Department of Allied Health and Human Performance

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https://hdl.handle.net/20.500.14078/26

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Intracerebral stem cell transplantation in experimental stroke models
(2009) Hicks, Anna
Cerebral ischemia causes severe functional deficits leaving majority of patients with permanent disabilities. Physical rehabilitation remains the only widely accessible therapy that facilitates functional recovery. Stem cells are suggested to possess the ability to replace lost cells and tissue and thus may enhance functional recovery after stroke. Indeed, according to previous studies stem cells moderately facilitated recovery in animal models of stroke. We used rat models of focal cerebral ischemia and intracerebral transplantation of stem cells. Cells were injected into close proximity of the injured brain tissue one week after the stroke. The animals were tested in sensorimotor tests in various timepoints to quantify functional recovery. We transplanted neurospheres isolated from subventricular zone (SVZ) of mice or human neuronal progenitor cells (hNPC) derived from human embryonic stem cells (hESC). Survival, migration and differentiation of stem cells were examined using immunohistochemistry, immunofluorescence techniques, stereology and confocal microscopy. In addition, the effects of enriched environment (EE) rehabilitation and running exercise combined with stem cell therapy were examined. Animals received immunosuppressive drug to minimize rejection of the transplants. Results show that the combination therapy of rehabilitation and SVZ stem cell transplantation resulted into enhanced migration of stem cells and better functional outcome within first weeks after the ischemic insult. Longterm studies of SVZ cells revealed that the majority of transplanted cells disappeared after the first month and the remaining cells differentiated into glial cells within two and three months after the transplantation. Transplantation of hESC-derived hNPCs resulted into modest functional recovery. Again the survival of cells was minimal. Majority of hNPCs expressed precursor marker nestin, however some of the cells had neuronal phenotypes two months after the transplantation. In longterm studies the EE rehabilitation had no effect on the transplanted SVZ/hNPC cells. We found sustained activation of immune cells in the brains that had received cell transplantation. In conclusion, stem cell therapy supports endogenous brain repair mechanisms during the first weeks after transplantation, and EE rehabilitation supports the beneficial effects of stem cells. However, the cells fail to survive for protracted time periods after intracerebral transplantation. It is crucial to identify the factors restricting stem cell survival and migration in stroke injured cerebral microenvironment before the true effects of transplantation therapy can be measured.
The effect of student engagement on final grades, attendance and student experiences in large classroom in an undergraduate biology course at Memorial University
(2016) Rissanen, Anna
Especially during the first year in university absenteeism can have detrimental effects on grades, and I have witnessed this while teaching large undergraduate Biology classes. According to pedagogical literature altering teaching methods from lecturing toward engaging teaching, which applies various active teaching methods in the university classroom, can enhance learning, student participation, decrease absenteeism, and improve critical thinking and problem solving skills. In this research study, I used a combination of active learning activities and engaging teaching to prevent absenteeism, in an attempt to improve grades, and to enhance interest in Biology among students in large first year Introductory Biology classes. Results show that students were less absent from the class that used engaging teaching methods. Also, the conceptual understanding test showed a significant difference in pre- and post-test grades between the classes, the engagement class having the highest improvement. The student CLASSE survey indicated more interaction between faculty and students in the section that was taught using engaging methods. According to student focus group interviews, students in the engagement class appreciated the class activities and reported benefits for learning.
The effect of online remedial tutorials on student experience and grades in an undergraduate biology course
(2018) Rissanen, Anna; Costello, Jane M.; Caldwell, Margaret; Goddard, Sally; Trela, Piotr; Rodrigues, Marshal
This mixed method study with quasi-experimental design explored the use of active learning-based remedial online tutorials. Three 200 student sections of a first year biology course were offered additional online tutorials (Tutorial Class in 2017), and they were compared to traditional lectures a year before without tutorials (Control Class in 2016). Apre-test that contained conceptual questions from all course units was given during the first week , and as a post-test during the final exam. Two midterms, lab exam, and final exam grades were collected, in addition an online student survey (n=225) and focus group (n=3) provided qualitative feedback. Students enrolled in Biology 1001 in Fall 2017 were granted access to five piloted modules on Brightspace(D2L) that addressed the structure of eukaryotic cells, the plasma membrane, diffusion and osmosis, meiosis and inheritance and DNA to RNA to Protein. Each module provided students with the opportunity to watch videos, and complete interactive activities, reflection questions and quizzes.
Student engagement in large classroom: the effect on grades, attendance and student experiences in an undergraduate biology course
(2018) Rissanen, Anna
Especially, during the first year in university, absenteeism can have detrimental effects on grades and social integration of the student in the university community. According to pedagogical literature, altering teaching methods from lecturing toward engaging teaching, which applies various active teaching methods in the university classroom, can enhance learning, student participation, decrease absenteeism, and improve critical thinking and problem solving skills. In this research study, I used active learning and engaging teaching to prevent absenteeism in an attempt to improve grades, and to enhance interest in Biology among students in large first-year Introductory Biology classes. Results show that students were less absent from the class that used engaging teaching methods (Engaging Class) compared to classes that were taught by traditional lecturing without class engagement (Lecture Class). Also, the concept inventory test showed a significant increase in post-test quiz grades in the Engaging Class compared to the Lecture Class at the end of the semester. The student CLASSE survey indicated more interaction between faculty and students in the section that was taught using engaging methods. According to student focus group interviews, students in the Engaging Class appreciated the class activities and reported benefits for learning.
First-year interdisciplinary science experience enhances science belongingness and scientific literacy skills
(2023) Rissanen, Anna; Hoang, John G.; Spila, Michelle
The goals of this research study included evaluating the outcomes of Interdisciplinary Science Threshold Experience (InSciTE) on student experience of science discipline, level of sense belongingness to a large Faculty of Science (FoS), outcomes in learning science literacy skills and whether a student's background played a role in the differences of effects of the high-impact teaching practices. InSciTE was designed to facilitate the transition from high school to a large research-intensive university, and specifically to a FoS with over 6,000 undergraduate students. The FoS in a Canadian university engaged in the development of a *9 credit program bundling foundational statistics and chemistry courses with integration of aspects of mathematics and biology or physics to create a new first-year, academic interdisciplinary experience called InSciTE. This project-based curriculum emphasized teamwork and leadership, and presented complex interdisciplinary challenges facing today's world. A team-teaching environment consisting of instructors, a lab coordinator and teaching assistants was instrumental for the core InSciTE courses. In addition, the authors utilized a variety of learning practices with interdisciplinary themes to meet the learning outcomes. Course activities included field experience and tours, blended learning and flipped lectures, guest speakers, discovery-based lab activities, group discussions and projects, a capstone research project, and a combination of formative and summative assessments. The authors proposed two hypotheses for the evaluative study; first that the high-impact practices (HIP) will improve students’ experiences and belongingness to science faculty, and second that InSciTE facilitates learning of scientific literacy skills. To assess the effectiveness of InSciTE, the authors used two surveys, the first being the Test of Scientific Literacy Skills (TOSLS), which measures skills related to major aspects of scientific literacy: recognizing and analysing the use of methods of inquiry that lead to scientific knowledge and the ability to organize, analyse, and interpret quantitative data and scientific information. The second survey examined student belongingness, motivation and autonomous learning, combined with demographic data questions.
Engagement and satisfaction: mixed-method analysis of blended learning in the sciences
(2021) Lane, Stephen; Hoang, John G.; Leighton, Jacqueline P.; Rissanen, Anna
Recent advancements in technology and increased globalization due to the internet have led to the development and popularization of asynchronous teaching formats. One of these is blended learning (BL), which combines online and physically in-person learning. While it is widely agreed that BL formats lead to measurable increases in student performance, little is understood about the relationship between student satisfaction and improved performance. We conducted an analysis of student and instructor feedback collected from surveys and interviews from four science courses converted from physically co-located to BL formats at a Canadian university. We specifically probed students’ experiences of BL, and student satisfaction in the blended format. We find that emotional engagement is a broadly applicable predictor of student satisfaction and success in BL courses. Specifically, we recommend instructors maintain personal connection with students, use collaborative active learning strategies, and emphasize alignment of learning activities with learning objectives. These may enhance the student experience and minimize challenges that have become characteristic of asynchronous teaching formats.
The effectiveness of interactive online tutorials in first-year large biology course
(2023) Rissanen, Anna; Costello, Jane M.
Online resources can be helpful for students and can augment the content presented in learning environments. A team consisting of four biologists, a graduate student, instructional designer and media developers collaborated on the design, development and evaluation of first-year biology online tutorials in a Canadian University. The tutorials were designed to address knowledge gaps resulting in low success rates and attrition of first-year students in biology. The decrease in the number of students in STEM has alarmed educators, prompting a call for efforts to increase STEM majors in universities. Large class sizes, such as first year biology with ∼900 registrants annually, with detail-oriented, content-heavy loads, can result in low success rates and attrition. Active learning methods, including online formative assessments, which encourage student engagement in course material, can be effective in large introductory science classes, and thus, the authors provided engagement with tutorial online resources. The authors identified the tutorial topics by analyzing previous years' tests, student feedback and pedagogical research in undergraduate biology. The top five topics identified as common misconceptions or troublesome concepts within the course were selected. Standard instructional design processes were used to produce high-quality online tutorials. Tutorials included learning materials, videos, animations, self-assessments, reflective questions and badges to facilitate deep learning of the topics. Effectiveness of the tutorials was evaluated using quantitative methods and quasi-experimental design to compare the student learning results between the control year (without tutorials) and the year when tutorials were offered. Pre- and posttests measuring conceptual understanding were administered to assess gains in student learning. Additionally, student engagement was measured using the Classroom Survey of Student Engagement (CLASSE), and data from learning management system was collected.
First-year interdisciplinary science experience enhances science belongingness and scientific literacy skills
(2023) Rissanen, Anna; Hoang, John G.; Spila, Michelle
Purpose The goals of this research study included evaluating the outcomes of Interdisciplinary Science Threshold Experience (InSciTE) on student experience of science discipline, level of sense belongingness to a large Faculty of Science (FoS), outcomes in learning science literacy skills and whether a student's background played a role in the differences of effects of the high-impact teaching practices. InSciTE was designed to facilitate the transition from high school to a large research-intensive university, and specifically to a FoS with over 6,000 undergraduate students. Design/methodology/approach The FoS in a Canadian university engaged in the development of a *9 credit program bundling foundational statistics and chemistry courses with integration of aspects of mathematics and biology or physics to create a new first-year, academic interdisciplinary experience called InSciTE. This project-based curriculum emphasized teamwork and leadership, and presented complex interdisciplinary challenges facing today's world. A team-teaching environment consisting of instructors, a lab coordinator and teaching assistants was instrumental for the core InSciTE courses. In addition, the authors utilized a variety of learning practices with interdisciplinary themes to meet the learning outcomes. Course activities included field experience and tours, blended learning and flipped lectures, guest speakers, discovery-based lab activities, group discussions and projects, a capstone research project, and a combination of formative and summative assessments. The authors proposed two hypotheses for the evaluative study; first that the high-impact practices (HIP) will improve students’ experiences and belongingness to science faculty, and second that InSciTE facilitates learning of scientific literacy skills. To assess the effectiveness of InSciTE, the authors used two surveys, the first being the Test of Scientific Literacy Skills (TOSLS), which measures skills related to major aspects of scientific literacy: recognizing and analysing the use of methods of inquiry that lead to scientific knowledge and the ability to organize, analyse, and interpret quantitative data and scientific information. The second survey examined student belongingness, motivation and autonomous learning, combined with demographic data questions. Findings The results suggest that InSciTE students reported higher feelings of relatedness, group membership, and career aspirations and performed better on the TOSLS compared to students in other science courses. Originality/value As a leader in interdisciplinary science, the FoS at a Canadian university developed a full-year course bundling foundational statistics and chemistry courses with integration of some aspects of mathematics and biology or physics to create a new first-year, academic interdisciplinary experience called InSciTE. This project-based curriculum emphasized teamwork and leadership, and presented complex interdisciplinary challenges facing today's world aiming to facilitate transition from high school to a research-intensive university.
Mental health supports for post-secondary students: what students need and what institutions provide
(2024) Rissanen, Anna
This thematic literature review analysis indicates that postsecondary institutions can align their mental health services more effectively with student needs by gathering post secondary student feedback. For example, student feedback indicates that students need psychoeducation in coping mechanisms and peer-support groups in mental health topics in addition to access to counselling services to enhance mental wellbeing. Post secondary students need more psychoeducation, starting in high school, to prepare themselves for postsecondary mental health challenges. Also, lowering stigma and improving mental health attitudes on campus can lower barriers for seeking help. Students also need more trust in the quality of mental health services along with advertising the services and shortening wait times. Also, a new young adult psychopathology model was found that institutions are not aware of yet showing that students who have had Adverse Childhood Experiences (ACEs) tend to have higher mental health symptomatology and experiences of discrimination leading to increased risk of poor academic success and poor mental health. The findings also indicate that postsecondary studies worsen student mental health, specifically with substance abuse, sleep problems, stress, anxiety, and depression. Students prefer asking for help from within their close circles, thus educators need more preparation, especially in trauma-informed approaches. Minoritized students struggle more, especially when they have experienced adversity, and they can benefit from targeted mental health peer support and services. Furthermore, institutions are not aware that students welcome more social activities, and other than direct mental health counselling to enhance well-being and social connections, such as organized peer groups and activities such exercise and animal-assisted wellness programs. And finally, as grit and self-determination enhance student well-being and academic success, there is a need for skill-development in these areas.
Cell-based therapies and functional outcome in experimental stroke
(2009) Rissanen, Anna; Schallert, Timothy; Jolkkonen, Jukka
One of the most promising frontiers in neuroscience is the potential for stem cells to treat brain damage. Cell-based strategies are of particular interest in neurological conditions because mature brains have limited capacity for self-repair. It is often argued that stem cells might be used to replace lost neurons and restore function (Lindvall et al., 2004). Prior to clinical trials, safety and efficacy must be demonstrated in animal models. Indeed, a recent review strongly suggests that preclinical and clinical trial procedures and outcome measures, including behavioral assessments, must be closely aligned and sophisticated (Ginsberg, 2008). Unfortunately, a lack of translational success has been observed in stroke neuroprotection trials conducted thus far, and this experience should serve to caution that histological benefits in animals are not a sufficient reason to move to the clinic carelessly.
Transplantation of human embryonic stem cell-derived neural precursor cells and enriched environment after cortical stroke in rats: cell survival and functional recovery
(2009) Rissanen, Anna; Lappalainen, Riikka S.; Narkilahti, Susanna; Suuronen, Riitta; Corbett, Dale; Sivenius, Juhani; Hovatta, Outi; Jolkkonen, Jukka
Cortical stem cell transplantation may help replace lost brain cells after stroke and improve the functional outcome. In this study, we transplanted human embryonic stem cell (hESC)-derived neural precursor cells (hNPCs) or vehicle into the cortex of rats after permanent distal middle cerebral artery occlusion (dMCAO) or sham-operation, and followed functional recovery in the cylinder and staircase tests. The hNPCs were examined prior to transplantation, and they expressed neuroectodermal markers but not markers for undifferentiated hESCs or non-neural cells. The rats were housed in either enriched environment or standard cages to examine the effects of additive rehabilitative therapy. In the behavioral tests dMCAO groups showed significant impairments compared with sham group before transplantation. Vehicle groups remained significantly impaired in the cylinder test 1 and 2 months after vehicle injection, whereas hNPC transplanted groups did not differ from the sham group. Rehabilitation or hNPC transplantation had no effect on reaching ability measured in the staircase test, and no differences were found in the cortical infarct volumes. After 2 months we measured cell survival and differentiation in vivo using stereology and confocal microscopy. Housing had no effect on cell survival or differentiation. The majority of the transplanted hNPCs were positive for the neural precursor marker nestin. A portion of transplanted cells expressed neuronal markers 2 months after transplantation, whereas only a few cells co-localized with astroglial or oligodendrocyte markers. In conclusion, hESC-derived neural precursor transplants provided some improvement in sensorimotor function after dMCAO, but did not restore more complicated sensorimotor functions.
Challenges and possibilities of intravascular cell therapy in stroke
(2009) Rissanen, Anna; Jolkkonen, Jukka
Stroke is the third leading cause of death in Western countries and more importantly a leading cause of adult disability. The recovery process of stroke patients might be enhanced by intensive rehabilitation, which acts through brain plasticity mechanisms. Restorative approaches such as cell-based therapies are clinically appealing as it might be possible to help patients even when treatment is initiated days or weeks after the ischemic insult. An extensive number of experimental transplantation studies have been conducted with cells of different origins (e.g., embryonic stem, fetal neural stem, human umbilical cord blood) with promising results. Noninvasive intravascular administration of cells, which provides a broad distribution of cells to the close proximity of ischemic tissue, has perhaps the most immediate access to clinical applications. However, surprisingly little is known about whole body biodistribution of intravascularly administered cells and mechanisms leading to improved functional recovery. This review examines the recent literature concerning intravascular cell-based therapies in experimental stroke.
Long-term assessment of enriched housing and subventricular zone derived cell transplantation after focal ischemia in rats
(2008) Rissanen, Anna; MacLellan, Crystal L.; Chernenko, Garry A.; Corbett, Dale
The potential for using stem cells to treat stroke has garnered much interest, but stem cell therapies must be rigorously tested in animal models before transplantation studies progress to clinical trials. An enriched environment enhances transplanted subventricular zone (SVZ) cell migration and functional benefit following stroke in rats. However, the ability of SVZ cells to survive, migrate, differentiate and promote functional recovery at protracted survival times (e.g., 3 months) has not been investigated. The vasoconstrictive peptide endothelin-1 was injected adjacent to the middle cerebral artery to produce focal ischemia. Seven days later, cells derived from the SVZ of adult mice (800,000 cells/rat or vehicle injection) were transplanted into the sensory-motor cortex and striatum, and rats were then housed in enriched or standard conditions. Rats in enriched housing had access to running wheels once per week. Recovery was assessed in the forelimb-use asymmetry task (cylinder) at 1, 2, or 3 months after transplantation immediately prior to euthanasia. Transplanted cell survival and migration were quantified using stereology. Cell phenotype was determined with immunohistochemistry and confocal microscopy. Enriched housing did not enhance survival or migration of transplanted SVZ cells at protracted survival times, and the majority (~ 99%) of cells died within 2 months of transplantation. Cell survival was significantly, and negatively, correlated with microglial activation. Many surviving cells expressed an astrocytic phenotype. Functional recovery was not improved at any time. Therapies involving transplantation of SVZ cells following stroke must be further optimized in order to enhance long-term cell survival and thereby maximize functional benefit.
Enriched environment enhances transplanted subventricular zone stem cell migration and functional recovery after stroke
(2007) Rissanen, Anna; Hewlett, K.; Windle, V.; Chernenko, Garry A.; Ploughman, M.; Jolkkonen, Jukka; Weiss, S.; Corbett, Dale
Stroke patients suffer from severe impairments and significant effort is under way to develop therapies to improve functional recovery. Stem cells provide a promising form of therapy to replace neuronal circuits lost to injury. Indeed, previous studies have shown that a variety of stem cell types can provide some functional recovery in animal models of stroke. However, it is unlikely that replacement therapy alone will be sufficient to maximize recovery. The aim of the present study was to determine if rodent stem cell transplants combined with rehabilitation resulted in enhanced functional recovery after focal ischemia in rats. Middle cerebral artery occlusion was induced by injection of the vasoconstrictive peptide endothelin-1 adjacent to the middle cerebral artery. Seven days after stroke the rats received adult neural stem cell transplants isolated from mouse subventricular zone or vehicle injection and then subsequently were housed in enriched or standard conditions. The rats in the enriched housing also had access to running wheels once a week. Enriched housing and voluntary running exercise enhanced migration of transplanted stem cells toward the region of injury after stroke and there was a trend toward increased survival of stem cells. Enrichment also increased the number of endogenous progenitor cells in the subventricular zone of transplanted animals. Finally, functional recovery measured in the cylinder test was facilitated only when the stem cell transplants were combined with enrichment and running exercise 7 days after the transplant. These results suggest that the ability of transplanted stem cells in promoting recovery can be augmented by environmental factors such as rehabilitation.
Prolonged bihemispheric alterations in unfolded protein response related gene expression after experimental stroke
(2006) Rissanen, Anna; Sivenius, Juhani; Jolkkonen, Jukka
After ischemia, endoplasmic reticulum (ER) stress pathways are activated that include unfolded protein response (UPR) and protein synthesis inhibition (PSI). Both of these mechanisms aim to restore ER functioning mainly by inhibition of translation and increased processing of excess proteins in ER. We were interested in the role of these pathways during spontaneous recovery after transient middle cerebral artery occlusion (MCAO) in rats. The spontaneous recovery of rats was assessed with a limb-placing test. The expression of ER-stress-related genes (IRE1, ATF6, GRP78, eif2α, ATF4, PERK) was studied by using in situ hybridization in different brain areas on post-operative days 2, 7, 14 and 28. Elevated signals were detected in striatum contralateral to the lesion on days 2 (PERK and IRE1) and 14 post-ischemia (IRE1). Gene expression was elevated on day 7 in the striatum ipsilateral to the lesion (ATF6 and GRP78) and on day 14 (GRP78) post-ischemia. Furthermore, elevated levels of GRP78 were detected on day 14 after ischemia in the ipsilateral sensorimotor cortex. These results suggest that altered gene expression related to unfolded protein response may be more long lasting than expected following focal cerebral ischemia. In addition, these results show that the response to ER stress differs ipsi- and contralaterally after MCAO in rats. Since these differences are detected in both hemispheres only in areas adjacent to the lesion, UPR may contribute to spontaneous recovery after MCAO in rats.
Estrogen treatment improves spatial learning in APP + PS1 mice but does not affect beta amyloid accumulation and plaque formation
(2004) Heikkinen, T.; Kalesnykas, G.; Rissanen, Anna; Tapiola, T.; Iivonen, S.; Wang, J.; Chaudhuri, J.; Tanila, H.; Miettinen, R.; Puoliväli, Jukka
We investigated the effects of ovariectomy (OVX) and 17β-estradiol (0.18 mg per pellet) treatment on spatial learning and memory, hippocampal beta amyloid (Aβ) levels, and amyloid plaque counts in double transgenic mice (A/P) carrying mutated amyloid precursor protein (APPswe) and presenilin-1 (PS1-A246E). After OVX at 3 months of age, the mice received estrogen treatment for the last 3 months of their lifetime before they were killed at 6, 9, or 12 months of age. Estrogen treatment in A/P OVX mice increased the number of correct choices in a position discrimination task in the T-maze, and slightly improved their performance in a win-stay task (1/8 arms baited) in the radial arm maze (RAM). However, estrogen treatment did not reverse the Aβ-dependent cognitive deficits of A/P mice in the water maze (WM) spatial navigation task. Furthermore, ovariectomy or estrogen treatment in OVX and sham-operated A/P mice had no effect on hippocampal amyloid accumulation. These results show that the estrogen treatment in a transgenic mouse model of Alzheimer's disease (AD) improves performance in the same learning and memory tasks as in the normal C57BL/6J mice. However, the estrogen effects in these mice appeared to be unrelated to Aβ-induced cognitive deficits. Our results do not support the idea that estrogen treatment decreases the risk or alleviates the symptoms of Alzheimer's disease by inhibiting the accumulation of Aβ or formation of amyloid plaques.
Effects of ovariectomy and estrogen treatment on learning and hippocampal neurotransmitters in mice
(2002) Heikkinen, Taneli; Puoliväli, Jukka; Liu, Li; Rissanen, Anna; Tanila, Heikki
This study examined the effects of long-term estrogen treatment (sc 17β-estradiol minipellets) on learning in C57BL/6J female and male mice using a position discrimination task in the T-maze and a win-stay task (1/8 arms baited) in the radial arm maze (RAM). In addition, hippocampal monoamines and ChAT activity were measured at the end of the study and correlated to task performance. Female sham-operated (gonadally intact) and ovariectomized (OVX) mice were treated with estrogen either for 7 or 40 days before the behavioral tests and intact male mice for 7 days before the behavioral tests. In sham-operated mice the 40-day estrogen treatment improved RAM performance and in OVX mice both the 7- and 40-day estrogen treatments improved the performance in both maze tasks. The estrogen treatment also improved RAM performance in males. The hippocampal ChAT, NA, 5-HIAA, and DOPAC levels were decreased in OVX mice. Furthermore, the effects of estrogen treatment on the levels of hippocampal 5-HT and its metabolite 5-HIAA were different in sham-operated than in OVX mice. We could find no correlation between cognitive measures and neurochemical variables. This study gives new information about the effects of estrogen on learning and hippocampal neurotransmitters in mice.
In mice tonic estrogen replacement therapy improves non-spatial and spatial memory in a water maze task
(1999) Rissanen, Anna; Puoliväli, Jukka; van Groen, Thomas; Riekkinen, Paavo Jr.
Investigated the effects of estrogen replacement therapy on water maze non-spatial and spatial navigation in mice. Three groups of mice were ovariectomized and two of these groups being implanted with s.c. pellets that produce blood levels of estrogen close to those found in estrous (estrogen low, 75–100 pg/ml blood) or proestrous (estrogen high, 300–400 pg/ml). The behavioral assessment was initiated 7 days after pellet implantation. Non-spatial navigation to a clearly visible platform was stimulated by low and high levels of estrogen. However, spatial navigation to a hidden platform was improved by low estrogen levels. We found that estrogen improves two different types of memory processes that depend on striatal (non-spatial navigation) and hippocampal (spatial) memory systems.
Interdisciplinary supports for student mental health: Pets Assisting With Student Success - PAWSS at MacEwan University
(2024) Bialowas, Payden; Oloriz, Abby; Rissanen, Anna
Student mental health is a critical concern in academic environments, where the pressures of academic life can significantly impact well-being. This study investigates the effectiveness of animal-assisted therapy in alleviating mental health challenges. Collaborating with the Pet Assisting With Student Success (PAWSS) program at MacEwan University, we aimed to understand how interactions with therapy animals could benefit students. Employing a qualitative phenomenological approach, we gathered data on student experiences with the PAWSS program through Qualtrics. Through the survey, we explored the way in which the program influenced students' daily lives and their ease of accessing these therapeutic interactions and considered improvements that could be made to make the program more accessible to students. Participants consistently reported reductions in anxiety and stress after engaging with the PAWSS events or encountering therapy animals in hallways. Our poster includes common themes about students’ experiences with the PAWSS program, which are visually reflective through NVivo. Our findings highlight the profound positive impact of animal-assisted therapy on student stress levels and overall mental health. The human-animal bond fostered through the PAWSS program not only provides immediate relief but also cultivates a supportive campus environment. This research underscores the value of interdisciplinary approaches to mental health support and the transformative potential of integrating animal-assisted therapy into university settings.
Effectiveness of virtual discovery learning in medicine
(2024) Rissanen, Anna; Bistritz, Lana M.; Petrov, Petar A.
Background/Purpose - After pandemic restrictions were lifted, students were interested in retaining hybrid learning options. In response, the MD program offered a Virtual Discovery Learning (DL) stream during pre-clerkship. This study compares the learning outcomes of virtual vs in-person DL students in the Gastroenterology and Nutrition course. Methods - Using mixed methods, students were separated into Virtual and In-person DL groups. Learning outcome data was collected and anonymized. Overall student performance for MCQ assessments and performance for DL specific questions in those assessments was compared between the two groups using two-tailed T-Test with two sample unequal variance. Qualitatively, we performed focus groups where students provided feedback on their Virtual DL experience, their reasoning for choosing the Virtual DL stream and their impressions of the experience. Results - Statistical analysis of student performance data concluded that there were no statistically significant differences in grade averages between the Virtual and In-person DL groups for the GI final exam (p=0.92), except for one DL specific question on the final (p=0.008). Focus group sessions identified 4 main themes for why students chose virtual learning: Covid-19; Flexibility; Accessibility and Learning Preferences; and Mental Health. Discussion - Students who chose to attend Discovery Learning virtually did not experience any academic advantage or disadvantage in learning compared to students who attended DL in-person, and psychosocial benefits of virtual attendance were identified. This suggests that an optional hybrid model for DL is potentially beneficial to students without impacting learning outcomes.

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