Summer Research Program Research Articles

Latinx High School Students’ Reflections About a University Summer Research Program Support the Use of Asset Bundles in Designing Programs for Broadening STEM Pipelines

ABSTRACT Latinx individuals are under-represented in STEM and biomedical fields. Research by Johnson and Bozeman has shown that the asset bundle framework can be used to help minoritized individuals succeed in STEM and professional schools. This model has been widely applied to college students, but little work has been done with high school students. A formalized summer research program to allow students to participate in university research was implemented that is geared toward underrepresented high school students at predominantly Latinx high schools in the Southwest using the asset bundle framework. Over the last two years, 10 students have participated in a 4 to 5-week summer research program. Seven of these ten students were interviewed about their experiences in the program. Data were analyzed using a grounded theory approach. Themes from the asset bundles framework emerged in these interviews that were indicative of student interest in biomedical pursuits, suggesting that asset bundles can be used to promote biomedical careers among Latinx high school students.

BRUSH Summer Research Program: Promoting Science Identity in Underrepresented Veterinary and Undergraduate Students.

While all facets of the health care workforce need to diversify, the veterinary profession lags behind in training students from underrepresented populations. The need to increase diversity among health care professionals is not limited to clinicians but extends to those generating new information through biomedical research. To address demographic disparities within the biomedical research community, we provide a summer research program for veterinary and undergraduate students from populations historically underrepresented in the biomedical workforce that is explicitly designed to foster science identity and subsequently increase participants' interest and success in pursuing biomedical research-related educational and career paths. We hypothesized that participation in this program would enhance science identity, confidence, and pursuit of research-related education and subsequent careers. Three validated survey instruments containing qualitative ordered rating scales were administered to program participants (N = 57) over the course of the summer in which they participated (2018-2022). Questions asked at two time points were analyzed with a repeated-measures linear mixed-effects model. Significant growth was reported in most topics surveyed over time. Many queries within gains, confidence, and science identity modules displayed significant increases over time or scored high in surveys at both time points. In addition, post-graduate educational and career outcomes were obtained for alumni (N = 130) of program years 2011-2023; their post-graduate enrollment rates (78%) markedly exceeded national norms. This multidimensional experiential research program, which holistically fosters professional networking and student confidence in research-related endeavors, provides quantifiable growth in research skills and science identity. These gains support students' persistence in research and biomedical-related educational and career paths.

Remote Summer Research Program to Improve Opportunity and Mentorship for Underrepresented Students With Interest in Orthopaedic Surgery: 3-Year Experiences.

Medical students are challenged with a limited number of research opportunities to help prepare for an exceptionally competitive process for matching in an orthopaedic residency. The aim of this study was to assess the 3-year experience of our 8 to 10-week remote summer research program in support of underrepresented students with an interest in orthopaedic surgery. We received over 500 applications, and a total of 37 students (7.4%) participated in the program over the past 3 years. A total of 14 faculty mentors were matched with 1 or 2 students each. The research program delivered a curriculum including (1) research-related topics led by a content expert; (2) weekly faculty lectures discussing topics including orthopaedic conditions, diversity in orthopaedics, leadership, and work-life balance; and (3) a minimum of 8 weeks of mentorship experience with an assigned faculty and a peer mentor. Students and faculty were surveyed to measure skill progression, research productivity, and program satisfaction. Program participants represented a range of race/ethnic backgrounds and research experience levels. The cohort included a high rate of female (51%) and Black (35%) participants relative to representation of these groups in orthopaedic surgery. Postprogram surveys indicated that all participants improved their research skills, orthopaedic interest, and mentorship/networking skills. Most students (89%) stated that they were adequately matched to their faculty mentor. Most students (79%) indicated that they contributed to either manuscript or conference abstract as coauthors. The study findings suggest improved research skills, interest, and confidence to pursue orthopaedic residency and mentorship/networks in the field. Our long-term vision is to improve the accessibility and quality of mentorship for underrepresented students to foster an equitable pathway into the field of orthopaedic surgery.

A Summer Research Program for Community College Students Led by Graduate Students at the University of Washington

A Summer Research Program for Community College Students Led by Graduate Students at the University of Washington

Student mental health during Summer 2022 research experiences for undergraduates (REUs): Mentorship, remote engagement, and COVID-19

Objective: We examined how mentorship, remote participation, and COVID-19 challenges were associated with the mental health of college students participating in summer research programs. Participants: Participants were students participating in 78 National Science Foundation (NSF) Research Experiences for Undergraduate (REU) Sites during Summer 2022 (n = 516 students). Methods: We used multivariable generalized estimating equations that account for clustering by REU Site. Results: Students with more competent mentors had reduced depression severity. Students who spent ≥25% of their time doing remote research or ≥25% of their time in remote meetings and workshops had greater depression severity. Remote research was also associated with anxiety severity. Having a COVID-19 challenge that impacted students’ research experience was associated with increases in depression and anxiety severity. Conclusions: Results suggest potential interventions: implement strategies to boost mentor competency and scaffold a support system into summer research programs to enhance student wellbeing. Additional research on remote engagement is needed.

Riding for Focus as a Pathway to Improved Mental Health in Middle School Students

Youth mental health remains in a critical state even in a post-COVID pandemic world. Exercise is a well-regarded method to boost mental health and well-being in all age groups. The Riding 4 Focus (R4F) program is a cycling education program designed to equip students with basic cycling handling skills and introduce students to the lifetime physical activity of cycling. A secondary outcome of this program is to improve the behavioral health and well-being of adolescents in middle schools, primarily aged 10-14. The current study examined associations between participating in the R4F program and mental health and well-being in those with specific unmodifiable risk factors including gender, socioeconomic, and racial identity. Anonymous online surveys were collected from 3924 adolescent participants before the R4F program and 3289 students after the cycling program across 31 schools during the fall 2021 and spring 2022 semesters. Psychosocial well-being was quantified using the WHO-5 and PSC-17-Y metrics. Using non-parametric test statistics, the data shows a significant increase in the mental health and well-being of participants after the program. Further analysis revealed that participation in the R4F program was associated with improved psychological health and well-being of minority and low-income adolescents, as well as protective associations for both genders. Although these findings are encouraging, the effcacy of the program depends on a number of factors, and future studies are needed to assess causality. Outride, Loma Linda University School of Medicine, University of Redlands Summer Research Program, P20MD006988. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Chronic Gestational Hypoxia Alters Plasma Exosomal miRNA Profile and Pulmonary Arterial Proteome and Metabolome in Fetal Lambs

Antenatal chronic hypoxia negatively impacts fetal development and increases the risk of cardio-pulmonary dysfunction after birth, including newborn pulmonary hypertension. Previously, we showed that fetal and newborn sheep exposed to chronic hypoxia during gestation exhibit a variety of cardio-pulmonary defects that parallel those of human infants including pulmonary vascular remodeling, heart dysfunction, and pulmonary hypertension. To explore the mechanisms involved in hypoxia-mediated newborn pulmonary hypertension, we test the hypothesis that antenatal chronic hypoxia impairs pathways critical to pulmonary vascular development that are coupled to abnormalities in lung structure and function through dysregulation in cell growth and proliferation. To address this hypothesis, we employed an animal model of pregnant sheep exposed to high altitude hypoxia at the White Mountain Research Station, which has an altitude of 3801 meters. Hypoxic pregnant sheep were housed at altitude during gestation for ~110 days out of 138-141 days of pregnancy while normoxic counterparts were kept at 700 meters. Animals were transferred to Loma Linda at 355 meters and fetal lambs studied at ~140 days of gestation. Fetal plasma samples were collected for exosomal miRNA analysis and pulmonary arteries were collected for proteomic and metabolomic analysis. Ingenuity pathway analysis and other bioinformatic tools were used to interrogate regulatory mechanisms and pathways and the web of molecular interactions affected by hypoxia. Antenatal hypoxic stress caused up and down regulation of a limited number of plasma exosomal miRNAs, pulmonary arterial metabolites and proteins, with discrete interconnections between the various analytes and molecules. There were marked changes in upstream regulators and markers that point to increased oxidative stress and inflammatory response along with pronounced downregulation of matrix proteins and phenotypic markers of vascular smooth muscle cell differentiation. Pathway analyses indicate antenatal chronic hypoxia dysregulates growth and proliferation of vascular cells and impinges on cell migration. While these data require additional study and verification, they provide new insights in the understanding of mechanisms underlying the development of pulmonary hypertension in the newborn following antenatal hypoxia. This work was supported by the National Institutes of Health Grants NIH R01HL155295, R01HL149608, R03HD098477, P01HD083132, and U24DK097154. Additional support was provided by the Loma Linda University School of Medicine, A pilot Project through the West Coast Metabolomics Center, the University of Redlands Summer Research Program, and the Walter E. Macpherson Society. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Effects of chronic inspiratory muscle strength training on metabolic and cardiovascular measures during a glucose tolerance test

Previous work has shown that both a single session of aerobic exercise and chronic exercise training improve glucose homeostasis. Similarly, a single bout of inspiratory muscle strength training (IMST) has been shown to facilitate a greater degree of glycemic control. However, less is known about the chronic effects of IMST, particularly with respect to metabolic and cardiovascular responses to an oral glucose tolerance test (OGTT). We hypothesized that 6 weeks of IMST would promote a greater degree of glycemic control, via a reduction in fasting and peak glucose during an OGTT. To test this hypothesis, participants (n=14, 57% female, average age=21.9) completed 6 weeks of daily training at either 15% (n=7) or 75% (n=7) of their maximal inspiratory pressure. Each subject underwent a pre-IMST glucose tolerance test in which their blood glucose level, blood pressure, and heart rate were measured at baseline, 15, 30, 45, 60, and 90 minutes following glucose ingestion. A post-IMST glucose tolerance test was completed after 6 weeks of training. The results indicate no training effect on baseline glucose, peak glucose, 90-minutes post-glucose, or glucose area under the curve responses, for both training intensities (P>0.05). There was no significant effect of IMST on heart rate, nor was heart rate altered during the OGTT (P>0.5). While mean arterial pressure was not affected during the OGTT (P>0.05), baseline mean arterial pressure decreased in the 75% intensity group only (P=0.012). In summary, 6 weeks of high-intensity IMST decreases baseline blood pressure, and glucose tolerance was unaffected in both training groups. Future studies should investigate the effects of chronic IMST on other metabolic measures (e.g. lipids, triglycerides, and/or cholesterol levels) and the impact that this training has on glucose homeostasis in clinical populations. This work was supported by the Alma College CORE Summer Research Program. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Development of the Cardiovascular Undergraduate Research Initiative for Underrepresented Students (CURIOUS)

The Center for Cardiovascular Diseases and Sciences at LSU Health Sciences Center at Shreveport supports cardiovascular disease research at multiple levels from predoctoral fellows to established faculty. To extend our support to undergraduate students, we developed the Cardiovascular Undergraduate Research Initiative fOr Underrepresented Students (CURIOUS). CURIOUS is an 8-week summer research program (with housing) funded by an NHLBI R25 grant, and is targeted towards underrepresented groups interested in pursuing cardiovascular research as part of their scientific/clinical career goals. We primarily recruit in our region, but the program is open to students across the USA. CURIOUS provides an intensive experience at the bench alongside multiple enrichments. Professional development includes meeting administrators involved in admissions, and students from our schools of Graduate Studies, Medicine and Allied Health Professions, financial advice for planning graduate education, CV writing, and presentation skills. The students also have discussions with faculty about challenges & opportunities for underrepresented minorities in research, and diversity, inclusion & equity. Other enrichments cover cardiovascular basics and state-of-the-art techniques available on our campus. Students receive training in the responsible conduct of research, held in conjunction with other undergraduate programs and graduate students. We invite a nationally recognized cardiovascular researcher to give a seminar and meet with the CURIOUS students. The program ends with poster presentations for all first-year students. Several students are selected to present at national/international conferences with their mentor. In addition, 1-2 students are invited back for a second year of the program during which they have more time for research, advanced enrichments, and an oral presentation at the end of the program. To date, the acceptance rate has been 26%, with 39 students having completed the 1st year and 2 returning students. CURIOUS provided 59% of students with their first research experience. 80% of students gave the program the top rating of excellent. Based on end-of-program feedback, we have improved pre-program interaction with mentors, refined enrichments, streamlined the on-boarding process, and enhanced social activities. Of the 25 students who have graduated college, 2 are in MD/PhD programs, 1 is in a PhD program, and 10 are in medical school, with 11 others planning one of these programs (10 are working in science-related jobs during gap years). Overall, the program has successfully improved the students’ consideration of including cardiovascular research as part of their future career. Funded by the NIH National Heart, Lung and Blood Institute, Award R25HL147665, to KYS. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Our undergraduate program for physiology research, UPRIME (Undergraduate Physiology In Medicine and Education) will continue and further encourage and foster our majors in Human Physiology to enter careers in the health professions and physiology research

We previously announced and reported on our undergraduate summer research program, UPRIME, funded by an American Heart Association Grant with departmental support, has been successful in the fostering of junior and senior undergraduates (UPRIME Scholars) for the health professions and research. UPRIME is a 13-week summer program that provides opportunities for biomedical research, educational support and career advising. Our hope is that this holistic approach builds a space for inclusive excellence in which UPRIME scholars can acquire the tools needed for success. During the past three years, we have selected UPRIME Scholars based on the strength of their applications. We have matched the research interests of the students with our departmental strengths and met with the scholars weekly to foster a peer-based community and augment their research efforts with scientific seminars and discussions. Additionally, our UPRIME Scholars were supported to present their work at local and national level meetings. Our companion program, INPUT (INtegrative Biology & Physiology Undergraduate Training) which is designed for freshmen and sophomores with strong interest in physiology, is also part of our department’s commitment to inclusive excellence. Here, we are updating the statuses of previous and current UPRIME Scholars. Previous UPRIME Scholars have graduated and entered either professional schools (including medical and dental) or continue to work in our research labs. In addition, our most recent 2023 UPRIME Scholars that will graduate between 2023 and 2024 are currently still working in their mentors’ labs. Our department will continue to support UPRIME. In addition, we are committed to expanding our program to the regional and national levels. We seek highly motivated applicants from around the nation to apply to UPRIME for the opportunity to gain meaningful experiences in physiology research. American Heart Association. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Undergraduate Management Research as Deliberate Development of Leaders of Character?

The United States Air Force Academy’s mission is to “educate, train, and inspire men and women to become officers of character motivated to lead the U.S. Air Force and Space Force in service to our nation.” Leaders of character are expected to (1) Live Honorably, (2) Lift Others, and (3) Elevate Performance through three critical steps of owning, engaging, and practicing their own development journey. The Cadet Summer Research Program (CSRP) is an institution-wide program that provides selected cadets the opportunity to function as independent adults while conducting research outside the classroom, in both military and civilian institutions. Cadets work on research projects in partnership with organizations across the country and are expected to produce results with real-world applications. Given the considerations explored above, we undertook a nascent exploration of the connection between management majors’ CSRP journey and our deliberate approach in developing leaders of character. We strongly suggest that CSRP, as experienced by management majors, unfolds as a transformative experience that contributes to cadets owning the pursuit of their own identity, engaging in purposeful experiences, and practicing habits of thought and action. During this multifaceted process, cadets put into practice what it takes to live honorably, lift others, and elevate performance in socio-technical systems. In many ways, these systems replicate those they will serve as officers, better preparing them to lead in future conflicts.

Increasing STEM Skills, Knowledge and Interest Among Diverse Students: Results from an Intensive Summer Research Program at the University of California, San Francisco

This study evaluates the effectiveness of the UCSF Summer Student Research Program (SSRP) in enhancing research-related skills, academic outcomes, and post-baccalaureate aspirations of underrepresented minority (URM) and non-URM undergraduate students in biomedical sciences and STEM fields. The SSRP, spanning 9 weeks, provides immersive research experiences, structured mentorship, trainings, seminars, and STEM education. Pre- and post-program survey data from eight cohorts (N = 315) were analyzed using paired-sample t-tests, MANOVA, and content analysis. Results demonstrate significant gains in critical thinking skills, research abilities, science identity, applied science skills, and readiness for a research career. Notably, participants exhibited improvements in understanding the research process, scientific thinking, science writing, and problem-solving. URM and non-URM students experienced similar gains, highlighting the program’s inclusivity. The SSRP also positively influenced students’ postgraduate aspirations. Some participants expressed heightened interest in pursuing Master of Arts, Ph.D., and M.D. degrees, indicating increased clarity and motivation towards advanced education and research careers. Furthermore, 87% of participants expressed a high likelihood of engaging in future research endeavors, underscoring the program’s sustained impact on research interest. This study underscores the transformative potential of a well-structured, intensive summer research program in significantly enhancing academic outcomes for URM and non-URM students alike. These findings align with the persistence framework, emphasizing the importance of early research experiences, active learning, and learning communities in fostering student success. The SSRP’s effectiveness in improving research skills and post-baccalaureate aspirations suggests its potential in diversifying the STEM fields, biomedical sciences and health-related professions.

An interdisciplinary course on computer-aided drug discovery to broaden student participation in original scientific research.

We present a new highly interdisciplinary project-based course in computer aided drug discovery (CADD). This course was developed in response to a call for alternative pedagogical approaches during the COVID-19 pandemic, which caused the cancellation of a face-to-face summer research program sponsored by the Louisiana Biomedical Research Network (LBRN). The course integrates guided research and educational experiences for chemistry, biology, and computer science students. We implement research-based methods with publicly available tools in bioinformatics and molecular modeling to identify and prioritize promising antiviral drug candidates for COVID-19. The purpose of this course is three-fold: I. Implement an active learning and inclusive pedagogy that fosters student engagement and research mindset; II. Develop student interdisciplinary research skills that are highly beneficial in a broader scientific context; III. Demonstrate that pedagogical shifts (initially incurred during the COVID-19 pandemic) can furnish longer-term instructional benefits. The course, which has now been successfully taught a total of five times, incorporates four modules, including lectures/discussions, live demos, inquiry-based assignments, and science communication.

Summer Cancer Research Experience for High School Students from Historically Marginalized Populations in Kansas City.

The Accelerate Cancer Education (ACE) summer research program at The University of Kansas Cancer Center (KUCC) is a six-week, cancer-focused, summer research experience for high school students from historically marginalized populations in the Kansas City metropolitan area. Cancer affects all populations and continues to be the second leading cause of death in the United States, and a large number of disparities impact racial and ethnic minorities, including increased cancer incidence and mortality. Critically, strategies to bolster diversity, equity, inclusion, and accessibility are needed to address persistent cancer disparities. The ACE program offers an educational opportunity for a population of students who otherwise would not have easy access onto a medical center campus to make connections with cancer physicians and researchers and provides a vital response to the need for a more diverse and expansive oncology workforce. Students grow their technical, social, and professional skills and develop self-efficacy and long-lasting connections that help them matriculate and persist through post-secondary education. Developed in 2018, the ACE program has trained 37 high school junior and senior students. This article describes the need for and how we successfully developed and implemented the ACE program.

Abstracts of “Institute for Research and Medical Consultations (IRMC) - Summer Research Program - 2023” presented at Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia, on August 28, 2023

Abstracts of “Institute for Research and Medical Consultations (IRMC) - Summer Research Program - 2023” presented at Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia, on August 28, 2023

Postsecondary biology students' ways of participating in the critique and discussion of primary scientific literature.

Science advances through the interplay of idea construction and idea critique. Our goal was to describe varied forms of productive disciplinary engagement that emerged during primary literature discussions. Such descriptions are necessary for biology educators and researchers to design for and recognize diverse repertoires of participation in the critique and discussion of primary scientific literature. We identified three cases (a lower-division ecology course, an upper-division organismal course, and a journal club embedded in a summer research program) that were each designed with weekly primary literature discussions. We analyzed 12 discussions (four from each case) to describe what postsecondary students attend to when they critique and what forms of participation emerged from students reading and discussing primary scientific literature. Students participated in critique in all three cases and patterns in the substance and framing of critiques reflected the level of the context (lower- or upper-division). Students also shaped how they participated in ways that were relevant to the science classroom communities in each case. Our findings suggest that structuring primary literature discussions in ways that both elevate and connect students' agency and personal relevance is important for fostering varied forms of productive disciplinary engagement within a science classroom community.

Abstract A111: Summertime fun: Findings from three cohorts of C-STEPS summer research trainees

Abstract Introduction: For the past three summers (2021-2023), a National Cancer Institute-funded R25 research education program has been underway at the University of New Mexico Comprehensive Cancer Center, entitled “Cancer Research—Scholarship and Training Experiences in Population Sciences” (C-STEPS). The program engages a diverse population of undergraduate students from across the nation in hands-on, mentored 10-week summer research education and training in cancer control and population science (CCPS). Methods: Using a data-driven methodology, the C-STEPS team has collected quantitative and qualitative data via REDCap surveys to evaluate program aims and student progress and ascertain how students experience the program to improve it for future cohorts. Students who decline admission are provided a one-time survey about the reasons they declined and asked to prioritize factors in their selection of summer research programs. Students enrolled in the program complete a pre- and post-program survey, pre- and post-seminar surveys, and a bi-annual alumni survey. The pre- and post-seminar surveys reflect expected competencies for each of the eight seminars that are part of the curriculum. The alumni survey captures academic accomplishments and career updates since completion of the summer program. Results: We have collected three years of pre/post-program data and pre/post-seminar data. Student knowledge, confidence, and interest in CCPS has steadily increased within each cohort across each of the three time periods: pre-program, immediately post-program, and alumni (1-3 years after the initial research experience). The pre/post seminar surveys indicated that the structure of the seminars inhibited interactions between the presenter and students and warranted change. We have administered the decliner and alumni survey twice each. Data from the decliner survey suggest that students apply to multiple programs each summer and the timeframe for notification to students about their acceptance may need to be shortened to give students more time to consider their C-STEPS offer in relation to other summer opportunities. Data from the alumni survey indicate that students continue to engage in research with their C-STEPS mentor and present the research at their home institution. Conclusion: Efforts to decrease the length of time between when a student applies and when they are notified of their acceptance are at the forefront of the refinement process for the next cohort. The seminars have been restructured to promote more student-led discussions and interactions between presenters and students. The CCPS research experiences and professional networks students develop during the summer have led to new educational and career opportunities. Initial evidence indicates that the success of C-STEPS extends well beyond the immediate one-time immersive research experience. Citation Format: Shoshana Adler Jaffe, Paige A. Lynch, Judith Sheche, Joseph Rodman, Miria Kano, Shiraz I. Mishra. Summertime fun: Findings from three cohorts of C-STEPS summer research trainees [abstract]. In: Proceedings of the 16th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2023 Sep 29-Oct 2;Orlando, FL. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2023;32(12 Suppl):Abstract nr A111.

A Novel Strategy to Generate a Recombinant, Live-Virus, Replication Incompetent Congenital Cytomegalovirus Vaccine Candidate

Abstract Background Preventing congenital cytomegalovirus (cCMV) infection, the most common infectious cause of disability in pediatrics, is a high public health priority. Subunit vaccine studies based on single viral proteins (usually envelope glycoproteins) have yielded disappointing results in clinical trials. In contrast, Disabled infectious single cycle (DISC) recombinant viruses are promising vaccine candidates, offering the potential for a robust immune response against multiple viral immunogens while maintaining an attenuated phenotype. These studies sought to examine the safety and immunogenicity of this strategy in an animal model of vaccine-preventable cCMV infection, the guinea pig cytomegalovirus (GPCMV) model. Design/Methods Vaccine design consisted of introducing a ligand-regulatable FKBP protein destabilization domain, ddFKBP, into an essential viral gene. This domain directs degradation of the tagged protein in cells unless the synthetic compound Shield-1 is present, allowing generation of viral particles capable of single-cycle replication. Two such essential genes, the GPCMV homologs of CMV genes UL51 and UL52 (GP51 and GP52), were targeted for vaccine design. In this study, we sought to test: 1) whether the DISC viruses GP51 and GP52 were attenuated for replication in a guinea pig model; and 2) whether the replication-incompetent viruses retained immunogenicity comparable to a wild-type virus. GPCMV-seronegative guinea pigs were challenged with DISC vaccines GP51 or GP52. Control animals were challenged with wild-type GPCMV (SG24). Animals (3 per group) were infected by subcutaneous injection and boosted at day 21. Blood collected at days 0, 7, 14, 21, 28, 35, 42, and 84 was used for PCR (to gauge attenuation) and serology (to examine immunogenicity). Results Real-time PCR showed a mean viral load of 8.5 x 105 genome copies/mL of blood at day 7 and 9.3 x 104 genome copies/mL at day 14 in guinea pigs that received SG24 compared to 2.9 x 104 and 1.9 x 103 genome copies/mL at days 7 and 14 respectively in recipients of GP51. No viral DNA was detected in recipients of GP52 at either day 7 or 14. These data demonstrate significantly lower viremia in the GP51 and GP52 groups compared to SG24 by two-way ANOVA (p<0.01; Fig. 1A). In spite of marked attenuation, no statistically significant difference in immune response was noted, with equivalent ELISA responses detected upon comparison of animals that received GP51, GP52, or SG24 CMV strains at days 14, 35, or 84 (Fig. 1B). Western blot analysis of sera used to probe fractions containing wild-type viral particles likewise demonstrated induction of a robust antibody response by GP51 and GP52. Conclusion(s) These data suggest that GP51 and GP52 are attenuated for replication but induce an immune response comparable to wild-type infection. Thus, they are promising options in the development of a vaccine to prevent cCMV. Examination of the extent of attenuation against vertical transmission of these DISC viruses, as well as their efficacy as vaccine candidates against cCMV, is warranted. These questions have important implications for potential future human clinical trials. Funding: Supported by 5 T35 AI118620-07, Medical Student Summer Research Program in Infection and Immunity

Project SEED enhancements for the 2023 summer research program

Project SEED enhancements for the 2023 summer research program

Experiences in maintaining high school students’ motivation in a summer research program in virtual environments during the COVID-19 pandemic

Experiences in maintaining high school students’ motivation in a summer research program in virtual environments during the COVID-19 pandemic