Portuguese propolis disturbs glycolytic metabolism of human colorectal cancer in vitro

Propolis is a resin collected by bees from plant buds and exudates, which is further processed through the activity of bee enzymes. Propolis has been shown to possess many biological and pharmacological properties, such as antimicrobial, antioxidant, immunostimulant and antitumor activities. Due to this bioactivity profile, this resin can become an alternative, economic and safe source of natural bioactive compounds.Antitumor action has been reported in vitro and in vivo for propolis extracts or its isolated compounds; however, Portuguese propolis has been little explored. The aim of this work was to evaluate the in vitro antitumor activity of Portuguese propolis on the human colon carcinoma cell line HCT-15, assessing the effect of different fractions (hexane, chloroform and ethanol residual) of a propolis ethanol extract on cell viability, proliferation, metabolism and death. METHODS: Propolis from Angra do Heroísmo (Azores) was extracted with ethanol and sequentially fractionated in solvents with increasing polarity, n-hexane and chloroform. To assess cell viability, cell proliferation and cell death, Sulforhodamine B, BrDU incorporation assay and Anexin V/Propidium iodide were used, respectively. Glycolytic metabolism was estimated using specific kits. RESULTS: All propolis samples exhibited a cytotoxic effect against tumor cells, in a dose- and time-dependent way. Chloroform fraction, the most enriched in phenolic compounds, appears to be the most active, both in terms of inhibition of viability and cell death. Data also show that this cytotoxicity involves disturbance in tumor cell glycolytic metabolism, seen by a decrease in glucose consumption and lactate production. CONCLUSION: Our results show that Portuguese propolis from Angra do Heroísmo (Azores) can be a potential therapeutic agent against human colorectal cancer.We thank the Portuguese Science and Technology Foundation (FCT) for VMG fellowship (ref. SFRH/BI/33503/2008). The authors thank Mr. Antonio Marques from Frutercoop - Azores, who kindly collected and provided the propolis sample for the study

Modeling of non-steroidal anti-inflammatory drug effect within signaling pathways and miRNA-regulation pathways

To date, it is widely recognized that Non-Steroidal Anti-Inflammatory Drugs (NSAIDs) can exert considerable anti-tumor effects regarding many types of cancers. The prolonged use of NSAIDs is highly associated with diverse side effects. Therefore, tailoring down the NSAID application onto individual patients has become a necessary and relevant step towards personalized medicine. This study conducts the systemsbiological approach to construct a molecular model (NSAID model) containing a cyclooxygenase (COX)-pathway and its related signaling pathways. Four cancer hallmarks are integrated into the model to reflect different developmental aspects of tumorigenesis. In addition, a Flux-Comparative-Analysis (FCA) based on Petri net is developed to transfer the dynamic properties (including drug responsiveness) of individual cellular system into the model. The gene expression profiles of different tumor-types with available drug-response information are applied to validate the predictive ability of the NSAID model. Moreover, two therapeutic developmental strategies, synthetic lethality and microRNA (miRNA) biomarker discovery, are investigated based on the COX-pathway. In conclusion, the result of this study demonstrates that the NSAID model involving gene expression, gene regulation, signal transduction, protein interaction and other cellular processes, is able to predict the individual cellular responses for different therapeutic interventions (such as NS-398 and COX-2 specific siRNA inhibition). This strongly indicates that this type of model is able to reflect the physiological, developmental and pathological processes of an individual. The approach of miRNA biomarker discovery is demonstrated for identifying miRNAs with oncogenic and tumor suppressive functions for individual cell lines of breast-, colon- and lung-tumor. The achieved results are in line with different independent studies that investigated miRNA biomarker related to diagnostics of cancer treatments, therefore it might shed light on the development of biomarker discovery at individual level. Particular results of this study might contribute to step further towards personalized medicine with the systemsbiological approach

Perceptions of occupational therapy threshold concepts by students in role-emerging placements in schools : a qualitative investigation

Introduction: Traversing threshold concepts has been identified as crucial in becoming an occupational therapist. To support this learning, previous research has emphasised the value of students engaging in practice-based learning, accompanying reflection, and a curriculum which makes threshold concepts explicit to students. Role-emerging placements form part of students’ practice-based learning in many universities and could offer a valuable opportunity for students to learn threshold concepts. Understanding the value of threshold concepts to enhance role-emerging placement learning from both the students’ and educators’ perspectives warrants further research. The aim of this study was to examine how occupational therapy students on role-emerging placements in school settings experienced applying threshold concepts and how it impacted on their learning. Methods: An epistemological position of social constructionism and a qualitative research design was used. This included semi-structured focus group interviews and reflective logs that enabled exploration of 13 student’s and one supervisor’s perspectives of learning during the placement. Template analysis was used to analyse the data. Results: Students spoke of their learning of the threshold concepts of client-centredness, occupation, and understanding and applying occupational therapy theory in practice. These are expressed within the three emergent themes; ‘curriculum supports in placement’, ‘uncertainty when applying their own knowledge’, and ‘placement context and expectations’. Conclusion: Results suggest that learning happens within the liminal spaces which occurred from an intersection with the threshold concepts, the curriculum, knowledge generation and use, and the context and expectations of the role-emerging placement. Engaging with uncertainty may be considered a vital part of this process and something which should be valued

Teilhabe am schulischen Alltag von Kindern und Jugendlichen nach einem Schädel-Hirn-Trauma

Einleitung: Ein Schädelhirntrauma führt zu vielfältigen Beeinträchtigungen und Spätfolgen, welche sich auf die Partizipation in der Regelschule auswirken. Das Ziel des Literaturreviews war, Partizipationsbeeinträchtigungen von Kindern und Jugendlichen mit erlittenem Schädelhirntrauma in der Regelschule zusammenzufassen und diese in Bezug zur potenziellen Rolle der schulbasierten Ergotherapie zu setzen. Methode: Es wurde in medizinisch-therapeu­tischen Datenbanken systematisch nach Literatur gesucht. Diese wurde anhand vorher festgelegter Kriterien auf die methodologische Qualität hin kritisch beurteilt und zusammengefasst. Ergebnisse: Kinder und Jugendliche mit Schädelhirntrauma erleiden verschiedene Partizipationsbeeinträchtigungen. Diese betreffen: kognitive Anforderungen, psychosoziale Schwierigkeiten, Verhaltensprobleme, Fortbewegungsschwierigkeiten, Einschränkungen durch die physische und soziale Umwelt und die Schwierigkeit, den eigenen Platz in der Gruppe bzw. Klasse wiederzufinden. Schlussfolgerung: Für Ergotherapeutinnen in der Praxis ist das Wissen um die aufgezeigten Partizipationsbeeinträchtigungen und Unterstützungsmöglichkeiten der erste Schritt, die Teilhabe von Kindern und Jugendlichen in der Regelschule bestmöglich zu fördern. Des Weiteren zeigen die Ergebnisse dieser Arbeit die Notwendigkeit und die Vorteile der Einbindung von Ergotherapie in die Regelschule auf

Higher education students' experiences of a short-term international programme: exploring cultural competency and professional development

Background: Globalisation trends such as increased migration to and within European countries have led to even greater cultural diversity in European societies. Cultural diversity increases the demand of cultural competency amongst professionals entering their work field. In particular, healthcare professionals need knowledge and skills to equip them to work with clients from different cultural backgrounds. Within higher education (HE), the professional development of cultural competency should ideally feature in undergraduate education and is often promoted as a by-product of a study abroad period. However, recognising that logistical and financial barriers often exist for extended study abroad, one alternative approach could be participation, at home or abroad, in a short-term international programme set within students’ own HE institutions. Purpose: The aim of this study was to explore HE students’ experiences of participating in international ‘short-term mobility week’ programmes at three European universities. Methods: Each university involved in the research offered short term programmes for healthcare professions students at their own institution, where both local students and students from abroad could participate. Participants were healthcare students in the programme at one of the three universities. Data were collected through focus group interviews (4–8 students per group; n = 25). The data were transcribed and then analysed qualitatively, using a content comparison method. Results: The analysis identified six categories, which reflected students’ journeys within the short-term international experiences. Conclusions: The analysis suggested that, for these students, engagement in a short-term mobility week programme provided valuable opportunities for encounters with others, which contributed to personal and professional development, greater confidence in the students’ own professional identities, as well as an increasing sense of cultural awareness

CareCorpus: a corpus of real-world solution-focused caregiver strategies for personalized pediatric rehabilitation service design

In pediatric rehabilitation services, one intervention approach involves using solution-focused caregiver strategies to support children in their daily life activities. The manual sharing of these strategies is not scalable, warranting need for an automated approach to recognize and select relevant strategies. We introduce CareCorpus, a dataset of 780 real-world strategies written by caregivers. Strategies underwent dual-annotation by three trained annotators according to four established rehabilitation classes (i.e., environment/context, n=325 strategies; a child’s sense of self, n=151 strategies; a child’s preferences, n=104 strategies; and a child’s activity competences, n=62 strategies) and a no-strategy class (n=138 instances) for irrelevant or indeterminate instances. The average percent agreement was 80.18%, with a Cohen’s Kappa of 0.75 across all classes. To validate this dataset, we propose multi-grained classification tasks for detecting and categorizing strategies, and establish new performance benchmarks ranging from F1=0.53-0.79. Our results provide a first step towards a smart option to sort caregiver strategies for use in designing pediatric rehabilitation care plans. This novel, interdisciplinary resource and application is also anticipated to generalize to other pediatric rehabilitation service contexts that target children with developmental need.

CareCorpus: a corpus of real-world solution-focused caregiver strategies for personalized pediatric rehabilitation service design

In pediatric rehabilitation services, one intervention approach involves using solution-focused caregiver strategies to support children in their daily life activities. The manual sharing of these strategies is not scalable, warranting need for an automated approach to recognize and select relevant strategies. We introduce CareCorpus, a dataset of 780 real-world strategies written by caregivers. Strategies underwent dual-annotation by three trained annotators according to four established rehabilitation classes (i.e., environment/context, n=325 strategies; a child’s sense of self, n=151 strategies; a child’s preferences, n=104 strategies; and a child’s activity competences, n=62 strategies) and a no-strategy class (n=138 instances) for irrelevant or indeterminate instances. The average percent agreement was 80.18%, with a Cohen’s Kappa of 0.75 across all classes. To validate this dataset, we propose multi-grained classification tasks for detecting and categorizing strategies, and establish new performance benchmarks ranging from F1=0.53-0.79. Our results provide a first step towards a smart option to sort caregiver strategies for use in designing pediatric rehabilitation care plans. This novel, interdisciplinary resource and application is also anticipated to generalize to other pediatric rehabilitation service contexts that target children with developmental need.

Are the school version of the assessment of motor and process skills measures valid for German-speaking children?

Background: There are no validated assessment tools for evaluating quality of schoolwork task performance of children living in German-speaking Europe (GSE). Objective: To determine whether the international age-normative means of the School Version of the Assessment of Motor and Process Skills (School AMPS) are valid for use in GSE. Methods: The participants were 159 typically-developing children, 3-12 years, from GSE. We examined the proportions of School AMPS measures falling within +/- 2 standard deviation (SD) of the international age-normative means, and evaluated for significant group differences (p<0.05) in mean School AMPS measures between the GSE sample and the international age-normative sample using one-sample Z tests. When significant mean differences were found, we evaluated if the differences were clinically meaningful. Results: At least 95% of the GSE School AMPS measures fell within +/- 2 SD of the international age-normative means for the School AMPS. The only significant mean differences were for 6(p < 0.01) and 8-year-olds (p = 0.02), and only the 6-year-old school process mean difference was clinically meaningful. Conclusions: Because the only identified clinically meaningful difference was associated with likely scoring error of one rater, the international age-normative means of the School AMPS appear to be valid for use with children in GSE

Artificial Intelligence in Rehabilitation Targeting the Participation of Children and Youth With Disabilities: Scoping Review

BackgroundIn the last decade, there has been a rapid increase in research on the use of artificial intelligence (AI) to improve child and youth participation in daily life activities, which is a key rehabilitation outcome. However, existing reviews place variable focus on participation, are narrow in scope, and are restricted to select diagnoses, hindering interpretability regarding the existing scope of AI applications that target the participation of children and youth in a pediatric rehabilitation setting. ObjectiveThe aim of this scoping review is to examine how AI is integrated into pediatric rehabilitation interventions targeting the participation of children and youth with disabilities or other diagnosed health conditions in valued activities. MethodsWe conducted a comprehensive literature search using established Applied Health Sciences and Computer Science databases. Two independent researchers screened and selected the studies based on a systematic procedure. Inclusion criteria were as follows: participation was an explicit study aim or outcome or the targeted focus of the AI application; AI was applied as part of the provided and tested intervention; children or youth with a disability or other diagnosed health conditions were the focus of either the study or AI application or both; and the study was published in English. Data were mapped according to the types of AI, the mode of delivery, the type of personalization, and whether the intervention addressed individual goal-setting. ResultsThe literature search identified 3029 documents, of which 94 met the inclusion criteria. Most of the included studies used multiple applications of AI with the highest prevalence of robotics (72/94, 77%) and human-machine interaction (51/94, 54%). Regarding mode of delivery, most of the included studies described an intervention delivered in-person (84/94, 89%), and only 11% (10/94) were delivered remotely. Most interventions were tailored to groups of individuals (93/94, 99%). Only 1% (1/94) of interventions was tailored to patients’ individually reported participation needs, and only one intervention (1/94, 1%) described individual goal-setting as part of their therapy process or intervention planning. ConclusionsThere is an increasing amount of research on interventions using AI to target the participation of children and youth with disabilities or other diagnosed health conditions, supporting the potential of using AI in pediatric rehabilitation. On the basis of our results, 3 major gaps for further research and development were identified: a lack of remotely delivered participation-focused interventions using AI; a lack of individual goal-setting integrated in interventions; and a lack of interventions tailored to individually reported participation needs of children, youth, or families