A Complete Redesign of Freshmen Engineering Course

This interactive session will provide the audience with a full description of the redesign of the freshmen engineering course at Fairfield University. In addition, participants will be led through several of the active learning experiences similar to those used in the course, thus having the opportunity to experience the class first hand. The session will cover: the history of the class, the backward design process used to revitalize the course, the linkages made between course outcomes, course goals, accreditation requirements, and the University’s core pathways, and, finally, it will conclude with results and feedback on how effective the redesign was. Participants will also get to have some time for small and large group reflection on what was learned

Identification of a novel K311 ubiquitination site critical for androgen receptor transcriptional activity

The androgen receptor (AR) is the main driver of prostate cancer (PC) development and progression, and the primary therapeutic target in PC. To date, two functional ubiquitination sites have been identified on AR, both located in its C-terminal ligand binding domain (LBD). Recent reports highlight the emergence of AR splice variants lacking the LBD that can arise during disease progression and contribute to castrate resistance. Here, we report a novel N-terminal ubiquitination site at lysine 311. Ubiquitination of this site plays a role in AR stability and is critical for its transcriptional activity. Inactivation of this site causes AR to accumulate on chromatin and inactivates its transcriptional function as a consequence of inability to bind to p300. Additionally, mutation at lysine 311 affects cellular transcriptome altering the expression of genes involved in chromatin organization, signaling, adhesion, motility, development and metabolism. Even though this site is present in clinically relevant AR-variants it can only be ubiquitinated in cells when AR retains LBD suggesting a role for AR C-terminus in E2/E3 substrate recognition. We report that as a consequence AR variants lacking the LBD cannot be ubiquitinated in the cellular environment and their protein turnover must be regulated via an alternate pathway

Human α2β1HI CD133+VE epithelial prostate stem cells express low levels of active androgen receptor

Stem cells are thought to be the cell of origin in malignant transformation in many tissues, but their role in human prostate carcinogenesis continues to be debated. One of the conflicts with this model is that cancer stem cells have been described to lack androgen receptor (AR) expression, which is of established importance in prostate cancer initiation and progression. We re-examined the expression patterns of AR within adult prostate epithelial differentiation using an optimised sensitive and specific approach examining transcript, protein and AR regulated gene expression. Highly enriched populations were isolated consisting of stem (α(2)β(1)(HI) CD133(+VE)), transiently amplifying (α(2)β(1)(HI) CD133(-VE)) and terminally differentiated (α(2)β(1)(LOW) CD133(-VE)) cells. AR transcript and protein expression was confirmed in α(2)β(1)(HI) CD133(+VE) and CD133(-VE) progenitor cells. Flow cytometry confirmed that median (±SD) fraction of cells expressing AR were 77% (±6%) in α(2)β(1)(HI) CD133(+VE) stem cells and 68% (±12%) in α(2)β(1)(HI) CD133(-VE) transiently amplifying cells. However, 3-fold lower levels of total AR protein expression (peak and median immunofluorescence) were present in α(2)β(1)(HI) CD133(+VE) stem cells compared with differentiated cells. This finding was confirmed with dual immunostaining of prostate sections for AR and CD133, which again demonstrated low levels of AR within basal CD133(+VE) cells. Activity of the AR was confirmed in prostate progenitor cells by the expression of low levels of the AR regulated genes PSA, KLK2 and TMPRSS2. The confirmation of AR expression in prostate progenitor cells allows integration of the cancer stem cell theory with the established models of prostate cancer initiation based on a functional AR. Further study of specific AR functions in prostate stem and differentiated cells may highlight novel mechanisms of prostate homeostasis and insights into tumourigenesis

LEARN: A multi-centre, cross-sectional evaluation of Urology teaching in UK medical schools

OBJECTIVE: To evaluate the status of UK undergraduate urology teaching against the British Association of Urological Surgeons (BAUS) Undergraduate Syllabus for Urology. Secondary objectives included evaluating the type and quantity of teaching provided, the reported performance rate of General Medical Council (GMC)-mandated urological procedures, and the proportion of undergraduates considering urology as a career. MATERIALS AND METHODS: LEARN was a national multicentre cross-sectional study. Year 2 to Year 5 medical students and FY1 doctors were invited to complete a survey between 3rd October and 20th December 2020, retrospectively assessing the urology teaching received to date. Results are reported according to the Checklist for Reporting Results of Internet E-Surveys (CHERRIES). RESULTS: 7,063/8,346 (84.6%) responses from all 39 UK medical schools were included; 1,127/7,063 (16.0%) were from Foundation Year (FY) 1 doctors, who reported that the most frequently taught topics in undergraduate training were on urinary tract infection (96.5%), acute kidney injury (95.9%) and haematuria (94.4%). The most infrequently taught topics were male urinary incontinence (59.4%), male infertility (52.4%) and erectile dysfunction (43.8%). Male and female catheterisation on patients as undergraduates was performed by 92.1% and 73.0% of FY1 doctors respectively, and 16.9% had considered a career in urology. Theory based teaching was mainly prevalent in the early years of medical school, with clinical skills teaching, and clinical placements in the later years of medical school. 20.1% of FY1 doctors reported no undergraduate clinical attachment in urology. CONCLUSION: LEARN is the largest ever evaluation of undergraduate urology teaching. In the UK, teaching seemed satisfactory as evaluated by the BAUS undergraduate syllabus. However, many students report having no clinical attachments in Urology and some newly qualified doctors report never having inserted a catheter, which is a GMC mandated requirement. We recommend a greater emphasis on undergraduate clinical exposure to urology and stricter adherence to GMC mandated procedures

Critical Thinking, Design Practices, and Assessment in a Fundamentals of Engineering Course

This Complete Evidence-based Practice paper will describe a longitudinal study of 6 years of enhanced attainment of course and programmatic outcomes in a Fundamentals of Engineering course. A process of continuous improvement of active learning techniques to achieve each course goal and demonstrate each outcome has resulted in more effective development of first-year engineering students. One of the signature assignments in the course, the short midterm research paper and presentation, demonstrates effective incorporation of elements from The Critical Thinking Initiative. It is a framework to teach a mentality of critical thinking, guide development of a researched writing piece, and as a rubric instrument to assess student critical thinking through writing. Student oral communication is another key outcome. A subjective rubric has been replaced with a transparent, straightforward, binary check sheet rubric. Another signature assignment in the course is a team-based design challenge. Evaluation of student performance was difficult and subjective. Through continuous improvement built on student feedback we developed a transparent method of evaluating the design challenge. We demonstrate the effectiveness of a simple check-sheet style rubric for evaluation of demonstrated design thinking and project management skills in the team-based design challenge. Results of this 6-year study show steady achievement of the course outcomes, with progress toward achieving all course goals

Postoperative Pneumonia Prevention Checklist Improves Provider Compliance and Patient Awareness of Previously Established Reduction Protocol

Background: Postoperative pneumonia (PoPNA) is a highly prevalent complication in patients. Despite a previously successful protocol, this institution has become a high outlier on national metrics for PoPNA in the last four years. Methods: Between October 2020 and May 2021, patients were surveyed to measure 10 initiatives which have shown previous success. A provider-driven 10-item checklist was implemented and patients were resurveyed. Results: 135 patients were included: 96 pre-checklist and 39 post-checklist. Improvement was seen in all 10 categories. This included provider-driven initiatives, such as patient oral care, ambulation, frequency of patient being in chair, having incentive spirometer (IS) within reach, having information booklet within reach, and the patient’s ability to perform IS correctly, as well as patient awareness initiatives, including importance of oral care, cough and deep breathing, ambulation, and IS use. Conclusions: Implementation of a simple checklist can improve awareness and compliance with previously successful established protocols