Thirty minutes of handgrip exercise potentiates flow‐mediated dilatation in response to sustained and transient shear stress stimuli to a similar extent
Bibliographic record
Abstract
NEW FINDINGS: What is the central question of this study? This study sought to determine whether enhancement of brachial artery flow-mediated dilatation (FMD) after acute exposure to a sustained elevation in shear stress is greater when the shear stress stimulus for FMD is also sustained. What is the main finding and its importance? Brachial artery FMD in response to a sustained (handgrip exercise) and transient (reactive hyperaemia) shear stress stimulus was enhanced to a similar extent 10 min after a 30 min handgrip exercise intervention. This suggests that prior exposure to a sustained elevation in shear stress results in a similar acute augmentation of the ability of the endothelium to transduce sustained and transient shear stress stimuli. ABSTRACT: Brief (30 min) exposure of the brachial artery (BA) to a sustained elevation in shear stress has been shown to potentiate subsequent BA flow-mediated dilatation (FMD) in response to a transient shear stress stimulus [reactive hyperaemia (RH) FMD]. It is unknown whether matching the sustained shear stress exposure to a subsequent sustained shear stress stimulus for FMD [via handgrip exercise (SS-FMD)] might enhance the potentiation of FMD. The purpose of the study, therefore, was to assess the impact of a 30 min handgrip exercise intervention-induced elevation in shear stress on subsequent BA SS-FMD versus RH-FMD. Nineteen healthy men (22 ± 3 years) preformed a 30 min rhythmic handgrip exercise intervention on two experimental days. BA-FMD was assessed using either an RH or a 6 min sustained shear stress stimulus created via handgrip exercise (order of visits counterbalanced) at three time points: pre-intervention and 10 and 60 min post-intervention. The FMD was assessed using duplex ultrasound. Shear stress was estimated as shear rate (SR = BA blood velocity/BA diameter). Data are mean ± SD. Both SS and RH-FMD increased from pre-intervention to 10 min post-intervention [SS-FMD (6 min average), from 0.11 ± 0.05 to 0.16 ± 0.08 mm; P = 0.008; Cohen's d = 0.66; and RH-FMD, from 0.25 ± 0.1 to 0.32 ± 0.11 mm; P = 0.013; Cohen's d = 0.68]. The magnitude of enhancement in RH and SS-FMD did not differ (change in RH versus SS-FMD pre- versus 10 min post-intervention, P = 0.344). These findings suggest that exposure to elevated shear stress via 30 min of handgrip exercise potentiates subsequent FMD in response to sustained and transient elevations in shear stress to a similar extent.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".