Immunology Course Research Articles

Simulated lab module to teach vaccine biology: From disease transmission to vaccine efficacy, all in a matter of three lab sessions.

Abstract Since the COVID-19 pandemic, it has become very important to teach undergraduate students at all levels, about disease transmission and vaccine biology. Just using lectures and reading assignments on these topics often will not be very effective for the student learning. In resource limited undergraduate teaching environment, it is often not possible to use advanced immunology lab techniques. To combat this problem, a lab-module was incorporated into the undergraduate immunology course. In this module, students will follow the process of vaccine development from the identification of a novel disease through the creation and clinical testing of a vaccine This hands-on module was run over the course of three-week lab period, including important concepts of disease transmission, disease diagnosis, mRNA vaccine development, vaccine efficacy and herd immunity. All the exercises included paper-simulations and simulated samples using sodium hydroxide pellets. Overall concepts of innate and adaptive immunity, and detailed concepts like antigenic epitopes, primary and secondary immune responses, and booster doses are emphasized. Students also learn to design mRNA vaccines using gene sequences of Coronavirus spike protein. They also learn principles of ELISA and phases of clinical trial of a novel vaccine. A survey was conducted at the end of the module to evaluate the student learning and student responses to this module. 90% of the students in class were very pleased with this module and stated that this module helped them consolidate their understanding of vaccines. This module can also be modified to be used in a molecular biology or upper-level microbiology courses, with minimum resources. None

Online flipped classroom with team-based learning promoted learning activity in a clinical laboratory immunology class: response to the COVID-19 pandemic

BackgroundGiven the rapid development of clinical immunology technologies, students majoring in laboratory medicine should master the technological principles and application of clinical laboratory immunology. However, many are required to take online courses due to COVID-19 restrictions, which highlights the need to revisit teaching strategies. Recently, various medical education courses (such as Biochemistry, Physiology, etc.) have implemented the flipped classroom (FC) and team-based learning (TBL) methods, resulting in more positive teaching evaluations. To promote the students' mastery of the difficult knowledge effectively during the online teaching work, we evaluated the performance of online FC-TBL in a clinical laboratory immunology course.Methods Sixty-two third-year students from two classes majoring in Laboratory Medicine were recruited and divided into two groups, including one group with traditional lecture-based learning teaching strategy (LBL group) and the other group with LBL or online FC combined with TBL teaching strategy (FC-TBL group). We selected three chapters to conduct FC-TBL teaching in class. All participants took in-class quizzes and final examinations that targeted the same knowledge points. Finally, all participants completed anonymous questionnaires asking for their perceptions of the respective teaching models. In addition, we conducted a survey of teaching suggestions by a FC-TBL class of students majoring in Laboratory Medicine.ResultsThe FC-TBL group (vs LBL group) had significantly higher scores on the in-class quizzes and final examinations, and also reported high satisfaction with the FC-TBL model. These findings indicate that FC-TBL is suitable for clinical laboratory immunology, as the participants quickly gained essential knowledge. Specifically, FC-TBL helped to “increase learning motivation,” “promote self-directed learning skills,” “extend more related knowledge,” “enhance problem-solving abilities,” “enhance clinical reasoning abilities,” and “enhance communication skills.” For participants’ suggestions, 48.38% (15/31) students held positive attitude to FC-TBL teaching strategy compared to 25.81% (8/31) students who considered FC-TBL teaching strategy still needs continuous improvement, and 25.81% (8/31) students reported that they believed FC-TBL teaching strategy was perfect and no further suggestions.ConclusionsOnline FC-TBL effectively enhanced learning activity among students of a clinical laboratory immunology course. This is particularly useful in the COVID-19 context.

Hands-on immunology: Engaging learners of all ages through tactile teaching tools.

Ensuring the public has a fundamental understanding of human–microbe interactions, immune responses, and vaccines is a critical challenge in the midst of a pandemic. These topics are commonly taught in undergraduate- and graduate-level microbiology and immunology courses; however, creating engaging methods of teaching these complex concepts to students of all ages is necessary to keep younger students interested when science seems hard. Building on the Tactile Teaching Tools with Guided Inquiry Learning (TTT-GIL) method we used to create an interactive lac operon molecular puzzle, we report here two TTT-GIL activities designed to engage diverse learners from middle schoolers to masters students in exploring molecular interactions within the immune system. By pairing physical models with structured activities built on the constructivist framework of Process-Oriented Guided Inquiry Learning (POGIL), TTT-GIL activities guide learners through their interaction with the model, using the Learning Cycle to facilitate construction of new concepts. Moreover, TTT-GIL activities are designed utilizing Universal Design for Learning (UDL) principles to include all learners through multiple means of engagement, representation, and action. The TTT-GIL activities reported here include a web-enhanced activity designed to teach concepts related to antibody–epitope binding and specificity to deaf and hard-of-hearing middle and high school students in a remote setting and a team-based activity that simulates the evolution of the Major Histocompatibility Complex (MHC) haplotype of a population exposed to pathogens. These activities incorporate TTT-GIL to engage learners in the exploration of fundamental immunology concepts and can be adapted for use with learners of different levels and educational backgrounds.

Dynamic Immune Profile in French Toxoplasmosis Patients.

Toxoplasma gondii infection is usually benign in Europe due to the strong predominance of type II strains. Few studies have been conducted to examine the immunological course of infection in humans and have yielded conflicting results, maybe influenced by heterogeneous parasite strains. We measured 23 immune mediators in 39, 40, and 29 sera of French noninfected, acutely infected, and chronically infected immunocompetent pregnant women, respectively. Four different cytokine patterns were identified regarding their dynamics through infection phases. For 11 of the cytokines (IFN-β, IFN-γ, IL-4, IL5, IL-6, IL-10, IL-12, IL-15, CXCL9, CCL2, and CSF2) the serum levels were significantly elevated during acute infection. The inflammatory mediators IL-1β, IL-17A, IL-18, TNF-α, and CSF3 remained unchanged during acute infection, while they were significantly lower in chronically infected compared to noninfected patients. As for the anti-inflammatory cytokines TGF-β and CCL5, their levels remained significantly elevated during chronic infection. We also observed a significant negative correlation of several cytokine concentrations with IgG levels, indicating a rapid decline of serum concentrations during the acute phase. These results indicate an anti-inflammatory pattern in chronically infected patients in a type II dominated setting and demonstrate the highly dynamic immune situation during acute infection.

Student Perceptions and Engagement in Video-based Learning for Microbiology Education

Online learning increases the physical distance between instructors and students and depending on the mode of delivery, it can be challenging to close this gap. To ameliorate this potential for student isolation, instructors need to communicate to students in a variety of ways, blending original online resources with synchronous interactive learning activities. During 2020, 34 lecture videos were created for a large undergraduate microbiology and immunology course offered at The University of Queensland. The teaching team applied a subset of Mayer’s multimedia learning design principles – embodiment, mixed perspectives, segmenting, signalling – to create videos featuring instructor presence, multiple presentation styles, and dynamic pacing. When compared to voice-over presentations created by automated lecture capture software, the outcomes of this design process increased student engagement in video-based learning across the 2020 and 2021 course offerings. Analysis of student perception data collected by online questionnaires and interviews revealed broad agreement with the design principles used for video-based learning. However, their value of on-screen instructor visibility, graphics, and text was variable as a result of individual preferences. Together these findings present a case study in which instructional videos were developed iteratively through the selective application of multimedia design principles and strategic adaptation of existing learning resources.

Editorial introductions.

Editorial introductions.

Long-term SARS-CoV-2 Asymptomatic Carriage in an Immunocompromised Host: Clinical, Immunological, and Virological Implications

PurposeSARS-CoV-2 infection in immunocompromised hosts is challenging, and prolonged viral shedding can be a common complication in these patients. We describe the clinical, immunological, and virological course of a patient with eosinophilic granulomatosis with polyangiitis, who developed the status of long-term asymptomatic SARS-CoV-2 carrier for more than 7 months.MethodsOver the study period, the patient underwent 20 RT-PCR tests for SARS-CoV-2 detection on nasopharyngeal swabs. In addition, viral cultures and genetic investigation of SARS-CoV-2 were performed. As for immunological assessment, serological and specific T-cell testing was provided at different time points.ResultsDespite the patient showing a deep drug-induced B and T adaptive immunity impairment, he did not experience COVID-19 progression to severe complications, and the infection remained asymptomatic during the follow-up period, but he was not able to achieve viral clearance for more than 7 months. The infection was finally cleared by SARS-CoV-2-specific monoclonal antibody treatment, after that remdesivir and convalescent plasma failed in this scope. The genetic investigations evidenced that the infection was sustained by multiple viral subpopulations that had apparently evolved intra-host during the infection.ConclusionOur case suggests that people with highly impaired B- and T-cell adaptive immunity can prevent COVID-19 progression to severe complications, but they may not be able to clear SARS-CoV-2 infection. Immunocompromised hosts with a long-term infection may play a role in the emergence of viral variants.

Concept maps in immunology: A metacognitive tool to promote collaborative and meaningful learning among undergraduate medical students.

Introduction: Concept maps are graphical representations of knowledge that connect concepts, ideas, and relationships. The present study aims at assessing the perception of medical students in utilization of concept maps as a tool to foster their lifelong learning skills in immunology.Methods: The current study was approved by Institutional Ethics and Review Committee. Third-year undergraduate (MD3) medical students of the academic year 2021-22 were sensitized about the concept map study and included after obtaining their informed consent. The students worked in teams to find answers and link the different words or phrases of the concept maps. At the end of the immunology course, students’ perception on concept map-based learning strategy was assessed. A pre-designed, self-administered questionnaire, pre-validated by subject experts for relevance and feasibility, was used for the study. The questionnaire included some quantitative questions assessed by using 3-point Likert Scale and an open-ended question to receive students’ comments on concept map-based learning strategy. The responses were collected and analyzed using SPSS version 22. Descriptive statistics was used for the quantitative variables, tabulated as numbers and percentages while the qualitative data was analyzed by thematic analysis. The quantitative data results were prioritized but supported by students’ comments on open ended question.Results: Out of 133 eligible participants, 109 students who volunteered and completed the study were included. Majority of our participants (>80%) welcomed the concept map-based learning strategy. Almost 4 out of 5 expressed that concept maps are interesting and enjoyable, encourage active participation, peer discussion, and enhance critical thinking and problem-solving skills. More than 80% of the students agreed that concept maps promoted deep understanding of the topic and lifelong learning. Nearly 3 out of 4 students suggested including concept maps in many immunology topics in future. Majority of students penned down positive comments indicating concept map tool facilitates metacognitive skills.Conclusion: From the study, it can be concluded that concept maps are effective active learning strategies to improve the metacognitive domain of medical students in immunology course, thus assisting them to become better lifelong learners.

Piecing Complement Together with LEGO Bricks: Impacts on Interest, Confidence, and Learning in the Immunology Classroom.

Teaching and learning complex molecular cascades can often be challenging. In immunology, students struggle to visualize immunological processes, such as activation of the complement system, which involves three separate cascades leading to multiple effector functions. Offering learning activities that use tangible modeling can help students learn conceptually difficult content by fostering a visual understanding of concepts, as well as instill confidence and interest in the material. In this article, we describe a learning activity using LEGO bricks that demonstrates the activation of the classical, lectin, and alternative complement pathways and formation of the membrane attack complex. In both an introductory and advanced immunology course, we investigated the effect of the activity on student learning and subject confidence. Performance on examination questions about complement demonstrated that the LEGO activity improved learning in a naive student population (students in introductory immunology), but not in a previously informed student population (students in advanced immunology). In addition, self-reported confidence in the content was significantly higher in students who completed the LEGO activity in the advanced course, but not the introductory course, compared with those who did not do the activity. Students in both courses who did the activity had a positive perception of the activity, with a majority of students reporting that they enjoyed the activity and had more interest in the complement system.

Embedding 21st century employability into assessment and feedback practice through a student-staff partnership

Although commonly thought to be only a measure of academic performance, assessments can also provide students with an opportunity to apply skills and knowledge acquired at university into written literacies that prepare them for the transition into prospective careers. Within a Level 2 Microbiology and Immunology course, students struggled to engage with standalone timetabled careers-related sessions, yet they showed enthusiasm when employability was embedded into assessments. A staff-student partnership project explored these issues, with the overall aim of understanding how to effectively embed employability skills into assessment and feedback, which supports the theme of supporting students to position themselves for the future. Through student-run focus groups, this project investigated the reasons for low student engagement with the timetabled employability session and used student views to develop digital initiatives that could be applied to assessment and feedback practice with an emphasis on developing 21st-century competencies. These initiatives were then implemented as pre-session self-directed activities, which helped students link course feedback with employment skills and future career planning, followed by a newly developed in-class reflective feedback session that allowed students time to consider what skills they have developed and make links with future careers. Project evaluation was conducted using a quantitative survey of students involved. This project aims to make feedback more meaningful and better valued by students. The approaches were designed in partnership with former students from the course, this project possesses the unique ability to deliver a genuine student voice both on employability concerns and the role of assessment.

Repurposing Immunopharmacology to Inculcate Pharmacist’s Professional Identity Formation in a Doctor of Pharmacy Program

Immunology and Immunopharmacology courses offer multiple opportunities to bridge didactic and theoretical exposition to “hands‐on” practice and application. In the United States, the Doctor of Pharmacy (PharmD) is the entry‐level degree to practice as a pharmacist. In a majority of the four‐year PharmD programs, Immunology is taught in the first two professional years, followed by pharmacotherapeutic applications in the third year, while students are on clinical rotations in the final year. Student readiness for clinical rotations and patient‐centered care is critical though difficult to inculcate, especially from the perspective of their ability to integrate foundational science knowledge with practice. However, predictably, the ongoing COVID‐19 pandemic has focused learners’ attention on several foundational science‐related aspects of Immunology and Immunopharmacology such as vaccine production techniques, immune cell responses to the SARS‐CoV‐2, the concepts of antigen presentation and processing, and the use of many immunotherapeutic agents for the treatment of COVID‐19. Here, we leveraged the topical relevancy of COVID‐19 to engage pharmacy students in our third‐year PharmD Immunology course to devise strategies for overcoming vaccine hesitancy. Using published review articles assigned as pre‐reading assignments in our Team Based Learning pedagogy, we introduced 19 third‐year student teams composed of 5‐6 pharmacy students to complex social‐behavioral barriers to vaccination. The specific reasons for vaccine hesitancy included were 1) lack of awareness of vaccines, 2) fear and mistrust of vaccines, 3) distrust of health care professionals, 4) misinformation specific to COVID‐19 vaccines, 5) faith‐based and personal reasons for vaccine hesitancy, 6) misinformation about COVID‐19, and 7) historical reasons such as the Tuskegee experiment for the prevailing mistrust in African American communities. Next, using a design thinking approach, student teams were asked to formulate and present in class a potential solution to alleviate each of these vaccine hesitancy reasons in the setting of a community pharmacy. Following one week of preparation time after the initial posting of the review article, in two three‐hour‐long class sessions, student teams were divided into “anti‐vaxxers” and “pro‐vaxxers” and teams debated each of the vaccine hesitancy reasons using specific data and examples from the review articles, also examining the effect of the prevailing state and federal laws in the United States on vaccine outcomes. Student teams offered 1) patient education, 2) counseling, 3) partnership with local community leaders, 4) researching literature on vaccine side effects such as those related to autism or the anaphylaxis due to albumin in older influenza vaccines, and 5) sponsored awareness programs such as “walk for COVID” as novel mechanisms for overcoming barriers to vaccination. Student perception surveys indicated 90% of the students found the activity interesting, engaging, and challenging, while 93% found it an effective use of their time. 98% of students felt that the activity helped them appreciate their professional identity as future pharmacists while allowing them to apply foundational science knowledge to overcome problems encountered in real‐life situations.

To Sir with Love! Students Feedback from an Immunology Course.

Abstract Students are obligated to write reviews and evaluate both their courses as well as their teachers at the end of the semester in anonymous surveys. The response rates from students have been continuously on decline as reported by third party evaluation companies. This has resulted in both failure of the purpose of evaluations as well as validity and statistical significance of these responses. We provided a non-binding, open and forum-like tool to get the perceptions and trends from Chicago State University College of Pharmacy students. Anonymous survey was sent using google form at the end of an Immunology course being offered to year-2 pharmacy students. Data from 29 respondents were collected and most significant results are summarized. When asked about their learning style; 45% loved traditional PowerPoint presentations as compared to 7% recorded lectures, 10% made their own notes, 3% were small group learners, while 31% solely relied on studying practice tests. When asked about the use of YouTube; 62% preferred random searches while 39% found Khan Academy videos as very useful. When asked about major barrier in learning Immunology; 38% reported test anxiety, 14% personal issues, 10% overwhelmed with curriculum, and 7% cited lack of motivation. In response to assessment questions, 92% students suggested that Instructors should not have more than 60 questions in 2-hour exam. Regarding exam question types, 90% preferred MCQs, 7% Essay, 14% Case-based, and 31% True/False. Following a 16-week, 2-credit course of Immunology, 54% got motivated to do research in Immunology. When asked about overall sentiments after taking a first course in Immunology. The unanimous response was that they all felt as if they were taking a course in a foreign language.

Pharmacy Immunology-challenges of teaching a new course in a COVID-affected world of education.

Abstract Immunology education in US schools and colleges of pharmacy do not have a standardized curriculum. Half of 142 colleges of pharmacies have a dedicated course of Immunology with three fourth of them in the first year of pharmacy education. Although it is a part of core curriculum yet more private than public schools allocate about 3 credit hours. Chicago State University College of Pharmacy offered a new 2-credit course of “Pharmacy Immunology'' in the fall of 2021 to twenty-four second year pharmacy students for the first time. Ten lectures on basic immunology, i.e., innate and adaptive immunity, prepared the students to understand disorders and diseases associated with the immune system. Four workshops of 3-hours each, on Hypersensitivities, Autoimmunity, Transplantation and Tumor Immunology were added to the syllabus. The workshops employed a Modified Flipped Classroom, Team-Based Learning (TBL), Case-Based Learning (CBL), YouTube videos as a combination of various teaching methods. The course was offered as a standard in-class on-campus module. Student’s performance was assessed by tRAT and iRAT. Data of student performance and perception was collected and analyzed. 58.3% of students agreed that the workshop's mode of learning helped them. TBL appealed to 29.2%, CBL 45.8%, and PowerPoint lectures 79.2% of the students. Overall, 33.3% of the students disliked workshops as a tool for offering an interactive educational tool. Assessment data confirmed that the pass rate was 100%, with 20.8% passing in iRAT as compared to 79.2% in tRAT. Final assessment and course evaluation data suggest that a hybrid approach including a blended learning technique was the best option, catering for the needs of most students having a diverse learning style.

Evidence-based learning modules and culturally responsive mentoring to engage underserved undergraduate students

Abstract The number of underrepresented minorities in the biomedical workforce has quadrupled over the past three decades, yet doctoral-level minority scientists still make up less than 5% of the total workforce. Thus, it is imperative to implement strategies to maintain the degree and diversity of scientific research and education expertise in biomedical disciplines. In this study, we develop, deploy, and assess the effectiveness of immunology learning by integrating evidence-based learning (EBL) modules to engage and motivate underserved students. Additionally, we provided robust culturally responsive mentoring to engage students in immunology education and research. Our initial finding demonstrates that EBL modules enhanced the collaborative learning and research activities and broadened their understanding of immunological problems. Therefore, our study suggests that a) implementing EBL modules in the immunology curriculum and b) engaging students through in-person mentoring during classroom engagement, attract and sustain underrepresented minority students to the immunology courses, improve undergraduate research training, and enhance educational appetite in biomedical disciplines. Supported by grants from NIH UO1GM132769 and NSF 1912322.

Driving social belonging and content retention by using the Flipgrid video discussion app.

Abstract Even strong students struggle with the level of detail and interconnectedness required to master immunology. We incorporated Flipgrid assignments to leverage social and emotional learning and cognitive science to enhance students’ engagement with and understanding of content in an undergraduate-level immunology course. The tool is appropriate for elementary through professional school students. Flipgrip is a simple, video recording app used via a cell phone or computer. It can be integrated with most learning management systems. Students created short videos of themselves explaining learning objectives they selected. The videos were evaluated by the educator, updated if needed and shared with the class as tools for review. Peer-evaluation is possible, too. This feedback can be provided quickly in the app. Through such activities, students increase their sense of social connectedness and belonging which research has shown enhances 1) intrinsic motivation and course engagement, 2) safety in the learning community so students ask peers and educators for support, and 3) overall academic success and retention. The benefits of belonging are especially beneficial for students from historically excluded and underrepresented groups. The approach allows students to become experts in a concept and contribute to discussions in ways they might not feel comfortable doing during class sessions. The videos provide opportunities to see and celebrate diversity among the class in a variety of ways. The creativity students bring to the videos help generate recall clues that allow students to retain information more effectively. Similarly, the collection of videos allows students to use distributive recall to self-assess and solidify content. Supported by No funding support

Improving the Effectiveness of Combining Voice-Over PowerPoint Presentations and Review Games for Delivering Immunology Content.

Abstract This study aims to improve the combined delivery of voice-over PowerPoint lectures and review games to increase student engagement and learning. Medical students were assigned immunology voice-over lectures prior to in-class or online learning sessions, in which students participated in teams to entertain sample exam questions in review games. Students provided quantitative feedback using a seven-point Likert scale and provided suggestions on how to improve the delivery of this pedagogy. The participating students were divided into groups that had differing access to either the voice-overs and/or review games before taking a formative quiz on the subject material. We are currently unable to conclude whether voice-overs or review games are more effective at increasing student performance on formative quizzes, yet future studies are planned to address this. More importantly, substantial feedback received from students through this ongoing study has been incorporated to improve the delivery of combining pre-assigned voice-overs with in-class gaming. Students overwhelmingly favored practice questions embedded within voice-overs and preferred multiple voice-overs of shorter length over long voice-overs for a given subject. Additionally, students greatly appreciated a brief question-and-answer review of the main points of the voice-over before beginning the in-class review game. Collectively, the students preferred this active learning pedagogy over traditional lectures. This study has provided valuable feedback to enhance the delivery of an active learning pedagogy that is relevant to both undergraduate and graduate-level immunology courses and is readily adaptable for either in-class or online learning sessions. Seed grant from California Northstate University Institute of Teaching and Learning Excellence

Open Discovery in an Undergraduate Immunology Course Lab: Testing Anti-Inflammatory Drugs

Abstract I will present the design and outcomes from a course laboratory module in which undergraduates apply techniques learned earlier in the semester (cell culture, spectrophotometry, standard curves, ELISA) towards the testing of an anti-inflammatory drug of their choice. Students rationalize their dose and assay selections, calculate all dilutions, perform the assays, and analyse and interpret all results. Student-directed course research experiences have been shown to solidify student understanding of advanced scientific concepts. Additionally, I have observed that this exercise, in which students analyse the function of medications used by themselves or loved ones, leads to enthusiastic engagement with and mastery of complex concepts.

The Effect of Blended Project-based Learning Integrated with 21st-Century Skills on Pre-Service Biology Teachers' Higher-order Thinking Skills

Educational institutions are required to prepare competent and competitive pre-service teacher graduates who have skills according to the needs of the 21st century. This study aims to find the effect of blended Project-Based Learning (PjBL) integrated with 21st-century skills on higher-order thinking skills of students as pre-service biology teachers on immunology. This research is an experimental study with a mixed method, in which the qualitative observation data used a questionnaire with self-assessment and peer assessment methods supported by experimental data using the HOTS instrument analyzed quantitatively. The application of blended PjBL integrated with 21st-century skills used a quasi-experimental research method with a quantitative descriptive approach. Pre-service teachers in this study are still studying at educational institutions, especially teacher faculty, and categorized as pre-service teachers. The research sample was students taking the immunology course in the Biology Education Study Program. They were 57 students from IAIN Palangka Raya, 60 students from Universitas Palangka Raya, and 83 students from Universitas Negeri Malang. Student grouping based on the initial ability of HOTS is carried out in all groups from which the student sample is referred to as a cluster. The total sample of 200 people was then grouped into three groups based on their basic abilities, namely low-level class, medium-level class, and high-level class. The study results proved that the blended PjBL integrated with 21st-century skills significantly affected students' high-level thinking skills based on the paired sample test (Sig. 2-tailed 0.0000.05). The mean value in the experimental group (75.53) and the control group (56.35) strengthens the data significance of students' higher-order thinking skills based on the N-Gain value and the independent sample T-test. The findings of this study are that blended PjBL integrated with 21st-century skills can increase HOTS on indicators of evaluating (78.15) and creating (79.21). This blended learning integration can be used as an innovative learning model solution to increase pre-service biology teachers' higher-order thinking skills according to the demands of 21st-century skills.

Embedding 21st century employability into assessment and feedback practice through a student-staff partnership.

In-course assessments are an essential part of any coursework because they represent both a physical output of the skills and knowledge acquired at university, but also have the role of supporting student transitions into prospective careers. Therefore, assessments could be used as a conduit to encourage student awareness of the skills needed for the workplace and verify their attainment of these skills, particularly at foundation levels within a degree. Within a second-year Microbiology and Immunology course, students struggled to engage with standalone timetabled careers-related sessions, yet they showed enthusiasm when employability was embedded into assessments. A staff–student partnership project explored these issues, with the overall aim of understanding how to effectively embed employability skills into assessment and feedback and support students positioning themselves for the future. Through a focus group, this project investigated the reasons for low student engagement with timetabled employability sessions and used student views to develop digital initiatives and 21st-century competencies that could be applied more widely within assessment and feedback practice. These initiatives were then implemented as pre-session self-directed activities, with the objective of helping students to link course feedback with employment skills and future career planning, followed by a newly developed in-class reflective feedback session that allowed students time to consider what skills they have developed and make links with future careers. Project evaluation was conducted using a quantitative survey of the students involved.

Vaping Prevalence Among Clinical Immunology Patients Receiving Therapy With Biologics

Vaping with electronic cigarettes recently has gained popularity. However, little is known of the risk regarding vaping in relation to immunologic disorders and their disease course. The Biologic And Clinical Immunology Cohort at Sinai (BACICS) is a new bioregistry of patients receiving biologic therapy as part of their treatment across multiple clinical immunologic diseases. Within BACICS, we aimed to determine patterns of vaping and their association with dyspnea, with the longer-term objective of determining its effect on immunological disease course.