Short term effect of tetrahydrocurcumin on adipose angiogenesis in very high-fat diet-induced obesity mouse model.

Tetrahydrocurcumin (THC) has been shown to possess anti-angiogenic activities. This study aims to investigate the effects of THC on adipose angiogenesis and expression of angiogenic factors that occurs in 60% high-fat diet-induced obese mice. Male ICR mice were randomly divided into 3 groups: mice fed with a low-fat diet (LFD group); mice fed with very high fat diet (VHFD group), and mice fed with VHFD supplemented with THC (300 mg/kg/day orally) (VHFD+THC treated group) for 6 weeks. Body weight (BW), food intake, fasting blood sugar (FBS), lipid profiles and visceral fats weight (VF) were measured. The microvascular density (MVD), TNF-α, VEGF, MMP-2, and MMP-9 expressions were evaluated. The VHFD group had significantly increased total cholesterol, triglyceride, food intake, BW, VF, VF/BW ratio, adipocyte size and the number of crown-liked structures as compared to LFD group. THC supplementation markedly reduced these parameters and adipocyte hypertrophy and inflammation in white adipose tissues. MVD, TNF-α, VEGF, MMP-2, and MMP-9 were over-expressed in the VHFD group. However, THC supplementation decreased MVD and reduced expression of TNF-α, VEGF, MMP-2, and MMP-9. In conclusion, THC suppressed angiogenesis in adipose tissue by the downregulation of TNF-α, VEGF, MMP-2, and MMP-9. With its effects on lipid metabolism as well as on food consumption, THC could contribute to lower visceral fat and body weight. Overall, our study demonstrated the potential benefit of THC in mitigating obesity and associated metabolic disorders along with elucidated the suppression of adipose angiogenesis as one of its underlying mechanisms.

Experience of online physiology laboratory teaching for undergraduate students during the COVID-19 pandemic in Thailand.

The COVID-19 pandemic has disrupted traditional face-to-face human physiology teaching for students at the Faculty of Medicine, Thammasat University, Thailand since February 2020. An online curriculum for both lectures and laboratory sessions was developed to continue the education. This work compared the effectiveness of online physiology labs to the traditional onsite counterparts for 120 dental and pharmacy sophomore students during the 2020 academic year. The method used was a Microsoft Teams synchronous online laboratory experience consisting of eight topics. Faculty lab facilitators created protocols, video scripts, online assignments, and instruction notes. Group lab instructors prepared and delivered the content for recording and led the student discussion. Data recording and live discussion were synchronized and executed. The response rates for the control (2019) and study (2020) groups were 36.89 and 60.83%, respectively. The control group reported higher satisfaction about general laboratory experience, compared to the online study group. The online group rated the laboratory online experience with equal satisfaction to that of an onsite lab experience. The onsite control group reported 55.26% satisfaction with the equipment instrument, while only 32.88% online group voiced their approval of this measure. It was understandable because the excitement in physiology work relies heavily on the experience of the work (P < 0.027). With the same difficulty index for both academic year examination papers, the nonsignificant difference in academic performance of the control and study groups (59.50 ± 13.50 and 62.40 ± 11.43, respectively) showed the effectiveness of our online synchronous physiology lab teaching. In conclusion, the online physiology learning experience was appreciated when a good design was achieved.NEW & NOTEWORTHY The COVID-19 pandemic has forced physiology educators to use online teaching. At the time of this work, there was no research investigating the effectiveness of online and face-to-face physiology lab teaching in undergraduate students. A synchronized online lab teaching of a virtual lab classroom on the Microsoft Teams platform was successfully implemented. Our data showed that online physiology lab teaching could make the students understand physiology concepts and have the same effectiveness as the onsite lab experience.

Using Facebook for Ongoing Learning Promotes Higher National Licensing Examination Success.

OBJECTIVE: This study proposes Facebook usage as a motivational vehicle for studying block subjects in Problem-Based Learning Curriculum. Facebook page engagement should allow self-motivated medical students the opportunity to review subject materials. Frequent use and practice resulted in better National Licensing Examination step 1 (NLE1) scores amongst frequent users of posted material. METHODS: The scenarios and exercises were posted on a Facebook page every 2 months after completion of the relevant block. Participants were classified into four groups by frequency of Facebook page usage. Participants completed exit surveys after the NLE1 results were posted. The mean opinion scores of each group were compared using one-way ANOVA. The correlation coefficient of the percentage of the NLE1 success and frequency of page participation was calculated. RESULT: Most students spent excess of 3 months preparing for the NLE1. The most popular study aid was the MCQ bank. Frequent Facebook page users often preferred self-study and group work compared to "never" users (p < 0.05). Strong positive correlation (r = 0.956) was shown between the frequency of Facebook page usage and the success rate of the NLE1. CONCLUSION: Facebook study cases allowed self-motivated medical students to periodically review subject materials. Frequent users' regular practice resulted in better passing rates of the NLE1 exam.