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The Dobbs decision of the United States Supreme Court and the actions of several state legislatures have made it risky, if not outright dangerous, to teach factual material concerning human embryology. At some state universities, for instance, if a professor's lecture is felt to teach or discuss abortion (as it might when teaching about tubal pregnancies, hydatidiform moles, or eneuploidy), that instructor risks imprisonment for up to 14 years (Gyori, 2023). Some states' new censorship rules have thus caused professors to drop modules on abortion from numerous science and humanities courses. In most states, instructors can still teach about human embryonic development and not risk putting their careers or livelihoods in jeopardy. However, even in many of these institutions, students can bring a professor to a disciplinary hearing by claiming that the instructor failed to provide ample trigger warnings on such issues. This essay attempts to provide some strategies wherein human embryology and the ethical issues surrounding it might be taught and students may be given resources to counter unscientific falsehoods about fertilization and human development. This essay provides evidence for teaching the following propositions. Mis-information about human biology and medicine is rampant on the internet, and there are skills that can be taught to students that will help them determine which sites should trusted. This is a skill that needs to be taught as part of science courses., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Embryology is an essential component to understanding human anatomy. It requires an in-depth understanding of 3D knowledge but is primarily taught with 2-dimensional resources. In particular, the development of the human heart is a complex process and difficult to understand using traditional teaching methods. We present here a series of heart embryology models created to supplement embryology education and aid students in understanding this complex process. Using Polydoh moldable plastic, models representing six different critical steps in heart formation are described, including: the fusing of the heart tubes (days 21-23), beginning of the cardiac loop (early day 23), fully formed cardiac loop (late day 23), four-week heart, formation of the endocardial cushions and septi (late fourth week), and heart with fully formed septi with functioning foramen ovale (sixth week). These models not only improve embryology education but also the understanding of heart pathologies. This method provides an affordable option for embryology education and provides students with learning tools that assist with the comprehension of the development of a complex organ., (© 2024 The Author(s). Anatomical Sciences Education published by Wiley Periodicals LLC on behalf of American Association for Anatomy.)

In modern medical curricula, embryology is typically taught through lectures, with a few institutions providing tutorials. The use of 3-D videos or animations enables students to study these embryological structures and how they change with time. The aim of this study was to assess the quality of cardiac embryology videos available on YouTube. A systematic literature review regarding the use of YouTube in teaching or learning cardiac embryology identified no papers that examined this specific question, and next, a systematic search of YouTube was performed. A total of 1200 cardiac embryology videos were retrieved using 12 specific search terms, with 370 videos retrieved under two or more search terms and excluded. A further 511 videos were excluded under additional, specific criteria. The remaining 319 videos were evaluated with the YouTube Video Assessment Criteria (UTvAC), with 121 rated as "useful." Videos on YouTube are uploaded with a wide audience in mind, from children to cardiologists, and content control is imperfect. Multiple videos were identified as duplicates of videos from original channels, typically without attribution. While 49 videos showed operations or human material, none contained an ethical statement regarding consent, and only 10 of these included an age restriction or graphical advisory. While there are useful videos for medical students studying cardiac embryology on YouTube, intuitive search strategies will also identify many with irrelevant content and of variable quality. Digital competence and search strategies are not innate skills, so educators should teach students to assess information so as to avoid overload or "filter failure.", (© 2024 The Author(s). Anatomical Sciences Education published by Wiley Periodicals LLC on behalf of American Association for Anatomy.)

In reading the published letter to the editor by Drs Venkatesh and Morris, they raise a number of points concerning educating students about developmental embryology, along with clinical (and presumably legal) considerations concerning individuals with DSDs or gender. Its publication is timely, given the recent debates in the wider medical community, and in public, following the publication of the Cass report, and the "WPATH files" (by Michael Shellenberger). While typical developmental embryology, and examples of variations, should rightly be included within the undergraduate curriculum (and has traditionally been taught pre-clinically by anatomists), establishing the extent to which diagnosis and management of DSDs and gender dysphoria should be included within modern undergraduate curricula is surely more appropriate for our specialist Clinical Colleagues to determine., (© 2024 Anatomical Society.)

Embryology, which is a part of anatomy curriculum, is well known to be most difficult to teach. Applied embryology is important in medical practice especially in obstetrics and gynecology. To support teaching embryology, a few multimedia methods have been introduced for the past twenty years, such as animations, twodimensional illustrations, three-dimensional illustrations, movies, and video. Innovative anatomy teaching and learning technology, particularly in the embryology syllabus, dramatically boosts students' understanding and interest while also indirectly simplifies anatomists' job. Students are excited to be able to visualize the embryo changes at any gestational age from fertilization to fetus development. Students' motivation is increased, and their comprehension and memorization are improved. In this review, we elaborate on the details of multimedia methods used for embryology teaching and learning as an alternative to traditional lectures and tutorials. The variety of approaches aids in reducing boredom and maintaining high levels of concentration. As a result, the multimedia usage is useful for long-term memorization. [ABSTRACT FROM AUTHOR]

Purpose of Review: Technological in-vitro fertilization (IVF) advancements originate in the embryology laboratory, and are accompanied by increased regulatory oversight and risk management. Stakes have never been higher or the need greater for the recruitment and cultivation of leaders in laboratory science to navigate the direction of IVF. Current thought leaders in state-of-the-art laboratories must prioritize this mission to optimize and preserve the future of IVF., Recent Findings: Leaders in laboratory science must be able to speak to patients, the lay public, business leaders, scientific colleagues and clinical embryologists. While technically gifted, laboratory leaders may benefit from leadership training. Recruitment of scientists into IVF is currently challenging due to a lack of branding and no clear pipeline for new scientists to enter the field. Once recruited however, cultivation of new leaders requires coaching and skill acquisition over time, in order to create multifaceted laboratory leadership., Summary: Laboratory leaders are typically recruited based on education and experience to lead teams of embryologists. These leaders will adopt new technologies in the laboratory. Therefore, laboratory leaders play a powerful role in IVF requiring leadership skills ultimately driving patient outcomes. These laboratory directors must possess innate leadership abilities or learn how to lead their teams., (Copyright © 2024 Wolters Kluwer Health, Inc. All rights reserved.)

Introduction: The appearance of artificial intelligence language models (AI LMs) in the form of chatbots has gained a lot of popularity worldwide, potentially interfering with different aspects of education, including medical education as well. The present study aims to assess the accuracy and consistency of different AI LMs regarding the histology and embryology knowledge obtained during the 1st year of medical studies., Methods: Five different chatbots (ChatGPT, Bing AI, Bard AI, Perplexity AI, and ChatSonic) were given two sets of multiple-choice questions (MCQs). AI LMs test results were compared to the same test results obtained from 1st year medical students. Chatbots were instructed to use revised Bloom's taxonomy when classifying questions depending on hierarchical cognitive domains. Simultaneously, two histology teachers independently rated the questions applying the same criteria, followed by the comparison between chatbots' and teachers' question classification. The consistency of chatbots' answers was explored by giving the chatbots the same tests two months apart., Results: AI LMs successfully and correctly solved MCQs regarding histology and embryology material. All five chatbots showed better results than the 1st year medical students on both histology and embryology tests. Chatbots showed poor results when asked to classify the questions according to revised Bloom's cognitive taxonomy compared to teachers. There was an inverse correlation between the difficulty of questions and their correct classification by the chatbots. Retesting the chatbots after two months showed a lack of consistency concerning both MCQs answers and question classification according to revised Bloom's taxonomy learning stage., Conclusion: Despite the ability of certain chatbots to provide correct answers to the majority of diverse and heterogeneous questions, a lack of consistency in answers over time warrants their careful use as a medical education tool., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier GmbH. All rights reserved.)

Knowledge of embryology is foundational for understanding normal anatomy and birth defects, yet, embryology is a notoriously difficult subject for medical students. Embryonic lateral folding in particular is one of the most challenging concepts in embryology. Highly effective teaching methods that promote active engagement with dynamic, three‐dimensional models may be helpful for teaching this content. The aim of this study was to determine whether a hands‐on modeling activity utilizing premade crocheted pieces constructed from durable, inexpensive yarn helped medical students enrolled in a pre‐matriculation course to understand embryonic lateral folding. Change in knowledge was assessed using a pre–post design. Students also completed subjective evaluations regarding their satisfaction with the activity. Quiz scores in means (±SD) increased from 62.7 (±24.1) % before the activity to 77.0 (±17.1) % after the activity (P = 0.0495, two‐tailed paired t test; d = 0.68). Generally, students reported that the activity was helpful and enjoyable, and the model pieces were easy to manipulate. These promising results suggest that hands‐on activities with dynamic, three‐dimensional models constitute an effective method for teaching embryology. [ABSTRACT FROM AUTHOR]

Backgroud: Under the circumstance of school closures caused by the coronavirus outbreak, medical schools in China began implementing online teaching, including histology and embryology (HE) beginning in the middle of February 2020. The changes in HE education in responding to the pandemic in China needs to be determined, for further adaption of online teaching delivery or blended learning. Methods: A nationwide survey of the major medical colleges was conducted via WeChat. Results: In total, 83 medical schools (one respondent per school) were invited to survey, 78 medical schools responded which represented most medical schools across all the provinces in mainland China, as well as Hong Kong and Macao. The results revealed that 77% (n = 60) and 58% (n = 45) of the responding schools had conducted HE theoretical and practical online teaching, respectively, prior to the pandemic; however, 27% (n = 21) of the medical schools had temporally suspended practical sessions at the time the survey was completed. During the pandemic, 73% (n = 57) and 29% (n = 23) of the medical schools delivered HE theoretical and practical sessions by synchronous live broadcasting, respectively; 65% (n = 51) of the medical schools increased virtual microscopy using during practical sessions. During the pandemic, 54% (n = 42) of the medical schools implemented teaching activities promoting active learning; meanwhile, online assessment was implemented in 84% (n = 66) of the responding medical schools. With regard to the satisfaction with the effectiveness of online teaching during the pandemic, 64% (n = 50) of the medical schools gave positive answers and considered that it was a good opportunity to develop novel and diversified teaching methods. Despite various difficulties such as work overload and unstable online teaching environments, most medical schools are willing to continue or increase theoretical online teaching after the pandemic. Conclusions: Medical institutes in China were the earliest of closing campuses and having complete online teaching experience during the pandemic. This paper presents overall HE teaching situation extracted from the survey, to assist other medical schools optimizing the transitions to quality online teaching within a short time, and to serve as reference for schools that demand essential knowledge in online teaching methods, infrastructure construction, and platform integrations.

Anatomical sciences curricula have been under constant reform over the years, with many countries having to reduce course hours while trying to preserve laboratory time. In Mexico, schools have historically been autonomous and unregulated, and data regarding structure and methods are still lacking. A national survey was sent by the Mexican Society of Anatomy to 110 anatomical sciences educators. The questionnaire consisted of 50 items (open and multiple choice) for gross anatomy, microscopic anatomy, neuroanatomy, and embryology courses in medical schools across Mexico. A clinical approach was the most common course approach in all disciplines. Contact course hours and laboratory hours were higher in Mexican anatomy education compared to other countries, with the highest reported contact hours for embryology (133.4 ± 44.1) and histology (125 ± 33.2). There were similar contact hours to other countries for gross anatomy (228.5 ± 60.5). Neuroanatomy course hours (43.9 ± 13.1) were less than reported by the United States and similar to Saudi Arabia and higher than the United Kingdom. Dissection and microscopy with histological slides predominate as the most common laboratory activities. Traditional methods prevail in most of the courses in Mexico and only a few educators have implemented innovative and technological tools. Implementation of new methods, approaches, and curricular changes are needed to enhance anatomical sciences education in Mexico. [ABSTRACT FROM AUTHOR]

In mainland China, histology and embryology (HE) are taught in one course as an essential component of medical curricula. The effectiveness of HE courses directly affects the quality of medical students. To determine the present situation and changes in HE teaching in Chinese medical schools, a nationwide survey was conducted among the HE departmental leaders. In total, 66 responses were included in the study, representing prominent Chinese mainland medical schools. The results revealed that most HE teachers have medical educational backgrounds; an increasing number of teaching staff with PhDs have joined the teaching staffs. A range of 71 to 90 HE curriculum contact hours is predominant. The ratio of theory to practice for HE contact hours is 1:1 at half of the surveyed medical schools. The numbers of students in each laboratory are less than 30 and from 31 to 60 at 23 and 36 medical schools, respectively. Virtual microscopy is employed in 40% of the surveyed medical schools. Didactic teaching is the most common strategy, although new teaching approaches are being employed gradually. During the past 20 years, both the total number of HE teachers and the number of HE teachers with medical educational backgrounds have been reduced in at least half of the surveyed schools. A total of 83.33% of the surveyed schools have reduced their HE contact hours. Almost half of the Chinese medical schools remained unchanged in both their ratio of theory to practice and the number of students in each laboratory. The data derived from this study help to understand the development of the HE discipline at Chinese medical schools. [ABSTRACT FROM AUTHOR]

The anatomical sciences have always been regarded as an essential component of medical education. In Canada, the methodology and time dedicated to anatomy teaching are currently unknown. Two surveys were administered to course directors and discipline leaders to gain a comprehensive view of anatomical education in Canadian medical schools. Participants were queried about contact hours (classroom and laboratory), content delivery and assessment methods for gross anatomy, histology, and embryology. Twelve schools responded to both surveys, for an overall response rate of 64%. Overall, Canadian medical students spend 92.8 (± 45.4) hours (mean ± SD) studying gross anatomy, 25.2 (± 21.0) hours for histology, and 7.4 (± 4.3) hours for embryology. Gross anatomy contact hours statistically significantly exceeded those for histology and embryology. Results show that most content is delivered in the first year of medical school, as anatomy is a foundational building block for upper‐year courses. Laboratory contact time for gross anatomy was 56.8 (± 30.7) hours, histology was 11.4 (± 16.2) hours, and embryology was 0.25 (± 0.6) hours. Additionally, 42% of programs predominantly used instructor/technician‐made prosections, another 33% used a mix of dissection and prosections and 25% have their students complete cadaveric dissections. Teaching is either completely or partially integrated into all Canadian medical curricula. This integration trend in Canada parallels those of other medical schools around the world where programs have begun to decrease contact time in anatomy and increase integration of the anatomical sciences into other courses. Compared to published American data, Canadian schools offer less contact time. The reason for this gap is unknown. Further investigation is required to determine if the amount of anatomical science education within medical school affects students' performance in clerkship, residency and beyond. [ABSTRACT FROM AUTHOR]

A modified Delphi methodology was used to develop a consensus regarding a series of learning outcome statements to act as the foundation of an undergraduate medical core embryology syllabus. A Delphi panel was formed by recruiting stakeholders with experience in leading undergraduate teaching of medical students. The panel (n = 18), including anatomists, embryologists and practising clinicians, were nominated by members of Council and/or the Education Committee of the Anatomical Society. Following development of an a priori set of learning outcome statements (n = 62) by the authors, panel members were asked in the first of a two‐stage process to 'accept', 'reject' or 'modify' each learning outcome, to propose additional outcomes if desired. In the second stage, the panel was asked to either accept or reject 16 statements which had either been modified, or had failed to reach consensus, during the first Delphi round. Overall, 61 of 62 learning outcome statements, each linked to examples of clinical conditions to provide context, achieved an 80% level of agreement following the modified Delphi process and were therefore deemed accepted for inclusion within the syllabus. The proposed syllabus allows for flexibility within individual curricula, while still prioritising and focusing on the core level of knowledge of embryological processes by presenting the essential elements to all newly qualified doctors, regardless of their subsequent chosen specialty. [ABSTRACT FROM AUTHOR]

Benefits from the use of cadavers in anatomical education are well described. Historically, human embryos and fetal cadavers were used in anatomy education to understand development and congenital malformations. Recently, three‐dimensional printed models produced from archival fetal specimens, and online repositories of images from archival collections of embryos and fetuses, have been used as an educational tool in human development courses. Given that the archival specimens were likely obtained prior to the era of informed consent, this raises questions about their appropriate and ethical use. Because some institutions in the United States retain archival collections of embryonic and fetal specimens that were once used as educational tools, their existence and utility require frequent reexamination against contemporary ethical frameworks to guide appropriate use or utilization. Four ethical rationales for uses of these collections are examined, including destruction, indefinite storage, use in research, and use in health professions education. Guidelines for the use of archival collections of human embryos and fetuses are presented. Indefinite storage and use in health professions education are supported, while use in research is also permitted, however, such use is limited and dependent on circumstance and purpose. The development of current digital repositories and three‐dimensionally printed models based on archival collections that were collected without informed consent, or those promoting commercial opportunity, are not supported. New embryonic and fetal donations obtained with informed consent should include reference to potential uses with new technology and virtual, genetic, or imaging applications. [ABSTRACT FROM AUTHOR]

The practical aspect of human developmental biology education is often limited to the observation and use of animal models to illustrate developmental anatomy. This is due in part to the difficulty of accessing human embryonic and fetal specimens, and the sensitivity inherent to presenting these specimens as teaching materials. This report presents a new approach using three‐dimensional (3D) printed replicas of actual human materials in practical classes, thus allowing for the inclusion of accurate examples of human developmental anatomy in the educational context. A series of 3D prints have been produced from digital data collected by computed tomography (CT) imaging of an archived series of preserved human embryonic and fetal specimens. The final versions of 3D prints have been generated in a range of single or multiple materials to illustrate the progression of human development, including the development of internal anatomy. Furthermore, multiple copies of each replica have been printed for large group teaching. In addition to the educational benefit of examining accurate 3D replicas, this approach lessens the potential for adverse student reaction (due to cultural background or personal experience) to observing actual human embryonic/fetal anatomical specimens, and reduces the potential of damage or loss of original specimens. This approach, in combination with ongoing improvements in the management and analysis of digital data and advances in scanning technology, has enormous potential to allow embryology students access to both local and international collections of human gestational material. Anat Sci Educ 00: 000–000. © 2018 American Association of Anatomists. [ABSTRACT FROM AUTHOR]

Human embryology is a core subject for medicine and current research. While animal models of development now have significant online resources available, the vast majority of human embryonic material is locked up in historic collections. When accessed today, these collections are still contributing to our understanding of human development. This paper describes two online resources for studying human development that are unlocking these invaluable collections and providing related human developmental resources. The first of these is the online Embryology website (http://tiny.cc/Embryo) that links the human developmental timeline to historic and current research findings. Secondly is the Digital Embryology Consortium (https://human-embryology.org), an international research partnership to digitise, preserve, and make the major embryology histological collections available for researchers. By making this histological material more widely available to researchers with new methods of analysis, a better understanding of human development can be reached. This also opens the opportunity for new 3D reconstruction and virtual reality representation of these embryos. [ABSTRACT FROM AUTHOR]

Background: One of the most important issues is the best method to teach embryology course to medical students. Small group discussion (SGD) were used to working together, integral to learning developing intellectual skills and interactive learning experience. Methods: The 72 medical students were equally randomized to the SGD (group I) and usual lecture based teaching (LBT), (group II) in general embryology course. The position of both groups changed in systems-base embryology. A pre-test and two of posttests (beginning; midterm for general embryology; final for systems-base embryology) were used to assess embryology knowledge of students with using an independent t-test. The questionnaire were designed to collect the attitudes of the students about the SGT. Results: Results showed no significant difference of the mean score between the two groups from the pre-test. The mean score of the SGD group compared to the LBT group significantly increased in general embryology (17.9±2.2, n=33 vs. 15.3±1.1, n=35) and in system-base embryology (17.5±1.2, n=31 vs. 14.3±3.2, n=32). Based on the questionnaires data, SGT was useful for effective interactivity (87.85%) and interpret the congenital disease. Students interested to use of the SGD in other course (86.47%) and they agreed (87.8%) traditional teaching methods are better for learning embryology. Conclusion: The SGT creating more collaboration, good performance, active participation, improves the anatomy knowledge and attitudes of medical students. Result suggested we will use of this teaching strategy in our university. [ABSTRACT FROM AUTHOR]

The drivers for curricular change in medical education such as the addition of innovative approaches to teaching, inclusion of technology and adoption of different assessment methods are gaining momentum. In an effort to understand how these changes are impacting and being implemented in gross anatomy, microscopic anatomy, neuroanatomy/neuroscience, and embryology courses, surveys were sent out to course directors/discipline leaders at allopathic Medical Schools in the United States during the 2016-2017 academic year. Participants in the study were asked to comment on course hours, student experiences in the classroom and laboratory, amount of faculty participation, the use of peers as teachers in both the classroom and laboratory, methods used for student assessment and identification of best practices. Compared to data published from a similar survey in 2014, a number of changes were identified: (1) classroom hours in gross anatomy increased by 24% and by 29% in neuroanatomy/neuroscience; (2) laboratory hours in gross anatomy decreased by 16%, by 33% in microscopic anatomy, and by 38% in neuroanatomy/neuroscience; (3) use of virtual microscopy in microscopic anatomy teaching increased by 129%; and (4) the number of respondents reporting their discipline as part of a partially or fully integrated curriculum increased by greater than 100% for all four disciplines. Anat Sci Educ 11: 7-14. © 2017 American Association of Anatomists. [ABSTRACT FROM AUTHOR]

Knowledge of embryonic development is important for choosing strategies for nest conservation, and reducing negative effects on eggs and embryos of turtle species subject to human and natural interference, as is the case of Podocnemis expansa in the Amazon. Nine P. expansa nests located in Balbina, Amazonia, Brazil, were used to describe embryonic development. An embryo was collected each day, totaling 240 embryos. The specimens were fixed in Bouin's and Karnovsky's solutions for macroscopic analysis and scanning electron microscopy, respectively. The incubation period lasted between 58 and 64 days with a mean nest incubation temperature of 30.3 °C. The main characteristics used for description and comparison of embryonic development were: development of the eyes, the mandibular process, limbs, carapace and plastron. We found that the timing of appearance and disappearance of structures in P. expansa were more advanced than in other turtle species. Furthermore, P. expansa displays some unique characteristics during its normal development, such as craniofacial morphology, frontonasal groove and carapace and plastron characteristics. [ABSTRACT FROM AUTHOR]

Plastic embryological models lack the excitement of seeing real, live embryos. Chick embryos are often used to demonstrate embryological development and blood circulation to students but this necessitates the death of the organism. Kryptolebias marmoratus embryos are large and can be viewed by means of a light microscope without need to harm the organism. Eggs are easily obtained from captive fish; and are easy to display to students. Embryological features common to early human development are readily visible in the K. marmoratus embryos: early brain development, eye development, somites, limb buds, blood circulation and pigment cell migration. Embryos also twitch when exposed to light and the beating heart is readily viewable. Use of the embryos in a class room has proven rewarding, students marvel at observing embryological development and are more eager to consider the common embryology and evolution of chordates. [ABSTRACT FROM AUTHOR]

Histology and embryology are prerequisite for understanding the complexity of cell and tissue organization, function and development. The aim of this study was to examine the attitudes of medical students toward relevance of histology and embryology in their pre-clinical and clinical medical practice. The study sample consisted of 900 undergraduate students of 1st and 6th study year at the School of Medicine in Belgrade, Serbia. Data were collected using an anonymous questionnaire. Senior students reported the relevance of histology and embryology knowledge for learning pathology, dermatology, physiology, gynecology and obstetrics, pathophysiology and pediatrics. Examination of students’ attitudes revealed that 1st year participants more often acknowledged histology and embryology as being of great importance for their professional career. Analysis according to gender indicated that female students consider embryology as of greater importance for further medical education and future clinical practice than male students. Overall, study results suggest that medical students have a positive attitude toward histology and embryology undergraduate course. This evidence could be used as an additional motive for the development of histology and embryology courses, with special emphasis on practical application of knowledge in clinically-oriented setting. [ABSTRACT FROM AUTHOR]

The study of embryonic development of multiple organisms, including model organisms such as frogs and chicks, is included in many undergraduate biology programs, as well as in a variety of graduate programs. As our knowledge of biological systems increases and the amount of material to be taught expands, the time spent instructing students about embryology is becoming more abbreviated. In addition, limitations in budget and resources make the laboratory components of embryology courses more difficult to support. We have generated a free mobile tablet application (App) called Dimensional Embryology (http://itunes.apple.com/app/id985989230) that can be used to quickly and easily teach students about the organization, shape and position of embryonic structures in both early chick and frog embryos. For each organism, we have highlighted different time points in early development, and have two-dimensional and three-dimensional images of the embryos. Using color enhanced images and images with the major structures isolated away from the background, students can make correlations between observations of serial sections and the three-dimensional shape and position of each internal structure. Students that used the Dimensional Embryology App found it to be very informative, easy and convenient to use. [ABSTRACT FROM AUTHOR]

Embryology belongs to the basic sciences and is usually an integral part of the anatomy. The subject is traditionally taught by visual inspection of embryonic tissue slides stained with Haematoxylin and Eosin (H&E) to expose the dynamics of tissue histology as development proceeds. While combining in situ hybridization for gene expression analysis and immunostaining for protein expression analysis is an established technique for embryology research, the implementation of this tool in embryology teaching has not been described. The present study was conducted to assess the use of an online multi-colour gene expression analysis technique, alongside histological sections and diagrams, to improve students' understanding of embryology. The participants of this study were bachelor's students of Veterinary Medicine at the University of Khartoum. The method was also evaluated by distributing questionnaire items to Veterinary students via Google forms; subsequently, their responses were analysed qualitatively. The majority of students stated that the new technique was beneficial for their learning of embryology. The multi-colour images proved a more effective means for learning embryology than the traditional H&E image. Results from the students strengthen the belief in applying the multi-colour technique for better embryology course learning., (© 2022 The Authors. Anatomia, Histologia, Embryologia published by Wiley-VCH GmbH.)

Adenosine receptor-mediated regulation of monocyte/macrophage inflammatory responses is critical in the maintenance of tissue homeostasis. In this study, we reveal that adenosine potently modulates the expression of NR4A1, 2, and 3 orphan nuclear receptors in myeloid cells, and this modulation is primarily through the adenosine A2a receptor subtype. We demonstrate that A2a receptor activation of NR4A1-3 receptor synthesis is further enhanced in TLR4-stimulated monocytes. After TLR4 stimulation, NR4A receptor-depleted monocyte/macrophage cells display significantly altered expression of cell-surface markers and produce increased inflammatory cytokine and chemokine secretion rendering the cells an enhanced proinflammatory phenotype. Exposure of TLR4 or TNF-α-stimulated monocytes to adenosine analogs directs changes in the expression of MIP-3α and IL-23p19, with NR4A2 depletion leading to significantly enhanced expression of these factors. Furthermore, we establish that nuclear levels of NF-κB/p65 are increased in TLR/adenosine-stimulated NR4A2-depleted cells. We show that, after TLR/adenosine receptor stimulation, NR4A2 depletion promotes significant binding of NF-κB/p65 to a ?B consensus binding motif within the MIP-3α proximal promoter leading to increased protein secretion, confirming a pivotal role for NF-κB activity in controlling cellular responses and gene expression outcomes in response to these mediators. Thus, these data demonstrate that during an inflammatory response, adenosine modulation of NR4A receptor activity acts to limit NF-κB-mediated effects and that loss of NR4A2 expression leads to enhanced NF-κB activity and hyperinflammatory responses in myeloid cells. [ABSTRACT FROM AUTHOR]

The University of Alabama School of Medicine (UASOM) instituted a fully integrated, organ system-based preclinical curriculum in 2007. Gross anatomy and embryology were integrated with other basic science disciplines throughout the first two years of undergraduate medical education. Here we describe the methods of instruction and integration of gross anatomy and embryology in this curriculum as well as challenges faced along the way. Gross anatomy and embryology are taught through a combination of didactic lectures, team-based learning activities, and cadaveric dissection laboratories. Vertical integration occurs through third- and fourth-year anatomy and embryology elective courses. Radiology is integrated with anatomy instruction through self-study modules and hands-on ultrasound sessions. Our model of anatomy instruction is time efficient, clinically relevant, and effective as demonstrated by student performance on the United States Medical Licensing Examination® (USMLE®) Step 1 examination. We recommend that medical schools considering full integration of gross anatomy and embryology (1) carefully consider the sequencing of organ system modules, (2) be willing to sacrifice anatomical detail for clinical application, (3) provide additional electives to third- and fourth-year students, and (4) integrate radiology with anatomical education. Anat Sci Educ 8: 266-274. © 2014 American Association of Anatomists. [ABSTRACT FROM AUTHOR]

Squamous Cell Carcinoma (SCC) is a type of non-melanoma skin cancer prevalent in immune-suppressed transplant recipients and older individuals with a history of chronic sun-exposure. SCC itself is believed to be a late-stage manifestation that can develop from premalignant lesions including Intraepidermal Carcinoma (IEC). Notably, while SCC regression is rare, IEC typically regresses in response to immune modifying topical treatments, however the underlying immunological reasons for these differential responses remain unclear. This study aimed to define whether IEC and SCC are associated with distinct immune profiles. We investigated the immune cell infiltrate of photo-damaged skin, IEC, and SCC tissue using 10-colour flow cytometry following fresh lesion digest. We found that IEC lesions contain higher percentages of CD3+ T-cells than photo-damaged skin, however, the abundance of CD3−CD56+ Natural Killer (NK) cells, CD11c+HLA-DR+ conventional Dendritic Cells (cDC), BDCA-2+HLA-DR+ plasmacytoid DC (pDC), FoxP3+ Regulatory T-cells (T-reg), Vα24+Vβ11+ invariant NKT-cells, and γδ Tcells did not alter with disease stage. Within the total T-cell population, high percentages of CD4+ T-cells were associated with SCC, yet CD8+ T-cells were less abundant in SCC compared with IEC. Our study demonstrates that while IEC lesions contain a higher proportion of T-cells than SCC lesions in general, SCC lesions specifically display a lower abundance of CD8+ T-cells than IEC. We propose that differences in CD8+ T-cell abundance contribute critically to the different capacity of SCC and IEC to regress in response to immune modifying topical treatments. Our study also suggests that a high ratio of CD4+ T-cells to CD8+ T-cells may be a immunological diagnostic indicator of late-stage SCC development in immune-competent patients. [ABSTRACT FROM AUTHOR]

Clathrin heavy chain has been shown to be important for viability, embryogenesis, and RNA interference (RNAi) in arthropods such as Drosophila melanogaster. However, the functional roles of clathrin heavy chain in chelicerate arthropods, such as the predatory mite Metaseiulus occidentalis, remain unknown. We previously showed that dsRNA ingestion, followed by feeding on spider mites, induced systemic and robust RNAi in M. occidentalis females. In the current study, we performed a loss-of-function analysis of the clathrin heavy chain gene in M. occidentalis using RNAi. We showed that ingestion of clathrin heavy chain dsRNA by M. occidentalis females resulted in gene knockdown and reduced longevity. In addition, clathrin heavy chain dsRNA treatment almost completely abolished oviposition by M. occidentalis females and the few eggs produced did not hatch. Finally, we demonstrated that clathrin heavy chain gene knockdown in M. occidentalis females significantly reduced a subsequent RNAi response induced by ingestion of cathepsin L dsRNA. The last finding suggests that clathrin heavy chain may be involved in systemic RNAi responses mediated by orally delivered dsRNAs in M. occidentalis. [ABSTRACT FROM AUTHOR]

Curricular changes continue at United States medical schools and directors of gross anatomy, microscopic anatomy, neuroscience/neuroanatomy, and embryology courses continue to adjust and modify their offerings. Developing and supplying data related to current trends in anatomical sciences education is important if informed decisions are going to be made in a time of curricular and course revision. Thus, a survey was sent to course directors during the 2012-2013 academic years to gather information on total course hours, lecture and laboratory hours, the type of laboratory experiences, testing and competency evaluation, and the type of curricular approach used at their institution. The data gathered were compared to information obtained from previous surveys and conclusions reached were that only small or no change was observed in total course, lecture and laboratory hours in all four courses; more gross anatomy courses were part of an integrated curriculum since the previous survey; virtual microscopy with and without microscopes was the primary laboratory activity in microscopic anatomy courses; and neuroscience/neuroanatomy and embryology courses were unchanged. Anat Sci Educ 7: 321-325. © 2014 American Association of Anatomists. [ABSTRACT FROM AUTHOR]

Embryology is integrated into the Clinically Oriented Anatomy course at the Texas Tech University Health Sciences Center School of Medicine. Before 2008, the same instructor presented embryology in 13 face-to-face lectures distributed by organ systems throughout the course. For the 2008 and 2009 offerings of the course, a hybrid embryology instruction model with four face-to-face classes that supplemented online recorded lectures was used. One instructor delivered the lectures face-to-face in 2007 and by online videos in 2008-2009, while a second instructor provided the supplemental face-to-face classes in 2008-2009. The same embryology learning objectives and selected examination questions were used for each of the three years. This allowed direct comparison of learning outcomes, as measured by examination performance, for students receiving only face-to-face embryology instruction versus the hybrid approach. Comparison of the face-to-face lectures to the hybrid approach showed no difference in overall class performance on embryology questions that were used all three years. Moreover, there was no differential effect of the delivery method on the examination scores for bottom quartile students. Students completed an end-of-course survey to assess their opinions. They rated the two forms of delivery similarly on a six-point Likert scale and reported that face-to-face lectures have the advantage of allowing them to interact with the instructor, whereas online lectures could be paused, replayed, and viewed at any time. These experiences suggest the need for well-designed prospective studies to determine whether online lectures can be used to enhance the efficacy of embryology instruction. Anat Sci Educ 7: 234-241. © 2013 American Association of Anatomists. [ABSTRACT FROM AUTHOR]

Background: Problem-based learning is a student-centered teaching method that encourages students to become active learners in the classroom and to improve the learning processes. The aim of this study was to compare two methods of teaching, problem- based learning (PBL) and lecture-based learning, in an embryology course. Methods: This was a semi-experimental study conducted in Kurdistan University of Medical Sciences in 2012. Participants included a cohort of 42 medical students enrolled in an embryology course. Two different topics of embryology (veins and arteries) were taught using PBL and le cture methods to all participants. Both topics were compared regarding three items, students' participation, the clarity, interests and usefulness of the content taught, and the learning level (st udents' scores). Data analysis was performed via SPSS software. Results: Using PBL method, the students' concentration on the subject doubled. There were significant differences between the two methods regarding students' perceptions of clarity and usefulness of the content. There were no significant differences between mean scores of PBL method and lect ure in learning level. Furthermore, there was no significant difference between interest rates. Conclusion: It could be concluded that when compared with lecture, PBL would increase students' concentration on the subject taught, the clarity of their understanding and their depth of learning. However, it does not seem to be the case in knowledge enhancement. [ABSTRACT FROM AUTHOR]

The use of YouTube videos for educational purposes has been increasingly popular. The quality and accuracy of the information level of these videos should be checked by expert trainers. This study aims to evaluate the content, quality and functionality of YouTube videos on Histology and Embryology and to measure their educational usefulness. In the study, searches were performed using the keywords "Histology" and "Embryology" in the YouTube search tab. Quality and content were evaluated using the Video Power Index (VPI), modified DISCERN scale, JAMA and the Global Quality Scale (GQS). Videos were categorized by educational usefulness. SPSS software was used for statistical analysis. A statistically significant high correlation was observed between modified DISCERN scores and JAMA scores (r = 0.757, p < 0.001) and between modified DISCERN scores and GQS scores (r = 0.743, p < 0.001). A statistically significant high correlation was also determined between JAMA and GQS scores (r = 0.632, p < 0.001). GQS scores were weakly, negatively and significantly correlated with the number of comments (r = -0.302, p < 0.05) and dislikes (r = -0.325, p < 0.05). Based on GQS, the useful and non-useful videos differed significantly in terms of views, likes, dislikes, comments counts and days since upload (p < 0.05). Modified DISCERN and JAMA scores also differed significantly between the useful and non-useful videos (p < 0.001). Educational videos published for Histology and Embryology education on the internet will be more beneficial if they are prepared by expert educators from reliable information sources, by the current literature, and by scoring systems such as DISCERN, JAMA and GQS., (© 2022 Wiley-VCH GmbH.)

The hooked element in the pes of turtles was historically identified by most palaeontologists and embryologists as a modified fifth metatarsal, and often used as evidence to unite turtles with other reptiles with a hooked element. Some recent embryological studies, however, revealed that this element might represent an enlarged fifth distal tarsal. We herein provide extensive new myological and developmental observations on the hooked element of turtles, and re-evaluate its primary and secondary homology using all available lines of evidence. Digital count and timing of development are uninformative. However, extensive myological, embryological and topological data are consistent with the hypothesis that the hooked element of turtles represents a fusion of the fifth distal tarsal with the fifth metatarsal, but that the fifth distal tarsal dominates the hooked element in pleurodiran turtles, whereas the fifth metatarsal dominates the hooked element of cryptodiran turtles. The term 'ansulate bone' is proposed to refer to hooked elements that result from the fusion of these two bones. The available phylogenetic and fossil data are currently insufficient to clarify the secondary homology of hooked elements within Reptilia. [ABSTRACT FROM AUTHOR]

Background Embryology finds itself jostling for precious space in the crowded medical curriculum, yet remains important for helping students understand birth defects. It has been suggested that teaching embryology through clinical scenarios can increase its relevance and interest. The aim of this research was to determine the attitudes of final-year medical students to learning embryology and whether clinical scenarios aid understanding. Methods Final-year medical students undertaking their paediatric rotation in 2009 and 2010 were invited to attend an optional lecture on clinical embryology and participate in the research. In the lecture, three clinical scenarios were presented, in which the lecturer traced the normal development of a foetus and the abnormal development that resulted in a birth defect. Outcomes were assessed quantitatively using a paper-based survey. Results The vast majority of students who valued embryology teaching in their medical programme thought it would assist them with clinical management, and believed learning through case scenarios helped their understanding. Students were divided in their beliefs about when embryology should be taught in the medical programme and whether it would increase their workload. Conclusion Embryology teaching appears to be a valuable part of the medical curriculum. Embryology teaching was valued when taught in the clinical environment in later years of the medical programme. Students, clinicians and medical educators should be proactive in finding clinical learning opportunities for embryology teaching. [ABSTRACT FROM AUTHOR]

Objective: To test the hypothesis that quantification of messenger RNAs originating from the second polar body (PB2) provides a non-invasive tool for assessing embryo quality. Design: Prospective study. Setting: Hospital-based academic research laboratory. Animal(s): CD1 female mice. Intervention(s): Metaphase II oocytes obtained from 7- to 8-week-old mice after pregnant mare's serum gonadotropin and hCG priming. After in vitro fertilization, the PB2 was biopsied from zygote, followed by reverse transcription. Real-time polymerase chain reaction was performed to quantify gene expression levels in single PB2. The sibling zygotes were continuously cultured to blastocyst stage. Main Outcome Measure(s): Embryo developmental competence and six maternal-effect gene (Dnmt1, Mater, Nobox, Npm2, Tcl1, and Zar1) transcripts in the PB2. Result(s): Second polar body messenger RNA was detected in all candidate genes. Transcripts that were present in greater abundance in the zygote were more likely to be detected in quantitative polymerase chain reaction replicates from single PB2. Four candidate genes (Dnmt1, Nobox, Npm2, and Tcl1) expression levels in PB2 between two groups (two-cell embryo vs. blastocyts) approached statistical significance. Conclusion(s): Second polar bodies may contain a representative transcript profile to that of the zygote after fertilization. Differences in gene expression in PB2 may be potential biomarkers of embryo quality. [ABSTRACT FROM AUTHOR]

Objective: 1) To determine the prevalence of fibroids in asymptomatic young black and white women (ages 18-30 y); 2) to determine other differences in uterine and adnexal anatomy;and 3) to obtain preliminary data for sample size calculations. Design: Pilot cross-sectional study. Setting: Academic medical center. Patient(s): One hundred one nonparous black and white women, ages 18-30 years, with no known diagnosis of fibroids or clinically suggestive symptoms. Intervention(s): A transvaginal ultrasound was performed in the follicular phase in all subjects. Main Outcome Measure(s): 1) Presence of flbroids; 2) endometrial thickness; 3) ovarian findings. Result(s): Of the 101 participants (mean age 24.5 ± 3.5 y), 43% self-identified as black and 57% as white. The prevalence of ultrasound-diagnosed fibroids was 15% overall (26% in black women and 7% in white women). The mean fibroid size was 2.3 ± 2.1 cm. There was a significant difference in endometrial thickness between races, even after adjusting for contraception use and fibroid presence. Conclusion(s): Racial differences in fibroid prevalence exist even before women become symptomatic. Findings of thicker endometrium in black women could have clinical implications and warrants further investigation. [ABSTRACT FROM AUTHOR]

Objective: To evaluate the impact of female smoking on early embryo development in vitro using a time-lapse system. Design: Retrospective analysis of prospectively collected database. Setting: Assisted reproductive technology (ART) program. Patient(s): A total of 135 infertile couples undergoing IVF-intracytoplasmic sperm injection {ICSI) cycle. Intervention(s): Embryo culture in a time-lapse incubator (Embryoscope, Unisense Fertilitech). Main Outcome Measure(s): Embryo morphokinetic parameters. Result(s): Of 135 women, 139 and 729 oocytes were cultured in 23 smokers and 112 nonsmokers, respectively. Basal characteristics and ovarian stimulation parameters were comparable in both groups. Serum antim üllerian hormone level and antral follicle count were significantly lower in smokers than in nonsmokers. Conventional embryologic parameters were comparable in both groups, but time-lapse analysis showed that most cleavage events occurred significantly later in smokers than in nonsmokers, leading to poor cycle outcome in smokers. Conclusion(s): Female smoking impairs early embryo development, as reflected by time-lapse analysis. This might contribute to the dramatic decrease in pregnancy rates (PRs) in smokers undergoing IVF. Time lapse is a useful tool for the identification of deleterious components impairing early embryo development. (Fertil Steril® 2013;99:1944-50. [ABSTRACT FROM AUTHOR]

The objective of this study was to evaluate the effectiveness of virtual learning as an approach to teaching human embryology. For this purpose, clinical cases comprising the six major topics of human embryology were organized into a blog in order to complement the content discussed in the classroom. Scientific articles were made available to reinforce theoretical contents and ethical-humanistic issues were addressed in discussion forums. The mean grades of the students at the end of the semester were compared with those of the previous semester when the method had not been applied. Student perceptions of blog effectiveness were evaluated using an electronic questionnaire. A substantial increase in mean grades was observed compared to the previous class. Analysis of the questionnaires showed that the students considered the blog to be a practical and useful learning tool. In conclusion, the use of clinical cases in a virtual learning environment is an effective tool to teach human embryology. [ABSTRACT FROM AUTHOR]

Recently, the curriculum and the educational methodologies associated with health sciences courses are being reviewed and adapted. Pre-clinical sciences, such as anatomy and embryology are as well subjected to those changes. In human embryology courses it is common to use models to represent the different phases of development to facilitate learning, since the students can see and touch the models, obtaining knowledge by analogies. The purpose of the present study was to investigate if the construction of models by the students during practical embryology classes would improve or facilitate their learning. One year after the classes, 60 students answered a questionnaire with nine objective questions, including spaces for suggestions and observations. The student's responses suggested that the construction of models contributed to their learning. [ABSTRACT FROM AUTHOR]

This paper elucidates the origins of scientific work on stem cells. From the late nineteenth century onwards, the notion of stem cells became customary in scientific communities of Imperial Germany. Adopting the term Stammzelle from Ernst Haeckel, Theodor Boveri was influential in introducing the concept in embryological studies and early genetics around 1900, describing a capacity of stem cells for self-renewal as well as differentiation. At the same time, blood stem cells were conceptualized by histologists such as Ernst Neumann and Artur Pappenheim in studies of physiological haematopoiesis and various forms of leukaemia. Furthermore, building on Julius Cohnheim's theory that tumours arise from 'embryonic remnants' in the adult body, pathologists aimed at identifying the cells of origin, particularly in the embryo-like teratomas. Embryonic stem cells thus assumed an ambiguous status, partly representing common heritage and normal development, and partly being seen as potential causes of cancer if they had been left behind or displaced during ontogeny. In the 1950s and 1960s experimental research on teratocarcinomas by Leroy Stevens and Barry Pierce in the USA brought together the strands of embryological and pathological work. Alongside the work of Ernest McCulloch and James Till at the Ontario Cancer Institute from the early 1960s on stem cells in haematopoiesis, this led into the beginnings of modern stem cell research. [ABSTRACT FROM AUTHOR]

Background: Mammalian oocytes are exposed to a mixture of many different growth factors and cytokines which provides an optimized microenvironment for oocyte maturation. In the lack of this natural microenvironment in vitro, the quality of oocyte and embryos appears to be suboptimal. Objective: This study was undertaken to investigate the effects of EGF and LIF on in vitro maturation, fertilization and cleavage rates in mouse oocytes. Materials and Methods: The GV oocytes were collected from female NMRI mice and randomly divided into control and 3 treatment groups. Oocytes in treatment groups were cultured in the maturation medium supplemented with 50 ng/ml rhLIF (Treatment 1), 10ng/ml EGF (Treatment 2) and 50 ng/ml LIF+ 10ng/ml EGF (Treatment 3) for 24 hours at 37°C in humidified 5% CO2 in air. The matured oocytes were fertilized in vitro and cultured for 96 hours. Finally, the developmental rates were assessed and embryos were stained using Hoechst 33258. Results: There was a higher maturation rate in treatment groups compared to the control group. There was not any significant difference in the rate of fertilization among the groups. The rates of cleavage (79.1%) and blastocyst formation (62.2%) were significantly higher in LIF + EGF group comparing to the other groups. The rates of hatching in groups treatment 1 (35.2%) and 3(41%) was significantly higher comparing to the other groups. Also the mean of total cell number in treatment groups significantly was higher than control (p< 0.05). Conclusion: The findings of this study suggest a beneficial effect of LIF and EGF on mouse oocyte maturation and cleavage rates. [ABSTRACT FROM AUTHOR]

Background: The risk of multiple pregnancies, often present in programs of In Vitro Fertilization (IVF), is an important force for embryo cryopreservation. On the other hand, ethical restriction and assurance of potential fertility following chemo/radio therapy has led scientists to focus on female gamete preservation. Objective: Optimizing vitrification protocol by using less concentrated cryoprotectants (CPAs) in order to decrease CPAs toxicity. Materials and Methods: Mouse Metaphase-II (M-II) oocytes and four cell-stage embryos were collected. Oocytes Survival, Fertilization and Developmental Rates (SRs, FRs, DRs) were recorded after cryotop-vitrification/warming. As well as comparing fresh oocytes and embryos, the data obtained from experimental groups (exp.) applying 1.25, 1.0, 0.75 molar (M) CPAs were analyzed in comparison to those of adopting 1.5 M CPAs [largely-used concentration of Ethylen Glycol (EG) and Dimethyl-sulphoxide (DMSO)]. Results: The data of oocytes exposed to 1.25 M concentrated CPAs were in consistency with those exposed to 1.5 M and control group in terms of SR, FR and DR. As less concentration was applied, the more decreased SRs, FRs and DRs were obtained from other experimental groups. The results of embryos which were exposed to 1.25 M and 1.0 M were close to those vitrified with 1.5 M and fresh embryos. The results of 0.75 M concentrated CPAs solutions were significantly lower than those of control, 1.5 M and 1.0 M treated groups. Conclusion: CPAs limited reduction to 1.25 M and 1.0 M instead of using 1.5 M, for oocyte and embryo cryotop-vitrification procedure may be a slight adjustment. [ABSTRACT FROM AUTHOR]

Background: Embryonic stem (ES) cells are pluripotent cells conventionally isolated from early embryos. Studies have shown that ES cells serve as a practical model for biomedical studies. Objective: The aim of the present study was to optimize culture conditions for establishment of ES-like colonies from NMRI mouse blastocysts as well as 2-cell stage embryos. Materials and Methods: Both expanded blastocysts and 2-cell stage embryos were co-cultured on mouse embryonic fibroblast (MEF). Plating capacity and formation of Inner cell mass (ICM) were examined daily. The differentiation and growth behavior of ICM cells were examined with various procedures. ICMs derived from initially cultured 2-cell or blastocyst embryos were disaggregated either mechanically or enzymatically, and seeded onto MEF with or without leukemia inhibitory factor (LIF). The resulted colonies were disaggregated and reseeded onto MEF and the colonies that were morphologically similar to ES cells were evaluated for pluripotency using alkaline phosphatase (ALP) expression as a stem cell marker. Results: No morphologically good ES-like colony was isolated from 2-cell embryos after passages, while 273 (79%) good-looking ICMs were isolated from 352 blastocysts. Four sets of colonies remained undifferentiated following passages. Enzymatic method of ICM disaggregation was superior to the mechanical method. Besides, all ES-like colonies were obtained from the ICMs cultured in presence of MEF and LIF. Conclusion: Our results show that NMRI mouse ICMs could be isolated and cultured from blastocyst stage embryos with a suitable culture system and ES-like cell colonies remain undifferentiated when cultured with MEF and LIF. [ABSTRACT FROM AUTHOR]

Both cardiac structure and hand proportion have been linked with the Fibonacci Series and the associated Golden Ratio - the number 1.618 that has been postulated to be related to functional optimization. In this paper, evidence supporting the relation of the Golden Ratio to the hand and heart is presented. It is known that upper limb malformations are the commonest skeletal abnormalities in patients with congenital heart disease. Embryological studies on hand-heart syndromes have provided evidence for a cardiomelic developmental field, which is supported by candidate genes involved in patterning of the hand and heart. Precise molecular interactions govern a certain optimal model of cardiomelic development, for which the underlying physical rule remains unknown. It is hypothesized that the Golden Ratio may represent the mathematical basis for hand-heart development so as to achieve optimal form and function. Deregulation of this underlying patterning law may manifest as variation in hand-heart structure away from that as would be determined by the Golden Ratio. Altered hand proportion in turn may be of predictive value for cardiovascular defects and dysfunction. [ABSTRACT FROM AUTHOR]

β-Catenin-mediated Wnt signaling is essential in embryonic development and in adult tissues. Recent studies have demonstrated that Axin not only plays an important inhibitory role in coordinating β-catenin degradation, but is itself degraded by the low-density-lipoprotein receptor-related protein (LRP)5/6 Wnt co-receptor. Here, we demonstrate that the endocytic adaptor molecule Disabled-2 (Dab2), which we have previously demonstrated to act as an inhibitor of β-catenin signaling, interacts with Axin and prevents its interaction with and degradation by the LRP5 co-receptor, thereby increasing its half-life and stabilization. Dab2 levels induced during retinoic acid-induced differentiation of F9, or during transforming growth factor-β-induced epithelial–mesenchymal transdifferentiation of mouse mammary epithelial cells result in the stabilization of Axin and concomitant inhibition of β-catenin signaling. Ectopic expression of Dab2 in F9 cells as well as in transformed cell lines results in increased Axin expression and attenuation of Wnt-mediated signaling. We conclude that Dab2 may play an important role in the maintenance of the differentiated state and restrain Wnt-mediated proliferation through its association with and modulation of Axin.Oncogene (2008) 27, 1865–1875; doi:10.1038/sj.onc.1210829; published online 8 October 2007 [ABSTRACT FROM AUTHOR]

Embryological research at the University of Wroclaw covers hormonal control of metamorphosis, primarily invertebrate embryology and gametogenesis, vertebrate myogenesis and the developmental impact of external factors. Developmental studies at the University of Wroclaw are a continuation of those conducted at the former Jan Kazimierz (Johannes Casimirus) University in Lwow before World War II. The Wroclaw embryological school is best characterized as comparative embryology which approaches embryonic development experimentally as well as through the analysis of its natural diversity. [ABSTRACT FROM AUTHOR]

Human embryonic stem cells (hESC) promise tremendous potential as a developmental and cell therapeutic tool. The combined effort of stimulatory and inhibitory signals regulating gene expression, which drives the tissue differentiation and morphogenetic processes during early embryogenesis, is still very poorly understood. With the scarcity of availability of human embryos for research, hESC can be used as an alternative source to study the early human embryogenesis. Hyaluronan (HA), a simple hydrating sugar, is present abundantly in the female reproductive tract during fertilization, embryo growth, and implantation and plays an important role in early development of the mammalian embryo. HA and its binding protein RHAMM regulate various cellular and hydrodynamic processes from cell migration, proliferation, and signaling to regulation of gene expression, cell differentiation, morphogenesis, and metastasis via both extracellular and intracellular pathways. In this study, we show for the first time that HA synthase gene HAS2 and its binding receptor RHAMM are differentially expressed during all stages of preimplantation human embryos and hESC. RHAMM expression is significantly downregulated during differentiation of hESC, in contrast to HAS2, which is significantly upregulated. Most importantly, RHAMM knockdown results in downregulation of several pluripotency markers in hESC, induction of early extraembryonic lineages, loss of cell viability, and changes in hESC cycle. These data therefore highlight an important role for RHAMM in maintenance of hESC pluripotency, viability, and cell cycle control. Interestingly,HAS2 knockdown results in suppression of hESC differentiation without affecting hESC pluripotency. This suggests an intrinsic role for HAS2 in hESC differentiation process. In accordance with this, addition of exogenous HA to the differentiation medium enhances hESC differentiation to mesodermal and cardiac lineages. [ABSTRACT FROM AUTHOR]

In the present work the results related with the elaboration of a strategy derived from a didactic model which pretends systematizing the contents in the Morphology teaching in the career of Veterinary Medicine and Zootecnia, which contribute substantially to the formation and development of the ability system were shown. As part of the strategy, a group of regularities is suggested and a system of conceptual maps is described as didactic facilitators. All these elements are sustained when achieving the holistic conception of the animal organism by means of the integration of the anatomical, histological and embryological stages. The general strategy for systematizing the contents of the discipline is organized in three phases that allow to obtain the conceptual system structure of this discipline, as well as the generalizing ability, and its functional structure. [ABSTRACT FROM AUTHOR]

A detailed knowledge of the anatomic morphometry of infraorbital groove, canal and foramen was necessary for a surgeon while performing maxillofacial surgery and regional block anaesthesia. Modern surgical procedures as well as anaesthesia require more precise understanding of the surrounding anatomy. The aim of the study was to establish morphometrically the infraorbital foramen size and location in human foetuses, the area where this information was scanty. Sixty maxillae were dissected out from thirty human foetuses. The latter were divided into five groups on the basis of age i.e. groups l(< 17 weeks IUL),II (17-20 weeks IUL), III (21- 25 weeks IUL),IV (26-30 weeks IUL) and V (>30 weeks IUL). Four parameters including transverse diameter and vertical diameter of infraorbital foramen and its distances from the infraorbital margin and nasal notch, were considered. Foramen was nearly circular in group I foetuses (transverse as well as vertical diameter being 0.6mm approximately) but in subsequent groups,the foramen is transversely oval due to faster increase in transverse diameter (1.93 mm in group V whereas the vertical diameter in group V remained 1.21 mm only). Downward displacement was found to be relatively more than the lateral displacement. Third group showed maximum increase in all the four parameters. Some association between diameter of infraorbital foramen and foetal age was established on the basis of correlation coefficient analysis. [ABSTRACT FROM AUTHOR]