Correction: Surprising impact of remote groups on the folding–unfolding and dimer-chain equilibria of bifunctional H-bonding unimers

The authors regret that in the original article the spelling of one author’s surname is incorrect. The correct name of the author is ‘Shuang Chen’. The Royal Society of Chemistry apologises for these errors and any consequent inconvenience to authors and readers

Surprising impact of remote groups on the folding–unfolding and dimer-chain equilibria of bifunctional H-bonding unimers

Oligoamide 1, consisting of two H-bonding units linked by a trimethylene linker, was previously found to form a very stable, folded dimer. In this work, replacing the side chains and end groups of 1 led to derivatives that show the surprising impact of end groups on the folding and dimer-chain equilibria of the resultant molecules

Correction: Surprising impact of remote groups on the folding–unfolding and dimer-chain equilibria of bifunctional H-bonding unimers

The authors regret that in the original article the spelling of one author’s surname is incorrect. The correct name of the author is ‘Shuang Chen’. The Royal Society of Chemistry apologises for these errors and any consequent inconvenience to authors and readers

Application of multiplexed ion mobility spectrometry towards the identification of host protein signatures of treatment effect in pulmonary tuberculosis.

RationaleThe monitoring of TB treatments in clinical practice and clinical trials relies on traditional sputum-based culture status indicators at specific time points. Accurate, predictive, blood-based protein markers would provide a simpler and more informative view of patient health and response to treatment.ObjectiveWe utilized sensitive, high throughput multiplexed ion mobility-mass spectrometry (IM-MS) to characterize the serum proteome of TB patients at the start of and at 8 weeks of rifamycin-based treatment. We sought to identify treatment specific signatures within patients as well as correlate the proteome signatures to various clinical markers of treatment efficacy.MethodsSerum samples were collected from 289 subjects enrolled in CDC TB Trials Consortium Study 29 at time of enrollment and at the end of the intensive phase (after 40 doses of TB treatment). Serum proteins were immunoaffinity-depleted of high abundant components, digested to peptides and analyzed for data acquisition utilizing a unique liquid chromatography IM-MS platform (LC-IM-MS). Linear mixed models were utilized to identify serum protein changes in the host response to antibiotic treatment as well as correlations with culture status end points.ResultsA total of 10,137 peptides corresponding to 872 proteins were identified, quantified, and used for statistical analysis across the longitudinal patient cohort. In response to TB treatment, 244 proteins were significantly altered. Pathway/network comparisons helped visualize the interconnected proteins, identifying up regulated (lipid transport, coagulation cascade, endopeptidase activity) and down regulated (acute phase) processes and pathways in addition to other cross regulated networks (inflammation, cell adhesion, extracellular matrix). Detection of possible lung injury serum proteins such as HPSE, significantly downregulated upon treatment. Analyses of microbiologic data over time identified a core set of serum proteins (TTHY, AFAM, CRP, RET4, SAA1, PGRP2) which change in response to treatment and also strongly correlate with culture status. A similar set of proteins at baseline were found to be predictive of week 6 and 8 culture status.ConclusionA comprehensive host serum protein dataset reflective of TB treatment effect is defined. A repeating set of serum proteins (TTHY, AFAM, CRP, RET4, SAA1, PGRP2, among others) were found to change significantly in response to treatment, to strongly correlate with culture status, and at baseline to be predictive of future culture conversion. If validated in cohorts with long term follow-up to capture failure and relapse of TB, these protein markers could be developed for monitoring of treatment in clinical trials and in patient care

Comparative genomics of Burkholderia singularis sp. nov., a low G+C content, free-living bacterium that defies taxonomic dissection of the genus Burkholderia

Four Burkholderia pseudomallei-like isolates of human clinical origin were examined by a polyphasic taxonomic approach that included comparative whole genome analyses. The results demonstrated that these isolates represent a rare and unusual, novel Burkholderia species for which we propose the name B. singularis. The type strain is LMG 28154(T) (=CCUG 65685(T)). Its genome sequence has an average mol% G+C content of 64.34%, which is considerably lower than that of other Burkholderia species. The reduced G+C content of strain LMG 28154(T) was characterized by a genome wide AT bias that was not due to reduced GC-biased gene conversion or reductive genome evolution, but might have been caused by an altered DNA base excision repair pathway. B. singularis can be differentiated from other Burkholderia species by multilocus sequence analysis, MALDI-TOF mass spectrometry and a distinctive biochemical profile that includes the absence of nitrate reduction, a mucoid appearance on Columbia sheep blood agar, and a slowly positive oxidase reaction. Comparisons with publicly available whole genome sequences demonstrated that strain TSV85, an Australian water isolate, also represents the same species and therefore, to date, B. singularis has been recovered from human or environmental samples on three continents

The Dean’s Racial Justice Curriculum Challenge

This Work in Progress paper will present the College of Engineering Dean’s Racial Justice Curriculum Challenge. This challenge tasks all faculty in the college to use their engineering problem-solving skills to develop creative ways to incorporate issues of diversity, equity, inclusion, and racial justice in every class we teach. The challenge was inspired by our students, who requested a greater connection between the technical content of classes and real world issues, in particular the role engineers play in either fostering inclusive solutions or contributing to the propagation of inequities. The intent is to engage faculty in the development of new curriculum, and success was measured by the level of engagement, and featured direct student feedback into the curriculum ideas. Starting in 2020-2021 academic year, we challenged every faculty member to contribute to the Dean’s Curriculum Challenge. Each lesson plan was reviewed by a team of students, and at least one was highlighted each week. We received 67 lesson plans from 45 faculty members, impacting 52 courses. Several courses included more than one racial justice themed lesson during the semester. Faculty participation rates were higher in Fall 2020, but varied across departments: 33% of biomedical engineering (BME), 7% of civil engineering (CE), 61% of chemical engineering (CHE), 15% of electrical and computer engineering (ECE), and 26% of mechanical and industrial engineering (MIE). In Spring 2021, 83% of BME, 14% of CE, 26% of CHE, 5% of MIE, and 33% of our Junior Year Writing faculty participated. In total, 3 freshmen, 10 sophomore, 12 junior, 8 senior, 12 senior/graduate, and 9 graduate level classes were impacted. In Fall 2021 we added a second challenge faculty could contribute to: the Inclusive Design challenge. Thus far, we have had 5 submissions from 3 faculty members and 1 graduate student teaching fellow. In addition, the challenge inspired individual department “brainstorming sessions” to discuss pedagogy and best practices for introducing these topics into a variety of class types. This paper will describe the lessons learned as the Dean’s Curriculum Challenge has been implemented as well as plans for sustaining and further supporting the challenge. This will include types of lesson plans, activities, and class discussions that were introduced. Once the program has been established, data will be collected from faculty on what they found effective and whether they continued these or other related activities in future semesters. In the 2021-2022 academic year, several highlighted submissions were presented by the faculty to a wider audience within the college

Development of a Certificate in Healthcare Improvement for Inter-Professional Teams

Introduction To address gaps in care team improvement-science education and connect geographically dispersed learners, we created a healthcare improvement certificate program, now completing the third program year, for inter-professional (IP) healthcare teams, including third year medical students. Methods This hybrid learning program consists of five modules: Learning Healthcare Systems, Improvement Science, Patient Safety and Diagnostic Error, Population Health and Health Equity and Leading Change. The curricular materials are comprised of focused readings, concise videos, faculty-moderated discussion boards, weekly synchronous calls of participants with faculty, and a longitudinal improvement project. The faculty are content experts, and worked with a curricular designer to define learning objectives and develop content. Results We have completed three years of this six-month program, training 61 participants (17 of whom were medical students) at 14 sites. In the third year, several medical students participated without an IP team. Development of the materials has been iterative, with feedback from learners and faculty used to shape the materials. Discussion We demonstrate the development and rollout of a hybrid-learning program for diverse and geographically dispersed IP teams, including medical students. Time restrictions limited the depth of topics, and scheduling overlap caused some participants to miss the interactive calls. We plan to evaluate the utility of the program for participants over time, using qualitative methods. Conclusion This educational model is feasible for IP teams studying improvement science and implementing change projects, and can be adopted to dispersed geographic settings