- Education:Bachelor of Arts, Salem State University, Major: Biology, 2017
Master of Science in Human Physiology, Boston University, 2018
Doctor of Philosophy in Human Physiology, Boston University, 2021
Postdoctoral Fellowship in Cardiovascular Medicine, Boston University School of Medicine, 2021-2023
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Website or Lab:
Q.U.E.E.R. Lab
- Email:jessedm@bu.edu
Scholarly, Research, and/or Practice Interests
Dr. Moreira-Bouchard is the Co-PI of the Boston University Queer Understanding, Equity, and Education Research Lab (Q.U.E.E.R. Lab). Their research and teaching focus on LGBTQIA2S+ equity and inclusion in STEM and physiology education, as well as studying the physiology and epidemiology of cardiovascular diseases in LGBTQIA2S+ communities. Their lab studies how to make undergraduate and graduate physiology curricula to more inclusive for those from historically marginalized groups in STEM. Moreover, the lab is investigating the prevalence of hypertension and chronic stress in young adults belonging to medically marginalized communities, and studying exercise as a therapy.
Dr. Moreira-Bouchard has received research training in investigating the pathophysiology of cardiovascular diseases including heart failure and hypertension. They have research expertise in animal and cell models of cardiovascular disease, as well as human cross-sectional research utilizing quantitative and qualitative methods. They possess an affiliation with Boston University Medical Campus, where they collaborate with the iCaMP Program in the Department of Medicine.
Courses Taught
SAR HS370: Neuroanatomy and Neurophysiology
Undergraduate Prerequisites: (CASBI211 OR CASBI315) SAR HS369 recommended. - Lecture and laboratory related to the detailed study of development, morphology, internal configuration, and functions, and pathological deficits of the peripheral and central nervous system in humans. Spring semester only. (Credits: 4)
SAR HS375: Cardiovascular Pathophysiology
Undergraduate Prerequisites: (CASBI211 OR CASBI315) - Overview of anatomy and physiology of the cardiovascular systems during normal and pathological conditions. This course will also cover pathophysiology of exercise performance in cardiovascular diseases, as well as adaptations to physical conditioning. (Credits: 4)
SAR HS438: Pathophysiology in Marginalized Individuals
Structural racism. Misogyny. Transphobic legislation. What do these things have in common' Minority stress! We currently have an epidemic of chronic, noncommunicable, and infectious diseases plaguing women, people of color, and LGBTQIA2S individuals subject to excessive levels of psychosocial stress and structural violence. Through group discussions, clinically relevant case studies, and examinations of the most up to date literature, students in this course can expect to gain a thorough understanding of how psychosocial stress and structural inequity affect the human body, and how interventions from the community level to the individual level may alleviate this population-specific disease burden. (Credits: 4)
SAR HS576: Clinical Measurements in Cardiology
CLINMSMT CARDIO (Credits: 4)
SPH EH710: Physiological Mechanisms of Health and Disease
Can’t be taken together for credit with SPH EH 707 - This course provides students with a detailed working knowledge of the normal mechanisms of human body function in both health and disease states. It is most appropriate for MS and PhD students, though it is available to all undergraduate and graduate students. Physiological mechanisms are studied from the molecular level to the level of organ systems, and emphasis is placed on understanding how body processes are regulated and integrated so as to achieve homeostasis characteristic of a normal, healthy individual. Students will become acquainted with both the gross and histological anatomy of major organs. For each system covered, case studies of diseases of significant public health interest are used to reinforce application of basic physiological principles, and to acquaint students with physiological measurements commonly used in clinical settings. This course is recommended for all students who need a substantive understanding of human physiology for subsequent coursework. This course will be of special value to students who expect their careers to involve close interaction with health care providers. (Credits: 4)
Selected Publications
- Moreira-Bouchard JD, Godley S, DeBiasse MA. (2024) LGBTQ+ faculty, queering health sciences classrooms: student perspectives. Adv Physiol Educ;48(2):270-278. doi: 10.1152/advan.00200.2023. Epub 2024 Feb 22. PMID: 38385195.
- Taweh, O., Moreira, J.D. † (2023). Proposed mechanisms of hypertension and risk of adverse cardiovascular outcomes in LGBT communities. Am J Physiol – Heart Circ Physiol. 325(3):H522-H528.doi: 10.1152/ajpheart.00346.2023.
- Usselman CW, Lindsey ML, Robinson AT, Habecker BA, Taylor CE, Merryman WD, Kimmerly D, Bender JR, Regensteiner JG, Moreau KL, Pilote L, Wenner MM, O’Brien M, Yarovinsky TO, Stachenfeld NS, Charkoudian N, Denfeld QE, Moreira-Bouchard JD, Pyle WG, DeLeon-Pennell KY. (2023) Guidelines on the use of sex and gender in cardiovascular research. Am J Physiol Heart Circ Physiol. 2024 Jan 1;326(1):H238-H255. doi: 10.1152/ajpheart.00535.2023. Epub 2023 Nov 24. PMID: 37999647.
- Moreira, JD. †*, Haack, K.*, White, V., Bates, ML., Gopal, DM., Roepke, TA. (2023) Importance of Survey Demographic Questions to Foster Inclusion in Medicine and Research and Reduce Health Inequities for LGBTQIA2S+ Individuals. Am J Physiol – Heart Circ Physiol. 2023 May. PMID: 37115629 DOI: 10.1152/ajpheart.00152.2023
- Moreira, JD., Chaudhary, P., Frame, AA., Puleo, F., Nist, KM., Abkin, EA., Moore, TL., George, JC., Wainford, RD. (2019) Inhibition of Microglial Activation in Rats Attenuates Central Inflammation in Gαi2 Protein Dependent Salt Sensitive Hypertension. Exp Physiol. Dec; 104(12):1892-1910. DOI: 10.1113/EP087924; PMID: 31631436.
- Moreira, JD.*, Nist, KM.*, Carmichael, CY., Kuwabara, JT., Wainford, RD. (2021) Sensory afferent renal nerve activated Gαi2 subunit proteins mediate the natriuretic, sympathoinhibitory and normotensive responses to peripheral sodium challenges. Front. Physiol. 12:771167. doi: 10.3389/fphys.2021.771167
- Moreira, JD., Gower, AC., Xue, L., Alekseyev, Y., Smith, KK., Choi, SH., Ayalon, N, Farb, MG., Tenan, K., LeClerc, A., Levy, D., Benjamin, EJ., Lenburg, ME., Mitchell, RN., Padera, RF., Fetterman, JL., Gopal, DM. “Systematic Dissection, Preservation, and Multiomics in Whole Human and Bovine Hearts” (2022) Cardiovascular Pathology. doi.org/10.1016/j.carpath.2022.107495
- Moreira, JD. †, Bates, ML., Roepke, TA. (2022) Challenges and Inclusive Practices for LGBTQIA2S+ Scientists in the American Physiological Society. Am J Physiology – Heart Circ. 2022 Jul 1;323(1):H121-H124. doi: 10.1152/ajpheart.00234.2022. Epub 2022 Jun 10.
† denotes corresponding authorship
* denotes equal contributors
Mentees underlined
Media
- “How APS Can Support LGBTQ Members” (2022) An interview with Jesse Moreira, PhD, Troy Roepke, PhD, and Melissa Bates, PhD, Evolution, The Physiologist Magazine, a column from APS Executive Director Scott Steen, CAE, FASAE.
- “Supporting the LGBTQ+ Community” (2023) Interview with Jesse Moreira, PhD, Health Matters, Ep. 106, a Boston University Podcast by Professor Karen Jacobs.
- “Patient and Health Professional Perspective on Cardiovascular Disease in Minority Communities” (2023) Interview with Jesse Moreira, PhD, Ward Rounds, Ep 1, a Boston University Podcast by Eric Fu and Seth Isaacman.
- “Importance of Survey Demographic Questions to Foster Inclusion in Medicine and Research and Reduce Health Inequities for LGBTQIA2S+ Individuals” (2023) Interview with Jesse Moreira, PhD, Troy Roepke, PhD, and Karla Haack, PhD, AJP Heart Circ Podcast, Host: Kara Hansell Keehan.
- “Beyond the Binary” (2023) Interview with Jesse Moreira-Bouchard, PhD, The Physiologist Magazine.
- “Guidelines on Use of Sex and Gender in Cardiovascular Research” (2024) Dr. Kristine DeLeon-Pennell interviews Dr. Charlotte Usselman, Dr. Judy Regensteiner, Dr. Kerrie Moreau, Dr. Austin Robinson, Dr. Jesse Moreira-Bouchard and Dr. Quin Denfeld. AJP Heart Circ Podcast, Host: Kara Hansell Keehan.
Commitment to Diversity, Equity, Inclusion, and Accessibility
In both a professional and personal capacity, I am committed to supporting diversity, equity, inclusion, and accessibility (DEIA). My efforts to foster DEIA are rooted in three pillars, which together uphold my commitment to genuine connection, inclusion, sense of belonging, and supporting diversity in STEM.
Pillar 1: Community Engagement and Activism
Genuine inclusion and sense of belonging are first and foremost fostered by grassroots, community focused efforts. As a member of several underrepresented and marginalized communities, I actively engage other community members in both academic and non-academic local spaces in the discussions around what makes a space equitable and inclusive, and work with teams comprised of community members in all efforts to foster inclusion. An important part of this work is meeting others where they are at, including local safe “third places” such as LGBTQIA+ bars, community centers, and group spaces. Additionally, I participate in community-centered activism from local to state levels to help advocate for progressive policy change to foster financial and social equity, as city, state, and national policy and structural norms and laws can have a significant effect on marginalized communities. Last, community engagement is a broader effort in the 21st century, involving the use of social media and other digital platforms. I am highly active on X (formerly Twitter), where I disseminate research related to LGBTQIA+ health, connect with junior and senior folks in STEM to collaborate nationally and internationally on equity related projects, and build support networks for LGBTQIA+ folks in and out of academia.
Pillar 2: Scholarly Inquiry
In order to foster equity in health, there is a desperate need to understand the distribution and root causes of, health inequities. My laboratory studies the psychosocial causes and epidemiology of cardiovascular disease in marginalized communities in the Greater Boston area. We work with local community centers and businesses to engage the community in research design as well as participation in research studies, and build teams comprised of stakeholders with multiple intersectional identities to help identify which health inequities exist. Moreover, we are committed to open access distribution of research findings to ensure widespread access to data. My lab group is committed to regular self-reflection and learning through journal club, seminars, and professional development opportunities including topics of anti-racism, LGBTQIA+ equity, and gender parity, among others. To this end, I have already published review articles, commentaries, and primary peer-reviewed research articles on improving LGBTQIA+ inclusion in medical research, undergraduate and graduate training in science and medicine, and in clinical guidelines. Several of these projects have also been grant-funded through my home institution, Boston University. My lab has received national coverage in press releases, podcasts, news articles, as well as through invited talks I have given for the US National Institutes of Health, as well as societies such as the American Physiological Society. Having a national platform allows for wider dissemination of my research and broader awareness of LGBTQIA+ issues.
Pillar 3: Inclusive Pedagogy
As a teacher, I am aware of the great responsibility I have in educating the next generation of scientists and clinicians. Through my own professional development via formal and informal training, mentored experiences, and self-directed weekly reading, I attempt to identify best practices for fostering sense of belonging and accessibility in my classroom. In my first year as a faculty member, I notably conducted two separate research studies to identify the effects of 1) alternative testing practices on reducing stress in classroom environments and 2) how queer authenticity as an instructor fosters sense of community and comfort for students of all backgrounds in STEM classrooms. Moreover, I am committed to course development and restructuring to ensure best inclusive practices from the literature are employed and the most contemporary, inclusive content on health in multiple populations is included in my teaching.
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