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The role of vascular endothelial growth factor isoforms in dominant follicle development: Evaluation of case-studies versus laboratory exercises in a veterinary physiology course
We sought to determine if proangiogenic (VEGFA_164A) and antiangiogenic (VEGFA_164B) VEGFA isoforms are differentially expressed in granulosa cells from bovine dominant follicles. Unfortunately, QRT-PCR could not accurately differentiate between proangiogenic (VEGFA_164A), antiangiogenic (VEGFA_164B), and translational read-through (VEGFA_164X) mRNA sequences. However, antibodies are available for evaluation of protein abundance for all VEGFA isoforms (VEGFA_XXX(A, B, X) or only antiangiogenic and translational read-through isoforms (VEGFA_XXX(B, X). Evaluation of dominant follicles from cows that underwent estrus synchronization either via a modified Co-Synch protocol or a 14-day treatment with melengestrol acetate revealed that VEGFA_164(A, B, X) mRNA abundance in granulosa cells was greater in non-persistent follicles versus persistent follicles. Overall, VEGFA_164(A, X, B) and VEGFA_XXX(A, X, B) expression was positively correlated (P<0.05) with expression of factors typically associated with healthy, dominant follicles (FSHR, CYP19A1, phosphorylated AKT1, and 3β-HSD expression) and negatively correlated (P<0.05) with expression of factors typically associated with atretic follicles (CARTPT). This suggests that granulosa cell expression of VEGFA isoforms can be useful in predicting the health status of dominant bovine follicles. Our goal was to identify the most appropriate active learning method to augment the lecture component of a 2-semester physiology course in a veterinary medicine program. We hypothesized that case-based learning would be well-received by students and would be more effective at helping them learn physiologic concepts compared to more traditional laboratory exercises. The vast majority of student survey responses received after each session and at the end of each semester were positive for both cased-based activities and hands-on laboratories. In addition, participation in both types of active learning activities, but not lecture, was associated with retention of conceptual knowledge based on student performance between the section exams and post-tests (P<0.002). These results indicate that both case-based learning and laboratory exercises are beneficial learning activities to incorporate into a lecture-based physiology course. However, positive survey responses were significantly greater following case-based activities versus hands-on laboratories and only participation in case-based activities resulted in greater student performance on the post-test ( P<0.04). Therefore, case-based activities may be the preferred supplemental learning activity for veterinary medical physiology. ^
McFee, Renee M, "The role of vascular endothelial growth factor isoforms in dominant follicle development: Evaluation of case-studies versus laboratory exercises in a veterinary physiology course" (2015). ETD collection for University of Nebraska - Lincoln. AAI3737768.