25 research outputs found
Creative IL embedding at Royal Holloway, University of London 2013
Get PDFn 2013, Helen Westwood and Russell Burke presented at LILAC about how information literacy was embedded in Geography courses at Royal Holloway. One of our plans for the future was to embed IL across the college. In May 2014, a paper was accepted at the Collegeâs Learning, Teaching and Quality Committee making IL training and assessment a requirement for all first year undergraduate courses from 2014/15. This poster will show the steps involved in achieving this outcome, the challenges we have faced, and how we have used a variety of ways to engage staff and students with information literacy.
Our Academic Liaison team is formed of six Information Consultants. We are keen to be creative in the way we deliver IL training and we have used a range of methods in order to make the most of the time we are given for the content. An âInformation Literacy for staffâ libguide has been developed, which includes an information literacy menu so academics can see what we we offer and choose what they would like us to deliver for their students âa la carteâ. We are also using libguides to support our sessions. For example, one has been developed especially for a Geography 1st year core module. This includes a pre-lecture quiz, as well as tabs for the components of IL. In workshops for a range of subjects, we have asked students to suggest keywords on a given topic using padlet.com. In other lectures, we are using the student response system Socrative for instant question and answer segments. We will use screenshots of these on the poster.
We are keen to share and discuss our approach to embedding IL with LILAC delegates and hope this poster will provide inspiration for other institutions
Costs of Caring and the Psychological Wellbeing of UK Mental Health Professionals
Get PDFâCosts of caringâ, such as burnout (BO), compassion fatigue (CF) and secondary traumatic stress (STS) are well documented as occurring within healthcare professions. Chapter One will describe a systematic literature review identifying risk and protective factors for these in mental health professionals (MHPs) in the UK. Six databases were searched (Academic Search Ultimate, AMED, CINAHL, PsychArticles, PsychInfo and Medline), with 11 papers fitting the inclusion criteria. Limited research was available in relation to STS and CF. All papers included reported BO, with factors found to increase risk including increased overtime hours, whilst increased availability and time for supervision acted as protective factors. Despite the small amount of research in the area, support is provided for the job-demands resources model. Practical suggestions (such as providing protected time) and areas for future research are discussed. Chapter Two reports an empirical study investigating the impact of leadership and adult attachment style on psychological safety (PS) in National Health Service (NHS) mental health staff, using leader-member exchange and attachment theories as a basis. Participants (N = 154) completed an online survey consisting of validated measures of PS, adult attachment style and leadership factors. Regression modelling showed that leadership significantly accounted for 42.4% of the variance in PS scores. There were no significant correlations between attachment and PS, or leadership. Clinical implications look at supporting leadership at all levels to develop a psychologically safe environment, as well as how commissioners can provide input to support with this. Future research will benefit from using longitudinal methodologies to increase the ability to prove causality. Chapter Three provides a critical appraisal of the research process, expanding more on limitations, as well as both clinical and research implications of Chapters One and Two. Key decisions and learning from the process are also discussed, including reflections on the process
Rare disease genomic testing in the UK and Ireland:Promoting timely and equitable access
Get PDFPurpose and scope The aim of this position statement is to provide recommendations regarding the delivery of genomic testing to patients with rare disease in the UK and Ireland. The statement has been developed to facilitate timely and equitable access to genomic testing with reporting of results within commissioned turnaround times. Methods of statement development A 1-day workshop was convened by the UK Association for Clinical Genomic Science and attended by key stakeholders within the NHS Genomic Medicine Service, including clinical scientists, clinical geneticists and patient support group representatives. The aim was to identify best practice and innovations for streamlined, geographically consistent services delivering timely results. Attendees and senior responsible officers for genomic testing services in the UK nations and Ireland were invited to contribute. Results and conclusions We identified eight fundamental requirements and describe these together with key enablers in the form of specific recommendations. These relate to laboratory practice (proportionate variant analysis, bioinformatics pipelines, multidisciplinary team working model and test request monitoring), compliance with national guidance (variant classification, incidental findings, reporting and reanalysis), service development and improvement (multimodal testing and innovation through research, informed by patient experience), service demand, capacity management, workforce (recruitment, retention and development), and education and training for service users. This position statement was developed to provide best practice guidance for the specialist genomics workforce within the UK and Ireland but is relevant to any publicly funded healthcare system seeking to deliver timely rare disease genomic testing in the context of high demand and limited resources.</p
Localization of type 1 diabetes susceptibility to the MHC class I genes HLA-B and HLA-A
Get PDFThe major histocompatibility complex (MHC) on chromosome 6 is associated with susceptibility to more common diseases than any other region of the human genome, including almost all disorders classified as autoimmune. In type 1 diabetes the major genetic susceptibility determinants have been mapped to the MHC class II genes HLA-DQB1 and HLA-DRB1 (refs 1-3), but these genes cannot completely explain the association between type 1 diabetes and the MHC region. Owing to the region's extreme gene density, the multiplicity of disease-associated alleles, strong associations between alleles, limited genotyping capability, and inadequate statistical approaches and sample sizes, which, and how many, loci within the MHC determine susceptibility remains unclear. Here, in several large type 1 diabetes data sets, we analyse a combined total of 1,729 polymorphisms, and apply statistical methods - recursive partitioning and regression - to pinpoint disease susceptibility to the MHC class I genes HLA-B and HLA-A (risk ratios >1.5; Pcombined = 2.01 à 10-19 and 2.35 à 10-13, respectively) in addition to the established associations of the MHC class II genes. Other loci with smaller and/or rarer effects might also be involved, but to find these, future searches must take into account both the HLA class II and class I genes and use even larger samples. Taken together with previous studies, we conclude that MHC-class-I-mediated events, principally involving HLA-B*39, contribute to the aetiology of type 1 diabetes. ©2007 Nature Publishing Group
Understanding the LJMU student and staff digital experience
No full textLJMU have piloted the JISC digital insights survey. The aim of the project is to see if the JISC digital capability insights survey helps to reveal new insights that lead to new or support current initiatives to support our staff and studentsâ digital capabilities. This presentation will report on the findings, explore what these might mean for the institution, and discuss if the survey has offered insights.
What is digital capability?
Digital capability is the term JISC uses to describe the skills and attitudes that individuals and organisations need if they are to thrive in todayâs world. At an individual level we define digital capabilities as those which equip someone to live, learn and work in a digital society.
The 6 elements are:
Digital proficiency and productivity (functional skills)
Information, data and media literacies (critical use)
Digital creation, problem solving and innovation (creative production)
Digital communication, collaboration and participation (participation)
Digital learning and development (development)
Digital identity and wellbeing (self-actualising)
The survey contains 34 questions, covering the 6 elements, to provide a well-rounded appreciation of our collective digital understanding.
The aim is to support departments and the institution to develop or modify initiatives to support any areas of concern highlighted from the data.
The survey data is also benchmarked with the other participating institutions. This helps us all to see where the institution is compared to the sector. This survey is NOT for the purpose of monitoring any individualâs digital capabilities. The pilot worked with selected groups of staff and students. The scope of the pilot would be to distribute the survey to; level 3 to 5 students on particular programme, academics in identified programmes or schools, and identified professional service teams.
Session 37 SATH 23 - Understanding the staff and student digital experience.pptx Powerpoint. Only LJMU staff and students have access to this resource
Teachmeet handout: Using Socrative polls in IL teaching
No full textTeaching large numbers of students involves being creative, and as information literacy teaching at Royal Holloway University of London has changed dramatically over the past two academic years, so has the teaching adopted by Library staff.
This session will demonstrate use of an online polling tool, Socrative, and allow participants to test out the tool for themselves. It will demonstrate flexible ideas for using the tool as part of a lesson, and include examples of questions and use in class. Participants will only need a smartphone to take part, and the speakers welcome questions and suggestions on using polling tools in the classroom.
Socrative has been used to quiz students on their previous knowledge during Library training sessions; allowing teaching to be adapted to the needs of each individual class. It has been used to canvas opinion on Library training which will be used in future to improve teaching; and itâs proved a valuable tool in increasing student participation â from small groups of 15 to large groups of 60 students.
In all cases Socrative has increased student participation in students of all levels, and acts as a quick, easy, and effective introductory exercise to the themes of the class. It has also been possible to collect data on student experiences and knowledge to use in class, but also to preserve in order to improve future teaching
Expanding the genotypic and phenotypic spectra with a novel variant in the ciliopathy gene, CFAP410, associated with selective cone degeneration
No full textBackground
CFAP410 (Cilia and Flagella Associated Protein 410) encodes a protein that has an important role in the development and function of cilia. In ophthalmology, pathogenic variants in CFAP410 have been described in association with cone rod dystrophy, retinitis pigmentosa, with or without macular staphyloma, or with systemic abnormalities such as skeletal dysplasia and amyotrophic lateral sclerosis. Herein, we report a consanguineous family with a novel homozygous CFAP410 c.335_346del variant with cone only degeneration and no systemic features.
Methods
A retrospective analysis of ophthalmic history, examination, retinal imaging, electrophysiology and microperimetry was performed as well as genetic testing with in silico pathogenicity predictions and a literature review.
Results
A systemically well 28-year-old female of Pakistani ethnicity with parental consanguinity and no relevant family history, presented with childhood-onset poor central vision and photophobia. Best-corrected visual acuity and colour vision were reduced (0.5 LogMAR, 6/17 Ishihara plates (right) and 0.6 LogMAR, 3/17 Ishihara plates (left). Fundus examination showed no pigmentary retinopathy, no macular staphyloma and autofluorescence was unremarkable. Optical coherence tomography showed subtle signs of intermittent disruption of the ellipsoid zone. Microperimetry demonstrated a reduction in central retinal sensitivity. Electrodiagnostic testing confirmed a reduction in cone-driven responses. Whole-genome sequencing identified an in-frame homozygous deletion of 12 base pairs at c.335_346del in CFAP410.
Conclusions
The non-syndromic cone dystrophy phenotype reported herein expands the genotypic and phenotypic spectra of CFAP410-associated ciliopathies and highlights the need for light of potential future genetic therapies.Full Tex
Alteration of membrane fatty acid composition and inositol phosphate metabolism in HTâ29 human colon cancer cells
No full text
Recommendations for clinical interpretation of variants found in non-coding regions of the genome.
Get PDFBackgroundThe majority of clinical genetic testing focuses almost exclusively on regions of the genome that directly encode proteins. The important role of variants in non-coding regions in penetrant disease is, however, increasingly being demonstrated, and the use of whole genome sequencing in clinical diagnostic settings is rising across a large range of genetic disorders. Despite this, there is no existing guidance on how current guidelines designed primarily for variants in protein-coding regions should be adapted for variants identified in other genomic contexts.MethodsWe convened a panel of nine clinical and research scientists with wide-ranging expertise in clinical variant interpretation, with specific experience in variants within non-coding regions. This panel discussed and refined an initial draft of the guidelines which were then extensively tested and reviewed by external groups.ResultsWe discuss considerations specifically for variants in non-coding regions of the genome. We outline how to define candidate regulatory elements, highlight examples of mechanisms through which non-coding region variants can lead to penetrant monogenic disease, and outline how existing guidelines can be adapted for the interpretation of these variants.ConclusionsThese recommendations aim to increase the number and range of non-coding region variants that can be clinically interpreted, which, together with a compatible phenotype, can lead to new diagnoses and catalyse the discovery of novel disease mechanisms
