-based curriculum; delving into the normal and pathological workings of the immune system. We propose that it is time to follow this model, and that of a handful of other immunology programs to create a national curriculum that can be effectively implemented at the national level to promote undergraduate education in immunology.
Building Foundations for First Year Medical Students: Integration of Immunology, Microbiology, Pharmacology, and Infectious Disease Using Active Teaching and Self-Directed Learning
Authors: Steinel Natalie C , Lee Michael 
Published: January 2023

Abstract
In an era of decreasing basic science curriculum at medical schools, we sought to re-imagine how to optimally deliver three core basic science disciplines (immunology, microbiology, and pharmacology) together with infectious disease in a 5-week course. This course, was developed as part of a new 1-year pre-clinical basic science curriculum at the recently established Dell Medical School (DMS) 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 DMS, material was covered using primarily self-directed and flipped classroom approaches that incorporated approaches from the educational and cognitive psychology literature. Analysis of student data of our integrated course shows a strong correlation between student performance on formative and summative assessments 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 impacts achievement and may lead to superior outcomes. This offers valuable information that can be used to advise students on how to be successful in this type of high-impact course. It also may afford us the ability to predict which students may be at academic risk prior to the final summative exam.
Development of a CURE course aimed at characterization of bacterial Toll/interleukin 1 receptor (TIR) domain-containing proteins
Authors: Snyder Michelle , Snyder Greg A , Schmidt Katrina 
Published: January 2023

Abstract
Course-based undergraduate research experiences (CUREs) can engage a large, diverse group of students in authentic research, promote student research skills, student content knowledge, scientific literacy, critical thinking and analysis skills, support student self-efficacy, and at the same time provide a means to advance faculty research productivity. These varied goals of a CURE course, at times, can prove to be competing. For example, courses aimed at providing advanced levels of student input in design of research questions, hypotheses and protocols can veer from faculty research goals. In an effort to balance these competing objectives, we designed a CURE course engaging students at Towson University with research ongoing at the University of Maryland, School of Medicine aimed at characterizing the function of bacterial Toll/interleukin 1 receptor (TIR) domain containing proteins. Bacterial TIR proteins were originally characterized as virulence factors that impede mammalian innate immune signaling, but recently also have been shown to exhibit enzymatic NADase activity. Students in the CURE course used bioinformatics analysis of modeled structures of bacterial TIRs to predict sites for NADase function and hypothesized the effects of mutations of these sites on TIR functions. Students then designed and created recombinantly-expressed proteins mutated at their predicted sites and tested their mutant proteins for both NADase function and potential inhibition of mammalian innate immune signaling. This course outline thus allowed student engagement in project design and hypothesis formation, while also maintaining projects aimed at advancing a specific faculty research program.
Using IF-AT strategy in the dental immunology curriculum has a beneficial impact on performance and long term retrieval
Authors: Alard Pascale 
Published: January 2023

Abstract
When considering health professions education, student’s ability to retrieve acquired knowledge long term is critical. The immunology program for dental students is very intensive as they learn a tremendous amount of information in a short time (2.5 weeks), including memorization/understanding of new terminologies and concepts. In this study, we tested the impact of Immediate Feedback Assessment Technique (IF-AT) strategy on performance and long term retrieval. Two IF-AT sessions were held and accounted for 5% of the grade. Students were quizzed individually using iclicker, then divided into groups of 4–6 students who discussed the possible answers before selecting an answer using the IF-AT scratch forms. Students individually retook the quiz later and the concepts were discussed. Students found the exercise helpful in keeping up with studying and achieving a deeper understanding of the concepts. Students’ scores improved when taking the quiz in groups, and students answering correctly during the individual retake of the quiz increased from 60% to 85–90%. Performance on the exam shows that 89.3% of the students correctly answered questions whose topics had been covered during the IF-AT sessions versus 83.7% for questions about uncovered topics. The average of the class on the exam was 7 points higher, and was not due to a more performant class, i.e., students did not do better in other course exams unrelated to Immunology. Finally, students took the same quiz two months later without studying for it to assess long-term retrieval, and 70%–80 % of the students answered the questions correctly. In conclusion, holding IF-AT sessions is very beneficial as it improves the performance of the students on the exam and helps with long term retrieval.
Immunology that supports STEM participation for High School students
Authors: Sika-Paotonu Dianne , Anderson Jane , Cashin Phillipa , Cockburn Alana 
Published: January 2023

Abstract
The global burden of cancer is growing. The impact on Pacific communities living in New Zealand (NZ) and in the Pacific Region is significant and remains of concern. Pacific Peoples in NZ and in the Region remain overrepresented in adverse health statistics and outcomes. To improve health outcomes for Pacific communities, various strategies that include increasing the Pacific Health workforce have been proposed. These career pathways require participation in STEM and health related courses at high school and higher education learning levels. Pacific students remain underrepresented amongst these groups. This work sought to use Immunology based examples for improving the interest, engagement and participation of underrepresented student groups in High School the science laboratory. A teaching session was organized to include cancer related Immunology teaching content that was associated with subsequent laboratory workshop activities and was presented by a Pacific Biomedical Scientist. A question and answer was also set-up for the students to support their STEM learning in this context. Feedback indicated students who attended the teaching session found the Immunology related content helpful for their understanding of the overall STEM related laboratory and workshop content. Enthusiastic in-class interactions and engagement was observed. This work demonstrated the value of designing an in-class/laboratory environment that supports positive interactions and participation by students, by incorporating Immunology within the laboratory focus that is appropriately delivered and contextualized.
The importance of cultural context in supporting STEM related Immunology content for High School students
Authors: Sika-Paotonu Dianne , Cockburn Alana 
Published: January 2023

Abstract
Students and young people of Indigenous Māori and Pacific Peoples heritage living in NZ, remain underrepresented for STEM and health related courses. Health and STEM focused careers require participation in science and health related subject matter throughout high school and at higher education learning levels. This work sought to support, promote and encourage positive learning experiences for STEM related teaching content that was Immunologically based for a group of high school female students from underrepresented population groups that included Māori and Pacific students. Rheumatic Fever related Penicillin research work was presented to an all-girls high school class, comprised of students who were of predominantly Māori and Pacific heritage to support appropriate knowledge translation of STEM related Immunology based work that was also relevant to Māori and Pacific communities. This was carried out by a female Pacific Biomedical Scientist. Student feedback highlighted the session was very well-received and enjoyed by those in attendance. Strong interest was also expressed by the students who participated in the Rheumatic Fever related Penicillin based focus to the in-class interactions. A key element for undertaking this work was the inclusion of a female Pacific Biomedical Scientist in the teaching, aligning with the role modelling concept important for the Pacific students in particular who were involved with this STEM related outreach effort. These findings highlight the importance and relevance of cultural context in fostering positive learning and teaching interactions in the classroom for female high school students when engaging with Immunologically based STEM related content.
The utility and appropriate contextualisation of Immunology based cancer related teaching examples within Medical Sciences Education
Authors: Sika-Paotonu Dianne , Baltazar Patricia , dudley Joshua , Gilespie Alana , Logan Monica , Su Terrence , Tam Victoria , Walton Michaela 
Published: January 2023

Abstract
To support effective learning for students undertaking undergraduate Medical Sciences Education, multiple elements are required. These include clinically relevant Immunological course components and related research teaching examples with appropriate contextualisation. This learning and teaching effort involved incorporation of Immunologically based clinical research examples within undergraduate Medical Science Education classes relevant to current cancer related health issues associated with Māori and Pacific population groups living in New Zealand (NZ) and the Pacific Region. The overall aim was to support effective learning for students undertaking undergraduate Medical Sciences Education classes using clinically relevant Immunological based research examples that were contextualised and relevant to current health priorities associated with Māori and Pacific population groups. Immunologically based Cancer research work and examples of relevance to Māori and Pacific population groups were presented to 4th Year Medical students undertaking Medical Sciences Education classes. Feedback indicated these in-class examples helped raise awareness of current health issues and priorities facing Māori and Pacific population groups. Verbal and written student feedback also indicated in-depth understanding of the subject matter presented. Some students pursued efforts to secure research placements focused on Pacific related cancer-based research work. This work demonstrated the importance and utility of clinically relevant Immunological teaching examples that are contextualised and support learning and application of scientific research content for undergraduate Medical Science Education.
Teaching Undergraduate Immunology Using Journal Club Discussions and Case Studies
Authors: Dinkel Brittney A 
Published: January 2023

Abstract
With immunology being a rapidly progressing field, it is important to not only teach the basic immunology concepts but also teach current methods and navigation of primary literature. Based off our curriculum, students entering the 400-level immunology course already have had a brief introduction to immunology through the microbiology course. This allows us to dive more deeply into the material using primary literature and regular journal club discussions. Approximately half of the class each week provides background information and key concepts. The second half of the class each week is focused around either a recent publication focused around the concepts discussed during lecture or a case study that works to incorporate the understanding of multiple concepts into a disease or related condition. The journal clubs not only increase the depth and level of understanding around the topics but also works to expose students at small liberal arts colleges to techniques and data analysis that cannot be done on campus due to various limitations. Assessment is based off paper discussion forms, in-class discussion participation, and ability to analyze data and apply the knowledge during an exam.
Germinal center expansion but not plasmablast differentiation is directly proportional to peptide-MHCII density via CD40-CD40L signaling strength
Authors: Jing Zhixin , McCarron Mark J , Dustin Michael L , Fooksman David R 
Published: January 2023

Abstract
Although cognate peptide-MHCII (pMHCII) is critical for B cell selection in the germinal center (GC), it is unclear how cell intrinsic differences in peptide levels contribute to selection and cell fate decisions. Here, we applied the a-DEC205-OVA (dec) model system, to deliver different levels of OVA peptide to GC B cells in situ in order to interrogate how intermediate and high levels of pMHCII affect selection and cell fate on a per cell basis. We used Ly75+/− (DEC-het) B cells, which expressed ~50% of surface DEC205 protein compared to WT B cells, and presented proportional amount of OVA peptide after dec treatment. Using competitive co-transfers, we found that WT B cells expanded two-fold more than DEC-het B cells. This 2-fold difference in expansion was maintained at a wide range of dec administration. To study T cell recognition in situ, we developed a novel caged ovalbumin peptide, which is readily detected by OT-II T cells upon photo-uncaging, and revealed that initial T cell recognition in the GC leads to increased B-T serial contacts. Differential CD40 signaling, was both necessary and sufficient to mediate 2-fold differences in GC B cell expansion and also promoted GC-like B cell morphology, suggesting CD40 signaling is a rheostat of pMHCII dose. Surprisingly, we found that while plasmablast numbers were increased upon dec stimulation, both WT and DEC-het GC B cells were equally capable of differentiating into plasma cells, suggesting that pMHCII density does not directly control the output or quality of plasma cells generated. Thus, these results delineate distinct roles pMHCII play in expansion vs. differentiation in the GC.
Supported by grants from NIH (R01 HL141491-05)
Influenza infection reduces disease in a B-cell dependent EAE model of multiple sclerosis
Authors: Allushi Bujana , Chlebicz Magdalena , Labombarde Jocelyn , Turner Sean , Kovats Susan , Axtell Robert C 
Published: January 2023

Abstract
Multiple sclerosis (MS) is an autoimmune disease characterized by demyelination of neurons and inflammation in the central nervous system. MS afflicts approximately 2.5 million people worldwide. Understanding how viral infection affects MS disease is of great importance because the immune-suppressive effects of some MS therapies can make patients more vulnerable to viral infections. The goal of our project is to elucidate the effect of respiratory viral infection in a B cell-driven experimental autoimmune encephalomyelitis (EAE), which models the immune pathology of MS. Here, we describe a comorbid animal model in which mice were immunized with hMOG1–125 to induce EAE and subsequently infected prior to disease onset with a sublethal dose of the H1N1 Influenza A mouse-adapted A/Puerto Rico/8/1934 virus (IAV). Our data show that comorbid mice have a less severe EAE paralysis phenotype than mice with EAE alone. Flow cytometry analyses show that the lungs of comorbid mice had increased neutrophil numbers and a reciprocal reduction in MHCII+ CD86+ inflammatory monocytes. Comorbid mice also had fewer germinal center B cells in the lungs and reduced levels of IAV-specific IgM and IgG antibodies compared to IAV-infected controls. Secondary IAV challenge of comorbid mice revealed deficits in immunological B cell memory. Overall, our data show that EAE disrupts the antiviral immune response, including by decreasing the IAV-specific B cell response. Paradoxically, viral infection decreased EAE severity, indicating that the antiviral immune response attenuates B cell-dependent neuroinflammation. Future studies will determine mechanisms by which inflammation induced by viral infection modulates neuroinflammatory diseases.
Supported by grants from NIH (R01AI137047 and R01EY027346) A grant awarded to Dr. Kovats and Dr. Axtell from the Presbyterian Health Foundation
CD4+ T cells targeting a hybrid insulin:chromogranin A self-antigen are necessary and sufficient for autoimmune diabetes initiation
Authors: Dwyer Alexander J , Mitchell Jason S , Spanier Justin A , Silva Nubia , Alkhatib Mohannad , Tucker Christopher G , Morales Milagros Silva , Fife Brian T 
Published: January 2023

Abstract
Autoimmune diabetes induction requires CD4+ T cell responses directed against pancreatic islet self-antigens, and recent evidence implicates insulin C-chain:chromogranin A (InsC-ChgA) hybrid peptides as critical targets. Despite suggested contributions of InsC-ChgA-specific CD4+ T cells to diabetes pathology, the mechanisms underlying antigen encounter and pathogenicity are not understood. Here, we demonstrate these cells are absent in pancreata of adult diabetes-resistant mice, yet undergo rapid activation and expansion in neonatal non-obese diabetic (NOD) mice. InsC-ChgA-specific cells were clonally restricted to a public TRBV15 CDR3 sequence paired with shared α-chains in multiple mice, and the expansion of these cells was dependent upon early interactions with XCR1+ type 1 conventional dendritic cells. We also demonstrate pathogenicity upon transfer of InsC-ChgA-specific cells into NOD.Rag1−/− mice and disease abrogation with therapeutic administration of an anti-InsC-ChgA:I-Ag7 monoclonal antibody. Most importantly, this antibody prevents spontaneous diabetes. Together, these data establish the pathogenicity of InsC-ChgA-specific cells, demonstrating sufficiency and necessity for autoimmune diabetes.
Supported by grants from NIH (R01 AI156276, P01 AI35296, 2T32 AI007313)