The avian-specific small heat shock protein HSP25 is a constitutive protector against environmental stresses during blastoderm dormancy

ArticleScientific Reports. 6: 36704 (2016).journal articl

Constructing Curricula: Rational choices around the use of simulations for optimal outcomes for students

Purpose To highlight the value of using guidelines for determining the worth of learning events that center on simulations health profession practice. Methods Literature Review, Identification of principles to guide key faculty members around decision-making for optimal educational practices in the use of simulations. Results Collaborative practices in formative and summative curriculum evaluations involving academics lead to a better appreciation of the need for rational decisions at both the macro level (Course Design) and micro-level (implementation phase) of curriculum development. Conclusion Actual and simulated health professional practice provide numerous examples of situations that could be chosen to drive student learning. The selection of meaningful practice situations across the entire program needs to be based on agreed upon principles and criteria for selection. The latter need to reflect the conceptual framework of the curriculum

Enhancing critical thinking through simulation

Purpose: To adopt an evidence-based approach to evaluation of learning experiences reliant on simulated clinical practices in an under-graduate nursing program and to determine whether the learning events are structured in ways that elicit and make explicit critical thinking and other behaviours related to intended learning outcomes. Methods: i) An iterative critical evaluation of pedagogy, philosophy and learning events involving simulations to determine the worth of assessment tasks and their alignment to evidence from the literature and the learning outcomes specified in the chosen curriculum blueprint; ii) Literature Review Results: Appraisal of curriculum leaning goals and outcomes and evidence of outcomes in assessment tasks supported the choice of curriculum model: The capacity for integrating the elements of PBL, critical thinking and medium to high fidelity simulation was demonstrated. Careful construction of simulated learning events address the limitations of clinical placement because it facilitates the development and refinement of clinical judgment acumen. Renewal of a model highlighted the need for staff development in order to support the integration of learning outcomes, encourage development of contemporary stimulus material and enhance opportunities for assessment of critical thinking. Conclusion: The authors propose further curriculum renewal and adoption of an amended curriculum model that facilitates an integrated approach elevating critical thinking that is integral to addressing learning outcomes that mirror behaviours relevant to real-life practice. <br/> Changing contexts of education and practice in health professional programs require further exploration of the potential of simulation to provide alternative and complementary learning to that acquired through clinical placements

An illuminative evaluation: Student experience of flipped learning using online contents

Purpose Flipped learning is a pedagogical approach that supports the notion of active learning by putting emphasis on accessibility to advanced technologies such as Massive Online Open Online Courses (MOOCs) to support a blended learning approach. The growing trend of encouraging connected learning among students reflects the need for teachers to participate in online course activities. Methods An illuminative evaluation approach incorporating focus groups was used to study the program; how it operated, how it is influenced by various school situations, what those directly concerned regarded as its advantages and disadvantages and also how students’ intellectual tasks were impacted. Results The data on perceptions of outcomes formed 3 main themes: Challenges to self-regulated learning; Transcending learning concepts - Repeat, apply and debate; and Value of global content. Students have an interest in and skill with information technology and are responding positively to their experiences with Flipped Learning, blended learning activities and the use of MOOCs. Conclusion While there is no single model for an approach to the flipped classroom, those involved in this project are aware of how important it is to consider the extent of achievement of integration of the learning activities. There is also need to be cognizant of the educational design and its consistency with our ambitions for graduates who can perform in the real world of practice

High-Throughput Genotyping in Metastatic Esophageal Squamous Cell Carcinoma Identifies Phosphoinositide-3-Kinase and BRAF Mutations

Background: Given the high incidence of metastatic esophageal squamous cell carcinoma, especially in Asia, we screened for the presence of somatic mutations using OncoMap platform with the aim of defining subsets of patients who may be potential candidate for targeted therapy. Methods and Materials We analyzed 87 tissue specimens obtained from 80 patients who were pathologically confirmed with esophageal squamous cell carcinoma and received 5-fluoropyrimidine/platinum-based chemotherapy. OncoMap 4.0, a mass-spectrometry based assay, was used to interrogate 471 oncogenic mutations in 41 commonly mutated genes. Tumor specimens were prepared from primary cancer sites in 70 patients and from metastatic sites in 17 patients. In order to test the concordance between primary and metastatic sites from the patient for mutations, we analyzed 7 paired (primary-metastatic) specimens. All specimens were formalin-fixed paraffin embedded tissues and tumor content was >70%. Results: In total, we have detected 20 hotspot mutations out of 80 patients screened. The most frequent mutation was PIK3CA mutation (four E545K, five H1047R and one H1047L) (N = 10, 11.5%) followed by MLH1 V384D (N = 7, 8.0%), TP53 (R306, R175H and R273C) (N = 3, 3.5%), BRAF V600E (N = 1, 1.2%), CTNNB1 D32N (N = 1, 1.2%), and EGFR P733L (N = 1, 1.2%). Distributions of somatic mutations were not different according to anatomic sites of esophageal cancer (cervical/upper, mid, lower). In addition, there was no difference in frequency of mutations between primary-metastasis paired samples. Conclusions: Our study led to the detection of potentially druggable mutations in esophageal SCC which may guide novel therapies in small subsets of esophageal cancer patients