Animal and cell studies indicate an inhibitory effect of matrix metalloproteinase-8 (MMP8) on tumorigenesis and metastasis. We investigated whether MMP8 gene variation was associated with breast cancer metastasis and prognosis in humans. We first studied nine tagging single nucleotide polymorphisms (SNP) in the MMP8 gene in 140 clinically and pathologically well-characterized breast cancer patients. Four of the SNPs were found to be associated with lymph node metastasis, the most pronounced being a promoter SNP (rs11225395) with its minor allele (T) associating with reduced susceptibility to lymph node metastasis (P = 0.02). This SNP was further evaluated for association with cancer relapse and survival among a cohort of f1,100 breast cancer patients who had been followed for cancer recurrence and mortality for a median of 7.1 years. The T allele was associated with reduced cancer relapse and greater survival, particularly among patients with earlier stage cancer. Among patients of tumornode-metastasis stage 0 to II, the adjusted hazard ratio of disease-free survival was 0.7 [95% confidence interval (95% CI), 0.5-0.9] for patients carrying T allele compared with those homozygous for the C allele (P = 0.02). In vitro experiments showed that the T allele had higher promoter activity than the C allele in breast cancer cells. Electrophoretic mobility shift assays showed binding of nuclear proteins to the DNA sequence at the SNP site of the T allele but not that of the C allele. The data suggest that MMP8 gene variation may influence breast cancer prognosis and support the notion that MMP8 has an inhibitory effect on cancer metastasis.

Purpose/objectives To investigate dental students’ perceptions and concerns regarding the COVID‐19 pandemic, their coping strategies and support resources, and their perceived stress levels. Methods A customized 19‐item survey and the perceived stress scale (PSS) were applied to undergraduate dental students from the US, Spain, Ireland, Chile, India, and Brazil between April 10 and July 5, 2020. Linear modeling and mediation analysis were used to explore the relationships among demographics, stressors, coping mechanisms, social support, and stress Results A total of 4475 students responded to the survey. The majority (72.4%) were women, and 52.3% had no COVID‐19 training at the time of the survey. The students reported that they had to accommodate to changes in patient care (96.6%) and didactic learning (95.2%) activities, while 88.5% of the respondents indicated at least one of their courses moved online. Transition to online courses went “smoothly with some troubles” for 51.8% of the respondents, and 48.3% perceived the faculty as prepared for the online transition; however, 45.9% reported feeling extremely concerned about the impact of COVID‐19 on their education. The average PSS score was 21.9 of 40 (moderate stress). Multivariate models were built for participants with full data (n = 3899). Being male, having completed more dental coursework, and perceiving a smoother transition were associated with lower PSS scores; more concern about academic progress was associated with higher PSS. Faculty support mediated the relationship between a smoothness of transition and concern about academic progress and PSS scores Conclusion Stress caused by the pandemic may be alleviated by smoother transition and good faculty support.

unitermos key words resumoIntrodução: Nestes últimos anos, descobriu-se a complexidade dos mecanismos que influenciam a atividade óssea, e grande parte das pesquisas direcionou-se para o estudo de fatores capazes de modular as funções ósseas. Essa expansão da pesquisa deve-se, em parte, ao reconhecimento da osteoporose como importante problema na velhice. A osteoporose constitui uma das osteopatias mais comuns, caracterizando-se pela redução da massa óssea, determinada, por sua vez, pelo desequilíbrio entre reabsorção e neoformação. Objetivo: Apresentar uma revisão da literatura sobre os principais aspectos da remodelação e da reparação associados à deficiência estrogênica. Remodelação óssea: O osso apresenta processo contínuo de remodelação, entretanto anormalidades nesse processo ocorrem em algumas doenças, entre elas a osteoporose, sendo que a deficiência estrogênica parece ter o papel principal na sua gênese. Reparação óssea: Tal processo envolve uma cascata complexa de respostas biológicase, assim como a remodelação, é afetado por fatores locais e externos e regulado pela interação de diferentes mecanismos. Portanto, o aumento ou o decréscimo da capacidade de reparação óssea têm sido relacionados a alterações ocorridas na remodelação. Deficiência estrogênica e metabolismo ósseo: A maioria dos autores sugere uma redução na capacidade de remodelação e de reparação do tecido. Discussão: Ainda não está determinado qual estágio da reparação é mais alterado, se a fase inicial de formação do calo ósseo, se a de mineralização ou se a fase tardia da reparação, a remodelação óssea. Conclusão: Como os mecanismos fisiológicos e a patogênese das alterações ósseas causadas pela deficiência estrogênica não estão completamente estabelecidos, novas pesquisas ainda são necessárias. Osso e ossos

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Background The Internet has become an established learning tool in dental education where students can access online videos on a range of dental subjects. However, finding reliable peer‐reviewed content is not straightforward. Aim To evaluate the video content offered by UK and Republic of Ireland (RoI) Dental Schools on their YouTube channels and public websites. Methods Free videos offered on UK and RoI Dental schools websites and YouTube channels were watched and set according to its purpose, as educational or non‐educational. The number of views, length, category and date of publication were analysed. Results A total of 627 videos offered by dental courses were evaluated. Videos were available on 83% of the websites, but only 9% was educational content. Dental courses YouTube channels received more than 2.3 million views, but less than 5% of the material offered is educational. Instructional videos found on the websites (3.2 min) were shorter than those found on YouTube (8.5 min) (P = .03). The majority of the videos, provided by Universities, were not educational and focused on promoting the dental courses. Most websites have demonstrated a password‐protected area where quality content may be offered. Conclusion Students wishing to watch instructional videos will find limited educational content provided by UK and RoI dental courses. Therefore, they are likely to access course‐related material elsewhere on the Internet that may not be necessarily peer‐reviewed.