Diagnostic, prognostic and predictive value of cell-free miRNAs in prostate cancer : A systematic review

Publisher Copyright: © 2016 Endzeliņš et al.Prostate cancer, the second most frequently diagnosed cancer in males worldwide, is estimated to be diagnosed in 1.1 million men per year. Introduction of PSA testing substantially improved early detection of prostate cancer, however it also led to overdiagnosis and subsequent overtreatment of patients with an indolent disease. Treatment outcome and management of prostate cancer could be improved by the development of non-invasive biomarker assays that aid in increasing the sensitivity and specificity of prostate cancer screening, help to distinguish aggressive from indolent disease and guide therapeutic decisions. Prostate cancer cells release miRNAs into the bloodstream, where they exist incorporated into ribonucleoprotein complexes or extracellular vesicles. Later, cell-free miRNAs have been found in various other biofluids. The initial RNA sequencing studies suggested that most of the circulating cell-free miRNAs in healthy individuals are derived from blood cells, while specific disease-associated miRNA signatures may appear in the circulation of patients affected with various diseases, including cancer. This raised a hope that cell-free miRNAs may serve as non-invasive biomarkers for prostate cancer. Indeed, a number of cell-free miRNAs that potentially may serve as diagnostic, prognostic or predictive biomarkers have been discovered in blood or other biofluids of prostate cancer patients and need to be validated in appropriately designed longitudinal studies and clinical trials. In this review, we systematically summarise studies investigating cell-free miRNAs in biofluids of prostate cancer patients and discuss the utility of the identified biomarkers in various clinical scenarios. Furthermore, we discuss the possible mechanisms of miRNA release into biofluids and outline the biological questions and technical challenges that have arisen from these studies.publishersversionPeer reviewe

Baixa percepção de risco entre adolescentes espanhóis em relação ao consumo de álcool

Según los estudios recientes, los adolescentes españoles muestran una baja percepción del riesgo asociado al consumo de alcohol. El objetivo de la presente investigación es analizar los factores que favorecen esta baja percepción a partir de la opinión de un grupo de 32 profesionales/expertos en adolescencia, familia, escuela, medios de comunicación y políticas locales. Se utilizó una metodología cualitativa, fundamentada en Grounded Theory, a partir de la información obtenida mediante 5 grupos de discusión guiados por entrevistas semiestructuradas. Se identificaron 12 factores o subcategorías agrupados en 4 categorías generales: riesgo a corto plazo, inmediatez y percepción de invulnerabilidad (categoría ¿pensamiento adolescente¿); concepción benévola del alcohol, normalización del consumo y binomio alcohol-diversión (categoría ¿normas sociales¿); consumo habitual en los padres, inconsistencia verbal-no verbal en el modelado parental, consumo sin riesgo en los medios, consumo con resultados positivos en los medios (categoría ¿modelos sociales¿); excesivo contenido sanitario, riesgo a largo plazo (categoría ¿discurso preventivo¿). Tras discutir los resultados en el contexto de la literatura científica actual, se realizan varias propuestas con el objetivo de aumentar la percepción del riesgo en los adolescentes: incidir con mayor fuerza en contenidos sobre los riesgos a corto plazo del alcohol; orientar las estrategias educativas dirigidas al adolescente, también hacia los agentes de socialización, especialmente los padres; incidir en políticas centradas en la sustancia y en reducir la oferta.According to recent studies, Spanish adolescents show low perception of risk in alcohol consumption. The current study aims to analyze the factors that favor this low perception based on the opinion of a group of 32 professional experts on adolescence, family, school, mass media, and local policies. A qualitative methodology was used, based on Grounded Theory, using information from 5 focus groups guided by semi-structured interviews. Twelve factors or subcategories were identified, grouped in 4 general categories: short-term risk, immediacy, and perception of invulnerability (¿adolescent thinking¿ category); benevolent view of alcohol, normalization of consumption, and alcohol-entertainment binomial (¿social norms¿ category); parents¿ habitual consumption, verbal/non-verbal inconsistency in parental model, risk-free consumption depicted in the mass media, consumption with positive results in the media (¿social models¿ category); and excessive health content, long-term risk (¿preventive discourse¿ category). After discussing the results in the context of the current scientific literature, the article offers various proposals for increasing risk perception in adolescents: stronger impact of contents on short-term risks of alcohol; educational strategies targeted to adolescents to include agents of socialization, especially parents; and policies centered on the substance and reduction of supply.De acordo com estudos recentes, os adolescentes espanhóis mostram baixa percepção de risco em relação ao consumo de álcool. O estudo tem como objetivo analisar os fatores associados com a baixa percepção de risco, com base nas opiniões de um grupo de 32 especialistas em adolescência, família, escola, mídia e políticas locais. Foi utilizada uma metodologia qualitativa, baseada na Teoria Fundamentada, usando informações de cinco grupos focais orientados por entrevistas semi-estruturadas. Foram identificados 12 fatores ou subcategorias, agrupados em quatro categorias gerais: risco no curto prazo, imediatismo e percepção de invulnerabilidade (categoria de ¿pensamento adolescente¿); visão benevolente em relação ao álcool, normalização do consumo e binômio álcool-entretenimento (categoria de ¿normas sociais¿); consumo habitual pelos pais, inconsistência na comunicação verbal versus não verbal no modelo representado pelos pais, consumo isento de risco retratado pela mídia, consumo com resultados positivos na mídia (categoria de ¿modelos sociais¿) e excesso de conteúdo relacionado à saúde, risco no longo prazo (categoria de ¿discurso preventivo¿). Depois de discutir os resultados no contexto da literatura científica atual, o artigo oferece várias propostas para aumentar a percepção de risco entre os adolescentes: impacto mais forte de conteúdos sobre os riscos do álcool no curto prazo; estratégias educativas orientadas aos adolescentes para incluir os agentes da socialização, especialmente os pais, além de políticas centradas na substância e na redução da oferta.Departamento de Educación y Psicología SocialVersión del edito

Epistemic Practices and Science Education

Epistemic practices are the socially organized and interactionally accomplished ways that members of a group propose, communicate, assess, and legitimize knowledge claims. Drawing from studies of science and education, this chapter argues that epistemic practices are interactional (constructed among people through concerted activity), contextual (situated in social practices and cultural norms), intertextual (communicated through a history of coherent discourses, signs, and symbols), and consequential (legitimized knowledge instantiates power and culture). Through a review of science studies, the argument for the relevance of a focus on epistemic practices is developed. This chapter draws from the empirical studies of scientific practice to derive implications for science teaching and learning. There has been considerable empirical work from multiple disciplinary perspectives (cognitive science, sociology, anthropology, and rhetoric) informing perspectives about science and the inner workings of scientific communities. These studies examine the practices, discourses, and cultures of scientists and scientific communities. These perspectives are applied to three types of educational approaches for science learning (through inquiry, engineering, and socioscientific issues) to examine ways that engaging in epistemic practices supports goals of scientific literacy. The chapter shows how a focus on the knowledge construction processes in schools offers contributions to thinking about science education