Oxylipins in Breast Implant-Associated Systemic Symptoms.

BACKGROUND: A subset of females with breast implants have reported a myriad of nonspecific systemic symptoms collectively termed systemic symptoms associated with breast implants (SSBI). SSBI symptoms are similar to manifestations associated with autoimmune and connective tissue disorders. Breast tissue is rich in adipose cells, comprised of lipids. Insertion of an implant creates an oxidative environment leading to lipid oxidation. Oxylipins can influence immune responses and inflammatory processes. OBJECTIVES: In this study we explored the abundance of a spectrum of oxylipins in the periprosthetic tissue surrounding the breast implant. Because oxylipins are immunogenic, we sought to determine if they were associated with the SSBI patients. We have also attempted to determine if the common manifestations exhibited by such patients have any association with oxylipin abundance. METHODS: The study included 120 patients divided into 3 cohorts. We analyzed 46 patients with breast implants exhibiting manifestations associated with SSBI; 29 patients with breast implants not exhibiting manifestations associated with SSBI (control cohort I, non-SSBI); and 45 patients without implants (control cohort II, no-implant tissue). Lipid extraction and oxylipin quantification were performed with liquid chromatography mass spectrometry (LC-MS/MS). LC-MS/MS targeted analysis of the breast adipose tissue was performed. RESULTS: Of the 15 oxylipins analyzed, 5 exhibited increased abundance in the SSBI cohort when compared to the non-SSBI and no-implant cohorts. CONCLUSIONS: The study documents the association of the oxylipins with each manifestation reported by the patient. This study provides an objective assessment of the subjective questionnaire, highlighting which symptoms may be more relevant than the others.

Student-Led Curricular Development in the Biomedical Science Master's Program Using Virtual Dissection.

The Anatomage table is a virtual dissection technology increasingly used to supplement anatomy education while its efficacy and integration is still being evaluated. To address the gap in student curricular leadership in such technological integration, previous master's and current medical students led a curricular development effort to design, create, and incorporate hands-on Anatomage learning activities into a master's level anatomy course during the 2021-2022 academic year. To assess changing perspectives regarding the table's role in curriculum integration and content retention, surveys were conducted before and after voluntary participants completed the learning activities. Overall, participants had a more positive perspective on the integration of the Anatomage table into the curriculum and its use to retain material compared to non-participants. Participants were significantly more likely to feel motivated to learn anatomy while interacting with the table. Compared to peers who only experienced the table in didactic lecture, activity participants were significantly more likely to perceive that the table helped them learn the skeletal system, a perception supported by significantly higher scores on skeletal anatomy exam questions. Less positive perspectives were observed overall for the muscular system, demonstrating the efficacy of the table varied with content. This research contributes to our understanding of virtual technology in anatomy education, and, although the integration of student-developed activities was complex, various educational features and pedagogical approaches were successfully utilized to establish a novel supplemental resource that contributes to multimodal learning and an academic foundation that prepares learners for their future careers in biomedical sciences and medicine.

A call for disability health curricula in medical schools.

People with disabilities encounter significant health and health-care inequities yet disability health training in medical education remains inadequate. This Scientific Life article examines the need to integrate disability health education into medical school curricula and shares successful training examples that can serve as a framework for how to accomplish this.