La zoomification de l’enseignement médical : les solutions virtuelles précipitées lors de la COVID-19 peuvent-elles nous préparer pour une prochaine perturbation dans l’enseignement? Revue exploratoire

Introduction: In response to the COVID-19 pandemic, educators have increasingly shifted delivery of medical education to online/distance learning. Given the rapid and heterogeneous nature of adaptations; it is unclear what interventions have been developed, which strategies and technologies have been leveraged, or, more importantly, the rationales given for designs. Capturing the content and skills that were shifted to online, the type of platforms used for the adaptations, as well as the pedagogies, theories, or conceptual frameworks used to inform the adapted educational deliveries can bolster continued improvement and sustainability of distance/online education while preparing medical education for future large-scale disruptions. Methods: We conducted a scoping review to map the rapid medical educational interventions that have been adapted or transitioned to online between December 2019 and August 2020. We searched MEDLINE, EMBASE, Education Source, CINAHL, and Web of Science for articles pertaining to COVID-19, online (distance) learning, and education for medical students, residents, and staff. We included primary research articles and reports describing adaptations of previous educational content to online learning. Results: From an initial 980 articles, we identified 208 studies for full-text screening and 100 articles for data extraction. The majority of the reported scholarship came from Western Countries and was published in clinical science journals. Cognitive content was the main type of content adapted (over psychomotor, or affective). More than half of the articles used a video-conferencing software as the platform to pivot their educational intervention into virtual. Unfortunately, most of the reported work did not disclose their rationale for choosing a platform. Of those that did, the majority chose technological solutions based on availability within their institutions. Similarly, most of the articles did not report the use of any pedagogy, theory, or framework to inform the educational adaptations.Introduction : En réponse à la pandémie de la COVID-19, l’enseignement médical a été progressivement déplacé vers l’espace virtuel. Compte tenu de la rapidité et de l’hétérogénéité des adaptations opérées, nous n’avons qu’une idée peu précise des activités éducatives élaborées, des stratégies et des technologies mobilisées et, plus important encore, des raisons avancées pour les motiver. Une meilleure connaissance du contenu et des compétences dont l’enseignement a été transféré en ligne, du type de plateformes utilisées pour le virage, ainsi que des pédagogies, des théories ou des cadres conceptuels utilisés pour guider les activités éducatives adaptées soutiendrait une amélioration continue et la pérennité de l’enseignement à distance, tout en préparant la formation médicale à de futures perturbations d’envergure. Méthodes : Nous avons effectué une revue exploratoire pour recenser les activités éducatives en médecine qui ont été expéditivement adaptées ou transposées en ligne entre décembre 2019 et août 2020. Nous avons interrogé les bases de données MEDLINE, EMBASE, Education Source, CINAHL et Web of Science à la recherche d’articles portant sur la COVID-19, sur l’apprentissage en ligne (à distance) et sur la formation des étudiants en médecine, des résidents et du personnel enseignant. Nous avons inclus des articles de recherche originale et d’autres décrivant l’adaptation de contenus éducatifs à l’apprentissage en ligne. Résultats : Des 980 articles trouvés, nous avons sélectionné 208 études pour un examen du texte intégral et 100 articles pour une extraction de données. La plupart des travaux provenaient de pays occidentaux et ont été publiés dans des revues médicales. Le type de contenu adapté était principalement cognitif, dans une moindre mesure psychomoteur ou affectif. Plus de la moitié des articles présentaient un logiciel de visioconférence comme plateforme utilisée pour transposer des activités éducatives en mode virtuel. Malheureusement, la plupart des études ne précisaient pas les raisons justifiant le choix de plateforme. Celles qui l’ont fait indiquaient majoritairement que les solutions technologiques avaient été choisies en fonction de leur disponibilité au sein de l’établissement. De la même manière, seulement une poignée d’articles font état de l’utilisation d’une pédagogie, d’une théorie ou d’un cadre pour guider les adaptations pédagogiques

Mechanisms of MEOX1 and MEOX2 Regulation of the Cyclin Dependent Kinase Inhibitors p21CIP1/WAF1 and p16INK4a in Vascular Endothelial Cells

Senescence, the state of permanent cell cycle arrest, has been associated with endothelial cell dysfunction and atherosclerosis. The cyclin dependent kinase inhibitors p21CIP1/WAF1 and p16INK4a govern the G1/S cell cycle checkpoint and are essential for determining whether a cell enters into an arrested state. The homeodomain transcription factor MEOX2 is an important regulator of vascular cell proliferation and is a direct transcriptional activator of both p21CIP1/WAF1 and p16INK4a. MEOX1 and MEOX2 have been shown to be partially functionally redundant during development, suggesting that they regulate similar target genes in vivo. We compared the ability of MEOX1 and MEOX2 to activate p21CIP1/WAF1 and p16INK4a expression and induce endothelial cell cycle arrest. Our results demonstrate for the first time that MEOX1 regulates the MEOX2 target genes p21CIP1/WAF1 and p16INK4a. In addition, increased expression of either of the MEOX homeodomain transcription factors leads to cell cycle arrest and endothelial cell senescence. Furthermore, we show that the mechanism of transcriptional activation of these cyclin dependent kinase inhibitor genes by MEOX1 and MEOX2 is distinct. MEOX1 and MEOX2 activate p16INK4a in a DNA binding dependent manner, whereas they induce p21CIP1/WAF1 in a DNA binding independent manner

HIV/SIV Infection Primes Monocytes and Dendritic Cells for Apoptosis

Subversion or exacerbation of antigen-presenting cells (APC) death modulates host/pathogen equilibrium. We demonstrated during in vitro differentiation of monocyte-derived macrophages and monocyte-derived dendritic cells (DCs) that HIV sensitizes the cells to undergo apoptosis in response to TRAIL and FasL, respectively. In addition, we found that HIV-1 increased the levels of pro-apoptotic Bax and Bak molecules and decreased the levels of anti-apoptotic Mcl-1 and FLIP proteins. To assess the relevance of these observations in the context of an experimental model of HIV infection, we investigated the death of APC during pathogenic SIV-infection in rhesus macaques (RMs). We demonstrated increased apoptosis, during the acute phase, of both peripheral blood DCs and monocytes (CD14+) from SIV+RMs, associated with a dysregulation in the balance of pro- and anti-apoptotic molecules. Caspase-inhibitor and death receptors antagonists prevented apoptosis of APCs from SIV+RMs. Furthermore, increased levels of FasL in the sera of pathogenic SIV+RMs were detected, compared to non-pathogenic SIV infection of African green monkey. We suggest that inappropriate apoptosis of antigen-presenting cells may contribute to dysregulation of cellular immunity early in the process of HIV/SIV infection

Binary systems and their nuclear explosions

Peer ReviewedPreprin

Zoomification of medical education: can the rapid online educational responses to COVID-19 prepare us for another educational disruption? A scoping review

Introduction: In response to the COVID-19 pandemic, educators have increasingly shifted delivery of medical education to online/distance learning. Given the rapid and heterogeneous nature of adaptations; it is unclear what interventions have been developed, which strategies and technologies have been leveraged, or, more importantly, the rationales given for designs. Capturing the content and skills that were shifted to online, the type of platforms used for the adaptations, as well as the pedagogies, theories, or conceptual frameworks used to inform the adapted educational deliveries can bolster continued improvement and sustainability of distance/online education while preparing medical education for future large-scale disruptions. Methods: We conducted a scoping review to map the rapid medical educational interventions that have been adapted or transitioned to online between December 2019 and August 2020. We searched MEDLINE, EMBASE, Education Source, CINAHL, and Web of Science for articles pertaining to COVID-19, online (distance) learning, and education for medical students, residents, and staff. We included primary research articles and reports describing adaptations of previous educational content to online learning. Results: From an initial 980 articles, we identified 208 studies for full-text screening and 100 articles for data extraction. The majority of the reported scholarship came from Western Countries and was published in clinical science journals. Cognitive content was the main type of content adapted (over psychomotor, or affective). More than half of the articles used a video-conferencing software as the platform to pivot their educational intervention into virtual. Unfortunately, most of the reported work did not disclose their rationale for choosing a platform. Of those that did, the majority chose technological solutions based on availability within their institutions. Similarly, most of the articles did not report the use of any pedagogy, theory, or framework to inform the educational adaptations