IFN-λ3, not IFN-λ4, likely mediates IFNL3-IFNL4 haplotype-dependent hepatic inflammation and fibrosis

Genetic variation in the IFNL3-IFNL4 (interferon-λ3-interferon-λ4) region is associated with hepatic inflammation and fibrosis. Whether IFN-λ3 or IFN-λ4 protein drives this association is not known. We demonstrate that hepatic inflammation, fibrosis stage, fibrosis progression rate, hepatic infiltration of immune cells, IFN-λ3 expression, and serum sCD163 levels (a marker of activated macrophages) are greater in individuals with the IFNL3-IFNL4 risk haplotype that does not produce IFN-λ4, but produces IFN-λ3. No difference in these features was observed according to genotype at rs117648444, which encodes a substitution at position 70 of the IFN-λ4 protein and reduces IFN-λ4 activity, or between patients encoding functionally defective IFN-λ4 (IFN-λ4-Ser70) and those encoding fully active IFN-λ4-Pro70. The two proposed functional variants (rs368234815 and rs4803217) were not superior to the discovery SNP rs12979860 with respect to liver inflammation or fibrosis phenotype. IFN-λ3 rather than IFN-λ4 likely mediates IFNL3-IFNL4 haplotype-dependent hepatic inflammation and fibrosis

Demanda e clientela multiprofissional: influências e desafios para um Mestrado em Tecnologia Educacional nas Ciências da Saúde Multiprofessional demand and clientele: influences and challenges for a Master's degree course in Educational Technology in the Health Sciences

Este artigo tem por objetivo identificar características de indivíduos que procuram uma formação na área da educação em saúde, em nível de pós-graduação. Visa, também, problematizar algumas questões referentes à relação entre essa clientela e os objetivos e conteúdos da proposta do curso. A análise baseia-se em dados sobre a clientela inscrita e selecionada ao longo dos quatro anos de existência do curso de mestrado Tecnologia Educacional nas Ciências da Saúde, do Núcleo de Tecnologia Educacional para a Saúde, Centro de Ciências da Saúde, Universidade Federal do Rio de Janeiro. Entre outros aspectos, encontrou-se que a clientela, em razão da natureza de sua graduação e de seu trabalho, caracteriza-se pela multiprofissionalidade na área da saúde, trabalhando na docência e/ou na prática assistencial. O perfil encontrado serviu de base para discutir mudanças que vêm ocorrendo na configuração do curso, apresentando desafios para que a proposta cumpra seus papel social e atenda às necessidades da clientela.<br>This article aims to identify the key characteristics of individuals pursuing a Master's degree in Health Education, discussing relevant issues concerning the objectives and content of their training. The analysis is based on data for Master's applicants selected during the four years since the program on Educational Technology in Health Sciences was created by the Unit of Educational Technology in Health, under the Health Sciences Center at the Federal University of Rio de Janeiro. The study showed that the applicants came from various professions and belonged to both teaching faculty and health care teams. The profile identified by the study has provided the material for discussing key aspects related to the Master's course characteristics and the challenges involved in achieving its social role and meeting the clientele's needs