ABSTRACT
Research and academia have been recently affected by the Coronavirus (COVID-19), and physical classrooms and laboratory experiments have been affected significantly due to the recent laboratory closures. This has led to innovative approaches to curb this problem. To address these difficulties in teaching bioengineering related courses that is of significant interest to students of the Faculty of Engineering in Ahmadu Bello University, Zaria, Nigeria, and of course, useful for engineering-based higher education institutions (HEI), a transitional pedagogy: Communicate, Active, Collaborate, Problem-based Solving, Learning and Assessment (CACPLA), which encompasses blended learning, was developed as a new teaching and learning strategy. In this study, we show that this new strategy can initiate a steady transition from physical classrooms to full online instruction for some subjects in engineering. This method has been trialled as an exercise for a module as part of an envisioned biomedical engineering degree programme which can be integrated with local industries and research institutions in sub-Saharan Africa. The teaching materials and environment were carefully designed and 253 students of third and final year classes participated as the experimental group. Also, the effect of critical thinking, pre-lecture, and post lecture on the overall performance of the students was assessed. Two questionnaires were designed for data collection, (a) for technical questions, (b) for receptiveness. The result of a student survey suggests favourable reception of the teaching methodology, which aided their understanding of the general bioengineering concept as applied to the materials chemistry and mechanical measurements context. It was noticed that 80% of the students indicated that the blended learning method was sufficient in achieving the learning outcomes of the study. The method is envisioned as a useful and sustainable complement to traditional teaching pedagogies and workshops due to the convenience and relatively high accessibility to Zoom and Google Meet Apps which can be readily employed without incurring significant costs.
ABSTRACT
BACKGROUND: Smith-Lemli-Opitz syndrome (SLOS), a severe disorder of cholesterol synthesis, is classically diagnosed prenatally by GC-MS analysis of sterols in amniotic fluid. Considering the current trend toward tandem mass spectrometry (MS/MS) methodologies, we developed prototype LC-MS/MS methods for accurate diagnosis of the disorder. METHODS: 3beta-Hydroxysterols in amniotic fluid are oxidized with cholesterol oxidase to their corresponding 3-ketones, which are then derivatized with Girard P (GP) hydrazine in a "one-pot" reaction. The resulting GP-hydrazones give an improved response in electrospray (ES)-MS/MS owing to the presence of a charged quaternary nitrogen and are analyzed by reversed-phase LC-ES-MS/MS. Both capillary and conventional LC-MS/MS formats are suitable, and the method is also applicable to paper-absorbed blood spots. RESULTS: In a double-blind analysis of 18 amniotic fluid samples comprising 6 SLOS and 12 controls, the ratio of 7 + 8-dehydrocholesterol (7 + 8-DHC) to cholesterol was <0.02 [range 0.00-0.02, mean (SD) 0.01 (0.007)] in all control samples (intraassay variation 5.91%) and >0.20 [0.20-1.13, 0.79 (0.35)] in SLOS (intraassay variation 4.56%), corresponding to a difference in ratios between the 2 groups of at least a factor of 10. The limit of quantification was equivalent to that of 2 nL amniotic fluid injected on-column. CONCLUSIONS: We describe a proof-of-concept for the prenatal diagnosis of SLOS. Further developments will be necessary to automate sample handling and reduce chromatographic time for the methodology to be used in pre- and postnatal diagnosis.
