Investigation of the relationship between meals and blood sugar levels by continuous measurement

departmental bulletin pape

Correlated Alterations in Serotonergic and Dopaminergic Modulations at the Hippocampal Mossy Fiber Synapse in Mice Lacking Dysbindin

Dysbindin-1 (dystrobrevin-binding protein 1, DTNBP1) is one of the promising schizophrenia susceptibility genes. Dysbindin protein is abundantly expressed in synaptic regions of the hippocampus, including the terminal field of the mossy fibers, and this hippocampal expression of dysbindin is strongly reduced in patients with schizophrenia. In the present study, we examined the functional role of dysbindin in hippocampal mossy fiber-CA3 synaptic transmission and its modulation using the sandy mouse, a spontaneous mutant with deletion in the dysbindin gene. Electrophysiological recordings were made in hippocampal slices prepared from adult male sandy mice and their wild-type littermates. Basic properties of the mossy fiber synaptic transmission in the mutant mice were generally normal except for slightly reduced frequency facilitation. Serotonin and dopamine, two major neuromodulators implicated in the pathophysiology of schizophrenia, can potentiate mossy fiber synaptic transmission probably via an increase in cAMP levels. Synaptic potentiation induced by serotonin and dopamine was very variable in magnitude in the mutant mice, with some mice showing prominent enhancement as compared with the wild-type mice. In addition, the magnitude of potentiation induced by these monoamines significantly correlated with each other in the mutant mice, indicating that a subpopulation of sandy mice has marked hypersensitivity to both serotonin and dopamine. While direct activation of the cAMP cascade by forskolin induced robust synaptic potentiation in both wild-type and mutant mice, this forskolin-induced potentaition correlated in magnitude with the serotonin-induced potentiation only in the mutant mice, suggesting a possible change in coupling of receptor activation to downstream signaling. These results suggest that the dysbindin deficiency could be an essential genetic factor that causes synaptic hypersensitivity to dopamine and serotonin. The altered monoaminergic modulation at the mossy fiber synapse could be a candidate pathophysiological basis for impairment of hippocampus-dependent brain functions in schizophrenia

Learning Effectiveness in Nursing Skills Education by Designing a Flipped Classroom with ICT

PDF本研究の目的は、反転授業のデザインを基に再構築して展開した「栄養と食事」の看護技術教育の学習効果と課題を検討することである。反転授業に基づき再構築した技術学習を全て受講し、研究の同意が得られた看護学科１年生10 名を対象にグループインタビューをオンラインで実施し、質的帰納的に分析した。オンデマンド授業後に、オンライン授業と援助計画のディスカッションを経て、食事援助演習を行うという学習方法の効果について、研究に参加した学生の語りを分析した結果、122 コードから9 サブカテゴリーと3 カテゴリーが構成された。オンデマンド授業では＜今までよりも疑問を多く感じ解決したいと思う＞ことで＜既習の知識を全部活用する必要性に気づく＞ことや、＜自分のペースで繰り返す学習で理解が深まる＞ことを実感していた。オンライン授業と対面演習では＜仲間とのやり取りで疑問を解消しながら援助を想像する＞ことや、＜授業での理解を踏まえて患者への良いケアを深く思考する＞という、自らの考えを深める様子が示された。学習途上では＜議論が深まらず疑問が残り不安になる＞様子も見られたが、教員の支援や協働的な学習を経て＜患者にとって良いと思う援助方法を試行錯誤しながら探求する＞ことに至り、＜疑問を解消するためにいつもより教員に質問をする＞ことで＜演習でのやり取りを通じて援助方法に自信が持てる＞と感じていた。反転授業では学習途上において学生が抱く不安に課題があるものの、基本知識の習得と既習知識の活用に効果を発揮し、より良い援助方法を探求する機会となっていた。「栄養と食事」の技術教育は、学生自身が日常生活を手掛かりに想起しやすい援助技術であり、反転授業の展開に適していることが考えられた。Objective：We made a "Nutrition and Diet" nursing skills class with a flipped classroom design. The purpose of this study is to examine the effects and challenges of class. Methods：These are the 10 first-year nursing students who agreed to take all the Flippedclassroom classes. Group interviews were conducted online and analyzed qualitatively. This study was approved by the ethics committee of our institution. Results：The learning effects are summarized in 9categories. On demand, students had more questions than ever and wanted to solve them. Therefore, the students found it necessary to use all the knowledge they had already learned. The students also realized that they could repeat the learning at their own pace, which deepened their understanding. In class, students imagine how to help patients while answering questions through interactions with their peers. Students will think deeply about good patient care based on what they understand in class. And the students seemed to deepen their own thoughts. Students are still studying, so they are worried about not being able to have in-depth discussions with their peers.With the help of teachers and collaborative learning with their peers, they are exploring ways to make things better for patients through trial and error. Students will ask more questions than usual to the faculty to clear their doubts. So, students gain confidence in how to help by interacting with their peers in class. Conclusion：Although student anxiety is an issue for the Flipped classroom, it is effective in helping students learn the basics and use the knowledge they already have. And it is an opportunity for students to explore even better ways to help their patients. The "Nutrition and Diet" class is suitable for a Flipped Classroom because students can easily imagine it from their own daily lives.departmental bulletin pape