PDGF and PDGF receptors in glioma

The family of platelet-derived growth factors (PDGFs) plays a number of critical roles in normal embryonic development, cellular differentiation, and response to tissue damage. Not surprisingly, as it is a multi-faceted regulatory system, numerous pathological conditions are associated with aberrant activity of the PDGFs and their receptors. As we and others have shown, human gliomas, especially glioblastoma, express all PDGF ligands and both the two cell surface receptors, PDGFR-α and -β. The cellular distribution of these proteins in tumors indicates that glial tumor cells are stimulated via PDGF/PDGFR-α autocrine and paracrine loops, while tumor vessels are stimulated via the PDGFR-β. Here we summarize the initial discoveries on the role of PDGF and PDGF receptors in gliomas and provide a brief overview of what is known in this field

My stay amongst the digital tribe; an in-depth qualitative ethnographic study of e-learning culture amongst undergraduate medical students

Oral Presentation (Award of Merit)Conference Theme: From Classroom to Clinic: Opportunities and Challenges in e-Learnin

The design, implementation and evaluation of an Escape-Room as a form of game-based learning in medical education.

Parallel Session 2 - #817 (Cancelled)The symposium’s main theme is 'Engaging Learners: Games and Flipped Learning'Introduction: The aim of this study was to explore game-based learning in a novel, immersive, physical learning environment. We used the concept of the Escape Room, a popular hobby activity in Hong Kong in which a team of participants have to solve a series of puzzles to escape a locked room. Such activities adopt a team-based, discursive and problem-orientated approach to learning, mirroring the type of learning environment aspired to in medical education settings. Methods: The educational Escape-room was created using a cardiovascular syllabus, focussing on anatomy, physiology and pharmacology of the Medicine Year 2 cardiovascular block. A series of 8 challenges were devised, to be completed within a 45 minute timeframe by groups of 6 students in Year 2 the Medicine programme at the University of Hong Kong. Pedagogical design was based on game-based learning principles, and learning processes were anticipated to occur via interactive problem-based group discussion of the clues within the room. Participants were recruited via email and social media to participate on a voluntary basis. Data collection: Post-experience evaluation surveys were undertaken by all participants. In each group, a student also wore the chest-mounted camera to allow their actions to be recorded. A GoPro Hero 4 micro-camera weighing 88 grams was worn via a lightweight chest-mount. The wide-angle setting was employed to capture the visual maximum information from the student perspective, and audio data was also recorded by the device. Data Analysis : The videos themselves were entered into qualitative data analysis software (NVivo version 10, QSR) for analysis. Video was watched independently by two researchers and individual dialogue, actions or sequences of actions were open-coded using the grounded theory framework, followed by grouping into broad themes and subsequent refinement following reconciliation of differences. Results: One hundred and fifty one participants volunteered for the study (80 Female, 71 Male), representing 71.9% of the total student cohort. 8 hours and 41 minutes of video recording footage was obtained. Survey data revealed a high level of student engagement and self-reported improvement in problem solving and data interpretation. Qualitative analysis of video data demonstrated three main themes of learning behaviours: Cognitive engagement, metacognitive activity and positive collaboration. Conclusion: Within the Escape-Room environment, learning processes took place via group-based discussion of the clues within the room, and took an interactive, problem-based approach. Both predicted and un-predicated learning behaviours were observed, including reflective and metacognitive processes. Overall, the academic escape chamber was a well-received and pedagogically progressive teaching method. Main recommendations for discussion: 1.Escape-Room learning is an example of how popular games can be adapted to suit educational needs. Other games may provide similar, culturally and pedagogically appropriate avenues to explore game-based learning. 2.The use of wearable technology can enhance the collection of in-situ qualitative data from game-based learning environments

Crowdsourcing in medical education: a visual example using anatomical henna

Poster PresentationIntroduction Crowdsourcing can be defined as; “the practice of obtaining needed ideas or content by soliciting contributions from a large group of people, particularly using online methods”. It has become prevalent in many modern arenas such as filmmaking and software design. However, when applied to a ‘crowd’ of medical students, it can become a rich source of ideas for pedagogical innovation. This qualitative study demonstrates the unexpected and innovative manner in which a student body generates its own learning methods through crowdsourcing. Methods Using crowdsourcing techniques, medical students discussed gross anatomy learning objectives and submitted their own designs of learning methods through both online and small-group offline collaborations over several months. These were incorporated onto the bodies of volunteer models in traditional Indian henna, Maori and African Tribal patterns by a henna artist. Results 4 novel student-derived learning methodologies were elicited; phonetic devices, visuo-spacial devices, alpha-numeric conversions and supra-structure. Discussion Using crowdsourcing to further medical education follows the paradigm of student-centred learning by generating engagement and a sense of ownership in the student body. This study demonstrates its utility as a technique for qualitative exploration of current student learning methods

Through the Eyes of Our Students: A Role for Wearable Micro-technology in Educational Research

Introduction: Research on innovative teaching methods in medical education is rightly focussed on the questions of ‘how, why and for whom’. Central to this tenant is gaining an understanding of the learning processes involved. This study explores a novel method of collecting in-depth qualitative data on in-situ student learning processes using wearable micro-technology in the form of GoPro cameras. Method: A mixed-methods study of an innovative educational Escape-Chamber physical learning environment for year 2 medical students was undertaken (n=151). The use of wearable video-recording technology garnered over 8 hours of first-person perspective video demonstrating student learning processes. Data analysis was undertaken using Nvivo qualitative analysis software, with two researchers separately undertaking open coding. Coding trees were reconciled, and themes were elicited. These data were triangulated with the more traditional evaluation processes of post-learning questionnaires and focus groups. Findings: Four main themes were identified from the video data of the student learning processes during their participation: cognitive process, metacognitive processes, both positive and negative collaborative learning and reaction to feedback. The data also highlighted key characteristics of the learning environment (immersive, tactile, physical, the provision of immediate feedback). These enhanced the focus-group and questionnaire data. Conclusion: This study demonstrates the value of adding wearable video micro-technology to the arsenal of qualitative research techniques when evaluating a medical education innovation. It demonstrates how important learning processes can be understood using visual and auditory data, and how it works to supplement existing techniques. It also supports the use of in-situ video as a medium of dissemination for the demonstration of teaching innovations, facilitating more analogous replication and critique

Critique of social media in health education: Issues, Challenges and Opportunities.

Social Media Workshop: SoMe Video Competition Winne

A systematic review of ethnographic studies in medical education using the Qualsyst assessment tool.

Organizer: Department of Family Medicine and Primary Care, The University of Hong Kon