The irreversible loss of estrogen (specifically 17-β-estradiol; E2) compromises whole-body glucose tolerance in women. Hormone replacement therapy (HRT) is frequently prescribed to treat estrogen deficiency, but has several deleterious side effects. Exercise has been proposed as an HRT substitute, however, their relative abilities to treat glucose intolerance are unknown. Thirty ovariectomized (OVX) and 20 SHAM (control) rats underwent glucose tolerance tests (GTT) 10 weeks post surgery. Area under the curve (AUC) for OVX rats was 60% greater than SHAM controls (P = 0.0005). Rats were then randomly assigned to the following treatment groups: SHAM sedentary (sed) or exercise (ex; 60 min, 5×/weeks), OVX sed, ex, or E2 (28 μg/kg bw/day) for 4 weeks. OVX ex rats experienced a ∼45% improvement in AUC relative to OVX sed rats, whereas OVX E2 underwent a partial reduction (17%; P = 0.08). Maximal insulin-stimulated glucose uptake in soleus and EDL was not impaired in OVX rats, or augmented with exercise or E2. Akt phosphorylation did not differ in soleus, EDL, or liver of any group. However, OVX ex and OVX E2 experienced greater increases in p-Akt Ser473 in VAT and SQ tissues compared with SHAM and OVX sed groups. Mitochondrial markers CS, COXIV, and core1 were increased in soleus posttraining in OVX ex rats. The content of COXIV was reduced by 52% and 61% in SQ of OVX sed and E2 rats, compared to SHAM controls, but fully restored in OVX ex rats. In summary, exercise restores glucose tolerance in OVX rats more effectively than E2. This is not reflected by alterations in muscle maximal insulin response, but increased insulin signaling in adipose depots may underlie whole-body improvements.
Large classes taught with didactic lectures and assessed with multiple-choice tests are commonly reported to promote lower order (LO) thinking and a surface approach (SA) to learning. Using a case study design, we hypothesized that incorporating instructional scaffolding of core physiology principles and assessing students exclusively with long-answer written tests would encourage higher order (HO) thinking and promote a deep approach (DA) to learning in a two-course physiology sequence (Phys I and II), despite their large size. Test questions were categorized as LO or HO according to the Blooming Biology Tool, and students’ LO and HO performance was determined for each of six tests across the two courses. The validated Revised Two-Factor Study Process Questionnaire survey tool was administered at the beginning and end of each course to measure student approach to learning. HO performance was maintained across Phys I (72.9 ± 19.4 vs. 74.8 ± 20.7%, P = 0.37) and significantly improved across Phys II (69.9 ± 18.4 vs. 79.4 ± 14.8%, P < 0.001). Unexpectedly, students’ LO performance declined from the beginning to end of Phys I (78.5 ± 20.6 vs. 69.4 ± 17.9%, P < 0.001) and Phys II (80.5 ± 19.6 vs. 72.2 ± 24.3%, P < 0.001). Students’ approach to learning did not change throughout Phys I or II, but at each time point students preferred a DA over a SA. Taken together, these results indicate that an intentionally designed large lecture class can support a DA to learning and suggests that this teaching and assessment structure may be particularly well suited to promote HO thinking, albeit possibly at the expense of LO thinking.
Traditionally, undergraduate curriculum committees, consisting of appointed faculty and student representatives, have served as the sole departmental vehicle for investigating, discussing and promoting the scholarship of teaching and learning (SoTL) within an academic department. However, with the universal demand for greater accountability on all aspects of evidence-based teaching and on the totality of student learning and career outcomes, some academic departments have encouraged the formation of additional organizations to support their SoTL mandate. In the Department of Human Health and Nutritional Sciences, the approach taken was to combine the interests of the faculty who had a sustained interest in the "scholarship of knowledge translation and transfer" in the health sciences with those who had a developing interest in SoTL. These faculty members would then form the foundation of a "network" which has been called the K*T3net. The virtual common space of the network is on a Learning Management System OPEN ACCESSEduc. Sci. 2013, 3 137(LMS) site which is accessed by all faculty members in the network and by a growing number of staff and senior PhD students in the department. The features and potential uses of the K*T3net website will be discussed. The development of the K*T3net has already supported the proposal for a new undergraduate course on SoTL and is opening the possibility for graduate students to add a SoTL component to their thesis research.
Self-reports suggest >50% of university students cheat at some point in their academic career (Christensen Hughes JM, McCabe DL. 36: 49-63, 2006), although objective values of academic misconduct (AM) are difficult to obtain. In a physiology-based department, we had a concern that students were altering written tests and resubmitting them for higher grades; thereby compromising the integrity of our primary assessment style. Therefore, we directly quantified the prevalence of AM on written tests in 11 courses across the department. Three thousand six hundred and twenty midterms were scanned, and any midterm submitted for regrading was compared with its original for evidence of AM. Student characteristics, test details, and course information were recorded. On a department level, results show that this form of AM was rare: prevalent on 2.2% of all tests written. However, of the tests submitted for regrading, 17.4% contained AM (range: 0-26%). The majority of AM was conducted by high-achieving students, (60% of offenders earned>80%), and there was a trend toward women being more likely to commit AM ( = 0.056). While our results objectively show that this type of AM is low, we highlight that large competitive courses face significantly higher prevalence, and high-achieving students may have gone underreported in previous literature. Vigilance should be employed by all faculty who accept tests for regrading.
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