When fragments link : a bibliometric perspective on the development of fragment-based drug discovery

Fragment-based drug discovery (FBDD) is a highly interdisciplinary field, rich in ideas integrated from pharmaceutical sciences, chemistry, biology, and physics, among others. To enrich our understanding of the development of the field, we used bibliometric techniques to analyze 3642 publications in FBDD, complementing accounts by key practitioners. Mapping its core papers, we found the transfer of knowledge from academia to industry. Co-authorship analysis showed that university–industry collaboration has grown over time. Moreover, we show how ideas from other scientific disciplines have been integrated into the FBDD paradigm. Keyword analysis showed that the field is organized into four interconnected practices: library design, fragment screening, computational methods, and optimization. This study highlights the importance of interactions among various individuals and institutions from diverse disciplines in newly emerging scientific fields. We study the organizational aspects of the development of fragment-based drug discovery (FBDD), using tools from bibliometrics

From Insight to Modulation of CXCR4 and ACKR3 (CXCR7) Function

Chemokine receptors CXCR4 and atypical chemokine receptor 3 (ACKR3/CXCR7) are highly expressed in a range of tumors. Yet, their role in cancer progression is not well understood. This minireview series encompasses seven comprehensive reviews focusing on modulators (small molecules, pepducins, antibodies), structural aspects, spatio-temporal signaling properties, and phosphorylation/interactome of CXCR4 and ACKR3. Moreover, different (patho)physiologic aspects and roles of these receptors in immunologic and oncogenic processes are discussed. SIGNIFICANCE STATEMENT: CXCR4 and atypical chemokine receptor 3 are two oncogenic G protein-coupled receptors that are highly upregulated in various tumors. Insight into the signalling properties of these receptors and the availability of modulators targeting these receptors are essential to assess their role in cancer

Online Versus Offline Peer Feedback in Higher Education: A Meta-Analysis

In recent years, the technical possibilities of educational technologies regarding online peer feedback have developed rapidly. However, the impact of online peer feedback activities compared to traditional offline variants has not specifically been meta-analyzed. Therefore, the aim of the current meta-analysis is to do an in-depth comparison between online versus offline peer feedback approaches. An earlier and broader meta-analysis focusing on technology-facilitated peer feedback in general, was used as a starting point. We synthesized 12 comparisons between online and offline peer feedback in higher education, from 10 different studies. Moreover, we reviewed student perceptions of online peer feedback when these were included in the studies. The results show that online peer feedback is more effective than offline peer feedback, with an effect size of 0.33. Moreover, online peer feedback is more effective when the outcome measure is competence rather than self-efficacy for skills. In addition, students are mostly positive towards online peer feedback but also list several downsides. Finally, implications for online peer feedback in teaching practice are discussed and leads are identified for further research on this topic

Activating Students’ Interest and Participation in Lectures and Practical Courses Using Their Electronic Devices

Interactive teaching with larger groups of students can be a challenge, but the use of mobile electronic devices by students (smartphones, tablets, laptops) can be used to improve classroom interaction. We have examined several types of tasks that can be electronically enacted in classes and practical courses using these devices: multiple choice (MC) questions; open-ended questions; and 3D visualization of (bio)­molecules and complexes. We have introduced these tasks dynamically in several educational contexts in our teaching programs. Specifically, attention is paid to applying devices in introductory quizzes at the start of a course, throughout lectures, and in practical courses. Each application has been found by us to offer significant merits in terms of connecting theory and practice, full formative assessment (including an improvement in interactions of introverted students), monitoring progress, engaging students early on in research, stimulating “3D” molecular feeling, and maintaining student attention. From the student perspective, evaluations revealed overall positive feedback on several key aspects of our approaches. In all, we believe that this mutually beneficial way of teaching can be of broader application, also in nonchemistry-related curricula