In-vitro Wound Healing Assays: A Comprehensive Review.

Chronic non-healing wounds offer a tough clinical challenge for plastic and reconstructive surgeons. A systematic comprehension of the underlying mechanism of wound healing is essential for improved patient care. It is also required to know the complex and continuing armamentarium of therapeutic choices for treatment of chronic wounds. Wound assays are excellent way to apprehend the wound healing progression and the efficacy of various products that contribute and promote in wound healing. In the production sequence of wound care products also, human trials are often preceded by more economical in-vitro or preclinical studies. Wound healing assays are to understand the principal molecular mechanisms involved in repair progression and used in the exploration of impending therapeutics and designing treatment protocols intended for better curing. Several prototypes of wound healing have been established and are well-accepted. This review focuses on in vitro assays, as they are pre-requisite preliminary assays that are rapid, economical and ethical substitute to other complex assay models. Literature exploration for data sources were carried out through a meticulous search in indexed literature and various website centered educational research documents. In total 76 studies were earmarked from 286 most relevant scholarly articles. An extensive criterion to describe both in-vitro assays and in-vitro assays in wound healing has been used for probing the comments. Also, personal resources have been used for information gathering. The present manuscript provides a broad overview of various in-vitro assays with descriptive account of injury techniques with assessment of pros and cons of each. It also emphasized on three-dimensional culture assays, which utilizes bioengineered prototypes to exhibit various connections and the mechanisms of diverse sort of cells in the wound healing.

Effect of Carbohydrate Loading on Resistance Exercise and Muscle Mass: A Prospective Study.

The objective of the study was to assess the outcome of carbohydrate loading dietary strategy on resistance exercise and muscle mass. In this prospective study, conducted at Dr DY Patil Gym and Fitness Center, Navi Mumbai (India), young healthy male resistance-trained individuals (18-25 years) were recruited randomly. The duration for entire study was three months in the year 2019. Participants were divided into two groups (n=30 each): carbohydrate loading group and control group. Participants in the carbohydrate loading group consumed carbohydrate loading diet protocol and designed exercise program for seven days. The control group consumed a regular diet with an exercise program. Resistance exercise (strength) and body circumference (muscle mass) measurements were recorded after seven days of respective assigned diet and exercise program. In the carbohydrate loading group, performance in resistance exercise was not significant from baseline to day seven (63.5±6.45 vs. 64.0±6.75 kg; p>0.05). Changes in the arm girth (p=0.3256), thigh girth (p=0.3256) and calf girth (p=0.1608) were also not significant in the carbohydrate loading group when compared from baseline to seven days. Therefore, the result indicates that the carbohydrate loading regimen had no enhanced effect on resistance exercise as well as muscle girth. This study results suggest that carbohydrate loading has no additional advantage in improving resistance exercise and muscle mass in resistance-trained individuals.

Enhancing Student Centered Active-Learning by "Flipped Classrooms" In a Histology Module.

Flipped learning has been the focus of significance and area of interest for medical educationists but accounts of the progression and the assessment of this pedagogical prototype are lacking. The present study describes how a histology module was delivered using the flipped learning approach. This qualitative and quantitative analysis was undertaken among First Professional MBBS students studying human anatomy at All India Institute of Medical Sciences, Jodhpur Rajasthan, India from 2016 to 2019. The participants were subjected to conventional and active learning approach i.e. flipped classroom for the various separate topics of histology with comparable level of difficulty. The students were assessed for subject knowledge by a short assessment which was taken after each session. A feedback from them in reference to use of flipped learning approach in regular teaching-learning and their experience was also obtained. Both the conventional and flipped classroom teaching showed significant changes in knowledge of participants, though mean test score was higher in the flipped learning activity. In the feedback analysis it was noted that majority of the medical students considered incorporation of active learning methods useful for learning histology. Use of active teaching-learning by flipped classroom can assist as a comprehensive tool in regular histology sessions.