Development and evaluation of an online integrative histology module: simple design, low-cost, and improves pathology self-efficacy.

Integration of core concepts is an important aspect of medical curriculum enhancement. Challenges to improving integration include the risk of curtailing the basic sciences in the process and the push to decrease contact hours in medical curricula. Self-paced learning tools can be developed that deliberately relate basic and clinical sciences to aid students in making interdisciplinary connections. The purpose of this project was to develop, implement, and evaluate a self-paced learning module that would be applicable to integration of different disciplines in medical education. The module was intended to improve integration between histology and anatomic pathology before a respiratory pathology laboratory session. Qualtrics XM, a survey software commonly available at educational institutions, was used in a novel manner to create the module. Module activities included pre- and post-module quizzes; four short videos emphasizing normal histological features and recalling associated pathologies; three categorization activities designed for students to recognize normal versus abnormal characteristics of lung specimens; and post-activity feedback. Preliminary data from first-year medical students showed that post-module quiz scores were significantly higher than pre-module quiz scores (p < 0.001) and that module users' pre-laboratory pathology self-efficacy was significantly higher than non-users (p < 0.05). These data suggest that module use facilitated short-term knowledge gain and improved pathology self-efficacy before the laboratory session. Online modules can be developed affordably using Qualtrics XM to integrate anatomical sciences with other disciplines, while providing students interactive learning resources without increasing contact hours. The module presented in this report focused on normal versus abnormal morphology, guiding students through recognizing the continuum from healthy to disease states before learning about the pathologies more in depth. A similar module design would likely be effective in integrating other disciplines in medicine, especially in disciplines that require recognition of changes in morphology.

Multigenerational epigenetic inheritance in humans: DNA methylation changes associated with maternal exposure to lead can be transmitted to the grandchildren.

We report that the DNA methylation profile of a child's neonatal whole blood can be significantly influenced by his or her mother's neonatal blood lead levels (BLL). We recruited 35 mother-infant pairs in Detroit and measured the whole blood lead (Pb) levels and DNA methylation levels at over 450,000 loci from current blood and neonatal blood from both the mother and the child. We found that mothers with high neonatal BLL correlate with altered DNA methylation at 564 loci in their children's neonatal blood. Our results suggest that Pb exposure during pregnancy affects the DNA methylation status of the fetal germ cells, which leads to altered DNA methylation in grandchildren's neonatal dried blood spots. This is the first demonstration that an environmental exposure in pregnant mothers can have an epigenetic effect on the DNA methylation pattern in the grandchildren.

Early life lead exposure causes gender-specific changes in the DNA methylation profile of DNA extracted from dried blood spots.

AIMS: In this paper, we tested the hypothesis that early life lead (Pb) exposure associated DNA methylation (5 mC) changes are dependent on the sex of the child and can serve as biomarkers for Pb exposure. METHODS: In this pilot study, we measured the 5mC profiles of DNA extracted from dried blood spots (DBS) in a cohort of 43 children (25 males and 18 females; ages from 3 months to 5 years) from Detroit. Result & Discussion: We found that the effect of Pb-exposure on the 5-mC profiles can be separated into three subtypes: affected methylation loci which are conserved irrespective of the sex of the child (conserved); affected methylation loci unique to males (male-specific); and affected methylation loci unique to females (female-specific).

Relationships of psychosocial factors to dietary intakes of preadolescent girls from diverse backgrounds.

Family and personal factors that might be related to the development of food selection and eating patterns have not been well studied in children. The aim of this study was to examine whether such psychosocial factors differ in girls from four culturally diverse Girl Scout troops and how these factors are associated with dietary intakes. The social measures and dietary assessments were all obtained at baseline on subjects who were participating in a small nutrition education programme. The programme enrolled girls and one parent for each girl from four Girl Scout troops in Detroit, Michigan. The social factors assessed included girls' emotionality and use of food to regulate emotions, their general attitudes about health, eating and body image, and self-perceptions of their competence. Dietary intakes also were assessed in both the girls and their parents. There were large differences between troops in ethnicity and parent education level, and there were differences in dietary intakes as well. The psychosocial factors assessed in this study, however, did not differ significantly by troop. When the psychosocial factors were examined for their relationships to dietary factors, there was an indication that families which reported higher self-competence and academic competence in their daughters also had healthier eating patterns in their daughters. This was a small study, but the data suggest that simple comparisons between ethnic groups may not adequately capture the complexity of family and psychosocial factors contributing to good dietary practices.