Staff/Student Partnership to Encourage Active and Blended Learning

This poster and GASTA talk are a reflective commentary on the steps and collaboration undertaken to redevelop the VLE pages of the University of Glasgow Dental Programme. There are two primary aims of this project, the first is to improve the usability of Moodle by altering the structure and layout. The secondary aim is to facilitate creativity from academic staff by removing barriers that are present in the confines of the current platform and enabling them with a more tailored and functional Moodle. Staff will receive support in the development of more interactive teaching methods, such as interactive videos, flipped classroom, active and blended learning techniques. Moodle is currently primarily used as a repository for lecture slides and lacks a sense of cohesion as each lecturer formats their folders in different ways. Staff experience confusion over what they are responsible for and which files belong to which academic, resulting in increased clutter over many years. For some time, students – through staff/student liaison committees – and staff have complained about the difficulty of navigating and finding resources within our Moodle section. Also, as the current layout does not lend itself well to enabling staff wishing to try innovative active or use blended learning approaches only a few early adopters have tried. So, at the beginning of academic year 2018/19 a decision was made to consider a full redevelopment of programme Moodle structures with a ‘blank slate’ philosophy. Utilising Adekola et al’s (2017) framework for guiding transitions into blended and online education we identified the key factors, stakeholders, and barriers & enablers to making this scale of change. As part of engaging stakeholders, the project would initially be carried out as a collaboration between early innovator academics, technical support, and students. The Dental School already has many years of experience in engaging students in e-learning development (McKerlie et al, 2016) so could engage with the student experience through our established Technology Enhanced Learning & Teaching Partnership staff/student forum. As we also already had extensive School experience in the use of flipped classroom techniques (Crothers et al, 2017) we could use these structures and lessons learned as a starting point from which to develop templates. Using the ABC Learning Design technique (Young & Perovic, 2016) to support lecturers to build their content around the Biggs (2003) model of Constructive Alignment the aim was to utilise the Clinical Dentistry course to create Moodle pages organised both chronologically and by subject, with active and blended learning elements embedded throughout. With the development of these structures and templates we expect more lecturers will find it easier to engage with and utilise TELT techniques. This poster and session will reflect on the journey and experience of collaborating to redevelop the Clinical Dentistry section into the new model and offer insights into how to support academic staff to utilise creative approaches through online and blended learning

Staff/Student Partnership to Encourage Active and Blended Learning

This poster and GASTA talk are a reflective commentary on the steps and collaboration undertaken to redevelop the VLE pages of the University of Glasgow Dental Programme. There are two primary aims of this project, the first is to improve the usability of Moodle by altering the structure and layout. The secondary aim is to facilitate creativity from academic staff by removing barriers that are present in the confines of the current platform and enabling them with a more tailored and functional Moodle. Staff will receive support in the development of more interactive teaching methods, such as interactive videos, flipped classroom, active and blended learning techniques. Moodle is currently primarily used as a repository for lecture slides and lacks a sense of cohesion as each lecturer formats their folders in different ways. Staff experience confusion over what they are responsible for and which files belong to which academic, resulting in increased clutter over many years. For some time, students – through staff/student liaison committees – and staff have complained about the difficulty of navigating and finding resources within our Moodle section. Also, as the current layout does not lend itself well to enabling staff wishing to try innovative active or use blended learning approaches only a few early adopters have tried. So, at the beginning of academic year 2018/19 a decision was made to consider a full redevelopment of programme Moodle structures with a ‘blank slate’ philosophy. Utilising Adekola et al’s (2017) framework for guiding transitions into blended and online education we identified the key factors, stakeholders, and barriers & enablers to making this scale of change. As part of engaging stakeholders, the project would initially be carried out as a collaboration between early innovator academics, technical support, and students. The Dental School already has many years of experience in engaging students in e-learning development (McKerlie et al, 2016) so could engage with the student experience through our established Technology Enhanced Learning & Teaching Partnership staff/student forum. As we also already had extensive School experience in the use of flipped classroom techniques (Crothers et al, 2017) we could use these structures and lessons learned as a starting point from which to develop templates. Using the ABC Learning Design technique (Young & Perovic, 2016) to support lecturers to build their content around the Biggs (2003) model of Constructive Alignment the aim was to utilise the Clinical Dentistry course to create Moodle pages organised both chronologically and by subject, with active and blended learning elements embedded throughout. With the development of these structures and templates we expect more lecturers will find it easier to engage with and utilise TELT techniques. This poster and session will reflect on the journey and experience of collaborating to redevelop the Clinical Dentistry section into the new model and offer insights into how to support academic staff to utilise creative approaches through online and blended learning

A Review of Current Standards and the Evolution of Histopathology Nomenclature for Laboratory Animals.

The need for international collaboration in rodent pathology has evolved since the 1970s and was initially driven by the new field of toxicologic pathology. First initiated by the World Health Organization's International Agency for Research on Cancer for rodents, it has evolved to include pathology of the major species (rats, mice, guinea pigs, nonhuman primates, pigs, dogs, fish, rabbits) used in medical research, safety assessment, and mouse pathology. The collaborative effort today is driven by the needs of the regulatory agencies in multiple countries, and by needs of research involving genetically engineered animals, for "basic" research and for more translational preclinical models of human disease. These efforts led to the establishment of an international rodent pathology nomenclature program. Since that time, multiple collaborations for standardization of laboratory animal pathology nomenclature and diagnostic criteria have been developed, and just a few are described herein. Recently, approaches to a nomenclature that is amenable to sophisticated computation have been made available and implemented for large-scale programs in functional genomics and aging. Most terminologies continue to evolve as the science of human and veterinary pathology continues to develop, but standardization and successful implementation remain critical for scientific communication now as ever in the history of veterinary nosology

Erratum: Author Correction: Identification of genes required for eye development by high-throughput screening of mouse knockouts.

[This corrects the article DOI: 10.1038/s42003-018-0226-0.]

A large scale hearing loss screen reveals an extensive unexplored genetic landscape for auditory dysfunction

The developmental and physiological complexity of the auditory system is likely reflected in the underlying set of genes involved in auditory function. In humans, over 150 non-syndromic loci have been identified, and there are more than 400 human genetic syndromes with a hearing loss component. Over 100 non-syndromic hearing loss genes have been identified in mouse and human, but we remain ignorant of the full extent of the genetic landscape involved in auditory dysfunction. As part of the International Mouse Phenotyping Consortium, we undertook a hearing loss screen in a cohort of 3006 mouse knockout strains. In total, we identify 67 candidate hearing loss genes. We detect known hearing loss genes, but the vast majority, 52, of the candidate genes were novel. Our analysis reveals a large and unexplored genetic landscape involved with auditory function

Mendelian gene identification through mouse embryo viability screening.

BACKGROUND: The diagnostic rate of Mendelian disorders in sequencing studies continues to increase, along with the pace of novel disease gene discovery. However, variant interpretation in novel genes not currently associated with disease is particularly challenging and strategies combining gene functional evidence with approaches that evaluate the phenotypic similarities between patients and model organisms have proven successful. A full spectrum of intolerance to loss-of-function variation has been previously described, providing evidence that gene essentiality should not be considered as a simple and fixed binary property. METHODS: Here we further dissected this spectrum by assessing the embryonic stage at which homozygous loss-of-function results in lethality in mice from the International Mouse Phenotyping Consortium, classifying the set of lethal genes into one of three windows of lethality: early, mid, or late gestation lethal. We studied the correlation between these windows of lethality and various gene features including expression across development, paralogy and constraint metrics together with human disease phenotypes. We explored a gene similarity approach for novel gene discovery and investigated unsolved cases from the 100,000 Genomes Project. RESULTS: We found that genes in the early gestation lethal category have distinct characteristics and are enriched for genes linked with recessive forms of inherited metabolic disease. We identified several genes sharing multiple features with known biallelic forms of inborn errors of the metabolism and found signs of enrichment of biallelic predicted pathogenic variants among early gestation lethal genes in patients recruited under this disease category. We highlight two novel gene candidates with phenotypic overlap between the patients and the mouse knockouts. CONCLUSIONS: Information on the developmental period at which embryonic lethality occurs in the knockout mouse may be used for novel disease gene discovery that helps to prioritise variants in unsolved rare disease cases

Comprehensive ECG reference intervals in C57BL/6N substrains provide a generalizable guide for cardiac electrophysiology studies in mice.

Reference ranges provide a powerful tool for diagnostic decision-making in clinical medicine and are enormously valuable for understanding normality in pre-clinical scientific research that uses in vivo models. As yet, there are no published reference ranges for electrocardiography (ECG) in the laboratory mouse. The first mouse-specific reference ranges for the assessment of electrical conduction are reported herein generated from an ECG dataset of unprecedented scale. International Mouse Phenotyping Consortium data from over 26,000 conscious or anesthetized C57BL/6N wildtype control mice were stratified by sex and age to develop robust ECG reference ranges. Interesting findings include that heart rate and key elements from the ECG waveform (RR-, PR-, ST-, QT-interval, QT corrected, and QRS complex) demonstrate minimal sexual dimorphism. As expected, anesthesia induces a decrease in heart rate and was shown for both inhalation (isoflurane) and injectable (tribromoethanol) anesthesia. In the absence of pharmacological, environmental, or genetic challenges, we did not observe major age-related ECG changes in C57BL/6N-inbred mice as the differences in the reference ranges of 12-week-old compared to 62-week-old mice were negligible. The generalizability of the C57BL/6N substrain reference ranges was demonstrated by comparison with ECG data from a wide range of non-IMPC studies. The close overlap in data from a wide range of mouse strains suggests that the C57BL/6N-based reference ranges can be used as a robust and comprehensive indicator of normality. We report a unique ECG reference resource of fundamental importance for any experimental study of cardiac function in mice

Prevalence of sexual dimorphism in mammalian phenotypic traits.

The role of sex in biomedical studies has often been overlooked, despite evidence of sexually dimorphic effects in some biological studies. Here, we used high-throughput phenotype data from 14,250 wildtype and 40,192 mutant mice (representing 2,186 knockout lines), analysed for up to 234 traits, and found a large proportion of mammalian traits both in wildtype and mutants are influenced by sex. This result has implications for interpreting disease phenotypes in animal models and humans