Browsing by Subject "http://www.yso.fi/onto/mesh/D001245"

Immunohistochemistry (IHC) is a widely used research tool for detecting antigens and can be used in medical and biochemical research. The co-localization of two separate proteins is sometimes crucial for analysis, requiring a double staining. This comes with a number of challenges since staining results depend on the pre-treatment of samples, host-species where the antibody was raised and spectral differentiation of the two proteins. In this study, the proteins GABAR-α2 and CAMKII were stained simultaneously to study the expression of the GABA receptor in hippocampal pyramidal cells. This was performed in PGC-1α transgenic mice, possibly expressing GABAR-α2 excessively compared to wildtype mice. Staining optimization was performed regarding primary and secondary antibody concentration, section thickness, antigen retrieval and detergent. Double staining was performed successfully and proteins of interest were visualized using a confocal microscope after which image analyses were performed using two different methods: 1) a traditional image analysis based on intensity and density of stained dots and 2) a novel convolutional neural network (CNN) machine learning approach. The traditional image analysis did not detect any differences in the stained brain slices, whereas the CNN model showed an accuracy of 72% in categorizing the images correctly as transgenic/wildtype brain slices. The results from the CNN model imply that GABAR-α2 is expressed differently in PGC-1α transgenic mice, which might impact other factors such as behaviour and learning. This protocol and the novel method of using CNN as an image analysis tool can be of future help when performing IHC analysis on brain neuronal studies.

Introduction: Mobile devices provide medical students with easy access to medical information and educational resources. Since 2013, we’ve followed the study use of iPads among the medical students. In 2016, we observed a notable drop in the overall mobile device usage in the first cohort of medical students entering their clinical studies. Aim of the study: In this study, we sought to identify the hurdles for adopting mobile devices among three consecutive cohorts of medical students at the beginning of their clinical studies. We sought to answer the following questions: (1) How did the students assess their own and their clinical teachers’ ability to use iPads in learning and teaching? (2) How did the clinical before-class and in-class assignments support the students’ use of the new technology? (3) How did students use the mobile device with patients? Material and methods: The data were collected with online surveys among the first three cohorts of medical students who had studied with iPads and started their clinical studies in the spring of 2016, the autumn of 2016 and the autumn 2017. In this study we focused on the closed-ended multiple choice and 5-point Likert scale questions which we analysed by the distribution frequencies in the three cohorts. Results: The response rates ranged from 67.5% (3rd cohort) to 90.8% (1st cohort). Students rated their own ability of using the iPad in studies as good or excellent whereas their teachers’ ability to use these devices relatively low. The students wished for more pre-assignments (tests and videos) and in-class assignments (voting, tests and tasks) to stimulate their learning. Furthermore, they reported that clinical teachers seldom told them about applications related to their clinical field. The students primary use of mobile devices was for seeking information online. Students were hesitant in using the device in direct patient contact. Discussion: Our findings were consistent with previous research in observing a notable hesitance in using the mobile device with patients. These concerns were raised both among students and teachers. Furthermore, the teachers seldom communicated about suitable and quality medical applications. The clinical teachers require support and training in adopting mobile device compatible pre-class and in-class assignments in their instruction.