Progressive development of scientific literacy through assessment in inquiry-based biomedical science curricula

A key outcome of science education is the development of graduates' scientific literacy, defined as "an individual's scientific knowledge, and use of that knowledge to identify questions, to acquire new knowledge, to explain scientific phenomena, and to draw evidence-based conclusions..." (OECD, 2010; pg 137). These skills are reflected throughout the Science Threshold Learning Outcomes (Jones, Yates and Kelder, 2011). To progressively develop such advanced skills within a broad major like biomedical science, it is essential to guide students along critical learning pathways. We have designed a series of inquiry-based classes to scaffold the development of these skills and vertically-integrated these across the curriculum (Zimbardi, Bugarcic, Colthorpe, Good and Lluka 2013), with this design receiving national recognition as best practice (Elliott, Boin, Irving, Johnson and Galea 2010; Kirkup and Johnson 2013). To facilitate skills development within these classes, students undertake increasingly complex assessment tasks as they progress through each course, requiring them to draw on their developing content knowledge to propose and undertake experiments, and to make conclusions based on their findings and evidence from scientific literature. Longitudinal analysis of a variety of assessment tasks from students across four semesters demonstrates the developmental trajectory of these skills. Specifically, they demonstrate increases in their ability to formulate testable hypotheses with measurable outcomes, their appreciation of cutting-edge methodologies and deeper understanding of the contestable nature of increasingly complex areas of scientific knowledge. This article reports on the design and use of these assessment tasks within the series of inquiry-based curricula, and their impact on the progression of student learning

Binding of Platinum(II) to Some Biologicaly Important Thiols

The reactions between [Pt(terpy)Cl+ and thiols, such as glutathione, L-cysteine, D-penicillamine and thioglycolic acid have been Studied by conventional UV-VIS spectrophotometry and H NMR spectroscopy. The second-ordero rate constants, K2, are similar for these four thiols, varying between 1.06 x 10-2 and 6.10 x 10+3 M-1 s-1 at 25°C. The activation entropies have large negative values between -100 and -200 J mol-1 which are compatible with an associative A mechanism. However, L-methionine, as thioether ligand, is unreactive under the same experimental conditions. The obtained results have been analyzed in relation to the antitumor activity and toxicity of platinum(II) complexes

Ayurvedic formulations: potential COVID-19 therapeutics?

Background: While Molnupiravir and Paxlovid have recently been approved for use in some countries, there are no widely available treatments for COVID-19, the disease caused by SARS-CoV-2 infection. Herbal extracts have been used to treat respiratory clinical indications by Ayurvedic medicine practitioners with minimal adverse reactions and intense research efforts are currently under way to develop some of these formulations for COVID-19 treatment. Methods: Literature search for in silico, in vitro, in vivo, and clinical studies on the topic of Ayurvedic formulations for potential COVID-19 treatment, in order to present the current state of current knowledge by integrating information across all systems. Results: The search yielded 20 peer reviewed articles on in silico studies examining the interaction of phytoconstituents of popular Ayurvedic formulations with SARS-CoV-2 components and its receptors; five articles on preclinical investigations of the ability of selected Ayurvedic formulations to inhibit functions of SARS-CoV-2 proteins; and 51 completed clinical trials on the efficacy of using Ayurvedic formulations for treatment of mild to moderate COVID-19. Clinical data was available from 17 of the 51 trials. There was a considerable overlap between formulations used in the in silico studies and the clinical trials. This finding was unexpected as there is no clearly stated alignment between studies and the traditional pathway to drug discovery– basic discovery leading to in vitro and in vivo proof of concept, followed by validation in clinical trials. This was further demonstrated in the majority of the in silico studies where focus was on potential antiviral mechanisms, while the clinical trials were focused on patient recovery using oral treatments. In all 17 clinical trials where data was available, Ayurvedic treatments lead to a shorter period to recovery in participants with COVID-19. Conclusion: The most commonly used Ayurvedic treatments for management of respiratory symptoms associated with SARS-CoV-2 infection appear to have prophylactic and/or therapeutic properties. It would be of particular interest to assess synergistic and concomitant systemic effects and antiviral activities of individual phytoconstituents and their combinations in the Ayurvedic treatments

Development and analysis of scientific argument in oral presentations of undergraduate science students

An essential goal of science education is to help students develop effective scientific thinking, which is characterised by rigorous, evidence-based reasoning. However science graduates must also be able to effectively communicate that reasoning through scientific argument, via the process of developing and communicating claims, evidence and reasoning in the context of science (Sampson, Grooms & Walker, 2009). This study developed and validated a method for analysing the quality of scientific arguments in oral presentations of 2nd and 3rd year undergraduate biomedical science students. Our findings suggest that students make a lot of unfounded claims and struggle to provide the evidence and theoretical backing to support these claims, let alone the reasoning that links this support to the claims. These findings led to an intervention to increase the focus on scientific reasoning in assessment of oral presentations, through revised assessment criteria and the provision of specific guidelines for students. Subjectively, this has led to an increase in the quality and quantity of each element of scientific reasoning being presented. This project has modelled the use of evidence-based assessments to inform teaching improvements to ultimately facilitate the development of highly qualified scientists, skilled in scientific argument and communication. References Sampson, V., Grooms, J. & Walker, J. P. (2009) Argument-Driven Inquiry. Science Teacher, 76, 42-47

Progressive development of scientific literacy through assessment in inquiry-based biomedical science curricula

A key outcome of science education is the development of graduates’ scientific literacy, defined as “an individual’s scientific knowledge, and use of that knowledge to identify questions, to acquire new knowledge, to explain scientific phenomena, and to draw evidence-based conclusions…” (OECD, 2010; pg 137). These skills are reflected throughout the Science Threshold Learning Outcomes (Jones, Yates and Kelder, 2011). To progressively develop such advanced skills within a broad major like biomedical science, it is essential to guide students along critical learning pathways. We have designed a series of inquiry-based classes to scaffold the development of these skills and vertically-integrated these across the curriculum (Zimbardi, Bugarcic, Colthorpe, Good and Lluka 2013), with this design receiving national recognition as best practice (Elliott, Boin, Irving, Johnson and Galea 2010; Kirkup and Johnson 2013). To facilitate skills development within these classes, students undertake increasingly complex assessment tasks as they progress through each course, requiring them to draw on their developing content knowledge to propose and undertake experiments, and to make conclusions based on their findings and evidence from scientific literature. Longitudinal analysis of a variety of assessment tasks from students across four semesters demonstrates the developmental trajectory of these skills. Specifically, they demonstrate increases in their ability to formulate testable hypotheses with measurable outcomes, their appreciation of cutting-edge methodologies and deeper understanding of the contestable nature of increasingly complex areas of scientific knowledge. This article reports on the design and use of these assessment tasks within the series of inquiry-based curricula, and their impact on the progression of student learning

Parkinson disease-linked Vps35 R524W mutation impairs the endosomal association of retromer and induces α-synuclein aggregation

Endosomal sorting is a highly orchestrated cellular process. Retromer is a heterotrimeric complex that associates with endosomal membranes and facilitates the retrograde sorting of multiple receptors, including the cation-independent mannose 6-phosphate receptor for lysosomal enzymes. The cycling of retromer on and off the endosomal membrane is regulated by a network of retromer-interacting proteins. Here, we find that Parkinson disease-associated Vps35 variant, R524W, but not P316S, is a loss-of-function mutation as marked by a reduced association with this regulatory network and dysregulation of endosomal receptor sorting. Expression of Vps35 R524W-containing retromer results in the accumulation of intracellular α-synuclein-positive aggregates, a hallmark of Parkinson disease. Overall, the Vps35 R524W-containing retromer has a decreased endosomal association, which can be partially rescued by R55, a small molecule previously shown to stabilize the retromer complex, supporting the potential for future targeting of the retromer complex in the treatment of Parkinson disease

Inhibitory effect of cisplatin and [Pt(dach)Cl2] on the activity of phospholipase A2

This work has been focused on testing the influence of two selected Pt(II) complexes cisplatin, Pt(NH3)(2) Cl-2, and [Pt(dach)Cl-2] on the activity of porcine pancreatic phospholipase A(2) (PLA(2)). It has been assumed that this enzyme plays a role in carcinogenesis and that it could be a target in the tumour therapy. The results of this study show that both Pt(II) complexes inhibit the activity of the enzyme, though they bind to it in a different manner. While cisplatin interacts with the enzyme in an acompetitive manner, the stable interaction of [Pt(dach)Cl-2] with PLA(2) could not be detected under our experimental conditions

Simple synthesis of karahanaenone

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Pojava, štetnost i suzbijanje krompirovog moljca (Phthorimaea operculella)

Potato tuber moth, Phthorimaea operculella Zeller (Lepidoptera: Gelechiidae), is a damaging pest occurring in warm, tropical and subtropical regions. In the last several years, it has also been present in Serbia, causing serious damage to potatoes. Its harmfulness involves damage to potato tubers which renders them useless for marketing, leading to complete yield loss. This pest is also important in terms of the complexity of its control. In Serbia, until five years ago, this pest was known only through literature. The first official data on its presence in Serbia i.e. in the Leskovac region date back to 2011. The potato tuber moth was first recorded in 2008 (Leskovac), and its presence in other areas of Serbia was first reported in 2011. During 2015, extensive damage from this insect was recorded on the potato crop in Čačak, particularly in the lowlands, where potatoes are intensively grown for high yields, as well as in other parts of the country. This pest requires complex control practices. It is only through the use of both preventive and direct control measures by all potato growers on a large scale that success in pest control and damage reduction can be expected.Krompirov moljac, Phthorimaea operculella Zeller (Lepidoptera: Gelechiidae), je štetočina toplih, tropskih i subtropskih regiona sveta. U poslednjih nekoliko godina je prisutan i u Srbiji gde pričinjava velike štete na krompiru. Štetnost moljca se ogleda u oštećenju krtola koje postaju tržišno neupotrebljive do potpunog propadanja celokupnog prinosa. Ova štetočina je značajna i po složenosti njenog suzbijanja. Kod nas se o ovoj štetočini do pre pet godina znalo samo iz literature. Prvi zvanični podaci o prisustvu štetočine kod nas, na području Leskovca, potiču iz 2011. godine. Prvi nalaz moljca potiče iz 2008. godine (Leskovac), a prema nekim podacima štetočina se javlja od 2011. godine i u drugim područjima u Srbiji. Tokom 2015. godine evidentirane su ogromne štete na krompiru od ovog insekta na teritoriji Čačka, posebno u ravničarskom delu gde se intenzivno gaji krompir i gde se postižu visoki prinosi, kao i u drugim delovima Srbije. Suzbijanje ove štetočine je veoma složeno. Samo primenom svih, preventivnih i direktnih mera od strane svih uzgajivača krompira, na većem području, se mogu očekivati rezultati u suzbijanju štetočine i smanjenju šteta