Immunology Course Research Articles

The probable role of several infective agents in multiple sclerosis

Study purposed to investigate the role of several infective agents in multiple sclerosis.Patients and methods: Fifty nine patients with MS have been investigated. Among them the first group -19 patients with primary progressive MS, the second group-24 patients with relapse remitting MS and the third group-16 patients with secondary progressive MS. Several infections (Chlamydia pneumoniae, mycoplasma hominis, herpes virus 6) were detected in 4ml CSF. DNA was isolated from CSF and PCR method according to kit instruction (Amplification >15 kb, temperature over 65°C- Maximbio, USA). The length of the DNA was detected by agarose gel electrophoresis. CSF oligoclonal bands were detected by agarose gel electrophoresis with Coomassie Blue staining.Statistics performed by SPSS-11.0.Results: Chlamydia pneumoniae found to be positive in CSF of 11 (45%) patients with relapse remitting MS and in 7 (43%) patients with secondary progressive MS. Mycoplasma hominis was positive in CSF of 2 (8%) patients with relapse remitting MS. Herpes virus 6 was positive in 1(5%) patients with primary progressive MS and in 1(5%) patient with secondary progressive MS. Positive correlation was found between presence of CSF Chlamydia pneumonie and CSF count of oligoclonal bands (r= +0.27, p<0.01).Multiple logistic regression analysis revealed the significance of infective agents for mean predicted probability of development of relapse remitting MS.Conclusion: Probably, infective agents play the important role in immunology and clinical course of MS. Study purposed to investigate the role of several infective agents in multiple sclerosis. Patients and methods: Fifty nine patients with MS have been investigated. Among them the first group -19 patients with primary progressive MS, the second group-24 patients with relapse remitting MS and the third group-16 patients with secondary progressive MS. Several infections (Chlamydia pneumoniae, mycoplasma hominis, herpes virus 6) were detected in 4ml CSF. DNA was isolated from CSF and PCR method according to kit instruction (Amplification >15 kb, temperature over 65°C- Maximbio, USA). The length of the DNA was detected by agarose gel electrophoresis. CSF oligoclonal bands were detected by agarose gel electrophoresis with Coomassie Blue staining.Statistics performed by SPSS-11.0. Results: Chlamydia pneumoniae found to be positive in CSF of 11 (45%) patients with relapse remitting MS and in 7 (43%) patients with secondary progressive MS. Mycoplasma hominis was positive in CSF of 2 (8%) patients with relapse remitting MS. Herpes virus 6 was positive in 1(5%) patients with primary progressive MS and in 1(5%) patient with secondary progressive MS. Positive correlation was found between presence of CSF Chlamydia pneumonie and CSF count of oligoclonal bands (r= +0.27, p<0.01). Multiple logistic regression analysis revealed the significance of infective agents for mean predicted probability of development of relapse remitting MS. Conclusion: Probably, infective agents play the important role in immunology and clinical course of MS.

Co-infection With Hepatitis C Virus Is Not Associated With Time to immunological Failure in Females With HIV on Antiretroviral Therapy

Introduction: As a consequence of shared routes of transmission, over 30% of Human Immunodeficiency Virus (HIV) infected individuals are co-infected with Hepatitis C virus (HCV). In the United States, 150 000 to 300 000 persons are infected with both HIV and HCV. Several studies have suggested that hastened immunological deterioration occurs in co-infected persons, but others have shown no effect in patients with Antiretroviral therapy (ART), especially among women. Consequently, whether HCV affects the course of HIV infection remains controversial. The objective of this study was to compare the rate of time to immunological failure in HIV mono-infected and HCV/HIV co-infected females on ART. Methods: This was a retrospective, observational cohort study of HIV positive female patients receiving care at the University of Louisville HIV Clinic between January 2006 and December 2012. Western Blot and ELISA made the diagnosis of HIV and HCV infections, respectively. Data on compliance with ART and CD4 cell count was collected by reviewing Electronic Medical Records. Immunological failure was define as a drop of 20% in the CD4 cell count of the prior year. The median absolute CD4 cell count was calculated annually. The mean of those medians was then calculated across the study period. Student's t test was used to evaluate the CD4 means between each group. Kaplan-Meier survival curves assessed the statistical difference in the time to immunologic failure between the HIV mono-infected and the HCV/HIV co-infected groups. Results: A total of 315 HIV positive females were included in the study. Of those, 58 (18%) were HCV positive. There was not statistical difference on ART compliance (p=0.737). The mean (SD) CD4 count across the entire study period was 409 (73) for the HCV/HIV co-infected group versus 411 (51) for the HIV mono-infected group, (P=0.968). The Kaplan-Meier survival curves for immunologic failure showed no difference between mono-infected versus co-infected patients. (P=0.953).Table 1: Baseline CharacteristicsFigure 1Conclusion: This study supports the concept that HCV co-infection is not associated with time to immunological failure in HIV positive females. HCV has been found to enhance CD4 T-cell apoptosis, however this effect is rapidly lost under antiretroviral therapy. It has been postulated that Protease Inhibitors, a component of all ART, block cellular apoptosis, thus, an effective antiretroviral therapy may limit the impact of HCV infection on the immunological course of HIV disease.

QPCR for second year undergraduates: A short, structured inquiry to illustrate differential gene expression.

We describe a structured inquiry laboratory exercise that examines transcriptional regulation of the NOS2 gene under conditions that simulate the inflammatory response in macrophages. Using quantitative PCR and the comparative CT method, students are able determine whether transcriptional activation of NOS2 occurs and to what degree. The exercise is aimed at second year undergraduates who possess basic knowledge of gene expression events. It requires only 4-5 hr of dedicated laboratory time and focuses on use of the primary literature, data analysis, and interpretation. Importantly, this exercise provides a mechanism to introduce the concept of differential gene expression and provides a starting point for development of more complex guided or open inquiry projects for students moving into upper level molecular biology, immunology, and biochemistry course work.

Supplementation of first-year pharmacy immunology course with a YouTube channel to enhance student learning and comprehension (EDU1P.219)

Abstract Teaching Immunology course at Pharmacy schools remains an uphill task. Faculty members in colleges and schools of pharmacy engage in numerous techniques to help students develop into knowledgeable practitioners that are critical thinkers, able to problem solve and communicate efficiently. Increased attention is being paid to curricular integration in pharmacy education. The objective of this study was to determine if watching pertinent educational videos, organized on a virtual environment as a channel, supplement the traditional classroom-setting lectures. YouTube videos less than 20 minutes in length were searched for accuracy, relevance, and thoroughness for specified topics discussed in Immunology course. They were than uploaded to a virtual file-sharing site called “Box”. All students enrolled in the course near the end of the semester were given a 10-question Likert-type survey with responses ranging from strongly agree, agree, neutral, disagree, and strongly disagree. Likert-type ordinal scale analysis was completed to determine the amount of support for the primary, secondary, and tertiary endpoints respectively as follows: a) to determine the effectiveness of the channel in students learning Immunology, to determine if students would like the channel continued and created for other courses as well, and if YouTube channel was efficient to host the site. In conclusion, our data shows strong support that videos can successfully supplement a first-year Immunology course.

The design of an Introductory Immunology course for new graduate and medical students within a systems biology type curriculum (EDU1P.216)

Abstract As a result of a major curriculum restructuring, it became necessary to formulate an introductory Immunology course, 16 class hours plus exam, meeting in a group of 115 students. It would be taken in the Fall semester by all our first year graduate and first year medical (including dual degree) students, many of whom have had no prior Immunology instruction. The course would provide a basic introduction to and foundations of modern human Immunology abstracted to a graduate level, while segregating into later Systems Biology courses selected topics of diseases which significantly impact or involve the immune system. Course organization is presented in a concept map. Course teaching objectives included a focus on: basics with connections to subsequent topics/content, clinical relevancy, and experience with higher order learning. Also included were opportunities for in-class review, and to compare and contrast aspects within and between the systemic and local innate and adaptive immune systems. For each class meeting 3 - 5 learning objectives were developed and used in content development for classes and assessments. Exam questions were prepared before the course, and a small selection (not used later on the exam) were released to the students during the course as practice exercises. Students were very enthusiastic about the course design and classes by the course designer.

Use of social media like Facebook in learning and teaching immunology at college of pharmacy: synergy or rivalry? (EDU1P.217)

Abstract It is proven that today’s students spend majority of their time on Facebook. To help students stay more focused on studying a Facebook group about Immunology was created. It was hypothesized that Facebook will create an interest and impulse for first year pharmacy students to help increase participation in the class and help understand key concepts of Immunology. For those students that are visual learners and seem to struggle with understanding key concepts of immunology, uploading videos can help them with grasping this knowledge.The purpose of this project was to determine if creating a Facebook group would be beneficial for the Pharmacy Year 1 (P-1) class to help them get a better understanding of the Immunology through videos. The P1 class had the option of watching the videos and completing the surveys. While the results were promising in the first week, they slowly depleted as the study proceeded. After the second week there were numerous surveys completed that were not in favor of the videos or topic discussions. This trend continued until the last week of the study where it was not approved by the vast majority of the students. Based upon this research we concluded that Facebook did create an initial interest especially for visual learners but that seemed to wane away over time. Students were unable to remain focussed over time during the length of Immunology course. They preferred textbook reading and interactive discussion among small groups more than Facebook.

El uso de un organizador previo en la enseñanza de Inmunología

This paper presents a casual-comparative descriptive research following a qualitative approach, in which it was analyzed the experience of using one of the principles of the game Yu-Gi-Oh(animated cartoon version), as the advance organizer concept of homeostasis. The study groups were composed of two classes of an extension course in Basic Immunology, offered to the senior high school students of a Nursing Technical course in Rio de Janeiro, Brazil. The advance organizer was presented in only one of the courses, with the aim of clarifying the relationship between the mechanical maintenance of score in the game Yu-Gi-Oh and the dynamic homeostatic immune system, in the context of Basic Immunology. During the implementation of the activity we realized that the class that was submitted to the advance organizer interacted more with the teacher and outsourced a greater number of connotative relations between their prior knowledge and new knowledge presented in the lessons. This way, we suggest that the use of the advance organizer in the context of education fostered the process of meaningful learning of the subject, since it allowed the promotion of interaction of prior knowledge of the learner as the central idea homeostasis, in addition to the interaction with topics of the immune system.

Team Based Learning Strategy Applied to Pharmacy Based Courses

Objective: To assess students’ performance in courses of the school of pharmacy’s curriculum. Design: The Team-Based Learning strategy was used as a means to instruct students compared with the Traditional Learning strategies of instruction for two courses in the school’s curriculum. Assessment: There was a significant difference (p 0.048 to ≤ 0.001) in grades A to C for the Complementary/ Alternative Medicine and Nonprescription Drugs course in academic year 2014-2015 compared with the previous year. A significant difference (p ≤ 0.002) was only observed in grades B and C for the Immunology and Microbiology course relative to the previous year. Conclusion: The Team-Based Learning strategy may account for the observed differences in the grades. It is hoped that students are better able to retain and recall the course content as they progress in the curriculum. This may ensure that learning outcomes are achievable and/or demonstrative when students enter the practice environment.

T helper responses are maintained by basal-like breast cancer cells and confer to immune modulation via upregulation of PD-1 ligands.

A conspicuous T cell infiltration is frequently observed in triple-negative and/or basal-like breast cancers. Since the immunological course of breast cancer is explicitly directed by helper T cells, this study aims to determine the influence of basal-like breast cancer (BLBC) cells on CD4(+) T cell responses. Co-cultures were established with breast cancer cell lines and CD4(+) T cells under stimulatory conditions. Helper T cell activation, proliferation, cytokine secretion, and differentiation were assessed. Protein and mRNA expression of PD-1 ligands were determined on breast cancer cell lines. Blockade assays were performed in order to determine the functional assets of PD-1 ligation. In contrast to luminal breast cancer cells, BLBC cells allowed CD4(+) T cell activation, proliferation, and IFN-γ secretion, but only to a certain extent. A substantial population of CD25(+)CD127(low/-) regulatory T (Treg) cells was also induced in BLBC co-cultures. In return, IFN-γ stimulated the upregulation of PD-L1 (B7-H1) and/or PD-L2 (B7-DC) inhibitory molecules on the basal-like cells. In prolonged periods of co-culturing, blockade of PD-1 ligands on BLBC cell lines impaired Treg differentiation, restored IL-2 secretion, and increased CD8(+) T cell activation. In conclusion, T helper responses were maintained by BLBC cells. On the other hand, IFN-γ secreted from Th1 and other immune cells upregulated the expression of PD-1 ligands on BLBC cells and modulated the immune reactions. Our results indicate the capacity of BLBCs to adapt to IFN-γ-mediated anti-tumor immune responses and to evade immunity via upregulation of PD-1 ligands.

Academic civic engagement in the Immunology classroom: from grant proposals to immunology theater (EDU1P.255)

Abstract There is a growing recognition and sense of urgency that scientists need to be better equipped to communicate scientific ideas to the general public. Improved communication is an opportunity with significant policy, behavior, and funding implications. For the past 5 years, I have integrated civic engagement projects into the upper-level Immunology course I teach at Carleton College - a small liberal arts college located in Northfield, MN - in order to provide an opportunity for students to practice translating complex, jargon-rich information into engaging materials for use in the local community. These projects are by nature reciprocal; they provide an authentic learning opportunity for students and a very real benefit for our community partners. Additional student outcomes include increased awareness of local public health issues, enhanced understanding of the connection between immunology and real world problems, and improved scientific communication skills, including in some cases, grant writing skills. Civic engagement projects range from writing grant proposals or research reports for local nonprofit organizations to performing “Immunology Theater” with at-risk high school students or developing comics and videos to teach about sexually transmitted diseases. Assessment of the effectiveness and impact of the civic engagement projects included alumni surveys (2009-2013 graduates; n=192), evaluation of student reflections, and community partner surveys.

Curriculum alignment: gateway to capstone (348.3)

One goal of student‐centered education is to help students develop the facility to explore new areas of knowledge with greater confidence and independence. One “best practice” that can help students achieve this goal is to challenge them with case‐based reasoning (CBR) exercises that test their abilities to solve new problems by applying what they already know in a given discipline. To this end, a capstone immunology course is described in which small groups of students collectively work through online CBR exercises that are aimed at diagnosing the medical conditions of 25 virtual “patients” with various immune disorders. Beginning with case histories that barely hint at the underlying disorders, students attempt to identify the “best diagnosis” for each case based on evidence gathered from a menu of 100‐plus diagnostic test results (mostly presented in data format). A game‐like scoring rubric motivates careful deliberation because a student’s score is ultimately determined by the diagnosis selected from an extensive list of options and also by the overall relevance and extent of the diagnostic tests that were examined for that case. Course surveys indicate that students uniformly find that these exercises strengthen their understanding of the core concepts of immunology as well as many related concepts in biochemistry, genetics, cell biology, and microbiology.

EFIS: Driving women's representation in immunology in Europe

EFIS: Driving women's representation in immunology in Europe

Incorporation of a sequence-based HLA typing method into an immunology undergraduate laboratory course. (P4527)

Abstract Antibody-based laboratory techniques (e.g. Western blots and ELISA) are relatively easy to implement in an immunology course and widely applicable throughout the subfields of molecular biology. Incorporating lab activities with relevance to T cell immunology is more challenging because they often require proficiency in cell culture and sterile technique. HLA typing facilitates exploration of T cell immunology, including HLA presentation and the development of a T cell response. However, clinical HLA typing kits are costly. Numerous PCR amplifications require high yields of genomic DNA, entailing the challenges of working with blood as a source for DNA in the classroom. Also, typing requires precise gel loading of many samples, which can be challenging. We transformed a sequence-based HLA typing methodology recently developed for research use with plasma samples into a protocol for an immunology course lab. Since the methodology works with the low levels of DNA recoverable from plasma, the technique is well suited for DNA extraction from buccal swabs. The HLA typing process required the following labs to complete: (1) DNA extraction and quantitation (2) primary PCR set-up (3) optional verification of amplification success and secondary PCR set-up (4) verification of nested PCR amplification and sample preparation for sequencing. Additional time was required for editing sequence data and interpreting HLA types using dbMHC.

An immunology course focused on faculty research interest provides key inputs for research productivity at a primarily undergraduate institution (P4529)

Abstract Rapid turnover of trained undergraduate student researchers and limited time faculty and students can devote to research activities during the academic year are some of the roadblocks to maintaining a productive research program at a primarily undergraduate institution. At Macalester College, a highly selective liberal arts institution, we have addressed these issues, in part, through the design and implementation of a “Research in Immunology” course that is open by application to a group of eight second- or third-year students each spring. The course consists of a journal club with reading, writing and presentation activities that immerse students in the primary literature around the faculty member’s research question, and a laboratory component that emphasizes intensive skill building while fully exposing students to novel, unanswered questions. A subset of these students then enter the lab the following summer with a high level of intellectual and technical preparation and many are highly productive in the laboratory for 2+ years providing continuity of trained personnel, critical peer mentoring and a degree of involvement in and ownership of the research problems that is rare among undergraduates. In the past 6 years, I have trained 40 students in my laboratory most of whom have taken this course. Of these, 30% have completed honors research projects and earned co-authorship on manuscripts, and 6 have gone on to PhD programs in immunology/biomedicine.

Recommendations for the follow-up of study participants with breakthrough HIV infections during HIV/AIDS biomedical prevention studies.

To facilitate collection of cumulative data on longitudinal HIV disease outcomes during HIV prevention studies by developing recommendations for follow-up of the relatively few study participants with breakthrough infections. We formed a working group to compare and contrast the various approaches taken in recent HIV prevention trials, to summarize the advantages and disadvantages associated with each, and to explore the feasibility of developing protocols for the long-term follow-up of seroconverters. We reviewed study designs, objectives, and assessments in 15 interventional studies that followed HIV seroconverters. Protocol team members joined discussions of the various approaches and developed recommendations. Most HIV prevention clinical trials share a core set of objectives, including the description/comparison of virological, immunological, and clinical course of HIV, and sometimes a comparison of preseroconversion and postseroconversion behavior. Long-term follow-up of seroconverters can be conducted in separate studies if the transition from parent protocol is effectively managed. We recommend the development of harmonized seroconverter protocols. Although specific research questions in the postseroconversion period may differ depending on prevention modality, harmonizing key evaluations would create an opportunity to ask overarching questions that inform the prevention field with respect to design and implementation of future combination prevention studies. Follow-up immediately postseroconversion should be conducted in the parent protocol before roll over into a follow-up protocol. Development of specimen repositories with ample volumes for future assays, standardized definitions of infection, diagnosis and seroconversion dates, and harmonization of study objectives and sample collections at key time points are important.

How studying immunonutrients in early life: the neonatal rat model

Animal models are essential to increase the current knowledge about the immunomodulatory properties and mechanisms of particularnutrients in early life. Two aspects are crucial when choosing the animal model for this type of studies: the experimental feasibility of thedietary intervention and knowing which biomarkers can allow to examine whether the supplementation with the nutrient of interestaccelerates its immunological time course maturation. The suckling rat immunonutrition model satisÞes both aspects. Firstly, the beneÞtsof a short-gestation period animal such as the rat has shorter interventional periods, lower relative cost and better availability andmanageability in a laboratory setting than larger animals. Secondly, we have established the main changes on the systemic and mucosalimmune system development during rat suckling and therefore these elements can be used as target biomarkers for studying the insuenceof particular nutrients

Exploring Immunology-Concepts and Evidence Gordon MacPherson &amp; Jon Austyn Wiley-Blackwell 2012

Exploring Immunology-Concepts and Evidence Gordon MacPherson &amp; Jon Austyn Wiley-Blackwell 2012

Warm Perfusion of the Donor Lung for Preservation Might Have Positive Immunomodulatory Effects after Transplantation

Purpose: The Organ Care system (OCS) used for warm donor lung perfusion in a pilot study in our clinical lung transplant program might have more positive effects in the postoperative course besides an influence on reperfusion injury. In order to monitor a favourable immunological course after lung transplantation, we compared the presence of regulatory T cells (Treg) between patients who received standard lung conservation and those which lungs were treated with OCS. Methods and Materials: 89 donor lungs were treated with regular cold lung preservation, whereas 7 donor lungs were treated with warm cellular preservation and concomitant ventilation. In all patients receving these grafts, the number of circulating Tregs was measured by flow cytometry preoperatively as well as 3 weeks and 3 months after transplantation. Putative Treg were defined as CD4+CD25high T cells and were further analyzed for different surface as well as intracellular molecules such as CD152, CD127 as well as FoxP3. Results: A total of 89 patients receving standard lung conservation were included into the study and compared to 7 patients receiving OCS treatment. OCS treated patients showed significantly more CD4+CD25+ Treg in the early postoperative course (until 3months postop) (p< 0.05) as well as CD127low Treg (p< 0.05). There was no significant difference in the proportion of CD152+- or FoxP3+-Treg. Conclusions: The number of circulating Treg in the peripheral blood and therefore potentially the clinical course after transplantation may be influenced by the modus of lung preservation.

Regulatory T Cells Correlate with Percent Predicted FEV1 after Lung Transplantation

Purpose: Regulatory T cells (Treg) possibly contribute significantly to allograft survival and may counteract the development of BOS in lung transplant patients. Clinically, the most valuable parameter of lung allograft function is the %predicted FEV1 measured in spirometry. It is used for diagnosis of both acute and chronic rejection episodes and high values may thus represent an immunologically favourable course. In this analysis, we present a cohort of 89 patients, in which we analyzed Tregs after lung transplantation as well as lung function results. Methods and Materials: In all patients, the number of circulating Tregs was measured by flow cytometry 3 weeks as well as 3 months, 6 months and 12 months after transplantation. Putative Treg were defined as CD4+CD25high T cells and were further analyzed for different surface as well as intracellular molecules such as CD152, CD127 as well as FoxP3. Additionally, lung function results at the time points 3 weeks, 3 months, 6 months and 12 months after transplantation were analyzed. After performing a Spearmans test of correlation, the cohort was divided into two groups based on the postoperative course of FEV1. A loss of 10% of FEV1 defining an unfavourable course implying the development of BOS whereas a stable FEV1 was defined as stable postoperative development. With these two groups, a repeated measure ANOVA test was performed monitoring the different surface molecules. Results: A total of 89 patients were included into the study. The Spearmans test of correlation revealed a statistically significant correlation between the %predicted FEV1 measured 3 weeks after transplantation and the number of CD127low Treg (p< 0.05). Similar results were detectable between %predicted FEV1 at 3 months postoperatively and CD152+ (CTLA-4) Treg (p< 0.05) as well as CD4+CD25+ Treg and %predicted FEV1 6 months postoperatively (p< 0.05). Repeated measure ANOVA test revealed a statistically significant result relating the clinical course in the first postoperative year - defined by the course of %predicted FEV1- to the number of FoxP3+ Treg circulating in the peripheral blood (p< 0.05). Conclusions: The number of circulating Treg in the peripheral blood may indicate a favourable immunologic course after lung transplantation resulting in better %predicted FEV1 in the first year after transplantation.

Teaching Immunology through Microbiology

For students attending a Special Master Program that is often a gateway to professional schools, an advanced immunology course is not necessary. Instead, a course was designed with a microbiological frame such that the students learn more about the immunology of microbial infection, how microbes subvert the immune response, and the overall context of host-microbe interactions. Of the fifteen weeks of instruction, twelve weeks were taught from microbiological perspective and three weeks consisted of only immunologic topics. We analyzed whether the described approach of integrating microbiology in the teaching of immunology was effective using an immunology pre- and post-test as well as the students’ perceptions of the course using the Student Assessment of Learning Gains (SALG) instrument. Analysis of the pre- and post-tests revealed that students scored significantly higher on the post-test compared to the pre-test, suggesting there was an increase in immunological knowledge, in spite of only three weeks of traditional immunology content. Students’ perception of their understanding of traditional immunology topics was significantly higher after completion of the course as measured by the SALG instrument. Additionally, students perceived lectures to be significantly more helpful than other class activities. This method of teaching immunology through the integration of microbiology in one course is a novel concept that deviates from the typical Special Master Program immunology curriculum and provides a more medically relevant context to the functioning of the immune system.