17 research outputs found
Etiology of the membrane potential of rat white fat adipocytes
The plasma membrane potential (Vm) is key to many physiological processes, however its ionic aetiology in white fat adipocytes is poorly characterised. To address this question, we have employed the perforated patch current-clamp and cell-attached patch-clamp methods in isolated primary white fat adipocytes and their cellular model: 3T3-L1. The resting Vm of primary and 3T3-L1 adipocytes were -32.1Âą1.2mV (n=95) and -28.8Âą1.2mV (n=87), respectively. Vm was independent of cell size and fat content. Elevation of extracellular [K+] to 50mM by equimolar substitution of bath Na+ did not affect Vm, whereas substitution of bath Na+ with the membrane impermeant cation N-methyl-D-glucamine+ hyperpolarized Vm by 16mV, data indicative of a non-selective cation permeability. Substitution of 133mM extracellular Cl- with gluconate, depolarised Vm to +5.5, whereas Cl- substitution with I- caused a -9mV hyperpolarization. Isoprenaline (10ÂĩM) but not insulin (100nM) significantly depolarized Vm. Single-channel ion activity was voltage independent; currents were indicative for Cl- with an inward slope conductance of 16Âą1.3pS (n=11) and a reversal potential close to the Cl- equilibrium potential: -29Âą1.6mV. Reduction of extracellular Cl- elevated the intracellular Ca2+ of adipocytes.
In conclusion, the Vm of white fat adipocyte is well described by the Goldman-Hodgkin-Katz equation with a predominant permeability to Cl-. Consequently, changes in serum Cl- homeostasis or the adipocyteâs permeability to this anion via drugs will affect its Vm, intracellular Ca2+ and ultimately its function and its role in metabolic control
āļāļĢāļ°āļŠāļīāļāļāļīāļāļĨāļāļāļāļāļāđāļĢāļĩāļĒāļāļāļāļĄāļāļīāļ§āđāļāļāļĢāđāļāđāļ§āļĒāļŠāļāļ āđāļĢāļ·āđāļāļ āđāļ āļŠāļąāļāļ§āļīāļāļĒāļēāļāļāļāļĒāļēāļāđāļēāļāļĄāļ°āđāļĢāđāļ Effectiveness of Computer-Assisted Instruction of the Pharmacology of Anticancer Drugs
āļ§āļąāļāļāļļāļāļĢāļ°āļŠāļāļāđ: āđāļāļ·āđāļāđāļāļĢāļĩāļĒāļāđāļāļĩāļĒāļāļāļĨāļāļāļāļāļēāļĢāļāļāļāļ§āļāļāļāđāļĢāļĩāļĒāļāļāđāļ§āļĒāļāļāđāļāļāļŦāļĨāļąāļāđāļĢāļĩāļĒāļāļ āļēāļāļāļĢāļĢāļĒāļēāļĒ āđāļāļĒāđāļāđāđāļāļāļŠāļēāļĢāļāļĢāļ°āļāļāļāļāļēāļĢāđāļĢāļĩāļĒāļ (handout) āđāļĨāļ°āļāļāđāļĢāļĩāļĒāļāļāļāļĄāļāļīāļ§āđāļāļāļĢāđāļāđāļ§āļĒāļŠāļāļ (computer-assisted instruction; CAI) āđāļĢāļ·āđāļāļ āđāļ āļŠāļąāļāļ§āļīāļāļĒāļēāļāļāļāļĒāļēāļāđāļēāļāļĄāļ°āđāļĢāđāļ āđāļāļāđāļēāļāļāļĨāļŠāļąāļĄāļĪāļāļāļīāđāļāļēāļāļāļēāļĢāđāļĢāļĩāļĒāļ āļāļ§āļēāļĄāļāļāļāļāļāļēāļāļāļēāļĢāđāļĢāļĩāļĒāļāļĢāļđāđāđāļĨāļ°āļāļ§āļēāļĄāļāļķāļāļāļāđāļāļāļāļāļāļīāļŠāļīāļāļāđāļāļŠāļ·āđāļ āļ§āļīāļāļĩāļāļēāļĢāļĻāļķāļāļĐāļē: āļāļĨāļļāđāļĄāļāļąāļ§āļāļĒāđāļēāļ āļāļ·āļ āļāļīāļŠāļīāļāđāļ āļŠāļąāļāļĻāļēāļŠāļāļĢāđāļāļąāđāļāļāļĩāļāļĩāđ 3 āļĄāļŦāļēāļ§āļīāļāļĒāļēāļĨāļąāļĒāļĄāļŦāļēāļŠāļēāļĢāļāļēāļĄ āļāļĩāđāđāļāđāļāđāļēāļāļāļēāļĢāđāļĢāļĩāļĒāļāļ āļēāļāļāļĢāļĢāļĒāļēāļĒ āđāļĢāļ·āđāļāļ āđāļ āļŠāļąāļāļ§āļīāļāļĒāļēāļāļāļāļĒāļēāļāđāļēāļāļĄāļ°āđāļĢāđāļāļĄāļēāđāļĨāđāļ§ 3 āļ§āļąāļ āļāļģāļāļ§āļ 91 āļāļ āļŠāļļāđāļĄāđāļāļāđāļāđāļāļāļąāđāļāļ āļđāļĄāļīāļāļēāļāđāļāļĢāļāđāļāļĨāļĩāđāļĒāļŠāļ°āļŠāļĄ āđāļāļĒāļŠāļļāđāļĄāđāļāđāļāļāļīāļŠāļīāļāđāļāđāļ 2 āļāļĨāļļāđāļĄ āļāļ·āļ āļāļĨāļļāđāļĄāļāļ§āļāļāļļāļĄ (n = 46) āļāļāļāļ§āļāļāļāđāļĢāļĩāļĒāļāļāđāļ§āļĒ handout āđāļĨāļ°āļāļĨāļļāđāļĄāļāļāļĨāļāļ (n = 45) āļāļāļāļ§āļāļāļāđāļĢāļĩāļĒāļāļāđāļ§āļĒ CAI āđāļāļĒāđāļāđāđāļ§āļĨāļē 80 āļāļēāļāļĩ āļāļģāļŦāļāļāđāļŦāđāļāļāļāļ§āļāļāļāđāļĢāļĩāļĒāļāļāđāļ§āļĒāļāļāđāļāļ 2 āļāļĢāļąāđāļāļŦāđāļēāļāļāļąāļ 3 āļ§āļąāļ āļāļĢāļ°āđāļĄāļīāļāļāļĨāđāļāļĒāđāļāļĢāļĩāļĒāļāđāļāļĩāļĒāļāļĢāļ°āļŦāļ§āđāļēāļāļāļĨāļļāđāļĄāļāļ§āļāļāļļāļĄāđāļĨāļ°āļāļĨāļļāđāļĄāļāļāļĨāļāļ āđāļāđāđāļāđ āļāļ°āđāļāļāđāļāļĨāļĩāđāļĒāļāļāļāđāļāļāļāļāļŠāļāļāļāđāļāļāļāļāļāļ§āļ (PreInt) āļŦāļĨāļąāļāļāļāļāļ§āļāļāđāļģāļŠāļāļāļāļĢāļąāđāļāļāļąāļāļāļĩ (PostInt2) āļŦāļĨāļąāļāļāļāļāļ§āļāļāđāļģāļŠāļāļāļāļĢāļąāđāļāļŦāđāļēāļāļāļąāļ 15 āļ§āļąāļ (Ret15) āļāļĨāļŠāļāļāļāļĨāļēāļāļ āļēāļ (āļŦāļĨāļąāļāļāļāļāļ§āļāļāđāļģāļŦāđāļēāļāļāļąāļ 25 āļ§āļąāļ) āđāļĨāļ°āļāļ§āļēāļĄāļāļķāļāļāļāđāļāļāļāļāļāļīāļŠāļīāļāļāđāļāļŠāļ·āđāļ āļāļĨāļāļēāļĢāļĻāļķāļāļĐāļē: āļāļāļ§āđāļēāļŦāļĨāļąāļāļāļāļāļ§āļāļāđāļģāļŠāļāļāļāļĢāļąāđāļāļāļąāđāļāļŠāļāļāļāļĨāļļāđāļĄāļĄāļĩāļāļ°āđāļāļāđāļāļĨāļĩāđāļĒ PostInt2 āļŠāļđāļāļāļ§āđāļē PreInt āļāļĒāđāļēāļāļĄāļĩāļāļąāļĒāļŠāļģāļāļąāļāļāļēāļāļŠāļāļīāļāļī (P-value < 0.001) āđāļāđāđāļĄāđāļāļāļāļ§āļēāļĄāđāļāļāļāđāļēāļāđāļĄāļ·āđāļāđāļāļĢāļĩāļĒāļāđāļāļĩāļĒāļāļĢāļ°āļŦāļ§āđāļēāļāļāļĨāļļāđāļĄ āđāļāđāļāđāļāļĩāļĒāļ§āļāļąāļāļāļēāļĢāđāļāļĢāļĩāļĒāļāđāļāļĩāļĒāļāļāļ°āđāļāļāđāļāļĨāļĩāđāļĒāļāļāļāļāļēāļĢāļāļāļŠāļāļāļāļ§āļēāļĄāļāļāļāļāļāļēāļāļāļēāļĢāđāļĢāļĩāļĒāļāļĢāļđāđāļĢāļ°āļŦāļ§āđāļēāļ PostInt2 āđāļĨāļ° Ret15 āđāļāļŠāđāļ§āļāļāļĨāļāļēāļĢāļŠāļāļāļāļĨāļēāļāļ āļēāļ āļāļāļ§āđāļēāļāļĨāļļāđāļĄāļāļ§āļāļāļļāļĄāđāļĨāļ°āļāļĨāļļāđāļĄāļāļāļĨāļāļāđāļāđāļāļ°āđāļāļāļĄāļēāļāļāļ§āđāļēāļĢāđāļāļĒāļĨāļ° 90 āđāļāļĒāđāļĄāđāļāļāļāļ§āļēāļĄāđāļāļāļāđāļēāļāļāļąāļāļāļēāļāļŠāļāļīāļāļīāļĢāļ°āļŦāļ§āđāļēāļāļāļĨāļļāđāļĄāđāļāđāļāļāļąāļ āļāļāļ§āđāļēāļāļĨāļļāđāļĄāļāļāļĨāļāļāļĄāļĩāļāļ§āļēāļĄāļāļķāļāđāļāđāļāļŠāđāļ§āļāļ āļēāļāļāļĢāļ°āļāļāļ āļāļāļēāļāļāļąāļ§āļāļąāļāļĐāļĢāđāļĨāļ°āļāļ§āļēāļĄāļāļĢāļ°āļāļąāļāļāļāļāđāļāļ·āđāļāļŦāļēāļĄāļēāļāļāļ§āđāļēāļāļĨāļļāđāļĄāļāļ§āļāļāļļāļĄ (P-value < 0.05) āļŠāļĢāļļāļ: āļāļēāļĢāļāļāļāļ§āļāļāļāđāļĢāļĩāļĒāļāļāđāļ§āļĒāļāļāđāļāļāļŦāļĨāļąāļāļāļēāļĢāđāļĢāļĩāļĒāļāļ āļēāļāļāļĢāļĢāļĒāļēāļĒāļāđāļģāļŠāļāļāļāļĢāļąāđāļāļāļēāļ CAI āļŦāļĢāļ·āļ handout āļāđāļ§āļĒāļŠāđāļāđāļŠāļĢāļīāļĄāļāđāļēāļāļāļ§āļēāļĄāļĢāļđāđāļāļ§āļēāļĄāđāļāđāļēāđāļāđāļĨāļ°āļāļ§āļēāļĄāļāļāļāļāļāļēāļāļāļēāļĢāđāļĢāļĩāļĒāļāļĢāļđāđāđāļāđāļĒāļēāļ§āļāļēāļāļāļķāļ 25 āļ§āļąāļ āļāļģāļŠāļģāļāļąāļ: āļāļāđāļĢāļĩāļĒāļāļāļāļĄāļāļīāļ§āđāļāļāļĢāđāļāđāļ§āļĒāļŠāļāļ, āđāļ āļŠāļąāļāļ§āļīāļāļĒāļēāļāļāļāļĒāļēāļāđāļēāļāļĄāļ°āđāļĢāđāļ, āļāļĨāļŠāļąāļĄāļĪāļāļāļīāđāļāļēāļāļāļēāļĢāđāļĢāļĩāļĒāļ, āļāļ§āļēāļĄāļāļāļāļāļāļēāļāļāļēāļĢāđāļĢāļĩāļĒāļāļĢāļđāđObjective: To compare learning effectiveness and retention and satisfaction of providing a traditional handout and computer-assisted instruction (CAI) for post-lecture review of information on the pharmacology of anticancer drugs. Methods: A total of 91 3rd year pharmacy students of Mahasarakham University were enrolled in the study. All participants attended the lecture of pharmacology of anticancer drugs 3 days before the experiment. Students were allocated to 2 groups by stratified random sampling based on accumulated grade point average (GPAX). Of these, 46 students were assigned to control group (handout), and 45 students to test group (CAI). Eighty minutes was set for each of the two self-study sessions 3 days apart. All participants were assessed using a pre-test (PreInt), post-tests given immediateoy after the two self-study sessions (PostInt2), and retention tests given 15 days (Ret15) after the second self-study session. Midterm examination (given 25 days after the second self-study session) and student satisfaction were also identified. Results: At PostInt2, participants in both groups had significantly higher scores than PreInt (Pâvalue < 0.001). However, no significant difference between groups was detected. In terms of learning retention, no significant differences were detected between PostInt2 and Ret15. Both groups scored well in their midterm examinations, with all scores over 90%, and no significant difference detected between groups. Regarding the average satisfaction scores for lecture reviewing materials, these were significantly higher for CAI than the handout (p<0.05), with students preferring the imagery, text size and conciseness of the CAI. Conclusion: Studentsâ learning effectiveness and long-term learning retention (25 days) could be improved when lecture content was reviewed with either CAI or a handout. Further improvements could be achievable if a second self-study session with CAI or a handout was scheduled. Keywords: computer-assisted instruction (CAI), pharmacology of anticancer drugs, learning effectiveness, learning retentio
āđāļĢāļāļāļđāļāđāļāļāļēāļāļāļēāļĢāđāļĢāļĩāļĒāļāļāļāļāļāļąāļāļĻāļķāļāļĐāļēāđāļ āļŠāļąāļāļĻāļēāļŠāļāļĢāđāđāļāļĒ Learning Motivation of Thai Pharmacy Students
āļ§āļąāļāļāļļāļāļĢāļ°āļŠāļāļāđ: āđāļāļ·āđāļāļāļąāļāļāļēāđāļāļĢāļ·āđāļāļāļĄāļ·āļāļŠāļģāļŦāļĢāļąāļāļ§āļąāļāđāļĢāļāļāļđāļāđāļāļāļēāļāļāļēāļĢāđāļĢāļĩāļĒāļāļāļāļāļāļīāļŠāļīāļāđāļ āļŠāļąāļāļĻāļēāļŠāļāļĢāđāđāļāļĒ āđāļĨāļ°āđāļāļ·āđāļāļāļĢāļ°āđāļĄāļīāļāđāļĢāļāļāļđāļāđāļāļāļēāļāļāļēāļĢāđāļĢāļĩāļĒāļāļāļāļāļāļīāļŠāļīāļāđāļ āļŠāļąāļāļĻāļēāļŠāļāļĢāđ āļāļąāđāļāļāļĩāļāļĩāđ 1 - 6 āļāļāļāļĄāļŦāļēāļ§āļīāļāļĒāļēāļĨāļąāļĒāļĄāļŦāļēāļŠāļēāļĢāļāļēāļĄ āđāļĨāļ°āđāļāļĢāļĩāļĒāļāđāļāļĩāļĒāļāđāļĢāļāļāļđāļāđāļāļĢāļ°āļŦāļ§āđāļēāļāļāđāļāđāļĨāļ°āļāļĨāļēāļĒāļ āļēāļāļāļēāļĢāļĻāļķāļāļĐāļē āļ§āļīāļāļĩāļāļēāļĢāļĻāļķāļāļĐāļē: āļāļđāđāļ§āļīāļāļąāļĒāļāļąāļāļāļēāđāļāļāļŠāļģāļĢāļ§āļāđāļĢāļāļāļđāļāđāļāļāļēāļāļāļēāļĢāđāļĢāļĩāļĒāļāļāļāļāļāļīāļŠāļīāļāđāļ āļŠāļąāļāļĻāļēāļŠāļāļĢāđāđāļāļĒāđāļāļĨāļāļēāļ Modified Archerâs Health Professions Motivation Survey (MAHPMS) āļāļāļ Perrot and Deloney (2013) āļĢāļ§āļĄāļāđāļāļāļģāļāļēāļĄ 62 āļāđāļ āļāļĢāļ°āļāļāļāļāđāļ§āļĒāļāļąāļ§āļāļĩāđāļ§āļąāļāļŦāļĨāļąāļ 4 āļāđāļēāļāđāļāđāđāļāđ āđāļāđāļēāļŦāļĄāļēāļĒāļāļēāļĢāđāļĢāļĩāļĒāļāļĢāļđāđ (3 āļāđāļēāļāļĒāđāļāļĒ) āļāļĨāļĒāļļāļāļāđāļāļēāļĢāđāļĢāļĩāļĒāļāļĢāļđāđ (2 āļāđāļēāļāļĒāđāļāļĒ) āļāļąāļāļāļąāļĒāļāļĩāđāļāļ§āļāļāļļāļĄāļāļēāļĢāđāļĢāļĩāļĒāļāļĢāļđāđ (2 āļāđāļēāļāļĒāđāļāļĒ) āđāļĨāļ°āļāļ§āļēāļĄāļĒāļēāļāļāđāļēāļĒāļāļāļāļāļēāļāļāļĩāđāđāļĨāļ·āļāļāļāļģ (2 āļāđāļēāļāļĒāđāļāļĒ) āđāļāļĒāđāļāđ Likert scale 5 āļĢāļ°āļāļąāļ (1 = āđāļŦāđāļāļāđāļ§āļĒāļāđāļāļĒāļāļĩāđāļŠāļļāļ, 5 = āđāļŦāđāļāļāđāļ§āļĒāļĄāļēāļāļāļĩāđāļŠāļļāļ) āđāļāđāļāļāļŠāļāļāļāļļāļāļŠāļĄāļāļąāļāļīāļāļēāļāļāļīāļāļ§āļīāļāļĒāļēāļāļāļāđāļāļĢāļ·āđāļāļāļĄāļ·āļ āđāļāđāļāļāđāļāļĄāļđāļĨāđāļāļ āļēāļāļāļēāļĢāļĻāļķāļāļĐāļē 1/2563 āļāļĩāđāļāđāļ§āļāļāđāļāđāļĨāļ°āļāļĨāļēāļĒāļ āļēāļāļāļēāļĢāļĻāļķāļāļĐāļē āđāļāđāđāļāļĢāļĩāļĒāļāđāļāļĩāļĒāļāļāļ§āļēāļĄāļāđāļēāļāļāļāļāļāļ°āđāļāļāļāļąāļ§āļāļĩāđāļ§āļąāļāļĒāđāļāļĒāļāļāļāđāļāđāļĨāļ°āļāļąāļ§āļāļĩāđāļ§āļąāļāļŦāļĨāļąāļ āļāļĨāļāļēāļĢāļĻāļķāļāļĐāļē: āđāļāļĢāļ·āđāļāļāļĄāļ·āļāļĄāļĩāļāļ§āļēāļĄāļāļĢāļāļāļāļāđāļāļ·āđāļāļŦāļēāđāļĨāļ°āļāļ§āļēāļĄāđāļāļĩāđāļĒāļāđāļāļīāļāļāļ§āļēāļĄāļŠāļāļāļāļĨāđāļāļāļ āļēāļĒāđāļāļĢāļ°āļāļąāļāļĒāļāļĄāļĢāļąāļāđāļāđ āđāļāļāļīāļŠāļīāļāļāļļāļāļāļąāđāļāļāļĩāļāļąāđāļ āļāļ°āđāļāļāļāļāļāļāļēāļĢāđāļĢāļĩāļĒāļāļĢāļđāđāđāļāļāđāļēāļāļĒāđāļāļĒāđāļāļāđāļāļ·āđāļāđāļĢāļĩāļĒāļāļĢāļđāđ āļāļĨāļĒāļļāļāļāđāļāļēāļĢāđāļĢāļĩāļĒāļāļĢāļđāđāļāđāļēāļāļĒāđāļāļĒāđāļāļāđāļāļīāļāļĢāļļāļ āđāļĨāļ°āļāļēāļĢāļāļ§āļāļāļļāļĄāļāļēāļĢāđāļĢāļĩāļĒāļāļĢāļđāđāļāđāļēāļāļĒāđāļāļĒāđāļāļāļāļąāļāļāļąāļĒāļ āļēāļĒāđāļ āļĄāļĩāļāđāļēāļŠāļđāļāļāļ§āđāļēāļāļ°āđāļāļāļāļāļāļāļąāļ§āļāļĩāđāļ§āļąāļāļĒāđāļāļĒāļāļ·āđāļāđāļāļāļąāļ§āļāļĩāđāļ§āļąāļāļŦāļĨāļąāļāđāļāļĩāļĒāļ§āļāļąāļāļāļĒāđāļēāļāļĄāļĩāļāļąāļĒāļŠāļģāļāļąāļāļāļēāļāļŠāļāļīāļāļī (P-value < 0.05) āļāļīāļŠāļīāļāļāļąāđāļāļāļĩāļāļĩāđ 1 - 5 āļĄāļĩāļāļ°āđāļāļāļāļāļāļāļēāļĢāđāļĨāļ·āļāļāļāļēāļāļāļĩāđāļĄāļĩāļāļ§āļēāļĄāļāđāļēāļĒāļŠāļđāļāļāļ§āđāļēāļāļēāļāļāļĩāđāļĄāļĩāļāļ§āļēāļĄāļĒāļēāļ āđāļāđāļāļīāļŠāļīāļāļāļąāđāļāļāļĩāļāļĩāđ 6 āļĄāļĩāļāļ°āđāļāļāļāļēāļĢāđāļĨāļ·āļāļāļāļēāļāļāļĩāđāļĄāļĩāļāļ§āļēāļĄāļĒāļēāļāļŠāļđāļāļāļ§āđāļē āđāļāļāđāļ§āļāļāļĨāļēāļĒāļ āļēāļ āļāļīāļŠāļīāļāļāļąāđāļāļāļĩāļāļĩāđ 1, 4 āđāļĨāļ° 6 āļĄāļĩāļāļ°āđāļāļāđāļāđāļēāļŦāļĄāļēāļĒāļāļēāļĢāđāļĢāļĩāļĒāļāļāđāļēāļāļĒāđāļāļĒāđāļāļāđāļĄāđāļĄāļĩāđāļāđāļēāļŦāļĄāļēāļĒāđāļāļīāđāļĄāļŠāļđāļāļāļķāđāļāļāļēāļāļāđāļāļ āļēāļāļāļĒāđāļēāļāļĄāļĩāļāļąāļĒāļŠāļģāļāļąāļāļāļēāļāļŠāļāļīāļāļī (P-value < 0.05) āļāļāļ°āļāļĩāđāļāļīāļŠāļīāļāļāļąāđāļāļāļĩāļāļĩāđ 2 āđāļĨāļ° 3 āļĄāļĩāļāļ°āđāļāļāđāļāđāļēāļŦāļĄāļēāļĒāļāļēāļĢāđāļĢāļĩāļĒāļāļĢāļđāđāļāđāļēāļāļĒāđāļāļĒāđāļāļāđāļāļ·āđāļāđāļĢāļĩāļĒāļāļĢāļđāđāļĨāļāļĨāļāļāļēāļāļāđāļāļ āļēāļāļāļĒāđāļēāļāļĄāļĩāļāļąāļĒāļŠāļģāļāļąāļāļāļēāļāļŠāļāļīāļāļī (P-value < 0.05) āļŠāļĢāļļāļ: āđāļāļĢāļ·āđāļāļāļĄāļ·āļāļāļĢāļ°āđāļĄāļīāļāđāļĢāļāļāļđāļāđāļāļāļēāļāļāļēāļĢāđāļĢāļĩāļĒāļāļāļāļāļāļīāļŠāļīāļāđāļ āļŠāļąāļāļĻāļēāļŠāļāļĢāđāļāļāļąāļāļ āļēāļĐāļēāđāļāļĒāļĄāļĩāļāļļāļāļŠāļĄāļāļąāļāļīāļāļēāļāļāļīāļāļ§āļīāļāļĒāļēāļāļĩāđāļĒāļāļĄāļĢāļąāļāđāļāđāđāļĨāļ°āļŠāļēāļĄāļēāļĢāļāļ§āļąāļāđāļĢāļāļāļđāļāđāļāđāļāđ āļāļģāļŠāļģāļāļąāļ: āđāļĢāļāļāļđāļāđāļāļāļēāļāļāļēāļĢāđāļĢāļĩāļĒāļ, āļāļīāļŠāļīāļāđāļ āļŠāļąāļāļĻāļēāļŠāļāļĢāđ, āļāļēāļĢāļĻāļķāļāļĐāļēāļāļēāļāđāļ āļŠāļąāļāļĻāļēāļŠāļāļĢāđ āđāļāļĢāļ·āđāļāļāļĄāļ·āļāļ§āļąāļāđāļĢāļāļāļđāļāđāļObjective: To develop a questionnaire for measuring learning motivation of Thai pharmacy students, to measure learning motivation of 1st â 6th year pharmacy students of Mahasarakham University, and compare learning motivation at the beginning and the end of the semester. Methods: The Modified Archerâs Health Professions Motivation Survey (MAHPMS) of Perrot and Deloney (2013) was translated into Thai language. Of 62 items, 4 domans or indicators consisted of goal orientation (3 sub-domains), learning strategy (2 sub-domains), locus of control (2 sub-domains) and preference for task difficulty (2 sub-domains). The response was a Likert-type ratingscale of 1-least favored, to 5-strongest preference. Psychometri properties were tested. Data were collected in the first semester of the academic year of 2020. Within each domain, scores of sub-domains were compared. Results: Content validity and internal consistency reliability of the questionnaire were acceptable. Scores of mastery oriented goal sub-domain of learning goal, meta-cognitive sub-domain of learning strategy, and internal sub-domain of locus of control in students in all years of study were significantly higher than other sub-domains in their respective domain (P-value < 0.05). Students in their 1st â 5th year had scores of easy task higher than difficult ones; while the opposite was true for the 6th year students. At the end of the semester, students in 1st, 4th and 6th year of study had scores of academic alienation sub-domain of learning goal increased (P-value < 0.05), and 2nd and 3rd year students had scores of mastery oriented goal sub-domain decreased (P-value < 0.05). Conclusion: Thai version of the questionnaire for measuring learning motivation of pharmacy students had acceptable psychometric proterties and was able to measure learning motivation. Keywords: learning motivation, pharmacy students, pharmacy education, motivation assessment too
CaV1.2 and CaV1.3 voltage-gated L-type Ca2+ channels in rat white fat adipocytes
L-type channel antagonists are of therapeutic benefit in the treatment of hyperlipidaemia and insulin resistance. Our aim was to identify L-type voltage-gated Ca2+ channels in white fat adipocytes, and determine if they affect intracellular Ca2+, lipolysis and lipogenesis. We used a multidisciplinary approach of molecular biology, confocal microscopy, Ca2+ imaging and metabolic assays to explore this problem using adipocytes isolated from adult rat epididymal fat pads. CaV1.2, CaV1.3 and CaV1.1 alpha1, beta and alpha2delta subunits were detected at the gene expression level. The CaV1.2 and CaV1.3 alpha1 subunits were identified in the plasma membrane at the protein level. Confocal microscopy with fluorescent antibodies labelled CaV1.2 in the plasma membrane. Ca2+ imaging revealed that the intracellular Ca2+ concentration, [Ca2 +]i was reversibly decreased by removal of extracellular Ca2+, an effect mimicked by verapamil, nifedipine and Co2+, all blockers of L-type channels, whereas the Ca2+ channel agonist BAY-K8644 increased [Ca2+]i. The finding that the magnitude of these effects correlated with basal [Ca2+]i suggests that adipocyte [Ca2+]i is controlled by L-type Ca2+ channels that are constitutively active at the adipocyte depolarized membrane potential. Pharmacological manipulation of L-type channel activity modulated both basal and catecholamine-stimulated lipolysis but not insulin-induced glucose uptake or lipogenesis. We conclude that white adipocytes have constitutively active L-type Ca2+ channels which explains their sensitivity of lipolysis to Ca2+ channel modulators. Our data suggest CaV1.2 as a potential novel therapeutic target in the treatment of obesity
Roles of Calcium in Adipocyte Cell Function
EThOS - Electronic Theses Online ServiceGBUnited Kingdo
Antibiofilm and antibacterial activities of lupinifolin in combination with protein synthesis inhibitors against methicillin-resistant Staphylococcus aureus
Introduction: Methicillin-resistant Staphylococcus aureus (MRSA)-derived biofilm formation is a crucial virulence factor, which essentially contributes to therapeutic challenges. This study aims to evaluate the antibiofilm and antibacterial formation activities of lupinifolin, a prenylated flavanone derived from Derris reticulata Craib. stem, in combination with protein synthesis inhibitors. Methods: The crystal violet biofilm formation assay was performed to determine the biofilm formation activity. The synergistic antibacterial activities were evaluated using the checkerboard and time-kill assays. Results: Lupinifolin and tetracycline significantly reduced MRSA biofilm formation with IC50 values of 15.32 Âą 5.98 and 13.42 Âą 5.90 Âĩg/mL, respectively. On the contrary, the individual treatment of streptomycin and clindamycin tended to enhance biofilm formation. Lupinifolin at the sub-MIC of 8 Âĩg/mL in combination with certain sub-MICs of tetracycline (8 and 16 Âĩg/mL), streptomycin (16, 32, and 64 Âĩg/mL), or clindamycin (4, 8, and 16 Âĩg/mL) caused significant inhibitions against MRSA biofilm formation (P<0.05). The combination of lupinifolin and streptomycin exhibited a synergy (FIC index <0.625), confirmed in the time-kill assay. Conversely, the combination of lupinifolin and tetracycline or clindamycin resulted in no interaction (FIC indices of 1.0078 and <1.0156, respectively). Conclusion: The antibacterial synergy of lupinifolin and streptomycin possibly contributed to their antibiofilm-forming activity. However, the combinations of lupinifolin and tetracycline or clindamycin conceivably executed their antibiofilm activity directly against the MRSA biofilm formation process. These findings indicate a potential role for lupinifolin as an antibiofilm enhancer to diminish MRSA biofilm formation