Synthesis of two SAPAP3 isoforms from a single mRNA is mediated via alternative translational initiation

In mammalian neurons, targeting and translation of specific mRNAs in dendrites contribute to synaptic plasticity. After nuclear export, mRNAs designated for dendritic transport are generally assumed to be translationally dormant and activity of individual synapses may locally trigger their extrasomatic translation. We show that the long, GC-rich 5′-untranslated region of dendritic SAPAP3 mRNA restricts translation initiation via a mechanism that involves an upstream open reading frame (uORF). In addition, the uORF enables the use of an alternative translation start site, permitting synthesis of two SAPAP3 isoforms from a single mRNA. While both isoforms progressively accumulate at postsynaptic densities during early rat brain development, their levels relative to each other vary in different adult rat brain areas. Thus, alternative translation initiation events appear to regulate relative expression of distinct SAPAP3 isoforms in different brain regions, which may function to influence synaptic plasticity

Student perceptions of veterinary anatomy practical classes: a longitudinal study

Using cadaveric material to teach veterinary students poses many challenges. However, little research exists on the contribution of this traditional approach to student learning. This longitudinal study aimed to investigate student perceptions of cadaver-based anatomy classes in a vertically integrated veterinary curriculum at the University of Nottingham's School of Veterinary Medicine and Science. Likert-scale statements and free-text boxes were used in a questionnaire distributed to second-year veterinary students (response rate 59%, 61/103). The same questionnaire was subsequently distributed to the same cohort 2 years later, in the students' fourth year of study (response rate 68%, 67/98). Students agreed that cadaver-based activities aid their learning, and they particularly value opportunities to develop practical skills while learning anatomy. There are few changes in perception as undergraduates progress to clinical years of teaching. Students perceive anatomy to be important, and feel that their learning has prepared them for clinical placements. This study emphasizes the importance of using cadaveric materials effectively in anatomy teaching and, in particular, using clinical skills training to enhance the anatomy curriculum

Ready for the OR? - Clinical anatomy and basic surgical skills for students in their preclinical education

Medical students' first experience in the operating theatre often takes place during their electives and is therefore separated from the university's medical curriculum. In the winter term 2009/10, the Institute of Anatomy and Cell Biology at the University of Ulm implemented an elective called "Ready for the OR" for 2nd year medical students participating in the dissection course. We attempted to improve learning motivation and examination results by transferring anatomical knowledge into a surgical setting and teaching basic surgical skills in preparation of the students' first participation in the OR. Out of 69 online applicants, 50 students were randomly assigned to the Intervention Group (FOP) or the Control Group. In 5 teaching session students learned skills like scrubbing, stitching or the identification of frequently used surgical instruments. Furthermore, students visited five surgical interventions which were demonstrated by surgical colleagues on donated bodies that have been embalmed using the Thiel technique. The teaching sessions took place in the institute's newly built "Theatrum Anatomicum" for an ideal simulation of a surgical setting. The learning outcomes were verified by OSPE. In a pilot study, an intervention group and a control group were compared concerning their examination results in the dissection course and their learning motivation through standardized SELLMO-test for students. Participants gained OSPE results between 60.5 and 92% of the maximum score. "Ready for the OR" was successfully implemented and judged an excellent add-on to anatomy teaching by the participants. However, we could not prove a significant difference in learning motivation or examination results. Future studies should focus on the learning orientation, the course's long-term learning effects and the participants' behavior in a real surgery setting.Medizinstudierende machen ihre ersten Erfahrungen im Operationssaal häufig in Famulaturen und damit zeitlich und inhaltlich losgelöst vom Curriculum der Humanmedizin. Im WS 2009/10 implementierte das Institut für Anatomie und Zellbiologie an der Universität Ulm die fakultative Lehrveranstaltung "Fit für den OP (FOP)" für Studierende im vorklinischen Studienabschnitt, die zeitgleich am makroskopisch anatomischen Kurs teilnahmen. Durch den Transfer anatomischen Wissens in den chirurgischen Kontext und durch das Lehren chirurgischer Basisfertigkeiten, die auf den ersten Einsatz im OP vorbereiten, versuchten wir Lernmotivation und Prüfungsergebnisse zu verbessern. Von 69 Online-Bewerbern wurden 50 Studierende im Rahmen einer Pilotstudie zufällig der Fallgruppe (FOP-Gruppe) oder der Kontrollgruppe zugeteilt. In Rahmen von 5 Terminen erlernten die Studierenden die chirurgische Händedesinfektion, Nahttechniken und die Identifikation häufig verwendeter chirurgischer Instrumente. Weiterhin nahmen die Studierenden an fünf Operationen teil, die von chirurgischen Kollegen an Thiel fixierten Körperspendern demonstriert wurden. Der Unterricht fand im institutseigenen Theatrum Anatomicum statt, um dort eine optimale Simulation des Operationssettings zu gewährleisten. Das Erreichen der Lernziele wurde durch einen OSPE überprüft. Im Rahmen einer Pilotstudie wurden Fall- und Kontrollgruppe bezüglich ihrer Prüfungsergebnisse im Präparierkurs und der Lernmotivation mit dem SELLMO-Test für Studierende verglichen. FOP-Teilnehmer erzielten im OSPE zwischen 60,5 und 92% der maximalen Punktzahl. "FOP" konnte erfolgreich implementiert werden und wurde als exzellente Zusatzveranstaltung von den Teilnehmern evaluiert. Ein signifikanter Unterschied in der Lernmotivation oder den Prüfungsergebnissen konnte nicht nachgewiesen werden. Zukünftige Studien sollten die Lernorientierung, sowie langfristige Effekte der Veranstaltung und das tatsächlicher Verhalten der Teilnehmer bei realen Operationen genauer untersuchen