Comparison of sulfolane effects in Sprague Dawley rats, B6C3F1/N mice, and Hartley guinea pigs after 28 days of exposure via oral gavage.

Sulfolane is a solvent used in industrial refining with identified environmental exposure in drinking water. Due to potential large species differences, the National Toxicology Program (NTP) conducted 28-day toxicity studies in male and female Hsd:Sprague Dawley® SD® rats, B6C3F1/N mice, and Hartley guinea pigs. A wide dose range of 0, 1, 10, 30, 100, 300, and 800 mg/kg was administered via gavage. Histopathology, clinical pathology, and organ weights were evaluated after 28 days of exposure. In addition, plasma concentrations of sulfolane were evaluated 2 and 24 h after the last dose. Increased mortality was observed in the highest dose group of guinea pigs and mice while decreased body weight was observed in rats compared to controls. Histopathological lesions were observed in the kidney (male rat), stomach (male mice), esophagus (male and female guinea pigs), and nose (male guinea pigs). Plasma concentrations were generally higher in rats and guinea pigs compared to mice with evidence of saturated clearance at higher doses. Male rats appear to be the most sensitive with hyaline droplet accumulation occurring at all doses, although the human relevance of this finding is questionable.

Teaching: the role of active manipulation of three-dimensional scatter plots in understanding the concept of confounding.

In teaching epidemiology, confounding is a difficult topic. The authors designed active learning objects (LO) based on manipulable three-dimensional (3D) plots to facilitate understanding of confounding. The 3D LOs help illustrate of how confounding can occur, how it generates bias and how to adjust for it. For the development of the LOs, guidelines were formulated based on epidemiology and theories of instructional design. These included integrating the conceptual and empirical aspects: the causal relationships believed to be operating in the study population (conceptual aspect) and data-oriented associations (empirical aspect). Other guidelines based on theories of instructional design included: actively engage the students, use visual methods when possible, and motivate the students about the importance of the topic. Students gave the method strong positive evaluations. Experts in epidemiology agreed that the 3D LOs apply generally accepted scientific views on confounding. Based on their experiences, the authors think that the 3D plots can be useful addition in the teaching of confounding. The article includes links and a downloadable file that provide a demonstration of the 3D LO-based teaching materials.