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Objetivo: Analizar la percepción y la satisfacción con la educación en modalidad virtual de los estudiantes de la carrera de Licenciatura en Enfermería de una institución de educación superior de carácter público de la Ciudad Autónoma de Buenos Aires, Argentina, durante el segundo semestre de 2021. Metodología: Estudio analítico, transversal y cuantitativo. La muestra estuvo compuesta por 121 estudiantes, seleccionados mediante muestreo no probabilístico, quienes respondieron un instrumento conformado por 24 preguntas . Resultados: Los encuestados fueron mayormente de sexo femenino (84.30 %), con media de edad de 29.2 años (DE: 8), de tercer año (55.37 %) y con hijos (44.63 %). Respecto a la percepción sobre la modalidad virtual se halló que las clases fueron consideradas como motivantes para el aprendizaje (66.94 %), los alumnos pudieron mantener la atención entre un 75-99 % del tiempo durante la clase (38.84 %), una baja cantidad pudo realizar todas las consultas al docente (16.52 %) y la mayoría sintió nerviosismo ante la evaluación remota al mismo nivel que su contraparte presencial (52.89 %). La satisfacción global con la modalidad fue puntuada con una media de 6.9 sobre 10 y el 75.20 % los encuestados desea continuar con clases virtuales . Conclusiones: La satisfacción fue caracterizada como media. Las variables que se relacionaron con una mayor satisfacción con la educación remota son la tenencia de hijos, la mayor edad, la creencia de que se hubiese aprendido más con clases presenciales, el tiempo que perciben que pueden mantener la atención en clases virtuales, la baja sensación de nerviosismo ante la evaluación virtual y la ausencia de dificultades para la conexión a las clases sincrónicas.
Objetivo: Analisar a percepção e a satisfação com a educação na modalidade virtual dos alunos da Licenciatura em Enfermagem de uma instituição pública de ensino superior da Cidade Autônoma de Buenos Aires, Argentina durante o segundo semestre de 2021. Metodologia: Estudo analítico, transversal e quantitativo. A amostra foi composta por 121 alunos, selecionados por amostragem não probabilística, que responderam a um instrumento composto por 24 questões. Resultados: Os participantes eram maioritariamente do sexo feminino (84,30 %), com idade média de 29,2 anos (DP: 8), cursando o terceiro ano (55,37 %) e com filhos (44,63 %). Quanto à percepção sobre a modalidade virtual, constatou-se que as aulas foram consideradas em sua maioria com motivadoras para a aprendizagem (66,94 %), os alunos conseguiram manter a atenção entre 75- 99 % do tempo durante a aula (38,84 %), um baixo número conseguiu fazer todas as consultas ao professor (16,52 %) e a maioria se sentiu nervosa com a avaliação à distância no mesmo nível da presencial (52,89 %). A satisfação global com a modalidade foi pontuada com média de 6,9 sobre 10 e 75,20 % dos entrevistados desejam continuar com as aulas virtuais. Conclusões: A satisfação caracterizou-se como média. As variáveis que se relacionaram com a maior satisfação com o ensino a distância são ter filhos, a idade, a crença de que aprenderiam mais com as aulas presenciais, o tempo que percebem que conseguem manter a atenção nas aulas virtuais, a baixa sensação de nervosismo perante a avaliação virtual e a ausência de dificuldades para a conexão nas aulas síncronas.
Objective: To analyze the perception and satisfaction with education in virtual modality of Nursing Bachelor's degree students from a public higher education institution in the Autonomous City of Buenos Aires, Argentina during the second semester of 2021. Methods: Analytical, cross-sectional, and quantitative study. The sample consisted of 121 students, selected by non-probabilistic sampling, who answered an instrument made up of 24 questions. Results: The respondents were mostly female (84.30 %), with a mean age of 29.2 years (SD: 8), in their third year (55.37 %) and with children (44.63 %). Regarding the perception of the virtual modality, it was found that the classes were mostly considered as a motivating factor for learning (66.94 %), students were able to maintain their attention between 75-99 % of the time during the class (38.84 %), a low number were able to make all consultations with the teacher (16.52 %) and most of them felt nervousness before the remote evaluation at the same level as their face-to-face counterpart (52.89 %). Overall satisfaction with the modality was rated with an average of 6.9 out of 10 and 75.20 % of respondents would like to continue with virtual classes. Conclusions: Satisfaction was characterized as average. The variables that were associated with greater satisfaction with distance education are having children, older age, the belief that they would have learned more with face-to-face classes, the time they perceive they can maintain their attention in virtual classes, the low feeling of nervousness before the virtual evaluation, and the absence of difficulties in connecting to synchronous classes.
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To analyze the mechanisms involved in anthracene (ANT) degradation in the marine alga Ulva lactuca, total RNA was obtained from the alga cultivated without ANT and with 5 µM of ANT for 24 h, and transcriptomic analyses were performed. A de novo transcriptome was assembled, transcripts differentially expressed were selected, and those overexpressed were identified. Overexpressed transcripts potentially involved in ANT degradation were: one aromatic ring dioxygenase, three 2-oxoglutarate Fe (II) dioxygenases (2-OGDOs), and three dienelactone hydrolases that may account for anthraquinone, phthalic anhydride, salicylic acid, and phthalic acid production (pathway 1). In addition, two flavin adenine dinucleotide (FAD)-dependent monooxygenases, four cytP450 monooxygenases, two epoxide hydrolase, one hydroxyphenylpyruvic acid dioxygenase (HPPDO), and two homogentisic acid dioxygenases (HGDOs) were identified that may also participate in ANT degradation (pathway 2). Moreover, an alkane monooxygenase (alkB), two alcohol dehydrogenases, and three aldehyde dehydrogenases were identified, which may participate in linear hydrocarbon degradation (pathway 3). Furthermore, the level of transcripts encoding some of mentioned enzymes were quantified by qRT-PCR are in the alga cultivated with 5 µM of ANT for 0-48 h, and those more increased were 2-OGDO, HGDO, and alkB monooxygenase. Thus, at least three pathways for ANT and linear hydrocarbons degradation may be existed in U. lactuca. In addition, ANT metabolites were analyzed by gas chromatography and mass spectrometry (GC-MS), allowing the identification of anthraquinone, phthalic anhydride, salicylic acid, and phthalic acid, thus validating the pathway 1.
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Amelogenesis imperfecta (AI) is a collection of rare genetic disorders affecting the quantity and/or quality of the tooth enamel. AI can be classified into three major types according to the clinical phenotype: hypoplastic, hypocalcified, and hypomatured. Among them, the hypocalcified type shows the weakest physical properties, leaving rough and discolored enamel surfaces after tooth eruption. To date, mutations in the FAM83H gene are responsible for the autosomal-dominant hypocalcified AI. In this study, we recruited a four-generation Colombian family with hypocalcified AI and identified a recurrent nonsense mutation in the FAM83H gene (NM_198488.5:c.1289C>A, p.(Ser430 *)) by candidate gene sequencing. Cephalometric analyses revealed the anterior open bite that occurred in the proband is not correlated with the AI in this family.
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This article was migrated. The article was marked as recommended. The coronavirus 19 disease (COVID-19) pandemic affected virtually all activities worldwide. One of them was education, especially Health Sciences. In the world, many medical schools ceased their face-to-face activities and implemented institutional reorganization actions. According to their characteristics and possibilities, institutions adopted different strategies and tools to continue providing their services online during this health crisis. These situations implied enormous challenges, especially for specific regions, such as Latin America. This article exposes a quick overview of the pandemic experience at the biggest Mexican School of Medicine (UNAM School of Medicine): forecasting, reorganization, actions, challenges, and learnings. Among the most challenging situations experienced were: effective communication strategies; resistance to migrating from face-to-face activities to remote activities; technological development; students and teachers training to implement work and study in virtual spaces; students digital gap; internet and computers access; construction and application of online evaluations; online evaluation of practical skills, and the impossibility of maintaining students in clinical clerkships given the pandemic risks. UNAM School of Medicine reorganized to provide integral care to its community, but it also participated in tasks for Mexico's health and other countries' health benefits. We had a great amount of work, reorganization efforts, and creativity resulting in efficient innovations and new projects. This health crisis showed the best in our community. Actions will remain along the pandemic period and a progressive reincorporation to in-place activities at the end of the health crisis. Some strategies, such as remote activities within teaching, learning, work, evaluation, and research, will be maintained. When this situation ends, we will hopefully have learned and applied those new experiences to improve our School of Medicine, transitioning into a more robust, more united, and enriched community after the crisis caused by this pandemic.
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We report an experimental and theoretical investigation of glass formation in soft thermo-sensitive colloids following two different routes: a gradual increase of the particle number density at constant temperature and an increase of the radius in a fixed volume at constant particle number density. Confocal microscopy experiments and the non-equilibrium self-consistent generalized Langevin equation (NE-SCGLE) theory consistently show that the two routes lead to a dynamically comparable state at sufficiently long aging times. However, experiments reveal the presence of moderate but persistent structural differences. Successive cycles of radius decrease and increase lead instead to a reproducible glass state, indicating a suitable route to obtain rejuvenation without using shear fields.
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Background: amelogenesis imperfecta (AI) is a group of disorders that affect the enamel of the teeth, either in quality or quantity. this alteration causes sensitivity and is associated with factors that could affect the strength of the adhesive bond of the restorative material. aim: to review the literature regarding the most used temporary restorative treatment in children and adolescents with AI. methods: this scoping review aimed to include case reports, literature reviews and original studies that evaluated restorative materials for the teeth of children and adolescents with AI. editorials, meeting abstracts and letters to the editor were excluded. the following electronic databases were used: Medline (Ovid), PubMed, Ebsco, Scopus (Elsevier) and Web of Science (Thomson Reuters). manual searches in the reference lists of the included articles were also carried out. finally, a search in Google Scholar restricted to the first 100 hits was performed. duplicates were eliminated upon identification. the search covered a period between the years of 2011 and 2016. PRISMA guidelines were used for reporting the review. the evidence ranking was carried out by means of the Oxford criteria. results: six articles met the eligibility criteria and were included in this scoping review. three articles were case reports, one was a review and two were original studies. tor the treatment of AI, direct or indirect composite resins were the most commonly used material of choice in the retrieved studies because they demonstrate greater longevity, aesthetics and function compared to the other materials used. conclusions: among children and adolescents with AI, the temporary restorative treatment that demonstrated better long-term results in permanent teeth was the direct and indirect composite resins. however, high quality studies should be conducted to confirm the results presented herein.
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Humanos , Odontopediatria , Dentinogênese Imperfeita/terapia , Amelogênese Imperfeita/terapia , Erosão Dentária , Bases de Dados Bibliográficas , Restauração Dentária Permanente , Restauração Dentária TemporáriaRESUMO
A new homology model of human microsomal epoxide hydrolase was derived based on multiple templates. The model obtained was fully evaluated, including MD simulations and ensemble-based docking, showing that the quality of the structure is better than that of only previously known model. Particularly, a catalytic triad was clearly identified, in agreement with the experimental information available. Analysis of intermediates in the enzymatic mechanism led to the identification of key residues for substrate binding, stereoselectivity, and intermediate stabilization during the reaction. In particular, we have confirmed the role of the oxyanion hole and the conserved motif (HGXP) in epoxide hydrolases, in excellent agreement with known experimental and computational data on similar systems. The model obtained is the first one that fully agrees with all the experimental observations on the system. Proteins 2017; 85:720-730. © 2016 Wiley Periodicals, Inc.
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Inibidores Enzimáticos/química , Epóxido Hidrolases/química , Compostos de Epóxi/química , Microssomos Hepáticos/química , Simulação de Acoplamento Molecular , Ácido Valproico/análogos & derivados , Sequência de Aminoácidos , Aspergillus niger/química , Aspergillus niger/enzimologia , Domínio Catalítico , Sequência Conservada , Epóxido Hidrolases/antagonistas & inibidores , Epóxido Hidrolases/metabolismo , Compostos de Epóxi/metabolismo , Humanos , Cinética , Microssomos Hepáticos/enzimologia , Simulação de Dinâmica Molecular , Ligação Proteica , Domínios e Motivos de Interação entre Proteínas , Estrutura Secundária de Proteína , Alinhamento de Sequência , Streptomyces/química , Streptomyces/enzimologia , Homologia Estrutural de Proteína , Especificidade por Substrato , Ácido Valproico/químicaRESUMO
A new homology model of cyclohexanone monooxygenase (CHMO) from Acinetobacter calcoaceticus is derived based on multiple templates, and in particular the crystal structure of CHMO from Rhodococcus sp. The derived model was fully evaluated, showing that the quality of the new structure was improved over previous models. Critically, the nicotinamide cofactor is included in the model for the first time. Analysis of several molecular dynamics snapshots of intermediates in the enzymatic mechanism led to a description of key residues for cofactor binding and intermediate stabilization during the reaction, in particular Arg327 and the well known conserved motif (FxGxxxHxxxW) in Baeyer-Villiger monooxygenases, in excellent agreement with known experimental and computational data.
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Acinetobacter calcoaceticus/enzimologia , Oxigenases/química , Biocatálise , Cicloexanonas/química , Cicloexanonas/metabolismo , Modelos Moleculares , Estrutura Molecular , Oxigenases/metabolismo , Rhodococcus/enzimologiaRESUMO
Homology models of CYP26B1 (cytochrome P450RAI2) and CYP26B1 spliced variant were derived using the crystal structure of cyanobacterial CYP120A1 as template for the model building. The quality of the homology models generated were carefully evaluated, and the natural substrate all-trans-retinoic acid (atRA), several tetralone-derived retinoic acid metabolizing blocking agents (RAMBAs), and a well-known potent inhibitor of CYP26B1 (R115866) were docked into the homology model of full-length cytochrome P450 26B1. The results show that in the model of the full-length CYP26B1, the protein is capable of distinguishing between the natural substrate (atRA), R115866, and the tetralone derivatives. The spliced variant of CYP26B1 model displays a reduced affinity for atRA compared to the full-length enzyme, in accordance with recently described experimental information.