KeywordsLong non-coding RNAs; Breast cancer; ADAMTS9-AS2; FAM83H-AS1; RNA sequencing; ncRNAs Abbreviations DCIS -ductal carcinoma in situ IDC -invasive ductal carcinoma NGS -Next generation sequencing lncRNA -long non-coding RNAs lincRNA -long intergenic non-coding RNA TNBC -Triple negative breast cancers BH -Bonferroni and Benjamini-Hochberg PCA -Principal component analysis PCC -Pearson's correlation coefficient PCG-Protein coding genes AbstractBreast cancer is a common malignancy among women with the highest incidence rate worldwide. Dysregulation of long non-coding RNAs occurring in the preliminary stages of breast carcinogenesis is poorly understood. In this study, RNA sequencing was done to identify long non-coding RNA expression profiles associated with early-stage breast cancer.RNA sequencing was done in 6 invasive ductal carcinoma (IDC) tissues along with paired normal tissue samples, 7 ductal carcinoma in situ (DCIS) tissues and 5 apparently normal breast tissues. We identified 375 differentially expressed lncRNAs (DElncRNAs) in IDC tissues compared to paired normal tissues. Antisense transcripts (~58%) were the largest subtype among DElncRNAs. About 20% of the 375 DElncRNAs were supported by typical split readings leveraging their detection confidence. Validation was done in n=52 IDC and paired normal tissue by qRT-PCR for the identified targets (ADAMTS9-AS2, EPB41L4A-AS1, WDFY3-AS2, RP11-295M3.4, RP11-161M6.2, RP11-490M8.1, CTB-92J24.3 and FAM83H-AS)1. We evaluated the prognostic significance of DElncRNAs based on TCGA datasets and overexpression of FAM83H-AS1 was associated with patient poor survival. We confirmed that the down-regulation of ADAMTS9-AS2 in breast cancer was due to promoter hypermethylation through in-vitro silencing experiments and pyrosequencing.
Background: Medical educators have valid concerns over the deteriorating documentation skills of medical students after obtaining a pediatric history. Formative assessment enhances learning by providing feedback to the learners. Though formative assessments are popular in medical education, data to establish their educational benefits are lacking. This study was conducted to assess the areas of concern in pediatric history taking and to determine the effect of formative assessment on documentation skills.Methods: This comparative study involved 80 MBBS students of eighth semester during pediatric clinical postings of one-month duration. At the end of first session, students interviewed a standardized patient and documented the history in a case record. Marks were awarded based on the check list. Feedback was imparted based on the case record. Students’ perception was collected through the questionnaire. The same teaching learning methodology was carried out in the second session. Data obtained from the questionnaire and marks scored was analysed.Results: Documentation of growth and development (1.89 + 0.59), immunization history (2.01 + 0.53) were the concern areas identified in our study. Among 80 students, the low achievers in the first and second session was 66 and 13 respectively. The perception of students about their repertoire of interviewing skills was statistically significant (p <0.05). Formative evaluation had a statistically significant effect on the knowledge and performance of students, particularly low achievers (p <0.05).Conclusions: Formative assessment process identified the areas of concern in pediatric history taking and enhanced the documentation skills following immediate feedback. It had a beneficial effect on the students’ confidence, enthusiasm, learning and performance.
Traditional didactic lectures is one of the commonly followed method of teaching learning in most of the medical colleges to teach undergraduate medical students till now. This method is a passive method of learning in which teacher will be talking and students has to listen, this type of teaching is dominating our MBBS curriculum. Students find these lecture classes very boring. Also after the implementation of new competency based medical education (CBME) by Medical council of India, medical education for undegraduates needs lots of recent improvements to provide satisfactory changing demands in medical practice. Physiology lecture classes was restructured with introduction of pre and post-test, knowledge before and after the lecture were obtained by comparing the test scores before and after to evaluate the enhancement of learning after the lectures. Also feedback regarding the introduction of pre & post -test from the students were taken for evaluating the effectiveness of lectures with the introduction of the test before and after the lecture classes. 1. To provide Pre-test & Post-test questions before lecture and after lecture classes on the topic; 2. To evaluate the enhancement of Learning after lecture based on post-test scores; 3. To evaluate the effectiveness of physiology lecture among students in relation to feedback obtained. The present study was conducted on 150 First year M.B.B.S during Physiology lectures, after obtaining Ethical clearance from the Instituitional Ethical Committee, Adichunchanagiri Institute of Medical Sciences, Adichunchanagiri university.I MBBS(150) students after obtaining consent for voluntary participation were asked to take the pre-test question s containing 20 multiple choice questions on topic “Cardiac cycle & Cardiac output” and the same 20 multiple choice questions were provided to the students at the end of the four hour lecture classes on the topic. Performance of the students with the salient concepts on the topic were assessed by the pre-test & post-test scores. Feedback from all students were obtained regarding perception of students on the use of pre and post-test in learning the salient concepts in physiology were obtained by administering a questionnaire.Pre-test score of the students obtained before the start of the lecture was 5.57±1.29 and the Post-test score of the students obtained after the end of four hour lecture classes on the topic was 15.26±9.7 (p < 0.0001) this was highly significant. Feedback obtained from the students was indicative of that most of the students felt that test was very interesting, innovative, they could focus more on the lecture classes, it helped them to learn the salient concepts in physiology, also most of them felt competitive aspect of the test contributed to their effectiveness and most of them wanted it during lectures. From the present study we would like to conclude that introducing pre and post-test in lectures could enhance learning among students. Also we could evaluate the effectiveness of lectures by introducing pre and post – test based on feedback obtained from the students.
to better achieve the objectives of transition. In addition, it has provided each young person with a transition-focused task in preparation for their next appointment. The 'Ready Steady Go' programme was adapted in order to impact key areas of transition; however, further work is required to improve areas in which young people need help with such as responsibilities with medications and helping those with more complex needs.
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