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Diabetes mellitus and obesity are major public health issues that significantly impact the health care system. The next generation of health care providers will need a deep understanding of the pathophysiology of these diseases if we are to prevent, treat, and eventually cure these diseases and ease the burden on patients and the health care system. Physiology core concepts are a set of core principles, or "big ideas," identified by physiology educators that are thought to promote long-term retention, create a deeper understanding, and help with formation of critical thinking skills. Here we describe our scaffolded teaching approach in an upper year undergraduate pathophysiology course to educate students about these two diseases and discuss how learning about the basis of these highly integrative diseases from the biochemical to whole body level is a meaningful tool in the physiology educator toolbox to reinforce physiology core concepts. This teaching strategy is designed to engage students in the scientific process and hone their problem-solving skills such that they are hopefully equipped to treat and eventually cure these diseases as they move forward in their careers.

A renovation incorporated Innovative Learning Environments' design principles. The exploratory study used a Basic Mixed Method, Convergent Parallel Research Design. Behavioral observations and photographic tracing, two surveys (pre- and post-intervention), interviews, and instrument testing. Overall findings: (a) students and educators are excited to come to school, (b) far less negative/destructive behavioral issues, and (c) a sense of pride/belonging imbued. Specifically: (a) ILE designs at the ergo-dynamic furniture level are not as intuitive as hoped, (b) teaching practices guide the use of solutions, (c) students made intuitive use of the ergo-dynamic products in seated positions at both macro and micro levels, and (d) students still had too much sedentary time. Recommendation - provide holistic understanding for all stakeholders of ILEs' positive impact.

The authentic teaching and learning approach introduces real-world scenarios into the classroom to better engage Generation Z students. Considering this, we introduced an authentic learning practical exercise (breakfast meal and glycemic variation) to undergraduate biology students at the University of La Reunion (France). Here, students were initially briefed regarding the practical and subsequently determined their baseline glucose values (glucometer). They then consumed 200 mL of fruit juice together with a pain au chocolat (chocolate pastry) and subsequently recorded their glucose values at regular intervals. The last reading was done after 150 min, and they thereafter plotted such data to reveal temporal glycemic variations. During this time, the students also worked on a report to document information collected and began to supply responses to several listed questions. Three weeks after completion of the practical, we evaluated whether this intervention would lead to changes in their views regarding the nature and regularity of breakfast meal intake (employing survey questions). Our findings show that a reasonable proportion of the students indicated that the intervention did change their dietary habits, with 50% sometimes opting for an improved breakfast, whereas 10% also changed their habits albeit for only a small while. Of note, >60% of students indicated that they changed their breakfast intake habits by the end of the endocrinology module. These findings show that the beneficial effects of authentic teaching approaches may elicit relatively long-lasting changes in terms of breakfast behavioral patterns in young people and that such effects may also impact the broader society. New & Noteworthy: This study introduced an authentic learning exercise (endocrinology practical exercise) to undergraduate biology students and ascertained whether it changed their views regarding the nature and regularity of breakfast meals. Here, many altered their breakfast dietary habits, which persisted even after the completion of their module. Authentic teaching approaches can therefore trigger relatively long-lasting changes in terms of breakfast behavioral patterns in young people and may also impact the broader society.

The development of young children can be disrupted by repeated stress because stress triggers a response which changes the chemistry of their bodies (National Scientific Council on the Developing Child (NSCDC), 2014). Adverse Childhood Experiences (ACEs) is used to describe stressful or traumatic experiences which threaten children's development. The degree to which children are impacted by ACEs varies due to a variety of factors such as age and gender, severity and duration of exposure, and the presence or absence of supportive adults. ACEs create risk but are not fate. However, there is evidence that toxic stress does have the potential to impact a child's future outcomes (Centers for Disease Control Vital Signs, 2019; Tennessee Department of Health, 2015). Brain development is at the highest level during the early years. Stress can be damaging to health and well-being if activated too often or for too long (toxic stress). Adrenaline and cortisol are produced in response to stress and prepare the body to respond to adversity. Sustained or frequent stress can lead to impairment in brain architecture and developing organs affecting learning, memory, and self-regulation (NSCDC, 2014; NSCDC, 2020). ACEs are preventable. Safe, stable, and nurturing relationships help children reach their potentials and reduce the likelihood and harm linked to ACEs (CDC, 2019). Resilience is built by supplying safe environments, giving caring attention, building trusting relationships, listening to feelings, responding in positive ways, and providing opportunities for success (Pizzolongo & Hunter, 2011).

College freshmen experience unique stressors when transitioning from high school to college. In Idaho, the freshman attrition rate is higher than the national average, which may be partially explained by the higher prevalence of depression in this region. The current study investigated the potential of cortisol, a stress hormone, to be a biomarker for depression to help identify those freshmen with depression that may be at a higher risk of dropping out. In a group of 45 college freshmen, no correlations were observed between serum cortisol and depression severity as measured by the Patient Health Questionnaire 9 (PHQ-9). However, those with a self-reported history of depression scored significantly higher on the PHQ-9, confirming the reliability and validity of the PHQ-9 in a college student population.

One of the overlapping curriculum designs indicates the mismatch of teaching materials with the cognitive level process and student development, impacting the unstructured qualification of mastery of the material. On the other hand, the breadth and depth of teaching materials in the curriculum must be following students' mental development and level of cognitive processes. This study aims to collect the opinions of science teachers in junior high schools and biology teachers in high schools about the learning continuum design on reproducing living things. The method used is a survey. The study population is a hypothetical population with a convenience sample. The sample involved in this study were 111 teachers in Bantul Regency and Yogyakarta City. The data collection method used a questionnaire distributed through four subject teachers' conference (MGMP). The data obtained were analyzed using descriptive analysis. The results showed several sub-aspects of reproduction of living things that cannot be taught in elementary schools. The material for propagating fungi, protists, bacteria, and viruses starts in grade VII with a cognitive level of C1 (remembering), after previously students received material about types of animals and plants in grade VI (elementary school). Furthermore, the material on reproductive anatomy and physiology can only be given to class IX with cognitive level C2 (understanding) and continued in class X and XI with cognitive level C4 (analyzing). Especially for reproductive anatomy and physiology, fungi were introduced to class VII with C1 level cognitive processes (remembering). This teacher opinion generates a learning continuum grid that can help policymakers improve educational curriculum.

Introduction: A previous study has evaluated the association between serum tumour necrosis factor-like weak apoptosis inducer (TWEAK) levels and autism spectrum disorder (ASD). In line with this investigation, the present study aimed to measure serum TWEAK levels to determine whether their eventual alteration might have etiopathogenetic significance in children with ASD. Methods: A total of 40 treatment-naive children with ASD and 40 healthy children as controls were included in the present study. The Schedule for Affective Disorders and Schizophrenia for School-Aged Children--Present and Lifetime Version, DSM-5 was used by a psychiatrist to screen the healthy controls for psychiatric disorders after a physical examination by a paediatrician. The clinical severity of the ASD symptoms was assessed by the Childhood Autism Rating Scale. Venous blood samples were collected, and serum TWEAK levels were measured. Results: This study included 80 children in total, with 40 (50.0%) in the patient group and 40 (50.0%) in the healthy control group. Thirty four (85.0%) of the participants in the patient group, and 31 (77.5%) in the healthy control group, were male, and the remainder were female. The distribution of the gender ratio was statistically similar between groups (p = 0.568). The volunteers were between 36 and 59 months old. The average age in the patient group was 46.0 ± 6.5, while that in the healthy control group was 45.2 ± 6.7. The ages were also statistically similar between groups (p = 0.615). The TWEAK values of the patient group were found to be statistically higher than those of the healthy control group (p < 0.001). Discussion: This study examined whether serum TWEAK levels were related to ASD in childhood. Our findings indicate that children with ASD have higher TWEAK levels when compared to other children. The findings further indicate that serum TWEAK levels could be related to ASD etiopathogenesis independent of ASD symptom severity.

Renal clearance encompasses a somewhat abstract concept, which makes it a hard-to-visualize phenomenon. It is a confusing topic for students and a difficult task for the instructor to teach. In order to improve or facilitate the teaching-learning process of renal clearance, an alternative strategy is presented here. To properly characterize the components of renal clearance, this didactic model splits renal clearance into two distinct portions of flow rates. The information is organized in a sequential structure, from the simplest ideas to the most complex concepts, assisting both teacher and student in addressing renal clearance.

Learning endocrine physiology can be challenging. Some physiological concepts are abstract, making the process of learning more difficult for students. The comprehension of basic concepts, such as chemical hormone classification, is essential to understand the differences in synthesis, secretion, transport, and mechanism of action of hormones. To assist the students on this subject, we developed an analogy between the basic concepts of hormone synthesis, transport, and mechanism of action and a bank robbery as a first approach to engage and stimulate their learning process. In the analogy, the students are asked to help identify and characterize two bank robbery crews based on a set of evidence collected by the police. The goal is to identify the general profile of lipid- and water-soluble hormones synthesis, transport, and mechanism of action on target cells. When applying the activity, the students showed a great deal of interest in solving the crime and they seemed to understand the similarities between the analogy and the subject.

Small group learning activities have been shown to improve student academic performance and educational outcomes. Yet, we have an imperfect understanding of the mechanisms by which this occurs. Group learning may mediate student stress by placing learning in a context where students have both social support and greater control over their learning. We hypothesize that one of the methods by which small group activities improve learning is by mitigating student stress. To test this, we collected physiological measures of stress and self-reported perceived stress from 26 students in two undergraduate classes. Salivary cortisol and testosterone were measured within students across five contexts: a) pre-instructional baseline, b) following a traditional lecture, c) after participating in a structured small group learning activity, d) following completion of multiple choice, and e) essay sections of an exam. Results indicate students have lower salivary cortisol after small group learning activities, as compared to traditional lectures. Further, there is no evidence of a relationship between physiological measures of stress and self-reported perceived stress levels. We discuss how structured small group activities may be beneficial for reducing stress and improving student-learning outcomes.

Difficulty index and its derivative performance index (PFI) have been commonly used to measure student learning outcomes. However, these indexes have a high volatility and low sensitivity. This work has established the simplex learning index (SLI), which has a low volatility and high sensitivity. To construct SLI, students were divided into two groups based on their scores on the whole quiz. The item SLI and lecture SLI were derived from the results of students in the high-scoring group. Exam results from nine cohorts of medical students in two phases of learning were analyzed. The volatility, measured by the ratio between the standard deviation and the mean, was >65% lower in SLI than in PFI. Using the lecture SLI as a metric, one lecture B22 (Metabolism of Amino Acids), was identified that had an average SLI of 0.66 in earlier four student cohorts in "phase 1 learning." Two major changes were made on the lecture, lecture organization and the delivery method, in phase 2. Students from recent five cohorts in phase 2 had an average SLI of 0.84, which was 26.6% higher than that in phase 1 (P < 0.02). In contrast, when PFI was used, the change was only 13.46% and insignificant (P = 0.29). In the same period, implementation of the same delivery method did not yield significant changes in learning outcomes in lecture B24 (Metabolism of Nucleotides). Taken together, this work shows that SLI is a better indicator for learning outcomes and suggests that lecture reorganization is the key to improved student learning.

Pulse oximetry has become the standard of care in operating rooms, intensive care units, and hospitals worldwide. A pulse oximeter continuously and noninvasively monitors the functional oxygen saturation of hemoglobin in arterial blood (Sa[subscript O2]). Sa[subscript O2] is so important in medical care that it is often regarded as a fifth vital sign. Before pulse oximetry, arterial puncture for blood gas analysis was the only method available to determine Sa[subscript O2] and to identify the presence of hypoxemia. Pulse oximetry is based on the principle that oxygenated hemoglobin (O2Hb) absorbs more near-infrared light than deoxyhemoglobin (HHb) and HHb absorbs more red light than O[subscript 2]Hb. It is important to understand the principles of pulse oximetry, how the equipment works, and its limitations to interpret the information it provides. Accordingly, we used colored balloons to introduce the physics of how a pulse oximeter detects and measures oxyhemoglobin and deoxyhemoglobin in pulsatile (arterial) and nonpulsatile (venous and capillary) blood. The foundations of oximetry started in the 1700s with Johann Lambert (1728-1777). We approached this complex physics in a straightforward way while still providing an understanding of the fundamental concepts developed by Johann Lambert in 1760.

In this study, it was aimed to determine the negative effect of different types of exercise on ovarian reserve of sedentary women. A total of 40 sedentary women who met the criteria for admission to work were categorized as aerobic exercise (AE; n:20; age: 33.0±2.0 years old) and strength exercise (SE; n:20; age: 32.7±2.1 years old) groups. Participants in both groups received two different exercises of 60-minute with an intensity of 60-70% for 16 weeks and 4 days per week. Participants' anthropometric (body weight, BMI, waist and hip circumference, waist and hip rate (WHR)), estradiol (E2), luteinizing hormone (LH) follicle stimulating hormone (FSH), and levels antimülerian hormone (AMH), which used as over-reserve indicators, were measured for before and after exercise. Comparisons of these parameters were evaluated at p<0.01 and 0.05 levels. The mean of anthropometric and biochemical parameters of the AE and SE groups were statistically similar in before exercise. After exercise program, body weight, BMI, waist and hip circumference values of both groups were significantly decreased (p<0.01 and p<0.05). There was no significant correlation between AMH, E2, FSH and LH levels of the AE group (p>0.05). In the SE group, there was a decrease in AHM level (p<0.05) and an increase in FSH level (p<0.01). There was no significant correlation between E2, and LH levels of the SE group (p>0.05). As a results; strength exercise triggers to decrease in serum AMH levels and to increase in serum FSH levels. For this reason, strength exercise practices can have negative consequences for fertility, especially for women with lower ovarian reserve values.

The purpose of this study is to introduce an activity which has been designed in accordance with Science, Technology, Engineering, Mathematics (STEM) education within the scope of 5E learning model and to present the implementation steps of it. The activity plan is on the topics of Nerves, Hormones and Homeostasis in Human Physiology Unit in 11th grade biology curriculum. The activity was implemented with the participation of 49 students at a public high school. For the implementation of the activity, the students were divided into groups of five and they tried to complete the activity in four class hours. The participant students stated that they both learned and enjoyed learning while they were creating their model. Moreover, the teachers who implemented the activity stated that the equipment used in the activity is easy to access, which creates an advantage for the activity to be done in class.

The relationships among the scores of major subjects taught in the first preclinical year of a Thai medical school, previous academic achievements, and daily life activities are rarely explored. We therefore performed an exploratory study identifying various factors possibly related to the educational scores of these medical students. Questionnaires were sent out to all first preclinical year medical students, with 79.8% being returned (245/307 questionnaires). Positive correlations were revealed between the premedical year grade point average (pre-MD GPA) and anatomy, physiology, and biochemistry scores (R = 0.664, 0.521, and 0.653, respectively, P < 0.001 for all) by Pearson's method. Using multiple linear regression analysis, anatomy scores could be predicted by pre-MD GPA, student satisfaction with anatomy, the percentage of expected reading, monthly earnings, reading after class and near exam time, and duration of sleeping periods near exam time (R = 0.773, R(2) = 0.598, P < 0.001). Physiology scores could be estimated by pre-MD GPA, the percentage of expected reading, monthly earnings, and percentage of those who fell asleep during class and near exam time (R = 0.722, R(2) = 0.521, P < 0.001). Biochemistry scores could be calculated by pre-MD GPA, the percentage of expected reading, motivation to study medicine, student satisfaction with biochemistry, and exam performance expectations (R = 0.794, R(2) = 0.630, P < 0.001). In conclusion, pre-MD GPA and the percentage of expected reading are factors involved in producing good academic results in the first preclinical year. Anatomy and biochemistry, but not physiology, scores are influenced by satisfaction.

This article provides a qualitative examination of student responses to an enjoyable online experience illustrating structure-function relationships of chemical messengers (neurotransmitters) in the human nervous system via text messaging emojis (often employed during mobile phone messaging). The "N.A.M.E." (Neurotransmitters as Messaging Emojis) FUN! experience was presented to 216 undergraduate health professions students enrolled in a human physiology course during Spring 2020 (N = 117) and Spring 2021 (N = 99) semesters as a learning tool, during a time in which students struggled with the concepts of neurotransmitter function. Additional goals for this fun experience design are to 1) engage health professions students in the topics of chemical messengers in the nervous system, and provide 2) a learning tool for students enrolled in the human physiology courses and 3) a memorization online worksheet for select neurotransmitter function. Student participants were able to access the online neurotransmitter fun experience via mobile phone and/or laptop. Resulting analyses of the voluntary and anonymous survey highlight positive responses in both Spring 2020 and 2021 semesters to the online "N.A.M.E." experience and furthermore the recommendation of student participants to include this online experience in future lecture assignments for the Human Physiology course. Here, we examine several data sets (tables) as we review student choices for matching emojis to neurotransmitter function and qualitative responses on the efficacy of this online match-up fun as a learning tool in a human physiology course for health professions.

Students find it hard to understand acid-base homeostasis and the mechanisms involved in compensating for acid-base imbalances, including the role of the lungs and kidneys in this process. We have developed a laboratory activity based on collaborative problem-based learning and human patient simulators (HPSs) to teach this topic. Students (n=50) were divided into small groups and presented with five cases of acid-base imbalances simulated in HPSs. After recording various parameters including arterial blood gases, they collaborated in identifying the specific acid-base imbalance. An anonymous survey following the laboratory activity revealed that this laboratory improved their understanding of acid-base regulation (92%), improved quantitative understanding of acid-base physiology (90%), and improved understanding of acid-base imbalances (94%).

The main purpose of the present study is to comparatively examine the effects of Whole body vibration (WBV) trainings on some biochemical bone-turnover markers (Beta-CTx, Osteocalcin) in terms of osteoporosis. Twenty-four sedentary women (mean age = 37.12 ± 1.84 years) participated in the study. The participants were randomly divided to 3 groups: whole body vibration exercise group (WBV, n = 8), classical resistance exercise group (CR, n = 8), and control group (CO, n = 8). Vibration trainings and classical resistance trainings were applied in similar exercise models for major muscle groups three days a week for eight weeks, not on consecutive days but in the same contexts. Of biochemical values, Beta-CTx and Osteocalcin were analysed by using Cobas e 411 ECLIA (Electro Chem. Luminance Immune Assay) method before and after the eight-week exercise period. For intra-group comparisons paired-samples t-test, for inter-group comparisons one way ANOVA, and for multi-comparisons Tukey test were used. While a statistically significant difference was found between pretest posttest of Beta-CTx and Osteocalcin values of CR (p<0.05), there was not a significant difference in WBV and CO groups (p>0.05). A statistically significant difference was found between the groups in terms of pretest posttest biochemical value changes (Beta-CTx, Osteocalsin) of the participants (p<0.05). As a result, eight-week WBV training in premenopausal women can be considered as safe in terms of biochemical values' (Beta-CTx, Osteocalcin) remaining unchanged. On the other hand, CR training made significant changes on the values in question. Whether this change is an acute effect or not has become a raising question. This case can be studied in premenopausal women in further research.

Hemolytic disease of the newborn (HDN) is a potentially fatal condition caused by a Rhesus (Rh) antigen incompatibility between a mother and fetus. As a result, determining the Rh status of expectant parents is a routine clinical assessment. Both the physiological and immunological basis of this condition are taught to undergraduate students. At the University of South Australia, some undergraduate immunology students find this topic challenging. The author designed, implemented, and assessed the impact of an interactive simulation to facilitate student learning of HDN. The students were actively engaged in determining the blood grouping and Rh status of an expectant mother and father and then determining the possibility of developing HDN. The simulation was found to take only 15 min to complete yet led to a significant increase in student performance in an end of semester exam question. Student perceived understanding was found to significantly improve following the introduction of the simulation, even though the content had been covered in a formal lecture. Student feedback was highly positive of this learning approach. In conclusion, short, interactive simulations can be used effectively to enhance student learning of challenging concepts.

This study was conducted to determine the acute changes after the 20 m shuttle run test in the biochemical parameters and heart rates of wrestlers competing in international competitions on a study population of 21 wrestlers. The mean age of participants was 24.14±2.01 years, mean heights 176±0.06 cm, body weight 76.48±14.76 kg, MaxVO[subscript 2] 52.78±3.20 ml/kg/min, and mean BMI 24.44±2.63 kg/m[superscript 2]. 20-meter run and sit-up test was applied to measure the MaxVO[subscript 2] scores of included subjects. Heart rates were monitored using a Polar heart rate monitor before and after the tests. The blood samples that collected at the same time intervals from the vena cephalica were stored in tubes without anticoagulants. The samples were then centrifuged for 10 minutes at 5000 rpm to obtain serum samples, and analyzed. The data obtained were treated using SPSS 15.0 software. This study showed that there was a significant increase (p<0.05) in post-test glucose, HDL-cholesterol and urea concentrations compared to pre-test levels. While the post-test LDL cholesterol concentration was significantly reduced (p<0.05), acute changes in other biochemical parameters were found to be statistically insignificant (p>0.05). It can be concluded that mean glucose, HDL and urea were increased while LDL was reduced after the 20 m shuttle run test in wrestlers.

It has been widely established that, in addition to its role in reproduction, progesterone (P4) also has potent anti-inflammatory effects. While the precise mechanisms have never been clearly elucidated in RAW 246.7 cells, it seems logical to assume that this response is -- at least in part -- a consequence of activation of and signaling through the progesterone receptor (P4-R). However, it has recently been shown that in a rat model, this anti-inflammatory effect is -- in fact -- independent of the progesterone receptor. In this project, the aim was to characterize this response by assaying nitric oxide production from lipopolysaccharide-challenged RAW 264.7 cells and ascertain the involvement of the P4-R. To determine the contribution of the receptor, RAW cells were incubated in the presence and absence of RU-486 -- a potent P4-R antagonist. Our results indicate that the anti-inflammatory response of progesterone was in fact through the activation of the P4-R as cells incubated in RU-486 show an approximate 60% reversal of the inhibitory effect of P4 as compared to cells incubated in the absence of the antagonist. However, because we did not observe a complete reversal, suggests that perhaps other receptors come into play which will be addressed in future studies.

The investigation of learning processes by assessing students' experience along with objective characteristics within a classroom context has a long tradition in empirical learning process research (e.g. Sembill, 1984 et passim; Wild & Krapp, 1996). However, most of the existing studies confine themselves to psychological variables that seem to be too narrowly considered, as there is theoretical and empirical evidence proving the involvement of somatic and psychological processes in learning and in stress reactions. Furthermore there is a lack of studies that investigate situation-related experience (states) as an outcome of interactions between relatively stable characteristics (traits) and continuously changing "objective" context conditions. Against this background, we will present an approach for cross-classified multilevel longitudinal modelling of person-situation interactions in naturalistic educational settings. We illustrated our model with the example of students' stress experience referring to empirical data that we measured within a multidisciplinary research project (pedagogy, psychology, adolescent medicine). 53 students at a public German vocational school were investigated during 9 lessons. There are up to 38 state measurements per person, resulting in 2,014 measurements in total. Taking into account that states are nested within persons and within situations we applied a cross-classified multilevel model to analyse effects on students' stress experience. The analysis shows significant person-situation interactions between academic self-concept and classroom demands and between baseline cortisol concentration and classroom demands: the relation between classroom demands and stress experience depends on relatively stable person-related characteristics. A deeper knowledge about the complex interrelations between traits, states, and continuously changing context conditions seems to be essential for a more holistic understanding of learning at school and for the identification of crucial aspects for an evidence-based design and implementation of teaching and learning arrangements.

This study aimed to find out the dependence of myeloperoxidase content in patients living in the environmentally unfriendly region of Kazakhstan (Taraz), on the PCBs content in the air. During this study, 324 patients were examined to solve the clinical problem. The content of myeloperoxidase fluctuated significantly depending on the age of the experimental subjects. Statistically significant increase in the enzyme was observed in 23.0% of children aged 6-7 years, 33.4% of adolescents aged 14-17 years and 39.2% of adults aged 50-59 years. At the same time, significantly low content of myeloperoxidase was largely verified in children, adolescents, as well as in groups of the experimental subjects aged between 18-29 and 30-39 years. The largest number of people with low activity of myeloperoxidase was observed in groups aged between 40 and 49 years, which made 77.5% of the total. Research results showed significant inverse correlation between the low activity of myeloperoxidase and the PCBs concentration, which ranged from r = -0,55 to r = -0,91 (p <0,05). Therefore, the most significant correlation between the laboratory and hygienic indices was detected among subjects aged between 50-59 years (r = -0,9).

The basolateral amygdala (BLA) is a temporal lobe structure that contributes to a host of behaviors. In particular, it is a central player in learning about aversive events and thus assigning emotional valence to sensory events. It is a cortical-like structure and contains glutamatergic pyramidal neurons and GABAergic interneurons. It is divided into the lateral (LA) and basal (BA) nuclei that have distinct cell types and connections. Interneurons in the BLA are a heterogenous population, some of which have been implicated in specific functional roles. Here we use optogenetics and slice electrophysiology to investigate the innervation, postsynaptic receptor stoichiometry, and plasticity of excitatory inputs onto interneurons within the BLA. Interneurons were divided into six groups based on their discharge properties, each of which received input from the auditory thalamus (AT) and auditory cortex (AC). Auditory innervation was concentrated in the LA, and optogenetic stimulation evoked robust synaptic responses in nearly all interneurons, drove many cells to threshold, and evoked disynaptic inhibition in most interneurons. Auditory input to the BA was sparse, innervated fewer interneurons, and evoked smaller synaptic responses. Biophysically, the subunit composition and distribution of AMPAR and NMDAR also differed between the two nuclei, with fewer BA IN expressing calcium permeable AMPAR, and a higher proportion expressing GluN2B-containing NMDAR. Finally, unlike LA interneurons, LTP could not be induced in the BA. These findings show that interneurons in the LA and BA are physiologically distinct populations and suggest they may have differing roles during associative learning.

This study was conducted to evaluate an education program based on the theory of planned behavior (TPB) for salt intake in individuals at risk of hypertension. This randomized controlled trial was conducted from February 2017 to December 2017 in Shahediyeh, Yazd Province, Iran. For this purpose, 140 people were selected and assigned to two groups of 70 each, namely, intervention and control. Data were gathered by a self-administered TPB based questionnaire, and also 24-h urinary sodium and potassium levels and systolic and diastolic blood pressure were measured. The intervention group received TPB based on a training package, while the control group received no intervention. Post-test was administered 2 months after completion of the intervention. Independent and paired t-tests, ?2 and analysis of covariance (ANCOVA) were used for data analysis. All mean scores on TPB constructs increased significantly except motivation to comply and power of control for intervention group. Average salt intake decreased in intervention group compared with the control group (-4.73 g/day 0.73 versus -0.24 g/day 0.94, P < 0.001), but systolic and diastolic blood pressure did not change significantly in intervention group compared with control group. TPB can be implemented along with other approaches in educational programs to reduce salt intake. Code: IRCT201701108803N3.

The basis for understanding neurophysiology is understanding ion movement across cell membranes. Students in introductory courses recognize ion concentration gradients as a driving force for ion movement but struggle to simultaneously account for electrical charge gradients. We developed a 17-multiple-choice item assessment of students' understanding of electrochemical gradients and resistance in neurophysiology, the Electrochemical Gradients Assessment Device (EGAD). We investigated the internal evidence validity of the assessment by analyzing item characteristic curves of score probability and student ability for each question, and a Wright map of student scores and ability. We used linear mixed-effect regression to test student performance and ability. Our assessment discriminated students with average ability (weighted likelihood estimate: -2 to 1.5 [theta]); however, it was not as effective at discriminating students at the highest ability (weighted likelihood estimate: >2 [theta]). We determined the assessment could capture changes in both assessment scores (model r[superscript 2] = 0.51, P < 0.001, n = 444) and ability estimates (model r[superscript 2] = 0.47, P < 0.001, n = 444) after a simulation-based laboratory and course instruction for 222 students. Differential item function analysis determined that each item on the assessment performed equitably for all students, regardless of gender, race/ethnicity, or economic status. Overall, we found that men scored higher (r[superscript 2] = 0.51, P = 0.014, n = 444) and had higher ability scores (P = 0.003) on the EGAD assessment. Caucasian students of both genders were positively correlated with score (r[superscript 2] = 0.51, P < 0.001, n = 444) and ability (r[superscript 2] = 0.47, P < 0.001, n = 444). Based on the evidence gathered through our analyses, the scores obtained from the EGAD can distinguish between levels of content knowledge on neurophysiology principles for students in introductory physiology courses.

Beta-adrenergic receptor (ß-AR) activation by norepinephrine (NE) enhances memory and stabilizes long-term potentiation (LTP), a form of synaptic plasticity believed to underlie some forms of hippocampal memory. LTP can occur at multiple synaptic pathways as a result of strong stimulation to one pathway preceding milder stimulation of an adjacent, independent pathway. Synaptic tagging allows LTP to be transferred, or captured, at heterosynaptic pathways. Previous research has shown that ß-AR activation promotes heterosynaptic LTP by engaging various signaling cascades. In particular, cyclic adenosine monophosphate (cAMP) activates cAMP-dependent protein kinase A (PKA) and guanine nucleotide exchange protein activated by cAMP (Epac), to enhance LTP. Epac activation can occlude subsequent induction of stable homosynaptic LTP after ß-AR activation, but it is unclear whether Epac activation is required for heterosynaptic LTP following pairing of the natural transmitter, NE, with one 100 Hz train of stimulation ("NE-LTP"). Using electrophysiologic recordings of CA1 field excitatory postsynaptic potentials during stimulation of two independent synaptic pathways in murine hippocampal slices, we show that distinct inhibitors of Epac blocked stabilization of homo- and heterosynaptic NE-LTP. PKA inhibition also attenuated heterosynaptic transfer of NE-LTP, but only when a PKA inhibitor was applied during tetanization of a second, heterosynaptic pathway that was not treated with NE. Our data suggest that NE, paired with 100 Hz, activates Epac to stabilize homo- and heterosynaptic LTP. Epac may regulate the production of plasticity-related proteins and subsequent synaptic capture of NE-LTP at a heterosynaptic pathway. Epac activation under these conditions may enable behavioral experiences that engage noradrenergic inputs to hippocampal circuits to be transformed into stable long-term memories.

Most undergraduate physiology texts describe veins simply as reservoirs for blood and conduits for return of blood to the heart. This article describes a laboratory exercise that can be performed by students to demonstrate that veins are much more than reservoirs and conduits for blood flow: they possess a dynamic rhythmic contraction. In this exercise, we recorded the simultaneous beating of the frog postcaval vein (PCV; in mammals this is the inferior vena cava) and atrium by connecting them to separate force displacement transducers. "in vivo," the PCV and atrium both contract approximately 35 beats/min; however, the contractions are not synchronous with each other. We developed a simple scoring method (comparative temporal analysis) to illustrate that the atrium contractions do not drive the contractions of the PCV. Instead the atrium and PCV contract independently of each other. To support our hypothesis that the atrium and PCV contractions were independent we removed the PCV from the frog and suspended it in an organ bath. The PCV rhythmically contracted as "in vivo." The autonomic neurotransmitter, norepinephrine, did not affect the force of contraction and heart rate. In contrast, acetylcholine abolished the contractile activity. This investigation has encouraged discussions about the source and physiological significance of the rhythmic PCV contractions. This article provides some hypotheses about its significance, as well as possible evolutionary origins of the veins' mechanical activity. Overall, the implementation of this exercise into the classic frog heart preparation will deepen the students' understanding about the venous side of the cardiovascular system and give them insight into the integrative nature of physiology. (Contains 5 figures.)

The 1993 Diabetes Complications and Control Trial (DCCT) showed that controlling blood glucose prevents and delays the progression of long term complications of diabetes. New diabetes technologies can make control of diabetes possible and safer. This paper reviews these technologies used to monitor blood glucose, administer insulin and evaluate effectiveness of therapy. Self-monitoring of blood glucose has been a standard of care for several decades. Today, patients and practitioners can gain great benefit from data that can be provided by using Continuous Glucose Monitoring (CGM). Current physiologic insulin therapy regimens have improved blood glucose control capabilities. Insulin therapy devices; including pens and pumps are reviewed. Advantages of insulin pump therapy and features of the latest "smart" pumps are described. Children with diabetes, and their families, have many challenges as well as many opportunities to employ new technologies in diabetes management plans. The ability of school and care givers to support children can impact the overall success of any diabetes therapy regimen. (Contains 2 tables and 2 figures.)

We describe here a collective and experimental research project-based learning (ERPBL) for master's students that can be used to illustrate some basic concepts on glucose/lipid homeostasis and renal function around a topical issue. The primary objective of this ERPBL was to strengthen students' knowledge and understanding of physiology and pathophysiology. The secondary objectives were to help students to develop technical/practical abilities and acquire transversal skills with real-world connections. Obesity is a worldwide public health problem that increases the risk for developing type 2 diabetes and nephropathies. To study the impact of western dietary habits, students evaluated the effects of a diet enriched with fat and cola [high-fat and cola diet (HFCD)] on metabolism and renal function in mice. Students mainly worked in tandem to prepare and perform experiments, but also collectively to compile, analyze, and discuss data. Students showed that HFCD-fed mice 1) developed obesity; 2) exhibited glucose homeostasis impairments associated to ectopic fat storage; and 3) displayed reduced glomerular filtration. The educational benefit of the program was estimated using three evaluation metrics: a conventional multicriteria assessment by teachers, a pre-/posttest, and a self-evaluation questionnaire. They showed that the current approach successfully strengthened scientific student knowledge and understanding of physiology/pathophysiology. In addition, it helped students develop new skills, such as technical and transversal skills. We concluded that this ERPBL dealing with the pathophysiology of obesity was strongly beneficial for master's students, thereby appearing as an efficient and performing educational tool.

We characterized the transcriptional response accompanying maintenance of long-term sensitization (LTS) memory in the pleural ganglia of "Aplysia californica" using microarray (N = 8) and qPCR (N = 11 additional samples). We found that 24 h after memory induction there is strong regulation of 1198 transcripts (748 up and 450 down) in a pattern that is almost completely distinct from what is observed during memory encoding (1 h after training). There is widespread upregulation of transcripts related to all levels of protein production, from transcription (e.g., subunits of transcription initiation factors) to translation (e.g., subunits of eIF1, eIF2, eIF3, eIF4, eIF5, and eIF2B) to activation of components of the unfolded protein response (e.g., CREB3/Luman, BiP, AATF). In addition, there are widespread changes in transcripts related to cytoskeleton function, synaptic targeting, synaptic function, neurotransmitter regulation, and neuronal signaling. Many of the transcripts identified have previously been linked to memory and plasticity (e.g., Egr, menin, TOB1, IGF2 mRNA binding protein 1/ZBP-1), though the majority are novel and/or uncharacterized. Interestingly, there is regulation that could contribute to metaplasticity potentially opposing or even eroding LTS memory (down-regulation of adenylate cyclase and a putative serotonin receptor, up-regulation of FMRFa and a FMRFa receptor). This study reveals that maintenance of a "simple" nonassociative memory is accompanied by an astonishingly complex transcriptional response.

Ample evidence has demonstrated that sex steroid hormones, such as the potent estrogen 17ß-estradiol (E[subscript 2]), affect hippocampal morphology, plasticity, and memory in male and female rodents. Yet relatively few investigators who work with male subjects consider the effects of these hormones on learning and memory. This review describes the effects of E[subscript 2] on hippocampal spinogenesis, neurogenesis, physiology, and memory, with particular attention paid to the effects of E[subscript 2] in male rodents. The estrogen receptors, cell-signaling pathways, and epigenetic processes necessary for E[subscript 2] to enhance memory in female rodents are also discussed in detail. Finally, practical considerations for working with female rodents are described for those investigators thinking of adding females to their experimental designs.

The dentate gyrus (DG) of the hippocampus is critical for spatial memory and is also thought to be involved in the formation of drug-related associative memory. Here, we attempt to test an aspect of the Gateway Hypothesis, by studying the effect of consecutive exposure to nicotine and cocaine on long-term synaptic potentiation (LTP) in the DG. We find that a single injection of cocaine does not alter LTP. However, pretreatment with nicotine followed by a single injection of cocaine causes a substantial enhancement of LTP. This priming effect of nicotine is unidirectional: There is no enhancement of LTP if cocaine is administrated prior to nicotine. The facilitation induced by nicotine and cocaine can be blocked by oral administration of the dopamine D1/D5 receptor antagonist (SKF 83566) and enhanced by the D1/D5 agonist (SKF 38393). Application of the histone deacetylation inhibitor suberoylanilide hydroxamic acid (SAHA) simulates the priming effect of nicotine on cocaine. By contrast, the priming effect of nicotine on cocaine is blocked in genetically modified mice that are haploinsufficient for the CREB-binding protein (CBP) and possess only one functional CBP allele and therefore exhibit a reduction in histone acetylation. These results demonstrate that the DG of the hippocampus is an important brain region contributing to the priming effect of nicotine on cocaine. Moreover, both activation of dopamine-D1 receptor/PKA signaling pathway and histone deacetylation/CBP mediated transcription are required for the nicotine priming effect in the DG.

The use of drugs to integrate basic and clinical sciences is frequently used in a lecture format, but the availability of alternative pedagogical approaches that address higher-order learning are not widely available. The use of case studies and case-based projects to reinforce lectures can help link basic and clinical disciplines and promote knowledge retention. Case based projects also help students with varying levels of background education see the applicability of topic material, and this may maintain engagement. However, both the significant time and effort and the general breadth of knowledge across basic science content areas necessary to construct clinically relevant basic science cases may serve as hindrances to their development. To address this issue, the author designed an integrated case that uses proton pump inhibitors (PPIs) to connect basic pharmacological principles with basic gastrointestinal physiology and pathophysiology. The development of this case grew out of discussions with clinical faculty members and students regarding general confusion surrounding how and why drugs that act in the stomach on parietal cells are made as enterically coated prodrugs to protect them from destruction by stomach acid. Thus, in the process of searching the literature to resolve this paradox, it became apparent that this would be an excellent way to connect gastrointestinal physiology, pharmacology, and biochemistry. In an effort to link physiology and pharmacology together in a vertical fashion, a case study was designed using the mechanism of action of PPIs and GERD as a unifying element. In the first module, the intent was to use a clinically relevant case study to highlight the importance of drug delivery, ion trapping, formulation, and drug-receptor interactions with gastrointestinal physiology. In the second module, the goal was to use the same case to highlight and review key aspects of gastric acid secretion and regulation.

The relationships among the scores of major subjects taught in the first preclinical year of a Thai medical school, previous academic achievements, and daily life activities are rarely explored. We therefore performed an exploratory study identifying various factors possibly related to the educational scores of these medical students. Questionnaires were sent out to all first preclinical year medical students, with 79.8% being returned (245/307 questionnaires). Positive correlations were revealed between the premedical year grade point average (pre-MD GPA) and anatomy, physiology, and biochemistry scores ("R = 0.664, 0.521, and 0.653, respectively, "P" < 0.001 for all) by Pearson's method. Using multiple linear regression analysis, anatomy scores could be predicted by pre-MD GPA, student satisfaction with anatomy, the percentage of expected reading, monthly earnings, reading after class and near exam time, and duration of sleeping periods near exam time ("R" = 0.773, R[superscript 2] = 0.598, "P" < 0.001). Physiology scores could be estimated by pre-MD GPA, the percentage of expected reading, monthly earnings, and percentage of those who fell asleep during class and near exam time ("R" = 0.722, "R"[superscript 2] = 0.521, "P" < 0.001). Biochemistry scores could be calculated by pre-MD GPA, the percentage of expected reading, motivation to study medicine, student satisfaction with biochemistry, and exam performance expectations ("R" = 0.794, "R"[superscript 2]= 0.630, "P" < 0.001). In conclusion, pre-MD GPA and the percentage of expected reading are factors involved in producing good academic results in the first preclinical year. Anatomy and biochemistry, but not physiology, scores are influenced by satisfaction.

Digestive physiology laboratory exercises often explore the regulation of enzyme action rather than systems physiology. This laboratory exercise provides a systems approach to digestive and regulatory processes through the exploration of postprandial blood glucose levels. In the present exercise, students enrolled in an undergraduate animal physiology course select to participate in either an oral glucose tolerance test (OGTT) or one of the following three meal treatments based on typical student breakfasts: 1) high glycemic load (HGL), 2) moderate glycemic load (MGL), and 3) low glycemic load (LGL). The caloric value of the meals is 540 kcal. An Accucheck glucometer is used to determine fasted and 30-, 60-, and 120-min postprandial blood glucose levels. Students discover that postprandial glucose levels peak similarly for the OGTT and HGL group (137 plus or minus 7.1 and 145 plus or minus 4.7mg/dl) and remain higher than MGL and LGL groups over the 2-h period. Between sampling, vibrant discussion covering such topics as glucose and cognitive function, insulin resistance, epigenetics, and fad diets occurs. The postlaboratory assignment requires students to discuss the importance of glucose homeostasis, graphically summarize their findings, review the literature to describe results in light of published data, and describe relationships between hyperglycemia and hyperinsulinemia and disease processes. Students evaluated this laboratory as highly effective and one of the top three experiences of the course.

A previously published classroom teaching method for helping students visualize and understand Michaelis-Menten kinetics (19) was used as an anticipatory set with high school and middle school science teachers in an Illinois Math and Science Partnership Program. As part of the activity, the teachers were asked to collect data by replicating the method and to analyze and report the data. All concluded that the rate data they had collected were hyperbolic. As part of a guided inquiry plan, teachers were then prompted to reexamine the method and evaluate its efficacy as a teaching strategy for developing specific kinetic concepts. After further data collection and analysis, the teachers discovered that their data trends were not, in fact, hyperbolic, which led to several teacher-developed revisions aimed at obtaining a true hyperbolic outcome. This article outlines the inquiry process that led to these revisions and illustrates their alignment with several key concepts, such as rapid equilibrium kinetics. Instructional decisions were necessary at several key points, and these are discussed. (Contains 4 tables and 4 figures.)

There can be no single best way of learning, and each teaching mode has its own merits and demerits. Didactic lectures in and of themselves are insufficient, whereas a problem-based tutorial alone can be as ineffective. This study was conducted to determine if a problem-based review after didactic lectures would lead to better student performance. To compare performance, the same student group was taught three units of endocrinology (growth hormone, thyroid hormone, and diabetes). Students were divided into the following three groups: diabetes didactic lectures only, growth hormone didactic lectures plus review, and thyroid hormone didactic lectures plus review. All three topics were covered in the didactic lectures, but only growth hormone and thyroid hormone topics were covered in the review session. At the end of the course, all students were given formative assessments in the form of multiple-choice questions. A highly significant increase (P less than 0.000) in the percentage of correct responses on the questions covering growth hormone (mean: 0.838, SD: 0.158) and thyroid hormone (mean: 0.686, SD: 0.232) compared with diabetes (mean: 0.478, SD: 0.259) was observed. In conclusion, this study provides further evidence that the combination of didactic lectures and an active review session leads to an improvement in student performance. (Contains 2 tables and 1 figure.)

Abbreviated expressions for enzyme kinetic expressions, such as the Michaelis-Menten (M-M) equations, are based on the premise that enzyme concentrations are low compared with those of the substrate and product. When one does progress experiments, where the solute is consumed during conversion to form a series of products, the idealized conditions are violated. Here, we analyzed data of xanthine oxidase in vitro from Escribano et al. ("Biochem J" 254: 829, 1988) on two conversions in series, hypoxanthine to xanthine to uric acid. Analyses were done using four models: standard irreversible M-M reactions ("model 1"), Escribano et al.'s M-M forward reaction expressions with product inhibition ("model 2"), fully reversible M-M equations ("model 3"), and standard differential equations allowing forward and backward reactions with mass balance accounting for binding ("model 4"). The results showed that the need for invoking product inhibition vanishes with more complete analyses. The reactions were not quite irreversible, so the backward reaction had a small effect. Even though the enzyme concentration was only 1-2% of the initial substrate concentrations, accounting for the fraction of solutes bound to the enzyme did influence the parameter estimates, but in this case, the M-M model overestimated Michaelis constant values by only about one-third. This article also presents the research and models in a reproducible and publicly available form. (Contains 4 tables and 5 figures.)

Environmental enrichment (EE) has marked beneficial effects on cognitive capacity. Given the possibility that this form of neuronal plasticity could function via the actuation of the same cellular signaling pathways that underlie learning/memory formation, we examined whether the MAPK cascade effector, mitogen/stress-activated kinase 1 (MSK1), could play a role in this process. MSK1 functions as a key signaling intermediate that couples changes in neuronal activity into inducible gene expression, neuronal plasticity, and learning/memory. Here, we show that MSK1 is expressed in excitatory cell layers of the hippocampus, progenitor cells of the subgranular zone (SGZ), and adult-born immature neurons. MSK1[superscript -/-] mice exhibit reduced spinogenesis and decreased dendritic branching complexity in hippocampal neurons, compared with WT mice. Further, in MSK1[superscript -/-] mice, progenitor cell proliferation within the SGZ was significantly reduced and, correspondingly, the number of immature neurons within the dentate gyrus was significantly reduced. Consistent with prior work, MSK1[superscript -/-] mice displayed deficits in both spatial and recognition memory tasks. Strikingly, cognitive enhancement resulting from a 40-d period of EE was markedly reduced in MSK1[superscript -/-] animals. MSK1[superscript -/-] mice exhibited reduced levels of EE-induced spinogenesis and SGZ progenitor proliferation. Taken together, these data reveal that MSK1 serves as a critical regulator of hippocampal physiology and function and that MSK1 serves as a key conduit by which enriching stimuli augment cellular plasticity and cognition.

Problem-based learning (PBL) can be described as a learning environment where the problem drives the learning. This technique usually involves learning in small groups, which are supervised by tutors. It is becoming evident that PBL in a small-group setting has a robust positive effect on student learning and skills, including better problem-solving skills and an increase in overall motivation. However, very little research has been done on the educational benefits of PBL in a large classroom setting. Here, we describe a PBL approach (using tutorless groups) that was introduced as a supplement to standard didactic lectures in University of British Columbia Okanagan undergraduate biochemistry classes consisting of 45-85 students. PBL was chosen as an effective method to assist students in learning biochemical and physiological processes. By monitoring student attendance and using informal and formal surveys, we demonstrated that PBL has a significant positive impact on student motivation to attend and participate in the course work. Student responses indicated that PBL is superior to traditional lecture format with regard to the understanding of course content and retention of information. We also demonstrated that student problem-solving skills are significantly improved, but additional controlled studies are needed to determine how much PBL exercises contribute to this improvement. These preliminary data indicated several positive outcomes of using PBL in a large classroom setting, although further studies aimed at assessing student learning are needed to further justify implementation of this technique in courses delivered to large undergraduate classes. (Contains 3 tables and 2 figures.)

There is no hypothesis to explain how direct and indirect basal ganglia (BG) pathways interact to reach a balance during the learning of motor procedures. Both pathways converge in the substantia nigra pars reticulata (SNr) carrying the result of striatal processing. Unfortunately, the mechanisms that regulate synaptic plasticity in striatonigral (direct pathway) synapses are not known. Here, we used electrophysiological techniques to describe dopamine D1-receptor-mediated facilitation in striatonigral synapses in the context of its interaction with glutamatergic inputs, probably coming from the subthalamic nucleus (STN) (indirect pathway) and describe a striatonigral cannabinoid-dependent long-term synaptic depression (LTD). It is shown that striatonigral afferents exhibit D1-receptor-mediated facilitation of synaptic transmission when NMDA receptors are inactive, a phenomenon that changes to cannabinoid-dependent LTD when NMDA receptors are active. This interaction makes SNr neurons become coincidence-detector switching ports: When inactive, NMDA receptors lead to a dopamine-dependent enhancement of direct pathway output, theoretically facilitating movement. When active, NMDA receptors result in LTD of the same synapses, thus decreasing movement. We propose that SNr neurons, working as logical gates, tune the motor system to establish a balance between both BG pathways, enabling the system to choose appropriate synergies for movement learning and postural support.

Significant sex differences in the well-documented relationship between stress hormones and memory have emerged in recent studies. The potentiating effects of glucocorticoids on memory vary across the menstrual cycle, suggesting a potential interaction between these stress hormones and endogenously cycling sex hormones. Here, we show that memory for emotional materials changes significantly in accordance with hormonal changes across the menstrual cycle, suggesting that ovarian sex hormones influence the modulation of emotional memories. Sixty healthy, naturally cycling women rated 120 images on arousal and valence. One week later they completed free recall and recognition memory tests. Their menstrual cycle phases were estimated by self-report and confirmed by salivary assay of 17[beta]-estradiol and progesterone. Memory for emotional items only was significantly better in the high hormone (luteal) phase compared with the low hormone (follicular) phase on the free recall test; on both tests memory correlated positively with progesterone collected at the time of encoding. These findings suggest that emotional memory performance changes across the menstrual cycle, and that this change is in part mediated by endogenous progesterone cycling.

The attentional blink (AB)--a deficit in reporting the second of two target stimuli presented in close succession in a rapid sequence of distracters--has been related to processing limitations in working memory. Given that dopamine (DA) plays a crucial role working memory, the present study tested whether individual differences in the size of the AB can be predicted by differences in genetic predisposition related to the efficiency of dopaminergic pathways. Polymorphisms related to mesocortical and nigrostriatal dopaminergic pathways were considered, as well as polymorphisms related to norepinephrine (NE), a transmitter system that has also been suspected to play a role in the AB. In a sample of 157 healthy adults, we studied the dependency of the individual magnitude of the AB and the C957T polymorphism at the DRD2 gene (associated with striatal DA/D2 receptors), the DARPP32 polymorphism (associated with striatal DA/D1), the COMT Val[superscript 158]Met polymorphism (associated with frontal DA), DBH444 g/a and DBH5'-ins/del polymorphisms (polymorphisms strongly correlated with DA beta hydroxylase, the enzyme catalyzing the DA-NE conversion) and NET T-182C (a polymorphism related to the NE transporter). DRD2 C957T T/T homozygotes showed a significantly smaller AB, whereas polymorphisms associated with frontal DA and NE were unrelated to performance. This outcome pattern suggests a crucial role of the nigrostriatal dopaminergic pathway and of nigrostriatal D2 receptors, in particular, in the management of attentional resources.