Chronic low-grade inflammation contributes to the development of several diseases, including cardiovascular disease. Adequate strategies to target inflammation in cardiovascular disease are in their infancy and remain an avenue of great interest. The purinergic receptor P2X7 is a ubiquitously expressed receptor that predominately mediates inflammation and cellular death. P2X7 is a ligand-gated cation channel that is activated in response to high concentrations of extracellular ATP, triggering the assembly and activation of the NLRP3 (nuclear oligomerization domain like receptor family pyrin domain containing 3) inflammasome and subsequent release of proinflammatory cytokines IL (interleukin)-1β and IL-18. Increased P2X7 activation and IL-1β and IL-18 concentrations have been implicated in the development of many cardiovascular conditions including hypertension, atherosclerosis, ischemia/reperfusion injury, and heart failure. P2X7 receptor KO (knockout) mice exhibit a significant attenuation of the inflammatory response, which corresponds with reduced disease severity. P2X7 antagonism blunts blood pressure elevation in hypertension and progression of atherosclerosis in animal models. IL-1β and IL-18 inhibition has shown efficacy in clinical trials reducing major adverse cardiac events, including myocardial infarction, and heart failure. With several P2X7 antagonists available with proven safety margins, P2X7 antagonism could represent an untapped potential for therapeutic intervention in cardiovascular disorders.

The use of online collaborative assignments (OCAs) between two flipped organic chemistry classrooms, one in Canada and the other in the United States, was examined for impact on learners. The intervention was designed to support content mastery, aid in increasing students’ communication skills through chemistry drawing and verbalization, facilitate emergence of professional identity, and promote development of appreciation for chemistry as an international language. A mixed-methods approach consisting of interviews, student written reflections, and questionnaires was used to evaluate the impact of the OCAs. Students described their experience of the OCAs in terms of: chemistry communication confidence; engaged learning; chemistry learning; relationships; and professional identity.

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