Comprehensive scientometrics and visualization study profiles lymphoma metabolism and identifies its significant research signatures.

Background: There is a wealth of poorly utilized unstructured data on lymphoma metabolism, and scientometrics and visualization study could serve as a robust tool to address this issue. Hence, it was implemented. Methods: After strict quality control, numerous data regarding the lymphoma metabolism were mined, quantified, cleaned, fused, and visualized from documents (n = 2925) limited from 2013 to 2022 using R packages, VOSviewer, and GraphPad Prism. Results: The linear fitting analysis generated functions predicting the annual publication number (y = 31.685x - 63628, R² = 0.93614, Prediction in 2027: 598) and citation number (y = 1363.7x - 2746019, R² = 0.94956, Prediction in 2027: 18201). In the last decade, the most academically performing author, journal, country, and affiliation were Meignan Michel (n = 35), European Journal of Nuclear Medicine and Molecular Imaging (n = 1653), USA (n = 3114), and University of Pennsylvania (n = 86), respectively. The hierarchical clustering based on unsupervised learning further divided research signatures into five clusters, including the basic study cluster (Cluster 1, Total Link Strength [TLS] = 1670, Total Occurrence [TO] = 832) and clinical study cluster (Cluster 3, TLS = 3496, TO = 1328). The timeline distribution indicated that radiomics and artificial intelligence (Cluster 4, Average Publication Year = 2019.39 ± 0.21) is a relatively new research cluster, and more endeavors deserve. Research signature burst and linear regression analysis further confirmed the findings above and revealed additional important results, such as tumor microenvironment (a = 0.6848, R² = 0.5194, p = 0.019) and immunotherapy (a = 1.036, R² = 0.6687, p = 0.004). More interestingly, by performing a "Walktrap" algorithm, the community map indicated that the "apoptosis, metabolism, chemotherapy" (Centrality = 12, Density = 6), "lymphoma, pet/ct, prognosis" (Centrality = 11, Density = 1), and "genotoxicity, mutagenicity" (Centrality = 9, Density = 4) are crucial but still under-explored, illustrating the potentiality of these research signatures in the field of the lymphoma metabolism. Conclusion: This study comprehensively mines valuable information and offers significant predictions about lymphoma metabolism for its clinical and experimental practice.

Pre-Clinical Medical Students' Use of Motivational and Cognitive Study Strategies During Anatomy Learning: A Three-Year Cross-Sectional Survey.

Medical students' motivation and study strategies are crucial in determining academic performance. This study aimed to assess the motivation and learning strategies of medical students as well as their association with performance in anatomy examinations. The Motivated Strategies for Learning Questionnaire, two focus group discussions, and students' current anatomy cumulative grade point average (cGPA) were used. Generally, the medical students strongly felt that anatomy is fundamental to the practice of medicine and surgery. This result was consistent with high task value scores of 5.99 ± 1.25. They were also driven by extrinsic goal orientation (5.59 ± 1.42) and intrinsic goal orientation (5.08 ± 1.26). Most medical students typically relied on elaboration (5.35 ± 1.25) ahead of other cognitive strategies namely rehearsal (5.30 ± 1.11), organization (5.15 ± 1.34), and lowest-rated critical thinking (4.77 ± 1.19). The students also relied on resource management strategies, effort regulation (5.15 ± 1.20) and time and study environment regulation (5.03 ± 1.03) more than the moderately scored peer learning (4.95 ± 1.50) and help-seeking (4.95 ± 1.09). In the focus group discussions, students reported that they often narrate or explain to each other what they would have read and understood from anatomy lectures, tutorials, and textbooks. They also bemoaned the lack of institutional support for stress burdens. The motivation and learning strategies subscales were not correlated with anatomy cGPA. Males were driven by extrinsic goals and experienced significantly higher levels of test anxiety than females (P < 0.05). Knowing the motivation and learning strategies students employ early in the medical curriculum can be leveraged to promote self-directed learning and academic achievement.

Reflections on Study Strategy Modifications Using Cognitive Load Theory and Dual Processing Theory in the First Year of Medical School.

Navigating the beginning of medical school can be challenging for students. The new learning environment and the increased volume and complexity of information presented within a short period of time demand more efficient and effective study strategies. We describe the experience and perspective of a first-year medical student, as well as the adjustment of study strategies based on the application of cognitive load theory and dual processing theory. We provide practical approaches that promote intentional and individualized studying planning and better knowledge retention, which may also improve the wellbeing of the new medical students.

Best Study Strategy for the NBME Clinical Science Surgery Exam.

INTRODUCTION: Providing medical students with effective study strategies is paramount in fostering their success on the NBME Clinical Science Surgery exam. As of yet, there has not been a comprehensive inquiry into a study strategy for this exam. We aim to identify if the following are associated with higher NBME raw exam scores: (1) the use of popular study materials, (2) the number of study materials used, and (3) the amount of time spent studying throughout the clerkship. METHODS: Over the period of 1 academic year, third-year medical students at our institution were administered a survey during their surgical clerkship inquiring about study materials used and hours spent studying per week. The data were then matched to students' raw NBME scores and then depersonalized. A total of 82 of 193 (42%) students responded with an overall average raw score of 76.74 on the NBME Clinical Science Surgery exam. By comparing our data to the NBME national average of 70 with a standard deviation of 8, a z test was used to compare the population mean to our sample means. RESULTS: When investigating resources used, the combination of using an online question bank and a high yield review book yielded a high z score (6.23) and using 4 resources yielded the highest z score (6.28). Regarding study hours, the highest z scores were seen when students studied for 6 to 10 hours per week during the first half of the clerkship, and 11 to 15 hours per week during the second half of the clerkship (5.76 and 6.02, respectively). CONCLUSIONS: In conclusion, higher NBME Clinical Science Surgery exam scores were correlated with the use of multiple and varied types of resources and increasing study time closer to the exam date. The resources and methods utilized by students achieving the highest exam scores can be recommended by surgical educators and employed by other medical students to foster academic success.

The role of study strategy in motivation and academic performance of ethnic minority and majority students: a structural equation model.

Underperformance among ethnic minority students has been reported in several studies. Autonomous motivation (acting out of true interest or personal endorsement) is associated with better learning and academic performance. This study examined whether study strategy (surface, achieving, and deep) was a mediator between the type of motivation (autonomous and controlled motivation) and academic performance (GPA and clerkship performance), and whether these relations are different for students from different ethnic groups to gain a better understanding about the needed intervention/support in the curriculum. Data was gathered from 947 students at VUmc School of Medical Sciences, Amsterdam. Structural Equation Modelling was performed to test the hypothesized model: a higher autonomous motivation has a positive association with academic performance through deep and achieving strategy, and has a negative association with performance through surface strategy. The model with the outcome variables GPA and clerkship performance had a good fit (n = 618; df = 1, RMSEA = 0.000, p = 0.43). The model for the ethnic majority and minority groups was significantly different (p < 0.025). In this study, autonomous motivation had a positive association with GPA through achieving strategy for the ethnic majority students only. It might be that the size of the minority groups was too small to detect differences or that other factors mediate these relations in ethnic minority students. Qualitative research is needed to identify other factors influencing the academic performance of ethnic minority students and what they experience during their education, in order to support their learning in the right manner.

An evidence-based analysis of learning practices: the need for pharmacy students to employ more effective study strategies.

INTRODUCTION: Learning is a process of constructing neural connections between what is being learned and what has already been learned. Superficial thought processes associated with memorization produce shallow, short-term learning. Higher-order thought processing (critical thinking) produces deep, long-term learning. Pharmacy students should study in ways that enable them to retain and apply what they learn. PREDOMINANT LEARNING PRACTICES: Investigators who surveyed the learning practices of pharmacy students have reported that most students resort to cramming in preparation for an upcoming exam. The practice of routinely keeping up with course material through regular study is much less common. Most students highlight or re-read material when studying rather than quizzing themselves, and many multitask or study with distractions such as texting, checking e-mails or using social media. EVIDENCE-BASED LEARNING PRACTICES: Studies in cognitive psychology and education provide evidence to confirm the efficacy of the following learning practices: plan and manage study time, space out and repeat study, interleave (mix up) topics or methods, incorporate retrieval practice (self-quizzing, deliberative reading, or written paraphrasing), minimize distractions, leverage mistakes, and sleep at least seven hours a night. CONCLUSION: Pharmacy students need to become proficient, lifelong learners. A superficial, memorization-oriented approach to learning is detrimental to professional growth. Faculty members should guide students to employ more effective evidence-based study strategies, while also exploring how curricular design, course content, academic policy or pedagogy might be predisposing students to pursue suboptimal learning practices. The issue calls for the academy to focus greater attention on how students learn.

Type-2 diabetes-associated variants with cross-trait relevance: Post-GWAs strategies for biological function interpretation.

Genome-wide association studies (GWAs) for type 2 diabetes (T2D) have been successful in identifying many loci with robust association signals. Nevertheless, there is a clear need for post-GWAs strategies to understand mechanism of action and clinical relevance of these variants. The association of several comorbidities with T2D suggests a common etiology for these phenotypes and complicates the management of the disease. In this study, we focused on the genetics underlying these relationships, using systems genomics to identify genetic variation associated with T2D and 12 other traits. GWAs studies summary statistics for pairwise comparisons were obtained for glycemic traits, obesity, coronary artery disease, and lipids from large consortia GWAs meta-analyses. We used a network medicine approach to leverage experimental information about the identified genes and variants with cross traits effects for biological function interpretation. We identified a set of 38 genetic variants with cross traits effects that point to a main network of genes that should be relevant for T2D and its comorbidities. We prioritized the T2D associated genes based on the number of traits they showed association with and the experimental evidence showing their relation to the disease etiology. In this study, we demonstrated how systems genomics and network medicine approaches can shed light into GWAs discoveries, translating findings into a more therapeutically relevant context.

EFFECT OF MOTIVATION IN LEARNING SUCCESS : A STRUCTURAL EQUATION MODELLING ANALYSIS / Шинэ санаа Шинэ нээлт

@#BACKGROUND: Learning success is a success of study process. It reveals by how the individual effort, time management, task complement, self-development and self sdutying skills. The GPA is a measurable outcome of those skills above. A motivation is a behavior and psychological complex that affects the skills. Otherwise, it is a process that motivates person by the intrinsic or extrinsic effect to a particular goal. Every student has his own permanent study manners and learning skill. It depends directly by how he motivates himself. Such study is deficient, actually in medical students in Mongolia. Therefore, we aimed to study how motivation effects in medical students learning success. METHODS: The present study is accomplished among 3-6 grade students who study by a general doctor in Mongolian National University of Medical Science by analytical study method and cross-sectional design. 536 students wer selected randomly. John Biggs’s R-SPQ-2F- Revised study process questionnaire 2 factor and Rein Cornel’s SRQ (Self regulationquistionnaire) and additional 5 questions are used. For the data analysis, IBM SPSS 21.0, SPSS AMOS soft wares are used to evaluate the descriptive and analytic statistics. Statistically significant differences between the groups were defined as p-values less than 0.05. RESULTS: The total number of students in our research were 536, thereform 23.5% were male (126), 76.5% were female (410) students. Highly GPA students engrained their own study technique because the variable of DS (p<0.01) is positively dependent with the GPA. Whereas the slight motivation (SM) is negativele correlated (p<0.001) with the GPA, therefore the variable of SM is less dependent. The Relactive approach motivation (RAM) is direct, positively dependent between good study strategy (GSS) and grade point average (GPA). Also, the positive learning methods (GSS) both are positively dependent for learning-succession. Although, it is enamored that good study strategy (GSS) are highly indication compared to other variables. Otherwise, GSS is more effective for learning-succession than a grade point average (GPA). If the students can own the right learning skill themselves, they will increase the learning-succession. CONCLUSION: Relative Autonomous Motivation is positively affects through good study strategy and learning success. Intrinsic motivation is more effective than other variables..

Exploration and thinking about lipidomics study strategy based on HILIC-MS technology / 中草药

Lipidomics is a new branch discipline of metabolism. The hydrophilic interaction chromatography-mass spectrometry (HILIC-MS) technology is the new study method of lipidomics. The application, operation points, special advantages, and development potential for HILIC-MS were clarified from the angles of biological sample processing method, chromatography, mass spectrometry conditions establishment, and full analysis on quality control. The feasibility of using HILIC-MS technology to solve some lipid metabolism diseases problem in clinical and scientific research of TCM has been investigated.

Estrategia de estudio en niños con primera infección febril del tracto urinario / Study strategy for children with first febrile urinary tract infection

INTRODUCCIÓN: el estudio de los pacientes con primera infección febril del tracto urinario es un aspecto controversial en la actualidad. OBJETIVO: proponer una estrategia de estudio de los pacientes con primera infección febril del tracto urinario. MÉTODOS: se realizó un estudio prospectivo, longitudinal de 235 pacientes ingresados en la sala de Nefrología, en el período comprendido de mayo 2007 a diciembre 2011. Las variables de estudio fueron: edad, sexo, duración de la fiebre y su intensidad, conteo global de leucocitos sanguíneos, velocidad de sedimentación globular, proteína C reactiva, ultrasonido renal y vesical, reflujo vesicoureteral, agente etiológico, primera y segunda gammagrafía renal y condición clínica. Para la asociación entre variables cualitativas se utilizó la prueba de X2 y el test exacto de Fisher, y para las cuantitativas continuas se utilizó la prueba t de Student. RESULTADOS: del total de los casos estudiados, 125 presentaron alteraciones gammagráficas en la fase aguda de la infección, lo que representó el 53,2 %. A través de receiver operating characteristic curve (ROC), se analizó la capacidad predictiva de las variables clínicas y de laboratorio. La condición clínica fue el mejor predictor de la presencia de pielonefritis. A partir de todos estos resultados, se diseñó un flujograma de tratamiento de pacientes pediátricos con una primera infección febril del tracto urinario. CONCLUSIONES: la condición clínica fue el mejor predictor para el diagnóstico de pielonefritis aguda, lo cual, unido al conocimiento del microorganismo infectante, ayuda en la propuesta de estudio del paciente con primera infección febril del tracto urinario, y se limita la realización de estudios radiológicos.

INTRODUCTION: the study of patients with first febrile urinary tract infection is a controversial issue at present. OBJECTIVE: to submit a research study strategy for patients with first febrile urinary tract infection. METHODS: prospective longitudinal study of 235 patients admitted to the nephrology service from May 2007 to December 2011. The study variables were age, sex, duration and intensity of febrile condition, blood leukocyte count, globular sedimentation velocity, reactive C protein, renal and bladder ultrasound, vesicoureteral reflux, etiological agent, first and second renal scintigraphies and the clinical condition. For the association of qualitative variables, the Chi-square test and Fisher's exact test were used whereas Student's t test was the choice for continuous quantitative variables. RESULTS: of the total number of cases under study, 125 presented with scintigraphic alterations in the acute phase of infection, which accounted for 53.2 %. By means of the receiver operating characteristic curve, the predictive capacity of clinical and laboratory variables were analyzed. The clinical condition was the best predictor of pyelonephritis. On the basis of these results, it was possible to design treatment flow diagram of pediatric patients with first febrile urinary tract infection. CONCLUSIONS: the clinical condition was the best predictor of the acute pyelonephritis diagnosis which, along with determination of the infective microorganism, supports the proposal of the study strategy for patients with first febrile urinary tract infection, thus the performance of radiological studies is restricted.

Estrategia de estudio en niños con primera infección febril del tracto urinario / Study strategy for children with first febrile urinary tract infection

Introducción: el estudio de los pacientes con primera infección febril del tracto urinario es un aspecto controversial en la actualidad.Objetivo: proponer una estrategia de estudio de los pacientes con primera infección febril del tracto urinario.Métodos: se realizó un estudio prospectivo, longitudinal de 235 pacientes ingresados en la sala de Nefrología, en el período comprendido de mayo 2007 a diciembre 2011. Las variables de estudio fueron: edad, sexo, duración de la fiebre y su intensidad, conteo global de leucocitos sanguíneos, velocidad de sedimentación globular, proteína C reactiva, ultrasonido renal y vesical, reflujo vesicoureteral, agente etiológico, primera y segunda gammagrafía renal y condición clínica. Para la asociación entre variables cualitativas se utilizó la prueba de X2 y el test exacto de Fisher, y para las cuantitativas continuas se utilizó la prueba t de Student.Resultados: del total de los casos estudiados, 125 presentaron alteraciones gammagráficas en la fase aguda de la infección, lo que representó el 53,2 por ciento. A través de receiver operating characteristic curve (ROC), se analizó la capacidad predictiva de las variables clínicas y de laboratorio. La condición clínica fue el mejor predictor de la presencia de pielonefritis. A partir de todos estos resultados, se diseñó un flujograma de tratamiento de pacientes pediátricos con una primera infección febril del tracto urinario.Conclusiones: la condición clínica fue el mejor predictor para el diagnóstico de pielonefritis aguda, lo cual, unido al conocimiento del microorganismo infectante, ayuda en la propuesta de estudio del paciente con primera infección febril del tracto urinario, y se limita la realización de estudios radiológicos(AU)

Student performance and grading changes in a systems-based curriculum.

INTRODUCTION: Changing from a conventional discipline-based, basic science medical school curriculum to an integrated systems-based curriculum, which was graded on overall performance not by discipline, was associated with a highly significant improvement in an externally administered comprehensive exam at the end of the 2-year basic science program. The reason for the improvement was unclear, but we hypothesized that it was partly due to a change in student study strategy. Anecdotal evidence suggested that students had changed their study habits to spend less time on previously harder-to-pass courses and more time on courses with previously lower failure rates. If this were so, performance in previously harder disciplines might have deteriorated, while performance in previously easier disciplines could have improved. METHODS: We examined relative performance in the four discipline-based courses of Systemic Pathology, Microbiology, Pharmacology, and Introductory Clinical Medicine (ICM) in the fourth (and last) semester of the curriculum. We compared failure rates in these four courses for the three cohorts before the change with the three cohorts after. RESULTS: Pharmacology and Microbiology which had failure rates over twice as high as Systemic Pathology and ICM in the conventional program before the curriculum change showed a deterioration in performance after the change with an approximately threefold rise in internal failure rate. In contrast, Systemic Pathology showed a dramatic improvement with a more than threefold drop in the failure rate, while the ICM clinical skills course, which was largely assessed by a practical exam in all 6 cohorts, showed no change. CONCLUSION: The improvement in student performance in an external assessment may be due, at least partly, to a change in the school's internal grading policy which led to a more appropriate balancing of student study strategies. Future studies on the effect of curriculum change should include an assessment of the impact on student study strategies.

The longitudinal effect of concept map teaching on critical thinking of nursing students.

Concept map is a useful cognitive tool for enhancing a student's critical thinking by encouraging students to process information deeply for understanding. However, there is limited understanding of longitudinal effects of concept map teaching on students' critical thinking. The purpose of the study was to investigate the growth and the other factors influencing the development of critical thinking in response to concept map as an interventional strategy for nursing students in a two-year registered nurse baccalaureate program. The study was a quasi-experimental and longitudinal follow-up design. A convenience sample was drawn from a university in central Taiwan. Data were collected at different time points at the beginning of each semester using structured questionnaires including Critical Thinking Scale and Approaches to Learning and Studying. The intervention of concept map teaching was given at the second semester in the Medical-Surgical Nursing course. The results of the findings revealed student started with a mean critical thinking score of 41.32 and decreased at a rate of 0.42 over time, although not significant. After controlling for individual characteristics, the final model revealed that the experimental group gained a higher critical thinking score across time than the control group. The best predictive variables of initial status in critical thinking were without clinical experience and a higher pre-test score. The growth in critical thinking was predicted best by a lower pre-test score, and lower scores on surface approach and organized study. Our study suggested that concept map is a useful teaching strategy to enhance student critical thinking.

Self-assessment and students' study strategies in a community of clinical practice: a qualitative study.

BACKGROUND: Self-assessment is recognized as a necessary skill for lifelong learning. It is widely reported to offer numerous advantages to the learner. The research evaluated the impact of students' and supervisors' self-assessment and feedback training on students' perceptions and practices of self-assessment. Moreover, it evaluated the effect of self-assessment process on students' study strategies within a community of clinical practice. METHODS: We conducted a qualitative phenomenological study from May 2008 to December 2009. We held 37 semi-structured individual interviews with three different cohorts of undergraduate medical students until we reached data saturation. The cohorts were exposed to different contexts while experiencing their clinical years' assessment program. In the interviews, students' perceptions and interpretations of 'self-assessment practice' and 'supervisor-provided feedback' within different contexts and the resulting study strategies were explored. RESULTS: The analysis of interview data with the three cohorts of students yielded three major themes: strategic practice of self-assessment, self-assessment and study strategies, and feedback and study strategies. It appears that self-assessment is not appropriate within a summative context, and its implementation requires cultural preparation. Despite education and orientation on the two major components of the self-assessment process, feedback was more effective in enhancing deeper study strategies. CONCLUSION: This research suggests that the theoretical advantages linked to the self-assessment process are a result of its feedback component rather than the practice of self-assessment isolated from feedback. Further research exploring the effects of different contextual and personal factors on students' self-assessment is needed.

A survey on the different use of the study strategies in English learning between the brilliant and inferior students / 中华医学教育探索杂志

The article mainly explores the dissimilarities of the use of strategies in English learning between the brilliant and inferior students in a university in Chongqing by means of rational analysis.It was found that the width and frequency of the study strategies used by the brilliant students were obviously more often than those by the inferior ones.And there was a lot of difference in the use of study strategies between the two.It showed that the former often adopted the approaches of imagining when reading,actively participating in the classroom activities,and process monitoring,etc.which are generally regarded as effective strategies and will contribute a great deal to successful English study,while the latter tended to use the way of looking for the surface meaning and word for word translation because they are always plagued by their mother tongue.

Study on the Factors Spoiling Teaching Effect and Countermeasures / 中华医学教育探索杂志

In this paper,teaching idea,teaching method,study motives,study method,study strategy and other aspects have been investigated,analysed and studied according to the problem "spending more time studying English and taking less effect"in English teaching in order to change teaching idea,reform English teaching cotent and teaching methord,train good study strategy,arouse the enthusilasm of students,raise the English teaching.quality and train fine talents.