Author Archives: Jessica Ibarra

An inventory of meaningful lives of discovery

by Jessica M. Ibarra

I always had this curiosity about life. Since the very beginning, always wanting to understand how animals’ breathe, how they live, how they move. All that was living was very interesting. – Dr. Ibarra

“I always had this curiosity about life and I wanted to become a doctor, but my parent told me it was not a good idea,” Lise Bankir explained in her interview for the Living History Project of the American Physiological Society (APS).  The video interview (video length: 37.14 min.) is part of a rich collection over 100 senior members of the APS who have made outstanding contributions to the science of physiology and the profession. 

The archive gives us great insight into how these scientists chose their fields of study.  As Dr. Bankir, an accomplished renal physiologist, explain how she ended up “studying the consequences of vasopressin on the kidney.”  She describes her work in a 1984 paper realizing “high protein was deleterious for the kidney, because it induces hyperfiltration,” which of course now we accept that high protein accelerates the progression of kidney disease. Later she describes her Aha! moment, linking a high protein diet to urea concentration, while on holiday. 

“It came to my mind that this adverse effect of high protein diet was due to the fact that the kidney not only to excrete urea (which is the end product of proteins), but also to concentrate urea in the urine.  Because the plasma level of urea is already really low and the daily load of urea that humans excrete need that urea be concentrated about 100-fold (in the urine with respect to plasma).” 

Other interviews highlight how far ahead of their time other scientists were.  As is the case when it comes to being way ahead of teaching innovations and active learning in physiology with  Dr. Beverly Bishop.  In her video interview, you can take inspiration from her 50 years of teaching neurophysiology to physical therapy and dental students at SUNY in New York (video length: 1 hr. 06.09 min.).  Learn about how she met her husband, how she started her career, and her time in Scotland.  Dr. Bishop believed students could learn better with experimental laboratory activities and years ahead of YouTube, she developed a series of “Illustrated Lectures in Neurophysiology” available through APS to help faculty worldwide.

She was even way ahead of others in the field of neurophysiology.  Dr. Bishop explains, “everyone knows that they (expiratory muscles) are not very active when you are sitting around breathing quietly, and yet the minute you have to increase ventilation (for whatever reason), the abdominal muscles have to play a part to have active expiration.  So, the question I had to answer was, “How are those muscles smart enough to know enough to turn on?” Her work led to ground breaking work in neural control of the respiratory muscles, neural plasticity, jaw movements, and masticatory muscle activity.

Another interview shed light on a successful career of discovery and their implications to understanding disease, as is the case with the video interview of Dr. Judith S. Bond. She describes the discovery of meprins proteases as her most significant contribution to science (video length: 37.38 min.), “and as you know, both in terms of kidney disease and intestinal disease, we have found very specific functions of the protease.  And uh, one of the functions, in terms of the intestinal disease relates to uh inflammatory bowel disease.  One of the subunits, meprin, alpha subunit, is a candidate gene for IBD and particularly ulcerative colitis. And so that opens up a window to – that might have significance to the treatment of ulcerative colitis.”

Or perhaps you may want to know about the life and research of Dr. Bodil Schmidt-Nielsen, the first woman president of the APS (video length: 1 hr. 18.07 min.) and daughter of August and Marie Krogh.  In her interview, she describes her transition from dentistry to field work to study water balance on desert animals and how she took her family in a van to the Arizona desert and while pregnant developed a desert laboratory and measured water loss in kangaroo rats.  Dr. Schmidt-Nielsen was attracted to the early discoveries she made in desert animals, namely that these animals had specific adaptations to reduce their expenditure of water to an absolute minimum to survive. 

The Living History Project managed to secure video interviews with so many outstanding contributors to physiology including John B. West, Francois Abboud, Charles TiptonBarbara Horwitz, Lois Jane Heller, and L. Gabriel Navar to name a few.  For years to come, the archive provides the opportunity to learn from their collective wisdom, discoveries, family influences, career paths, and entries into science. 

As the 15th anniversary of the project approaches, we celebrate the life, contributions, dedication, ingenuity, and passion for science shared by this distinguished group of physiologists.  It is my hope you find inspiration, renewed interest, and feed your curiosity for science by taking the time to watch a few of these video interviews. 

Dr. Jessica M. Ibarra is an Assistant Professor of Physiology at Dell Medical School in the Department of Medical Education of The University of Texas at Austin.  She teaches physiology to first year medical students.  She earned her B.S. in Biology from the University of Texas at San Antonio.  Subsequently, she pursued her Ph.D. studies at the University of Texas Health Science Center in San Antonio where she also completed a postdoctoral fellowship.  Her research studies explored cardiac extracellular matrix remodeling and inflammatory factors involved in chronic diseases such as arthritis and diabetes.  When she is not teaching, she inspires students to be curious about science during Physiology Understanding Week in the hopes of inspiring the next generation of scientists and physicians. Dr. Ibarra is a native of San Antonio and is married to Armando Ibarra.  Together they are the proud parents of three adult children – Ryan, Brianna, and Christian Ibarra.

The Power of Compassionate Teachers

The 2018 Golden Globes were down in Nielsen ratings compared to last year.  According to Variety.com in a January 8, 2018 post, the Golden Globes drew in 19 million viewers representing an 5% drop in total viewers from 2017 (20 million).1 Audiences watched the 2018 Golden Globe awards which aired on January 7, 2018 and although viewership was down, the news coverage for the event had a lasting impact as a result of the acceptance speech given by the lifetime achievement recipient of the 2018 Cecil B. de Mille Award – Oprah Winfrey.  Though her moving speech lasted less than 10 minutes, it is one that will be remembered for a long time.

 

If the media’s response is any indication of whether it will go down as one of the greatest acceptance speeches, I’d say it is well on its way.

As of the writing of this blog, one 9.40 min clip posted by NBC of Oprah’s speech garnered over 7.5 million views and a google search of “Oprah Golden Globe 2018 speech” produces over 21 million hits just 5 days after the airing of the show.2

While I can go on about the themes in her speech, cultural statements she made, her great display of emotional intelligence, her well-structured speech, or its timeliness, it is what she didn’t say in her acceptance speech, but rather what she said in the backstage press room that stood out.

In the typical fashion of Golden Globe winners, Oprah exited the stage after her acceptance speech and proceeded backstage to take questions from journalists.  So, what did millions of viewers not hear in her speech that they missed in from her Q&A session with the press? For that information, you had to wait for the fourth question asked by a female journalist.  The journalist asked,

“What advice would you give 7-year-old Oprah (or 13-year-old Oprah) about surviving as a woman in this world?

The full video of her backstage Q&A session was posted by Variety on January 7, 2018 and has an impressive 1.1 million views, 9.55 minutes (within 5 days). 3 Interestingly, Forbes wrote the only news piece about the backstage session. 4 What would Oprah tell her 7-year-old self?  Without hesitation, Oprah responded,

“At seven, I was so sad and um… at seven, all of my real love came from my teachers. And so my teachers, (I would say that to anyone in this room), you have no idea the power of noticing another human being.  And what it feels like when somebody knows that they been seen – truly seen by you.  It is the greatest offering you can give.”

Did you catch that? All of her real love came from her teachers.  During those formative and critical years, her teachers showed her love and noticed her.

Oprah goes on to describe how the core need of humans to be noticed continues into adulthood.

“And all those years of the Oprah show, the greatest lessons I learned was that after every show someone would say invariably in one way or another um, “How was that?” I would finish an interview with…politicians, Barack Obama, George Biden, George Bush…Beyonce… they all say the same thing, “How was that?” and so I started to see that there is this common thread in our humanity, where everybody wants to know, “How was that, did I do okay? Did you hear me?  And did what I say mean something to you?”

Sound familiar?  Feedback. Whether you are being interviewed by a journalist or interacting with the teacher or peers in the classroom – we all desire feedback.  Feedback offers student insight into what they did or did not do well.  Feedback informs students about performance, behavior, competencies, understanding, and it is where learning takes place.  We all desire positive, constructive feedback.

Oprah concludes with a powerful statement on the importance of being heard.

“So, I would have to say that recognizing that in other people has helped me to become, you know, a person of compassion, a person of understanding, a person who can interview anybody about anything cause I know that at the core of you is the same at the core of me, you just want to be heard.”

You won’t see this part of her wisdom highlighted in blogs, news, or features.  Yet, her words give teachers something to think about.  Students (and teachers) have a core need to be noticed, receive feedback, and be heard.  Educational Psychology agrees:

  • Teachers effect student’s personality and performance,5
  • Teachers influence the classroom’s social context on learning and teaching,6
  • Teachers play a role in establishing a climate in which all students are accepted, valued, and respected,and
  • Teachers influence intrinsic motivation for learning in students and encourage life-long learning.7

As we enter a new semester, let us reflect on the influence we have on learners through interpersonal relationships and communication that occurs with our students, and thereby affects learning and student long-term success.

References

  1. TV Ratings: Golden Globes Down Slightly From 2017 http://variety.com/2018/tv/news/golden-globes-ratings-2018-1202656292/#utm_medium=social&utm_source=twitter&utm_campaign=social_bar&utm_content=bottom&utm_id=1202656292 via @variety
  2. Oprah Winfrey receives the Cecil B. de Mille Award at the 75th Annual Golden Globe Awards. https://youtu.be/fN5HV79_8B8
  3. Oprah Winfrey – 2018 Golden Globes – Full Backstage Speech. (9.55 min.) https://youtu.be/4CGBSGEkbKA
  4. Oprah Winfrey – 2018 Golden Globes – Full Backstage Speech. (begins at 06 min., https://youtu.be/4CGBSGEkbKA?t=5m6s)
  5. What Oprah Winfrey, The Star of the Golden Globes, Had to Say Backstage (Fores, January 8, 2018, https://www.forbes.com/sites/maddieberg/2018/01/08/what-oprah-winfrey-the-star-of-the-golden-globes-had-to-say-backstage/#426985353e32)
  6. The effect of teachers’ attitudes on students’ personality and performance. Procidea Social and Behavioral Sciences 30 (2011) 738-742. M. Ulug, M.S. Ozden, and A. Eryilmaz (https://doi.org/10.1016/j.sbspro.2011.10.144)
  7. American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK–12 teaching and learning. Retrieved from http:// www.apa.org/ed/schools/cpse/top-twenty-principles.pdf
Dr. Jessica M. Ibarra, is an Assistant Professor of Clinical and Applied Science Education at the University of the Incarnate Word (UIW) School of Osteopathic Medicine (SOM) at the Medical Campus in Brook City Base in San Antonio, TX.  Dr. Ibarra teaches gross anatomy and neuroanatomy in the Master of Biomedical Sciences Program. She received her doctorate degree in Cellular and Structural Biology from the University of Texas Health Science Center in San Antonio (UT) where she also completed a postdoctoral fellowship.  Following receipt of her doctorate, Dr. Ibarra joined UIW in 2009 Her scholarly work and interests have led her to teach physiology and anatomical sciences to students interested in pursuing a career in the health professions. As a researcher, she conducted studies to explore the role of key inflammatory factors involved in chronic diseases such as heart failure, arthritis, and diabetes.  When Dr. Ibarra is not teaching, she inspires students to be curious about science with visits to local schools.  She performs hands-on science activities during Physiology Understanding Week, at the Science Fiesta, and the USA Science Engineering Festival in Washington, DC.  Dr. Ibarra’s passion for teaching and service translates into facilitating learning in the next generation scientists and physicians. Dr. Ibarra is a native of San Antonio and is married to Armando Ibarra.  Together they are the proud parents of Ryan, Brianna, and Christian Ibarra.