Introduction Age-associated muscle strength decline is a major contributing factor to increased late-life functional decline and comorbidity, and is strongly associated with early mortality. Although all parts of the neuromuscular system seem to be affected by aging, dying-back of motor axons likely plays a major role. Methods We compared the degeneration in ventral roots and neuromuscular junction denervation in young and aged mice and correlated the findings with strength and electrophysiological measures. Results With normal aging, there is little decline in motor axon numbers in the ventral roots, but the neuromuscular junctions show marked partial denervation that is associated with increased jitter on stimulated single fiber electromyography and a decrease in muscle strength. Conclusions These findings suggest that dying-back axonal degeneration may be partially responsible for the electrophysiological and strength changes observed with aging.

Peripheral neuropathy is a major, dose-limiting complication of many chemotherapeutic agents. Currently there is no effective method to prevent development of chemotherapy-induced peripheral neuropathy (CIPN). Recent studies have shown that exercise can improve regeneration of peripheral nerves but its effect in preventing peripheral neuropathy is unknown. In this study, we examined the effect of a rigorous treadmill exercise program that was started 1 week before administration of paclitaxel and continued throughout the study in a mouse model of CIPN. We showed that exercise can partially abrogate features of axonal degeneration induced by paclitaxel including reduction in epidermal nerve fiber density in the plantar hind paw and thermal hypoalgesia. Furthermore, detyrosinated tubulin that is elevated in nerves treated with paclitaxel was normal in exercised animals. This study points to a relatively simple and potentially effective therapeutic option to reduce the neurotoxic effects of chemotherapy.

Background Medical humanities courses that incorporate the visual arts traditionally require in-person instruction and visits to museums. The COVID-19 pandemic afforded medical educators a unique opportunity to implement and evaluate virtual visual arts programming. Methods A two-week, 7-module visual arts and medicine elective course for third and fourth-year medical students was conducted virtually in the Spring of 2021. The course included traditional didactic components as well as a range of hands-on creative art activities including painting, graphic medicine, photovoice, and Kintsugi (Japanese craft). Digital tools including Canvas, Google Jamboard, and Zoom facilitated student engagement. Student feedback was collected through anonymous post-course surveys. Results We successfully conducted a virtual visual arts and medicine elective which integrated hands-on creative art activities. Most students “strongly agreed” that remote instruction was sufficient to meet course objectives. However, all students also “agreed” that in-person instruction may promote more in-depth engagement with the visual arts. The hands-on creative art activities were appreciated by all students. Conclusion Visual arts-based medical humanities courses can be delivered virtually and can include hands-on creative art activities such as painting. Future visual arts and medicine courses may benefit from incorporating a range of pedagogical methodologies, digital tools, control groups, and pre−/post-course assessments.

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