Peer Assessment in Medical Science: An exploration of one programme’s approach to peer assessment including staff and student perceptions

Assessment in Higher Education (HE) is widely accepted as fundamental to the learning process. The assessment strategy employed in a programme plays a major role in how, what and when students engage and as such influences the depth of learning that occurs. A well-structured holistic approach to assessment within a programme can be of a major benefit to both students and academics. The use of Peer Assessment (PA) and other more formative tools assists in the development of self-directed independent learners. A critical evaluation of the effectiveness of programme assessment strategies and methodologies involves the analysis of the current practice and the perceptions of all involved. As a starting point in the development of a framework for the cohesive inclusion of PA in the B.Sc(Hons) Medical Science degree programme in GMIT this paper presents an exploratory review of the current assessment methodology in use. Methodologically, following a documentary analysis approach, the programme’s module descriptors were reviewed for content related to assessment methods in use. Staff and students of the programme were both surveyed to gain an insight into current practice and to document students’ perceptions of their experience of assessment and of peer assessment in particular. The main findings demonstrated a marked lack of transparency and detail in relation to assessment strategy in the module documentation. Staff are using diverse assessment methods in this programme, including PA, albeit at individual module level. Students’ perceptions and experiences of assessment and PA is overall positive. The programme and the students would benefit from a more structured programmatic approach to the inclusion of PA

Evidence of recent interkingdom horizontal gene transfer between bacteria and Candida parapsilosis

<p>Abstract</p> <p>Background</p> <p>To date very few incidences of interdomain gene transfer into fungi have been identified. Here, we used the emerging genome sequences of <it>Candida albicans </it>WO-1, <it>Candida tropicalis, Candida parapsilosis, Clavispora lusitaniae, Pichia guilliermondii</it>, and <it>Lodderomyces elongisporus </it>to identify recent interdomain HGT events. We refer to these as CTG species because they translate the CTG codon as serine rather than leucine, and share a recent common ancestor.</p> <p>Results</p> <p>Phylogenetic and syntenic information infer that two <it>C. parapsilosis </it>genes originate from bacterial sources. One encodes a putative proline racemase (PR). Phylogenetic analysis also infers that there were independent transfers of bacterial PR enzymes into members of the Pezizomycotina, and protists. The second HGT gene in <it>C. parapsilosis </it>belongs to the phenazine F (PhzF) superfamily. Most CTG species also contain a fungal PhzF homolog. Our phylogeny suggests that the CTG homolog originated from an ancient HGT event, from a member of the proteobacteria. An analysis of synteny suggests that <it>C. parapsilosis </it>has lost the endogenous fungal form of PhzF, and subsequently reacquired it from a proteobacterial source. There is evidence that <it>Schizosaccharomyces pombe </it>and Basidiomycotina also obtained a PhzF homolog through HGT.</p> <p>Conclusion</p> <p>Our search revealed two instances of well-supported HGT from bacteria into the CTG clade, both specific to <it>C. parapsilosis</it>. Therefore, while recent interkingdom gene transfer has taken place in the CTG lineage, its occurrence is rare. However, our analysis will not detect ancient gene transfers, and we may have underestimated the global extent of HGT into CTG species.</p

Factors Influencing Parents’ Decision to Use Public Pre-K Programs in Maine: Results of a Parent Survey

This report presents the findings of a parent survey conducted in January-February 2016 by the Maine Education Policy Research Institute (MEPRI) at the request of the Maine State Legislature, to investigate barriers to participation in public pre-K programs for four year olds and other factors that influence parents’ decisions to use preschool programs (public or private) or no preschool. The report builds on earlier MEPRI research on preschool programs in Maine conducted through surveys and case study interviews in 2015. Together, the MEPRI data serve to inform state and local decisions about public preschool and specifically the proposed legislation LD 1394 “An Act to Implement the Recommendations of the Commission to Strengthen the Adequacy and Equity of Certain Cost Components of the School Funding Formula”

The Persona Doll Project: Promoting Diversity Awareness Among Preservice Teachers Through Storytelling

The Persona Doll Project describes an experiential intervention with undergraduate preservice teachers designed to increase awareness about diversity and apply this awareness to curriculum planning and advocacy for children. Sixty-three undergraduate students in a social studies methods class were each assigned a persona doll for the semester whose background differed from their own. Each was charged with becoming the advocate for the child, represented by the doll, by telling informed stories that would help other students better understand a level of diversity beyond what they knew from their own lives. Students heightened awareness of their own assumptions through narrative, inquiry and reflection and used that knowledge to critically analyze teaching practices that promote inclusion or exclusion. Students reported increased confidence for working in diverse communities. One goal of teacher education programs is to prepare teachers to work with students from racial/cultural/linguistic backgrounds other than their own. This article provides one example of how to address this important goal

Chromosomal G + C Content Evolution in Yeasts: Systematic Interspecies Differences, and GC-Poor Troughs at Centromeres

The G + C content at synonymous codon positions (GC3s) in genes varies along chromosomes in most eukaryotes. In Saccharomyces cerevisiae, regions of high GC3s are correlated with recombination hot spots, probably due to biased gene conversion. Here we examined how GC3s differs among groups of related yeast species in the Saccharomyces and Candida clades. The chromosomal locations of GC3s peaks and troughs are conserved among four Saccharomyces species, but we find that there have been highly consistent small shifts in their GC3s values. For instance, 84% of all S. cerevisiae genes have a lower GC3s value than their S. bayanus orthologs. There are extensive interspecies differences in the Candida clade both in the median value of GC3s (ranging from 22% to 49%) and in the variance of GC3s among genes. In three species—Candida lusitaniae, Pichia stipitis, and Yarrowia lipolytica—there is one region on each chromosome in which GC3s is markedly reduced. We propose that these GC-poor troughs indicate the positions of centromeres because in Y. lipolytica they coincide with the five experimentally identified centromeres. In P. stipitis, the troughs contain clusters of the retrotransposon Tps5. Likewise, in Debaryomyces hansenii, there is one cluster of the retrotransposon Tdh5 per chromosome, and all these clusters are located in GC-poor troughs. Locally reduced G + C content around centromeres is consistent with a model in which G + C content correlates with recombination rate, and recombination is suppressed around centromeres, although the troughs are unexpectedly wide (100–300 kb)

The Effects of Day Care Participation on Parent-Infant Interaction at Home

This study assessed how parents who placed their children in a high-quality infant and toddler program were, over time, influenced by three salient features of the center: its child-centered focus, its social orientation, and its support for men in nurturing roles

Spare-Parts Technique for Concurrent Treatment of Ectrodactyly of the Feet and Syndactyly of the Hands in a 2-Year-Old Boy: A Case Report

Syndactyly is the most frequently occurring congenital malformation of the limbs. Although common, few studies have reported treating syndactyly using Z-plasty with and without full-thickness grafting. We present a 2-year-old boy who presented to our clinic with ectrodactyly of the feet and simple complete syndactyly of two fingers on each hand. After ectrodactyly reconstruction, we used the excess foot skin to cover finger defects. The patient recovered well postoperatively, with matching skin and no trouble with hair growth. Use of a spare-parts technique can help avoid complications associated with harvesting grafts from other donor sites. The results reinforce the importance of coordinating reconstructive techniques when necessary for operative treatment of syndactyly of the hands