Do prerecorded lecture VODcasts affect lecture attendance of first-year pre-clinical Graduate Entry to Medicine students?

Background: There is increasing concern amongst educators that the provision of recorded lectures may reduce student attendance of live lectures. We therefore sought to determine if the provision of prerecorded lecture video podcasts (VODcasts) to first-year Graduate Entry to Medicine (GEM) students, affected attendance at 21 Physiology lectures within three separate pre-clinical modules.: Methods: Data on lecture attendance, utilization of VODcasts, and whether VODcasts should replace live lectures were drawn from three surveys conducted in academic years 2014–2015 and 2015–2016 on all first-year GEM students in two first-year pre-clinical modules where prerecorded Physiology VODcasts were available for viewing or downloading prior to scheduled live lectures. Results: A total of 191/214 (89%) students responded to the three surveys, with 84.3% of students attending all 21 lectures in the study. Only 4% of students missed more than one lecture in each of the three lecture series, with 79% indicating that VODcasts should not replace lectures. Conclusion: Therefore, we conclude that the attendance of pre-clinical GEM students at live lectures is not significantly impacted upon by the provision of lecture VODcasts, with most students viewing them as useful revision tools rather than as a replacement for live lectures

Using an online student response system, Socrative, to facilitate active learning of Physiology by first year graduate entry to medicine students: a feasibility study

Technologies such as audience response units (‘clickers’) have been used to facilitate greater student engagement within a variety of educational settings, but numerous technical issues have limited their more widespread use. More recently, flexible, cloud-based student response systems (SRSs), which are designed for use with student mobile devices and overcome most of the limitations of clicker systems, have become widely available. However, the suitability of use for such systems in accelerated degree programmes such as graduate entry to medicine (GEM) has yet to be assessed. Therefore, we utilised Socrative, a freely available SRS, in a physiology component of a first year GEM module to ascertain, a) its ease of deployment, b) its popularity with students and, c) if they felt it improved their learning. There were no technical problems using Socrative. Further, 93% of respondents to an attitudinal survey strongly agreed or agreed that they favoured using Socrative in the classroom, and that they felt that it had improved their learning (92%). Thus, our data strongly indicate that the use of SRSs like Socrative would be highly valued even by the time-pressured, relatively mature students enrolled on accelerated professional courses such as GEM

Student attitudes towards semi-flipped classroom teaching in a pre-clinical graduate entry to medicine Physiology module

Objectives: Several studies have demonstrated that ‘flipped classroom’ teaching can significantly enhance student learning. However, there is still relatively little evidence of its successful deployment with regard to the teaching of medical students generally or, more specifically, on accelerated degree programmes such as graduate entry to medicine (GEM). Therefore, we sought to determine the quantitative and qualitative effects of ‘semi-flipped classroom’ teaching within a respiratory physiology component of a first year GEM module. Methods: Students were asked to view vodcasts of lecture material prior to attending each of 6 live lectures within the module under study. Class time was then utilised for students to apply their new knowledge either by answering questions or through discussion. Students views of semi-flipped teaching were obtained upon completion of the module via an attitudinal survey. Additionally, student performance in three different exam formats were assessed a control GEM cohort who had completed the same physiology component the year before. Results: Exam performance did significantly improve relative to the previous GEM 1 cohort in two of the three exam formats used, but this improvement may have been due to other factors. However, survey data revealed that this mode of teaching was not popular with the majority of the students due to a perceived increase in workload upon an already heavy study load. Conclusions: Semi-flipped teaching as deployed here does not seem ideally suited to this particular cohort of medical students due to the extremely compressed and intensive nature of their course

The impact of vodcast utilisation upon student learning in the Physiology component of a first year graduate to entry medicine module

The current study sought to determine the effectiveness of video-on-demand podcasts (vodcasts) as a tool for facilitating the understanding of Physiology by first year undergraduate Graduate Entry to Medicine (GEM 1) students. Seventy three GEM 1 students were provided with full length vodcasts of lecture material in advance of each of nine Physiology lectures. Exam performance, using identical sample questions, was assessed against performance of the 2012-2013 GEM 1 class, which did not have access to the vodcasts. Qualitative information on students’ perceptions of the vodcasts was also gathered and analysed. Analysis revealed that the study group of 2013-2014 GEM 1 students achieved significantly higher grades in various examination formats in comparison to the control 2012-2013 GEM 1 cohort. Qualitative analysis of responses to the attitudinal survey revealed that the majority of students liked the vodcasts and that previewing them before lectures did indeed facilitate understanding of the lecture material. However, only 15% of the class was able to view all nine of the prepared vodcasts prior to lectures. Notably, the majority of students indicated that they also considered the vodcasts to be valuable revision tools. This study is the first to show that the use of vodcasts can provide clear, quantifiable benefits for GEM student learning over and above lecture notes and/or lecture slides alone. Our analysis suggests that this improvement was due both to their use as a preview tool as well as facility for later revision of lecture content

Student attitudes towards semi-flipped classroom teaching in a pre-clinical graduate entry to medicine Physiology module

Abstract Objectives: Several studies have demonstrated that 'flipped classroom' teaching can significantly enhance student learning. However, there is still relatively little evidence of its successful deployment with regard to the teaching of medical students generally or, more specifically, on accelerated degree programmes such as graduate entry to medicine (GEM). Therefore, we sought to determine the quantitative and qualitative effects of 'semi-flipped classroom' teaching within a respiratory physiology component of a first year GEM module. Methods: Students were asked to view vodcasts of lecture material prior to attending each of 6 live lectures within the module under study. Class time was then utilised for students to apply their new knowledge either by answering questions or through discussion. Students views of semi-flipped teaching were obtained upon completion of the module via an attitudinal survey. Additionally, student performance in three different exam formats were assessed a control GEM cohort who had completed the same physiology component the year before. Results: Exam performance did significantly improve relative to the previous GEM 1 cohort in two of the three exam formats used, but this improvement may have been due to other factors. However, survey data revealed that this mode of teaching was not popular with the majority of the students due to a perceived increase in workload upon an already heavy study load. Conclusions: Semi-flipped teaching as deployed here does not seem ideally suited to this particular cohort of medical students due to the extremely compressed and intensive nature of their course

An efficient and cost-effective method of generating postnatal (P2–5) mouse primary hippocampal neuronal cultures

Background: Primary culture of postnatal central neurons is a widely used methodology for applications such as the investigation of neuronal development, protein trafficking/distribution and cellular signalling. However, successful production and maintenance of such cultures, particularly from postnatal animals, can be challenging. In attempting to surmount these difficulties, several disparate culturing methodologies have been developed. Such methodologies are centred on the identification and optimisation of critical steps and, as such, the protocols and reagents utilised can differ quite markedly from protocol to protocol, often with the suggestion that the use of a (usually expensive) proprietary reagent(s), lengthy substrate preparation and/or cell isolation techniques is/are necessary for successful culture preparation. New method: Herein, we present a simple and inexpensive protocol for the preparation of primary hippocampal neurons from postnatal (2–5 day old) mice, which remain viable for experimental use for over one month. Results: Neurons cultured using this method follow well established developmental norms and display typical responses to standard physiological stimuli such as depolarisation and certain pharmacological agents. Comparison with existing methods/conclusion: By using a novel trituration technique, simplified methodology and non-proprietary reagents, we have developed a reliable protocol that enables the cost effective and efficient production of high quality postnatal mouse hippocampal cultures. This method, if required, can also be utilised to prepare neurons both from other regions of the brain as well as from other species such as rat

Cannabinoids on the Brain

Cannabis has a long history of consumption both for recreational and medicinal uses. Recently there have been significant advances in our understanding of how cannabis and related compounds (cannabinoids) affect the brain and this review addresses the current state of knowledge of these effects. Cannabinoids act primarily via two types of receptor, CB1 and CB2, with CB1 receptors mediating most of the central actions of cannabinoids. The presence of a new type of brain cannabinoid receptor is also indicated. Important advances have been made in our understanding of cannabinoid receptor signaling pathways, their modulation of synaptic transmission and plasticity, the cellular targets of cannabinoids in different central nervous system (CNS) regions and, in particular, the role of the endogenous brain cannabinoid (endocannabinoid) system. Cannabinoids have widespread actions in the brain: in the hippocampus they influence learning and memory; in the basal ganglia they modulate locomotor activity and reward pathways; in the hypothalamus they have a role in the control of appetite. Cannabinoids may also be protective against neurodegeneration and brain damage and exhibit anticonvulsant activity. Some of the analgesic effects of cannabinoids also appear to involve sites within the brain. These advances in our understanding of the actions of cannabinoids and the brain endocannabinoid system have led to important new insights into neuronal function which are likely to result in the development of new therapeutic strategies for the treatment of a number of key CNS disorders

Active peer-mentored learning can improve student understanding of physiological concepts in an undergraduate journal club

One of the most ubiquitous active learning modalities in the biological sciences at third level is the journal club. Journal club can promote several beneficial learning outcomes for students such as gaining critical reading skills to evaluate the scientific literature, improving scientific literacy, serving as an introduction to new concepts and techniques and improving communication skills. However, it can be difficult for instructors who facilitate journal club to gauge student audiences' understanding of topics being related by presenters. At the University of Nevada, Reno School of Medicine, international life sciences undergraduate students enrolled in our research program undergo a 12-month placement in selected research laboratories within the medical school in order to develop an understanding of basic medical scientific research and physiological concepts. As such, an integral component of this program is participation in regular journal club sessions which we had assumed helped students to develop such an understanding. However as we had never empirically assessed if this was the case or not, the aim of the current study was to determine if student understanding could be improved by complementing the standard journal club with peer-mentored workshop presentations. Data from this case study suggest that by allowing students to undergo peer-mentored learning in conjunction with journal club, student understanding of physiological concepts, as well as student confidence in presenting and communication, increases

Preferential activation of HIF-2? adaptive signalling in neuronal-like cells in response to acute hypoxia

Stroke causes severe neuronal damage as disrupted cerebral blood flow starves neurons of oxygen and glucose. The hypoxia inducible factors (HIF-1? and HIF-2?) orchestrate oxygen homeostasis and regulate specific aspects of hypoxic adaptation. Here we show the importance of HIF-2? dependant signalling in neuronal adaptation to hypoxic insult. PC12 and NT2 cells were differentiated into neuronal-like cells using NGF and retinoic acid, and exposed to acute hypoxia (1% O2). Gene and protein expression was analysed by qPCR and immunoblotting and the neuronal-like phenotype was examined. PC12 and NT2 differentiation promoted neurite extension and expression of neuronal markers, NSE and KCC2. Induction of HIF-1? mRNA or protein was not detected in hypoxic neuronal-like cells, however marked induction of HIF-2? mRNA and protein expression was observed. Induction of HIF-1? target genes was also not detected in response to acute hypoxia, however significant induction of HIF-2? transcriptional targets was clearly evident. Furthermore, hypoxic insult dramatically reduced both neurite number and length, and attenuated expression of neuronal markers, NSE and KCC2. This correlated with an increase in expression of the neural progenitor and stem cell-like markers, CD44 and vimentin, suggesting HIF-2? molecular mechanisms could potentially promote regression of neuronal-like cells to a stem-like state and trigger neuronal recovery following ischaemic insult. Our findings suggest the HIF-2? pathway predominates over HIF-1? signalling in neuronal-like cells following acute hypoxia

Leptin modifies the prosecretory and prokinetic effects of the inflammatory cytokine interleukin-6 on colonic function in Sprague–Dawley rats

Leptin ameliorates the prosecretory and prokinetic effects of the pro-inflammatory cytokine interleukin-6 on rat colon. Leptin also suppresses the neurostimulatory effects of irritable bowel syndrome plasma, which has elevated concentrations of interleukin-6, on enteric neurons. This may indicate a regulatory role for leptin in immune-mediated bowel dysfunction. In addition to its role in regulating energy homeostasis, the adipokine leptin modifies gastrointestinal (GI) function. Indeed, leptin-resistant obese humans and leptin-deficient obese mice exhibit altered GI motility. In the functional GI disorder irritable bowel syndrome (IBS), circulating leptin concentrations are reported to differ from those of healthy control subjects. Additionally, IBS patients display altered cytokine profiles, including elevated circulating concentrations of the pro-inflammatory cytokine interleukin-6 (IL-6), which bears structural homology and similarities in intracellular signalling to leptin. This study aimed to investigate interactions between leptin and IL-6 in colonic neurons and their possible contribution to IBS pathophysiology. The functional effects of leptin and IL-6 on colonic contractility and absorptosecretory function were assessed in organ baths and Ussing chambers in Sprague–Dawley rat colon. Calcium imaging and immunohistochemical techniques were used to investigate the neural regulation of GI function by these signalling molecules. Our findings provide a neuromodulatory role for leptin in submucosal neurons, where it inhibited the stimulatory effects of IL-6. Functionally, this translated to suppression of IL-6-evoked potentiation of veratridine-induced secretory currents. Leptin also attenuated IL-6-induced colonic contractions, although it had little direct effect on myenteric neurons. Calcium responses evoked by IBS plasma in both myenteric and submucosal neurons were also suppressed by leptin, possibly through interactions with IL-6, which is elevated in IBS plasma. As leptin has the capacity to ameliorate the neurostimulatory effects of soluble mediators in IBS plasma and modulated IL-6-evoked changes in bowel function, leptin may have a role in immune-mediated bowel dysfunction in IBS patients