This study aimed to identify potential molecular mechanisms and therapeutic targets for bisphosphonate-related osteonecrosis of the jaw (BRONJ), a rare but serious side effect of bisphosphonate therapy. This study analyzed a microarray dataset (GSE7116) of multiple myeloma patients with BRONJ (n = 11) and controls (n = 10), and performed gene ontology, a pathway enrichment analysis, and a protein–protein interaction network analysis. A total of 1481 differentially expressed genes were identified, including 381 upregulated and 1100 downregulated genes, with enriched functions and pathways related to apoptosis, RNA splicing, signaling pathways, and lipid metabolism. Seven hub genes (FN1, TNF, JUN, STAT3, ACTB, GAPDH, and PTPRC) were also identified using the cytoHubba plugin in Cytoscape. This study further screened small-molecule drugs using CMap and verified the results using molecular docking methods. This study identified 3-(5-(4-(Cyclopentyloxy)-2-hydroxybenzoyl)-2-((3-hydroxybenzo[d]isoxazol-6-yl) methoxy) phenyl) propanoic acid as a potential drug treatment and prognostic marker for BRONJ. The findings of this study provide reliable molecular insight for biomarker validation and potential drug development for the screening, diagnosis, and treatment of BRONJ. Further research is needed to validate these findings and develop an effective biomarker for BRONJ.

The association between Porphyromonas gingivalis (P. gingivalis) and Alzheimer’s disease (AD) remains unclear. The major aim of this study was to elucidate the role of genes and molecular targets in P. gingivalis-associated AD. Two Gene Expression Omnibus (GEO) datasets, GSE5281 for AD (n = 84 Alzheimer’s, n = 74 control) and GSE9723 (n = 4 P. gingivalis, n = 4 control), were downloaded from the GEO database. Differentially expressed genes (DEGs) were obtained, and genes common to both diseases were drawn. Additionally, Kyoto Encyclopedia of Genes and Genomes (KEGG) and Gene Ontology (GO) analysis was performed from the top 100 genes (50 upregulated and 50 downregulated genes). We then proceeded with CMap analysis to screen for possible small drug molecules targeting these genes. Subsequently, we performed molecular dynamics simulations. A total of 10 common genes (CALD1, HES1, ID3, PLK2, PPP2R2D, RASGRF1, SUN1, VPS33B, WTH3DI/RAB6A, and ZFP36L1) were identified with a p-value < 0.05. The PPI network of the top 100 genes showed UCHL1, SST, CHGB, CALY, and INA to be common in the MCC, DMNC, and MNC domains. Out of the 10 common genes identified, only 1 was mapped in CMap. We found three candidate small drug molecules to be a fit for PLK2, namely PubChem ID: 24971422, 11364421, and 49792852. We then performed molecular docking of PLK2 with PubChem ID: 24971422, 11364421, and 49792852. The best target, 11364421, was used to conduct the molecular dynamics simulations. The results of this study unravel novel genes to P. gingivalis-associated AD that warrant further validation.

BACKGROUND Anatomy education has evolved over the past decade. Despite the emergence of 3D models and medical applications, the active component of learning is usually discounted upon. Therefore, in this study, we explored the utility of playdoh in the teaching and learning early embryological concepts of students in pre-clinical medical curriculum. We have provided a step-by-step approach in replicating playdoh for the use of early embryological development teaching in medical school. The outcome of this study indicate that playdoh models are easily replicable with a lab manual and may be beneficial in evoking active learning component in students thus providing an enriching learning environment. OBJECTIVE Anatomy education has evolved over the past decade. Despite the emergence of 3D models and medical applications, the active component of learning is usually discounted upon. Therefore, in this study, we explored the utility of playdoh in the teaching and learning early embryological concepts of students in pre-clinical medical curriculum. We have provided a step-by-step approach in replicating playdoh for the use of early embryological development teaching in medical school. The outcome of this study indicate that playdoh models are easily replicable with a lab manual and may be beneficial in evoking active learning component in students thus providing an enriching learning environment. METHODS In this case study, we used remains of playdoh consisting on various colors (Character Options Ltd, UK) analogous to the recommended textbook for class, Langman Embryology to create embryological models. Each tissue layers of the early embryo were first molded before combining them together. Figure 3 summarizes the end product. RESULTS Images showing results CONCLUSIONS Our study highlighted and explored an avenue for active participation of students in learning embryological concepts. However, this study was merely conducted to explore the feasibility of using non-traditional methods in teaching that requisite active participation of students in classroom. The other limitation in this case is that only a fraction of early embryological development was illustrated. Organ specific developments could be potentially explored in future studies. Moreover, further studies may be required to validate the effectiveness of using playdoh in anatomy sessions. CLINICALTRIAL NA