Cardiac lesions in Duchenne muscular dystrophy model rats with out-of-frame Dmd gene mutation mediated by CRISPR/Cas9 system.

Duchenne muscular dystrophy (DMD) is a progressive muscular disorder caused by X-chromosomal DMD gene mutations. Recently, a new CRISPR/Cas9-mediated DMD rat model (cDMDR) was established and is expected to show cardiac lesions similar to those in humans. We therefore investigated the pathological and pathophysiological features of the cardiac lesions and their progression in cDMDR. For our cDMDR, Dmd-mutated rats (W-Dmd em1Kykn ) were obtained. Dmd heterozygous-deficient females and wild-type (WT) males were mated, and male offspring including WT as controls were used. (1) Hearts were collected at 3, 5, and 10 months of age, and HE- and Masson's trichrome-stained specimens were observed. (2) Electrocardiogram (ECG) recordings were made and analyzed at 3, 5, and 8 months of age. (3) Echocardiography was performed at 9 months of age. In cDMDR rats, (1) degeneration/necrosis of cardiomyocytes and myocardial fibrosis prominent in the right ventricular wall and the outer layer of the left ventricular wall were observed. Fibrosis became more prominent with aging. (2) Lower P wave amplitudes and greater R wave amplitudes were detected. PR intervals tended to be shorter. QT intervals were longer at 3 months but tended to be shorter at 8 months. Sinus irregularity and premature ventricular contraction were observed at 8 months. (3) Echocardiography indicated myocardial sclerosis and a tendency of systolic dysfunction. Pathological and pathophysiological changes occurred in cDMDR rat hearts and progressed with aging, which is, to some extent, similar to what occurs in humans. Thus, cDMDR could be a valuable model for studying cardiology of human DMD.

Developing a Virtual Lab to Teach Essential Biology Laboratory Techniques.

Laboratory classes have consistently played a crucial role in science education for many years. Common to all labs is the need to understand essential lab techniques. Students often lack this foundational understanding, and this can lead to poor performance or confidence (Gallagher et al. 2008) Virtual labs have been found to be effective in promoting active learning and increasing performance (Lewis 2014 ). In this project, a virtual lab for preparing a phosphate-buffered saline solution (PBS) was created to educate undergraduate biology students on essential laboratory techniques. The virtual lab included animations and interactive elements to visually communicate each step Content experts provided input on the accuracy of the scientific content throughout development. Focus group testing with biology teaching assistants (TAs) at the University of Illinois at Chicago was conducted to assess the potential effectiveness of the virtual lab.