Elevation of cytosolic free Ca2+ inhibits the type VI adenylyl cyclase that predominates in C6-2B cells. However, it is not known whether there is any selective requirement for Ca2+ entry or release for inhibition of cAMP accumulation to occur. In the present study, the effectiveness of intracellular Ca2+ release evoked by three independent methods (thapsigargin, ionomycin, and UTP) was compared with the capacitative Ca2+ entry that was triggered by these treatments. In each situation, only Ca2+ entry could inhibit cAMP accumulation (La3+ ions blocked the effect); Ca2+ release, which was substantial in some cases, was without effect. A moderate inhibition, as was elicited by a modest degree of Ca2+ entry, could be rendered substantial in the absence of phosphodiesterase inhibitors. Such conditions more closely mimic the physiological situation of normal cells. These results are particularly significant, in demonstrating not only that Ca2+ entry mediates the inhibitory effects of Ca2+ on cAMP accumulation, but also that diffuse elevations in [Ca2+]i are ineffective in modulating cAMP synthesis. This property suggests that, as with certain Ca(2+)-sensitive ion channels, Ca(2+)-sensitive adenylyl cyclases may be functionally colocalized with Ca2+ entry channels.
Objective. To determine faculty perceptions about an evidence-based peer teaching assessment system. Methods. Faculty members who served as instructors and assessors completed questionnaires after year 1 (2002)(2003) and year 4 (2005-2006) of the peer assessment program. Factors were evaluated using a Likert scale (1 5 strongly disagree; 5 5 strongly agree) and included logistics, time, fostering quality teaching, diversifying teaching portfolios, faculty mentoring, and value of structured discussion of teaching among faculty members. Mean responses from instructors and assessors were compared using student t tests. Results. Twenty-seven assessors and 52 instructors completed survey instruments. Assessors and instructors had positive perceptions of the process as indicated by the following mean (SD) scores: logistics 5 4.0 (1.0), time 5 3.6 (1.1), quality teaching 5 4.0 (0.9), diversifying teaching portfolios 5 3.6 (1.2), faculty mentoring 5 3.9 (0.9), and structured discussion of teaching 5 4.2 (0.8). Assessors agreed more strongly than instructors that the feedback provided would improve the quality of lecturing (4.5 vs. 3.9, p , 0.01) and course materials (4.3 vs. 3.6, p , 0.01). Conclusion. This peer assessment process was well-accepted and provided a positive experience for the participants. Faculty members perceived that the quality of their teaching would improve and enjoyed the opportunity to have structured discussions about teaching.
Objectives. This paper describes the evaluation of a web-based assessment program for obtaining course, instructor, and program assessment data. Previously, the University of Colorado School of Pharmacy (SOP) used standard, bubble-sheet assessment forms that students completed during class at the end of each semester. Low response rates, loss of class time, and the potential for bias from selfselected responders led to the development of an online assessment system with revised instruments. Methods. The assessment committee at the SOP developed assessment tools for individual courses and the overall program. These tools were used in an online system for all courses beginning fall of 2001. Student participation was mandatory; students not completing the forms online completed them in writing. Potential bias resulting from the mandatory participation policy was analyzed by comparing online responses with pooled online and written responses. Results. For the 2001-2002 academic year, response rates ranged from 74% to 100%. Analysis of online and written responses revealed no observable bias from the written responses. Students described the online system as more user-friendly than the former system. The online format allowed timely dissemination of results to faculty and administrators. The major challenge was the administrative workload required to monitor responses and administer written assessments to noncompliant students. Conclusion. The web-based assessment program provided complete and reliable course assessment data.
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