Browse content similar to Episode 5. Check below for episodes and series from the same categories and more!
Line | From | To | |
---|---|---|---|
We're discovering astonishing things about the human body all the time | 0:00:02 | 0:00:06 | |
through people who are different from most. | 0:00:06 | 0:00:08 | |
I'm Gabriel Weston. | 0:00:10 | 0:00:12 | |
As a surgeon, I've spent years studying the human body. | 0:00:12 | 0:00:15 | |
And the secrets of how it works are often revealed by the most rare and | 0:00:17 | 0:00:22 | |
surprising of cases. | 0:00:22 | 0:00:23 | |
So I've searched the world to find these extraordinary people | 0:00:25 | 0:00:29 | |
and bring you their stories. | 0:00:29 | 0:00:31 | |
This is my heart. I'm the only one that has this. | 0:00:32 | 0:00:37 | |
I'm Jodi Seneca, and I can't feel fear. | 0:00:37 | 0:00:39 | |
My name is Harnaam Kaur, and I'm a fabulous bearded lady. | 0:00:39 | 0:00:43 | |
With the help of the doctors that treat them | 0:00:43 | 0:00:46 | |
and some of the world's leading scientists, | 0:00:46 | 0:00:49 | |
I'll be uncovering exactly what makes their bodies unique. | 0:00:49 | 0:00:54 | |
I'm going to show you the hidden processes that make them exceptional. | 0:00:55 | 0:01:00 | |
Just look at that! | 0:01:02 | 0:01:03 | |
I'll discover how they're leading us to the cures of the future. | 0:01:05 | 0:01:10 | |
When we make a breakthrough like this, it is very exciting. | 0:01:10 | 0:01:13 | |
And I'll use the latest technology to uncover the secrets of their bodies | 0:01:14 | 0:01:20 | |
and reveal how all of these cases are giving us a new understanding | 0:01:20 | 0:01:25 | |
of the most amazing natural machine on the planet. | 0:01:25 | 0:01:30 | |
The human body. | 0:01:30 | 0:01:32 | |
There's no time in life more amazing than the nine months we spend | 0:01:46 | 0:01:51 | |
developing inside the womb. | 0:01:51 | 0:01:53 | |
We go from two single cells, a sperm and an egg, | 0:01:53 | 0:01:57 | |
to a fully fledged human being within the space of a year. | 0:01:57 | 0:02:00 | |
It's one of the most incredible transformations in the natural world. | 0:02:02 | 0:02:06 | |
And the slightest mistake can shape our bodies in extraordinary ways. | 0:02:08 | 0:02:13 | |
In this programme we'll discover why this man has super-strong bones, | 0:02:14 | 0:02:20 | |
why this woman has two wombs, | 0:02:20 | 0:02:23 | |
why this girl's arm won't stop growing | 0:02:23 | 0:02:28 | |
and why this boy's cells were re-engineered to save his life. | 0:02:28 | 0:02:32 | |
The tiniest flaw or mutation that occurs when a cell divides, | 0:02:35 | 0:02:39 | |
even in a single gene, | 0:02:39 | 0:02:41 | |
can have the most enormous impact on how our bodies work. | 0:02:41 | 0:02:45 | |
And this is bringing some of the most exciting new discoveries in medicine, | 0:02:45 | 0:02:50 | |
as our first case shows. | 0:02:50 | 0:02:52 | |
Ceniya looks like a pretty normal ten-year-old. | 0:02:55 | 0:02:58 | |
I like to do basketball, tennis, archery, | 0:02:58 | 0:03:01 | |
swimming and dancing and gymnastics. | 0:03:01 | 0:03:04 | |
And this makes her extraordinary. | 0:03:06 | 0:03:09 | |
My name is Ceniya. | 0:03:09 | 0:03:10 | |
I have a sickle cell disease, but I am not sick. | 0:03:10 | 0:03:12 | |
Ceniya has a debilitating disease called sickle cell. | 0:03:14 | 0:03:18 | |
She shouldn't be able to run around like this. | 0:03:18 | 0:03:20 | |
But it looks as though nobody has told Ceniya. | 0:03:20 | 0:03:23 | |
When Ceniya was born, she was a sweetheart. | 0:03:26 | 0:03:29 | |
You know, she was always smiling, always playful. | 0:03:29 | 0:03:31 | |
But shortly after she was born, | 0:03:33 | 0:03:35 | |
Ceniya was diagnosed with sickle cell... | 0:03:35 | 0:03:37 | |
..a blood disease that can lead to pain, strokes and infections. | 0:03:39 | 0:03:43 | |
It can be fatal. | 0:03:43 | 0:03:45 | |
And, as yet, there is no cure. | 0:03:45 | 0:03:47 | |
We were told it was the worst type and, basically, | 0:03:51 | 0:03:55 | |
that she's going to have all these crises, | 0:03:55 | 0:03:58 | |
and going through pain all her life, | 0:03:58 | 0:04:01 | |
and her life expectancy was going to be low. | 0:04:01 | 0:04:03 | |
That moment was just devastating. | 0:04:03 | 0:04:05 | |
Sickle cell disease is an inherited condition that requires inheriting a | 0:04:08 | 0:04:13 | |
faulty gene from your mother and your father. | 0:04:13 | 0:04:16 | |
It's suffered mainly by the African-Caribbean community. | 0:04:16 | 0:04:19 | |
I have family members that have sickle cell disease, | 0:04:20 | 0:04:23 | |
and I've seen the pain, and all of the agony that they go through, | 0:04:23 | 0:04:28 | |
and all the hospital stays. | 0:04:28 | 0:04:29 | |
So I cried a lot. | 0:04:29 | 0:04:31 | |
You know, just knowing my daughter was going to have to go through this. | 0:04:31 | 0:04:34 | |
Ceniya was referred to the Children's Cancer and Blood Disorder Center in Boston. | 0:04:36 | 0:04:41 | |
Her doctor is Matthew Heaney, who specialises in sickle cell disease. | 0:04:41 | 0:04:46 | |
Sickle cell disease is a disease of the red blood cell. | 0:04:47 | 0:04:50 | |
In our body we have trillions of red blood cells. | 0:04:50 | 0:04:53 | |
Red blood cells move through the blood vessels | 0:04:53 | 0:04:55 | |
to mostly deliver oxygen to the rest of our body. | 0:04:55 | 0:04:58 | |
All of our tissues and organs need oxygen. | 0:04:58 | 0:05:00 | |
Red blood cells are full of haemoglobin, | 0:05:02 | 0:05:05 | |
a protein that carries the oxygen, seen here in blue. | 0:05:05 | 0:05:08 | |
Normally, these cells are disc-shaped and flexible. | 0:05:11 | 0:05:15 | |
But sickle cell patients have a faulty version of haemoglobin. | 0:05:15 | 0:05:18 | |
After it's delivered its oxygen to the body it causes a catastrophic change | 0:05:20 | 0:05:25 | |
in the shape of the red blood cells. | 0:05:25 | 0:05:26 | |
The diseased cells form an abnormal sickle shape, | 0:05:28 | 0:05:32 | |
and these little sickles, within the red blood, are rigid, | 0:05:32 | 0:05:36 | |
and they get stuck in the blood vessels, | 0:05:36 | 0:05:39 | |
causing pain and other things like strokes. | 0:05:39 | 0:05:42 | |
But Ceniya is not suffering any of these symptoms. | 0:05:44 | 0:05:47 | |
How you been since I last saw you? | 0:05:49 | 0:05:50 | |
-Good. -You had any problems? | 0:05:50 | 0:05:53 | |
And it doesn't look like you've been in that emergency room since I last saw you. | 0:05:53 | 0:05:56 | |
No. | 0:05:56 | 0:05:57 | |
Since being diagnosed with sickle cell disease as a baby, | 0:05:58 | 0:06:02 | |
Ceniya's family have been expecting her to fall seriously ill at any moment. | 0:06:02 | 0:06:07 | |
But it hasn't happened. | 0:06:07 | 0:06:10 | |
How can Ceniya have a life-threatening illness | 0:06:10 | 0:06:13 | |
but no symptoms? | 0:06:13 | 0:06:15 | |
Dr Heaney was determined to find out. | 0:06:17 | 0:06:19 | |
So when Ceniya was one year old, he took a blood sample. | 0:06:19 | 0:06:24 | |
And he found out that it contained high levels of a type of haemoglobin | 0:06:24 | 0:06:28 | |
he wasn't expecting to see... | 0:06:28 | 0:06:30 | |
..foetal haemoglobin, | 0:06:31 | 0:06:33 | |
a kind we have when we're still in our mother's womb | 0:06:33 | 0:06:37 | |
and not yet taking in oxygen by breathing. | 0:06:37 | 0:06:40 | |
It's a very special type of haemoglobin, for that environment. | 0:06:43 | 0:06:46 | |
It has a very high affinity for oxygen, | 0:06:46 | 0:06:48 | |
meaning it holds on to oxygen tightly, | 0:06:48 | 0:06:50 | |
and can extract oxygen from the mother's placenta for life in the womb. | 0:06:50 | 0:06:54 | |
The instant we're born, we're suddenly in an environment | 0:06:56 | 0:07:00 | |
with much more oxygen. | 0:07:00 | 0:07:02 | |
It means our blood needs to adapt quickly in the very earliest moments | 0:07:02 | 0:07:07 | |
of life. | 0:07:07 | 0:07:09 | |
And I'm going to show you one of the many reasons why. | 0:07:09 | 0:07:12 | |
Now, obviously, we need oxygen to survive. | 0:07:14 | 0:07:16 | |
But if we have too much of it, | 0:07:16 | 0:07:18 | |
it can cause the formation of highly reactive and damaging molecules. | 0:07:18 | 0:07:23 | |
Now, this is one such highly reactive substance. | 0:07:23 | 0:07:27 | |
It's known as hydrogen peroxide, | 0:07:27 | 0:07:29 | |
and it can cause a huge amount of damage within the body. | 0:07:29 | 0:07:33 | |
Now, if I add some of this substance to water... | 0:07:33 | 0:07:36 | |
..very little happens. | 0:07:38 | 0:07:40 | |
But look what happens when I add it to blood. | 0:07:40 | 0:07:43 | |
Just look at that! | 0:07:44 | 0:07:46 | |
Now, obviously, newborn blood doesn't foam and bubble in that way, | 0:07:47 | 0:07:51 | |
but the principle is the same. | 0:07:51 | 0:07:54 | |
There's an enzyme in the blood called catalase, | 0:07:54 | 0:07:56 | |
and what that's doing right now is neutralising the hydrogen peroxide | 0:07:56 | 0:08:01 | |
in a way that makes it less harmful. | 0:08:01 | 0:08:04 | |
Newborn babies have extra levels of this catalase in their blood, | 0:08:04 | 0:08:08 | |
in the first few days of life, | 0:08:08 | 0:08:10 | |
while they're becoming accustomed to the extra oxygen in the outside world. | 0:08:10 | 0:08:15 | |
As soon as a baby is born, one of the key changes in their blood | 0:08:17 | 0:08:21 | |
is that they switch from foetal to adult haemoglobin, | 0:08:21 | 0:08:25 | |
which adapts to the extra oxygen in the air. | 0:08:25 | 0:08:28 | |
By the time we're a year old, | 0:08:31 | 0:08:33 | |
most of us only have a trace of foetal haemoglobin left. | 0:08:33 | 0:08:37 | |
About 1%. | 0:08:37 | 0:08:38 | |
But Ceniya is different. | 0:08:40 | 0:08:42 | |
At the age of one, she had more than 30%. | 0:08:42 | 0:08:45 | |
And Dr Heaney suspected that this was why she wasn't displaying | 0:08:47 | 0:08:51 | |
any of the symptoms of her disease, | 0:08:51 | 0:08:53 | |
because foetal haemoglobin doesn't form the problematic sickle shape. | 0:08:53 | 0:08:58 | |
Sickle haemoglobin sticks together when it's lost its oxygen. | 0:09:00 | 0:09:04 | |
The foetal haemoglobin doesn't participate in that sticking together. | 0:09:04 | 0:09:06 | |
So the more foetal haemoglobin you have, | 0:09:06 | 0:09:08 | |
it interferes with that interaction, | 0:09:08 | 0:09:10 | |
and allows the cell to stay in a nice disc shape, | 0:09:10 | 0:09:13 | |
and not take up the stiff and unbendable sickle form. | 0:09:13 | 0:09:16 | |
Ceniya's case is highly unusual. | 0:09:18 | 0:09:21 | |
So why is it that most of us switch almost entirely from foetal | 0:09:21 | 0:09:26 | |
to adult haemoglobin at birth but rare individuals like Ceniya don't? | 0:09:26 | 0:09:32 | |
Scientists hope that if they could uncover that secret, | 0:09:35 | 0:09:38 | |
it might lead to a new treatment for sickle cell disease. | 0:09:38 | 0:09:42 | |
Dr Stuart Orkin is a researcher at the Boston Children's Cancer and | 0:09:43 | 0:09:48 | |
Blood Disorders Center. | 0:09:48 | 0:09:49 | |
One of the really central research activities within the entire field | 0:09:52 | 0:09:56 | |
has been to try to understand how it is that we switch | 0:09:56 | 0:10:00 | |
from a foetal haemoglobin to an adult haemoglobin, | 0:10:00 | 0:10:03 | |
which occurs, really, around the time of birth. | 0:10:03 | 0:10:06 | |
Dr Orkin suspected we must have specific genes responsible for the | 0:10:09 | 0:10:14 | |
crucial switch from foetal to adult haemoglobin. | 0:10:14 | 0:10:18 | |
For 30 years, he combed through the genes of families with | 0:10:18 | 0:10:22 | |
and without the disease, | 0:10:22 | 0:10:24 | |
searching for one tiny difference that could lead him to the switch. | 0:10:24 | 0:10:28 | |
Eventually, he found a gene called BCL 11A | 0:10:29 | 0:10:33 | |
that seems to be different in people with sickle cell disease. | 0:10:33 | 0:10:37 | |
It was a major step forward, | 0:10:38 | 0:10:40 | |
but now Dr Orkin desperately needed to find out if this gene really | 0:10:40 | 0:10:46 | |
could be the switch he'd been looking for. | 0:10:46 | 0:10:48 | |
To find out, Dr Orkin did some experiments with mice. | 0:10:51 | 0:10:55 | |
He took a mouse with sickle cell disease | 0:10:56 | 0:10:59 | |
and removed the BCL 11A gene. | 0:10:59 | 0:11:02 | |
What he discovered was remarkable. | 0:11:03 | 0:11:06 | |
This is the image of a blood smear of a mouse with sickle cell disease. | 0:11:07 | 0:11:12 | |
You can see these funny-shaped cells, sickle cells. | 0:11:13 | 0:11:17 | |
Now, we've taken this kind of mouse, and we've removed the gene. | 0:11:17 | 0:11:22 | |
And when we do that, | 0:11:22 | 0:11:24 | |
you can see that the cells now take on the normal appearance. | 0:11:24 | 0:11:29 | |
They are now quite round and uniform. | 0:11:29 | 0:11:31 | |
These mice have normal blood and a normal life span. | 0:11:31 | 0:11:35 | |
So that experiment demonstrates that removing the gene cures sickle cell | 0:11:35 | 0:11:41 | |
disease, at least in this mouse model. | 0:11:41 | 0:11:43 | |
This is an exciting breakthrough. | 0:11:45 | 0:11:48 | |
By removing one gene, scientists have altered the switch. | 0:11:48 | 0:11:52 | |
So the mouse continues to produce more foetal haemoglobin, | 0:11:52 | 0:11:56 | |
which doesn't form sickle cells. | 0:11:56 | 0:11:59 | |
Now there's a new hope of a treatment for sickle cell patients. | 0:11:59 | 0:12:03 | |
The goal would be to be able to have a pill that we could give to an | 0:12:05 | 0:12:10 | |
individual and instead of having 1% foetal haemoglobin, | 0:12:10 | 0:12:14 | |
maybe we'd have 10%. | 0:12:14 | 0:12:17 | |
And I don't dare predict when, and if, that will occur. | 0:12:17 | 0:12:23 | |
But it's a goal that is worthy of research. | 0:12:23 | 0:12:26 | |
If Dr Orkin can harness what he's learned in his research, | 0:12:32 | 0:12:35 | |
tens of thousands of people suffering from sickle cell disease might have, | 0:12:35 | 0:12:40 | |
in their future, the possibility of leading healthy, active lives. | 0:12:40 | 0:12:44 | |
Just like Ceniya. | 0:12:44 | 0:12:46 | |
I hope that soon, like, when I get older, the doctors find my cure, | 0:12:48 | 0:12:53 | |
and they give it to those people, and they, finally, can do what I do. | 0:12:53 | 0:12:56 | |
Ceniya for president, remember I said that. | 0:12:58 | 0:13:00 | |
THEY LAUGH | 0:13:00 | 0:13:01 | |
Ceniya's case shows us one single, | 0:13:05 | 0:13:08 | |
but vital, stage in the unimaginably complex process of how we grow and | 0:13:08 | 0:13:14 | |
develop from one tiny bundle of cells in our mother's womb | 0:13:14 | 0:13:19 | |
to a fully formed human made up of trillions of cells. | 0:13:19 | 0:13:22 | |
The next cases we'll look at reveal | 0:13:24 | 0:13:26 | |
how these cells that our bodies are made up of | 0:13:26 | 0:13:30 | |
can grow in extraordinary ways. | 0:13:30 | 0:13:32 | |
In 2005, Clare Miles gave birth to twins. | 0:13:36 | 0:13:40 | |
But this had been no ordinary pregnancy... | 0:13:42 | 0:13:45 | |
..because Claire has two wombs. | 0:13:47 | 0:13:50 | |
And each baby grew in a separate womb. | 0:13:52 | 0:13:55 | |
Claire was born with a condition called uterus didelphys. | 0:13:56 | 0:14:01 | |
She was completely unaware of it until she was 20, | 0:14:01 | 0:14:05 | |
when she had to have emergency surgery. | 0:14:05 | 0:14:07 | |
I'd had an abscess on my vagina wall, which | 0:14:08 | 0:14:12 | |
had caused a great deal of pain. | 0:14:12 | 0:14:16 | |
And I woke up to discover that I had... | 0:14:16 | 0:14:21 | |
two wombs. | 0:14:21 | 0:14:22 | |
Claire's condition helps us understand | 0:14:24 | 0:14:27 | |
how our bodies are formed in the womb. | 0:14:27 | 0:14:30 | |
Normally, the female foetus starts off with two separate tubes that | 0:14:33 | 0:14:37 | |
eventually fuse to form a single womb. | 0:14:37 | 0:14:42 | |
But in about 3% of babies, this fusing process gets disrupted. | 0:14:42 | 0:14:46 | |
And in some rare cases, a girl is born with two wombs, like Claire. | 0:14:48 | 0:14:52 | |
It's even more rare, and very risky, | 0:14:55 | 0:14:58 | |
to have a pregnancy in both wombs at once. | 0:14:58 | 0:15:00 | |
That's because each uterus can go into labour at a different time. | 0:15:02 | 0:15:06 | |
But on the 8th of June 2005, | 0:15:09 | 0:15:11 | |
Maisie Rose and Noah Henry both arrived safely | 0:15:11 | 0:15:14 | |
by Caesarean section. | 0:15:14 | 0:15:16 | |
It's often in cases like these, | 0:15:24 | 0:15:26 | |
where a person's body grows in an unusual way, | 0:15:26 | 0:15:29 | |
that we can trace back to the beginning of the process, | 0:15:29 | 0:15:33 | |
and uncover the secrets of how our body's built. | 0:15:33 | 0:15:36 | |
In our next case, | 0:15:38 | 0:15:39 | |
we'll meet one girl whose body isn't growing the way most of us do. | 0:15:39 | 0:15:44 | |
Hi, I'm Leah Hardcastle, I'm 14, and I love to ride horses. | 0:15:48 | 0:15:52 | |
Leah has a very unusual condition that affects how her body grows. | 0:15:53 | 0:15:58 | |
She's had this from birth, and really, | 0:15:59 | 0:16:01 | |
it's just where certain areas of Leah's body are growing far quicker | 0:16:01 | 0:16:05 | |
than other parts of her body. | 0:16:05 | 0:16:07 | |
My arm just looked different. | 0:16:09 | 0:16:12 | |
I mean, this arm is absolutely fine. | 0:16:12 | 0:16:15 | |
No problems. And then the left arm, my hand, | 0:16:15 | 0:16:18 | |
it just looked out of proportion. | 0:16:18 | 0:16:20 | |
It turns out Leah is one of very few people | 0:16:24 | 0:16:27 | |
who are suffering from a condition called segmental overgrowth. | 0:16:27 | 0:16:31 | |
And what that means | 0:16:31 | 0:16:32 | |
is that Leah's left arm is growing continually at an abnormal rate. | 0:16:32 | 0:16:39 | |
In 14 years, she's had over 30 operations to reduce the size of her arm. | 0:16:41 | 0:16:46 | |
Each surgery, it will get better for a few months, | 0:16:48 | 0:16:51 | |
and then it might just grow really fast, | 0:16:51 | 0:16:56 | |
or it will grow eventually. | 0:16:56 | 0:16:58 | |
This is a condition that doesn't affect any other part of Leah's body. | 0:17:00 | 0:17:05 | |
Only her left arm keeps growing. | 0:17:05 | 0:17:08 | |
So why does this happen? | 0:17:08 | 0:17:09 | |
The answer could lie in pioneering research being carried out by | 0:17:10 | 0:17:14 | |
scientists in Cambridge. | 0:17:14 | 0:17:16 | |
My name is Robert Semple, | 0:17:17 | 0:17:18 | |
I'm a principal investigator at the University of Cambridge | 0:17:18 | 0:17:21 | |
in metabolic science. | 0:17:21 | 0:17:23 | |
Dr Semple believes Leah's condition has its origins in the very | 0:17:23 | 0:17:27 | |
earliest days of life in the womb, | 0:17:27 | 0:17:29 | |
when an embryo is made up of just a few cells. | 0:17:29 | 0:17:32 | |
We all start out as a fertilised egg, | 0:17:35 | 0:17:38 | |
and in that egg there is a shuffling of the genes from our mother and | 0:17:38 | 0:17:42 | |
father. And it provides the full complement of genes | 0:17:42 | 0:17:45 | |
which are transmitted to all the cells of our body in adult life. | 0:17:45 | 0:17:49 | |
So one cell becomes two cells, | 0:17:49 | 0:17:51 | |
that becomes four cells, | 0:17:51 | 0:17:54 | |
but this all relies on all 20,000 genes being copied accurately. | 0:17:54 | 0:17:58 | |
And if there's a change in a gene which allows a cell to survive, | 0:17:58 | 0:18:03 | |
and which changes the properties of that cell, | 0:18:03 | 0:18:05 | |
then this will appear at this stage, | 0:18:05 | 0:18:07 | |
so this is represented here by yellow. | 0:18:07 | 0:18:10 | |
So we now have a situation where the embryo contains a mixture of normal | 0:18:10 | 0:18:13 | |
cells, with the same genes as the parents, and one abnormal cell. | 0:18:13 | 0:18:17 | |
In Leah's case, the part of her body that has become her left arm had a | 0:18:20 | 0:18:25 | |
mutation in one of the genes that meant that that part of her body has | 0:18:25 | 0:18:29 | |
developed abnormally. | 0:18:29 | 0:18:31 | |
And Dr Semple had a good idea which gene was responsible. | 0:18:32 | 0:18:36 | |
By the time we met Leah we had worked out from studying similar patients | 0:18:37 | 0:18:42 | |
that nearly always the change was in the PIK3CA gene, so therefore, | 0:18:42 | 0:18:45 | |
we focused first on the PIK3CA gene. | 0:18:45 | 0:18:48 | |
PIK3CA is a gene that is involved in controlling growth. | 0:18:50 | 0:18:54 | |
Because Leah has an abnormality at this particular point in her genetics, | 0:18:56 | 0:19:01 | |
what that means is that her cells just don't know when to stop growing. | 0:19:01 | 0:19:05 | |
This reminded Dr Semple of a different illness altogether... | 0:19:07 | 0:19:10 | |
..cancer, | 0:19:12 | 0:19:14 | |
a disease that's also caused by an uncontrolled growth of abnormal cells | 0:19:14 | 0:19:19 | |
in a part of the body. | 0:19:19 | 0:19:21 | |
And this similarity gave him an idea. | 0:19:21 | 0:19:24 | |
We knew that if we could take some of those medicines which were being | 0:19:25 | 0:19:28 | |
used in cancer, it might give us a chance of reducing the growth, | 0:19:28 | 0:19:32 | |
possibly even shrinking down the extra growth in patients like Leah. | 0:19:32 | 0:19:35 | |
Leah has just been involved in an initial trial | 0:19:38 | 0:19:41 | |
of one particular cancer drug, | 0:19:41 | 0:19:44 | |
and has come to Addenbrooke's Hospital in Cambridge. | 0:19:44 | 0:19:46 | |
The machines will come to the top of your head. | 0:19:48 | 0:19:50 | |
And when it's scanning back down is when it's actually scanning you. | 0:19:50 | 0:19:53 | |
OK? | 0:19:53 | 0:19:54 | |
Scientists are scanning Leah's body so they can monitor the mass | 0:19:54 | 0:19:58 | |
of her arm. | 0:19:58 | 0:19:59 | |
The top arm seems to have stayed | 0:20:02 | 0:20:05 | |
roughly the same. | 0:20:05 | 0:20:07 | |
This time there's not much change. | 0:20:09 | 0:20:11 | |
But it's early days for the research, | 0:20:11 | 0:20:13 | |
and this is just one drug among several that Dr Semple intends to | 0:20:13 | 0:20:17 | |
trial in the hope that a cure can be found for patients like Leah | 0:20:17 | 0:20:21 | |
in the future. | 0:20:21 | 0:20:23 | |
She has played a really important part, | 0:20:26 | 0:20:30 | |
and we will be running more studies starting next year, | 0:20:30 | 0:20:33 | |
and in subsequent years, | 0:20:33 | 0:20:34 | |
and we'll make sure we offer her the chance to play her part in those as well. | 0:20:34 | 0:20:38 | |
If these trials really do help, I'd be up for it. | 0:20:39 | 0:20:44 | |
Any time. Because helping anyone else is just my main priority. | 0:20:44 | 0:20:48 | |
Leah's story reveals the key process in our transformation from a bundle | 0:20:54 | 0:20:59 | |
of cells to a fully fledged adult. | 0:20:59 | 0:21:02 | |
As we grow and develop, our cells divide and divide again. | 0:21:02 | 0:21:07 | |
But this process is anything but haphazard. | 0:21:07 | 0:21:10 | |
It needs to happen in a controlled way, | 0:21:10 | 0:21:14 | |
and among the most astonishing cases in the history of medicine is one | 0:21:14 | 0:21:19 | |
where the cells just didn't know when to stop. | 0:21:19 | 0:21:21 | |
Henrietta Lacks has the most extraordinary cells on the planet. | 0:21:25 | 0:21:29 | |
Yet she died more than 60 years ago. | 0:21:30 | 0:21:34 | |
And in her lifetime, there seemed nothing remarkable about her. | 0:21:34 | 0:21:38 | |
Henrietta Lacks came to Baltimore with her husband, | 0:21:39 | 0:21:43 | |
they lived in an area where many African-Americans from the South came. | 0:21:43 | 0:21:49 | |
James Potter is assistant professor of medicine at the Johns Hopkins | 0:21:51 | 0:21:55 | |
University in Baltimore. | 0:21:55 | 0:21:57 | |
She went to a doctor complaining of pain, | 0:21:59 | 0:22:03 | |
and he referred her to Johns Hopkins. | 0:22:03 | 0:22:06 | |
That's when her cervical cancer was discovered. | 0:22:06 | 0:22:10 | |
The doctors found a tumour and took biopsies for testing. | 0:22:12 | 0:22:16 | |
But her cancer had spread, and Henrietta died. | 0:22:16 | 0:22:20 | |
She was just 31 years old. | 0:22:20 | 0:22:22 | |
But the cells from her biopsies were still in the hospital laboratory, | 0:22:24 | 0:22:28 | |
and the lab technicians noticed they were doing something very unusual. | 0:22:28 | 0:22:34 | |
The technicians were the first to really get excited, | 0:22:34 | 0:22:38 | |
when they saw that there were individual cells growing. | 0:22:38 | 0:22:44 | |
They knew this was different from all other attempts | 0:22:44 | 0:22:48 | |
to grow human cells in culture. | 0:22:48 | 0:22:51 | |
Back in the 1950s, scientists were only able to preserve human cells | 0:22:53 | 0:22:58 | |
outside the body for a few days or weeks. | 0:22:58 | 0:23:02 | |
They wanted to use them for vital research into cancer and other diseases. | 0:23:02 | 0:23:06 | |
But often the cells would die before their investigations were complete. | 0:23:07 | 0:23:11 | |
Henrietta's cells were different. | 0:23:13 | 0:23:15 | |
These cells continued to grow. | 0:23:19 | 0:23:22 | |
The researchers were able to grow them in large quantities, | 0:23:22 | 0:23:26 | |
they did not begin to die off or to change their characteristics. | 0:23:26 | 0:23:31 | |
This is a time-lapse of cells taken from Henrietta Lacks's tumour. | 0:23:33 | 0:23:38 | |
They were multiplying at an astonishing rate, | 0:23:38 | 0:23:41 | |
each cell dividing every 20 hours. | 0:23:41 | 0:23:44 | |
And here they are six weeks later, they are still alive, | 0:23:46 | 0:23:49 | |
and thriving in the test tube. | 0:23:49 | 0:23:51 | |
Even if they are in the air or on a benchtop, they still survive, | 0:23:53 | 0:23:59 | |
they were entirely different from any cells isolated previously. | 0:23:59 | 0:24:03 | |
Here were human cells that appeared to be immortal. | 0:24:06 | 0:24:11 | |
Scientists could experiment on them safe in the knowledge | 0:24:11 | 0:24:14 | |
that these cells wouldn't die. | 0:24:14 | 0:24:17 | |
So how is this possible? | 0:24:17 | 0:24:18 | |
Inside our cells our DNA is arranged in structures called chromosomes. | 0:24:20 | 0:24:26 | |
The tips of our chromosomes are called telomeres. | 0:24:26 | 0:24:31 | |
Each time a cell divides, these become shorter. | 0:24:31 | 0:24:34 | |
When they get too short, our cells stop dividing and die. | 0:24:35 | 0:24:39 | |
But in Henrietta Lacks's cells, | 0:24:41 | 0:24:43 | |
researchers found high levels of an enzyme called telomerase. | 0:24:43 | 0:24:48 | |
This rebuilds the telomeres so they don't shorten. | 0:24:48 | 0:24:52 | |
And that's why her cells weren't dying. | 0:24:52 | 0:24:54 | |
Using letters from Henrietta Lacks's name, | 0:24:56 | 0:24:59 | |
scientists called these cells HeLa. | 0:24:59 | 0:25:02 | |
And soon they began to be shipped to laboratories around the world | 0:25:02 | 0:25:06 | |
for research into new treatments and cures. | 0:25:06 | 0:25:09 | |
Having the immortal cell line, the HeLa cells, | 0:25:12 | 0:25:16 | |
had immediate repercussions in medical research. | 0:25:16 | 0:25:21 | |
Almost immediately, | 0:25:21 | 0:25:24 | |
the approach to developing a polio vaccine was available. | 0:25:24 | 0:25:31 | |
And the rapid growth of HeLa cells | 0:25:31 | 0:25:35 | |
allowed for the development of a polio vaccine. | 0:25:35 | 0:25:39 | |
And this was only the beginning. | 0:25:42 | 0:25:44 | |
HeLa cells were used to test the effects of radiation from atomic weapons. | 0:25:46 | 0:25:51 | |
They were sent into space to study weightlessness. | 0:25:52 | 0:25:55 | |
They've also been used to help develop therapies for Parkinson's disease, | 0:25:57 | 0:26:01 | |
Aids, blood disorders | 0:26:01 | 0:26:03 | |
and have played a key role in research into stem cells. | 0:26:03 | 0:26:07 | |
HeLa cells have probably been the most important tool in the last half | 0:26:09 | 0:26:15 | |
of the 20th century for medical research. | 0:26:15 | 0:26:18 | |
The number of lives saved because of HeLa cells is in the millions. | 0:26:19 | 0:26:24 | |
One small difference in the cells of Henrietta Lacks gave them their | 0:26:27 | 0:26:31 | |
unique ability to carry on growing outside of her body | 0:26:31 | 0:26:36 | |
and, in so doing, drive the progress of science. | 0:26:36 | 0:26:40 | |
It's also a fascinating insight into what's going on inside us | 0:26:41 | 0:26:45 | |
all the time. | 0:26:45 | 0:26:47 | |
The fundamental process of cells dividing in a controlled way | 0:26:47 | 0:26:52 | |
is the key to how our bodies grow and develop throughout our lives. | 0:26:52 | 0:26:58 | |
And one of the last parts of the body to develop into its adult form | 0:27:00 | 0:27:04 | |
is the skeleton. | 0:27:04 | 0:27:05 | |
Our bones are far from mature at birth. | 0:27:06 | 0:27:10 | |
Throughout life, a process called ossification, | 0:27:10 | 0:27:13 | |
which means the replacement of cartilage with bone, | 0:27:13 | 0:27:16 | |
passes through the body. | 0:27:16 | 0:27:18 | |
In most of us, this whole process is complete by the time we're about 25. | 0:27:18 | 0:27:23 | |
But there's one group of people in whom this process has gone awry. | 0:27:23 | 0:27:27 | |
And these unusual cases are helping us understand exactly | 0:27:29 | 0:27:33 | |
how this crucial part of our body forms. | 0:27:33 | 0:27:36 | |
At first glance you might notice something a little out of the ordinary about Tim. | 0:27:42 | 0:27:48 | |
I look a bit different, yeah. | 0:27:49 | 0:27:51 | |
And it's because, inside, he hides a pretty amazing secret. | 0:27:51 | 0:27:56 | |
I have super-strong bones. | 0:27:56 | 0:27:59 | |
Tim has a condition that makes his bones super dense - | 0:27:59 | 0:28:02 | |
in fact, 1.5 times denser than granite. | 0:28:02 | 0:28:06 | |
No-one knew about it until Tim was nearly two years old. | 0:28:08 | 0:28:12 | |
Initially, I had facial paralysis. | 0:28:14 | 0:28:16 | |
And one half of my face, my dad mentioned one day, | 0:28:16 | 0:28:21 | |
I got in the car, and I was smiling, | 0:28:21 | 0:28:24 | |
but I was only smiling with half of my face. | 0:28:24 | 0:28:28 | |
And they thought I was playing a prank. | 0:28:28 | 0:28:31 | |
But Tim's facial paralysis didn't go away. | 0:28:33 | 0:28:36 | |
Doctors performed some X-rays and found that Tim had an extremely rare | 0:28:38 | 0:28:42 | |
condition, shared by just 50 people worldwide. | 0:28:42 | 0:28:46 | |
I have sclerosteosis. | 0:28:48 | 0:28:50 | |
It's a condition characterised by excessive bone formation. | 0:28:50 | 0:28:54 | |
While sclerosteosis, or strong bones, might sound like a good thing, | 0:28:57 | 0:29:02 | |
the reality is this condition put Tim's life in danger. | 0:29:02 | 0:29:06 | |
As a child, his skull started to grow so thickly | 0:29:08 | 0:29:11 | |
it put pressure on his cranial nerves and brain. | 0:29:11 | 0:29:15 | |
If you try to alleviate that, then you will very likely die. | 0:29:17 | 0:29:21 | |
They really have to cut open the skull, | 0:29:21 | 0:29:24 | |
remove part of the bone, they hollow it out, | 0:29:24 | 0:29:27 | |
then put it back. | 0:29:27 | 0:29:28 | |
And immediately, you've got some more space for the brain. | 0:29:28 | 0:29:32 | |
Doctors could treat Tim to alleviate the problems caused by the excess | 0:29:35 | 0:29:40 | |
of bone, but no-one knew why he was growing extra bone in the first place. | 0:29:40 | 0:29:44 | |
His condition's just so rare | 0:29:44 | 0:29:46 | |
that there hasn't been much research into it. | 0:29:46 | 0:29:49 | |
But then Tim's condition caught the attention of scientists who were | 0:29:49 | 0:29:53 | |
studying a much more common bone disorder, | 0:29:53 | 0:29:56 | |
one that seems like the polar opposite of what's happening to Tim. | 0:29:56 | 0:30:00 | |
Dr Alistair Henry is a structural biologist. | 0:30:01 | 0:30:05 | |
He's part of a team that studies osteoporosis, | 0:30:06 | 0:30:10 | |
a loss of density in bone that leaves it weak and fragile. | 0:30:10 | 0:30:14 | |
So when they came across Tim's condition, they were intrigued. | 0:30:14 | 0:30:19 | |
Sclerosteosis patients, they make normal bone, | 0:30:19 | 0:30:23 | |
but of a much greater density. | 0:30:23 | 0:30:25 | |
So the architecture, | 0:30:25 | 0:30:27 | |
the three-dimensional structure of their bone is normal. | 0:30:27 | 0:30:29 | |
But much more dense. | 0:30:29 | 0:30:31 | |
Dr Henry's team set out to discover what was making the bones of people | 0:30:32 | 0:30:37 | |
like Tim so much denser than normal. | 0:30:37 | 0:30:40 | |
They looked at the genes known to control bone growth, | 0:30:40 | 0:30:44 | |
and discovered a fault in a particular gene called Sost. | 0:30:44 | 0:30:48 | |
This gene makes a protein called sclerostin | 0:30:48 | 0:30:51 | |
which tells our bones when to stop growing. | 0:30:51 | 0:30:54 | |
And it wasn't working in Tim. | 0:30:54 | 0:30:56 | |
People that have the mutation in the Sost gene, the sclerosteosis patients, | 0:30:59 | 0:31:03 | |
never make sclerostin. | 0:31:03 | 0:31:06 | |
Without sclerostin, Tim's body doesn't know when to stop making bone. | 0:31:06 | 0:31:10 | |
So he just keeps on making more. | 0:31:10 | 0:31:13 | |
This knowledge gave Dr Henry and his team an idea for a potential new | 0:31:13 | 0:31:18 | |
way to treat osteoporosis. | 0:31:18 | 0:31:20 | |
When we'd identified that sclerostin was the protein | 0:31:22 | 0:31:26 | |
that controls bone density, | 0:31:26 | 0:31:28 | |
what we wanted to do is neutralise its effect. | 0:31:28 | 0:31:31 | |
We knew that if we did that we would effectively take the brake off the | 0:31:31 | 0:31:36 | |
process of building new bone. | 0:31:36 | 0:31:38 | |
So using this principle, Dr Henry and his team worked for several years | 0:31:41 | 0:31:46 | |
to develop a new drug to treat osteoporosis. | 0:31:46 | 0:31:49 | |
The next stage was to put the drug to the test. | 0:31:50 | 0:31:54 | |
One such opportunity came in an unexpected place. | 0:31:55 | 0:31:59 | |
Liftoff! Space shuttle Atlantis. | 0:32:02 | 0:32:04 | |
In 2010, the Atlantis space shuttle blasted off | 0:32:06 | 0:32:10 | |
with four astronauts on board. | 0:32:10 | 0:32:13 | |
Astronauts can lose up to 30% of their bone strength in just six months | 0:32:13 | 0:32:18 | |
while in space. | 0:32:18 | 0:32:20 | |
And Nasa was keen to explore how to stop that loss. | 0:32:20 | 0:32:23 | |
So they agreed to carry some extra, tiny passengers. | 0:32:25 | 0:32:29 | |
12 mice. | 0:32:30 | 0:32:32 | |
Half were given a version of the new drug, | 0:32:33 | 0:32:36 | |
and after 13 days their bone density had increased, | 0:32:36 | 0:32:41 | |
while the bones of the other mice had weakened. | 0:32:41 | 0:32:44 | |
The drug had worked. | 0:32:44 | 0:32:45 | |
And now, clinical trials involving human patients are under way. | 0:32:48 | 0:32:52 | |
Tim now has some answers about his condition. | 0:32:54 | 0:32:58 | |
And the millions of people suffering from osteoporosis may well have the | 0:32:58 | 0:33:03 | |
promise of an effective new treatment. | 0:33:03 | 0:33:06 | |
This really is amazing, for me it's fantastic news, actually. | 0:33:06 | 0:33:10 | |
It really makes everything that we've gone through, all the surgery, | 0:33:10 | 0:33:14 | |
all the stuff that my parents and everyone went through, | 0:33:14 | 0:33:17 | |
it makes it worthwhile. | 0:33:17 | 0:33:18 | |
Tim's case is helping scientists understand how our skeleton, | 0:33:22 | 0:33:26 | |
the very architecture of our bodies, | 0:33:26 | 0:33:28 | |
continues to grow throughout our adult life. | 0:33:28 | 0:33:31 | |
The growth of cells in adults is mainly to do with maintenance and repair. | 0:33:33 | 0:33:38 | |
But there's one part of the body where this process isn't so | 0:33:38 | 0:33:42 | |
straightforward, where tissue can't just replace itself in the normal way. | 0:33:42 | 0:33:47 | |
This is the nervous system, and the reason is to do with risk. | 0:33:47 | 0:33:52 | |
If nerves just randomly replaced themselves, | 0:33:52 | 0:33:55 | |
parts of the body would lose their connection with the brain, | 0:33:55 | 0:33:59 | |
and this would be catastrophic. | 0:33:59 | 0:34:01 | |
This also explains why spinal and nerve injuries are so hard to treat. | 0:34:01 | 0:34:07 | |
But there is one kind of nerve cell that is capable of regenerating, | 0:34:07 | 0:34:12 | |
as one extraordinary case shows. | 0:34:12 | 0:34:15 | |
Louise Woollam is an award-winning perfume journalist and writer. | 0:34:20 | 0:34:25 | |
But two years ago something happened that profoundly changed her life. | 0:34:26 | 0:34:31 | |
I completely lost my sense of smell. | 0:34:33 | 0:34:35 | |
Louise's sense of smell stopped working after she caught a cold. | 0:34:37 | 0:34:41 | |
Maybe if you breathe in deeply and slowly... | 0:34:42 | 0:34:44 | |
No. | 0:34:46 | 0:34:47 | |
It's something many of us experience and it usually gets back to | 0:34:47 | 0:34:50 | |
normal when the cold clears up. | 0:34:50 | 0:34:53 | |
But not for Louise. | 0:34:53 | 0:34:54 | |
A few days after the cold cleared up, I was at a perfume launch and I | 0:34:54 | 0:34:59 | |
realised that I literally couldn't smell anything. | 0:34:59 | 0:35:02 | |
It was really disconcerting. | 0:35:02 | 0:35:04 | |
And then something unexpected happened. | 0:35:06 | 0:35:08 | |
Louise's sense of smell started returning, but not in the way it should. | 0:35:09 | 0:35:14 | |
Anything that had a smell smelt bad. | 0:35:17 | 0:35:21 | |
It didn't matter whether in real life if it was a good smell | 0:35:21 | 0:35:25 | |
or a bad smell, I literally experienced it | 0:35:25 | 0:35:27 | |
as either a burning smell, or rotting onions, or burning meat. | 0:35:27 | 0:35:33 | |
I thought I was going a bit mad. | 0:35:33 | 0:35:35 | |
It's a condition called parosmia. | 0:35:36 | 0:35:39 | |
Smells that used to be familiar and pleasant | 0:35:39 | 0:35:42 | |
were now bizarre and repulsive. | 0:35:42 | 0:35:44 | |
That's really weird. | 0:35:46 | 0:35:47 | |
The worst thing was that everything that smelled bad | 0:35:48 | 0:35:51 | |
tasted the way that it smelled as well. | 0:35:51 | 0:35:54 | |
It's kind of a chemically... petrol sort of taste to it. | 0:35:54 | 0:35:59 | |
Food was beginning to taste rotten. | 0:36:00 | 0:36:02 | |
I had a bite of a chocolate biscuit and it tasted of, like, burnt leaves. | 0:36:02 | 0:36:07 | |
My mum would cook Sunday lunch and it tasted like | 0:36:08 | 0:36:12 | |
she'd just poured sewage over the top of it. | 0:36:12 | 0:36:16 | |
As Louise was discovering, | 0:36:18 | 0:36:19 | |
our sense of smell plays a vital role in the way we experience and | 0:36:19 | 0:36:24 | |
understand the world around us, one we often take for granted. | 0:36:24 | 0:36:29 | |
A perfume writer losing her sense of smell is actually, | 0:36:30 | 0:36:33 | |
it's quite amusing and I understand... | 0:36:33 | 0:36:36 | |
Sorry. | 0:36:38 | 0:36:39 | |
I understand why people think it's funny... | 0:36:39 | 0:36:41 | |
and most days I think it's quite funny as well because... | 0:36:41 | 0:36:45 | |
..people don't really understand how important smell is | 0:36:47 | 0:36:51 | |
and what an impact it can have on your daily life. | 0:36:51 | 0:36:54 | |
Louise has gone from losing her sense of smell to having it come back | 0:36:57 | 0:37:01 | |
but go completely awry. | 0:37:01 | 0:37:04 | |
She can recognise common odours | 0:37:04 | 0:37:06 | |
but nothing smells the way it should and, | 0:37:06 | 0:37:09 | |
in fact, most things smell horrible. | 0:37:09 | 0:37:12 | |
So clearly something highly unusual is going on | 0:37:12 | 0:37:16 | |
between her nose and her brain. | 0:37:16 | 0:37:19 | |
Normally, the way smell works is that we breathe in molecules | 0:37:20 | 0:37:24 | |
in the air that contain odours. | 0:37:24 | 0:37:26 | |
These are picked up by tiny receptors at the back of our nose, | 0:37:26 | 0:37:30 | |
which are the very ends of our olfactory nerve. | 0:37:30 | 0:37:33 | |
The nerve then transmits signals to the olfactory bulb | 0:37:34 | 0:37:38 | |
and then deeper into the brain, | 0:37:38 | 0:37:40 | |
which gives us our experience of the smell. | 0:37:40 | 0:37:43 | |
It's this process that's been disrupted in Louise. | 0:37:43 | 0:37:46 | |
One person who can help put it right is Chris Kelly. | 0:37:50 | 0:37:54 | |
She lost her sense of smell in the same way as Louise | 0:37:54 | 0:37:58 | |
and since then has spent years researching the condition. | 0:37:58 | 0:38:02 | |
I imagine it a bit like a telephone exchange, | 0:38:04 | 0:38:07 | |
where on the day that you lose your sense of smell, | 0:38:07 | 0:38:10 | |
all the wires are pulled out and just chucked on the floor. | 0:38:10 | 0:38:13 | |
And then in time some of those wires rise up | 0:38:13 | 0:38:17 | |
and sort of start sticking themselves randomly into sockets | 0:38:17 | 0:38:22 | |
and, of course, all the information that you get | 0:38:22 | 0:38:25 | |
is cross-wired and is not... | 0:38:25 | 0:38:28 | |
You're not making the right connections. | 0:38:28 | 0:38:31 | |
It's a question of the brain not being able to interpret the information | 0:38:32 | 0:38:38 | |
available to it because the signals are scrambled. | 0:38:38 | 0:38:41 | |
So Chris made it her mission to unscramble the signals | 0:38:43 | 0:38:47 | |
and retrain her brain to recognise smells again. | 0:38:47 | 0:38:50 | |
Basically, smell training is simple. | 0:38:52 | 0:38:54 | |
You have to engage your brain, it is brain training. | 0:38:54 | 0:38:58 | |
You are building new neural pathways, | 0:38:58 | 0:39:02 | |
and doing that every day exercises a part of your brain. | 0:39:02 | 0:39:08 | |
It's like physiotherapy. | 0:39:08 | 0:39:09 | |
Now, Chris uses her technique to help others with the same condition | 0:39:12 | 0:39:16 | |
and she's working with Louise. | 0:39:16 | 0:39:18 | |
Louise experienced terrible, crippling parosmia. | 0:39:20 | 0:39:23 | |
And so for her, like with many parosmics, | 0:39:23 | 0:39:25 | |
bad smells are just a no-go area and the best way of... | 0:39:25 | 0:39:31 | |
..getting over that is to keep exposing yourself gently | 0:39:32 | 0:39:37 | |
to these things that are causing so much revulsion. | 0:39:37 | 0:39:41 | |
These are what most people would consider bad smells. | 0:39:42 | 0:39:47 | |
Smell training is not a cure for parosmia. | 0:39:47 | 0:39:51 | |
But it has been shown to have one very important effect. | 0:39:51 | 0:39:55 | |
When we lose our sense of smell, | 0:39:55 | 0:39:57 | |
cells in the olfactory nerve are damaged. | 0:39:57 | 0:40:00 | |
I have no idea what that is. | 0:40:00 | 0:40:02 | |
And this causes the olfactory bulb to shrink due to lack of use. | 0:40:02 | 0:40:07 | |
But it appears that by stimulating the olfactory system, | 0:40:07 | 0:40:11 | |
smell training can halt and even reverse this process. | 0:40:11 | 0:40:16 | |
That is the smell of sweaty feet. | 0:40:18 | 0:40:19 | |
Ah! That doesn't smell that bad. OK. | 0:40:19 | 0:40:22 | |
-Would you like to smell it again? -No, not particularly. | 0:40:22 | 0:40:25 | |
Not now I know what it is. | 0:40:25 | 0:40:28 | |
In order to make smell training useful, | 0:40:29 | 0:40:33 | |
you can't just wave it in front of your nose, | 0:40:33 | 0:40:36 | |
but you have to peer down into each one of these smells and look for | 0:40:36 | 0:40:41 | |
something in it. | 0:40:41 | 0:40:42 | |
Smell training is making a difference for Louise. | 0:40:44 | 0:40:48 | |
Now, more than half the odours she encounters do actually smell the way | 0:40:48 | 0:40:52 | |
they should and she's hoping that gradually more will return. | 0:40:52 | 0:40:56 | |
I don't think I'll ever smell the same way again. | 0:40:59 | 0:41:01 | |
It will always be different but hopefully it'll be better. | 0:41:01 | 0:41:05 | |
Thanks to the remarkable ability of the olfactory nerve to regrow, | 0:41:08 | 0:41:13 | |
Louise is training her brain to smell again. | 0:41:13 | 0:41:16 | |
But the brain is one part of the body that's a long way from being | 0:41:16 | 0:41:21 | |
fully developed when we're born. | 0:41:21 | 0:41:24 | |
It continues to adapt and change into adulthood | 0:41:25 | 0:41:28 | |
as we acquire new abilities. | 0:41:28 | 0:41:30 | |
And I found some fascinating cases that are helping unlock the secrets | 0:41:32 | 0:41:36 | |
of this remarkable process. | 0:41:36 | 0:41:38 | |
This is the hippocampus, an area of the brain associated, | 0:41:39 | 0:41:44 | |
amongst other things, with an ability to navigate. | 0:41:44 | 0:41:48 | |
Now, on brain scans, | 0:41:48 | 0:41:49 | |
taxi drivers are found to have an increased amount of grey matter here, | 0:41:49 | 0:41:53 | |
which is used for processing, and this increases the more time they spend | 0:41:53 | 0:41:58 | |
behind the wheel. | 0:41:58 | 0:42:00 | |
It's proof of the fact that even in adulthood, | 0:42:00 | 0:42:03 | |
learning can change the structure of the brain. | 0:42:03 | 0:42:06 | |
This ability to make cognitive maps is something that in most of us is | 0:42:06 | 0:42:11 | |
developed by about the age of eight. | 0:42:11 | 0:42:14 | |
But in some people, | 0:42:14 | 0:42:15 | |
the ability to build and use these cognitive maps never fully develops. | 0:42:15 | 0:42:20 | |
Anne loves to go walking in the countryside near her | 0:42:24 | 0:42:27 | |
home in Calgary, Canada. | 0:42:27 | 0:42:29 | |
But even a stroll through her local park can be fraught with difficulty. | 0:42:33 | 0:42:38 | |
I get lost all the time. | 0:42:38 | 0:42:40 | |
Even in my own neighbourhood. | 0:42:42 | 0:42:43 | |
Lots of us think we have a poor sense of direction but Anne has a cognitive condition | 0:42:46 | 0:42:51 | |
that means she finds it almost impossible to navigate the world | 0:42:51 | 0:42:55 | |
around her. | 0:42:55 | 0:42:56 | |
She can even get disorientated in her own home. | 0:42:57 | 0:43:01 | |
I don't think people really understand what it's like not to | 0:43:04 | 0:43:08 | |
really have any sense of direction. | 0:43:08 | 0:43:11 | |
It affects my employment, it affects just daily functioning. | 0:43:12 | 0:43:17 | |
Anne's condition has an impact on the entire family. | 0:43:21 | 0:43:24 | |
My mom's sense of direction is nonexistent. | 0:43:26 | 0:43:29 | |
It's absolutely terrible. | 0:43:29 | 0:43:32 | |
When we play sports we always get lost | 0:43:32 | 0:43:34 | |
and everyone knows we'll be late, so no-one wants to carpool with us. | 0:43:34 | 0:43:39 | |
If Anne's going somewhere new, | 0:43:41 | 0:43:43 | |
she always has to have some sort of back-up plan. | 0:43:43 | 0:43:46 | |
She can walk out this door and go two blocks and not find her way back. | 0:43:46 | 0:43:49 | |
It can be that bad. | 0:43:49 | 0:43:51 | |
Anne does use GPS but it doesn't solve the problem entirely. | 0:43:52 | 0:43:57 | |
I like the GPS that's mounted and then I can see sort of visually. | 0:43:59 | 0:44:03 | |
But, you know, sometimes I'm not quite certain which turn to take. | 0:44:03 | 0:44:06 | |
This isn't just a case of someone with a bad sense of direction. | 0:44:08 | 0:44:11 | |
Anne can't recognise the most familiar places | 0:44:11 | 0:44:14 | |
that are part of her everyday life. Even her home is a challenge. | 0:44:14 | 0:44:20 | |
It sounds impossible to believe and until recently | 0:44:20 | 0:44:24 | |
scientists didn't even know that this strange condition existed. | 0:44:24 | 0:44:28 | |
Giuseppe Iaria is associate professor of cognitive neuroscience | 0:44:30 | 0:44:34 | |
at the University of Calgary. | 0:44:34 | 0:44:37 | |
He studies how our brain enables us to navigate. | 0:44:38 | 0:44:43 | |
The most important ability in terms of orientation skills is the ability | 0:44:43 | 0:44:48 | |
of forming mental maps. | 0:44:48 | 0:44:50 | |
The ability to form a map and make use of the map for orientation | 0:44:50 | 0:44:56 | |
requires a variety of complex cognitive skills. | 0:44:56 | 0:45:00 | |
Attention, perception, memory, | 0:45:00 | 0:45:02 | |
decision-making skills, mental imagery. | 0:45:02 | 0:45:04 | |
This ability is fully developed by the age of eight to ten years. | 0:45:04 | 0:45:09 | |
But in 2008, | 0:45:11 | 0:45:13 | |
Professor Iaria was contacted by a woman who described how she consistently | 0:45:13 | 0:45:18 | |
got lost in her own home... | 0:45:18 | 0:45:20 | |
..a place she'd lived in for 20 years. | 0:45:21 | 0:45:24 | |
We knew that people with neurological disorders | 0:45:27 | 0:45:30 | |
or brain damage can actually have problems in terms of orientation. | 0:45:30 | 0:45:35 | |
But having people without any other cognitive or neurological disorder | 0:45:35 | 0:45:40 | |
getting lost every day, that was very new. | 0:45:40 | 0:45:43 | |
Professor Iaria concluded that the woman had simply never developed the | 0:45:46 | 0:45:50 | |
ability to orientate herself, | 0:45:50 | 0:45:53 | |
a disorder that hadn't previously been recognised. | 0:45:53 | 0:45:57 | |
He named it Developmental Topographical Disorientation, or DTD. | 0:45:57 | 0:46:02 | |
To see if he could find anyone else with the same condition, | 0:46:05 | 0:46:08 | |
he went on national radio to talk about the case. | 0:46:08 | 0:46:11 | |
On the radio, when I was listening to this interview, | 0:46:14 | 0:46:17 | |
there was the mention of not having an internal compass | 0:46:17 | 0:46:22 | |
and it's a neurological condition. | 0:46:22 | 0:46:24 | |
I thought, "I've got to get a hold of him!" | 0:46:24 | 0:46:27 | |
We were really surprised by the response we got. | 0:46:29 | 0:46:33 | |
Within one single year we were able to test | 0:46:33 | 0:46:36 | |
and publish a scientific paper, | 0:46:36 | 0:46:39 | |
with 120 individuals affected by this condition. | 0:46:39 | 0:46:43 | |
Professor Iaria has asked Anne to draw a floor plan of her own home. | 0:46:43 | 0:46:49 | |
And then there's the entryway. | 0:46:49 | 0:46:52 | |
Most of us can visualise where the rooms are | 0:46:52 | 0:46:54 | |
and transfer that mental map to paper. | 0:46:54 | 0:46:57 | |
But people with DTD, like Anne, find this task impossible. | 0:46:57 | 0:47:01 | |
So then is this the exit door? Is this the back door? | 0:47:03 | 0:47:08 | |
So these rooms are definitely not all the same size. | 0:47:08 | 0:47:13 | |
No. No, but where it's... | 0:47:13 | 0:47:16 | |
The location is there, yeah. | 0:47:16 | 0:47:18 | |
Yeah. | 0:47:18 | 0:47:19 | |
SHE LAUGHS | 0:47:19 | 0:47:20 | |
To discover why people like Anne are unable to form mental maps, | 0:47:23 | 0:47:27 | |
Professor Iaria has been using an MRI scanner to look deep in their brains. | 0:47:27 | 0:47:32 | |
And he's found something unusual. | 0:47:34 | 0:47:36 | |
To be able to navigate, | 0:47:38 | 0:47:39 | |
we mainly need two parts of the brain to work together - | 0:47:39 | 0:47:43 | |
the hippocampus, where we form maps, and the prefrontal cortex, | 0:47:43 | 0:47:48 | |
where we make plans and decisions. | 0:47:48 | 0:47:51 | |
In patients with DTD, | 0:47:51 | 0:47:52 | |
the professor found these two parts of the brain were not active at the | 0:47:52 | 0:47:57 | |
same time and therefore were not in sync. | 0:47:57 | 0:48:00 | |
We did compare the group of individuals with DTD with a group of | 0:48:03 | 0:48:08 | |
individuals without DTD. | 0:48:08 | 0:48:10 | |
The difference we found was a decreased connectivity | 0:48:11 | 0:48:14 | |
between the hippocampus and the prefrontal cortex. | 0:48:14 | 0:48:18 | |
This is a clue as to why Anne was getting lost all the time. | 0:48:20 | 0:48:24 | |
And there are indications that this runs in the family. | 0:48:24 | 0:48:28 | |
One of Anne's sisters and her aunt also show signs of having the condition | 0:48:28 | 0:48:33 | |
and are now also working with Professor Iaria. | 0:48:33 | 0:48:36 | |
This, and other cases, suggest the cause of the condition may be genetic. | 0:48:36 | 0:48:41 | |
This is a unique opportunity to relate genetics to complex cognitive | 0:48:44 | 0:48:50 | |
functions, not just to medical conditions. | 0:48:50 | 0:48:53 | |
Now, Professor Iaria is working on a treatment, but it isn't a drug, | 0:48:56 | 0:49:02 | |
it's a computer game. | 0:49:02 | 0:49:03 | |
The player learns to navigate between different locations. | 0:49:05 | 0:49:08 | |
The aim is to train the brain to form mental maps. | 0:49:10 | 0:49:13 | |
Those training programmes can actually help also individuals | 0:49:15 | 0:49:18 | |
who have a poor sense of direction, | 0:49:18 | 0:49:20 | |
not necessarily individuals affected by DTD. | 0:49:20 | 0:49:24 | |
Anne now finally understands why she finds it so difficult to navigate | 0:49:25 | 0:49:30 | |
and knows she's not alone. | 0:49:30 | 0:49:32 | |
Finding out that this actually is a condition, | 0:49:33 | 0:49:37 | |
there was a lot of relief and consolation in that. | 0:49:37 | 0:49:41 | |
What's most exciting is that this kind of treatment has the potential | 0:49:41 | 0:49:44 | |
to help patients with dementia, | 0:49:44 | 0:49:47 | |
who lose their ability to form mental maps later in life. | 0:49:47 | 0:49:51 | |
Anne is slowly becoming able to navigate the world | 0:49:59 | 0:50:02 | |
because the brain has the ability to keep changing and developing | 0:50:02 | 0:50:06 | |
through our lives. | 0:50:06 | 0:50:08 | |
But there are some things we're born with that are written into the very | 0:50:08 | 0:50:12 | |
fabric of ourselves and simply won't change without medical intervention. | 0:50:12 | 0:50:17 | |
For diseases that are caused by faulty genes, | 0:50:19 | 0:50:22 | |
the Holy Grail is finding a way to try and rewrite the genetic code to | 0:50:22 | 0:50:27 | |
change the DNA, | 0:50:27 | 0:50:29 | |
as happened in our last, remarkable case. | 0:50:29 | 0:50:33 | |
Rhys Evans has made medical history. | 0:50:36 | 0:50:39 | |
The fact that he can live the normal life of a teenager is thanks to a | 0:50:41 | 0:50:45 | |
ground-breaking treatment. | 0:50:45 | 0:50:47 | |
He was a happy baby, putting on weight, | 0:50:49 | 0:50:52 | |
he was really well, but when I stopped breast-feeding him | 0:50:52 | 0:50:55 | |
then he seemed to have little coughs and colds and several chest infections. | 0:50:55 | 0:51:02 | |
These frequent infections baffled doctors. | 0:51:04 | 0:51:07 | |
He was given lots of antibiotics but nothing seemed to do the trick | 0:51:09 | 0:51:12 | |
and I just think he was just deteriorating, | 0:51:12 | 0:51:15 | |
he was losing lots of weight. | 0:51:15 | 0:51:17 | |
As his condition worsened, Rhys was admitted to hospital. | 0:51:18 | 0:51:22 | |
After four weeks of tests, the family received a diagnosis. | 0:51:22 | 0:51:26 | |
Rhys had a rare genetic condition known as Severe Combined | 0:51:28 | 0:51:33 | |
Immunodeficiency, or Scid. | 0:51:33 | 0:51:35 | |
A fault in a single gene meant his immune system didn't work. | 0:51:36 | 0:51:40 | |
As a boy he didn't have a functioning immune system, well, | 0:51:43 | 0:51:47 | |
basically no immune system whatsoever. | 0:51:47 | 0:51:49 | |
So if he went outside or got in contact with other children, | 0:51:49 | 0:51:54 | |
then he could catch anything, which could be fatal for him. | 0:51:54 | 0:51:58 | |
This was a life-threatening condition. | 0:51:59 | 0:52:02 | |
Rhys was transferred to a purpose-built isolation unit at | 0:52:02 | 0:52:06 | |
Great Ormond Street Hospital in London. | 0:52:06 | 0:52:08 | |
He was moved to a very sterile room. | 0:52:11 | 0:52:14 | |
We both stayed in the room with him for what must have been 11 months, | 0:52:14 | 0:52:19 | |
within a very sterile environment. | 0:52:19 | 0:52:21 | |
Being isolated from the outside world protected Rhys from the infections | 0:52:23 | 0:52:27 | |
that most of us shrug off but could have killed him. | 0:52:27 | 0:52:31 | |
To have any chance of a normal life, | 0:52:32 | 0:52:35 | |
he needed a way to repair his broken immune system. | 0:52:35 | 0:52:38 | |
And in the same hospital, | 0:52:40 | 0:52:41 | |
Professor Adrian Thrasher and Professor Bobby Gaspar | 0:52:41 | 0:52:45 | |
were researching a key part of the immune system - white blood cells. | 0:52:45 | 0:52:51 | |
When we're all born, we have to fight infection. | 0:52:54 | 0:52:57 | |
We have to... | 0:52:57 | 0:52:59 | |
be able to live in the world and not get infections | 0:52:59 | 0:53:05 | |
and we need white cells in our blood to do that, | 0:53:05 | 0:53:07 | |
so that's what the white cells do, they fight infection, | 0:53:07 | 0:53:10 | |
they stop us from getting coughs and colds. | 0:53:10 | 0:53:12 | |
And the thing with Scid is that these children are born without | 0:53:12 | 0:53:15 | |
white cells, or white cells that don't work properly. | 0:53:15 | 0:53:18 | |
Magnified a thousand times, you can see the immune system at work. | 0:53:19 | 0:53:24 | |
The large cells are white blood cells. | 0:53:24 | 0:53:26 | |
Here, they are swallowing up some tiny green invaders, | 0:53:26 | 0:53:30 | |
one of the ways they can protect us against infections and toxins. | 0:53:30 | 0:53:34 | |
But Rhys' white blood cells weren't working properly. | 0:53:34 | 0:53:38 | |
Before 1968, these immunodeficiencies were universally fatal. | 0:53:38 | 0:53:43 | |
There was really nothing that could be done. | 0:53:43 | 0:53:45 | |
In 1968 the first-ever child with Scid was treated successfully | 0:53:45 | 0:53:50 | |
by bone marrow transplantation. | 0:53:50 | 0:53:52 | |
White blood cells grow and develop within bone marrow, | 0:53:54 | 0:53:57 | |
so a bone marrow transplant can effectively replace a faulty immune system | 0:53:57 | 0:54:02 | |
with a new one. | 0:54:02 | 0:54:04 | |
But there's a catch. | 0:54:06 | 0:54:07 | |
For a transplant to be safe, | 0:54:07 | 0:54:10 | |
the donor and recipient must have matching tissue types or the | 0:54:10 | 0:54:14 | |
consequences can be fatal. | 0:54:14 | 0:54:17 | |
And for Rhys, no donor could be found. | 0:54:17 | 0:54:20 | |
It appeared that Rhys would have to spend the rest of his life | 0:54:23 | 0:54:26 | |
in sterile conditions, locked away from the outside world. | 0:54:26 | 0:54:31 | |
But there was one option - | 0:54:31 | 0:54:33 | |
a ground-breaking experimental treatment. | 0:54:33 | 0:54:37 | |
Instead of a transplant from another person, | 0:54:37 | 0:54:41 | |
they would take some of Rhys' own cells and alter his genes to correct | 0:54:41 | 0:54:45 | |
the flaw that was causing his disease. | 0:54:45 | 0:54:48 | |
Adrian and I had been working on gene therapy for this particular | 0:54:51 | 0:54:55 | |
condition but we hadn't treated anyone, | 0:54:55 | 0:54:57 | |
we were getting ready to treat a child. | 0:54:57 | 0:55:00 | |
In 2001, Rhys became the first child in the UK to receive the treatment. | 0:55:03 | 0:55:10 | |
First, the doctors took a sample of stem cells from his bone marrow. | 0:55:10 | 0:55:13 | |
Next, they needed to fix the genetic error. | 0:55:15 | 0:55:18 | |
At the time, the only way to do this | 0:55:21 | 0:55:24 | |
was with a specially engineered virus. | 0:55:24 | 0:55:27 | |
It works by latching on to the surface of the stem cell and then | 0:55:27 | 0:55:31 | |
injecting it with new genetic material. | 0:55:31 | 0:55:34 | |
This rewrites the DNA, | 0:55:36 | 0:55:38 | |
replacing the faulty gene with a corrected working copy. | 0:55:38 | 0:55:41 | |
With this step complete, | 0:55:44 | 0:55:46 | |
the modified stem cells were then infused back into Rhys' body. | 0:55:46 | 0:55:50 | |
It was a little tiny bag and he ended up just | 0:55:53 | 0:55:56 | |
having it in a little line in his arm. | 0:55:56 | 0:55:58 | |
Now the hope was that the healthy stem cells would build a whole new | 0:56:00 | 0:56:05 | |
immune system in Rhys' body. | 0:56:05 | 0:56:06 | |
After some weeks at home, he caught a stomach bug. | 0:56:09 | 0:56:12 | |
For his family and his doctors, there was now one burning question. | 0:56:14 | 0:56:19 | |
Would his immune system be able to fight the infection? | 0:56:19 | 0:56:23 | |
The turning point for Rhys was when his own immune system was then | 0:56:24 | 0:56:28 | |
fighting the virus that was in his tummy, and that for us was, yeah, | 0:56:28 | 0:56:33 | |
he is on the road to recovery. | 0:56:33 | 0:56:35 | |
We'd never done this before. | 0:56:41 | 0:56:42 | |
Obviously we'd been able to show what can be done in laboratories | 0:56:44 | 0:56:47 | |
but to actually see it in a child, I mean, it was just fantastic. | 0:56:47 | 0:56:52 | |
We knew then, it works. | 0:56:52 | 0:56:54 | |
This form of treatment actually works, so it's fantastic. | 0:56:54 | 0:56:57 | |
That Christmas, the team at Great Ormond Street received a special video | 0:56:59 | 0:57:04 | |
of their young patient. | 0:57:04 | 0:57:05 | |
Now 16, Rhys lives his life like any other teenager. | 0:57:13 | 0:57:18 | |
I feel like I've won the lottery, really. | 0:57:22 | 0:57:25 | |
I was a lucky number. | 0:57:25 | 0:57:27 | |
I just feel like any other normal person. | 0:57:27 | 0:57:29 | |
For Rhys and a whole generation of children, | 0:57:31 | 0:57:34 | |
Scid no longer means living life in a sterile environment. | 0:57:34 | 0:57:38 | |
You can't give any better gift than life, really, | 0:57:39 | 0:57:43 | |
because you could give anybody as much money in the world as they want, | 0:57:43 | 0:57:46 | |
unless they've got a life to live, there's no point, really. | 0:57:46 | 0:57:49 | |
With modern medicine, we've come so far, | 0:57:52 | 0:57:56 | |
but what these cases have shown me is that our bodies are constantly | 0:57:56 | 0:58:00 | |
growing and developing, | 0:58:00 | 0:58:02 | |
sometimes in ways we're only just beginning to understand. | 0:58:02 | 0:58:06 | |
Next time, we meet an engineer who fixed his own heart, | 0:58:08 | 0:58:13 | |
a girl whose body attacked her brain | 0:58:13 | 0:58:17 | |
and a man who reversed a fatal illness. | 0:58:17 | 0:58:21 | |
That is absolutely phenomenal. | 0:58:21 | 0:58:23 | |
It's a world full of extraordinary people. | 0:58:24 | 0:58:27 |