Objective: To determine the feedback of medical and dental undergraduate students towards interactive lectures in an integrated curriculum. Materials and Methods: A cross-sectional study was conducted in the Kabir medical college and Sardar begum dental college, Peshawar. In this study, 400 undergraduate medical and dental students participated (200 MBBS & 200 BDS). The duration of this study was 2 months (October and November,2020). The sample size was selected through simple random sampling. 1st year and 3rd year students were excluded from the study. A questionnaire was designed, comprises of 20 questions and responses were recorded in 5-point Likert rating scale. Pre-testing of the questionnaire was done on 10% of the population. SPSS (version 22) were used for data analysis. Results: The results shown that medical and dental students understand integrated curriculum and they considered that it provides framework and modification in learning, as 66.5% of MBBS and 80.0% of BDS response was positive (p-value <0.05). Student’s perception about the integrated curriculum results showed that the Mean ± SD of MBBS students were 4.32 ± 0.69 where the BDS students were 4.48 ± 0.66 with -0.16 mean difference. 81.5% MBBS students and 86.0% BDS students also contemplate it as an effective mode of teaching which helps to achieve learning outcomes. Conclusion: Students have understanding about the interactive lectures and integrated curriculum, they provided positive feedback. It is helpful for students in their learning perspective which will also motivate them to excel in their profession.
Holliday Junction (HJ) is an important intermediate for homologous recombination and is involved in DNA break repair. It is a highly dynamic structure and transitions between two stacked isomers through an intermediate open conformer. In a constrained cellular environment, HJ is expected to behave differently than in vitro. This can affect target recognition by junction-binding proteins and their subsequent functions. However, the studies on the effect of the confined environment on HJ is extremely scanty. In this work, by employing fluorescence-based techniques we investigated the effect of confinement on HJ conformation using reverse micelle encapsulation as a model for confined space. We observed that inside reverse micelle, HJ prefers to adopt stacked conformation. Most strikingly, even at lower divalent cation concentrations, the preference for stacked conformation is prevalent over an open conformation. Our finding suggests that such confinement-induced changes in the conformer population might affect the interaction and activity of the HJ-recognizing proteins in the cellular environment.
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