From Embryology

Lab Attendance

--Z5015534 (talk) 13:45, 7 August 2015 (AEST) --Z5015534 (talk) 13:32, 14 August 2015 (AEST)--Z5015534 (talk) 13:14, 21 August 2015 (AEST)--Z5015534 (talk) 13:23, 28 August 2015 (AEST)--Z5015534 (talk) 12:15, 4 September 2015 (AEST)--Z5015534 (talk) 13:19, 11 September 2015 (AEST)--Z5015534 (talk) 13:04, 18 September 2015 (AEST)--Z5015534 (talk) 12:28, 9 October 2015 (AEDT)--Z5015534 (talk) 12:13, 16 October 2015 (AEDT)

Test student 2015

--Mark Hill (talk) 17:24, 3 September 2015 (AEST) Where is he first assessment item? ANAT2341 Lab 1 - Online Assessment (5/5)

Now completed.

Lab 1 Assesment

PMID 26247832 <pubmed>26247832</pubmed>

The study observed the effects of changing progesterone levels on the treatment outcome of in vitro fertilisation embryo transfer in patients with different ovarian responses; poor ovarian response group (oocyte retrieval <5), intermediate ovarian response group (5<oocyte retrieval <15) and high ovarian response group (oocyte retrieval >16). When the size of the follicle had reached more than 14mm, the fasting blood was collected to determine the various hormone levels, including progesterone. After 37 hours, the oocyte was retrieval was performed, progesterone was injected (intramuscularly) and 3-4hrs after, fertilisation occurred. 2-3 days after the oocyte retrieval, embryo transfer occurred. It was diagnosed as clinical pregnancy when when B-mode ultra sound showed gestation sac, embryo bud, or fetal heart beat 35 days after embryo transfer.
The study found that in the poor ovarian response group, the pregnancy rate was not associated with the level of progesterone but in the intermediate and high groups the clinical pregnancy rate was inversely related with the progesterone levels. The experiment showed that progesterone levels are only associated with clinical pregnancy in patients with intermediate or high ovarian response rates.

PMID 23661780 <pubmed>23661780</pubmed>

The study examined whether the environment that a sperm resides in, effects the subsequent functioning of the larvae in the broadcast spawning marine invertebrate Galeolaria gemineoa. The study approached the question by exposing portions of a males ejaculate to differing levels of salinity, normal salinity and reduced salinity. The solutions, containing the sperm, were then both returned to normal levels of salinity. Fertilization then took place as normal (in levels of normal salinity) and the developmental success (the proportion of zygotes that developed into larvae) was measured, as well as an exploration into whether offspring fertilised by sperm exposed to lower salinity levels were more resistant to lower salinity themselves.
The results showed that larvae fertilised by sperm exposed to lower salinity levels had poorer developmental success then larvae fertilised by sperm exposed to normal levels of salinity. The study found that developmental performance was generally higher when the larvae and the sperm experienced the same environment, then if the sperm and larvae experienced an environment that differed.

Lab 2 Assesment

Polar Body (a), Blastomere (b) and Trophectoderm (c) Biopsies.gif

Polar body, Blastomere and Trophectoderm Biopsies [1] PMID 25625041

--Mark Hill (talk) 17:26, 3 September 2015 (AEST) Uploaded image contains reference, copyright and student template. I would have used a simpler name for the image file. (5/5)

Lab 3 Assesment - Oncofertility articles

PMID 25284123 <pubmed>25284123</pubmed>

A review article discussing the large effect cancer treatments have on cancer survivors, including infertility. The article discusses the effects of different treatments, and ways to protect fertility in women.

PMID 25191024 <pubmed>25191024</pubmed>

A research article aiming to discover and explore differences in oocyte stimulation for fertility preservation (FP) patients based on cancer diagnosis. The study found that factors such as age, type of cancer and chemotherapy exposure, can influence response to ovarian stimulation.

PMID 24934638 <pubmed>24934638</pubmed>

A review article discussing the methods and strategies to increasing fertility when undergoing chemotherapy treatments for early breast cancer patients.

--Mark Hill (talk) 17:26, 3 September 2015 (AEST) These are relevant to your group project. (5/5)

Lab 4 Assessment - Quiz


In which layer of the uterus does implantation occur?

Compact Endometrium
Spongy Endometrium


An amniocentesis is generally done in the 18th – 22nd week of pregnancy?



What factors would indicate a villi cell was tertiary and in its third stage of development?

Week 3 of pregnancy
The mesenchyme has differentiated into blood vessels and cells forming a network
Villi cover the whole chorionic surface
Villi is made up from simple cytotrophoblast cells inside a cord of syncitiotrophoblast cells

--Mark Hill (talk) 17:28, 3 September 2015 (AEST) I had asked for a sub-heading of the topic(s) covered by your quiz. Q1 is good. Q2 T/F questions are generally a guess and not good design. Q3 the question could be more clearly worded. There is no " villi cell " just chorionic villi if you wanted to be specific. (8/10)

--Mark Hill (talk) 16:18, 28 October 2015 (AEST) Lab 5 assessment is missing.

Lab 7 Assessment

Identify the embryonic layers and tissues that contribute to the developing teeth.

Tooth germ cells arise from the ectoderm of the first pharyngeal arch of the embryo. The rest of the contributing components to the tooth are formed from the mesenchyme. The ectodermal component of the tooth is made up from the enamel organ and the ectomesenchymal component is made up from the dental papilla and dental follicle
The connective tissue cells under the oral ectoderm are ectomesenchymal in origin. These cells instruct the overlying ectoderm to start teeth development.
The bud stage of tooth development begins when the epithelial cells proliferate into the ectomesenchyme of the jaw. The first sign of an arrangement of cells occurs in the cap stage and that is when the ectomesenchymal cells stop producing extracellular substances, which causes an aggregation of these cells - known as the dental papilla.

Identify and write a brief description of the findings of a recent research paper on development of one of the endocrine organs covered in today's practical.

PMID 26395490 <pubmed>26395490</pubmed>

The article uses lineage tracing to directly provide evidence showing that Sox17+ anterior endoderm is the only source of differentiated Thyroid C cells and their progenitors in mice. This challenged the general understanding that thyroid C cells were of a neural crest origin - contributing the the major source of calcitonin in mammals and ancestors to neuroendocrine thyroid tumors.
Genetic lineage tracing in mice allows imaging of embryonic progenitor cells and their progeny from the onset of the expression of a lineage- specific gene. This study elucidate's whether embryonic C cell precursors derive from neural crest or endoderm.
The results in the study provide direct evidence that thyroid C cells in mice develop from pharyngeal endoderm and not neural crest. Moreover, proliferation of the C cell lineage involves forkhead box transcription factors (Foxa1 and Foxa2) known to be pivotal in organogenesis from foregut endoderm. These features are reciprocated in human MTC tumors suggesting involvement in both tumor growth and progression.

--Mark Hill (talk) 16:03, 28 October 2015 (AEST) Toooth development required more detail on embryonic origins. (4/5)

Lab 9 Assessment

Group 1

This wiki page does well in covering a lot of areas relating to the topic, however the website does not outline the information found/used quite clear enough or to the right extent. The page would benefit largely in focusing much more attention to the mechanics of the process itself and how it physically works. There is lots of information regarding other various aspects relating to the topic, however the fundamentals of the topic are not clearly discussed on the page, and it is not clear what goes on in the process.

The page should also fix up some grammatical and syntax errors. Read through the page carefully and ensure all paragraphs make sense ensuring that the quality of the information portrayed is fully appreciated. To also make the page clearer, some thought should be given to rethinking the order of the subheadings. Having a natural cohesion throughout the page as a whole is important – some subheadings do not fit into place correctly and could be moved around a little bit. Also having linking sentences within paragraphs – involving each subheading with others and the topic as a whole – will make the page much more cohesive.

The page used a good amount of supporting pubmed articles, hwoever more images/media files could be used to break up the concentrated use of text. The video used is relevant and informative – however there is no copyright information.

Group 2

This page clearly and efficiently explains the topic of choice. It covers all relevant matters well and the text is descriptive and informative. After reading the page, I felt as though I had a greater understanding of the topic. The subheadings used are good, and are placed appropriately in order - providing an element of cohesiveness between the page and the topic in general. Good use of linking statements – connecting all the elements discussed on the page.

There is however an excessive amount of text used. Although the information is relevant and informative, the page is dense and reading all at once is tiresome. Reducing/sifting through the amount of text on the page – and also adding a great deal more media files will help to break up the denseness of the page. There is only 1 image on the whole page – greater attention needs to be paid to alternative media files and sources to help break up the page. Additional media files will also add to increasing the understanding of readers. The diagram drawn is neat and cited correctly.

Group 3

This page initially gives an amazing first impression with the hand drawn image of the ovary – the text in the introduction is clear, succinct and very effectively lets readers know what the topic is about – and what that topic is. It does a good job at enticing the reader to continue on reading for the rest of the page.

Particularly for the introduction and generally on the whole page, the use of text is clear, not too dense and easy to understand. That is a really beneficial element to have on a clearly complicated topic and makes the topic interesting to read even for people who do not have training in that field.

After the introduction section of the page, the text howver can become a bit crowded - this could be broken up through the use of more media files. Particular in the ‘causes’ section – something could be added there to break up the page. I would also recommend using media files other then images. Adding smething such as videos, animations or gifs would really add to the level of the page and make it much more interesting.

I would also suggest that more information needs to be added to the ‘current treatments’ section. Not sure if this is quite complete yet, but this is quite a dramatic and important element of the topic, and the information currently present does not really delve into enough detail. A glossary added to the page would also add to its cohesiveness.

Otherwise a really good page that has had a lot of work put into it – and it can be seen!

Group 4

This topic clearly is extremely broad – and requires a whole lot of information to be covered. The students have done well in trying to reduce the denseness of the text as much as possible – however it is still quite hard to read the whole page at once and can get slightly tiresome. I think where possible you should just try and add a variety of media files, more videos and animations that will reduce the denseness of the whole page.

Most of the text used is relevant and necessary – so some time should be spent trying to cut down as much as possible, however it might be beneficial to adjust the position of the images within the text – just to seemingly break up the denseness of the text and the format of the page. The tables used in the page are relevant and informative – however there are quite a lot used.

A good page that tackles an extremely extensive amount of information needed to be covered. The page does well and there are just a few things that need fixing up to improve the page. The referencing throughout the page is well done and most of the images had correct copyright and referencing material.

Group 6

The topic for this page is clearly broad and there is a lot of information that needs to be addressed, it can be inferred that a lot of concise research and time has been spent on this page. The students also do a good job to reference in text correctly and most of their images have correct copyright information.

There is a LOT of text used on this page – more attention needs to be payed to reducing and compressing the sections of text within the page – try adding different formatting styles to the way the text sits on the page, or putting some of the information into tables or possibly using a video where applicable to simplify the explanation of an issue. I would also recommend trying to keep consistent formatting/presentation of all images throughout the page. Some are in thumbnails, others don’t have descriptions etc.. Keeping consistency with the formatting will make the page look much clearer and cohesiveness.

The whole page will largely benefit from a greater increase in the number of media files used, particularly in the top section of the page. Readers want to be enticed into the page so having many images and media files at the start of the page will go a long way in keeping readers interested and encouraging them to keep working through the page.

The order of the text is also somewhat complicated and scattered – try to simplify the text where possible and link all subheadings together, making the page more cohesive as a whole. Irrelevant bits of information should be deleted and reduced as much as possible. The page is good and on its way to being an informative and clear page for students.

--Mark Hill (talk) 17:18, 28 October 2015 (AEST) (16/20)

--Mark Hill (talk) 16:18, 28 October 2015 (AEST) Lab 10 assessment is missing.


PMID 26244658 look at this[2]

--Mark Hill (talk) 08:41, 1 November 2015 (AEDT) Catei submitted (5)

Please do not use your real name on this website, use only your student number.

2015 Course: Week 2 Lecture 1 Lecture 2 Lab 1 | Week 3 Lecture 3 Lecture 4 Lab 2 | Week 4 Lecture 5 Lecture 6 Lab 3 | Week 5 Lecture 7 Lecture 8 Lab 4 | Week 6 Lecture 9 Lecture 10 Lab 5 | Week 7 Lecture 11 Lecture 12 Lab 6 | Week 8 Lecture 13 Lecture 14 Lab 7 | Week 9 Lecture 15 Lecture 16 Lab 8 | Week 10 Lecture 17 Lecture 18 Lab 9 | Week 11 Lecture 19 Lecture 20 Lab 10 | Week 12 Lecture 21 Lecture 22 Lab 11 | Week 13 Lecture 23 Lecture 24 Lab 12 | 2015 Projects: Three Person Embryos | Ovarian Hyper-stimulation Syndrome | Polycystic Ovarian Syndrome | Male Infertility | Oncofertility | Preimplantation Genetic Diagnosis | Students | Student Designed Quiz Questions | Moodle page

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  1. <pubmed>25625041</pubmed>
  2. <pubmed>26244658</pubmed>