Monday, October 3, 2011

Dendritic cell pioneers win Nobel Prize

The Nobel Assembly at Karolinska Institutet has today decided that

The Nobel Prize in Physiology or Medicine 2011
shall be divided, with one half jointly to
Bruce A. Beutler and Jules A. Hoffmann
for their discoveries concerning the activation of innate immunity
and the other half to
Ralph M. Steinman
for his discovery of the dendritic cell and its role in adaptive immunity

 

Summary

This year's Nobel Laureates have revolutionized our understanding of the immune system by discovering key principles for its activation.
Scientists have long been searching for the gatekeepers of the immune response by which man and other animals defend themselves against attack by bacteria and other microorganisms. Bruce Beutler and Jules Hoffmann discovered receptor proteins that can recognize such microorganisms and activate innate immunity, the first step in the body's immune response. Ralph Steinman discovered the dendritic cells of the immune system and their unique capacity to activate and regulate adaptive immunity, the later stage of the immune response during which microorganisms are cleared from the body.
The discoveries of the three Nobel Laureates have revealed how the innate and adaptive phases of the immune response are activated and thereby provided novel insights into disease mechanisms. Their work has opened up new avenues for the development of prevention and therapy against infections, cancer, and inflammatory diseases.

Two lines of defense in the immune system

We live in a dangerous world. Pathogenic microorganisms (bacteria, virus, fungi, and parasites) threaten us continuously but we are equipped with powerful defense mechanisms (please see image below). The first line of defense, innate immunity, can destroy invading microorganisms and trigger inflammation that contributes to blocking their assault. If microorganisms break through this defense line, adaptive immunity is called into action. With its T and B cells, it produces antibodies and killer cells that destroy infected cells. After successfully combating the infectious assault, our adaptive immune system maintains an immunologic memory that allows a more rapid and powerful mobilization of defense forces next time the same microorganism attacks. These two defense lines of the immune system provide good protection against infections but they also pose a risk. If the activation threshold is too low, or if endogenous molecules can activate the system, inflammatory disease may follow.
The components of the immune system have been identified step by step during the 20th century. Thanks to a series of discoveries awarded the Nobel Prize, we know, for instance, how antibodies are constructed and how T cells recognize foreign substances. However, until the work of Beutler, Hoffmann and Steinman, the mechanisms triggering the activation of innate immunity and mediating the communication between innate and adaptive immunity remained enigmatic.

Discovering the sensors of innate immunity

Jules Hoffmann made his pioneering discovery in 1996, when he and his co-workers investigated how fruit flies combat infections. They had access to flies with mutations in several different genes including Toll, a gene previously found to be involved in embryonal development by Christiane Nüsslein-Volhard (Nobel Prize 1995). When Hoffmann infected his fruit flies with bacteria or fungi, he discovered that Toll mutants died because they could not mount an effective defense. He was also able to conclude that the product of the Toll gene was involved in sensing pathogenic microorganisms and Toll activation was needed for successful defense against them.
Bruce Beutler was searching for a receptor that could bind the bacterial product, lipopolysaccharide (LPS), which can cause septic shock, a life threatening condition that involves overstimulation of the immune system. In 1998, Beutler and his colleagues discovered that mice resistant to LPS had a mutation in a gene that was quite similar to the Toll gene of the fruit fly. This Toll-like receptor (TLR) turned out to be the elusive LPS receptor. When it binds LPS, signals are activated that cause inflammation and, when LPS doses are excessive, septic shock. These findings showed that mammals and fruit flies use similar molecules to activate innate immunity when encountering pathogenic microorganisms. The sensors of innate immunity had finally been discovered.
The discoveries of Hoffmann and Beutler triggered an explosion of research in innate immunity. Around a dozen different TLRs have now been identified in humans and mice. Each one of them recognizes certain types of molecules common in microorganisms. Individuals with certain mutations in these receptors carry an increased risk of infections while other genetic variants of TLR are associated with an increased risk for chronic inflammatory diseases.

A new cell type that controls adaptive immunity

Ralph Steinman discovered, in 1973, a new cell type that he called the dendritic cell. He speculated that it could be important in the immune system and went on to test whether dendritic cells could activate T cells, a cell type that has a key role in adaptive immunity and develops an immunologic memory against many different substances. In cell culture experiments, he showed that the presence of dendritic cells resulted in vivid responses of T cells to such substances. These findings were initially met with skepticism but subsequent work by Steinman demonstrated that dendritic cells have a unique capacity to activate T cells.
Further studies by Steinman and other scientists went on to address the question of how the adaptive immune system decides whether or not it should be activated when encountering various substances. Signals arising from the innate immune response and sensed by dendritic cells were shown to control T cell activation. This makes it possible for the immune system to react towards pathogenic microorganisms while avoiding an attack on the body's own endogenous molecules.

From fundamental research to medical use

The discoveries that are awarded the 2011 Nobel Prize have provided novel insights into the activation and regulation of our immune system. They have made possible the development of new methods for preventing and treating disease, for instance with improved vaccines against infections and in attempts to stimulate the immune system to attack tumors. These discoveries also help us understand why the immune system can attack our own tissues, thus providing clues for novel treatment of inflammatory diseases.

 

Bruce A. Beutler was born in 1957 in Chicago, USA. He received his MD from the University of Chicago in 1981 and worked as a scientist at Rockefeller University in New York and the University of Texas in Dallas, where he discovered the LPS receptor. Since 2000 he has been professor of genetics and immunology at The Scripps Research Institute, La Jolla, USA.
Jules A. Hoffmann was born in Echternach, Luxembourg in 1941. He studied at the University of Strasbourg in France, where he obtained his PhD in 1969. After postdoctoral training at the University of Marburg, Germany, he returned to Strasbourg, where he headed a research laboratory from 1974 to 2009. He has also served as director of the Institute for Molecular Cell Biology in Strasbourg and during 2007-2008 as President of the French National Academy of Sciences.
Ralph M. Steinman was born in 1943 in Montreal, Canada, where he studied biology and chemistry at McGill University. After studying medicine at Harvard Medical School in Boston, MA, USA, he received his MD in 1968. He has been affiliated with Rockefeller University in New York since 1970, has been professor of immunology at this institution since 1988, and is also director of its Center for Immunology and Immune Diseases.


Key publications:

Poltorak A, He X, Smirnova I, Liu MY, Van Huffel C, Du X, Birdwell D, Alejos E, Silva M, Galanos C, Freudenberg M, Ricciardi-Castagnoli P, Layton B, Beutler B. Defective LPS signaling in C3H/HeJ and C57BL/10ScCr mice: Mutations in Tlr4 gene. Science 1998;282:2085-2088.
Lemaitre B, Nicolas E, Michaut L, Reichhart JM, Hoffmann JA. The dorsoventral regulatory gene cassette spätzle/Toll/cactus controls the potent antifungal response in drosophila adults. Cell 1996;86:973-983.
Steinman RM, Cohn ZA. Identification of a novel cell type in peripheral lymphoid organs of mice. J Exp Med 1973;137:1142-1162.
Steinman RM, Witmer MD. Lymphoid dendritic cells are potent stimulators of the primary mixed leukocyte reaction in mice. Proc Natl Acad Sci USA 1978;75:5132-5136.
Schuler G, Steinman RM. Murine epidermal Langerhans cells mature into potent immunostimulatory dendritic cells in vitro. J Exp Med 1985;161:526-546.

illustration High resolution image (pdf 3,6 Mb) 

The Nobel Assembly, consisting of 50 professors at Karolinska Institutet, awards the Nobel Prize in Physiology or Medicine. Its Nobel Committee evaluates the nominations. Since 1901 the Nobel Prize has been awarded to scientists who have made the most important discoveries for the benefit of mankind.

Nobel Prize® is the registered trademark of the Nobel Foundation 

The information above is taken directly from 
The 2011 Nobel Prize in Physiology or Medicine - Press Release
Nobelprize.org. 3 Oct 2011 my-ap.us/pE7zzC

Want to know more?
Immune Responses
[An animated activity from the Nobel Prize folks.] 

Find a brief explanation of dendritic cells in these textbooks:
Find FREE images and videos you can use in your course
Dendritic cells
http://my-ap.us/pkQycM

Watch a brief video on dendritic cells.

Sunday, August 7, 2011

Bookmark time again!

As you begin another term of A&P, don't forget to stock up on those FREE eyeball bookmarks for your students!

These bizarre "first day of class" gifts for your students include information for your students on how to access my blog The A&P Student.  This blog has a continuously updated library of study tips for A&P, shortcuts, links to learning resources, and more.

These bookmarks are available in packs of 50 to qualified A&P instructors.  And if you act now, you'll also get some fun freebies for yourself!

Get your free bookmarks here: my-ap.us/99NNTx

Wednesday, June 8, 2011

That weird E. coli epidemic

Remember my previous post, in which I gave you a free slide show on the role of the appendix in keeping the gut microbiome happy?  Well, to sort of "prove the point" of the importance of a healthy gut microbiome, we've been hearing all about that weird Escherichia coli (E. coli) epidemic in Europe.

If you're like me, you'll want to take the opportunity to emphasize concepts learned in class by applying them to "real life" events reported in the news.  If you're like me, you may want to check out these journal articles:

Deadly bugs: Toxin-producing E. coli strain causes outbreak in Germany
Tina Hesman Saey
Science News web edition : Tuesday, June 7th, 2011

my-ap.us/lfMeYE
[Brief, highly readable introduction to the current outbreak in Europe.  Plus a cool photo!]

Bacterial infections: new and emerging enteric pathogens
Sherman, P et al.
Current Opinion in Gastroenterology:January 2010 - Volume 26 - Issue 1 - p 1-4
doi: 10.1097/MOG.0b013e328333d73b
my-ap.us/lJv8PC
[from the abstract: "The aim of this review is to highlight recent advances in knowledge of bacterial enteric infections. We focus on understanding of enterohemorrhagic Escherichia coli O157:H7 and Campylobacter jejuni infections, and to link these acute events with long-term consequences in a susceptible host, including irritable bowel syndrome and chronic inflammatory bowel diseases."]

Clinical Relevance of Shiga Toxin Concentrations in the Blood of Patients With Hemolytic Uremic Syndrome
Brigotti, Maurizio et al.
Pediatric Infectious Disease Journal: June 2011 - Volume 30 - Issue 6 - pp 486-490
doi: 10.1097/INF.0b013e3182074d22
my-ap.us/j72bUA

[from the abstract: "Intestinal infections with Shiga toxin-producing Escherichia coli (STEC) in children can lead to the hemolytic uremic syndrome (HUS). Shiga toxins (Stx) released in the gut by bacteria enter the blood stream and target the kidney causing endothelial injury. Free toxins have never been detected in the blood of HUS patients, but they have been found on the surface of polymorphonuclear leukocytes (PMN)."]

Infectious colitis
Navaneethan, Udayakumar and Giannella, Ralph A
Current Opinion in Gastroenterology: January 2011 - Volume 27 - Issue 1 - p 66–71
doi: 10.1097/MOG.0b013e3283400755

my-ap.us/mTOlpN
[from the abstract: "The incidence of gastrointestinal infections continues to increase and infectious colitis contributes to significant morbidity and mortality worldwide. The purpose of this review is to highlight the recent advances in knowledge of pathogens causing infectious colitis. We describe the various pathogens and specifically focus on enterohemorrhagic Escherichia coli (EHEC) O157:H7, Salmonella, Shigella, Campylobacter, and Entamoeba histolytica infections, and their impact on long-term effects, including postinfectious irritable bowel syndrome and inflammatory bowel disease."]

An inside job: subversion of the host secretory pathway by intestinal pathogens
Sharp, Tyler M and Estes, Mary K
Current Opinion in Infectious Diseases: October 2010 - Volume 23 - Issue 5 - p 464–469
doi: 10.1097/QCO.0b013e32833dcebd

my-ap.us/leb7Le
[from the abstract: "The cellular secretory pathway, composed of the endoplasmic reticulum, Golgi apparatus, and cellular vesicles, mediates the intracellular trafficking of proteins and lipids. Gastrointestinal pathogens frequently affect the functions of enterocytes, the differentiated cells involved in secretion and absorption of extracellular molecules. Microbial pathogenesis can be enhanced by altering the trafficking of key molecules such as brush border enzymes, soluble immune mediators such as cytokines and chemokines, and MHC Class I molecules, all of which rely on the secretory pathway for their appropriate cellular localization. This review focuses on our current understanding of the distinct mechanisms employed by enteric pathogens to antagonize the secretory pathway."]


Probiotics: progress toward novel therapies for intestinal diseases
Yan et al.
Current Opinion in Gastroenterology: March 2010 - Volume 26 - Issue 2 - p 95–101
doi: 10.1097/MOG.0b013e328335239a

my-ap.us/iH93qP
[from the abstract "As the beneficial effects of probiotics on health and disease prevention and treatment have been well recognized, the demand for probiotics in clinical applications and as functional foods has significantly increased in spite of limited understanding of the mechanisms. This review focuses on the most recent advances in probiotic research from genetics to biological consequences regulated by probiotics and probiotic-derived factors."]

For a really cool, copyright-free image to use in your course, go to my-ap.us/lVEg69

Monday, May 9, 2011

FREE animated function of the appendix

When in comes to explaining the role of the human vermiform appendix, I must dispel students' belief that it has no role. And then I must try to convey that it has an immune function while at the same time promoting microbial growth.

Being a visual learner by preference, and therefore preferentially a visual teacher, I find any concept easier to teach if I can draw a picture of it.  Even better if I can put that picture into motion.

I recently uploaded a new set of animated PowerPoint slides that anyone can use to explain the immune function of the appendix.

To download and view the FREE set of slides, go to http://www.mediafire.com/file/jqgizrv1xr8s6kd/AppendixFunction-LionDen-KPatton.pptx

To access the file, you'll need a password.  If you don't already have a current password to the Lion Den Slide Collection, you can get one by filling out the form at http://my-ap.us/eOtyVq

Feel free to use it in your classroom or website (or both).

I'll be adding a narrated version to my YouTube channel soon at youtube.com/user/kevintpatton

Want to know more?
New "old" news about the appendix
K. Patton
The A&P Professor 24 Aug 2009
[From the archive of this blog, includes some interesting comments from our readers plus links to journal articles]
http://my-ap.us/eIHUKI

The Cecal Appendix: One More Immune Component With a Function Disturbed By Post-Industrial Culture
Michel Laurin et al.
The Anatomical Record. Article first published online: 2 MAR 2011 DOI: 10.1002/ar.21357
[Recent review article that outlines an interesting perspective on the function of the appendix.]
http://my-ap.us/fUeGPX

Monday, May 2, 2011

Video: Neutrophils to the Rescue

Have you seen this video from Science Videolab that shows fluorescent-stained neutrophils rushing toward the site of a tissue injury?

The clip actually strings together several videos showing bright green neutrophils rushing toward damaged cells in liver tissue (seen as bright red areas).  The narrator explains in simple terms what is going on and what it means in understanding what happens when tissue damage occurs.

This is a great FREE video to show your class when discussing any or all of these topics:
  • WBCs in general
  • Neutrophils
  • Immune response
  • Inflammation
  • Chemotaxis
Check out the video!
http://my-ap.us/fh1Exm
Want to know more?
Intravascular Danger Signals Guide Neutrophils to Sites of Sterile Inflammation
Braedon McDonald et al.

Science
15 October 2010: Vol. 330 no. 6002 pp. 362-366 DOI: 10.1126/science.1195491

[Research article that summarizes the discovery about how neutrophils use a multistep process to navigate toward noninfectious sites of tissue injury. ]

http://my-ap.us/f5Fua6
EDITORS' CHOICE: Immunology Inflammation Response in Living Color
Kristen L. Mueller
Sci. Signal., 19 October 2010 Vol. 3, Issue 144, p. ec324 DOI: 10.1126/scisignal.3144ec324
[Editor's summary of the processes described above]
http://my-ap.us/fFfwOq

Monday, April 25, 2011

Supplementary courses help A&P students succeed

A few years ago, we brainstormed about what else we could do as A&P professors to help our students succeed.  We realized that the two most common things holding our students back from reaching their full potential were:
  1. Lack of adequate preparation to begin A&P on a solid footing
  2. Lack of basic learning and study skills 
With the typical A&P course involving an unrelenting flood of facts, concepts, and applications, a lack of preparation and study skills can be catastrophic.

To address the lack of preparation, we have a prerequisite of "C or better in high school biology or its equivalent within the last five years."  That's the best we could manage given the constraints of our institution and its programs.  But even with the most stringent prerequisites, it's rare that students really walk into an A&P class ready with a comfortable foundation in biological chemistry and cell biology.

So I developed a refresher course that incoming A&P students could take just before entering their A&P 1 course.  Foundations in Science for Health Careers is a developmental level, one-hour course that is offered in a completely online self-paced format.  We offer it only during the short mini-mesters and half-semesters.

The Foundations course covers the basic chemistry and biology concepts students need as they begin A&P.

To address the lack of study skills, I developed a one-credit course for our A&P 1 students to take along with A&P 1.  Having been given the idea of a supplemental course by my friend Mari Hopper at Southern Indiana University, we began offering A&P 1 Supplement at our institution.

This course parallels the A&P 1 course, giving students how-to tips on specific study skills useful in A&P.  Students also have the opportunity to bring their sticking points to the class to get help in getting them unstuck.

The Foundations course is the refresher course and the Supplement course is the shortcut course.

Want to know more? 

Check out my video . . .

Viewing this content requires Silverlight. You can download Silverlight from http://www.silverlight.net/getstarted/silverlight3.


Then check out the handout and helpful links at The A&P Professor website:


SEMINAR: Helping Students Succeed

Do these courses work?  We're still working on the statistics, but as the above presentations tell you, student feedback from anonymous surveys show that students are happy with what they are getting from these courses.  When we get some statistical analysis done, I'll let you know!
 
[NOTE: If your students would like to take our online pre-A&P refresher course (BIO 095 Foundations in Science for Health Careers) prior to taking your A&P course, they can enroll at St. Charles Community College during either of two 5-wk summer sessions or during either of two 1-wk pre-fall sessions . . . or beyond.]

Monday, April 18, 2011

First human brain map unveiled

Today NewScientist reported that the world's first computerized map of the brain was unveiled last week by neuroscientists at the Allen Institute for Brain Science.

The FREE interactive brain map must be downloaded and installed on your computer at http://my-ap.us/f8Rabf   It's fun . . . you should try it! 

You can see both of two brains used to produce the maps and check which parts of the brain you want to see.  Each is shown in a different color and you check and uncheck brain parts as you explore.  For example, you can visualize just the cerebral nuclei, then add in the cerebral cortex.  You can also click on each part of the cortex and it will highlight (and name) the particular gyrus or region that you are on.

There are far more features than I've had the time to explore . . . and far more than I'll need to use in the classroom to help my students visualize the brain's structure.

All these richer features are available because it's meant as a research tool rather than a teaching tool.  The new map can show the biochemistry and gene expression at various sites based on in depth studies done on two human brains, for example.  But you don't have to use any of the richer features.

One of many interesting and useful tidbits of information that has come out of the research end of the project is that there is a 94% similarity in the biochemistry of the two human brains used int he study.

Another interesting fact is that at least 82% of all human genes are expressed in the human brain.  (Except perhaps in mine, especially on Fridays.)

While exploring the website at Allen Institute for Brain Science I also stumbled upon a nifty, interactive tool that I'll also probably use in my A&P course.  This FREE tool allows you to view different planes of the brain simultaneously while navigating around the brain.  I imagine that this tool would be fun to use in class to visualize anatomical relationships of the brain as students themselves navigate around and answer their own questions about the general nature of brain structure.


Want to know more?

World's first human brain map unveiled
H. Crawford
NewScientist published online 15 April 2011
[Brief news synopsis with images of applications of the new brain map]
http://my-ap.us/dRY1Qy

Allen Institute's online MRI explorer
[FREE interactive tool that allows you to explore a human brain MRI to visualize brain structure at different levels that you control.] 
http://my-ap.us/hjGa7c

Allen Institute's download page for Brain Explorer 2
[FREE interactive tool that allows researchers to locate biochemistry and/or gene expression at specific brain locations.] 
http://my-ap.us/fDppYG

Monday, April 11, 2011

Looking for a new one-semester A&P textbook?

I'm excited about the recent publication of my latest textbook for A&P students!  Essentials of Anatomy & Physiology is designed for use in one-semester A&P courses. 

Coauthors Gary Thibodeau and Matt Douglas worked closely with me and a very talented team of creative editors and scientific illustrators to produce a textbook that students will love to use.

What?  A text book that students will actually use?!  How can that be?

Let me summarize just two of the many reasons:
  • This book is the most visually oriented textbook in its niche.
    • There are more illustrations than in most other one-semester books, providing students with additional visual help in mastering concepts.

    • Each illustration is carefully designed for maximum learning effectiveness.

    • Most figures include a detailed "walk through" that explains the meaning of image, rather than merely providing a perfunctory title.

    • It includes the Clear View of the Human Body, a bound-in set of transparency overlays that provide a virtual dissection experience for readers as they peel away (or add) layers of the body from either an anterior view or a posterior view.  This experience allows readers to develop a sense of anatomical relationships among body structures.

    • Numerous summary  tables act as graphic organizers to help students see relationships among concepts.

    • We worked hard to get the images and tables close to related text.  This kind of visual integration not as easy at is sounds, requiring several passes at the layout to "get it right" and creatively fit everything together.

  • This text is carefully constructed to be easy to read and easy to raid.  Polls conducted with my students show that most students who use a textbook use some combination of reading chapter sections straight through and simply raiding parts of chapter sections when they need to find something.

    • Even strong readers have some difficulty reading highly technical scientific texts.  We use straightforward, conversational language to communicate difficult terminology and difficult concepts.

    • This text breaks the material down into smaller chapters so that readers do not get overwhelmed and get so discouraged they won't read the book.

       
    • Our page design uses many levels of bold headings to help students understand the organization of concepts as they read and to find specific concepts when they raid.

    • I worked with reading specialists and ESL teachers to find ways to make the book more accessible to all readers.  For example:

      • We include a significantly larger glossary than most texts in this market. 

      • In-chapter pronunciation guides for all boldface terms used in each chapter.help students master the language of A&P.

    • We provide the meanings of word parts for all boldface terms so that students can start building their skills in understanding scientific terminology

    • A comprehensive outline summary at the end of each chapter visually organizes concepts so that readers can solidify their comprehension of the chapter.

      •  Downloadable audio chapter summaries (included in the included online resources) can be used along with the printed chapter summaries to strengthen understanding even more.
And that's just a small sample of the many unique features of our new Essentials of Anatomy & Physiology. You really do need to see it for yourself!


Want to know more?

If you go to the electronic brochure, you can view a sample chapter, get a list of available ancillaries, learn about the complete online course available with the textbook,  and request a FREE examination copy.

Click the link:  http://my-ap.us/gcH7Jr


Sunday, April 3, 2011

Plaque-fighting bacteria

Have you noticed that the microbiome of the human body has taken off as one of the hottest areas?  Each month, new concepts of how our microbial partners keeps us healthy are revealed.  Last week, we were discussing teeth in my A&P 2 course and I wish I'd had this new tidbit to share with my students:

Researchers recently found that Streptococcus salivarius, one of the microbes in our mouth, can help fight the buildup of plaque on our teeth.  It does so by producing the enzyme FruA, which breaks down carbohydrates in our mouth more efficiently than can the bacteria that form plaque biofilms.  Thus, the plaque-forming bacteria are robbed of their nutrients.

I'll bet S. salivarius will become popular as an oral probiotic.  And its discovery may help us find better ways to manage our mouth's ecosystem to promote good health.

Want to know more?

Inhibition of Streptococcus mutans Biofilm Formation by Streptococcus salivarius FruA 
A. Ogawa, et al.
Applied and Environmental Microbiology Vol. 77, March 2011, p. 1572 doi:10.1128/AEM.02066-10, published online January 14, 2011
[Original research article]
http://my-ap.us/h7RuaA

Bacterial fight dental plaque
Tina Hesman Saey
Science News Published online April 1, 2011
[Brief summary of the discovery]
http://my-ap.us/hsj1nb
Click the image above to access a FREE animation of tooth decay you can use in your course as you explain the process.

Friday, March 25, 2011

Progesterone's action on sperm finally solved

Two recent articles in Nature reveal a mystery that's been puzzling physiologists for a couple of decades . . . how does progesterone signal sperm cells?

The short version of the story is this . . .

Progesterone is released from the cumulus cells that cling to the outside of the zona pellucida surrounding the ovum. This progesterone binds directly to calcium channels in the sperm's plasma membrane to open.  Influx of calcium ions triggers an increase in flagellum activity.  This increased work is needed for the sperm to get through the zona to the ovum.

Progesterone is a steroid hormone and thus usually enters its target cell and activates transcription of a gene.  In this case, however, progesterone instead directly triggers a calcium channel.  It's not even a second-messenger system, but a direct binding to the channel.

Secretion of progesterone by cumulus cells apparently also provides a chemical gradient that helps sperm navigate toward the ovum.

Recall also that calcium influx into the ovum triggered by contact with a sperm cell plays a role in producing changes within the ovum that result in successful fertilization.

I recommend that my students keep running concept lists on recurring themes or actors in story of human biology.  Here's something they can now add to their calcium list.  Now they can see that a calcium gradient is a truly multipurpose tool in the body.  (For more about running concept lists see my-ap.us/hCIA9X)

Want to know more?
Sperm mystery solved: Scientists identify the channel by which progesterone activates sperm to swim toward an egg
M. Scudellari
The Scientist Published online 16th March 2011
[Nice summary of the significance of the discovery]
my-ap.us/grpcTp

Female hormone could be key to male contraceptive: Progesterone-sensing molecule that guides sperm to egg offers fertility solution.
E. Callaway
NatureNews Published online 16 March 2011 | Nature | doi:10.1038/news.2011.163
[Summary article outlining the papers published in Nature]
my-ap.us/fJNaYk

Progesterone activates the principal Ca2+ channel of human sperm
Lishko et al.
Nature  471:387–391 17 March 2011 doi:10.1038/nature09767
[Original research findings]
my-ap.us/gxcomX

The CatSper channel mediates progesterone-induced Ca2+ influx in human sperm
Strunker et al.
Nature 471:382–386 17 March 2011 doi:10.1038/nature09769
[Original research findings] my-ap.us/g14eTK
From The A&P Professor archive
New discovery about sperm's ability to swim
K. Patton
The A&P Professor published online Feb 18, 2010
[Summary of new discovery that when sperm enter female tract, proton channels in the sperm head open and the resulting pH drop triggers influx of calcium, which gets the flagella started in the first place.  That darn calcium shows up in every part of this story, eh?]
my-ap.us/dExdEK

Wednesday, March 16, 2011

What do tuft cells do?

We've known for a half-century that the lining of the small intestine has a scattering of weird little cells called tuft cells.  They are called that because they have distinctive tufts of microvilli facing into the intestinal lumen.  But what do they do?  We're finally getting to the answer!

A recent article in Journal of Cell Biology outlines confirms some recent discoveries about tuft cell function and extends our knowledge a bit further.

Apparently, tuft cells are secretory cells that produce opioids in the gut.  They are also the only epithelial cells that produce the COX (cyclooxygenase) enzymes needed to produce prostaglandins involved in inflammation and tumor formation.

Some physiologists had previously proposed a sensory role for tuft cells.  Could they be involved in tasting foods in the gut and be part of the signaling mechanism that regulates exocrine and endocrine secretion that controls digestive and metabolic processes?

As we learn more about tuft cells, we are sure to discover a role for them in normal regulation of intestinal function as well as in important pathological processes. 

Want to know more?

A fifth amendment to the intestine's constitution
Ben ShortJournal of Cell Biology 2011 192:706. Published March 7, 2011, doi:10.1083/jcb.1925iti2
[Brief synopsis of the discovery and its importance]
http://my-ap.us/ezeS9J

Distinct ATOH1 and Neurog3 requirements define tuft cells as a new secretory cell type in the intestinal epithelium.
Gerbe, F., et al.
Journal of Cell Biology 2011 Mar 7;192(5):767-80. doi:10.1083/jcb.201010127.
[Original research article.  Includes many illustrations, supplements, helps and cross references. FREE full text]
my-ap.us/eCNITF

Here's a really nice teaching image from the Gerbe et al. article, which complements Figure 25-18 in the Anatomy & Physiology 7/E textbook:  my-ap.us/hmdFub (includes downloadable PowerPoint slide)

Here are all the PowerPoints available with the Gerbe et al. article: my-ap.us/gKY7ZG

Chemosensory Perception in the Gut 
Hofer, D., et al.
Physiology February 1999 vol. 14 no. 1 18-23  
[Article proposing sensory function of tuft cells; FREE access to full text/PDF; nice images]
http://my-ap.us/g2HCxw




 

Saturday, March 12, 2011

More study tool slides

In a recent post, I briefly discussed some presentations that I do regarding using Running Concept Lists and Concept Maps to learn anatomy and physiology concepts and how they relate to one another.  I posted links to slides, narrated YouTube videos of brief versions of the presentation, and related study tip pages in my Lion Den website for students.  As promised, this week I'm posting links and short descriptions of four more presentations that may help your students succeed in A&P.

Want to present your own version of any of these study tips? Perhaps embed parts of them into your own presentations? You are welcome to use the slides, which can be found in the Lion Den Slide Collection.  (To use the slides, you'll need the password for downloading them.  Just fill in the form to get the password if you don't already have it.)

Don't forget . . . when using the direct links below, you need to have the super-secret, magic password ready!

In an upcoming post, I'll let you in on some secrets for creating some additional time with you students so that you can cover these study tips without sacrificing "content time" in your A&P course.

Previously described slides available in the Lion Den Slide Collection:


More Slides also available in the Lion Den Slide Collection:

Flash Cards: Reducing Your Study Time 
Some practical tips for using study cards to reduce your study time and get a solid foundation in learning any topic. This video also includes some surprising advanced techniques that show how to use flash cards to also learn higher-level thinking in any subject. Includes discussion of the Leitner system (plus Patton's adaptation of the Leitner system), color codes and symbols, using cards to learn processes and ordered structures, and using cards to build concept maps (mind maps).
Muscle Names Have Meaning
Learning muscles is hard enough without dealing with those crazy convoluted Latin names. But if you pay attention to those names, you'll find that they are actually phrases that help you find the muscles AND help you to remember them in the long term. Find out how this works . . . and where to find lists to help you figure out the meaning of common muscle names.
Exam Strategies
Proven strategies for success in taking tests and exams. What you can do before, during, and after an exam to improve performance in your anatomy and physiology course.
Learn from Your Mistakes: TEST ANALYSIS 
How do you effectively "go over" your tests or exams? Learn how to analyze your tests to see what went wrong and how to fix it.

Don't forget that your students can keep up with all these study tips (and more) on their own by subscribing to my blog The A&P Student.

I have some handy (and bizarre) bookmarks giving students information about The A&P Student blog that you can distribute FREE to your classes!  Just go to my bookmark request page to get bookmarks for your students now.

    Friday, March 11, 2011

    Antibodies work INSIDE virus-infected cells

    You already know that we use antibodies in several ways to combat infection in our immune system.  They bind to pathogens, they activate complement, you know the drill. Well, here's another bullet point to add to your antibody slide: we've found a new intracellular role for the antibody.

    Researchers have recently shown that antibodies can attach to a virus, which then enters a host cell where a molecule called TRIM21 quickly binds at Fc on the IgG antibodies.  By ubiquitin ligase activity, TRIM21 targets the virus's proteins for destruction by the proteasome.

    Click here for an awesome animation that shows all this violent destruction in a simple, dramatic way. Your students will love this animation, because the proteasomes' rapid and total destruction of the virus is so amazing to watch.  And it's a good opportunity to emphasize the importance of the proteasome in the cell. 

    Not only does this observation give us a new intracellular role for antibodies, it also highlights a new and important strategic link between innate immunity (TRIM21/proteasome action) and adaptive immunity (antibodies).

    Want to know more?

    Antibodies mediate intracellular immunity through tripartite motif-containing 21 (TRIM21)
    Donna L. Mallery, et al.
    Proceedings of the National Academy of Science November 16, 2010 vol. 107 no. 46 19985-19990
    Published online before print November 2, 2010, doi: 10.1073/pnas.1014074107
    [This is the original paper, available open access]

    Read this shortened evaluation highlighting the key findings:
    Koch D, Sawtell N: 2010. F1000.com/6381958

    Come Inside
    R. Grant
    The Scientist Volume 25 Issue 3 Page 58 2011-03-01
    [Quick and easy summary, including that awesome video]

    AntibodyBy the way, I love those movies showing miniaturized submarines exploring the inside of the body . . . and this reminds me of the SyFy thriller Antibody with Lance Henriksen and Robin Givens.  Yes, it's a hokey movie, but I like the scenes showing the immune cells attacking the miniaturized sub.

    Monday, February 28, 2011

    Prezi practice practicals

    In my blog The Electronic Professor, I recently wrote about the Prezi alternative to PowerPoint presentations.

    In a nutshell, Prezi creates large, complex sets of information that you can zoom into either at will or in a preplanned way.

    As I was exploring around the Prezi presentations that have been made public, I found a great idea . . . why not use Prezi to create practice lab practicals?

    My students always find it hard to get ready for practicals.  Obviously, part of the issue is the massive amount of content that we ask them to learn.  But, perhaps more imporatantly, it's hard for them to imagine the kinds of questions that they are likely to get. We set up "practice practicals" in our open lab when we can . . . and that helps a lot.  But wouldn't it be great to have an easy to access online place our students can practice for their praticals?

    Well, Rob Swatski at the York Campus of Harrisburg Area Community College (York, PA) has already cracked this egg!

    Take a look at his Virtual Lab Exam for muscles in A&P 1.


    You have to start clicking around and get the feel for how this practice lab practical is set up . . . but once you have the hang of it, it's amazing.  You can see how students can practice the content and also get a feel for EXACTLY the kinds of things they'll be asked to do on their practical.

    Another idea that Rob came up with is shown in this presentation that introduces the microscope.  Rob uses the particular characteristics of Prezi to full advantage to produce a resource that is useful for both teaching and learning in the A&P lab.



    Imagine how useful this sort of thing can be for
    • online tests and quizzes for labs
    • exploring large, complex anatomical structures in a lecture class
    • virtual dissections
    • student presentations
    • zooming in on tissues or bone markings while teaching histology
    Let's hear YOUR ideas!

    Thursday, February 17, 2011

    Concept Lists and Concept Maps

    I've recently posted two new videos that help students learn A&P to my YouTube channel.

    You are welcome to use them in your course by linking to them or by embedding them in your website, LMS (learning management system), or PowerPoint presentation.  Or you can just keep them in mind when students come to you looking for study tips.  Or they may just spark some ideas of your own!


    Concept Lists - A Powerful Study Strategy 
    Running concept lists are a great way to build up what you are learning layer by layer, while at the same time learning relationships between different concepts. If you run your concept lists faithfully, you will also have a handy "personal encyclopedia" of concepts and how they are related.  (Closed Captioned)


    The Concept Lists video is also embedded in one of my Lion Den Study Tips & Tools pages entitled Concept Lists.





    Concept Maps - A Learning & Study Strategy 
    Concepts maps (mind maps) help you understand relationships in human anatomy and physiology in ways that deepen understanding. This video summarizes what a concept maps is, how to make and use one, and outlines some examples of different styles of concept maps.  (Closed Captioned)



    The Concep Maps video is also embedded in one of my Lion Den Study Tips & Tools pages entitled Concept Maps


    Want to present your own version of any of these study tips? Perhaps embed parts of them into your own presentations? You are welcome to use the slides, which can be found in the Lion Den Slide Collection.  (To use the slides, you'll need the password for downloading them.  Just fill in the form to get the password if you don't already have it.)
    When using the direct links, you need to have the super-secret, magic password ready!

    Want more slides? More study tip materials to share with your students?  In an upcoming post, I'll be sharing a few more, ok? 

    Don't forget that your students can keep up with all these study tips (and more) on their own by subscribing to my blog The A&P Student.


    I have some handy (and bizarre) bookmarks giving students information about The A&P Student blog that you can distribute FREE to your classes!  Just go to my bookmark request page to get bookmarks for your students now.


    Thursday, January 6, 2011

    Lion Den Slide Collection

    As you think about getting started in a new semester, you may find that sets of FREE animated slides might help you spice up your classroom presentations.

    For the last several years, I sent a set of hundreds of slides from my Lion Den site for students to anyone who donated to keeping that site up and running.  But starting in this new year of a new decade of a (relatively new) century, I'm now opening up the "secret vault" for anyone who wants them.  And promises to use them for good and not evil.

    If you go to the Lion Den downloads page and join the Lion Den, you'll get acccess to all the slide files.

    Once you are in the download location, you can access the original set of slides in the folder marked  Lion Den Slide Collection Version 1.0. Newer and updated slide collections will be available in the folder Lion Den Slide Collection Version 2.0.  You can follow the links to the folders to see what's there, but you cannot download any of the slide sets until you fill out the form and get the super-secret password.

    You can preview some of the slides by going to the Lion Den slide page.  However, not all the slides in the Lion Den Slide Collection are posted on that website, the slides are posted individually (not in sets), and they are in "slide show" format (which may not be fully editable by you).  The slide sets in the downloadable collection are in fully editable .ppt or .pptx format.  It's much easier to go to the Lion Den download page, join the highly-classified-super-secret membership roster and download the sets of slides.

    All the slides can be freely used (and adapted) for noncommercial educational purposes (see the license embedded in the Notes section of each slide).

    As the User Manual states, these slides are not necessarily as detailed (or as simplified) as you would like to use in your own presentation.  But because they are editable, you can change that, right?  Also, some of these slides were originally intended for a particular purpose (such as introducing a topic that will be explored more fully later).

    Another thing to remember is that the slide sets are not meant to be a complete set of slides covering all topics of A&P.  In my classroom, I use a lot of images from the textbook (provided by the publisher).  The slides in the Lion Den Slide Collection are meant to be supplemental slides.

    Keep in mind that the slide sets are NOT created by a professional graphic artist . . . just old Kevin hacking away in PowerPoint.  So they may not be as slick as some slides you've seen.

    All the slides are in PowerPoint-compatible files.  The newer slides are in the newer XML PowerPoint format (.pptx).

    Tuesday, December 28, 2010

    Google Body Browser

    My editor Jeff recently pointed me to a story about Google's recently launched Body Browser.  I was amazed at this latest creation of Google Labs.

    The Body Browser is a FREE online tool that you and your students can use to explore the anatomy of the human body in a "virtual dissection" format.  Using the familiar Google Maps navigation tools, you can . . .
    • Peel (or fade) away layers of the body . . . removing the skin, then muscles, then bones, to reveal the internal organs

    • Select systems (skeletal, muscular, nervous, cardiovascular) to view

    • Click on any structure to show its label

    • Type the name of any structure in the search box to find it in the body

    • Tilt, zoom, turn the body to a variety of positions to see organs in more views that usually available in a textbook, atlas, or chart
    The Body Browser runs inside any WebGL-enabled browser, meaning that you don't have to worry about having the latest Flash or Java plugins installed.

    I think Body Browser a is a great FREE tool for A&P students to have access to an online model of the human body that can be used for a beginning study of anatomy.  Because it allows the user to type in the names of organs for which they are looking, you don't need to worry about it being too high (or too low) a level for your course.

    There are a few minor limitations of the Body Browser:
    • The only available specimen is female (that is, there is no male specimen available to complement the female specimen)

    • The specimen is partially clothed.  Although one can see some of the underlying surface structures as the "skin" layer fades back, it's not the same as seeing these structures clearly.  An odd feature that makes certain regions of the body "off limits." (I've seen some hacks to fix this, but none of them work for me using the Chrome browser)

    • Some of the organs are roughly rendered, so it's not as detailed (at least in some areas) as you may like to see

    • Only a few systems can be shown in entirety.  Some useful system views that are missing are the lymphatic system and the respiratory system

    • You cannot select or hide individual organs for display
       
    • I could find no documentation or even a help button (pretty typical of Google Labs resources)
    Even with some minor limitations, Body Browser is still a fantastic study and teaching tool.  As an A&P professor, you might use Body Browser as . . .
    • a presentation tool during a class lecture or discussion to demonstrate the location and structure of specific organs

      • you could use it live or you could record a session with Jing or similar recording tool and use the pre-recorded exploration

    • a tutoring tool with which you can send the URL of a specific view (perhaps with a label) to a student or group of students

    • a testing tool with which you can create specific views that can then be used to test from on a quiz, test, or lab practical . . . perhaps using a screen capture tool such as Jing

    • alternative lab model to use along with, or in place of, physical models in the lab

      • it may be useful as a reference to side by side with a laboratory model

      • use it in place of a laboratory model in a distance learning course
    I'll be listing some ideas for student  uses of Body Browser at my blog The A&P Student.

    Do you have some other ideas for using Body Browser in an undergraduate A&P course?  Just use the comment feature and share your ideas with us!

    Check out this video to see a demo of the currently available features of Body Browser

    Tuesday, December 14, 2010

    See you in Sarasota?

    I plan on attending the Human Anatomy and Physiology Society (HAPS) Southeast Regional Conference on January 22, 2011, in the Sarasota FL area. 

    Will I see you there?

    These regional HAPS meetings are wonderful.  Not only do you get to meet and chat with folks doing what you do from all kinds of institutions, you'll hear loads of ideas on how to better help your students succeed in A&P.

    And what better time of year to head off for coastal Florida, eh?

    Want some details?

    Go to the official meeting website my-ap.us/f7HO2K for more information on invited speakers, available workshops, travel info, etc.. . . and a handy online registration form.

    And I'll be presenting a workshop there:

    Helping A&P Students Succeed:
    Using Supplemental Courses to
    Reinforce Concepts and Promote Learning Skills
     
    Do your A&P students struggle with the whole process of learning?
    Do they seem ill prepared in their study skills and their knowledge of basic principles of biology?
    Explore a case study in which short supplemental courses provide underprepared and unskilled students
    with knowledge and skills that make them better able to succeed in the A&P course and beyond.
    You will also receive free resources to help your own students succeed.

    I hope I see you there!  I'd love to chat with you.

    Friday, December 3, 2010

    Father of Fractals

    You may have already heard the recent news of the passing of Benoit Mandelbrot, originator of the iconic Mandelbrot Set (pictured) and founder of the field of fractal geometry.  It brings to mind the deeper understanding of human structure and function that has resulted directly from applying principles of fractal geometry.  An important set of principles that I believe we A&P professors could do a better job of helping our students appreciate.

    Mandelbrot's pioneering efforts in understanding the roughness of nature led to the discovery of basic principles of fractal geometry.  A key characteristic of fractal structures is self-similarity (the parts resemble the whole).

    In human anatomy, this self-similar characteristic is observed in surfaces that have folds, which have bumps, which in turn have their own bumps, and so on . . . producing unexpectedly huge total surface areas.  For example, think of the loops of the intestines, which in turn have circular folds of mucosa, which in turn have villi, which in turn have microvilli, which in turn have membranes embedded with bumpy molecules, and so on. 

    Fractal self-similarity can also be observed in branched structures, such as the respiratory tract and the cardiovascular vessels.  These structures have branches that have branches that have branches, and so on for many levels . . . producing large numbers of pathways and huge surface areas.

    A particularly interesting characteristic of such complex fractal structures is that they are produced with relatively simple mathematical formulae.  Which means that very little genetic information is needed to produce highly complex structures like intestines, blood vessels, lymphatic vessels, bronchial trees, cerebral convolutions, etc.

    Fractal structures are also chaotic, a mathematical concept of "constrained randomness."  Put simply, chaotic structures have an element of randomness but within limits.  So when our body applies fractal geometry during development we can be certain of a particular type of structure without being certain we'll know exactly where each individual bump or branch will lie.  In other words, we can more or less be certain where the main arteries will be (with some individual variation) but not so much for the various arterioles and capillaries . . . at least not precisely.

    Principles of chaos also play out in human physiology when we observe the aperiodic (nonrhythmic) patterns of heart rate, brain waves (as in an EEG), and certain other functions.

    Mandelbrot opened up a whole new understanding of human structure and function that is only now becoming understood widely.  I've been introducing the concept of chaos and fractals in my courses, and more subtly in some of my textbooks, for several years now.  My experience is that introducing simplified principles of chaos and fractals at the beginning of A&P 1, then reinforcing them when encountered throughout both semesters of A&P, help student appreciate an intriguing and important concept of human structure and function.  A concept that is increasingly playing a central role in science's understanding of human biology.


    Want to know more?

    Benoît Mandelbrot (1924–2010)
    Ralph Gomory
    Nature Volume: 468, Page 378, Date published: 18 November 2010, doi:10.1038/468378a, Published online: 17 November 2010
    [A brief synopsis of Mandelbrot's life and contributions from the journal Nature]

    Chaos in the Human Body (Mini Lesson)
    Kevin Patton
    Lion Den http://lionden.com/chaos.htm
    [Brief outline that I use with my own students in A&P 1]

    Applications of Fractals - Human Body
    ThinkQuest
    Oracle Education Foundation. online (accessed 2 Dec 2010)
    [Brief student-produced outline of some fractal principles of the body]

    Fractal Geometry in Biological Systems: An Analytical Approach
    Philip M. Iannaccone, Mustafa Khokha
    CRC Press 1996
    [Book outlining the initial discoveries of fractals in humans.]

    Chaos: Making a New Science
    James Gleick
    Penguin 2008
    [Reprint of the classic bestseller book that outlines in simple terms the concepts of chaos and fractal geometry.  Highly recommended.  Includes some applications/examples in human biology.]

    Monday, October 4, 2010

    Nobel Prize: Test Tube Babies

    This morning, we heard the news . . . the 2010 Nobel Prize in Medicine or Physiology is awarded to Robert G. Edwards "for the development of in vitro fertilization."


    Professors and students using my Anatomy & Physiology (7th ed.) textbook can access an article on in vitro fertilization (IVF) at A&P Connect online at evolve.elsevier.com

    If you are thinking of mentioning this award in your classes this week, which I am planning to do myself, you are welcome to use the following information from the Nobel Committee, as well as the images linked to the thumbnails presented here (scroll down to the bottom for more).

    Of course, be aware that the use of IVF is condemned by some religious groups (for example, see Dignitas Personae) and thus classroom discussions may become heated.

    There is also advanced information available at the Nobel website.  This is a nice publication that summarizes the science.

    If you want a short set of slides that you can use today in your class, then use this link:


     

    Summary

    Robert Edwards is awarded the 2010 Nobel Prize for the development of human in vitro fertilization (IVF) therapy. His achievements have made it possible to treat infertility, a medical condition afflicting a large proportion of humanity including more than 10% of all couples worldwide.

    As early as the 1950s, Edwards had the vision that IVF could be useful as a treatment for infertility. He worked systematically to realize his goal, discovered important principles for human fertilization, and succeeded in accomplishing fertilization of human egg cells in test tubes (or more precisely, cell culture dishes). His efforts were finally crowned by success on 25 July, 1978, when the world's first "test tube baby" was born. During the following years, Edwards and his co-workers refined IVF technology and shared it with colleagues around the world.

    Approximately four million individuals have so far been born following IVF. Many of them are now adult and some have already become parents. A new field of medicine has emerged, with Robert Edwards leading the process all the way from the fundamental discoveries to the current, successful IVF therapy. His contributions represent a milestone in the development of modern medicine.

    Infertility – a medical and psychological problem

    More than 10% of all couples worldwide are infertile. For many of them, this is a great disappointment and for some causes lifelong psychological trauma. Medicine has had limited opportunities to help these individuals in the past. Today, the situation is entirely different. In vitro fertilization (IVF) is an established therapy when sperm and egg cannot meet inside the body.

    Basic research bears fruit

    The British scientist Robert Edwards began his fundamental research on the biology of fertilization in the 1950s. He soon realized that fertilization outside the body could represent a possible treatment of infertility. Other scientists had shown that egg cells from rabbits could be fertilized in test tubes when sperm was added, giving rise to offspring. Edwards decided to investigate if similar methods could be used to fertilize human egg cells.
    It turned out that human eggs have an entirely different life cycle than those of rabbits.  In a series of experimental studies conducted together with several different co-workers, Edwards made a number of fundamental discoveries. He clarified how human eggs mature, how different hormones regulate their maturation, and at which time point the eggs are susceptible to the fertilizing sperm. He also determined the conditions under which sperm is activated and has the capacity to fertilize the egg. In 1969, his efforts met with success when, for the first time, a human egg was fertilized in a test tube.
    In spite of this success, a major problem remained. The fertilized egg did not develop beyond a single cell division. Edwards suspected that eggs that had matured in the ovaries before they were removed for IVF would function better, and looked for possible ways to obtain such eggs in a safe way.

    From experiment to clinical medicine

    Edwards contacted the gynecologist Patrick Steptoe. He became the clinician who, together with Edwards, developed IVF from experiment to practical medicine. Steptoe was one of the pioneers in laparoscopy, a technique that was new and controversial at the time. It allows inspection of the ovaries through an optical instrument. Steptoe used the laparoscope to remove eggs from the ovaries and Edwards put the eggs in cell culture and added sperm. The fertilized egg cells now divided several times and formed early embryos, 8 cells in size (see figure).
    These early studies were promising but the Medical Research Council decided not to fund a continuation of the project. However, a private donation allowed the work to continue. The research also became the topic of a lively ethical debate that was initiated by Edwards himself. Several religious leaders, ethicists, and scientists demanded that the project be stopped, while others gave it their support.

    The birth of Louise Brown - an historic event

    Edwards and Steptoe could continue their research thanks to the new donation. By analyzing the patients' hormone levels, they could determine the best time point for fertilization and maximize the chances for success. In 1978, Lesley and John Brown came to the clinic after nine years of failed attempts to have a child. IVF treatment was carried out, and when the fertilized egg had developed into an embryo with 8 cells, it was returned to Mrs. Brown. A healthy baby, Louise Brown, was born through Caesarian section after a full-term pregnancy, on 25 July, 1978. IVF had moved from vision to reality and a new era in medicine had begun.

    IVF is refined and spreads around the world

    Edwards and Steptoe established the Bourn Hall Clinic in Cambridge, the world's first centre for IVF therapy. Steptoe was its medical director until his death in 1988, and Edwards was its head of research until his retirement. Gynecologists and cell biologists from all around the world trained at Bourn Hall, where the methods of IVF were continuously refined. By 1986, 1,000 children had already been born following IVF at Bourn Hall, representing approximately half of all children born after IVF in the world at that time.

    Today, IVF is an established therapy throughout the world. It has undergone several important improvements. For example, single sperm can be microinjected directly into the egg cell in the culture dish. This method has improved the treatment of male infertility by IVF. Furthermore, mature eggs suitable for IVF can be identified by ultrasound and removed with a fine syringe rather than through the laparoscope.
    IVF is a safe and effective therapy. 20-30% of fertilized eggs lead to the birth of a child. Complications include premature births but are very rare, particularly when one egg only is inserted into the mother. Long-term follow-up studies have shown that IVF children are as healthy as other children.
    Approximately four million individuals have been born thanks to IVF. Louise Brown and several other IVF children have given birth to children themselves; this is probably the best evidence for the safety and success of IVF therapy. Today, Robert Edwards' vision is a reality and brings joy to infertile people all over the world.

    Robert G. Edwards was born in 1925 in Manchester, England. After military service in the Second World War, he studied biology at the University of Wales in Bangor and at Edinburgh University in Scotland, where he received his PhD in 1955 with a Thesis on embryonal development in mice. He became a staff scientist at the National Institute for Medical Research in London in 1958 and initiated his research on the human fertilization process. From 1963, Edwards worked in Cambridge, first at its university and later at Bourn Hall Clinic, the world's first IVF centre, which he founded together with Patrick Steptoe. Edwards was its research director for many years and he was also the editor of several leading scientific journals in the area of fertilization. Robert Edwards is currently professor emeritus at the University of Cambridge.

    References:
    Edwards RG. Maturation in vitro of human ovarian oocytes. Lancet 1965; 2:926-929.
    Edwards RG, Bavister BD, Steptoe PC. Early stages of fertilization in vitro of human oocytes matured in vitro. Nature 1969; 221:632-635.
    Edwards RG, Steptoe PC, Purdy JM. Fertilization and cleavage in vitro of human oocytes matured in vivo. Nature 1970; 227:1307-1309.
    Steptoe PC, Edwards RG. Birth after the reimplantation of a human embryo. Lancet 1978; 2:366.
    Edwards RG. The bumpy road to human in vitro fertilization. Nature Med 2001; 7:1091-4.

    The preceding information is from "The 2010 Nobel Prize in Physiology or Medicine - Press Release". Nobelprize.org. 4 Oct 2010 http://nobelprize.org/nobel_prizes/medicine/laureates/2010/press.html


    Some images you may find useful (click each thumbnail)

    Sperm injection into oocyte

    Human embryos developing in vitro


    Robert G. Edwards



    PDF from the Nobel website


    Nobel medal