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Our comparative study shows that the existing methods are very diverse in performance. Even the top-performance algorithms do not perform well on all datasets, especially those with complex structures. This suggests that further research is required to explore more stable, accurate, and efficient clustering algorithms for scRNA-seq data.Cell survival requires the presence of essential proteins. Detection of essential proteins is relevant not only because of the critical biological functions they perform but also the role played by them as a drug target against pathogens. Several computational techniques are in place to identify essential proteins based on protein-protein interaction (PPI) network. Essential protein detection using only physical interaction data of proteins is challenging due to its inherent uncertainty. Hence, in this work, we propose a multiplex network-based framework that incorporates multiple protein interaction data from their physical, coexpression and phylogenetic profiles. 1-NM-PP1 ic50 An extended version termed as multiplex eigenvector centrality (MEC) is used to identify essential proteins from this network. The methodology integrates the score obtained from the multiplex analysis with subcellular localization and Gene Ontology information and is implemented using Saccharomyces cerevisiae datasets. The proposed method outperformed many recent essential protein prediction techniques in the literature.It is important to enhance penetration depth of nanomedicine and realise rapid drug release simultaneously at targeted tumour for improving anti-tumour efficiency of chemotherapeutic drugs. This project employed sodium alginate (Alg) as matrix material, to establish tumour-responsive nanogels with particle size conversion and drug controlled release functions. Specifically, tumour-targeting peptide CRGDK was conjugated with Alg first (CRGDK-Alg). Then, doxorubicin (DOX) was efficiently encapsulated in CRGDK-FeAlg nanogel during the cross-linking process (CRGDK-FeAlg/DOX). This system was closed during circulation. Once reaching tumour, the particle size of nanogels was reduced to ∼25 nm, which facilitated deep penetration of DOX in tumour tissues. After entering tumour cells, the size of nanogels was further reduced to ∼10 nm and DOX was released simultaneously. Meanwhile, FeAlg efficiently catalysed H2O2 to produce •OH by Fenton reaction, achieving local chemodynamic therapy without O2 mediation. Results showed CRGDK-FeAlg/DOX significantly inhibited tumour proliferation in vivo with V/V0 of 1.13 after treatment, significantly lower than that of control group with V/V0 of 4.79.Since December 2019, an outbreak of SARS coronavirus 2 (SARS-CoV-2) began in Wuhan, and has rapidly spread worldwide. Previously, discharged patients with coronavirus disease 2019 (COVID-19) patients met the criteria of China’s pneumonia diagnosis and treatment program of novel coronavirus infection (trial version 7) for cure of viral infection. Nevertheless, positive detection of SARS-CoV-2 has been found again in several cured COVID-19 patients, leading to conflicts with current criteria. Here, we report clinically cured cases with positive results only in anal swabs, and investigate the clinical value of anal swabs for SARS-CoV-2 detection.Many complex physiological processes can be introduced and explored using the framework of the neuromuscular junction (NMJ), including neurotransmitter release, membrane depolarization, and ion channel activity. While traditionally used instructional tools such as static complex drawings are useful, these images can be incomplete physiological representations due to the lack of physically moving parts. As a result, they often misrepresent the complexity of physiological phenomena to students. We describe an effort to create a more accurate, dynamic representation of the NMJ to enhance instruction in an undergraduate anatomy and physiology course. We sought to create a unique and memorable moving diagram that combines elements of static images with moving parts. To evaluate the impact of the dynamic model, students were asked about their understanding of the NMJ before and after exposure to the model. In addition, students were asked for attitudinal responses to the model and their preferred method of instruction. Analysis of student responses indicated that students enjoyed the model, although they also had concerns about the speed of the simulated ion movement being too fast. The model has also served as an informal science education art installation in presentations for prospective students, stakeholders in the broader community, including local and statewide politicians, the University president and board of trustees, donors, and other regional economic and educational leaders.Physiology is a key element of “bioscience” education within pre-registration nursing programs, but there is a lack of clarity on what is included. Physiology and bioscience content and delivery are highly varied across both higher education institutions and the related programs in the United Kingdom (UK). Despite evidence highlighting concerns over nurses’ lack of bioscience knowledge and unsafe practice, there is no universally agreed on curriculum with detailed outcomes of minimum levels of knowledge to support nurses in practice and patient care. This study aimed to inform the construction of discipline-specific physiology learning outcomes to clarify relevant physiological topics required in pre-registration nursing. Initially, 360 learning outcomes were identified from various sources. Using a modified Delphi approach, an expert panel from the Bioscience in Nurse Education group reviewed and modified the list to 195 proposed outcomes. These were circulated to universities in the UK who teach nursing (n = 65). Outcomes that had 80% consensus were automatically included in the next round, with others recommended with modification (response rate 22%). The panel reviewed the modifications, and 182 outcomes were circulated in the second questionnaire (response rate 23%), and further panel review resulting in 177 outcomes agreed. These learning outcomes do not suggest how they should be delivered, but gives the basic level required for qualification as a nurse commensurate with the Nursing and Midwifery Council new standards for the “future nurse.”Concept mapping methodology is a way of representing knowledge described as a useful tool in medical education. It was introduced in the pathophysiology curricular unit at NOVA Medical School in 2002, within an ongoing experience of problem-based learning. Our goal is to present a comparison between the students’ opinions and performances in two academic years, 2017-18 and 2018-19, to evaluate the effects of pedagogical changes in the concept mapping methodology, applied in the last year, which is also described in detail. Our convenience samples were composed by 224 students in 2017-2018 and by 216 students in 2018-2019. The analysis used the students’ responses to the yearly institutional questionnaire on the quality of teaching and to a specific questionnaire applied to evaluate the tutorial sessions of 2018-19. Both were anonymous, and the response rate was above 50%. A comparison was also made between the continuous assessment during the tutorial sessions, expressed as a final cumulative score, and the results of an obligatory multiple-choice final test. The students considered the introduced pedagogical changes useful in their different components, such as identification of core concepts, construction of mini-maps, and their inclusion in final global maps. The better performance of the tutors, signaled by the students in 2018-19, was probably due to the preparatory pedagogical sessions.Traditional oral examination (TOE) is criticized for the shortage of objectivity, standardization, and reliability. These perceived limitations can be mitigated by the introduction of structured oral examination (SOE). There is little evidence of the implementation of SOE in physiology laboratory courses. The purpose of this study was to investigate the effect of SOE in laboratory-based learning sessions. Second-year medical students (n = 114) attended a 16-wk physiology laboratory course. They were initially assessed by TOE in the middle of the academic term. The students’ perspectives on this assessment were measured by a modified three-point Likert-type scale questionnaire. Following this, faculty members prepared topics for SOE; nine topics were included from each laboratory course. The correct answers and scoring criteria were discussed among the faculty before the SOE event. One week after the last laboratory course, SOE was carried out for each student. As with the TOE process, student feedback was collected via a modified three-point Likert-type scale questionnaire. The mean laboratory homework score from the first four and last four laboratory courses was also calculated. Paper exams were also conducted after TOE and SOE. The results show that SOE is more acceptable to students than TOE. Significant differences (P less then 0.05) were observed in terms of uniformity of questions asked, syllabus coverage, and anxiety levels. In addition, SOE improved students’ performance in the laboratory course explored here. We contend that SOE shows promise as an effective assessment tool in laboratory-based physiology learning sessions.Here, we describe a pedagogical approach that combines didactics with active learning to facilitate integration across physiological systems in a team-taught, graduate-level physiology course. We covered the major physiological systems, with each system preceded by an overview of its evolution/ontogeny to provide a broader perspective. Lectures provided a framework for integration by giving examples of how each system interacted with systems that preceded and followed. In lieu of a final exam, the course culminated in capstone presentations by small groups to promote student-centered learning of integrative physiology. At the beginning of the semester, students were assigned to groups; each group chose from predetermined topics. This allowed them to accumulate information throughout the semester and required them to attend to lecture content to assess how the material applied to their topic, thereby facilitating learning and retention. Faculty were deliberate in choosing material that was presented in each system, and material that was strategically omitted, establishing “gaps” that students filled in their capstone presentations. The final week was dedicated to student preparation for their presentations, which promoted peer-to-peer teaching and problem solving by the group, assisted by faculty as necessary. Capstone presentations demonstrated students’ mastery of basic physiological principles and their ability to integrate among physiological systems, and they rated capstone presentations highly in helping with integration and critical thinking. Thus students showed a better understanding of systems physiology and the importance of integration across systems in normal function and in responding to homeostatic challenges.The laboratory course is an excellent venue to apply content, practice inquiry, improve critical thinking, practice key clinical skills, and work with data. The use of inquiry-based course projects allows for students to propose open ended questions, form a hypothesis, design an experiment, collect data, analyze data, draw conclusion, and present their findings. This comprehensive experience is ideal for a capstone (senior level) laboratory course that is the culmination of 4 yr of study in the degree. At Michigan State University, the capstone laboratory has incorporated a formal course-based research experience in human physiology. The rationale and logistics for running such an experience are described in this paper.