Tag: pubmed

FASEB J. 2022 May;36 Suppl 1. doi: 10.1096/fasebj.2022.36.S1.0R412.

ABSTRACT

The Fishbowl is an active teaching methodology whose group discussion format promotes dialogue and exchange of experience among session students and allows everyone to have an equal chance to express their opinions and views during class. So, we use this method to teach endocrine system anatomy to undergraduate students. However, there is little evidence of the use of this methodology to guide teachers on the best way to implement the Fishbowl in teaching anatomy. Based on these premises, the objective of this work was to report our experience based on the use of the Fishbowl technique in the teaching and learning process of the anatomy of the endocrine system. A quasi-experimental study with a quantitative approach was carried out with students from the discipline of anatomy of the endocrine system. The technique used was the open fishbowl in online mode. For data analysis, we used the relative frequency and the Mann Whitney test with the aid of the Graph Pad Prism version 7.0 program, with the data with a value of p<0.05 being considered significant. It was observed that there was no statistically significant difference between the participants’ ages (p>0.05). In our studies, we found that Fishbowl was more effective for teaching undergraduate anatomy than traditional teaching (p<0.05). The Fishbowl proved to be a satisfactory teaching technique for students when compared to the traditional class. We found that students who participated in the Fishbowl got statistically significantly more questions on the test when compared to students in traditional education (p<0.05). It was found that the Fishbowl allowed the educational process to be carried out with greater interaction in a more playful way. In addition, students became protagonists in the teaching and learning process, participating more effectively in classes. Thus, the Fishbowl becomes another active tool in the process of teaching and learning anatomy.

PMID:35557314 | DOI:10.1096/fasebj.2022.36.S1.0R412

FASEB J. 2022 May;36 Suppl 1. doi: 10.1096/fasebj.2022.36.S1.R4007.

ABSTRACT

BACKGROUND: Since the seventeenth century, the primary approach to teaching anatomy has involved hands-on learning using cadaveric specimens. However, the ability to use this long-standing tradition was curtailed in the 2020-2021 school year due to the COVID-19 pandemic. Many institutions closed physical classrooms entirely, launching experiential courses, such as anatomy, into the online space.

HYPOTHESIS: We hypothesized that Q-methodology could be used to uncover student perceptions of an introductory anatomy and physiology course that was offered online for the very first time.

METHODS: Q-methodology, considered the study of subjectivity, is an approach that statistically uncovers groups of individuals with shared perceptions within a larger cohort. Instructors can use Q-methodology to identify groups of students with shared needs, allowing for more specific and productive course reform. In the current study, Q-methodology was used as a means of course evaluation in the fall 2020 and winter 2021 semesters. Students were asked to sort 44 opinion-based statements in a quasi-normal table based on their level of agreement. By-person factor analysis of 166 responses revealed three statistically distinct groups of students.

RESULTS: The three groups were assigned the following monikers: Connected and Contented (CC), Disconnected and Disgruntled (DD), and Interconnected and Collaborative (IC). CC students (n=66) felt generally ambivalent toward course components and were comfortable with the technology skills required to participate in the online course space. DD students (n=50) were deeply unhappy with several elements of the course, including lectures, assignments, and evaluations. These students also felt as if they were teaching themselves. Finally, IC students (n=29) looked favourably upon the tutorial space and the role of teaching assistants. Analysis also revealed that some sentiments were shared across all three groups, including the preference for physical rather than virtual specimens, and the desire for more practice questions from faculty in order to prepare for bellringer exams. Interestingly, cohort opinions did not remain static across both semesters. There was a positive attitude shift as more students felt “Disconnected and Disgruntled” in the fall, and “Connected and Contented” in the winter.

CONCLUSIONS: These findings are useful for anatomy instructors interested in transitioning courses to an online or blended space, particularly in the face of ever evolving public health restrictions. The current study also models the wealth of information that can be uncovered using Q-methodology – useful for anyone interested in the previously amorphous study of subjectivity.

PMID:35557298 | DOI:10.1096/fasebj.2022.36.S1.R4007

FASEB J. 2022 May;36 Suppl 1. doi: 10.1096/fasebj.2022.36.S1.R4522.

ABSTRACT

Reciprocal peer teaching is a prominent pedagogical approach utilized across medical education to counteract reduction in gross anatomy contact hours. Traditionally, the roles of peer teacher and peer learner are alternated among students within a dissection group. This instance of reciprocal peer teaching was examined during Covid protocol, which prompted a third role, non-participants. Non-participants were students not present during peer teaching sessions due to enforced limitations on the number of students present at a table at a given time for social distancing. The purpose of this study was to examine the impact of student role (teacher, learner, or non-participant) during reciprocal peer teaching on performance of 1^st year medical students (n=34). The context of the study was a 10 week Human Gross Anatomy course taken first in the 1^st year medical student curriculum. Twenty-two peer teaching sessions were video recorded across the 4 blocks of anatomical content which resulted in (n=131) instances of reciprocal peer teaching. Peer teaching videos were cross-referenced to track student role during a given session and whether or not an anatomical structure was taught or not by cross-referencing the associated dissection structure list. Medical students throughout the course took 4 block laboratory practical exams which were collected and coded for student role, whether a question was answered correct or not, and if it was taught or not during the recorded peer teaching session. A GEE (generalized estimating equation) was used to determine if student role during reciprocal peer teaching sessions had a statistically significant effect on their likelihood to correctly answer lab practical questions, i.e., their performance. The factor role in the model was statistically significant (Wald χ² = 34.95 (2), p<0.0001) and indicated that those in the role of peer teacher had 4.14 times more likelihood to correctly answer lab practical questions. In practicality, this equated to an average increase in mean lab practical answers correct of 13% for peer teachers compared to peer learners, whereas peer learners only had a 3% increase in mean lab practical answers correct compared to non-participants. Given that peer teachers had to be involved in the hands-on dissection of the anatomical content for their given peer teaching session, the boost to their performance is not surprising. What is surprising is the marginal difference between peer learners and non-participants. These results may indicate that even though reciprocal peer teaching is premised as an active learning pedagogy, just because it is implemented doesn’t mean the peer learners are participating actively during teaching sessions and were largely passively being taught structures. A suggestion to increase peer learner benefit would be to allocate time for them to have an opportunity to identify and teach structures back to the peer teacher to increase their own retrieval practice. Future directions may incorporate the role of peer teacher as a facilitator rather than a passive lecturer, allowing the peer learners opportunities to become more actively involved in their own learning during reciprocal peer teaching sessions.

PMID:35557289 | DOI:10.1096/fasebj.2022.36.S1.R4522

FASEB J. 2022 May;36 Suppl 1. doi: 10.1096/fasebj.2022.36.S1.R4298.

ABSTRACT

SAMP1/YitFC (SAMP) mice exhibit spontaneous ileitis as they age with morphological and functional epithelial abnormalities mimicking human Crohn’s disease, a chronic disease characterized by ileal inflammation. Indole-3-carbinole (I3C), found in broccoli and Brussel sprouts, plays a crucial role in the anti-inflammatory processes by activating the aryl hydrocarbon receptor (AhR), a transcription factor vital for epithelial and immune cell functions. The impact of I3C diet on disease progression and epithelial integrity in SAMP model of ileitis is not known. METHODS: 6-week-old male and female (n=8 per group) SAMP and control AKR/J mice (Jackson) were fed for 14 weeks either a standard chow diet or a purified diet supplemented with 200 ppm with indole-3-carbinole (+I3C diet), or purified diet depleted of AhR ligands (-I3C diet). Ileum samples were collected for qPCR and histological analyses. Statistical analysis was performed by Tukey’s multiple comparison test for all three diets. To detect changes between +I3C vs. -I3C, delta values (Δ +/-I3C = SAMP-AKR) were analyzed by unpaired T-test. RESULTS: As expected, H&E staining for the ileum of SAMP mice fed chow diet, showed thickening of the muscle layer, neutrophil infiltration, and epithelial tufting vs. AKR mice. Severity of inflammation in SAMP mice, as assessed by fecal calprotectin ELISA, mRNA expression of cytokines, and histological analysis was not significantly impacted by dietary depletion or supplementation of I3C. With respect to epithelial abnormalities, Periodic Acid Schiff staining showed increased number of goblet cells per villi (~47-75%) in SAMP mice on all three diets. While mRNA levels of the major goblet cell secretory proteins, mucin2 (Muc2) and intestinal trefoil factor (ITF), were dramatically decreased in SAMP mice vs. AKR, supplementation of I3C attenuated this decrease in Muc2 and ITF by ~35% and 51% (p<.001), respectively, indicating defective synthesis or secretion. Similarly, I3C diet significantly (p<.01) attenuated the decrease in Paneth cell markers lysozyme C-1 (LYZ1) alpha defensin 5 (Def5α) and regenerating islet-derived protein 3 alpha (Reg3α) in SAMP mice by ~65%, 60%, and 24%, respectively. A decrease in fibroblast growth factor 15 (FGF15) and the epithelial ion transporters serotonin transporter (SERT) and organic solute transporter (OST) were observed in ileal mucosa of SAMP mice vs. AKR, and the supplementation of I3C mitigated these decreases by 30-58% (p<.01). There were no significant changes in the expression of tryptophan hydroxylase 1 (tph-1), C-X-C motif chemokine ligand 2 (CXCL2), or AhR by I3C diet in SAMP mice. In summary, I3C supplementation significantly attenuated the goblet cell, Paneth cell, and epithelial-specific abnormalities seen in SAMP mice. These data imply that dietary supplementation of AhR ligands may be a viable therapeutic strategy for Crohn’s patients to restore epithelial integrity.

PMID:35557290 | DOI:10.1096/fasebj.2022.36.S1.R4298

FASEB J. 2022 May;36 Suppl 1. doi: 10.1096/fasebj.2022.36.S1.R2685.

ABSTRACT

INTRODUCTION: Retrieval practice through testing can strengthen long-term memory. Experimentally, this concept known as the “testing effect” has often been demonstrated using word pairs. As many health science students quiz with flashcards to enhance recall, can the testing effect be detected within the more complex study of anatomy? It was hypothesized that participants utilizing flashcards for review would score higher on tests than those restudying a handout.

METHODS: Students were recruited from Pacific Northwest University of Health Sciences (PNWU). On day 1 of the study, subjects were given 3 memory tests (assessing memory of printed words, pictures, and spoken words), the scores of which were combined and used to assign participants to groups with approximately equal “memory.” Participants studied a handout on ruminant digestive anatomy, a topic novel to most students. After the initial study session, subjects were divided into a “flashcard group” (FG) or a “handout group” (HG) and reviewed the learned material via their assigned method. Participants then took a 15-question test, indicating whether they were confident or not for each answer, and took a similar test 1 and 3 weeks later. Participants completed surveys on demographics, existing knowledge of ruminants and anatomical terms, wellness, and study behaviors on day 1 of the study. Data were analyzed using Mann Whitney U test, Fischer’s exact test, Pearson Correlation Coefficient, and repeated measures ANOVA using SPSSv25.0 software with p<0.05 considered statistically significant. This study was deemed exempt by PNWU IRB (#2021-015).

RESULTS: Though not statistically so, mean scores were higher in the FG than in the HG for each of the ruminant digestive anatomy assessments. For day 1 test score means (FG 10.67 ± 1.50 vs HG 9.00 ± 2.68), a large effect size (η_p² =0.16) was detected. While the FG started with more experience with anatomical terms (p=0.046), this experience was not significantly correlated with day 1 test scores (n=17). Though the FG tended to perform better on day 1 tests, the HG was more confident in their answer choices (mean confidence scores HG 10.00 ± 1.10 vs FG 7.78 ± 1.72), with a large effect size present (η_p² =0.38). Memory scores were not significantly different between the FG and the HG. Though not significant, most memory scores were negatively correlated with age. Sleep was negatively correlated with memory scores, which was significant for memory of printed words (r=-0.56; p=0.019). Female memory scores consistently ranked higher than male scores.

CONCLUSIONS: Participants who restudied with flashcards tended to outperform those restudying handouts on tests covering a novel anatomy topic, suggesting that the testing effect may have occurred. Interestingly, the opposite pattern was seen in confidence, with those studying handouts seemingly more confident in their test answers. Utilizing memory test scores resulted in evenly distributed groups with respect to memory, and some intriguing potential differences were seen related to sleep on the night before day 1 of the study, age, and gender. This study was limited by a small sample size and should be expanded to further investigate the effect of various restudy techniques, such as using flashcards or handouts while learning anatomy.

PMID:35557288 | DOI:10.1096/fasebj.2022.36.S1.R2685

Reprod Health. 2022 May 12;19(1):117. doi: 10.1186/s12978-022-01422-w.

ABSTRACT

BACKGROUND: Lifestyle modification (diet, exercise, and behavioral interventions) is the first-line treatment for polycystic ovary syndrome (PCOS). The benefits of face-to-face lifestyle modification intervention in a short time have been demonstrated. However, few studies have investigated the mobile technology effects on lifestyle modification in PCOS. Therefore, we examined the effect of transtheoretical model-based mobile health application intervention program for PCOS.

METHODS: A randomised controlled, single-blind trial, was carried out from October 2018 to March 2019, which included 122 participants recruited from gynecology outpatient clinics of affiliated Hospital of Zunyi Medical University in Guizhou. The study participants were randomised into intervention (n = 61) and control groups (n = 61). Participants in the intervention group undertook a TTM-based mobile health application program in addition to routine care, and participants in the control group received only routine care.

RESULTS: Fifty-one participants in the intervention group and 49 in the control group completed the study. Compared to the control group, participants in the intervention group showed statistically significant decrease for BMI (P < 0.05), WC (P < 0.05), SAS (P < 0.05), and SDS (P < 0.05) scores at 6-month and 12-month, respectively. Behavior stage change of exercise and diet among paticipants with PCOS was significant at 6 months (c² = 43.032, P < 0.05) and 12th months (c² = 49.574, P < 0.05) between the intervention and control groups.

CONCLUSIONS: This study showed that the TTM-based mobile health application program can decrease BMI, WC, anxiety, and depression, and improve exercise and diet adherence in patients with PCOS in the long term. The TTM-based mobile health application program can be applied for lifestyle modification in women with PCOS. Trial registration This study was approved by the ethics committee NO.[2019]1-028 in March 2018 and was registered at the Chinese Clinical Trial Registry (website: www.chictr.org.cn , registry number: ChiCTR2000034572).

PMID:35549736 | DOI:10.1186/s12978-022-01422-w

Anaesth Intensive Care. 2022 May 12:310057X211053644. doi: 10.1177/0310057X211053644. Online ahead of print.

ABSTRACT

Dantrolene is currently the only drug known to specifically treat malignant hyperthermia (MH) crises. Although dantrolene attenuates Ca²⁺ disorders by acting mainly on the ryanodine receptor type 1 (RYR1), some patients who manifest MH without RYR1 variants have also been successfully treated with dantrolene. Thus, dantrolene appears to have an inhibitory effect on patients with and without RYR1 variants. This study aimed to investigate whether the effects of dantrolene differed depending on the presence or absence of RYR1 variants using muscle cells from MH-predisposed individuals. The study participants were individuals diagnosed with MH predisposition by the Ca²⁺-induced Ca²⁺ release rate test. They were genetically tested and divided into two groups: with and without RYR1 variants. We investigated whether these two groups showed differences in the changes in the half-maximal effective concentration (EC₅₀) for caffeine and the resting intracellular Ca²⁺ concentration ([Ca²⁺]_i) before and after dantrolene administration. Dantrolene administration significantly increased the EC₅₀ (P < 0.0001) and decreased the resting [Ca²⁺]_i (P < 0.0001). The inhibitory effects of dantrolene and the presence of RYR1 variants showed no statistically significant interactions related to the EC₅₀ (P = 0.59) and resting [Ca²⁺]_i (P = 0.21). In conclusion, the presence or absence of RYR1 variants does not appear to influence the effect of dantrolene.

PMID:35549722 | DOI:10.1177/0310057X211053644

Malar J. 2022 May 12;21(1):146. doi: 10.1186/s12936-022-04164-z.

ABSTRACT

BACKGROUND: Malaria is widespread in Ethiopia and has been a major cause of illness and death in that country. Therefore, Ethiopia has been exerting enormous efforts towards eliminating malaria by 2030. In the context of comprehensive malaria control, the malaria vaccine is used for the prevention of Plasmodium falciparum malaria in children living in regions with moderate- to-high malaria transmission.

METHODS: A community-based cross-sectional study was conducted among caregivers of children under the age of five throughout the months of September 2021. A structured interviewer-administered questionnaire was designed for data collection, and binary logistic regression analysis was used. The final result of the association was determined based on an adjusted odds ratio (AOR) at a 95% confidence interval (CI) level, and p < 0.05 indicated statistical significance.

RESULTS: A total of 406 caregivers of children under the age of 5 were interviewed. Overall, 131 (32.3%) respondents were willing to vaccinate their children. Marital status (AOR = 1.243; 95% CI 1.021-3.897), knowledge (AOR = 3.120; 95% CI 1.689-5.027), and previous experience with childhood vaccination (AOR = 2.673; 95% CI 1.759-4.101) were found to be significantly associated with willingness to accept a malaria vaccine for their children, at p < 0.05.

CONCLUSIONS AND RECOMMENDATIONS: The willingness to accept a malaria vaccine for children among caregivers of children under the age of five was low in the study area. Thus, health education and communication are crucial for alleviating poor knowledge about malaria vaccines.

PMID:35549710 | DOI:10.1186/s12936-022-04164-z

Hum Resour Health. 2022 May 12;20(1):40. doi: 10.1186/s12960-022-00729-w.

ABSTRACT

BACKGROUND: The 2014-2016 Ebola virus disease outbreak in West Africa revealed weaknesses in the health systems of the three most heavily affected countries, including a shortage of public health professionals at the local level trained in surveillance and outbreak investigation. In response, the Frontline Field Epidemiology Training Program (FETP) was created by CDC in 2015 as a 3-month, accelerated training program in field epidemiology that specifically targets the district level. In Guinea, the first two FETP-Frontline cohorts were held from January to May, and from June to September 2017. Here, we report the results of a cross-sectional evaluation of these first two cohorts of FETP-Frontline in Guinea.

METHODS: The evaluation was conducted in April 2018 and consisted of interviews with graduates, their supervisors, and directors of nearby health facilities, as well as direct observation of data reports and surveillance tools at health facilities. Interviews and site visits were conducted using standardized questionnaires and checklists. Qualitative data were coded under common themes and analyzed using descriptive statistics.

RESULTS: The evaluation revealed a significant perception of improvement in all assessed skills by the graduates, as well as high levels of self-reported involvement in key activities related to data collection, analysis, and reporting. Supervisors highlighted improvements to systematic and quality case and summary reporting as key benefits of the FETP-Frontline program. At the health facility level, staff reported the training had resulted in improvements to information sharing and case notifications. Reported barriers included lack of transportation, available support personnel, and other resources. Graduates and supervisors both emphasized the importance of continued and additional training to solidify and retain skills.

CONCLUSIONS: The evaluation demonstrated a strongly positive perceived benefit of the FETP-Frontline training on the professional activities of graduates as well as the overall surveillance system. However, efforts are needed to ensure greater gender equity and to recruit more junior trainee candidates for future cohorts. Moreover, although improvements to the surveillance system were observed concurrent with the completion of the two cohorts, the evaluation was not designed to directly measure impact on surveillance or response functions. Combined with the rapid implementation of FETP-Frontline around the world, this suggests an opportunity to develop standardized evaluation toolkits, which could incorporate metrics that would directly assess the impact of equitable field epidemiology workforce development on countries’ abilities to prevent, detect, and respond to public health threats.

PMID:35549712 | DOI:10.1186/s12960-022-00729-w

Breastfeed Med. 2022 May 12. doi: 10.1089/bfm.2021.0326. Online ahead of print.

ABSTRACT

Background: The second stage of lactation with copious milk production occurs after birth regardless of the infant’s survival. Previous research indicates that milk donation following a perinatal loss may help some bereaved mothers come to terms with their loss. The purpose of this study was to explore the experience of women choosing to continue to express milk after a perinatal loss specifically for donation to a nonprofit milk bank governed by the Human Milk Banking Association of North America (HMBANA). Materials and Methods: Participants were recruited through HMBANA’s milk bank directors’ listserv, their bereavement committee, and through their website. Participants were eligible if they donated to an HMBANA milk bank and specifically continued to pump milk for the purpose of milk donation following a perinatal loss. Qualitative interviews were conducted with each participant using a secured web-based platform. Data collection and analysis occurred concurrently using qualitative content analysis until there was acknowledged informational redundancy. Participants’ demographic and lactation data were collected and analyzed using descriptive statistics. Results: Over 10 months, 21 participants were interviewed. Donating after perinatal loss has been described as a positive, valuable, and nurturing experience. Diminished grieving, enhanced connection to the infant, establishment of legacy, and creation of a positive from a negative are highlighted in several themes that illuminate the phenomena of bereaved donation. Discussion: The findings of this research are consistent with published literature, but in this study, two subgroups were formed. This enabled the researchers to compare the experience of those with previous breastfeeding experience and those without, which adds to the knowledge about the phenomenon. It provides information for health care professionals (HCPs) to understand the experience of bereaved milk donors and serves as a call to action for HCPs to develop best practices and incorporate lactation management in enhanced, individualized bereavement care for these women.

PMID:35549706 | DOI:10.1089/bfm.2021.0326