ABSTRACT
Beta-3 adrenergic receptor activation via exercise or CL316,243 (CL) induces white adipose tissue (WAT) browning, improves glucose tolerance, and reduces visceral adiposity. Our aim was to determine if sex or adipose tissue depot differences exist in response to CL. Daily CL injections were administered to diet-induced obese male and female mice for two weeks, creating four groups: male control, male CL, female control, and female CL. These groups were compared to determine the main and interaction effects of sex (S), CL treatment (T), and WAT depot (D). Glucose tolerance, body composition, and energy intake and expenditure were assessed, along with perigonadal (PGAT) and subcutaneous (SQAT) WAT gene and protein expression. CL consistently improved glucose tolerance and body composition. Female PGAT had greater protein expression of the mitochondrial uncoupling protein 1 (UCP1), while SQAT (S, p < 0.001) was more responsive to CL in increasing UCP1 (S×T, p = 0.011) and the mitochondrial biogenesis induction protein, PPARγ coactivator 1α (PGC1α) (S×T, p = 0.026). Females also displayed greater mitochondrial OXPHOS (S, p < 0.05) and adiponectin protein content (S, p < 0.05). On the other hand, male SQAT was more responsive to CL in increasing protein levels of PGC1α (S×T, p = 0.046) and adiponectin (S, p < 0.05). In both depots and in both sexes, CL significantly increased estrogen receptor beta (ERß) and glucose-related protein 75 (GRP75) protein content (T, p < 0.05). Thus, CL improves systemic and adipose tissue-specific metabolism in both sexes; however, sex differences exist in the WAT-specific effects of CL. Furthermore, across sexes and depots, CL affects estrogen signaling by upregulating ERß.
Subject(s)
Adipose Tissue, Brown/metabolism , HSP70 Heat-Shock Proteins/genetics , Membrane Proteins/genetics , PPAR gamma/genetics , Peroxisome Proliferator-Activated Receptor Gamma Coactivator 1-alpha/genetics , Uncoupling Protein 1/genetics , Adipose Tissue/metabolism , Adipose Tissue, Brown/growth & development , Adipose Tissue, White/metabolism , Animals , Body Composition/genetics , Dioxoles/pharmacology , Energy Metabolism/genetics , Estrogen Receptor beta/genetics , Estrogens/genetics , Estrogens/metabolism , Female , Glucose Tolerance Test , Humans , Male , Mice , Mitochondria/genetics , Mitochondria/metabolism , Receptors, Adrenergic, beta-3/genetics , Receptors, Adrenergic, beta-3/metabolism , Sex CharacteristicsABSTRACT
BackgroundAchieving engagement of clinicians with regular voluntary teaching sessions is challenging. Voluntary attendance of teaching sessions at the hospice has historically been low and uncoordinated between teams, with momentum difficult to establish;timings not always suiting a workforce with different commitments, shift patterns and geographical workplaces. Yet continuous professional development is a requirement for all (General Medical Council. Continued professional development: guidance for all doctors, 2012;Nursing and Midwifery Council. The code: Professional standard of practice and behaviour for nurses, midwives and nursing associates, 2018).AimsTwo nurses and a doctor were tasked with reintroducing clinical teaching for the hospice’s community CNS teams. They decided delivery would be online using Zoom (due to COVID-19), recognising the opportunity this gave to expand access beyond the community clinical nurse specialist teams to all the different hospice clinical teams and sites.MethodsResponsibility was shared for arranging speakers and for gaining support for the new programme from team leads. The learning and development lecturer/CNS took responsibility for managing Zoom, creating QR evaluation codes, storing recordings on the shared hospice server, keeping attendance lists and providing feedback for speakers.ResultsNovember - June 2021:Fifteen 45-minute sessions covering a wide range of topics;delivered fortnightly, commencing November 2020.303 recorded attendances: 203 nurses, 20 doctors, 26 allied health professionals, 13 healthcare assistants, 22 trainee nursing associates, 7 Social Work, 19 paramedics, 3 Other. Attendance was across all hospice sites and clinical teams, including six guest paramedics. Some teams had higher percentages of team attendance than others.270 attended live and 43 watched recordings.Recorded sessions were also shared with the local hospital palliative care team.34% completed QR evaluations. Positive feedback, with demonstration of how new knowledge can be transferred to practice.ConclusionTeaching and learning online has facilitated increased engagement in overall numbers across all the hospice clinical teams and sites, with easier access to internal and external speakers. Moving forward, continued encouragement from management to embed regular attendance across teams may be beneficial, to encourage those who have not yet made attendance habitual.