Matching Items (2)
Description
Skeletal muscle injury may occur from repetitive short bursts of biomechanical strain that impair muscle function. Alternatively, variations of biomechanical strain such as those held for long-duration are used by clinicians to repair muscle and restore its function. Fibroblasts embedded within the unifying connective tissue of skeletal muscle experience these multiple and diverse mechanical stimuli and respond by secreting cytokines. Cytokines direct all stages of muscle regeneration including myoblasts differentiation, fusion to form myotubes, and myotube functionality. To examine how fibroblasts respond to variations in mechanical strain that may affect juxtapose muscle, a myofascial junction was bioengineered that examined the interaction between the two cell types. Fibroblasts were experimentally shown to increase myoblast differentiation, and fibroblast biomechanical strain mediated the extent to which differentiation occurred. Intereleukin-6 is a strain-regulated cytokine secreted by fibroblasts was determined to be necessary for fibroblast-mediated myoblast differentiation. Myotubes differentiated in the presence of strained fibroblasts express greater number of acetylcholine receptors, greater acetylcholine receptor sizes, and modified to be more or less sensitive to acetylcholine-induced contraction. This study provides direct evidence that strained and non-strained fibroblasts can serve as a vehicle to modify myoblast differentiation and myotube functionality. Further understanding the mechanisms regulating these processes may lead to clinical interventions that include strain-activated cellular therapies and bioengineered cell engraftment for mediating the regeneration and function of muscle in vivo.
ContributorsHicks, Michael (Author) / Standley, Paul R (Thesis advisor) / Rawls, Jeffrey (Committee member) / Lake, Douglas (Committee member) / Hinrichs, Richard (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study investigates the success of a method used to encourage active engagement strategies among community and research faculty in a College of Medicine, and examines the effects of these strategies on medical student engagement and exam scores. Ten faculty used suggestions from the Active Engagement Strategies Website (AESW), which explained four strategies that could easily be incorporated into medical education lectures; pause procedure, audience response system, think-pair-share, and muddiest point. Findings from observations conducted during sessions where an active engagement strategy was implemented and when strategies were not implemented, faculty and student surveys, and exam question analysis indicate faculty members found active engagement strategies easy to incorporate, student engagement and exam score means increased when an active engagement strategy was implemented, and students reported perceptions of attaining a higher level of learning, especially when the pause procedure was implemented. Discussion and implications address low cost and easy ways to provide faculty development in medical education that potentially improves the quality of instruction and enhances student outcomes.
ContributorsYanez, Lisa C (Author) / Puckett, Kathleen (Thesis advisor) / Crawford, Steven R (Committee member) / Standley, Paul R (Committee member) / Arizona State University (Publisher)
Created2017