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A validated imaging marker for beta-cell mass would improve understanding of diabetes etiology and enable new strategies in therapy development. We previously identified the membrane-spanning protein GPR44 as highly expressed and specific to the beta cells of the pancreas. The selective GPR44 antagonist MK-7246 was radiolabeled with carbon-11 and the resulting positron-emission tomography (PET) tracer [11C]MK-7246 was evaluated in a pig model and in vitro cell lines. The [11C]MK-7246 compound demonstrated mainly hepatobiliary excretion with a clearly defined pancreas, no spillover from adjacent tissues, and pancreatic binding similar in magnitude to the previously evaluated GPR44 radioligand [11C]AZ12204657. The binding could be blocked by preadministration of nonradioactive MK-7246, indicating a receptor-binding mechanism. [11C]MK-7246 showed strong potential as a PET ligand candidate for visualization of beta-cell mass (BCM) and clinical translation of this methodology is ongoing.

Problem solving in chemical kinetics poses substantial challenges for university students since it often involves significant use of mathematics as a tool and language, with challenging translations and transitions between chemical phenomena and mathematical representations. In this paper, we present key findings from a study investigating chemistry students solving tasks centred around the steady-state approximation. Building upon the mathematical modelling cycle (MMC), qualitative analysis of the data collected using a think-aloud protocol led to the development of the extended MMC. This empirically derived extended MMC offers a more detailed account of the processes involved in mathematical modelling of chemical phenomena, highlighting aspects such as the occurrence of deliberation and evaluation throughout the modelling cycle, as well as the varying characteristics, points of activation and roles of extra-mathematical resources during problem solving. We further introduce and use problem-solving trajectories as a tool for visualising and analysing the complex and diverse approaches used by students in their attempts at reaching a solution. Overall, the extended MMC provides a finer-grained model of the cognitive and metacognitive activities that students engage in, offering further insights for research and practice.

A first-year undergraduate course at Uppsala University has been redesigned in a process exploring different levels of student participation. In the first part of the project, the student voice was heard through interviews focusing on the role of the course in the degree program. In the second part, a student-teacher team was formed to develop course curriculum and teaching material in partnership. Among the implemented changes were new seminars focusing on conceptual understanding, redesign of all lectures to include active student participation, and a change of the course literature. The redesigned course significantly increased student satisfaction compared to previous years. Important success factors were involvement of the student organization to promote the project, institutional support, early selection of concrete development tasks, and allowing team members to choose what they wanted to develop according to their own expertise.