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CD38 in the age of COVID-19: a medical perspective.

ABSTRACT: This medical review addresses the hypothesis that CD38/NADase is at the center of a functional axis (i.e., intracellular Ca²⁺ mobilization/IFNγ response/reactive oxygen species burst) driven by severe acute respiratory syndrome coronavirus 2 infection, as already verified in respiratory syncytial virus pathology and CD38 activity in other cellular settings. Key features of the hypothesis are that 1) the substrates of CD38 (e.g., NAD⁺ and NADP⁺) are depleted by viral-induced metabolic changes; 2) the products of the enzymatic activity of CD38 [e.g., cyclic adenosine diphosphate-ribose (ADPR)/ADPR/nicotinic acid adenine dinucleotide phosphate] and related enzymes [e.g., poly(ADP-ribose)polymerase, Sirtuins, and ADP-ribosyl hydrolase] are involved in the anti-viral and proinflammatory response that favors the onset of lung immunopathology (e.g., cytokine storm and organ fibrosis); and 3) the pathological changes induced by this kinetic mechanism may be reduced by distinct modulators of the CD38/NAD⁺ axis (e.g., CD38 blockers, NAD⁺ suppliers, among others). This view is supported by arrays of associative basic and applied research data that are herein discussed and integrated with conclusions reported by others in the field of inflammatory, immune, tumor, and viral diseases.

SUBMITTER: Horenstein AL

PROVIDER: S-EPMC8313238 | biostudies-literature | 2021 Oct

REPOSITORIES: biostudies-literature

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CD38 in the age of COVID-19: a medical perspective.

Horenstein Alberto L AL Faini Angelo C AC Malavasi Fabio F

Physiological reviews 20210331 4

This medical review addresses the hypothesis that CD38/NADase is at the center of a functional axis (i.e., intracellular Ca2+ mobilization/IFNγ response/reactive oxygen species burst) driven by severe acute respiratory syndrome coronavirus 2 infection, as already verified in respiratory syncytial virus pathology and CD38 activity in other cellular settings. Key features of the hypothesis are that 1) the substrates of CD38 (e.g., NAD+ and NADP+) are deplete ...[more]

PMID: 33787351

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Project description:IntroductionThe COVID-19 pandemic has led to significant changes to academic program delivery worldwide. Face to face (traditional teaching) lectures were replaced with online, recorded, or live sessions; however, online systems are not an efficient substitute for clinical or laboratory courses. The purpose of this study is to evaluate the imaging student's perspective on COVID-19 awareness to ensure they are prepared for clinical training and laboratory education, and to evaluate the teaching quality of the online radiography program delivery.MethodsAn online survey was conducted with radiography and medical imaging students of two female campuses in the United Arab Emirates (UAE). Knowledge and awareness level of COVID-19, such as symptoms and diagnostic tests, were evaluated using multiple choice questions. The Likert scale (1-5) was used to evaluate the teaching quality of the online learning of radiography, such as critical thinking and communication skills. Open-ended questions were included for students to provide comments and feedback.ResultsOut of 305 female students, 212 participants (71%) responded and were included in the study. The average age was 20 years, and respondents were from different study levels (year 1-year 5), with 47% and 53% of the participants from Al Ain campus and Abu Dhabi campus, respectively. Seventy percent of the respondents reported a Bachelor degree, while 30% were higher Diploma participants. The overall COVID-19 awareness level mean score was acceptable (70%). Senior students with a Bachelor degree and clinical experience scored higher than other students (72% vs. 65%, P<0.05). The mode value of the Likert scale for the teaching factors assessment (1-5) for most of the respondents showed average (mode=3) response value. However, the mode for the stress factor was high (mode=5). The overall online radiography teaching satisfaction for the teaching quality factors was less than 50%. However, more than half of the respondents (52%) recommended delivering the radiography program using the online learning system.DiscussionCOVID-19 imposed several challenges to the educational systems worldwide, requiring implementation of effective strategies to improve the current online teaching. Effective communication between instructors and students, engaging students with case studies discussion, and encouraging students to think critically and to be creative are important strategies.ConclusionOnline delivery of the radiography and medical imaging program imposes challenges for laboratory and clinical courses. It is recommended that academic institutions implement state of art technology to bridge the gap between traditional and online learning methods during the pandemic. Students are suggested to be mentally prepared to accept the shifting of the teaching mode to relieve stress and gain knowledge and practical skills more efficiently.

Project description:IntroductionThe circumstances of the COVID-19 lockdown offered an opportunity to develop remote educational strategies in medical education.ObjectivesTo assess medical students' experiences with online e-learning (OeL) satisfaction, intellectual environment, and communication during the COVID-19 pandemic.MethodsA cross-sectional study was conducted at the College of Medicine, University of Bisha, Saudi Arabia. A self-administered questionnaire (21 items) was used to evaluate OeL in three domains of satisfaction (nine items), intellectual environment (seven items), and communication (five items). Students from years one to six were invited to fill out the questionnaire form with five-point Likert scale responses. Descriptive statistics, one-way analysis of variance (ANOVA), and independent t-test were used to evaluate the association between variables.ResultsOut of 237 participants, 96.6% (158 male and 71 female) responded to the questionnaire. Most students (86.5%) preferred the blackboard for their e-learning. The mean total scores were 30.18 ± 6.9 out of 45 for satisfaction, 19.67 ± 5.4 out of 25 for communication 25.43 ± 5.1 out of 35 for the intellectual environment. Over 50% of the students rated moderate scores on satisfaction and intellectual environment domains. About 85% of the students rated moderate scores in the communication domain. Male students rated higher significant scores than female students for satisfaction (31.3 ± 6.3 vs 27.6 ± 7; P < .001) and intellectual environment (26.3 ± 4.32 vs 3.5 ± 6.1; P < .001). There were no significant differences in students' responses to the tested domains related to GPA level. Significantly higher levels of scores for satisfaction (33.3 ± 5.6 vs 28.8 ± 6.9; P < .001) and communication (21.2 ± 4.5 vs 18.9 ± 5.7; P = .019) were obtained by clerkship students than pre-clerkship.ConclusionsMedical students' experiences with e-learning are encouraging, which might be more effective with continuous training programs for students and tutors. Although OeL is an acceptable methodology, further studies are needed to analyze its impact on the target learning outcomes and students' academic achievement.

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CD38 in the age of COVID-19: a medical perspective.

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CD38 in the age of COVID-19: a medical perspective.

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