The core components of the planar cell polarity (PCP) signaling system, including both transmembrane and peripheral membrane associated proteins, form asymmetric complexes that bridge apical intercellular junctions. While these can assemble in either orientation, coordinated cell polarization requires the enrichment of complexes of a given orientation at specific junctions. This might occur by both positive and negative feedback between oppositely oriented complexes, and requires the peripheral membrane associated PCP components. However, the molecular mechanisms underlying feedback are not understood. We find that the E3 ubiquitin ligase complex Cullin1(Cul1)/SkpA/Supernumerary limbs(Slimb) regulates the stability of one of the peripheral membrane components, Prickle (Pk). Excess Pk disrupts PCP feedback and prevents asymmetry. We show that Pk participates in negative feedback by mediating internalization of PCP complexes containing the transmembrane components Van Gogh (Vang) and Flamingo (Fmi), and that internalization is activated by oppositely oriented complexes within clusters. Pk also participates in positive feedback through an unknown mechanism promoting clustering. Our results therefore identify a molecular mechanism underlying generation of asymmetry in PCP signaling.
Introduction With advances in technology, many lectures are now recorded and uploaded online for re‐viewing by students. However, lectures are long ranging from 50–120 minutes and students need to devote a large amount of time in order to review lecture, which can deter students from viewing recorded lectures. Therefore, we proposed creating short videos (MicroVids) reviewing only one specific concept from lecture and embedding the MicroVid into the printed notes via QR code, so that as students review the printed notes, they have a quick and easily accessible option for viewing professor‐explained concepts without searching the entire recorded lecture for the desired material. Objectives To investigate the efficacy of utilizing MicroVids as a tool to improve student learning of the endocrine system. Methods A series of 8 MicroVids were created reviewing concepts in the endocrine section of Anatomy and Physiology 1. The MicroVids were uploaded to YouTube and the URLs for each video was linked to a QR code that students could either click on to access the MicroVid (electronic notes) or scan with a QR code reader while reviewing their notes. Students (n=18, experimental group) taking an AP1 class during the Fall 2019 semester were given 8 MicroVids as supplemental material. After one week of access to each group’s MicroVids, students were given a survey to gather student feedback. Exam results from endocrine questions on their summative assessment was compared a control group of students taking AP1 the same semester as those that received Microvids and also compared to students who took AP1 Fall 2018. Outcome This approach garnered an overwhelming positive feedback. Two major themes from surveyed students were: 1) the MicroVids were easily accessible and 2) they helped students capture information they missed from their lecture notes. In the class that received the Microvids, 94% of the students watched the videos and 61% of students reported that it helped them succeed in their summative assessment. Additionally, while there was no statistically significant difference in exam grades between the class of students who watched the MicroVids versus the students of the control group, there was a modest improvement on the grasp of the endocrine system between poor test performers in the experimental group as compared to the poor test performers in the control group (an average 2.8 percentage points difference). While modest, the observation that poor test performers in the experimental group outperformed their control counterparts on their assessment is consistent with other reports that demonstrated similar positive learning outcomes when an active learning strategy was implemented in the classroom.
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