Rationally designed foldameric adjuvants enhance antibiotic efficacy via promoting membrane hyperpolarization

The negative membrane potential of bacterial cells influences crucial cellular processes. Inspired by the molecular scaffold of the antimicrobial peptide PGLa, we have developed antimicrobial foldamers with a computer-guided design strategy. The novel PGLa analogues induce sustained membrane hyperpolarization. When co-administered as an adjuvant, the resulting compounds - PGLb1 and PGLb2 - have substantially reduced the level of antibiotic resistance of multi-drug resistant Escherichia coli, Klebsiella pneumoniae and Shigella flexneri clinical isolates. The observed antibiotic potentiation was mediated by hyperpolarization of the bacterial membrane caused by the alteration of cellular ion transport. Specifically, PGLb1 and PGLb2 are selective ionophores that enhance the Goldman-Hodgkin-Katz potential across the bacterial membrane. These findings indicate that manipulating bacterial membrane electrophysiology could be a valuable tool to overcome antimicrobial resistance

Rationally Designed Foldameric Adjuvants Enhance Antibiotic Efficacy via Promoting Membrane Hyperpolarization

The negative membrane potential of bacterial cells influences crucial cellular processes. Inspired by the molecular scaffold of the antimicrobial peptide PGLa, we have developed antimicrobial foldamers with a computer-guided design strategy. The novel PGLa analogues induce sustained membrane hyperpolarization. When co-administered as an adjuvant, the resulting compounds – PGLb1 and PGLb2 – have substantially reduced the level of antibiotic resistance of multi-drug resistant Escherichia coli, Klebsiella pneumoniae and Shigella flexneri clinical isolates. The observed antibiotic potentiation was mediated by hyperpolarization of the bacterial membrane caused by the alteration of cellular ion transport. Specifically, PGLb1 and PGLb2 are selective ionophores that enhance the Goldman–Hodgkin–Katz potential across the bacterial membrane. These findings indicate that manipulating bacterial membrane electrophysiology could be a valuable tool to overcome antimicrobial resistance

Approaches to Code Selection for Epistemic Networks

When employing unified, quantitative-qualitative methods such as Epistemic Network Analysis (ENA), the relative frequency of codes and their co-occurrence is of interest. However, in projects utilizing a large number of codes, the interpretation of these models becomes challenging. In this paper, we provide three potential approaches to code selection. In the theory-based approach, code clustering and selection is founded on relevant literature or theory. In the insight-based approach, clusters of codes are defined by the grounded observations of researchers. Lastly, in the model-based approach, fully inclusive ENA models are generated to select codes for future models. We illustrated these approaches using data from our ongoing project that aims to measure the effects of a health education intervention, the Balassagyarmat Health Education Program, on near-peer educators’ understanding regarding the biopsychosocial model of health. All three approaches may be useful in guiding code selection for final ENA models or in providing a baseline for further refinement of model parameters. By outlining these approaches, this work contributes to discourse on making conscious and transparent decisions regarding ENA parameterization

Approaches to Code Selection for Epistemic Networks

When employing unified, quantitative-qualitative methods such as Epistemic Network Analysis (ENA), the relative frequency of codes and their co-occurrence is of interest. However, in projects utilizing a large number of codes, if all codes are included, the interpretation of these models becomes challenging. In this paper, we provide three potential approaches to code selection. In the theory-based approach, code clustering and selection was founded on relevant literature or theory. In the insight-based approach, clusters of codes were defined by the grounded observations of researchers. Lastly, in the model-based approach, fully inclusive ENA models were generated to select codes for future models. We illustrated these approaches using data from our ongoing project that aims to measure the effects of a health education intervention on near-peer educators’ understanding regarding the biopsychosocial model of health. All three approaches may be useful in guiding code selection for final ENA models or in providing a baseline for further refinement of model parameters. By outlining these approaches, this work contributes to discourse on making conscious and transparent decisions regarding ENA parameterization

Az iskolai kortárs egészségnevelői tevékenység lehetséges szerepe az orvosképzésben

Introduction Lack of skills, commitment, and poor health behavior are barriers to physicians providing lifestyle counseling. We aimed to explore the role of doing school-based peer health education during training in overcoming these barriers. We studied educators of the Balassagyarmat Health Education Program (BEP) to investigate what experiences they had gained that are useful for medical practice, how committed they had become to health education, and whether their health behavior had changed. Methods Semi-structured interviews were conducted with those medical student peer educators of BEP (n=9) who had mastered all topics of the program. Our data were subjected to qualitative content analysis. Our deductive codes were defined by the research questions, and responses to these were inductively coded and aggregated along the questions. Results Participants cited improvements in patient education, motivation, and partnership building as useful for the practice. Their commitment strengthened and they voluntarily and successfully conducted health education in their communities and with their patients following the program. They reported changes in their behavior in terms of more conscious alcohol use and diet and increased physical activity. Conclusions The health education activity helped peer educators develop medical skills and commitment to health education and positive health behavior change; thus, we recommend its integration into medical education