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Production of high-quality multiple-choice questions (MCQs) for both formative and summative assessments is a time-consuming task requiring great skill, creativity and insight. The transition to online examinations, with the concomitant exposure of previously tried-and-tested MCQs, exacerbates the challenges of question production and highlights the need for innovative solutions. Several groups have shown that it is practical to leverage the student cohort to produce a very large number of syllabus-aligned MCQs for study banks. Although student-generated questions are well suited for formative feedback and practice activities, they are generally not thought to be suitable for high-stakes assessments. In this study, we aimed to demonstrate that training can be provided to students in a scalable fashion to generate questions of similar quality to those produced by experts and that identification of suitable questions can be achieved with minimal academic review and editing. Second-year biochemistry and molecular biology students were assigned a series of activities designed to coach them in the art of writing and critiquing MCQs. This training resulted in the production of over 1000 MCQs that were then gauged for potential by either expert academic judgement or via a data-driven approach in which the questions were trialled objectively in a low-stakes test. Questions selected by either method were then deployed in a high-stakes in-semester assessment alongside questions from two academically authored sources: textbook-derived MCQs and past paper questions. A total of 120 MCQs from these four sources were deployed in assessments attempted by over 600 students. Each question was subjected to rigorous performance analysis, including the calculation of standard metrics from classical test theory and more sophisticated item response theory (IRT) measures. The results showed that MCQs authored by students, and selected at low cost, performed as well as questions authored by academics, illustrating the potential of this strategy for the efficient creation of large numbers of high-quality MCQs for summative assessment.

A critical goal for science education is to design and implement learning activities that develop a deep conceptual understanding, are engaging for students, and are scalable for large classes or those with few resources. Approaches based on peer learning and online technologies show promise for scalability but often lack a grounding in cognitive learning principles relating to conceptual understanding. Here, we present a novel design for combining these elements in a principled way. The design centers on having students author multiple-choice questions for their peers using the online platform PeerWise, where beneficial forms of cognitive engagement are encouraged via a series of supporting activities. We evaluated an implementation of this design within a cohort of 632 students in an undergraduate biochemistry course. Our results show a robust relationship between the quality of question authoring and relevant learning outcomes, even after controlling for the confounding influence of prior grades. We conclude by discussing practical and theoretical implications.

Disciplines such as Biochemistry and Molecular Biology, which involve concepts not included in the high-school curriculum, are very challenging for many first year university students. These subjects are particularly difficult for students accustomed to surface learning strategies involving memorization and recall of facts, as a deeper understanding of the relationship between concepts is needed for successful transfer to related areas and subsequent study. In this article, we explore an activity in a very large first year Molecular Biology course, in which students create multiple-choice questions related to targeted learning outcomes, and then answer and evaluate one another's questions. This activity encompasses elements of both self- and peer-assessment and the generative tasks of creating questions and producing written feedback may contribute to a deeper understanding of the material. We make use of a free online platform to facilitate all aspects of the process and analyze the effect of student engagement with the task on overall course performance. When compared to previous semester's cohorts, we observe a pronounced improvement in class performance on exam questions targeting similar concepts to the student-generated questions. In addition, those students that engage to a greater extent with the activity perform significantly better on the targeted exam questions than those who are less active, yet all students perform similarly on a set of isolated control questions appearing on the same exam.

Food-based diet indices provide a practical, rapid, and inexpensive way of evaluating dietary intake. Rather than nutrients, diet indices assess the intake of whole foods and dietary patterns, and compare these with nutrition guidelines. An athlete-specific diet index would offer an efficient and practical way to assess the quality of athletes' diets, guide nutrition interventions, and focus sport nutrition support. This study describes the development and validation of an Athlete Diet Index (ADI). Item development was informed by a review of existing diet indices, relevant literature, and in-depth focus groups with 20 sports nutritionists (median of 11 years' professional experience) from four elite athlete sporting institutes. Focus group data were analyzed (NVivo 11 Pro; QSR International Pty. Ltd., 2017,Melbourne, Australia), and key themes were identified to guide the development of athlete-relevant items. A modified Delphi survey in a subgroup of sports nutritionists (n = 9) supported item content validation. Pilot testing with athletes (n = 15) subsequently informed face validity. The final ADI (n = 68 items) was categorized into three sections. Section A (n = 45 items) evaluated usual intake, special diets or intolerances, dietary habits, and culinary skills. Section B (n = 15 items) assessed training load, nutrition supporting training, and sports supplement use. Section C (n = 8 items) captured the demographic details, sporting type, and caliber. All of the athletes reported the ADI as easy (40%) or very easy (60%of participants) to use and rated the tool as relevant (37%) or very relevant (63% of participants) to athletes. Further evaluation of the ADI, including the development of a scoring matrix and validation compared with established dietary methodology, is warranted. [ABSTRACT FROM AUTHOR]

A transchromosomic mouse model of the Down syndrome (DS) is employed to study the impact of the reduced expression of the Nrsf/Rest levels on the individual. The analysis proves that an imbalance in the DYRK1A-dosage leads to a reduction in the REST levels, which in turn deregulates pluripotency and embryonic stem cell fate in DS in the studied models.

OBJECTIVE. There is variation in the psychological distress associated with child obesity. Low self-esteem, when observed, provides very little information about the nature of the distress and no indication of the proportion of obese children affected. This study used a domain approach to self-competence to evaluate self-esteem in a representative sample of Australian children. PARTICIPANTS AND METHODS. A total of 2813 children (mean age: 11.3 years) took part in the study. They were recruited from 55 schools and were all in the last 2 years of primary school. Participants completed the Self-perception Profile for Children, a measure of body shape perception, and their height and weight were measured. RESULTS. Obese children had significantly lower perceived athletic competence, physical appearance, and global self-worth than their normal weight peers. Obese girls scored lower in these domains than obese boys and also had reduced perceived social acceptance. Obese children were 2-4 times more likely than their normal weight peers to have low domain competence. In terms of prevalence, 1 of 3 obese boys and 2 of 3 obese girls had low appearance competence, and 10% and 20%, respectively, had low global self-worth. Body dissatisfaction mediated most of the association between BMI and low competence in boys but not in girls. CONCLUSIONS. Obesity impacts the self-perception of children entering adolescence, especially in girls, but in selected areas of competence. Obese children are at particular risk of low perceived competence in sports, physical appearance, and peer engagement. Not all obese children are affected, although the reasons for their resilience are unclear. Quantifying risk of psychological distress alongside biomedical risk should help in arguing for more resources in child obesity treatment. Key Words child obesity, self-esteem, athletic competence, physical appearance, body dissatisfaction, Because childhood obesity has become a focus for preventative and management action, children's psychological state has come under increasing attention. Concerns about body dissatisfaction and low self-esteem in obese children [...]

The effect of long-term consumption of diets of different carbohydrate composition was investigated by feeding rats for up to 52 wk on diets in which the carbohydrate was either glucose, amylose or amylopectin. A glucose-based diet was included to examine the relationship between the rate of carbohydrate absorption from the diet and the development of insulin resistance. Insulin sensitivity was assessed by subjecting animals to an intravenous glucose tolerance test (IVGTT). Amylopectin-fed animals became progressively insulin resistant from 12 to 26 wk of feeding. The area under the plasma insulin curves in response to a glucose load (IVGTT) for these animals rose progressively from 15.1 [+ or -]2.5 nmol/L [multiplied by] 30 min at 8 wk to 45.8 [+ or -] 3.5 nmol/L [multiplied by] 30 min (P < 0.001) at 26 wk of feeding. Amylose-fed animals did not exhibit insulin resistance until 26 wk of feeding when insulin secretion in response to a glucose load was 28.3 [+ or -] 0.9 vs. 14.6 [+ or -] 3.2 nmol/L. 30 min at 16 wk of feeding (P < 0.005). Glucose-fed animals displayed insulin resistance after only 8 wk of feeding. At this time, the area under their plasma insulin curves was almost double that for amylose- or amylopectin-fed animals (P < 0.001). We conclude that long-term consumption of a diet in which available carbohydrate is rapidly absorbed causes insulin resistance in rats. The more rapidly glucose is absorbed from the diet, the faster the insulin resistance develops. INDEXING KEY WORDS: * rat * amylose * amylopectin * glucose * insulin sensitivity

Starches that are high in amylopectin are digested and absorbed more quickly than starches with a high amylose content and produce insulin resistance in rats during long-term feeding. The aim of this study was to determine whether amylopectin-induced insulin resistance could be prevented or reversed by a period of high amylose feeding. We employed a randomized design in which two groups of rats were fed either the high amylose and then the high amylopectin diet for two consecutive 8-wk periods or vice versa (high amylopectin and then high amylose). Four other groups were fed either a high amylose or a high amylopectin diet for 8 or 16 wk. All rats were fed two 10-g meals per day (300 kJ/d), and insulin sensitivity was assessed by intravenous glucose tolerance test (IVGTT) after 8 or 16 wk of feeding. We found no difference in glucose tolerance between any group at any time point. Insulin responses, however, were 50% higher (P < 0.01) after 16 wk of high amylopectin feeding [area under the plasma insulin curve (AUC) = 18.1 [+ or -] 1.4 nmol [center dot] [L.sup.-1][center dot]15 min] compared with high amylose feeding (AUC = 13.0 [+ or -] 1.2 nmol[center dot][L.sup.-1][center dot]15 min). The two groups which received both diets developed a similar degree of insulin resistance, equivalent to that after 16 wk of high amylopectin feeding. The findings suggest that amylopectin-induced insulin resistance cannot be reversed or prevented by either a subsequent or previous period of amylose feeding. Taken together, the data suggest that the nature of starch in the Western diet influences the development of noninsulin-dependent diabetes mellitus in humans. INDEXING KEY WORDS: starch, amylose, glycemic index, insulin resistance, rats

The activity of the pyruvate dehydrogenase complex (PDHC), as an indicator of glucose oxidation in tissues of controls, showed that changes in PDHC activity induced significantly short-term increases in plasma insulin within the physiological range in insulin resistant fat-fed rats. It is proven that the regulation of intracellular glucose oxidation depends on the local intracellular fatty acid metabolism.

The full oxidation of glucose to carbondioxide depends on insulin-activated pyruvate dehydrogenase complex (PDHC) activity. It also governs glucose conversion in lipogenic tissues. The concentration of insulin affected PDHC in a directly proportional manner in most rat tissues. The intensity of activations is a function of tissue differences. PDHC activity and insulin sensitivity were observed to be related, confirming that the glucose-fat cycle is governed by tissue glucose oxidation.

Abstract Background Prostate tumor heterogeneity is a major factor in disease management. Heterogeneity could be due to multiple cancer cell types with distinct gene expression. Of clinical importance is the so-called cancer stem cell type. Cell type-specific transcriptomes are used to examine lineage relationship among cancer cell types and their expression similarity to normal cell types including stem/progenitor cells. Methods Transcriptomes were determined by Affymetrix DNA array analysis for the following cell types. Putative prostate progenitor cell populations were characterized and isolated by expression of the membrane transporter ABCG2. Stem cells were represented by embryonic stem and embryonal carcinoma cells. The cancer cell types were Gleason pattern 3 (glandular histomorphology) and pattern 4 (aglandular) sorted from primary tumors, cultured prostate cancer cell lines originally established from metastatic lesions, xenografts LuCaP 35 (adenocarcinoma phenotype) and LuCaP 49 (neuroendocrine/small cell carcinoma) grown in mice. No detectable gene expression differences were detected among serial passages of the LuCaP xenografts. Results Based on transcriptomes, the different cancer cell types could be clustered into a luminal-like grouping and a non-luminal-like (also not basal-like) grouping. The non-luminal-like types showed expression more similar to that of stem/progenitor cells than the luminal-like types. However, none showed expression of stem cell genes known to maintain stemness. Conclusions Non-luminal-like types are all representatives of aggressive disease, and this could be attributed to the similarity in overall gene expression to stem and progenitor cell types.

A key learning outcome for undergraduate biochemistry classes is a thorough understanding of the principles of protein structure. Traditional approaches to teaching this material, which include two‐dimensional (2D) images on paper, physical molecular modeling kits, and projections of 3D structures into 2D, are unable to fully capture the dynamic 3D nature of proteins. We have built a virtual reality application, Peppy, aimed at facilitating teaching of the principles of protein secondary structure. Rather than attempt to model molecules with the same fidelity to the underlying physical chemistry as existing, research‐oriented molecular modelling approaches, we took the more straightforward approach of harnessing the Unity video game physics engine. Indeed, the simplicity and limitations of our model are strengths in a teaching context, provoking questions and thus deeper understanding. Peppy allows exploration of the relative effects of hydrogen bonding (and electrostatic interactions more generally), backbone φ/ψ angles, basic chemical structure, and steric effects on a polypeptide structure in an accessible format that is novel, dynamic, and fun to use. Apart from describing the implementation and use of Peppy, we discuss the outcomes of deploying Peppy in undergraduate biochemistry courses. [ABSTRACT FROM AUTHOR]