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PubMed1989

Neonatal development altered by maternal sulfur dioxide exposure.

Sulfur dioxide (SO2) is one of the commonly encountered environmental contaminants. Experiments were carried out to test for neonatal behavioral alterations associated with maternal SO2 exposure. Pregnant CD-I mice were exposed to 0, 32, or 65 PPM SO2 in environmental chambers from gestation day 7 to 18 (plug = day 1). The SO2 air flow was set at 500 ml/min. Food and water were available at all times. The dams were allowed to deliver and neonatal behavioral development of the pups was studied. Maternal SO2 exposure did not affect the mean number of live pups born/litter; however, the exposure at the high level significantly decreased the mean pup weight on day 1 of birth. SO2 exposure at both levels significantly increased the time required for the righting reflex on day 1 of birth and negative geotaxis on day 10 of birth. The SO2 exposure did not affect the aerial righting score of the pups on day 12 of birth. The data suggest that maternal SO2 exposure can affect the neuromuscular coordination and may produce deficits in the functional capability of the developing offspring. The functional deficits appear to be associated with the birth weight of the offspring.

Animals↗
PubMed1981

Immune insulitis and antibodies to nucleic acids induced with streptozotocin in mice.

Streptozotocin (STZ), a known beta cell toxin, given in a single injection of either a high (100 mg/kg body weight) or a low dose (60 mg/kg body weight) to young (45 days old) CD-I mice induced permanent hyperglycaemia which led to insulin-dependent diabetes (IDD). Further study, however, revealed that the course of the disease was strikingly different between the groups. The average latent period of the high-dose group (n = 20) before the development of hyperglycaemia was only 3 days while that of the low-dose group was 7 weeks (n = 30). Islets of pancreas in the high-dose group showed extensive acute necrosis of the islets with only two out of 20 showing limited mononuclear cell infiltration. In contrast, 20 out of 30 mice in the low-dose group had 45% of their islets heavily infiltrated with mononuclear cells (P less than 0.001). In addition, the deposition of IgG was found in 40% of the islets in 23 out of 30 mice in the low-dose group, in contrast to only two out of 20 in the high-dose group (P less than 0.005). The incidence of antibody to nucleic acids, polyadenylic-polyuridylic acid, polyinosinic-polycytidylic acid, single-stranded DNA and anti-nuclear antibody was significantly higher in the low-dose group as compared to the high-dose group or controls (P less than 0.01). Since the findings in the low-dose group are similar to pathological and serological changes reported in man with recent-onset IDD, this model should be of value in the study of the pathogenesis of this disease.

Animals↗
PubMed1976

Killed vaccine in adjuvant and protection of mice against an intraperitoneal challenge of Brucella: kinetic studies.

CD-I female mice were immunized with a subcutaneous injection of heat-inactivated Brucella melitensis (strain 53 H 38) incorporated into a water-in-oil emulsion. One month later, the effectiveness of this immunization was investigated by studying quantitatively in the spleen the fate of an intraperitoneal challenge inoculum of approximately I X 10(6) viable B. abortus strain 544. In unvaccinated mice, the number of viable challenge bacteria increased until about the 10th day, decreased and then remained at a nearly constant level. In animals vaccinated with a suitable dose of inactivated Brucella in adjuvant, the number of challenge organisms decreased on the first two days, then increased, but remained at a lower level than that found in control animals; the spleens of control animals reached higher weights than those of vaccinated ones. The effect of graduated doses of challenge on immunized mice was investigated: the splenic infection diminished sooner when the challenge dose was weaker. The findings are discussed in relation to the methods used to test the potency of Brucella vaccines.

Adjuvants, Immunologic↗
PubMedDate not supplied

Inhibition of farnesyl protein transferase by monoterpene, curcumin derivatives and gallotannin.

Ras proteins must be isoprenylated at a conserved cysteine residue near the carboxyl terminus (Cys-186 in mammalian Ras p21 proteins) in order to extend their biological activity. Previous studies have indicate an intermediate in the mevalonate pathway, most likely farnesyl pyrophosphate, is the donor of this isoprenyl group, and that using inhibitors of the mevalonate pathway could block the transforming properties of ras oncogene. Unfortunately, mevalonate is a precursor of various end products essential to mammalian cells, such as dolichols, ubiquinones, heme A, and cholesterol. In this study, we partially purified farnesyl protein transferase (FPTase) capable of catalyzing the farnesylation of unprocessed Ras p21 proteins in vitro from porcine kidney epithelial-like LLC-PK 1 cells, human lung adenocarcinoma A549 cells and human pancreatic cancer MIA PaCa-2 cells. This FPTase activity requires a divalent cation, such as Mg2+ or Zn2+ ions, sulfhydryl protecting agent, DTT, as well as certain pH which is linear with time and with enzyme concentration, and is present in many mammalian normal cell and tumor cell lines. Sequentially, we observed the effects of the monoterpene compound, d-limonene; curcumin derivatives, CD-I and CD-II; polyphenol compound, gallotannin; Salvia miltiorrhiza derivative, SMD; and retinoid acid derivative, RAD on FPTase activity. We found that curcumin derivatives and gallotannin had a strong inhibition on FPTase besides d-limonene, while gallotannin was the strongest among synthetic and natural compounds tested. Salivia miltiorrhiza and retinoid acid derivatives had no influence on FPTase activity. Our results suggest that compounds containing polyphenol hydroxyl may be a new source of FPTase inhibitors. The experiment also showed that availability of an in vitro farnesyl protein transferase assay could be useful in screening for potential inhibitors of ras oncogene function that will not interfere with other aspects of the mevalonate pathway.

Alkyl and Aryl Transferases↗
PubMed2001

CD-ROM transnational training program in cervical cytology (CYTOTRAIN).

The Transnational Training Programme in Cervical Cytology (CYTOTRAIN) is a 3-yr project funded by the European Commission to harmonize training and quality standards in cervical screening across the European Union. The aim of the program is to develop new approaches in initial and continuing vocational training, particularly in the area of life-long learning with the aim of meeting national, regional, and local needs. We present a new approach to training in cervical cytology, using an interactive program of cytological images. The method used to prepare the program and the problems encountered are described. The authors have the feeling that giving details of the organizational and management structure adopted for the project implementation might help other pathologists realize more or less similar CD-ROM training programs in their own field of activity.

CD-I↗
PubMed2000

Improving dietetics education with interactive communication technology.

Changes occurring in health care, education, and technology are altering dietetics education. A model of learnercentered, cooperative, distance education based on interactive online technology is described for use in a dietetic internship. Evaluation of this model includes review of key-feature exams, results of computer attitudes surveys, use of the technology by interns, exit interviews, and performance on the examination for registered dietitians. In a pilot study of the model with 8 subjects, comfort using the Internet improved significantly. Use of interactive communication technology in dietetics education has the potential to improve competency, technological aptitude, professional partnering skills, and lifelong learning skills.

CD-I↗
PubMed1995

Learning radiology from interactive videodiscs: bar-code book versus computer-assisted instruction.

RATIONALE AND OBJECTIVES: We compared an interactive videodisc with bar-code book with an interactive videodisc with computer-assisted instruction for learning radiology to determine whether there would be differences in instructional effectiveness, instruction time, or subjective preference. METHODS: Two different videodisc modules were created. Each was presented in two formats with identical content: bar-code book and computer-assisted instruction. In a controlled crossover experimental design, 48 fourth-year medical students were assigned one bar-code book module and one computer module. Pre- and posttests were administered. RESULTS: Mean scores improved from pretest to posttest after students used the modules in either format (p < .01). There were no significant differences between students who used the bar-code book and those who used the computer in pretest scores, posttest scores, gains in score from pretest to posttest, or instruction time for either module. Subjectively, 74% of the students preferred computer-assisted instruction, 20% preferred bar-code book, and 7% preferred neither. CONCLUSION: Although bar-code book and computer versions of an interactive videodisc can be educationally equivalent, most students preferred the computer. When videodisc is being integrated into the curriculum, the choice between bar-code book and computer-assisted instruction can be made on the basis of noneducational factors such as cost and availability.

CD-I↗
PubMedDate not supplied

Evaluation of consumer drug information databases.

OBJECTIVES: To evaluate prescription drug information contained in six consumer drug information databases available on CD-ROM, and to make health care professionals aware of the information provided, so that they may appropriately recommend these databases for use by their patients. DESIGN: Observational study of six consumer drug information databases: The Corner Drug Store, Home Medical Advisor, Mayo Clinic Family Pharmacist, Medical Drug Reference, Mosby's Medical Encyclopedia, and PharmAssist. SETTING: Not applicable. PATIENTS OR OTHER PARTICIPANTS: Not applicable. INTERVENTIONS: Information on 20 frequently prescribed drugs was evaluated in each database. The databases were ranked using a point-scale system based on primary and secondary assessment criteria. MAIN OUTCOME MEASURES: For the primary assessment, 20 categories of information based on those included in the 1998 edition of the USP DI Volume II, Advice for the Patient: Drug Information in Lay Language were evaluated for each of the 20 drugs, and each database could earn up to 400 points (for example, 1 point was awarded if the database mentioned a drug's mechanism of action). For the secondary assessment, the inclusion of 8 additional features that could enhance the utility of the databases was evaluated (for example, 1 point was awarded if the database contained a picture of the drug), and each database could earn up to 8 points. RESULTS: The results of the primary and secondary assessments, listed in order of highest to lowest number of points earned, are as follows: Primary assessment--Mayo Clinic Family Pharmacist (379), Medical Drug Reference (251), PharmAssist (176), Home Medical Advisor (113.5), The Corner Drug Store (98), and Mosby's Medical Encyclopedia (18.5); secondary assessment--The Mayo Clinic Family Pharmacist (8), The Corner Drug Store (5), Mosby's Medical Encyclopedia (5), Home Medical Advisor (4), Medical Drug Reference (4), and PharmAssist (3). CONCLUSION: The Mayo Clinic Family Pharmacist was the most accurate and complete source of prescription drug information based on the USP DI Volume II and would be an appropriate database for health care professionals to recommend to patients.

CD-I↗
PubMedDate not supplied

Using interactive videodisc to test advanced airway management skills.

PURPOSE: To evaluate the effectiveness of the Actronics Interactive Learning System to teach the psychomotor skills of advanced airway management compared to the traditional method of lecture/demonstration. METHODS: The study was a nonrandomized, nonequivalent comparison group design of a convenience sample of 86 American Heart Association (AHA), advanced cardiac life support (ACLS) students, who obtained instruction in airway management by the interactive videodisc (IVD) learning system (n = 41), or by the traditional method of demonstration/return demonstration (n = 45). The evaluation criteria for the students were based on the number of attempts required to perform successfully endotracheal (ET) intubation and esophageal obturator airway (EOA) insertion. RESULTS: No statistically significant differences in the performance of ET insertion between the IVD and the traditional method of instruction could be demonstrated. However, initial certifiers for ACLS learning EOA insertion by the IVD method had a treatment effect (p = 0.004) compared to ACLS students learning by the traditional method. This treatment effect was not noted with ET intubation and EOA insertion for students seeking recertification. In a post-test satisfaction questionnaire, 34 IVD students reported satisfaction with learning airway management using this instructional method, but also expressed a preference to have an ACLS instructor available. CONCLUSION: This study highlights the role of IVD in teaching the complex skills of advanced airway management.

Adult↗
PubMed2000

Integrated Obstetric Curriculum for Obstetrics and Gynecology Residency, Radiology Residency and Maternal-Fetal Medicine Fellowship program at an accredited American Institute of Ultrasound in Medicine Diagnostic Ultrasound Center.

OBJECTIVE: The purpose of this work was to demonstrate the approach to developing an integrated curriculum for obstetric ultrasound training by utilizing an accredited American Institute of Ultrasound in Medicine teaching platform. METHODS: During the 1996-98 academic years, the American College of Obstetricians and Gynecologists and American Institute of Ultrasound in Medicine guidelines for ultrasound performance and training were integrated into a multifaceted training program for obstetric and radiological residents and maternal-fetal medicine fellows consisting of a structured reading program, self study of a 35-mm slide program of normal/abnormal anatomy, a basic ultrasound and fetal echocardiography interactive CD program, hands-on supervised scanning program and practical and certificate-bearing fetal echocardiography courses for fellows. All obstetric residents were given pretests and post-tests to measure learning performance in the program. The results from these tests were analyzed for statistical significance. RESULTS: Thirteen obstetric residents completed the training program. The locally developed pretest showed a mean of 16/40 correct questions with an SD of 1.85. After completing the training, the mean obstetric resident scores on the post-test were 32/40 with an SD of 5.9. This difference was statistically significantly different, P < 0.009. Radiology residents showed an improvement from no residents passing the obstetric ultrasound portion on the 1996 Radiology Boards to 100% pass rate in 1997 (four residents per year) after completing the course. Maternal-fetal medicine fellows progressed from inability to perform acceptable fetal echocardiography to full ability to perform fetal echocardiographic examinations. CONCLUSION: An integrated approach to obstetric ultrasound training for obstetric and radiologic residents and maternal-fetal medicine fellows with multifaceted learning methods is easily achieved with available guidance from the American College of Obstetricians and Gynecologists and American Institute of Ultrasound in Medicine.

CD-I↗
PubMed1995

Using interactive videos in general practice to inform patients about treatment choices: a pilot study.

Our objective was to assess the acceptability of using an interactive video system in a general practice setting to inform patients about treatment choices. A descriptive cohort study was carried out in eight general practices in Oxfordshire. Fifty-four patients with mild hypertension and 29 with benign prostatic hypertrophy were studied. Patients' views of the video, treatment preference, level of involvement in treatment decision and satisfaction with decision-making process and GPs' views of the effect of the video on subsequent consultations were measured. Both patients and GPs reported favourable impressions of the interactive video system: 71% of patients said it definitely helped with their treatment decision; GPs said they found the video helpful in 82% of cases. The results of this pilot study were sufficiently encouraging to indicate the need for a randomized controlled trial to evaluate the impact of the video on the doctor-patient relationship, on subsequent treatment decisions and on health outcomes and patients' well-being.

Aged↗
PubMed1997

The effect of a multimedia interactive tutorial on learning endodontic problem-solving.

New technology may create additional opportunities for learning in dental education. One of these new features is a multimedia approach, courseware combining sound, text, stills and video with interactive learning. A multimedia program was developed to train dental students and dental practitioners in decision making and problem solving in endodontics. This study compared the effects of the multimedia program with a more traditional approach consisting of written information, without interaction. 28, 4th-year dental students at the University of Kentucky in Lexington, KY, USA were randomly assigned to the multimedia or the text-based groups. They were given a written pre-test using 2 cases of dental pain and were instructed to study independently using either the multimedia program (group A) or the written information (group B). No restrictions were imposed on the amount of time to be invested, and the total study time was recorded for each student. 3 weeks after the pre-test, the students completed the post-test. A total of 18 students completed both the pre-test and the post-test and their scores were included in the final data. Statistical analysis of the average scores using paired t-tests revealed no significant difference between the performance of the students in either group, indicating that the multimedia approach to learning endodontic problem solving may successfully replace traditional learning strategies.

CD-I↗
PubMedDate not supplied

Effectiveness of interactive videodisc instruction for the continuing education of paramedics.

OBJECTIVES: To evaluate the effectiveness of interactive videodisc (IVD) instruction of paramedics through the use of computer analysis of trip sheets. DESIGN/SETTING: Prospective, controlled, in an urban 9-1-1, paramedic, emergency medical services (EMS) system with total call volume of 62,000/year; 15,000 advanced life support (ALS). INTERVENTIONS: All 150 paramedics in the system received eight hours of IVD instruction covering five subject areas: 1) airway; 2) head/cervical trauma; 3) chest; 4) shock; and 5) cardiac arrest. Trip sheets from 9,943 runs in the pre-IVD period were subjected to computer analysis, and a compliance score was generated using previously developed algorithms that assigned a weight to each omission and commission. After a nine-month IVD training period, 4,303 cases were collected and analyzed in the post-IVD period. Statistical analyses were made using "Student's" t-test and Chi-square with alpha set at 0.05. EXCLUSIONS: Only those records of adult patients who fit one of the five protocols were eligible for computer analysis. Of the 9,943 cases in the pre-IVD group, 480 (4.8%) were excluded, all due to inadequate data recording by the paramedics. A statistically similar portion, 233 (5.4%) of the 4,303 post-IVD instruction cases were excluded (p = .15). RESULTS: Overall the mean compliance score of the pre-IVD group was 0.65 +/- 0.19 (+/- SD). The post-IVD group score was 0.65 +/- 0.19 (p = 0.99). Analysis of scores for each algorithm also showed no significant differences. This study had an observed power of .94 to detect a difference in compliance as small as 0.030. CONCLUSION: Eight hours of IVD instruction did not result in improved paramedic performance as judged by computer analysis of trip sheets.

Adult↗
PubMed1995

Using interactive multi-media to teach the anatomy and pathology of the temporo-mandibular joint.

An interactive multi-media courseware on the Temporo-mandibular Joint is presented. All the latest technological innovations are integrated into this document to make the learning process more enjoyable for the user. We believe that the complex anatomy and physiology of this joint, and mostly its various disorders will be better understood with this interactive multi-media approach. The courseware is intended for continuing education in dentistry and medicine.

Anatomy↗
PubMed1995

"Informed consent" interactive videodisc for patients having a colonoscopy, a polypectomy, and an endoscopy.

These "informed consent" interactive videodisc programs use both graphic and live action sequences to describe in detail the diagnostic procedures of Endoscopy, Colonoscopy, and Polypectomy. Both benefits and possible risks are listed and described. After each sequence, the patient is asked whether the explanation is understood and/or whether the patient would like to discuss the procedure in more detail with a physician. The programs were designed for use with marginally literate patients and require no reading ability. Both programs are also ideal for general patient education.

Analog-Digital Conversion↗
PubMed1995

Learning medical and dental sciences through interactive multi-media.

Health professionals in various fields of Medicine and Dentistry must acquire comprehensive technological knowledge in order to practice their professions. A large portion of that knowledge cannot be found in a textbook. Examples of this type of information are data gleaned from viewing microscopic slides and dissecting cadavers. In order to fully comprehend an area of study in medicine, the student relies on various resources (often physically unrelated, like the x-ray department and the dissection room). This situation makes the teaching and learning processes much more difficult to accomplish, since the instructor and students have to manipulate multiple media and take the courses in various sites. Today's technology allows us to design and create teaching and learning tools that can alleviate these difficulties. Personal computers are now used to capture and display a vast array of information through many different media: text, sound, images, photographs, illustrations, animation and video. This information can be presented to the user with audio-visual interfaces designed to facilitate efficient communication of ideas. It is controlled primarily by the use of the mouse, at one's own pace. This interactive, multi-media approach to teaching and learning is called "Edutainment" (Education and Entertainment). This demonstration will show how these new tools are used to teach and learn about various subjects related to Medicine, particularly in Dermatology and Dentistry. Several courseware applications were developed, addressing various aspects of the field: Cancers of the Skin, Dental Development, the Temporomandibular joint, the Masticatory Muscles etc. These programs provide anthropological data on growth collected through longitudinal research, diagnosis and treatments of pigmented lesions of the skin, thousands of digitized x-rays accessible through a relational database, the latest imaging technology used to diagnose the temporomandibular disorders, high-quality photographs of dissecting room material of the head and neck region, 3-dimensional animation of physiological principles of the temporomandibular joint movements, digital video of examination techniques, and other valuable resources to the user. The software were developed for both platforms, Macintosh and PC/Compatible, and all of them are in English and French, with some titles available in Spanish. To facilitate their distribution and usage, they were written to hybrid CD-ROMs, i.e., one CD-ROM was produced for each application, containing versions for both platforms in all languages. The CD-ROMs were recorded in our premises. During the presentation, the technical aspects of the development and production of a Multi-media document will be discussed along with the scientific content of the CD-ROM.

CD-I↗