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Information and Communication Technologies and Digital Educational Resources have undergone a rapid evolution and have been swiftly introduced into educational contexts. Teachers play a key role in integrating these technological resources into the classroom. The objective of the present study was to determine the value that teachers attribute to digital resources in their educational practice. Based on a qualitative methodology, the necessary information was obtained via an open-ended interview, in which a Spanish school’s Early Childhood and Primary Education teachers participated. The results revealed that teachers value the integration of digital resources into the classroom, though no consensus was reached as to the suitable level of integration. Use satisfaction was mainly related to student motivation. Certain problems or limitations also came to light, however, linked to students’ digital training. An important conclusion according to the perception of teachers is that the integration of digital resources in their educational practice was significant and improved the quality of the educational process.

For the last few decades, Calcineurin inhibitors (CNI)-based therapy has been the pillar of immunosuppression for prevention of organ transplant rejection. However, despite exerting effective control of acute rejection in the first year post-transplant, prolonged CNI use is associated with significant side effects and is not well suited for long term allograft survival. The implementation of Costimulation Blockade (CoB) therapies, based on the interruption of T cell costimulatory signals as strategy to control allo-responses, has proven potential for better management of transplant recipients compared to CNI-based therapies. The use of the biologic cytotoxic T-lymphocyte associated protein 4 (CTLA4)-Ig is the most successful approach to date in this arena. Following evaluation of the BENEFIT trials, Belatacept, a high-affinity version of CTLA4-Ig, has been FDA approved for use in kidney transplant recipients. Despite its benefits, the use of CTLA4-Ig as a monotherapy has proved to be insufficient to induce long-term allograft acceptance in several settings. Multiple studies have demonstrated that events that induce an acute inflammatory response with the consequent release of proinflammatory cytokines, and an abundance of allograft-reactive memory cells in the recipient, can prevent the induction of or break established immunomodulation induced with CoB regimens. This review highlights advances in our understanding of the factors and mechanisms that limit CoB regimens efficacy. We also discuss recent successes in experimentally designing complementary therapies that favor CTLA4-Ig effect, affording a better control of transplant rejection and supporting their clinical applicability.

Purpose This paper aims to explore the perceptions of preservice teachers regarding their learning during the teaching practicum (TP) period in the context of the pandemic. Specifically, the objectives of this study are to analyze the difficulties and the learning consequences perceived by student teachers and also to identify proposals with which to improve the initial teacher education (ITE) during the TP period in times of uncertainty and crisis. Design/methodology/approach This study used a mixed-methods approach. The participants consisted of 89 preservice teachers (student teachers). An online questionnaire was used to collect data during January 2022 in two rounds. The data analysis was carried out from an integrative perspective and used both a descriptive approach and the content analysis of the participants’ narratives. Findings The results show the differences, adjustments and adaptations that have had to be implemented in schools as a whole. The findings also highlight the difficulties that the pandemic context has caused for the TP period in schools and the relevant implications that it has had on ITE during these past two academic years. Originality/value This research is relevant for a better understanding of the challenges faced during the pandemic in the field of early childhood and primary education. More specifically, this paper gives important clues to higher education institutions on how to carry out TP, especially in times of uncertainty and crisis.

Abstract Introduction: Ataxia-Telangiectasia Mutated (ATM) is a cancer predisposition gene; carriers of germline pathogenic variants have an increased risk of developing malignancies, including breast, prostate, pancreatic, and ovarian cancer. Most ATM variants are of uncertain significance. Findings from genome-wide association studies (GWAS) suggest that ATM may be a low-risk melanoma susceptibility locus. Case Report: We report the case of a Hispanic family whose members who have presented cutaneous melanoma have been found to be carriers for the ATM pathogenic variant c.3747-1G>C (rs730881364), one of whom was diagnosed at 24 years old. Discussion: We describe for the first time the possible clinical association between ATM (c.3747-1G>C) and familial melanoma. In silico splice site analysis predicts that this alteration will weaken the native splice acceptor site and will result in the creation or strengthening of a novel splice acceptor site, assuming a variant that entails loss of functionality that is probably pathogenic and related to oncogenesis. However, we cannot exclude that cutaneous melanoma in both members and at an early age is the result of chance, environmental interaction, other uncontrolled external factors, or the interaction of other genetic alterations other than the ATM variant described in this study.

The phenomenon of suicide has become a significant global concern, claiming over 800,000 lives annually and resulting in millions of suicide attempts worldwide. In the aftermath of the COVID-19 pandemic, these troubling statistics have worsened, with notable increases in suicidal behavior, especially among vulnerable populations such as the youth, the elderly, and those in socioeconomically disadvantaged groups. This paper aims to explore the impact of the COVID-19 pandemic on suicide rates in Spain, using a theoretical ex post facto analysis. Spain has witnessed an alarming rise in suicide rates, particularly among young people, and a disturbing trend of increased suicidal ideation and self-harm behaviors. While some studies report no significant change in suicide rates during the pandemic, others point to the exacerbating effects of social isolation, economic instability, and public health measures. This study provides an in-depth examination of the psychosocial consequences of the pandemic on mental health in Spain, emphasizing the urgency of the need to address pre-existing inequalities and implement effective suicide prevention measures. Furthermore, it highlights the importance of gender-sensitive strategies and the need for systemic reforms to ensure better mental healthcare access for all segments of society. To achieve this goal, this paper uses a narrative literature review combined with a theoretical ex post facto analysis to assess the influence of the COVID-19 pandemic on suicide patterns in Spain.

Observing the teaching-learning situations that arise in educational contexts is a key part of teacher education. The present study examined how forty-three future teachers constructed their professional knowledge. Adopting a qualitative approach, we discuss the teaching situations observed by pre-service teachers in the subjects of reading/writing and mathematics. Based on the results, educational interactions were far from representing collaborative and dialogic teaching/learning models. In addition, the students' narratives lacked critical professional reflection. Thus, they did not provide support to possible alterations to the instructional design they observed, and thus failed to make them more participatory. To conclude, we believe that pre-service teacher training should promote a more collaborative model, in which critical and reflective skills are developed based on active student participation. The present study showed that teacher training needs to be redesigned: skills and strategies proper to professional teaching competence need to be emphasised so that pre-service teachers acquire them more significantly during their training.

BackgroundRecognition of cognate peptides results in expansion of antigen-specific T cells. Since humans have ~1015 TCRs, identification of responding TCRs has remained difficult. The variable (V) region gene segment, which comprises one of the components of the CDR3 loop of the TCRβ chain, determines TCR uniqueness. IO Biotech is pioneering development of a novel immunomodulatory vaccine, with our lead candidate IO102-IO103, that is designed to activate and expand T cells specific for IDO1 and PD-L1, respectively. In this study we explore TCR diversity analysis as a potential platform to characterize vaccine-expanded T cells.MethodsHuman PBMCs were cultured with IO102 (IDO1 peptide) or IO103 (PD-L1 peptide). Samples were collected 6 days following culture, and 24 hours following restimulation with peptide at day 8. Control samples included PBMCs prior to culture, samples cultured without peptide, and restimulation without peptide. ELISPOT assay was conducted in tandem. Following extraction of RNA, samples were analyzed on the Nanostring nCounter Analysis System using the TCR diversity panel kit. Using the nSolver Analysis Software, data were quality controlled and normalized prior to analysis of TCR variable regions. Rosalind Software was used to calculate TCR Score to assess diversity. Changes detected in T cell phenotype detected by NanoString were validated using flow cytometry.ResultsExposure to and restimulation with IO102 or IO103 peptides in short-term in vitro cultures resulted in expansion of a specific and narrow set of TCR variable regions. Expansion of TCRV genes were mostly represented by TCRAV and TCRBV, with limited expansion of TCRGV and TCRDV. Six-day culture with peptide resulted in expansion of certain TCRVs that were distinctly and further expanded following restimulation with the same peptide. Uniqueness of TCRV usage was determined between peptides and donors. Expansion of peptide-responsive T cells further impacted TCR clonality and diversity. Expanded TCRV regions were correlated to T cell phenotypes and associated with markers of activation and memory.ConclusionsOur results demonstrate that exposure to IO102 or IO103 in short-term in vitro cultures results in a discernable impact to the TCR repertoire. Further, we were able to identify TCRV segments that are responsive to either IO102 or IO103 peptides in a donor-specific manner. These studies will allow us to further characterize peptide-specific T cell responses that arise following vaccination. We are working to pair TCRV expansion with functional cytokine assays and spatial transcriptomics in tumor microenvironments for personalizing monitoring of peptide vaccine responsiveness.

The university context is increasingly complex and diverse. Students’ individual circumstances in particular, whether personal or relating to family and work, are increasingly challenging. They are affecting their academic development or even leading to them dropping out of university. The objective of this study was to identify the obstacles to the completion of university studies based on students’ perspectives. Adopting a qualitative approach, we analysed the narratives of randomly selected students at UTE University of Santo Domingo (Ecuador). The main barriers identified by the students were the lack of reconciliation between academic and/or work life and family, as well as schedule incompatibilities—making it difficult for them to attend class. Participants also noted that teachers usually failed to incorporate curricular adaptations according to students’ personal or professional circumstances, which prevented them from experiencing a normal learning process like their classmates. To conclude, factors that continue to interfere with students’ university trajectories include the following: insufficient financial resources, family reconciliation issues, and lack of institutional support. Higher Education Institutions should therefore promote strategies and/or provide resources that guarantee equal opportunities for university students and contribute to the development of lifelong learning.

Static cold storage is the cheapest and easiest method and current gold standard to store and preserve donor organs. This study aimed to compare the preservative capacity of gluconate-lactobionate-dextran (Unisol) solutions to histidine-tryptophan-ketoglutarate (HTK) solution. Murine syngeneic heterotopic heart transplantations (Balb/c-Balb/c) were carried out after 18 h of static cold storage. Cardiac grafts were either flushed and stored with Unisol-based solutions with high-(UHK) and low-potassium (ULK) ± glutathione, or HTK. Cardiac grafts were assessed for rebeating and functionality, histomorphologic alterations, and cytokine expression. Unisol-based solutions demonstrated a faster rebeating time (UHK 56 s, UHK + Glut 44 s, ULK 45 s, ULK + Glut 47 s) compared to HTK (119.5 s) along with a better contractility early after reperfusion and at the endpoint on POD 3. Ischemic injury led to a significantly increased leukocyte recruitment, with similar degrees of tissue damage and inflammatory infiltrate in all groups, yet the number of apoptotic cells tended to be lower in ULK compared to HTK. In UHK- and ULK-treated animals, a trend toward decreased expression of proinflammatory markers was seen when compared to HTK. Unisol-based solutions showed an improved preservative capacity compared with the gold standard HTK early after cardiac transplantation. Supplemented glutathione did not further improve tissue-protective properties.

In recent years, the Diagnostic Criteria for Temporomandibular Pain Disorders (DC/TMD) has been questioned, mainly because of the dependence on the muscular pressure needed to be applied during the clinical examination. Therefore, it is necessary to establish improvements in diagnostic strategies for DC/TMD of axis I. The aim of this study was to determine the validity of the Isometric Contraction Test of the masticatory muscles (ICTest) to diagnose DC/TMD of axis I. Forty (n = 40) patients with muscular TMD (myalgia in any of its subtypes), as well as forty age and sex matched controls, participated. They were diagnosed according to DC/TMD of axis I and performed the ICTest in a single session. Sensitivity, specificity, positive (PPV) and negative predictive values (NPV), and positive (LR+) and negative likelihood ratios (LR−) of the ICTest compared with the DC/TMD of axis I were calculated. The ICTest showed a specificity of 95% for the diagnosis of myalgia, and between 94.9% and 96.8% for all subtypes in relation to the DC/TMD of axis I. For sensitivity, lower values were obtained, that is, 90.0% for myalgia, and losing sensitivity depending on the type of myalgia. The LR+ was over 10 for all diagnoses, with the exception of myofascial pain with referral, which was lower. When addressing the LR−, the myofascial diagnosis was the only one below 0.2. According to the results, the ICTest could be considered a valid procedure to diagnose subjects with muscular TMD in a clinical setting.