Browsing by Subject "Therapeutics"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Biosynthetic and Energetic Lethality of Targeting Metabolic Plasticity for Cancer Treatment
    (2020-08) Ronayne, Conor
    Solid tumors are composed of numerous heterogeneous tissue types with a diverse molecular pathology. Uncontrolled replication and division, along with nutrient and oxygen gradients across the tumor, dictate dynamic intratumoral phenotypes that are reinforced by molecular hallmarks of cancer; largely shaping modern clinical treatment regimens. Importantly, deregulated energetics and reprogrammed tumor metabolism enable constitutive growth in challenging microenvironments. The ability of malignant cells to switch between numerous metabolic phenotypes (metabolic plasticity) allows for the generation of energy, appropriation of biosynthetic building blocks, and control of redox equilibrium. Hence, therapeutic targeting of metabolic plasticity with small molecules holds promise as a novel and enduring therapeutic strategy. In this regard, the current thesis work describes efforts toward developing novel small molecule mitochondrial pyruvate carrier inhibitors to induce bioenergetic and synthetic lethality in cancer cells.
  • Thumbnail Image
    Item
    A Case Based Learning Model in Therapeutics
    (University of Minnesota, College of Pharmacy, 2012-12) Jesus, Ângelo; João Gomes, Maria; Cruz, Agostinho
    Nowadays, learning a Pharmaceutical Profession is an increasing challenge. Apart from traditional texts, lectures and self-guided individual learning, pharmaceutical educators are encouraged to find and implement ways to promote higher order thinking, collaborative learning and to increase students’ motivation. One way of achieving these objectives is to complement traditional learning methods with the development and implementation of Case Based Learning (CBL), supported in real life situations. Methods regarding real problems stand in contrast to a more traditional approach to learning and instruction. They promote learner-centered, small group, interactive learning experiences, instead of large group, didactic, teacher-centered instruction. Developing such a learning approach can be a challenge. In this sense, it becomes relevant to promote and share experiences already underway and by doing so, disseminate knowledge in this field. It is our goal with this text to share our experience in the design and implementation of a Case Based Approach to Therapeutics.
  • Thumbnail Image
    Item
    Using Multiple Choice Questions Written at Various Bloom’s Taxonomy Levels to Evaluate Student Performance across a Therapeutics Sequence
    (University of Minnesota, College of Pharmacy, 2011) Tiemeier, Amy M.; Stacy, Zachary A.; Burke, John M.
    Objective: To evaluate the results of a prospectively developed plan for using multiple choice questions (MCQs) developed at defined Bloom’s levels to assess student performance across a Therapeutics sequence. Methods: Faculty were prospectively instructed to prepare a specific number of MCQs for exams in a Therapeutics sequence. Questions were distributed into one of three cognitive levels based on a modified Bloom’s taxonomy, including recall, application, and analysis. Student performance on MCQs was compared between and within each Bloom’s level throughout the Therapeutics sequence. In addition, correlations between MCQ performance and case performance were assessed. Results: A total of 168 pharmacy students were prospectively followed in a Therapeutics sequence over two years. The overall average MCQ score on 10 exams was 68.8%. A significant difference in student performance was observed between recall, application, and analysis domain averages (73.1%, 70.2% and 60.1%; p<0.001). Student performance within each Bloom’s level across the three courses was significantly different for recall (p<0.001), application (p<0.001), and analysis (p<0.001) MCQs. A significant correlation was observed between the recall domain and the case (0.67; p<0.01), application domain and the case (0.62; p<0.01), and analysis domain and the case (0.64; p<0.01). Conclusions: As students progress through the curriculum, faculty may need to find ways to promote recall knowledge for more advanced topics while continuing to develop their ability to apply and analyze information. Exams with well-designed MCQs that prospectively target various cognitive levels can facilitate assessment of student performance.