Activation of urocortin 1 and ghrelin signaling in the basolateral amygdala induces anxiogenesis.

Prior anatomical and functional studies have demonstrated the importance of the basolateral region of the amygdala in the regulation of anxiogenic and anxiolytic behaviors. In the present report we investigated the anxiety-inducing effects of the corticotropin-releasing hormone-related peptide urocortin 1 (Ucn1) and the gut-brain peptide ghrelin. Both peptides were injected directly into the basolateral amygdala of male Sprague-Dawley rats and performance in the elevated plus maze was assessed. Ghrelin was administered at doses of 3-300 pmol and Ucn1 at doses of 0.01-1.0 pmol. Separate groups of rats were pretreated with Ucn1 before ghrelin treatment. In all experiments each test was performed as a single trial per animal. Results indicated that both ghrelin and Ucn1 elicited an increase in anxiogenic behavior. Moreover, Ucn1 pretreament potentiated the anxiogenic action of ghrelin. Overall these findings provide support for an integrated role of ghrelin and urocortin signaling within the basolateral amygdala in the expression of anxiogenesis.

Web-based instruction on substance abuse and drug diversion.

OBJECTIVES: To develop a pilot study to assess the effectiveness of a Web-based educational module on enhancing understanding of substance abuse and drug diversion, and to assess students' abilities and confidence in applying the information. DESIGN: A Web-based instructional module was presented to students enrolled in their second pre-professional year, and students were informed that it was part of a research study. Knowledge was tested using 10 pre- and post-module questions. Students were also presented with 5 survey questions assessing abilities related to the learning objectives. ASSESSMENT: The median percentage of correct responses increased from 60% (Interquartile range [IQR] 20%) for the pre-module questions to 90% (IQR = 10%) for the post-module questions. The median percent gain in knowledge was 20% (IQR = 20%) which was significant (p < 0.0001). CONCLUSIONS: Web-based instruction is an alternative method for engaging students in course content. We found that 59% of our pilot study group worked in a pharmacy. From the success of the pilot study, the module was implemented as an extra credit assignment in a required course to provide a foundation for developing professional responsibility.