1
|
Cunningham ME, Kelly NH, Rawlins BA, Boachie-Adjei O, van der Meulen MCH, Hidaka C. Lumbar spine intervertebral disc gene delivery of BMPs induces anterior spine fusion in lewis rats. Sci Rep 2022; 12:16847. [PMID: 36207369 PMCID: PMC9547004 DOI: 10.1038/s41598-022-21208-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2022] [Accepted: 09/23/2022] [Indexed: 11/09/2022] Open
Abstract
Minimally invasive techniques and biological autograft alternatives such as the bone morphogenetic proteins (BMPs) can reduce morbidity associated with spinal fusions. This study was a proof-of-concept for gene-therapy-mediated anterior spine fusion that could be adapted to percutaneous technique for clinical use. Isogeneic bone marrow stromal cells genetically programmed to express b-galactosidase (LACZ, a marker gene), BMP2, BMP7, a mixture of BMP2 and BMP7 infected cells (homodimers, HM), or BMP2/7 heterodimers (HT) were implanted into the discs between lumbar vertebrae 4 and 5 (L4/5) and L5/6 of male Lewis rats. Spine stiffening was monitored at 4, 8 and 12 weeks using noninvasive-induced angular displacement (NIAD) testing. At 12 weeks isolated spines were assessed for fusion and bone formation by palpation, biomechanical testing [four-point bending stiffness, moment to failure in extension, and in vitro angular displacement (IVAD)], faxitron x-rays, microCT, and histology. Progressive loss of NIAD occurred in only the HT group (p < 0.001), and biomechanical tests correlated with the NIAD results. Significant fusion occurred only in the HT group (94% of animals with one or both levels) as assessed by palpation (p < 0.001), which predicted HT bone production assessed by faxitron (p ≤ 0.001) or microCT (p < 0.023). Intervertebral bridging bone was consistently observed only in HT-treated specimens. Induced bone was located anterior and lateral to the disc space, with no bone formation noted within the disc. Percutaneous anterior spine fusions may be possible clinically, but induction of bone inside the disc space remains a challenge.
Collapse
Affiliation(s)
- Matthew E Cunningham
- HSS Research Institute, Hospital for Special Surgery, 515 E 71st Street, New York, NY, 10021, USA. .,Weill Cornell Medical College, 1300 York Avenue, Lc501, New York, NY, 10065, USA. .,Hospital for Special Surgery, 535 East 70th Street, New York, NY, 10021, USA.
| | - Natalie H Kelly
- HSS Research Institute, Hospital for Special Surgery, 515 E 71st Street, New York, NY, 10021, USA
| | - Bernard A Rawlins
- HSS Research Institute, Hospital for Special Surgery, 515 E 71st Street, New York, NY, 10021, USA.,Weill Cornell Medical College, 1300 York Avenue, Lc501, New York, NY, 10065, USA.,Hospital for Special Surgery, 535 East 70th Street, New York, NY, 10021, USA
| | - Oheneba Boachie-Adjei
- HSS Research Institute, Hospital for Special Surgery, 515 E 71st Street, New York, NY, 10021, USA.,Weill Cornell Medical College, 1300 York Avenue, Lc501, New York, NY, 10065, USA
| | - Marjolein C H van der Meulen
- HSS Research Institute, Hospital for Special Surgery, 515 E 71st Street, New York, NY, 10021, USA.,Meinig School of Biomedical Engineering and Sibley School of Mechanical and Aerospace Engineering, Cornell University, Ithaca, NY, 14853, USA
| | - Chisa Hidaka
- HSS Research Institute, Hospital for Special Surgery, 515 E 71st Street, New York, NY, 10021, USA
| |
Collapse
|
3
|
Dubosh NM, Jordan J, Yarris LM, Ullman E, Kornegay J, Runde D, Juve AM, Fisher J. Critical Appraisal of Emergency Medicine Educational Research: The Best Publications of 2016. AEM EDUCATION AND TRAINING 2019; 3:58-73. [PMID: 30680348 PMCID: PMC6339548 DOI: 10.1002/aet2.10203] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/15/2018] [Revised: 09/27/2018] [Accepted: 10/02/2018] [Indexed: 05/05/2023]
Abstract
OBJECTIVES The objectives were to critically appraise the emergency medicine (EM) medical education literature published in 2016 and review the highest-quality quantitative and qualitative studies. METHODS A search of the English language literature in 2016 querying MEDLINE, Scopus, Education Resources Information Center (ERIC), and PsychInfo identified 510 papers related to medical education in EM. Two reviewers independently screened all of the publications using previously established exclusion criteria. The 25 top-scoring quantitative studies based on methodology and all six qualitative studies were scored by all reviewers using selected scoring criteria that have been adapted from previous installments. The top-scoring articles were highlighted and trends in medical education research were described. RESULTS Seventy-five manuscripts met inclusion criteria and were scored. Eleven quantitative and one qualitative papers were the highest scoring and are summarized in this article. CONCLUSION This annual critical appraisal series highlights the best EM education research articles published in 2016.
Collapse
Affiliation(s)
- Nicole M. Dubosh
- Beth Israel Deaconess Medical Center and Harvard Medical SchoolBostonMA
| | - Jaime Jordan
- University of California Los Angeles School of MedicineTorranceCA
| | | | - Edward Ullman
- Beth Israel Deaconess Medical Center and Harvard Medical SchoolBostonMA
| | | | | | | | - Jonathan Fisher
- University of Arizona College of Medicine PhoenixMaricopa Medical CenterPhoenixAZ
| |
Collapse
|
4
|
Zaidi NLB, Kreiter CD, Castaneda PR, Schiller JH, Yang J, Grum CM, Hammoud MM, Gruppen LD, Santen SA. Generalizability of Competency Assessment Scores Across and Within Clerkships: How Students, Assessors, and Clerkships Matter. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2018; 93:1212-1217. [PMID: 29697428 DOI: 10.1097/acm.0000000000002262] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
PURPOSE Many factors influence the reliable assessment of medical students' competencies in the clerkships. The purpose of this study was to determine how many clerkship competency assessment scores were necessary to achieve an acceptable threshold of reliability. METHOD Clerkship student assessment data were collected during the 2015-2016 academic year as part of the medical school assessment program at the University of Michigan Medical School. Faculty and residents assigned competency assessment scores for third-year core clerkship students. Generalizability (G) and decision (D) studies were conducted using balanced, stratified, and random samples to examine the extent to which overall assessment scores could reliably differentiate between students' competency levels both within and across clerkships. RESULTS In the across-clerkship model, the residual error accounted for the largest proportion of variance (75%), whereas the variance attributed to the student and student-clerkship effects was much smaller (7% and 10.1%, respectively). D studies indicated that generalizability estimates for eight assessors within a clerkship varied across clerkships (G coefficients range = 0.000-0.795). Within clerkships, the number of assessors needed for optimal reliability varied from 4 to 17. CONCLUSIONS Minimal reliability was found in competency assessment scores for half of clerkships. The variability in reliability estimates across clerkships may be attributable to differences in scoring processes and assessor training. Other medical schools face similar variation in assessments of clerkship students; therefore, the authors hope this study will serve as a model for other institutions that wish to examine the reliability of their clerkship assessment scores.
Collapse
Affiliation(s)
- Nikki L Bibler Zaidi
- N.L.B. Zaidi is associate director, Evaluation and Assessment, Office of Medical Student Education, University of Michigan Medical School, Ann Arbor, Michigan. C.D. Kreiter is professor, Office of Consultation and Research in Medical Education, University of Iowa Carver College of Medicine, Iowa City, Iowa. P.R. Castaneda is first-year medical student, University of Michigan Medical School, Ann Arbor, Michigan. J.H. Schiller is associate professor of pediatrics and director of pediatric student education, University of Michigan Medical School, Ann Arbor, Michigan. J. Yang is statistician in evaluation and assessment, Office of Medical Student Education, University of Michigan Medical School, Ann Arbor, Michigan. C.M. Grum is professor and senior associate chair, Undergraduate Medical Education, Department of Internal Medicine, University of Michigan Medical School, Ann Arbor, Michigan. M.M. Hammoud is professor of obstetrics and gynecology and of medical education, University of Michigan Medical School, Ann Arbor, Michigan. L.D. Gruppen is professor, Department of Learning Health Sciences, University of Michigan Medical School, Ann Arbor, Michigan. S.A. Santen is senior associate dean of assessment, evaluation, and scholarship, Virginia Commonwealth University School of Medicine, Richmond, Virginia. At the time this study was conducted, she was assistant dean, Educational Research and Quality Improvement, Office of Medical Student Education, and associate professor and chair of education, Department of Emergency Medicine, University of Michigan Medical School, Ann Arbor, Michigan
| | | | | | | | | | | | | | | | | |
Collapse
|
5
|
Wyatt JE, Chater AB. Academic performance of third-year medical students learning in rural settings. Aust J Rural Health 2018; 26:265-272. [PMID: 29633460 DOI: 10.1111/ajr.12414] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/28/2017] [Indexed: 11/28/2022] Open
Abstract
OBJECTIVE Investigate the academic performance of medical students in rural and remote discipline rotations by rurality of placement. DESIGN A retrospective cohort study. SETTING Rural and remote clinical placement locations in Queensland, Australia. PARTICIPANTS University of Queensland third-year medical students. MAIN OUTCOME MEASURES In this study, student results for a range of assessments are the main outcome measures with rural area of student placement locations as categorised by the Australian Standard Geographical Classification - Remoteness Areas system the independent variable of interest. RESULTS There was a significant effect of Australian Standard Geographical Classification - Remoteness Areas of placement on the health project, clinical case presentation, clinical participation assessment and overall grade, after controlling for the potential confounding impact of sex, age, students who attended the rural clinical school, cohort year, rotation during the year and type of health service where students were placed. No significant effect of rural placement level was identified for the written examination, poster or journal of achievement assessments. CONCLUSION Medical students' academic achievement is associated with many factors, but this study shows that being placed in remote areas is one factor that either does not impede or can positively influence the learning and academic performance of medical students.
Collapse
Affiliation(s)
- Janine E Wyatt
- Faculty of Medicine, Rural Clinical School, University of Queensland, Rockhampton, Queensland, Australia
| | - Alan Bruce Chater
- Faculty of Medicine, Rural Clinical School, University of Queensland, Theodore, Queensland, Australia
| |
Collapse
|