The curious case of blended learning: an evaluation of a curriculum innovation in the global mental health Master’s programme

Background: This study aimed to evaluate students’ satisfaction, perceived utility and engagement with a range of Blended Learning (BL) resources, in the context of the staged introduction of BL within the MSc Global Mental Health Programme. Methods: A descriptive mixed methods design was employed. An electronic questionnaire was completed by 18 (90%) of the enrolled on-campus students. Eight of them opted to participate in a collaborative workshop aiming to corroborate and expand upon the questionnaire findings, and generate ideas for optimising the BL components. Results: Overall, students were satisfied with the quantity and usefulness of the BL materials. Specifically, the easy access to, and diversity of, learning activities were recognised as instrumental in stimulating innovative ways of thinking, in addition to improving subject-specific knowledge. Students starkly diverged according to their reported use of materials as the foundation of independent study as well as perceptions of the difficulty level of the modules. Students reported lacking the confidence and knowledge regarding integrating the breadth of learning resources effectively to support their learning. Collaboratively, the students helped generate actionable programmatic changes aimed at improving the curriculum cohesion and enhancing learner engagement. Conclusion: Systematic evaluation of the initial stages of BL is critical. This study demonstrated the complexities of the staged introduction of BL in terms of ensuring learning efficiency, student satisfaction, learner development and programme cohesion. This study enabled the identification of strategic and feasible high-impact areas for optimising BL, and transforming them into stages of change

Staged Introduction of Blended Learning – To Blend or Not to Blend?

The Master’s Degree in Global Mental Health (GMH) is in its sixth year as an on-campus course and in its second year as an online distance learning (ODL) course. A significant review of ILOs, course content, Moodle resource, the role of graduate attributes and assessment types was undertaken prior to the 2017/18 launch. The optimisation of agility and cohesion between Programmes has provided an opportunity to introduce blended learning materials for the on-campus students as a means of supporting learning. With the introduction of blended learning into the on-campus course we wish to ensure that it is embedded robustly, efficiently and effectively

The lactation cycle of the fur seal

The fur seal is a mammal with an unusual ability to turn its milk production on and off without significantly altering the gross morphology of the mammary gland. This atypical lactation cycle is due to the fact that maternal foraging and infant nursing are spatially and temporally separate (Bonner, 1984). Maternal care involves the suckling of offspring over a period of at least 4 months, but lactation can extend to more than 12 months. Following a perinatal fast of approximately 1 week, females depart the breeding colony to forage at sea and, for the remainder of lactation, alternate between short periods ashore suckling their young with longer periods of up to 4 weeks foraging at sea. Whilst foraging at sea, milk production in the fur seal mammary gland either ceases or is reduced (Arnould &amp; Boyd, 1995b).<br /

Bronchial thermoplasty versus mepolizumab : comparison of outcomes in a severe asthma clinic

Background and objective: BT and interleukin-blocking monoclonal antibodies are both effective therapies for severe asthma, but there have been no direct comparisons between the two treatments. The aim of this study was to compare the efficacy and safety of BT and mepolizumab, in a real-world setting. Methods: Patients with severe asthma despite optimized inhaler therapy were drawn from a severe asthma clinic in a tertiary hospital. Every patient commencing therapy with BT or mepolizumab was prospectively included in a national registry. At predetermined assessment points over a 12-month period, assessments were made of ACQ, spirometry, oral corticosteroid requiring exacerbations, reliever medication and maintenance oral corticosteroid use. Results: A total of 91 patients with severe asthma participated: mean ACQ score 3.5 ± 1.0, FEV1 51.4 ± 17.7%, maintenance oral steroids 48.3% and 11.5 ± 10.0 inhalations/day reliever therapy. Forty-seven patients received mepolizumab and 44 received BT. Baseline characteristics were similar except significantly higher blood eosinophil count in the mepolizumab group. At 12 months, there were no differences between treatment outcomes for ACQ (1.9 ± 1.3 mepolizumab vs 1.7 ± 1.3 BT), exacerbation rate (0.9 ± 1.1 vs 0.9 ± 1.5), reduction in reliever use (−6.3 ± 10.5 vs −5.0 ± 8.8 puffs/day) or reduction in oral corticosteroids (−3.3 ± 7.5 vs − 5.8 ± 6.7 mg/day). The FEV1 improved equally (160 ± 290 vs 150 ± 460 mL). Readmission or prolonged admission was observed in 18.2% of BT patients, whilst 25.5% of mepolizumab patients had discontinued treatment at 12 months, 14.9% due to an adverse event or non-compliance. Conclusion: The results suggest that BT is as efficacious as mepolizumab for the treatment of severe asthma. © 2020 Asian Pacific Society of Respirology. *Please note that there are multiple authors for this article therefore only the name of the first 5 including Federation University Australia affiliate “Virginia Plummer” is provided in this record*

Identification and Characterization of Thymic Epithelial Progenitor Cells

AbstractT cell differentiation and repertoire selection depend critically on several distinct thymic epithelial cell types, whose lineage relationships are unclear. We have investigated these relationships via functional analysis of the epithelial populations within the thymic primordium. Here, we show that mAbs MTS20 and MTS24 identify a population of cells that, when purified and grafted ectopically, can differentiate into all known thymic epithelial cell types, attract lymphoid progenitors, and support CD4+ and CD8+ T cell development in nude mice. In contrast, other epithelial populations in the thymic primordium can fulfill none of these functions. These data establish that the MTS20+24+ population is sufficient to generate a functional thymus in vivo and thus argue strongly that all thymic epithelial cell types derive from a common progenitor cell

Identification and transcript analysis of a novel wallaby (Macropus eugenii) basal-like breast cancer cell line

<p>Abstract</p> <p>Background</p> <p>A wide variety of animal models have been used to study human breast cancer. Murine, feline and canine mammary tumor cell lines have been studied for several decades and have been shown to have numerous aspects in common with human breast cancer. It is clear that new comparative approaches to study cancer etiology are likely to be productive.</p> <p>Results</p> <p>A continuous line of breast carcinoma cells (WalBC) was established from a primary breast cancer that spontaneously arose in a female tammar wallaby (<it>Macropus eugenii</it>). The primary tumor was 1.5 cm³and although large, did not appear to invade the stroma and lacked vimentin expression. The WalBC cell line was cultured from the primary tumor and passaged for 22 months. WalBC cells displayed an epithelial morphology when grown on plastic, were not EGF responsive, stained strongly for cyto-keratin and negatively for vimentin. WalBC cells were shown to be non-invasive within a Matrigel invasion assay and failed to produce tumors following transplantation into nude mice. Gene expression profiling of WalBC cells was performed using a cDNA microarray of nearly 10,000 mammary gland cDNA clones and compared to normal primary mammary cells and profiles of human breast cancer. Seventy-six genes were down-regulated and sixty-six genes were up-regulated in WalBC cells when compared to primary mammary cells. WalBC cells exhibited expression of known markers of basal invasive human breast cancers as well as increased KRT17, KRT 14 and KRT 19, DSP, s100A4, NDRG-1, ANXA1, TK1 and AQP3 gene expression and decreased gene expression of TIMP3, VIM and TAGLN. New targets for breast cancer treatment were identified such as ZONAB, PACSIN3, MRP8 and SUMO1 which have human homologues.</p> <p>Conclusion</p> <p>This study demonstrates how novel models of breast cancer can provide new fundamental clues regarding cancer etiology which may lead to new human treatments and therapies.</p

Prospectus, October 29, 1980

BENET\u27S STORIES OF AMERICA OPENS TODAY; Parkland offeres classes at Arcola H.S.; Letters to the editor: Student claims Schumacher one-sided ; Jazz Combo to perform; Development Program sponsors workshop; Retired trick-or-treaters still have spirit; \u27Benet\u27s Stories of America\u27 comes to Parkland Oct. 29--tickets available; Get to your class on time- get the wake-up service; In concert Friday night: Tull: the Eddie, Ian Show; A night with Ronstadt; Springsteen\u27s latest is called The River ; Artists present program; Beatlemania hits Champagin/Urbana; Students of the world unite at Parkland\u27s International Students Day; Allergy specialist gives speech; Ag Club sponsors pig roast Nov. 2; Classifieds; Science You Can See: Astronomy -- world\u27s oldest science??; Cobras rounding into tourney form; Elam qualifies for national championship: Cobra harriers finish strong; IM football championship tomorrow; Key weekend for contenders; Fast Freddy Contest; B-Ball opener in the afternoon; Freddy\u27s percentage at .638https://spark.parkland.edu/prospectus_1980/1015/thumbnail.jp

Designing a Massive Open Online Course (MOOC): Understanding Suicide and Suicide Prevention Strategies in a Global Context. Findings from the March and Sep 2019 runs

Introduction: Suicide prevention is a global public health challenge. Increasing evidence-based knowledge and understanding of suicide needs to be central to suicide prevention efforts worldwide. We aimed to design a 3 week Massive Open Online Course (MOOC) to allow students to gain a broader understanding of suicide as a global issue. Methods: A multidisciplinary team of psychiatrists, psychologists, suicide researchers, people with lived experience and digital learning technologists developed the educational content. To ensure a safe learning environment, the World Health Organisation (WHO) guidelines on safe reporting of suicides was adhered to. Self–care activities were embedded throughout each week of the MOOC and wellbeing resources were signposted at the end of each step. Once the draft MOOC was completed, extensive consultation occurred. External feedback was obtained from a range of key stakeholders and a number of organisations were approached for endorsement or accreditation. Five teaching assistants were employed to aid course moderation. Results/Discussion: The MOOC launched in March and September 2019 with five organisational endorsements and one accreditation. Over 3,000 students engaged in the MOOC with 4,410 discussion comments. Student discussions were monitored by staff. The MOOC appeared to have a global reach with 51% of learners residing in the UK, 5% in Australia, 4% in the United States, 3% in Mexico, 2% in Canada, India and China and 1% in Russia and Saudi Arabia. Completion data from 276 learners reported that 93.5% (n=258) felt the course met or exceeded expectations and 95.7% (n=264) reported new learning. Conclusion: There appears to be a global demand for education on suicide prevention. Early outcome data suggested that new knowledge can be delivered through a MOOC. Learner safety needs to be carefully considered when developing and delivering online learning. Thorough and careful moderation is essential to ensure that learners engage safely with the content

Equality, Diversity and Inclusion in Global Mental Health: a Human Library Reading Event

Stigma, discrimination, and social exclusion across cultural settings are among the greatest barriers to achieving equitable healthcare globally. Students on the Mental Health and Disability: International Law and Policy course explore ways of minimising stigma and discrimination. They also learn about mental health legislation and policies based on core equality and inclusivity principles. Given that the pillars of the MVLS Education Strategy are underpinned by the core values of equality, diversity, inclusion, integrity, and respect, (https://www.gla.ac.uk/media/Media_842672_smxx.pdf ) the Global Mental Health (GMH) Team aimed to introduce a novel and innovative means of embedding these concepts into the curriculum. With funding from the MVLS College Equality Diversity and Inclusion (EDI) Committee we hosted a learning facilitated by the Human Library. The Human Library Organisation (https://humanlibrary.org) provides an international learning platform that enables safe and confidential dialogue between volunteers representing a stigmatised group (i.e. ‘Books’) and learners (i.e. ‘Readers’). Drawing on personal experience Books answer questions put to them by small groups of Readers, helping to challenge stereotypes and stigmatising beliefs. The session aims to encourage those attending to ‘unjudge someone’. The event was held on the 1st of March 2023 and around 20 students attended. Six Books and Three Librarians engaged in the session with diversity areas including: mental illness, religion, physical disability, gang membership, survivor of abuse, transgender and eating disorder. Feedback from students who completed the evaluation questionnaire was very positive. With 94% (15/16) either strongly agreeing or agreeing that the event was informative and made them reflect on their personal views. One student reported: ‘I thoroughly enjoyed this event. I had never heard of this organization before and I think that it is an incredible concept. This was easily one of my favorite class days. I can't think of anything in particular that could've been done better.