Performance verification of a individual donation nucleic acid detection system for blood screening / 中国输血杂志

【Objective】 To verify the detection performance of a newly introduced individual donation(ID) nucleic acid detection(NAT) system, and to confirm whether its main test parameters meet the expected requirements of blood screening. 【Methods】 Standard serum and plasma negative for HBV DNA, HCV RNA, and HIV RNA were diluted to different multiples samples (0.5~3 times) of the detection system′s limit of detection (LoD). These samples were conducted NAT test for HBV DNA, HCV RNA and HIV-1 RNA, to verify the testing sensitivity, stability, accuracy and anti-interference ability. 【Results】 The sensitivity of 3× LoD concentration of HBV DNA, HCV RNA and HIV-1 RNA was tested by the system, and the yielding rates were all 100%, with 1 ×LoD at 95.0%~100% and 0.5×LoD at 70.0%~90.0%. The intra-assay and inter-assay precision variation coefficient was 2.07%~2.62% and 2.33%~2.88%, respectively. The accuracy of 10 external quality assessment samples of National Center for Clinical Laboratories was 100%. Severe hemolysis and fatty blood had no effect on the detection of samples with 3×LoD concentration of HBV DNA, HCV RNA and HIV-1 RNA. Any combinations by samples with 2 × LoD concentration of HBV DNA, HCV RNA, and HIV-1 RNA were not inhibited by high concentrations of other viruses. Among 2 041 sero-negative samples from blood donor, the NAT yield of this system was 1.67% (34/2 041), which was a little bit higher than that of a imported minipool system (1.66%, 33/2 041) (P>0.05). 【Conclusion】 The ID-NAT system can meet the requirements in terms of sensitivity, stability, accuracy and anti-interference ability, and can be used for blood screening of blood donors.

The Outcomes of Team-based Learning on Test Performance, Cognitive Engagement and Motivation in Preclinical Anatomy Practical Classes

@#Introduction: Designing an engaging teaching strategy that enhances the clinical application of anatomy knowledge is important for effective learning. Hence, this study was carried out to evaluate the outcomes of team-based learning (TBL) approach on students’ learning during gross anatomy practical classes. Method: A randomised-controlled trial was conducted on 215 pre-clinical year medical students, who were divided into TBL and control groups. Both groups attended the same anatomy lecture before the practical session. The TBL group underwent three phases of activities, which were pre-practical assignment (Phase-1), individual and team readiness assurance tests followed by a debriefing session (Phase-2), and group application task (Phase-3). Concurrently, the control group received a reading material as their pre-practical assignment and attended a practical session in the form of an anatomy model demonstration. Pre- and post-practical assessments were measured 30 minutes before and after the practical sessions. The students’ cognitive engagement and motivation were also measured after the practical sessions. Results: The TBL group among the Year-1 students outperformed the control group in all the test performance measures. The TBL group of the Year-1 students was also found to have greater improvement of test scores compared to their control counterparts. The TBL group was found to have significantly higher cognitive engagement scores only among the Year-2 students. However, the internal motivation scores were not significant in both cohorts. Conclusion: These results indicate that the TBL session contributes positive outcomes to students’ learning in anatomy context.

Aprendizaje autorregulador metas académicas y rendimiento en evaluaciones de estudiantes universitarios / Self-Regulated Learning, Academic Goals and Performance in the Evaluation of University Students / Aprendizagem autorregulado, metas académicas e rendimento em avaliações de estudos universitários

Objetivo. Explorar la relación entre aprendizaje autorregulado, metas académicas y rendimiento en una evaluación académica de ocho estudiantes universitarias. Método. Se realizó una entrevista semi-estructurada, una observación directa de una sesión de estudio y protocolos verbales durante y después de la sesión. Resultados. En relación con las metas académicas, se encontró que tres estudiantes tuvieron una única orientación a metas de dominio por aproximación, mientras que cinco orientaron a múltiples metas académicas. Respecto al aprendizaje autorregulado, se encontraron estudiantes con bajos y altos niveles. En la relación entre aprendizaje autorregulado, metas académicas y rendimiento en la evaluación fue posible identificar tres grupos de estudiantes: (a) altos niveles de autorregulación y orientación única a metas de dominio por aproximación, (b) bajos niveles de autorregulación y múltiple orientación a metas de dominio y ejecución en tendencias de aproximación y evitación, y (c) variaciones en el nivel de autorregulación con múltiple orientación a metas académicas. Todas las estudiantes obtuvieron calificaciones aprobatorias en la evaluación, independientemente de su nivel de autorregulación y de la orientación a metas académicas. Conclusión. El abordaje procedimental del aprendizaje autorregulado, en función de las metas académicas, permitió obtener información relevante para la comprensión de este proceso, por lo que se recomienda seguir realizando este tipo de estudios para dar cuenta de los diferentes funcionamientos de las estudiantes universitarias en tiempo real, de sus variaciones y relación con otros aspectos motivacionales involucrados en sus procesos de aprendizaje.

Objective. The purpose of this study was to describe eight students' self-regulation profiles during test preparation in relation to academic goals and test performance. Method. Data was collected through a semi-structured interview, the direct observation of a study session, and verbal protocols during and after the session. Results. Regarding the academic goals, the study found that three students had mastery goal orientation, while five students presented multiple goal orientation. With regard to self-regulated learning, it was possible to observe students with low levels of self-regulation, students with high levels of self-regulation and students with variations in their performance during the study session. Finally, in the relationship between self-regulated learning, goal orientation and test performance, three groups were found: (a) a group of students with high levels of self-regulation during the study session and mastery goal orientation; (b) a second group of students with low levels of self-regulation and multiple academic goal orientation in approach and avoidance trends, and (c) a third group of students who showed variations in their level of self-regulation and multiple academic goal orientation. Students of the three groups obtained passing grades in the evaluation regardless of their level of self-regulation and academic goal orientation. Conclusion. The procedural approach to self-regulated learning and academic goals permitted the acquisition of relevant information for advancing the understanding of these variables, and it is therefore recommended to continue with this type of study to explore students' performance in real time and its variations.

Escopo. Explorar a relação entre aprendizagem autorregulado, metas académicas e rendimentos numa avaliação académica de oito estudantes universitários. Metodologia. Foi realizada uma entrevista semiestruturada, uma observação direita de uma sessão de estudo e protocolos verbais durante e depois da sessão. Resultados. Em relação com as metas académicas, foi achado que três estudantes tiveram uma única orientação a metas de domínio por aproximação, enquanto cinco estudantes estiveram orientados a múltiplas metas académicas. Sobre a aprendizagem autorregulada, achou-se estudantes com baixos e altos níveis. Em relação a aprendizagem autorregulada, metas académicas e rendimento na avaliação, foi possível identificar três grupos de estudantes: (a) altos níveis de autorregulação e orientação única a metas de domínio por aproximação, (b) baixos níveis de autorregulação e múltipla orientação a metas de domínio e execução em tendências de aproximação e evitação, e (c) variações no nível de autorregulação com múltipla orientação a metas académicas. Todos os estudantes obtiveram calcificações aprobatórias na avaliação, independentemente de seu nível de autorregulação e da orientação a metas académicas. Conclusão. A abordagem procedimental da aprendizagem autorregulada, em função das metas académicas, permitiu obter informação relevante para a compreensão deste processo, pelo que recomenda-se seguir fazendo este tipo de estudos para dar conta dos diferentes funcionamentos dos estudantes universitários em tempo real, de suas variações e relação com outros aspetos motivacionais involucrados em seus processos de aprendizagem.