Promoting Diversity in the Biomedical Sciences with the Teen Science Ambassador Program.

Mental health and substance use fields suffer from underrepresentation of racially and ethnically minoritized, first-generation college student, and female members. The homogeny of the current workforce can impede scientific productivity, creativity, and problem-solving in addressing health-related issues. Our team developed the Teen Science Ambassador Program (TSAP) to provide underrepresented minoritized (URM) high school students with science-focused education, research opportunities, and mentoring within their community. The goals of the current study were to describe the logic model and structure of TSAP, provide access to a resource bank to facilitate replication across communities, and present preliminary mixed-methods outcome data to guide development of the program. Qualitative and quantitative results from our first two cohorts (N = 18; 89% girls; 72% Black or African American; 22% Hispanic or Latino; 40% of parents did not have a college degree) indicated TSAP contributed to sustained interest, increased confidence, and enhanced sense of belonging in science-related fields, especially those pertaining to mental health and substance use. These findings highlight the program's promise to facilitate entry and sustainment of URM and female youth within the biomedical sciences. Given the urgent need to promote diversity in the mental health and biomedical workforce, we provide readers with a resource bank to facilitate replication across communities.

Embedding Assessment Literacy Can Enhance Graduate Attribute Development in a Biomedical Sciences Curriculum.

This paper describes the successful implementation of an assessment literacy strategy within a Biomedical Sciences degree. Teaching was aligned with an assessment literacy framework and aimed to prepare undergraduates for a literature comprehension assessment. Students were introduced to the assessment purpose and an adapted Miller's pyramid model illustrated how the assessment contributed to competency development during their degree. Students read primary research papers and answered questions relating to the publications. They were then introduced to the processes of assessment and collaboratively graded answers of different standards. Finally, student and faculty grades were compared, differences considered, and key characteristics of answers discussed. Most students reported that they understood more about assessment standards than prior to the intervention [139/159 (87.4%)] and felt it had helped prepare them for their exam [138/159 (86.8%)]. The majority also reported they had increased confidence in evaluating data [118/159 (74%)], communicating their reasoning [113/159 (71%)] and considering what a reader needs to know [127/159 (79.9%)]. Students were asked to state the most important thing they had learned from the assessment literacy teaching. Notably, no responses referred to domain-specific knowledge. 129 free text responses were mapped to the University of Edinburgh graduate attribute framework. 93 (72%) statements mapped to the graduate attribute category "Research and Enquiry," 66 (51.16%) mapped to "Communication" and 21 (16.27%) mapped to "Personal and Intellectual Autonomy." To explore any longer-term impact of the assessment literacy teaching, a focus group was held with students from the same cohort, 2 years after the original intervention. Themes from this part of the study included that teaching had provided insights into standards and expectations for the assessment and the benefits of domain specific knowledge. A variety of aspects related to graduate attributes were also identified. Here, assessment literacy as a vehicle for graduate attribute development was an unexpected outcome. We propose that by explicitly engaging students with purpose, process, standards, and expectations, assessment literacy strategies may be used to successfully raise awareness of developmental progression, and enhance skills, aptitudes, and dispositions beneficial to Biomedical Sciences academic achievement and life after university.

Key concepts in clinical epidemiology: research integrity definitions and challenges.

Research integrity is guided by a set of principles to ensure research reliability and rigor. It serves as a pillar to uphold society's trust in science and foster scientific progress. However, over the past 2 decades, a surge in research integrity concerns, including fraudulent research, reproducibility challenges, and questionable practices, has raised critical questions about the reliability of scientific outputs, particularly in biomedical research. In the biomedical sciences, any breaches in research integrity could potentially lead to a domino effect impacting patient care, medical interventions, and the broader implementation of healthcare policies. Addressing these breaches requires measures such as rigorous research methods, transparent reporting, and changing the research culture. Institutional support through clear guidelines, robust training, and mentorship is crucial to fostering a culture of research integrity. However, structural and institutional factors, including research incentives and recognition systems, play an important role in research behavior. Therefore, promoting research integrity demands a collective effort from all stakeholders to maintain public trust in the scientific community and ensure the reliability of science. Here we discuss some definitions and principles, the implications for biomedical sciences, and propose actionable steps to foster research integrity.

The impact of inclusive mentoring and identity work on self-efficacy in career advancement and career commitment among underrepresented early-career faculty and post-doctoral fellows.

Objective: Researchers from underrepresented groups leave research positions at a disproportionate rate. We aim to identify factors associated with self-efficacy in career advancement and career commitment among underrepresented post-doctoral fellows and early-career faculty. Methods: Building Up is a cluster-randomized trial with 25 academic health institutions. In September-October 2020, 219 Building Up participants completed the pre-intervention assessment, which included questions on demographics, science identity, mentoring, self-efficacy in career advancement (i.e., advancement is open to me, confidence in career progression, confidence in overcoming professional barriers), and career commitment (i.e., intent to continue research training or studying in a field related to biomedical sciences). Using logistic and multinomial logistic regression, we identified characteristics independently associated with self-efficacy in career advancement and career commitment. Results: The cohort is 80% female, 33% non-Hispanic/Latinx Black, and 34% Hispanic/Latinx. Having mentors that address diversity was significantly associated with the belief that advancement is open to them (OR = 1.7). Higher science identity (OR = 4.0) and having mentors that foster independence (OR = 1.8) were significantly associated with confidence in career progression. Higher science identity was also significantly associated with confidence in overcoming professional barriers (OR = 2.3) and intent to continue studying in a field related to biomedical sciences (OR = 3.3). Higher age (OR = 2.3) and higher science identity (OR = 4.2) were significantly associated with intent to continue research training. Discussion: Science identity and mentoring play key roles in self-efficacy in career advancement and career commitment. These factors may contribute to retention of underrepresented early-career biomedical researchers.

Association between physical activity and sleep quality among healthcare students.

Objective: To assess the relationship between physical activity (PA) and sleep quality (SQ) in Mohammed Bin Rashid University (MBRU) students in Dubai, United Arab Emirates. Taking into account this being one of the first studies exploring this aspect among healthcare students in the Gulf Cooperation Council (GCC) countries. Methods: This is an analytical cross-sectional study that involved disseminating online surveys via email to students of all 5 colleges in MBRU between March-June 2023. The survey encompassed queries on demographics, the Saltin-Grimby Physical Activity Level Scale (SGPALS), the International Physical Activity Questionnaire-Short Form (IPAQ-SF), and the Pittsburgh Sleep Quality Index (PSQI). Results: The survey was completed by 105 students. Most students were from the medical college (98/105; 93.3%) and were females (84/105; 80.0%). Females engaged the most in low PA (44.0%) while males engaged the most in high PA (42.9%) according to the IPAQ-SF. There was a significant association between SGPALS and gender (p = 0.007, X2 = 12.0). The global PSQI score showed that 70.5% of the students had bad-quality sleep. Sleep efficiency and leisurely PA are significantly negatively correlated (p = 0.026, ρ = -0.217) while sitting minutes and sleep duration are significantly positively correlated (p = 0.030, r = 0.212). Conclusion: Significant negative correlations between sleep efficiency and leisurely PA demonstrate that while exercise has been implicated in the improvement of SQ, excessive exercise can behave as an additional stressor and induce negative changes in the SQ of healthcare students. Meanwhile, significant positive correlations between sleep duration and sitting indicate that adequate rest should not be undervalued in its effects on sleep. Furthermore, the findings of this study highlight public health implications that warrant attention by educators and policymakers in academic health systems.

Switching it Up: The Promise of Stimuli-Responsive Polymer Systems in Biomedical Science.

Responsive polymer systems have the ability to change properties or behavior in response to external stimuli. The properties of responsive polymer systems can be fine-tuned by adjusting the stimuli, enabling tailored responses for specific applications. These systems have applications in drug delivery, biosensors, tissue engineering, and more, as their ability to adapt and respond to dynamic environments leads to improved performance. However, challenges such as synthesis complexity, sensitivity limitations, and manufacturing issues need to be addressed for successful implementation. In our review, we provide a comprehensive summary on stimuli-responsive polymer systems, delving into the intricacies of their mechanisms and actions. Future developments should focus on precision medicine, multifunctionality, reversibility, bioinspired designs, and integration with advanced technologies, driving the dynamic growth of sensitive polymer systems in biomedical applications.

Assessment of educational technology in lactation physiology by health students / Evaluación de tecnología educativa en fisiología de la lactancia por estudiantes de salud / Avaliação de tecnologia educacional de fisiologia da lactação por estudantes da saúde

ABSTRACT Objectives: to assess the suitability, facilitators, and barriers of using a video clip for teaching lactation physiology to health students. Methods: a cross-sectional study was conducted with online data collection at a higher education institution, using the Assistive Technology Assessment Instrument and open-ended questions. The sample consisted of 88 students. Results: the video clip was deemed suitable in all attributes. Facilitators identified included attractiveness, musicality, and ease of access. Barriers noted were the music's speed and the necessity for prior knowledge. The video clip achieved adequate scores for interactivity (1.71), purpose (1.77), relevance (1.64), and clarity (1.77). The overall average of the attributes was 1.72. Conclusions: the video clip can serve as an effective learning strategy to enhance hybrid education, potentially contributing to the promotion and support of breastfeeding. However, some barriers underscore the importance of prior knowledge for a complete understanding of the content.

RESUMEN Objetivos: evaluar la idoneidad, los facilitadores y las barreras del uso de un videoclip para enseñar fisiologia de la lactancia a estudiantes de salud. Métodos: se realizo un estudio transversal con recopilación de datos en línea en una institución de educación superior, utilizando el Instrumento de Evaluación de Tecnologia Asistiva y preguntas abiertas. La muestra consistió en 88 estudiantes. Resultados: el videoclip fue considerado adecuado en todos los atributos. Los facilitadores identificados incluyeron atractivo, musicalidad y facilidad de acceso. Las barreras señaladas fueron la velocidad de la música y la necesidad de conocimientos previos. El videoclip obtuvo puntuaciones adecuadas en interactividad (1.71), propósito (1.77), relevancia (1.64) y claridad (1.77). El promedio general de los atributos fue de 1.72. Conclusiones: el videoclip puede servir como una estrategia de aprendizaje efectiva para mejorar la educación híbrida, potencialmente contribuyendo a la promoción y el apoyo de la lactancia materna. Sin embargo, algunas barreras subrayan la importancia del conocimiento previo para una comprensión completa del contenido.

RESUMO Objetivos: avaliar a adequação, facilitadores e barreiras para o uso de um videoclipe para aprendizagem da fisiologia da lactação por estudantes da saúde. Métodos: estudo transversal com coleta de dados online em uma instituição de ensino superior, utilizando o Instrumento de Avaliação de Tecnologia Assistiva e questões abertas. A amostra incluiu 88 estudantes. Resultados: o videoclipe foi avaliado como adequado em todos os atributos. Facilitadores identificados incluíram atratividade, musicalidade e praticidade de acesso. Barreiras apontadas foram a velocidade da música e a necessidade de conhecimento prévio. O videoclipe obteve média adequada para interatividade (1,71), objetivo (1,77), relevância (1,64) e clareza (1,77). A média global dos atributos foi 1,72. Conclusões: o videoclipe pode ser utilizado como estratégia de aprendizagem que potencializa o ensino híbrido na formação, com potencial para contribuir com a promoção e apoio ao aleitamento materno. No entanto, algumas barreiras destacam a necessidade de conhecimento prévio para a compreensão total do conteúdo.

Exploring Compassion towards Laboratory Animals in UK- and China-Based Undergraduate Biomedical Sciences Students.

Taking a compassionate approach to the non-human animals used in biomedical research is in line with emerging ideas around a "culture of care". It is important to expose biomedical sciences students to the concept of a culture of care at an early stage and give them opportunities to explore related practices and ideas. However, there is no simple tool to explore biomedical sciences students' attitudes towards laboratory animals. Accordingly, there is little understanding of students' feelings towards these animals, or a means of quantifying potential changes to these feelings. We developed a 12-item questionnaire designed to explore compassion (the Laboratory Animal Compassion Scale; LACS) and used it with UK-based and China-based samples of undergraduate biomedical sciences students. In the same samples, we also explored a harm-benefit analysis task and students' beliefs regarding some mental characteristics of laboratory animals, then drew correlations with the quantitative measure of compassion. Compassion levels were stable across years of study and were not related to students' level of experience of working with laboratory animals. We observed a higher level of compassion in females versus males overall, and a higher level overall in the UK-based versus China-based sample. In a task pitting animal suffering against human wellbeing, students' compassion levels correlated negatively with their acceptance of animal suffering. Compassion levels correlated positively with a belief in animals being conscious and possessing emotions. These data are in line with studies that show compassion is gender- and nationality/culture-dependent, and points to links between compassion, beliefs, and choices.

[The First 5-year Integrated Doctoral Program Exploring the Frontiers of Pharmaceutical Sciences].

To empower the next generation of students to become leaders that play active roles in various fields in society, research universities must offer attractive and meaningful doctor of philosophy (PhD) programs in their graduate schools. The Graduate School of Pharmaceutical Sciences, at Kyoto University has trained a large number of researchers who are leading drug discovery science and clinical pharmacy in academia as well as in the pharmaceutical industry, in medical organization and in government. However, due to changes in the trends of students and the evolving skill requirements of future PhD holders to handle the challenges of a changing society, it is necessary to revise the curriculum of our graduate school. Thus, we will reform the graduate and undergraduate school programs by implementing a so-called late specialization program and a double mentoring system and aim to nurture emergent researchers who will explore uncharted areas in pharmaceutical sciences. Toward this goal, we established the Division of Medical Frontier Sciences in April 2022 to replace the former Division of Bioinformatics and Chemical Genomics. This program is Japan's first five-year integrated doctoral course in the field of pharmaceutical sciences. In this review, I will introduce the background leading to its development construction and provide an overview of the characteristics of this five-year integrated doctoral program.

Blinding Models for Scientific Peer-Review of Biomedical Research Proposals: A Systematic Review.

Objective: The aim of this systematic review is to estimate: (i) the overall effect of blinding models on bias; (ii) the effect of each blinding model; and (iii) the effect of un-blinding on reviewer's accountability in biomedical research proposals. Methods: Systematic review of prospective or retrospective comparative studies that evaluated two or more peer review blinding models for biomedical research proposals/funding applications and reported outcomes related to peer review efficiency. Results: Three studies that met the inclusion criteria were included in this review and assessed using the QualSyst tool by two authors. Conclusion: Our systematic review is the first to assess peer review blinding models in the context of funding. While only three studies were included, this highlighted the dire need for further RCTs that generate validated evidence. We also discussed multiple aspects of peer review, such as peer review in manuscripts vs proposals and peer review in other fields.

1st International Conference on Biomedical Sciences, Dow University of Health Sciences, Karachi Pakistan.

Institute of Biomedical Sciences (IBMS) at Dow University of Health Sciences (DUHS), organised a two day's conference on Biomedical Sciences. IBMS being the part of one of the largest public sector health universities of Pakistan, is now transforming the research trends to be effectively translated at the community level. Currently with a strong PhD faculty line in basic and clinical sciences, DUHS has a significant contribution in research output of the country. The scientific data however represents a small population per scientific study and the generalization of results may not be inferred. It must be extended through translational research for effectiveness. The conference was planned with a theme to bridge the gap between basic and translational research. The two day's conference conducted in second week of March 2023 at Dow International Medical College Ojha Campus DUHS was able to attract more than 300 participants. The scientific sessions encompassed a vast variety of health issues and their proposed solutions including neurosciences, virtual biopsies, metabolomics, medical writings and incorporation of engineering and artificial intelligence to facilitate detection and prognosis of disease. The conference was able to conclude that the multidisciplinary research studies with collaboration of two or more institutes/organizations are the need of time. Young researchers need an effective platform to showcase their research and make collaborations. Moreover, the incorporation of artificial intelligence would enhance patient care within health systems.

The Benefits of Using Case Study Focussed, Problem Based Learning Approaches to Unit Design for Biomedical Science Students.

As part of the Biomedical Sciences undergraduate degree course students are required to apply biological principles to the interpretation of clinical case studies and the diagnosis of patients. Case study-based learning, i.e., application of knowledge to patient diagnosis, is new to most students as case studies do not form part of non-applied A level courses in biological sciences. This approach is an example of Problem Based Learning (PBL) which has been shown to support higher levels of student learning, encouraging critical thinking and analysis. PBL approaches have also been shown to increase academic satisfaction and student engagement. In recent years we have observed a downwards trend in student engagement and historically student performance in applied case study-based assessments to be lower than that observed for assessments based on detailing fundamental biological principles. We hypothesised that PBL teaching delivery would support students in preparing for case study-based assessments, helping them to demonstrate their critical evaluation and problem-solving skills, and hence, improve student performance. We also hypothesised that the student learning experience would be enhanced by a PBL teaching delivery approach which would improve overall engagement. We therefore redesigned a second year Biomedical Sciences degree haematology and clinical biochemistry unit: "Blood Science," with a stronger focus on PBL, including case study focussed activities throughout the unit. We subsequently analysed whether this PBL-focussed unit design improved student experience and feedback, student engagement and student confidence for biomedical science undergraduate students. We present here, our teaching strategy and the impact our changes had on student feedback for the 21/22 and 22/23 academic years. Our findings demonstrate that case study-based activities and tutorial PBL exercises, when incorporated into the curriculum design, can improve student experience in the Biomedical Sciences and other biological science undergraduate degree courses.

Defect Engineering in Biomedical Sciences.

With the promotion of nanochemistry research, large numbers of nanomaterials have been applied in vivo to produce desirable cytotoxic substances in response to endogenous or exogenous stimuli for achieving disease-specific therapy. However, the performance of nanomaterials is a critical issue that is difficult to improve and optimize under biological conditions. Defect-engineered nanoparticles have become the most researched hot materials in biomedical applications recently due to their excellent physicochemical properties, such as optical properties and redox reaction capabilities. Importantly, the properties of nanomaterials can be easily adjusted by regulating the type and concentration of defects in the nanoparticles without requiring other complex designs. Therefore, this tutorial review focuses on biomedical defect engineering and briefly discusses defect classification, introduction strategies, and characterization techniques. Several representative defective nanomaterials are especially discussed in order to reveal the relationship between defects and properties. A series of disease treatment strategies based on defective engineered nanomaterials are summarized. By summarizing the design and application of defective engineered nanomaterials, a simple but effective methodology is provided for researchers to design and improve the therapeutic effects of nanomaterial-based therapeutic platforms from a materials science perspective.

Developing virtual and augmented reality applications for science, technology, engineering and math education.

The Rhode Island IDeA Network of Biomedical Research Excellence Molecular Informatics Core at the University of Rhode Island Information Technology Services Innovative Learning Technologies developed virtual and augmented reality applications to teach concepts in biomedical science, including pharmacology, medicinal chemistry, cell culture and nanotechnology. The apps were developed as full virtual reality/augmented reality and 3D gaming versions, which do not require virtual reality headsets. Development challenges included creating intuitive user interfaces, text-to-voice functionality, visualization of molecules and implementing complex science concepts. In-app quizzes are used to assess the user's understanding of topics, and user feedback was collected for several apps to improve the experience. The apps were positively reviewed by users and are being implemented into the curriculum at the University of Rhode Island.

Opportunities and Challenges for Implementation of Harmonized Competence-Based Curricula in Medicine and Nursing Programmes in Tanzania: Experiences of Biomedical Sciences' Stakeholders.

Background: In 2012, the Muhimbili University of Health and Allied Sciences (MUHAS) embarked on structured competency-based curricula (CBC) for its programmes. Other health profession training institutions continued with their traditional way of teaching and thus causing variability in the competencies of the graduates. We aimed to analyze the experiences of different stakeholders on the implementation of CBC specifically on biomedical sciences by MUHAS to inform the development of harmonized competency-based curricula in three health professional training institutions in Tanzania. Methods: We adopted an exploratory case study to analyse the implementation of CBC in programmes of Medicine and Nursing involving MUHAS graduates, immediate supervisors at the employment sites, faculty, and continuing students at MUHAS. Kiswahili guides were used to conduct the in-depth interviews (IDIs) and focus group discussions (FGDs). Qualitative content analysis was adopted for analysis. Results: From the 38 IDIs and 15 FGDs, four categories of human resources teaching and learning environment; curriculum content; and support systems emerged. Human resources were attributed to the shortage of an adequate number of faculty and teaching skills variation. The curriculum content category was linked to the redundancy of courses or topics, poor sequencing of some topics or courses, and limited time for teaching some essential courses or topics. Training and practice area mismatch, accommodation to students, teaching space, and library were the sub-categories linked to teaching and learning environment. Lastly, support systems related to teaching methods and opportunities for improving teaching and learning were revealed. Conclusion: The findings of this study highlight the challenges and opportunities for the implementation of CBC. The solutions to the revealed challenges are beyond the training institutions' capacity. The latter call for multi-stakeholder engagement including those from the public and private sectors in health, higher education and finance for common and sustainable solutions.

A Review of Pathology and Analysis of Approaches to Easing Kidney Disease Impact: Host-Pathogen Communication and Biomedical Visualization Perspective : Advanced Microscopy and Visualization of Host-Pathogen Communication.

INTRODUCTION: In addition to affecting the upper respiratory tract, severe acute respiratory syndrome-coronavirus (SARS-CoV) and SARS-CoV-2) can target kidneys resulting in disease impact. There is a lack of effective treatment for SARs-CoV and SARS-CoV-2, and so one approach could be to consider to lower the probable risk and onset of disease amongst immunocompromised and immunosuppressed individuals and patients. Angiotensin Converting Enzyme 2 (ACE2) has a promising impact including acting against SARs-CoV and SARS-CoV-2 symptoms. Current literature states that ACE2 is expressed across several physiological systems, including the lungs, cardiovascular, gut, kidneys, and central nervous, and across endothelia. AIMS: This chapter seeks to investigate causes and potential mechanisms during SARS infection (CoV-2), renal interaction, and the effects of acute kidney Injury (AKI). OBJECTIVES: This chapter will provide an overview of microscopy and visualization of host-pathogen communication and principles of ACE2 in the context of immunology and impact on renal pathophysiology. DESIGN: This chapter focuses to provide basic principles of ACE2 and the analysis and effect of immunology and pathological components important in relation to SARs infection. DISCUSSION: There has been a surge in literature surrounding mechanisms attributing to SARS-CoV and SARS-CoV-2 action on immune response to pathogens. There is an advantage to implementing ACE2 treatment to improve immune response against infection. CONCLUSION: ACE2 may provide appropriate strategies for the management of symptoms that relate to SARS-CoV and SARS-CoV-2 in most immunocompromised or immunosuppressed patients. Visualization of ACE2 action can be achieved through microscopy to understand host-pathogen communication.

Patentes otorgadas a las universidades peruanas en el campo de la biomedicina. 2010 a 2020

Introducción: La patente es un título de propiedad industrial otorgado por el Estado al inventor de un nuevo producto o tecnología, susceptible de ser comercializado para obtener ganancias de forma exclusiva a un plazo de tiempo determinado. Objetivo: Determinar el número de patentes otorgadas a las universidades peruanas en el campo biomédico de 2010 a 2020, en comparación con la producción de otros inventores. Material y método: Este estudio descriptivo, observacional, retrospectivo y transversal analizó 73 patentes provenientes de un universo de 759, obtenidas de la base de datos del Instituto Nacional de Defensa de la Competencia y de la Protección de la Propiedad Intelectual en el Perú, de 2010 a 2020. Para comparar el número de patentes otorgadas a las universidades respecto a otros inventores, se aplicó la prueba del Chi Cuadrado de Pearson con la corrección de continuidad de Yates. Resultados: En el Perú, durante 2010 a 2020 se han otorgado 759 patentes, de las cuales 73 pertenecen al campo biomédico (9,61 %), de los cuales las universidades han generado 24,66 %; es decir 2,47 % del total. Además, las universidades presentaron diferencias significativas de producción de patentes (p = 0,019) en comparación a otros autores. Conclusiones: En el campo biomédico, la producción de patentes en las universidades peruanas ha sido muy limitadas desde 2010 a 2020. Además, las universidades presentaron significativamente menor producción de patentes en comparación a otros inventores, observándose que desde 2016, no se les ha otorgado ninguna patente de invención en el campo biomédico.

Introduction: A patent is an industrial property title granted by the State to the inventor of a new product or technology, susceptible of being marketed for profit on an exclusive basis for a determined period of time. Objective: To determine the number of patents granted to Peruvian universities in the biomedical field from 2010 to 2020, in comparison with the production of other inventors. Material and Methods: This descriptive, observational, retrospective and cross-sectional study analyzed 73 patents from a universe of 759 patents obtained from the database of the National Institute for the Defense of Competition and Protection of Intellectual Property in Peru, from 2010 to 2020. To compare the number of patents granted to universities with respect to other inventors, Pearson's chi-square test with Yates' continuity correction was applied. Results: In Peru, during the years 2010 to 2020, 759 patents have been granted, of which 73 belong to the biomedical field (9.61 %), of which universities have generated 24.66 %, i.e. 2.47 % of the total. Furthermore, universities showed significant differences in patent production (p = 0.019) compared to other authors. Conclusions: In the biomedical field, patent production in Peruvian universities has been very limited from 2010 to 2020. In addition, universities presented significantly lower patent production compared to other inventors, noting that since 2016, they have not been granted any invention patents in the biomedical field.

A comprehensive overview of studies that assessed article retractions within the biomedical sciences.

This study aims to provide a comprehensive overview of previous research that has investigated retractions within the biomedical fields and assess their methodological quality. We searched three major electronic databases for articles on retractions within the biomedical field: PubMed, Web of Science, and Scopus. In total, 162 articles were included in the analysis. We evaluated their methodological quality using the items of "a measurement tool to assess systematic reviews" (AMSTAR-2) checklist and the Cochrane guidance. The studies had been published in more than 20 biomedical disciplines or fields of investigation, and two-thirds were published after 2017. Concerning methodology, none of the studies fulfilled all the suggested items; five studies did not meet any of the suggested AMSTAR-2 categories or Cochrane guidelines. The most prevalent reported reasons for retraction were fraud and plagiarism (21.0%). In summary, there has been increasing interest in assessing the characteristics and impact of retractions in the biomedical sciences. The studies cited types of misconduct more often than honest errors as a major reason for retraction. The methodological quality of the existing studies in this area appears to be suboptimal. Future investigators should improve upon this, particularly in the quality of the data selection and extraction.

Online Courses Provide Robust Learning Gains and Improve Learner Confidence in the Foundational Biomedical Sciences.

The early stages of medical school involve education in a number of foundational biomedical sciences including genetics, immunology, and physiology. However, students entering medical school may have widely varying levels of background in these areas due to differences in the availability and quality of prior education on these topics. Even students who have recently taken formal courses in these subjects may not feel confident in their level of preparation, leading to anxiety for early-stage medical students. These differences can make it difficult for instructors to create meaningful learning experiences that are appropriate for all students. Additionally, actual or perceived differences in preparation may lead fewer students from diverse backgrounds to apply to medical school. Therefore, creating an efficient and scalable way to increase students' knowledge and confidence in these topics addresses an important need for many medical schools. We recorded pre- and post-course quiz scores for 9790 individuals who completed HMX online courses, developed in accordance with evidence-based learning practices and covering the fundamentals of biochemistry, genetics, immunology, pharmacology, and physiology. Each question was accompanied by a Likert scale question to assess the learner's confidence in their answer. Learners' median post-course quiz performance and self-assessed confidence significantly increased relative to pre-course quiz performance for each course. Improvements were consistent across US-based medical schools, non-US medical schools, and course runs open to the public. This indicates that online courses created using evidence-based learning practices can lead to significant increases in knowledge and confidence for many learners, helping prepare them for further medical education. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-022-01660-4.

Academic dependency: the influence of the prevailing international biomedical research agenda on Argentina's CONICET.

Background: The prevailing health and biomedical sciences (HBMS) research agenda, not only determined by leading academic institutions but also by large pharmaceutical companies, has been shown to prioritize the exploration of novel pharmacological interventions over the study of the socio-environmental factors influencing illness onset and progression. The aim of this investigation is to quantitatively explore whether and to what extent the prevailing international HBMS research agenda and the key actors setting this agenda influence research in non-core countries. Methods: We used the Web of Science database and the CorText platform to proxy the HBMS research agenda of a prestigious research institution from Latin America: Argentina's National Research Council (CONICET). We conducted a bibliometric and lexical analysis of 16,309 HBMS academic articles whereby CONICET was among the authors' affiliations. The content of CONICET's agenda was represented through co-occurrence network maps of the most frequent concatenation of terms found in titles, keywords, and abstracts. We compared our findings with previous reports on the international HBMS research agenda. Results: In line with the results previously reported for the prevailing international agenda, we found that terms linked to molecular biology and cancer research hegemonize CONICET's HBMS research agenda, whereas terms connecting HBMS research with socio-environmental cues are marginal. However, we also found differences with the international agenda: CONICET's HBMS agenda shows a marginal presence of terms linked to translational medicine, while terms associated with categories such as pathogens, plant research, agrobiotechnology, and food industry are more represented than in the prevailing agenda. Conclusions: CONICET's HBMS research agenda shares topics, priorities, and methodologies with the prevailing HBMS international research agenda. However, CONICET's HBMS research agenda is internally heterogeneous, appearing to be mostly driven by a combination of elements that not only reflect academic dependency (the adoption of the prevailing research agenda by non-core research institutions) but also local economic determinants associated with Argentina's place in the international division of labor as an exporter of primary goods.