Adult-derived stem cells from the liver become myocytes in the heart in vivo.

Recent evidence suggests that adult-derived stem cells, like their embryonic counterparts, are pluripotent. These simple, undifferentiated and uncommitted cells are able to respond to signals from their host tissue microenvironment and differentiate, producing progeny that display a phenotype characteristic of the mature cells of that tissue. We used a clonal stem cell line (termed WB-F344) that was derived from an adult male rat liver to investigate the possibility that uncommitted stem cells from a nonmyogenic tissue source would respond to the tissue microenvironment of the heart in vivo and differentiate into cardiac myocytes. Male WB-F344 cells that carry the Escherichia coli beta-galactosidase gene were identified in the left ventricular myocardium of adult female nude mice 6 weeks after transplantation. We confirmed the presence of a rat Y-chromosome-specific repetitive DNA sequence exclusively in the beta-galactosidase-positive myocytes by polymerase chain reaction and fluorescence in situ hybridization. Immunohistochemistry, using a cardiac troponin T-specific monoclonal antibody, and ultrastructural analysis confirmed a cardiac myocyte phenotype of the stem cell-derived myocytes. The beta-galactosidase-positive myocytes ranged from < 20 microm to 110 microm in length. The longer of these cells contained well-organized sarcomeres and myofibrils, and formed intercalated disks and gap junctions with endogenous (host-derived) myocytes, suggesting that WB-F344-derived myocytes participate in the function of the cardiac syncytium. These results demonstrate that adult liver-derived stem cells respond to the tissue microenvironment of the adult heart in vivo and differentiate into mature cardiac myocytes.

Muscle torque in young and older untrained and endurance-trained men.

Plantar flexor torque was measured in 24 young (25 +/- 1.4 y) and older (62 +/- 2 y) untrained and endurance-trained men to test the hypothesis that age-associated declines in muscle function would be attenuated in older men who also endurance trained. Endurance-trained subjects averaged 7-9 h/wk of aerobic activity for 10-12 years. These subjects had not engaged in resistance training previously in the past 10 years. Plantar flexor torque was measured at velocities between 0 and 5.23 rads. s-1. In absolute terms, maximal isometric torque was 23% lower in older men compared to young men, regardless of their training status. On the other hand, relative measures of isometric strength (i.e., torque.muscle cross-sectional area-1 and torque.muscle volume-1) were similar in young and older men but were higher in trained than in untrained men. Isokinetic torque.muscle cross-sectional area-1 and torque.muscle volume-1 was greater at contraction velocities of 0.26-2.09 rads.s-1 for trained subjects. These data suggest that endurance training does not attenuate the age-associated loss of muscle mass or absolute strength. However, endurance training might reduce the extent of loss of relative strength because torque-muscle cross-sectional area-1 and torque.muscle volume-1 are greater in endurance-trained older men than in untrained older men.

Medical students' perceptions of themselves and residents as teachers.

Eighty-three medical students from one class at the University of Vermont College of Medicine were surveyed as to their perceptions of both themselves and residents as teachers. Sixty seven percent of the students felt that residents played a significant role as teachers during the first clinical year. Students estimated that one-third of their knowledge could be attributed to housestaff teaching. A large majority of students wanted to teach students during medical school (80%) and residency (93%). Ninety percent of students surveyed would participate in a workshop to improve teaching skills prior to beginning residency; of this group, forty nine students ranked the importance of components of a teaching skills workshop. The findings suggest that medical students are interested both in learning teaching skills and teaching during medical school and during residency.