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This study explores the differential protein expression in the colorectal cancer (CRC) patients to validate a new biomarker for tumor progression. CRC tissues and their adjacent non-cancerous tissues were analyzed by two-dimensional LC/MS/MS. Nucleophosmin 1 (NPM1) was selected and confirmed its differential expression by Western blot. Immunohistological staining of NPM1 in tissues was performed to validate its correlation with clinicopathologic parameters of CRC patients. There were 39 candidates with significant difference between cancerous tissues and their adjacent non-cancerous tissues, which included 19 increased proteins and 20 decreased proteins in CRC samples. Especially, NPM1 was correlated with poor differentiation, and lymph node metastasis according to the analysis of patients’ clinicopathologic parameters. Increased expression of NPM1 can be as a critical biomarker for clinical diagnosis of tumor progression of CRC patients.
RESUMEN
Abstract Objective This study aimed to determine the differences in learning style preferences among bachelor degree nursing students at Central South University and associate degree nursing students at the Vocational Health School in China. Methods This study was a cross-sectional survey using the Chinese version of the VARK questionnaire to assess preferred learning styles: 159 enrolled bachelor degree nursing students and 199 enrolled associate degree nursing students completed the questionnaire with a response rate of 96.8%. Results The bachelor degree nursing students tend to prefer a multimodal learning style (58.49%), which significantly differed from that of associate degree nursing students (45.77%). The kinaesthetic modality was the predominant unimodal learning style among the bachelor degree and associate degree nursing students (18.20% and 33.67%), and the read-write modality was the least popular modality (2.5% and 4.02%). Conclusion There are both differences and similarities between the learning style preferences of bachelor degree and associate degree nursing students. Educational background is one of the most critical factors that influence the learning style preference of nursing students. This finding may be necessary and beneficial for carrying out future curricula reform. In addition, further comprehensive research should be conducted to examine the relationships between learning style preferences and academic performance, as well as learning style preferences and teaching methods.