Association between MDR1 C3435T gene polymorphism and acute lymphoblastic leukemia [ALL] in iranian population

P-glycoprotein [P-gp], an ATP-dependent efflux pump, is a membrane protein encoded by MDR1 gene. P-gp has an important role in protection of the cell against xenobiotics and toxic compounds. Recently, a silent C3435T polymorphism in exon 26 of MDR1 has been reported to be associated with a decreased expression of P-gp in TT genotypes carriers compared with CC genotypes carriers. To evaluate the distribution of allelic variants of C3435T MDR1 in a group of healthy population in Iran and find the association between MDR1 C3435T polymorphism and the incidence of ALL, 126 patients with ALL and 139 healthy controls were included in our study and their MDR1 polymorphisms were detected by PCRRFLP assay. 71.9% of the healthy people had 3435TC genotype, 15.8% had 3435TT genotype and 12.2% had 3435CC genotype. Also, the frequency of T allele was 51.8% and C allele 48.2%. The mutant homozygous TT and TC genotypes were found to be associated with the incidence of ALL [OR=1.96 for TT genotype and OR=0.53 for TC genotype]. MDR1 C3435T polymorphism may contribute to the incidence of ALL. TT genotypes carriers are more at risk of developing ALL than other genotypes carriers

comparison between teacher centered and student centered educational methods

Various approaches to learning are suggested and practiced. The traditional medical education were more teacher centered oriented. In this method the students' involvement in the process of learning is not remarkable, but the new approach to medical education supports the students involvement. This study evaluated the various method of lecturing considering students involvements. One hundred two first year medical and nursing students involved in this stuck and their opinion about these two methods of learning were obtained by filling of a questionnaire. The subject of the lectures was [general psychology] which was carried out 50% by the students and 50% by the teacher. The statistical analysis was carried out by SPSS program. Considering students opinion in student-centered method the various aspect of learning such as mutual understanding, use of text books and references were significantly increased, whereas other aspects of learning such as self esteem, study time, innovation, and study attitude though were improved, but were not significant as compared with teacher centered method. In teacher-centered method the understanding of the subjects was significantly increased. Other aspects of learning such as motivation and concentration were improved but not significantly as compared with student-centered method. As the result showed student centered method was favored in several aspects of learning while in teacher centered method only understanding of the subject was better. Careful choice of teaching method to provide a comprehensive learning experience should take into account these differences

comparison between students' attitudes and their performance regarding the factors influencing learning and exam results

Various educational approaches to learning have been proposed. It is, of course, of vital importance to study those that have resulted in effective educational achievements. To assess the student's attitudes and performance in order to evaluate educational approaches and identify the variables leading to students gaining good marks. The subjects of the study were medical students at pathophysiology phase. A multiple-choice questionnaire was prepared, the reliability and validity of which were confirmed. A paired-sample T-test was used to compare and analyze the student's Basic Sciences Comprehensive Exam scores in each discipline and their average score during the basic sciences course. With respect to attitudes, the students highly valued the importance of teacher's methodology and mutual respect, as an influential factor in learning. Furthermore, the majority of the students relied heavily on their textbooks as the main source of information and preferred to study at home, rather than any other places. Most of the students prefer to study in the morning. They believed that mid-term exams, quizzes, and active class participation do not have much effect on learning. However, it was of high importance to them to attend practical classes [labs]. With respect to performance, most of the students used lecture notes as the main references, and considered their home as a good place to study and preferred to study in the morning, but have participated in theoretical and practical classes regularly. Most successful students attributed their success to active class participation, taking mid-term exams, quizzes, and using library. Having analyzed the data, we recommend the authorities to provide more methodology workshops for teachers, sufficient number of textbooks, expanding or increasing the number of the reading rooms with essential equipment