Browsing by Subject "therapeutics"

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    Elucidation of the high-grade serous ovarian cancer acetylome to identify novel therapeutic vulnerabilities
    (2025-01) Duda, Jolene
    Ovarian cancer is a deadly disease that quietly develops asymptomatically. There are many types of ovarian cancer. The subtype of ovarian cancer depends on the disease origin, histology and cell type. High-grade serous is the deadliest and most aggressive form of ovarian cancer. Currently FDA approved treatment options are limited and often result in the development of drug resistance. This has led to the investigation of alternative treatment opportunities. Histone deacetylase (HDAC) proteins are a group of proteins involved in many cellular processes through their modulation of the acetylation post-translational modification. Their overexpression has been associated with poor prognosis and chemoresistance in high-grade serous ovarian cancer (HGSOC). The development of HDAC inhibitors has been investigated for their utility in solid tumor cancers, including ovarian cancer. However, much remains unknown surrounding the benefit of targeting HDACs in HGSOC treatment. In this thesis, we employed an array of mass spectrometry-based proteomic approaches to improve our understanding of HDACs and the function of their inhibitors in HGSOC. This thesis highlights the potential of HDAC proteins as a treatment target but emphasizes future work that needs to be done to advance current treatment modalities.
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    Student Self-Ratings of Skill Acquisition from a Clinical Controversy Debate in a Third Year Pharmaceutical Care Lab
    (University of Minnesota, College of Pharmacy, 2013) McNamara, Anusha; Janke, Kristin; Conway, Jeannine; Schweiss, Sarah
    Objectives: To evaluate student perspectives of a clinical controversy debate activity designed to improve their skills to effectively approach and communicate complex therapeutic dilemmas. Design: A clinical controversy debate activity was implemented in the fall semester of the third year pharmaceutical care laboratory curriculum. Topics were chosen based on controversies encountered in practice. Students were assigned to groups of 5-6 and subdivided to the pro or con of the topic. Each debate lasted 25 minutes. Students completed a self-assessment asking them to rate eight skills (e.g. selecting appropriate references, analysis of literature, defending and predicting arguments, composing and delivering the presentation, and persuading the audience) before and after the debate as: novice, developing, skilled, facilitating/leading, or educating. Results were analyzed descriptively and the pre-post ratings were compared using a Wilcoxon Signed Rank Test. Results: 140 (84.8%) students responded to the self-assessment survey. The skill that students rated most highly prior to the debate was selecting appropriate resources and primary literature, with only 7.1% rating themselves as novice. After completing the debate, the skill rated with the greatest improvement was predicting opposing arguments with 47.1% rating as developing and 40% rating as skilled. All eight skills had statistically significant improvements pre- and post- assignment (p < 0.001). Implications: Preparing arguments for and against treatment options is an important clinical skill, used regularly by pharmacists. A clinical controversy debate activity resulted in reports of improvement on eight measures of evidence based medicine-related skills.