The transition to consultant: Identifying gaps in higher specialist training

Background New consultants consistently feel better prepared for the clinical rather than non-clinical aspects of their role. However, deficiencies in generic competencies have been linked to burnout and patient complaints. This study explored how higher specialty training prepares doctors for the transition to consultant in genitourinary medicine. Results New consultants felt less prepared for non-clinical aspects of their role. Prior practical experience was the greatest influencing factor in levels of preparedness, with increased responsibility and leadership driving deeper learning. Observation of others helped individuals develop a professional identity but also learn about the wider processes within their service. The learning environment positively influenced preparedness but highlighted a need for dedicated time to learn non-clinical aspects. Conclusion To ensure future trainees feel prepared for the non-clinical aspects of the consultant role, practical experience of non-clinical areas with high levels of leadership and responsibility within a supportive learning environment is essential

The Inflammasome: First Line of the Immune Response to Cell Stress

The NALP3-inflammasome is a protein complex that stimulates caspase-1 activation to promote the processing and secretion of proinflammatory cytokines. Recent work indicates that the NALP3-inflammasome can be activated by endogenous “danger signals” as well as compounds associated with pathogens (Kanneganti et al., 2006; Mariathasan et al., 2006; Martinon et al., 2006; Sutterwala et al., 2006). Here, we discuss new insights into the regulation of caspase-1 activity in the inflammatory response

DNA sequences required for regulated expression of β-globin genes in murine erythroleukaemia cells.

We introduced into MEL cells rabbit beta-globin gene deletion mutants and two sets of hybrid genes constructed from the inducible human beta-globin gene and noninducible human gamma-globin gene or the murine H-2Kbm1 class I MHC gene. S1 nuclease analysis of gene transcripts before and after MEL differentiation showed that induction of the rabbit beta-globin gene did not require more than 58 bp of DNA 5' to the transcription initiation site. Hybrid genes were constructed with human beta-globin DNA sequences from either 5' or 3' of the translation initiation site linked to the complementary parts of the gamma or H2Kbm1 genes. Both types of constructs were inducible during MEL differentiation. The relative rates of transcription of the 5' gamma-3' beta and 5'H2-3' beta hybrid genes show that induction of the hybrid gene transcripts results at least in part from transcriptional activation of the genes. We suggest that DNA sequences that regulate beta-globin gene transcription during MEL differentiation are located both 5' and 3' to the translation initiation site

Empowering academics to be adaptive with eLearning technologies: An exploratory case study

© 2019. This paper describes an exploratory case study investigating the capacity of a multidisciplinary approach to academic development, to empower adaptive responses to ongoing technological change impacting on teaching practice. A quasi-experimental design with an intervention group (n = 22) and a comparative control group (n = 7) was adopted. Pre and post online questionnaires were administered to participants in both groups to evaluate attitudes and experiences relating to technology use in teaching and learning. The questionnaires were adapted from the Technology Acceptance Model. Qualitative measurement of the intervention group's experiences following the professional development was captured using semi-structured interviews, followed by two focus groups to confirm the interview findings. Results indicate that the professional development impacted positively on participants through significantly increased levels of confidence and perceived ease of use. Qualitative data indicated participants experienced cognitive, emotional, and/or practical changes during and/or following the professional development

Transcriptional and post-transcriptional effects of nerve growth factor on expression of the three neurofilament subunits in PC-12 cells.

Nerve growth factor (NGF) is known to increase the levels of neurofilament proteins in PC-12 pheochromocytoma cells. In this report, we show that the three neurofilament subunits, NF-L, NF-M, and NF-H, are not induced coordinately. NF-H accumulated only after longer term NGF treatment than required for NF-L and NF-M. While NGF treatment resulted in 12- and 14-fold increases in NF-L and NF-M mRNA levels, respectively, over a 14-day period, no increase in the level of NF-H mRNA was observed. This indicated that in PC-12 cells, control of NF-H expression by NGF may occur at the post-transcriptional level. NGF appeared to have no effect on the stability of NF-L mRNA, although it increased the stability of NF-M mRNA relative to that in control PC-12 cells. Analysis of the effect of NGF on the transcription of neurofilament genes showed 4- and 5-fold increases in the rates of NF-L and NF-M gene transcription, respectively, and no increase in the rate of NF-H gene transcription. Taken together these results demonstrate that NGF stimulates the expression of individual neurofilament subunits at the transcriptional and/or post-transcriptional levels