A high-fat diet during pregnancy impairs memory acquisition and increases leptin receptor expression in the hippocampus of rat offspring.

A high-fat diet (HFD) during pregnancy influences the neurodevelopment of progeny, particularly in the hippocampus, a brain region involved in cognitive processes. The hippocampus has high levels of leptin receptors (Ob-R) that participate in synaptic plasticity. This study examined the effect of maternal HFD during gestation on Ob-R expression in the CA1 and CA3 hippocampal regions, and its relationship with spatial learning and memory in the offspring. We used 48 rat pups: 24 from dams fed a balanced diet (BD, 6.2% fat) and 24 from those fed an HFD (42% fat) during pregnancy. We recorded weight gain and food intake in each pup every day beginning on postnatal day 3 (PND 3). Memory acquisition was assessed on PND 28 and memory retention on PND 42 in the Morris water maze (MWM). Then, 12 pups per group were selected randomly and subjected to bioimpedance spectroscopy. The remaining offspring was perfused to determine Ob-R expression levels in the CA1 and CA3 hippocampal regions. Interestingly, HFD pups had significantly higher weight gain, food intake, and fat mass than BD offspring. Interestingly, the HFD group showed poor memory performance, which correlated with changes in the Ob-R expression in both hippocampal regions. These data indicate that maternal exposure to HFD impacts neurodevelopmental and cognitive functions of the offspring.

Neurobiological approaches of high-fat diet intake in early development and their impact on mood disorders in adulthood: A systematic review.

The early stage of development is a vulnerable period for progeny neurodevelopment, altering cytogenetic and correct cerebral functionality. The exposure High-Fat Diet (HFD) is a factor that impacts the future mental health of individuals. This review analyzes possible mechanisms involved in the development of mood disorders in adulthood because of maternal HFD intake during gestation and lactation, considering previously reported findings in the last five years, both in humans and animal models. Maternal HFD could induce alterations in mood regulation, reported as increased stress response, anxiety-like behavior, and depressive-like behavior. These changes were mostly related to HPA axis dysregulations and neuroinflammatory responses. In conclusion, there could be a relationship between HFD consumption during the early stages of life and the development of psychopathologies during adulthood. These findings provide guidelines for the understanding of possible mechanisms involved in mood disorders, however, there is still a need for more human clinical studies that provide evidence to improve the understanding of maternal nutrition and future mental health outcomes in the offspring.

[Alpha-tocopherol and alpha-lipoic acid. An antioxidant synergy with potential for preventive medicine]. / El alfa-tocoferol y el acido alfa-lipoico. Una sinergia antioxidante con potencial en medicina preventiva.

Reactive oxygen species (ROS) have been involved in the induction and progression of damage of many human disorders, such as: heart infarction, cerebral ischemia, diabetic neuropathy, Alzheimer's disease, etc. In several studies, the synergism between alpha-lipoic acid and vitamin E has been described and potent antioxidant effects can be obtained when both antioxidants are simultaneously used. This review highlights recent findings showing that the combination of alpha-lipoic acid plus vitamin E effectively reduces oxidative damage in brain and cardiac ischemia as well as in other pathological events related to ROS increasing. These antioxidants are present in a broad variety of foods, are also available in several dietary supplements and their side effects are very rare. Therefore, alpha-lipoic acid and vitamin E may play an important role in clinical preventive medicine and human nutrition.

El papel de los tutores en la auto-dirección del aprendizaje de los estudiantes de Enfermería / The role of tutors in self-directing the learning of the students of nursing

Introducción: El Método de Aprendizaje Basado en Problemas se fundamenta en las teorías constructivistasdel aprendizaje, en los principios del aprendizaje de los adultos y en el desarrollo de modelos andragógicos.Tiene el propósito de ayudar a los estudiantes a desarrollar habilidades para dirigir su propio aprendizaje.Objetivo: Analizar el papel de los profesores en su rol de facilitadores del aprendizaje autodirigido de los estudiantes de Licenciatura en Enfermería de la Universidad de Colima, México. Metodología: Estudiodescriptivo y transversal; se utilizó una muestra por conveniencia de 121 estudiantes. Para evaluar si los profesores facilitan la formación de habilidades,se diseñó un instrumento tipo inventario con 20 reactivos, los cuales fueron integrados en tres áreas: administración de la información, proceso de grupo, reflexión y pensamiento crítico. Por medio del alpha de Cronbach se obtuvo una confiabilidad de 0.96. Resultados: Al aplicar la prueba Kruskal-Wallis se encontraron diferencias estadísticamente significativas sólo para la dimensión “Proceso de grupo” entre los grupos de 4º y 6º semestres (H = 6.77; P < 0.05). Sin embargo, aunque en las otras dimensiones no se encontraron diferencias estadísticamente significativas, sí se logra identificar cambios en la tendencia de la opinión de los estudiantes hacia el rol de los tutores. Conclusiones: La evaluación sobre las tareas del tutor es favorable; los estudiantes afirman que “casi siempre” facilita, ayuda, promueve o colabora en el desarrollo de las habilidades que les permitirán ser estudiantes autodirigidos

Problem-Based Learning method is based on constructivist theories of learning, the principles of adult learning and the development of andragogical models. Its objective is to help students develop skills to direct their own learning. Objective: to analyse the role of professors of the bachelor’s degree in nursing as facilitators of self-directed learning Licenciatura in nursing of the University of Colima Mexico. Methodology: with the use of a descriptive survey integrated with 20 items answered by 121 students, we assessed the role of the professors of a bachelor’s degree in nursing. The 20 items assessed three areas of the facilitation process: Management of information, group process and reflection and critical thinking. These items were verified with Cronbach’s alpha and a reliability of 0.96. Results: when the Kruskal-Wallis survey was conducted, statistically significant differences were found only with regard to the “Group processing” dimension among sophomores and juniors (H = 6.77; P < 0.05). Even though no statistically significant differences were found with regard to the other dimensions, it is possible to detect shifts in the students’ opinion trend about the role of tutors. Conclusion: The overall average score per scale makes it possible to conclude that the “the work of the tutor” is viewed favourably, considering that the students report that their tutor “almost always” facilitates, assists, promotes or collaborates on the development of the skills for being a self directed learner