No abstract

The availability of genetically engineered mice allows unraveling the role of specific proteins in mechanisms of ischemic brain injury. Due to the high variability of their vascular anatomy, mouse models of global cerebral ischemia are rather complex. In the present study, we describe a simple model of mouse forebrain ischemia where the bilateral common carotid artery occlusion (BCCO) is combined with isoflurane-induced hypotension. The forebrain ischemia was induced by BCCO that was preceded by increase of the isoflurane level from 1.5% to 5% in the respiratory gases. This caused a decrease of the mean arterial blood pressure (MABP) to about 30 mmHg and the cerebral blood flow dropped to 5% of the control after the BCCO. During the 10 min ischemic period both MABP and CBF remained stable and the reperfusion was induced by reducing the isoflurane level to 0% followed by removal of the carotid clamps. Mice were allowed 1, 2, 3 or 5 days survival followed by histologic analysis. The number of CA1 uninjured neurons was assessed utilizing a stereological approach. Neurodegeneration was observed at two days after the onset of reperfusion. At 3 days of recovery, about 40% of neurons survived and the cell death did not further increase at 5 days. Degenerative neurons were also detected in the striatum and sporadically in the cortex. This study demonstrates the feasibility of using the described model in mice that can be utilized to examine the effect of new neuroprotective compounds or use transgenic animals to test new hypothesis.

Formative assessments in schools have the potential to improve students’ learning outcomes and self-regulation skills; they make learning visible and provide evidence-based guidelines for setting up and pursuing individual learning goals. With the recent introduction of the computer-based formative assessment systems for the educational contexts, there is much hope that such systems will provide teachers and students with valuable information to guide the learning process without taking much time from teaching and learning to spend on generating, evaluating and interpreting assessments. In this paper, we combine the theoretical and applied perspectives by addressing (a) the epistemological aspects of the formative assessment, with an emphasis on data collection, model building, and interpretation; (b) the methodological challenges of providing feedback in the context of instruction in the classroom; and (c) practical requirements for and related challenges of setting up and delivering the assessment system to a large number of students. In the epistemological section, we develop and explicate the interpretive argument of formative assessment and discuss the challenges of obtaining data with high validity. From the methodological perspective, we argue that computer-based formative assessment systems are generally superior to the traditional methods of providing feedback in the classroom, as they better allow supporting inferences of the interpretive argument. In the section on practical requirements, we first introduce an existing computer-based formative assessment system, as a case in point, for discussing related practical challenges. Topics covered in this section comprise the specifications of assessment content, the calibration and maintenance of the item bank, challenges concerning teachers’ and students’ assessment literacy, as well as ethical and data-protection requirements. We conclude with an outlook on possible future directions for computer-based formative assessment systems and the field in general.

Cancer patients are showing increased interest in shared decision-making. Patients with haematological illnesses, however, express considerably less desire for shared decision-making as compared with other oncological patient groups. The goal of the current project was to identify the reasons for the lower desire for shared decision-making among patients with haematological illness. We conducted qualitative, semi-structured interviews with 11 haematological patients (39-70 years old) after the beginning of therapy concerning the course and evaluation of medical shared decision-making. The patients were often overwhelmed by the complexity of the illness and the therapy and did not want to assume any responsibility in medical decision-making. They reported a great deal of distress and very traditional paternalistic role expectations with regards to their health care providers, which limited the patients' ability to partake in the decision-making process. In contrast to the socio-cultural support for many other oncological diseases, haematological diseases are not as well supported, e.g. there is a lack of self-help materials, systematic provision of information and support groups for patients, which may be related to a lower empowerment of this patient population. Results show the limits of patient participation in the context of highly complicated medical conditions. In addition to already researched preferences of the physicians and patients for shared decision-making, future research should pay greater attention to the process and other variables relevant to this aspect of the doctor-patient relationship.