The effect of human amnion epithelial cells on lung development and inflammation in preterm lambs exposed to antenatal inflammation
- Papagianis, Paris, Ahmadi-Noorbakhsh, Siavash, Lim, Rebecca, Wallace, Euan, Polglase, Graeme, Pillow, J. Jane, Moss, Timothy
- Authors: Papagianis, Paris , Ahmadi-Noorbakhsh, Siavash , Lim, Rebecca , Wallace, Euan , Polglase, Graeme , Pillow, J. Jane , Moss, Timothy
- Date: 2021
- Type: Text , Journal article
- Relation: PloS one Vol. 16, no. 6 (2021), p. e0253456-e0253456
- Full Text:
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- Description: Lung inflammation and impaired alveolarization are hallmarks of bronchopulmonary dysplasia (BPD). We hypothesize that human amnion epithelial cells (hAECs) are anti-inflammatory and reduce lung injury in preterm lambs born after antenatal exposure to inflammation. Pregnant ewes received either intra-amniotic lipopolysaccharide (LPS, from E.coli 055:B5 4mg) or saline (Sal) on day 126 of gestation. Lambs were delivered by cesarean section at 128 d gestation (term ~150 d). Lambs received intravenous hAECs (LPS/hAECs: n = 7 30x10.sup.6 cells) or equivalent volumes of saline (LPS/Sal, n = 10 or Sal/Sal, n = 9) immediately after birth. Respiratory support was gradually de-escalated, aimed at early weaning from mechanical ventilation towards unassisted respiration. Lung tissue was collected 1 week after birth. Lung morphology was assessed and mRNA levels for inflammatory mediators were measured. Respiratory support required by LPS/hAEC lambs was not different to Sal/Sal or LPS/Sal lambs. Lung tissue:airspace ratio was lower in the LPS/Sal compared to Sal/Sal lambs (P<0.05), but not LPS/hAEC lambs. LPS/hAEC lambs tended to have increased septation in their lungs versus LPS/Sal (P = 0.08). Expression of inflammatory cytokines was highest in LPS/hAECs lambs. Postnatal administration of a single dose of hAECs stimulates a pulmonary immune response without changing ventilator requirements in preterm lambs born after intrauterine inflammation.
- Authors: Papagianis, Paris , Ahmadi-Noorbakhsh, Siavash , Lim, Rebecca , Wallace, Euan , Polglase, Graeme , Pillow, J. Jane , Moss, Timothy
- Date: 2021
- Type: Text , Journal article
- Relation: PloS one Vol. 16, no. 6 (2021), p. e0253456-e0253456
- Full Text:
- Reviewed:
- Description: Lung inflammation and impaired alveolarization are hallmarks of bronchopulmonary dysplasia (BPD). We hypothesize that human amnion epithelial cells (hAECs) are anti-inflammatory and reduce lung injury in preterm lambs born after antenatal exposure to inflammation. Pregnant ewes received either intra-amniotic lipopolysaccharide (LPS, from E.coli 055:B5 4mg) or saline (Sal) on day 126 of gestation. Lambs were delivered by cesarean section at 128 d gestation (term ~150 d). Lambs received intravenous hAECs (LPS/hAECs: n = 7 30x10.sup.6 cells) or equivalent volumes of saline (LPS/Sal, n = 10 or Sal/Sal, n = 9) immediately after birth. Respiratory support was gradually de-escalated, aimed at early weaning from mechanical ventilation towards unassisted respiration. Lung tissue was collected 1 week after birth. Lung morphology was assessed and mRNA levels for inflammatory mediators were measured. Respiratory support required by LPS/hAEC lambs was not different to Sal/Sal or LPS/Sal lambs. Lung tissue:airspace ratio was lower in the LPS/Sal compared to Sal/Sal lambs (P<0.05), but not LPS/hAEC lambs. LPS/hAEC lambs tended to have increased septation in their lungs versus LPS/Sal (P = 0.08). Expression of inflammatory cytokines was highest in LPS/hAECs lambs. Postnatal administration of a single dose of hAECs stimulates a pulmonary immune response without changing ventilator requirements in preterm lambs born after intrauterine inflammation.
Exploring learning goals and assessment approaches for Indigenous health education : a qualitative study in Australia and New Zealand
- Delany, Clare, Doughney, Lachlan, Bandler, Lilon, Harms, Louise, Andrews, Shawana, Nicholson, Patricia, Remedios, Louisa, Edmondson, Wendy, Kosta, Lauren, Ewen, Shaun
- Authors: Delany, Clare , Doughney, Lachlan , Bandler, Lilon , Harms, Louise , Andrews, Shawana , Nicholson, Patricia , Remedios, Louisa , Edmondson, Wendy , Kosta, Lauren , Ewen, Shaun
- Date: 2018
- Type: Text , Journal article
- Relation: Higher Education Vol. 75, no. 2 (2018), p. 255-270
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- Reviewed:
- Description: In higher education, assessment is key to student learning. Assessments which promote critical thinking necessary for sustained learning beyond university are highly valued. However, the design of assessment tasks to achieve these types of thinking skills and dispositions to act in professional practice has received little attention. This research examines how academics design assessment to achieve these learning goals in Indigenous health education. Indigenous health education is an important area of learning for health practitioners to help address worldwide patterns of health inequities that exist for Indigenous people. We used a constructivist qualitative methodology to (i) explore learning goals and assessment strategies used in Indigenous health tertiary education and (ii) examine how they relate to higher education assessment ideals. Forty-one academics (from nine health disciplines) involved in teaching Indigenous health content participated in a semi-structured interview. Thematic analysis revealed learning goals to transform students’ perspectives and capacities to think critically and creatively about their role in Indigenous health. In contrast, assessment tasks encouraged more narrowly bounded thinking to analyse information about historical and socio-cultural factors contributing to Indigenous health. To transform students to be critical health practitioners capable of working and collaborating with Indigenous people to advance their health and well-being, the findings suggest that assessment may need to be nested across many aspects of the curriculum using a programmatic approach, and with a focus on learning to think and act for future practice. These findings accord with more recent calls for transformation of learning and assessment in health education. © 2017, Springer Science+Business Media Dordrecht.
- Authors: Delany, Clare , Doughney, Lachlan , Bandler, Lilon , Harms, Louise , Andrews, Shawana , Nicholson, Patricia , Remedios, Louisa , Edmondson, Wendy , Kosta, Lauren , Ewen, Shaun
- Date: 2018
- Type: Text , Journal article
- Relation: Higher Education Vol. 75, no. 2 (2018), p. 255-270
- Full Text:
- Reviewed:
- Description: In higher education, assessment is key to student learning. Assessments which promote critical thinking necessary for sustained learning beyond university are highly valued. However, the design of assessment tasks to achieve these types of thinking skills and dispositions to act in professional practice has received little attention. This research examines how academics design assessment to achieve these learning goals in Indigenous health education. Indigenous health education is an important area of learning for health practitioners to help address worldwide patterns of health inequities that exist for Indigenous people. We used a constructivist qualitative methodology to (i) explore learning goals and assessment strategies used in Indigenous health tertiary education and (ii) examine how they relate to higher education assessment ideals. Forty-one academics (from nine health disciplines) involved in teaching Indigenous health content participated in a semi-structured interview. Thematic analysis revealed learning goals to transform students’ perspectives and capacities to think critically and creatively about their role in Indigenous health. In contrast, assessment tasks encouraged more narrowly bounded thinking to analyse information about historical and socio-cultural factors contributing to Indigenous health. To transform students to be critical health practitioners capable of working and collaborating with Indigenous people to advance their health and well-being, the findings suggest that assessment may need to be nested across many aspects of the curriculum using a programmatic approach, and with a focus on learning to think and act for future practice. These findings accord with more recent calls for transformation of learning and assessment in health education. © 2017, Springer Science+Business Media Dordrecht.
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