Türkiye’de fizyoloji lisansüstü eğitimine genel bakış

A questionnaire was prepared to determine the current situation, characteristics, main problems and solution proposals of post-graduate physiology education in Turkey. The questionnaire was answered by 40% of the physiology departments with post-graduate programs. The results of the questionnaire demonstrate that 31% of master students and 45% of PhD students have academic positions. Most of the post-graduate physiology students are employed in the "academic staff training program" (62% of master and 59% of PhD students). Post-graduate physiology students were mainly composed of biologists (25%) and medical doctors (21%). All or the majority (81%) of postgraduate students have completed their education within the legal periods. We have observed that post-graduate physiology students do not sufficiently benefit from the national and international student exchange programs, scholarships and do not participate in academic activities. Publication rates of the post-graduate thesis in national and international journals are also below the anticipated level. The general problems faced in providing post-graduate physiology education are insufficiency of available academic positions, scholarships, number of academic staff, inadequate financial support in producing qualified research as well as lack of infrastructure. The results of the questionnaire demonstrate that comprehensive studies with broad participation are necessary in order to improve post-graduate education in our country

Bombesin-like peptides: Candidates as diagnostic and therapeutic tools

Bombesin (BBS) is proved to have a wide variety of the pharmacologic effects, including effects on the release of gastrointestinal hormones and control of gastrointestinal motility. More recently, the role of BBS in tumor growth, cellular proliferation and inflammation has attracted attention. There is evidence that increased BBS receptor expression may be considered as a specific marker for small-cell lung cancer, colorectal adenocarcinoma. gastric and pancreatic cancer, prostate, ovarian and breast cancer, neuroblastoma, renal ell carcinoma, malignant melanoma and thyroid carcinoma. BBS expression was found to be correlated with the histological grade of the tumor. Similarly, BBS treatment significantly improves the healing of chronic gastric ulcers and ameliorates the severity of burn- or colitis-induced gut injury. Although there is much complexity still to be elucidated to understand fully the physiologic and pathologic roles of BBS-like peptides several clinical or experimental trials have addressed that circulating or tissue levels of BBS-like peptides or their receptor expression may be used as diagnostic or prognostic markers of neoplastic disease, and incorporation of BBS receptor antagonists in the treatment of human cancer could provide substantial benefit to the cancer patients. Moreover, trophic, anti-ulcerogenic and anti-inflammatory actions of exogenous BBS make this peptide a potential supplement in minimizing or reversing tissue damage against several injurious challenges. In conclusion, based on the evidence summarized herein, related to the mitogenic and anti-inflammatory effects of BBS-like peptides, further investigations are needed to derive the benefit of BBS-like peptides in pharmacologic strategies

The physiology of learning and memory: Role of peptides and stress

The neuropeptides, as well as their respective receptors, are widely distributed throughout the mammalian central nervous system. During learning and memory processes, besides structural synaptic remodeling, changes are observed at molecular and metabolic levels with the alterations in neurotransmitter and neuropeptide synthesis and release. While there is consensus that brain cholinergic neurotransmission plays a critical role in the processes related to learning and memory, it is also well known that these functions are influenced by a tremendous number of neuropeptides and non-peptide molecules. Arginine vasopressin (AVP), oxytocin, angiotensin II, insulin, growth factors, serotonin (5-HT), melanin concentrating hormone, histamine, bombesin and gastrin-re leasing peptide (GRP), glucagon-like peptide-1 (GLP-1). cholecystokinin (CCK), dopamine, corticotropin releasing factor (CRT) have modulatory effects on learning and memory. Among these peptides CCK, 5-HT and CRF play strategic roles in the modulation of memory processes under stressful conditions. CRF is accepted as the main neuropeptide involved in both physical and emotional stress.. with a protective role during stress, possibly through the activation of the hypothalamo-pitiuitary (HPA) axis. The peptide CCK has been proposed to facilitate memory processing and CCK-like immunoreactivity in the hypothalamus was observed upon stress exposure, suggesting that CCK may participate in the central control of stress response and stress-induced memory dysfunction. On the other hand, 5-HT appears to play a role in behaviors that involve a high cognitive demand and stress exposure activates serotonergic systems in a variety of brain regions. The physiological role and therapeutic efficacy of various neuropeptides and the impact of stress exposure in the acquisition and consolidation of memory will be reviewed thoroughly

Interactive lecturing for meaningful learning in large groups

In order to enhance the quality of integration of physiological basic concepts with clinical sciences and to facilitate problem solving skills, a 'structured integrated interactive' two-hour block lecture on growth hormone physiology was implemented. A template showing the central regulation of growth hormone release and its peripheral effects was developed as an advanced organizer. Based on this template, new information was presented. Student feedback demonstrated that the lecture, based on the expository teaching model and enhanced by different forms of question and problem solving activities, was successful and interactive. It was also more motivating and was able to keep the attention of the students in relatively higher levels throughout the lecture. Furthermore, students felt that they had made important gains in transferable problem solving skills and this opinion was supported by their performance in clinical cases. These findings reinforced the idea that systematic incorporation of active learning strategies into lectures may minimize many of the weaknesses of traditional lectures