ABSTRACT
Linear chromatin is compacted into eukaryotic nucleus through a complex and multi-layered architecture. Consequently, chromatin conformation in a local or long-distance manner is strongly correlated with gene expression. Chromosome conformation capture (3C) technology, together with its variants like 4C/5C/Hi-C, has been well developed to study chromatin looping and whole genome structure. In this review, we introduce new technologies including chromosome capture combined with immunoprecipitation, nuclei acid-based hybridization, single cell and genome sequencing, as well as their application.
Subject(s)
Cell Nucleus , Chromatin/genetics , Chromosomes/genetics , Genetic Techniques , Genome/geneticsABSTRACT
BACKGROUND: Pharmacological studies in modern Chinese medicine have shown that icariin has a very positive effect on osteoarthritis. Because of the complex chemical composition of Epimedium and its unclear mechanism underlying the treatment of osteoarthritis at the molecular level, network pharmacology is introduced to explain the potential chemical components and molecular mechanism of Epimedium in the treatment of osteoarthritis. This can provide a theoretical basis for future drug development and disease treatment. OBJECTIVE: To explore the molecular mechanism of Epimedium in the treatment of osteoarthritis based on network pharmacology. METHODS: TCMSP database was used to screen the active ingredients of Epimedium. TCMSP, Swiss Target Prediction and STITCH database were used to predict the regulatory targets of the active ingredients of Epimedium. OMIM, GeneCards and TTD database were used to predict the therapeutic targets of osteoporosis. The therapeutic target of Epimedium for osteoporosis was obtained by intersecting the therapeutic target of Epimedium and osteoarthritis. A drug-component-target-disease network was then constructed. The protein interaction was analyzed by STRING database, and the related signaling pathways and functions of protein modules were analyzed by DAVID database. RESULTS AND CONCLUSION: Twenty-three pharmacodynamic components of Epimedium were screened and 230 pharmacodynamic targets of Epimedium and 1 221 therapeutic targets of osteoarthritis were predicted. After crossing, 95 therapeutic targets of Epimedium for osteoporosis were obtained. Protein interaction analysis indicated that JUN, AKT1, RELA, MAPK1, IL6, CXCL8, MAPK8, MAPK14, FOS and IL1B were the core targets of protein interaction network. Key protein modules were mainly involved in interleukin receptor pathway, tumor necrosis factor signaling pathway, Toll-like receptor signaling pathway, T cell receptor signaling pathway, nuclear factor-kappa B signaling pathway and osteoclast differentiation pathway. They might play a role in the treatment of osteoarthritis by regulating many biological processes such as cell proliferation and apoptosis, immune cells and immune response, inflammatory factors and inflammatory response, and lipopolysaccharide cell response.
ABSTRACT
Objective To analyze the associations of age and gender with post-operative outcomes after pilon fracture and the effect of interaction between age and gender on the outcomes.Methods A retrospective cohort study was performed of the 101 successive patients with pilon fracture who had been treated by open reduction and internal fixation from March 2009 to November 2013 and completely followed up.The distributions of potential prognostic factors (diabetes,injury mechanism,open fracture,Rüedi-Allg(o)wer classification and AO classification) were analyzed in different age and gender groups.The outcomes were evaluated in terms of reduction quality by the Burwell-Charnley criteria,time for return to work,traumatic osteoarthritis by Kellgren-Lawrence grading scale and the American Orthopaedic Foot and Ankle Society (AOFAS) ankle-hindfoot score.The odds ratio and regression coefficients were estimated by Logistic regression and linear regression model;P values for interaction between age and gender were estimated by likelihood ratio tests.Results Of all the 101 pilon patients,84 were male and 12 were the aged.The distributions of gender (P =0.028) and mechanism (P =0.032) were significantly different between the aged and the younger patients,showing there were more females in the aged patients and low-energy injury was more likely to cause a pilon fracture in the aged patients.As multivariate analyses suggested,with the above influencing factors controlled,a median follow-up of 41.2 months revealed age was an independent favorable prognostic factor for reduction quality (OR =3.919,P =0.041).The association between gender and time for return to work was significantly different between the aged and the younger patients,as indicated by interaction analyses (P =0.030).Conclusions There may be more females in the aged patients with pilon fracture than in the younger ones.It is likely that the aged patients sustain a pilon fracture because of low-energy injury and achieve a fracture reduction of poorer quality.Although the quality of reduction may be poorer for the aged,there may be no significant difference between the aged and the younger patients in the mid-long-term AOFAS score.It is advisable for surgeons to provide personalized treatment to better help the patients.
ABSTRACT
To explore the practical characteristic of Innovation and Creative Thinking course inte-grated with challenge based learning (CBL), Flanders Interaction Analysis System was used to analyze the class interaction of Solution Identifying and Implementation Context. It was shown that the class was con-ducted in open free and safe environment. Students were the center and involved in the class highly. Inno-vation and Creative Thinking course was helpful to nurturing the ability to innovate and create among nurs-ing students. The practical characteristic of this course will provide new ways to improve the innovativeness and creative thinking, which also will support the promotion of CBL in Chinese mainland.
ABSTRACT
Neste estudo, respondemos a uma demanda para formar tutores. Essa demanda insistia na necessidade de participar do desenvolvimento de competências e de explorar uma definição da tutoria. Abordamos essa formação a partir de dois aspectos: como educadores especializados em ciências da educação e como pesquisadores em análise das interações. Esses dois aspectos acompanhavam uma visão da formação na qual o formador, que é apenas um dos atores no processo, não traz seu saber como especialista. O que queremos examinar aqui é como o formador pode ficar dividido entre uma concepção da aprendizagem socioconstrutivista, que o coloca em posição de humildade, e as injunções que o situam como um especialista que detém uma parte essencial do saber. A especialização está inscrita nos fundamentos da relação entre os atores da aprendizagem. Uma prática socioconstrutivista suporia não somente que os "aprendizes" participassem ativamente na formação, mas também que o formador não permanecesse como dono da situação de troca na qual se inscreve - esse segundo aspecto raramente (ou nunca) é registrado no contexto atual. O que se espera do formador? Um mestre ou um ator? Se o formador deve concentrar o potencial formativo nas situações, mais do que se posicionar como dono da formação, eles precisam ocupar um lugar nutrido pelos desafios sociais e relacionais. Pensamos que, mesmo que o formador o desejasse, ele não poderia ser um simples mediador de saberes...
Nous avons répondu à une demande pour former des tuteurs. Cette demande insistait sur la nécessité de participer au développement de compétences et d'explorer une définition du tutorat. Nous avons abordé cette formation avec notre double casquette, enseignant spécialisé en sciences de l'éducation et chercheur en analyse des interactions. Cette double casquette allait de pair avec une vision de la formation où le formateur, acteur parmi d'autres, n'amène pas son savoir comme expert. Ce que nous voulons examiner ici c'est comment le formateur peut être tiraillé entre une conception de l'apprentissage socio-constructiviste, qui le positionne en humilité, et des injonctions qui le situent en expert détenant une partie essentielle du savoir. L'expertise est inscrite dans les fondements de la relation entre les acteurs de l'apprentissage. Une pratique socio-constructiviste supposerait non seulement que les "apprenants" participent activement à la formation mais aussi que le formateur ne reste pas maître de la situation d'échange dans laquelle il s'inscrit, second aspect rarement acté dans le contexte actuel, voir peut être même impratiquable. Qu'attend-on du formateur? Maitre ou acteur? Si le formateur doit participer à concentrer le potentiel formatif des situations plutôt que se positionner en maître de la formation, le formateur occupe une place nourrie par des enjeux sociaux et relationnels. Nous pensons que, même si il le souhaitait, il ne pourrait être un simple médiateur des savoirs...
We responded to a request to train tutors. This request stressed the need to participate in skills development and to explore the definition of tutoring. We addressed this training with a double-hatted approach as teacher specialized in educational sciences and as interaction analysis researcher. This dual role was consistent with the conception of training where trainers, who are simply one of several actors, do not impart their knowledge as experts. What we wish to look at here is how trainers may be torn between socio-constructivist learning, which humbles them, and imperatives where they are considered as experts who have mastered the essence of knowledge. Expertise is part and parcel of the fundamentals of the relationship between persons involved in learning. Incorporating socio-constructivism would imply that not only would the "learners" play an active role in their training but that the trainers would not remain in command of the interactive situation they had established; a second aspect that is rarely applied in the current context and may even be deemed infeasible. So, what is expected of trainers? To be in command or to be actors? If trainers need to be involved in focusing the educational potential of situations rather than remaining in command of the training, then they hold a role nourished by social and relational challenges. And even if they wished to, they could not be just an advocate of knowledge...
Subject(s)
Humans , Faculty , Knowledge , Professional Competence , TeachingABSTRACT
Objective: Systematic review of studies that investigate the communication between patients and health professionals with the application of the RIAS methodology. Methods: Keyword Roter Interaction Analysis System was searched in the following bibliographic resources: Academic Search Complete, Current Contents, ISI Proceedings, PubMed, Elsevier, SpringerLink, Web of Science, RCAAP, Solo and the official RIAS site. Selection period: 2006 to 2011. Studies were selected using multicriteria dichotomous analysis and organized according to PRISMA. Results: Identification of 1,262 articles (455 unrepeated). 34 articles were selected for analysis, distributed by the following health professions: family medicine and general practitioners (14), pediatricians (5), nurses (4), geneticists (3), carers of patients with AIDS (2), oncologists (2), surgeons (2), anesthetists (1) and family planning specialists (1). The RIAS is scarcely used and publicized within the scope of healthcare in Portuguese speaking countries. Discussion: Main themes studied include the influence of tiredness, anxiety and professional burnout on communication and the impact of specific training actions on professional activities. The review enabled the identification of the main strengths and weaknesses of synchronous and dyadic verbal communication within the provision of healthcare. Conclusion: Scientific investigation of the communication between health professionals and patients using RIAS has produced concrete results. An improvement is expected in health outcomes through the application of the RIAS. .
Objetivo: rever, de forma sistemática os estudos que investigaram a comunicação entre pacientes e profissionais de saúde através da aplicação da metodologia RIAS. Métodos: foram utilizados como expressão-chave Roter Interaction Analysis System e os recursos bibliográficos de: Academic Search Complete, Current Contents, ISI Proceedings, PubMed, Elsevier, SpringerLink, Web of Science, RCAAP, Solo e o site oficial do RIAS. Período de seleção: 2006 a 2011. Os estudos foram selecionados por análise dicotômica multicritério e organizados segundo os critérios PRISMA. Resultados: identificação de 1.262 artigos (455 não repetidos). Foram selecionados para análise 34 artigos, distribuídos pelas seguintes profissões de saúde: médicos de medicina geral e familiar (14), pediatras (5), enfermeiros (4), geneticistas (3), prestadores de cuidados a pacientes com Aids (2), oncologistas (2), cirurgiões (2), anestesistas (1) e especialistas de planejamento familiar (1). O RIAS é escassamente utilizado e divulgado no âmbito dos cuidados de saúde nos países de língua portuguesa. Discussão: os principais temas estudados incluíram a influência do cansaço, ansiedade e esgotamento profissional na comunicação e o impacto das ações específicas de formação no exercício profissional. A revisão permitiu identificar as principais forças e fraquezas na comunicação verbal, em díade e síncrona na prestação de cuidados de saúde. Conclusão: a investigação científica da comunicação entre profissionais de saúde e pacientes por meio do RIAS tem produzido resultados concretos. É esperada uma melhoria dos resultados em saúde decorrente da aplicação do RIAS. .
Subject(s)
Humans , Communication , Health Personnel , Professional-Patient Relations , Anxiety/psychology , Education, Continuing/methods , Health Personnel/educationABSTRACT
This study aimed to assess how the gender of medical students affects their communication styles and those of simulated patients (SPs) during objective structured clinical examination medical interviews in Japan. <br>1) Medical interviews conducted by 82 fourth-year medical students (53 male and 29 female) at Nagoya University School of Medicine were analyzed by means of the Roter Interaction Analysis System.<br>2) Compared with male medical students, female medical students engaged in significantly more emotionally focused talk, particularly empathy, and asked more open-ended questions. <br>3) With female medical students, SPs engaged in significantly more social talk (personal remarks), gave more biomedical information, and made more total utterances than they did with male medical students.<br>4) The gender of medical students significantly affected their communication styles and those of SPs. (127 words)
ABSTRACT
PURPOSE: Problem-based learning (PBL) is a constructive learning environment that solves ill-structured problems through collaborative learning. The purpose of this study was to analyze the interaction of students and a tutor in a small-group PBL discussion. This study examined how the types of interactions are composed over the meeting. METHODS: Fourteen third-year subjects from Chonnam National University Medical School, Korea formed two tutorial groups. Two tutorial sessions were videotaped and analyzed. All videotapes were transcribed to analyze the interaction type. The criteria of interaction analysis were learning-oriented interaction (exploratory questioning, cumulative reasoning, handling conflicts about the knowledge), procedural interactions, and irrelevant task interactions. RESULTS: Nearly all discourses between tutors and students were learning-oriented interactions. The results showed that students spent more time on cumulative reasoning. In contrast, tutors implemented more exploratory questioning. Little time was spent on handling conflicts about knowledge and procedural and irrelevant/off-task interactions. CONCLUSION: To improve critical thinking and problem-solving competence in PBL, we should consider various efforts to encourage discussion about conflicting knowledge. A PBL tutor training program should be provided to facilitate PBL group discussions.
Subject(s)
Humans , Handling, Psychological , Korea , Learning , Mental Competency , Problem-Based Learning , Schools, Medical , Thinking , Videotape RecordingABSTRACT
PURPOSE: The aim of this study is to analyze the interaction system between instructor and learners and strive for class improvement based on the evaluation. METHODS: Flanders Interaction Analysis System classifies instructor and learner's speaking into ten items. Observer analyzed every verbal interaction in class and filled out classified table recording the number of adequate category every three seconds. RESULTS: In this study, observed class spent 94.3% of time on teaching and learning activities. So it could be said that the class used time effectively without any waste. The instructor showed indirect teaching method and as a result, the students showed more initiative statements than simply answering questions. The major pattern was question--> answering questions, and incidental pattern was lecture--> initiative statement--> silence or disorder--> initiative statement--> lecture. CONCLUSION: In medical education, small group lesson is one of the popular teaching methods where Flanders interaction can be analyzed effectively. Using such evaluation, we can promote better teaching and learning.
Subject(s)
Humans , Education, Medical , Learning , TeachingABSTRACT
A method has been developed for biospecific interaction analysis between antigen and antibody using solid phase binding approach. Real time kinetics between monoclonal antibody and human chorionic gonadotropin have been studied. Kinetic constants of the bimolecular reaction are determined. Affinity constants measured by several independent methods have been found to be relatively consistent. Convenient and simple procedures to determine affinity constant, Kon and Koff of monoclonal antibody-human chorionic gonadotropin interaction using binding of [125I]hCG to immobilized monoclonal antibody are presented. Values obtained compare well with those obtained using surface plasmon resonance technology,making this method a viable alternative.