No abstract

513 Background: Guidelines for prescribing anti-EGFR therapy for metastatic colorectal cancer (mCRC) require prior testing to confirm RAS (exons 2, 3, 4 of KRAS and NRAS) wild-type status in Europe and the USA. There is limited published evidence reporting the prevalence of RAS mutations in patients with mCRC in a real-world setting. The aim of this study was to use data from a range of real-world sources to obtain RAS mutation prevalence estimates for different geographic regions. Methods: Aggregated RAS mutation prevalence data were collected from 13 sources, including individual pathology centers (n = 7), mCRC registries (n = 3), and Amgen-sponsored studies (n = 3). Data sources included in this study originated in Europe (n = 10), the Middle East (n = 2), and South America (n = 1). A meta-analysis of all collected data was carried out to investigate the effect of heterogeneity amongst the data sources and obtain pooled RAS prevalence estimates for each, using a mixed regression model. Results: Aggregate data from 4322 patients with mCRC were included in the pooled meta-analysis. The overall RAS mutation prevalence across all data sources was estimated to be 43.5% (95% CI: 41.5–45.5%). RAS mutation prevalence varied between data sources, ranging from low estimates of 33.7% (95% CI: 28.4–39.3%) for a Middle Eastern pathology dataset, and 34.6% (95% CI: 27.7–42.1%) for a Middle Eastern mCRC registry, to the highest estimates of 53.6% (95% CI: 43.2–63.8%) and 54.1% (95% CI: 51.7–56.5%) in two European pathology centers, in the Czech Republic and Poland, respectively. Conclusions: This is one of the first studies to carry out a large pooled analysis of RAS mutation prevalence, based on real-world data. There was a high degree of heterogeneity between the sources included, possibly due to the types of data source, patient selection criteria, geographic location, or differences in laboratory testing methods. The estimated RAS mutation prevalence reported here is lower than that in a recent pooled analysis of past clinical trials, which reported an overall prevalence of 55.5% (95% CI: 53.9–57.9%) (Peeters M, et al. Eur J Cancer 2015;51:1704–13). Further investigations are required to explain the disparity in these findings.

In research on EFL writing, much attention has been paid to teachers’ practises in assessment or feedback, but little is known about teachers’ behaviors in these two domains as a whole. There also seems to be a paucity of research on how teachers’ reactions to student writing develop from pre- through in-service. The current study, using a cross-sectional method, aims to compare pre- and in-service teachers’ assessment and feedback in EFL writing pertinent to their potential changes and challenges in responding to student text. Three groups of participants (59 pre-practicum trainees, 31 post-practicum trainees, and 32 in-service teachers) in Mainland China were involved in a simulation task for assessing a descriptive text by using the given scoring rubrics and providing written feedback to the same text. The results of the assessment task showed that there is a salient change in the participants’ severity from pre- through in-service in assessing the student text; participants with less teaching experience focused on conceptual aspects of the text, whereas those with more experience highlighted linguistic issues in the assessment task; and some participants in each group had problems with proper use of the rating scales. Results of the feedback task revealed that all three cohorts at different professional development stages probably faced challenges in reacting to the text due to the limited quantity and poor quality of their written responses. These findings underscore the necessity for assessment literacy training for teachers in both pre-service and in-service programs.

Bevezetés: Az egészséggel összefüggő attitűdök leghatékonyabban fi atal életkorokban befolyásolhatók helyes irányba. A fi atal generációk interaktívabb tudásátadási módszertant igényelnének az egészségvédelemmel foglalkozó programokban. Célkitűzés: A szerzők célkitűzése az volt, hogy megismerjék a középiskolás diákok egészségvédő témákkal, programokkal, valamint az iskolai közösségi szolgálattal összefüggő attitűdjeit, tapasztalatait és motiváltságát. Mód-szer: Az önkitöltős kérdőíves felmérést budapesti és vidéki középiskolások körében végezték (N = 898). Eredmények: A válaszadó középiskolások 44,4%-ának nem volt egészségvédelemmel foglalkozó iskolai tanórája vagy tanórán kívü-li programja. A fővárosi diákok pozitívabb tapasztalatokkal, a diáklányok sokkal elfogadóbb attitűdökkel rendelkeznek az egészségvédő programokat illetően. Következtetések: Megállapítható, hogy az egyik legfogékonyabb életsza-kaszban sok fi atal nem vagy csak a hagyományos oktatási módszereken alapuló iskolai tanóra keretei közötti vagy azon kívüli egészségvédelemmel, tudatos betegségmegelőzéssel foglalkozó programokban vesz részt. Orv. Hetil., 2016, 157(2), 65-69.Kulcsszavak: egészségnevelés, középiskolai egészségvédő programok, iskolai közösségi szolgálat, egészségszociológia Experience and motivation: opinion of Hungarian high school students about health promotion programsIntroduction: Health-related attitudes can be encouraged most effectively at young ages. Young generations would require more interactive methods in programs engaged in health promotion. Aim: The aim of the authors was to get an insight into the attitudes, experience and motivation of youngsters in connection with health promotion programs and the community service work. Method: The questionnaires were fi lled in by high school students studying in Budapest and in the countryside (N = 898). Results: 44.4% of the students did not have lessons or extracurricular activities dealing with health promotion. Concerning health promotion programs, youngsters in Budapest had more positive experience, while female students showed a more adoptive attitude. Conclusions: It was concluded that in one of the most susceptible life stages, many youngsters either do not participate in programs dealing with health promotion, or participate in programs that are within the framework of school subjects or extracurricular activities building on traditional teaching methods.

No abstract