Intensive Course Research Articles

Clinical and laboratory aspects of infectious mononucleosis in different age groups

Infectious mononucleosis is an acute anthroponotic disease that develops as a result of human infection with viruses of the Herpesviridae family: Epstein – Barr virus (EBV), cytomegalovirus (CMV), herpes viruses of the 6th (HHV-6) and 7th types.The aim of our work was to study the clinical features and laboratory parameters of the course of infectious mononucleosis in patients of three age groups.Material and methods. A retrospective analysis of 156 medical records of patients who were on outpatient treatment by an infectious disease specialist at Clinical Medicine Center MedMix was carried out. Patients were divided into three categories according to the age criterion: the first group from 0 to 5 years consisted of 58 (37.2 %) children, the second group was represented by persons from 5 to 18 years old – 58 (37.2 %), the third group was formed by patients from 18 to 53 years old – 40 (25.6 %) people.Results and its discussion. Among children aged 0 to 5 years, boys (67.2 %) more frequently fell sick, and in the group from 18 to 53 years, females (70 %) were more likely to have the disease. Clinical symptoms such as generalized lymphadenopathy (82.7 %), nasopharyngeal lesions (79.3 %) and changes in the general blood test (86.2 %) were most frequently detected in children aged up to 5 years, while fever (81 %) and oropharyngeal lesions (74.1 %) were most frequently detected in patients aged from 5 to 18 years. Liver damage with the development of acute induced viral hepatitis was recorded in all age groups (24.1, 27.6 and 30 %). EBV infection was most frequently diagnosed among children aged from 5 to 18 years and persons aged from 18 to 53 years (in 62.1 and 70 % of cases, respectively, p < 0.05). Mixed infection with the combination of VEB + CMV + HHV-6 was significantly more frequent in children under 5 years of age (34.5 %; p < 0.05).Conclusions. In childhood, the clinical manifestations of infectious mononucleosis were more pronounced. Such intense course of the disease caused frequent visits to an infectious disease specialist and diagnostics with the establishment of an etiological agent. The dominance of EBV infection in the development of infectious mononucleosis in all groups was established. However, at the age up to 5 years, the most common mixed infections were the following combinations: EBV + CMV, EBV + HHV-6, EBV + CMV + HHV-6 and CMV + HHV-6.

Developing competencies through flow, gamification and cultural integration: an analysis of the potential of games in teaching/learning

Much has been done to recover from the effects of the COVID-19 pandemic on school and university education, both in filling gaps in learning and in social integration and motivation of students post-pandemic. The need to transition from conventional teaching to remote learning has led students and teachers in a spiral of evolution in the development of digital skills due to the urgent adaptability required by the situation. The search for new technologies and didactics that seemed difficult at the time because many were not yet expecting such a sudden change, now takes advantage of that experience to create projects and courses that allow for accelerated recovery and thus transform what was once a complicated task into a new perspective on teaching and learning. One of these ways is the use of epistemic games and gamification to maintain ‘flow’. Flow is a combination of skill development through challenges and the pleasure of completing tasks. In this work, we will discuss a project that, with the union of remote and face-to-face teaching & learning, allowed university students to use the knowledge received during an intensive course on environmental radiation to design an escape room-style game with the aim of teaching students at other levels of education. CERAMUG, a Blended Intensive Programme (BIP) in partnership with ERASMUS+, aimed at two-way learning, to learn to use specific instruments for measuring natural environmental radiation and to teach, through a game, the existence of this natural radiation in order to inform and raise awareness of high school students on the subject. The aim of this course was to promote the development of competencies that allow students to succeed in their future professional challenges. The impact of the project is not only the innovative experience for students to learn specialized nuclear measurement techniques, but also to encourage other employability competencies and digital skills necessary for their careers, as well as promoting integration among students from different cultures and countries.

An intense 60-day weight-loss course leads to an 18 kg body weight reduction and metabolic reprogramming of soldiers with obesity.

Soldiers of the Mexican Army with obesity were subjected to an intense 60-day weight-loss course consisting of a controlled diet, daily physical training, and psychological sessions. The nutritional treatment followed the European Society of Cardiology (ESC) recommendations, incorporating elements of the traditional milpa diet in the nutritional intervention. The total energy intake was reduced by 200 kcal every 20 days, starting with 1,800 kcal and ending with 1,400 kcal daily. On average, the participants reduced their body weight by 18 kg. We employed an innovative approach to monitor the progress of the twelve soldiers who completed the entire program. We compared the untargeted metabolomics profiles of their urine samples, taken before and after the course. The data obtained through liquid chromatography and high-resolution mass spectrometry (LC-MS) provided insightful results. Classification models perfectly separated the profiles pre and post-course, indicating a significant reprogramming of the participants' metabolism. The changes were observed in the C1-, vitamin, amino acid, and energy metabolism pathways, primarily affecting the liver, biliary system, and mitochondria. This study not only demonstrates the potential of rapid weight loss and metabolic pathway modification but also introduces a non-invasive method for monitoring the metabolic state of individuals through urine mass spectrometry data.

Intrathecal chemotherapy for leptomeningeal metastases in patients with breast cancer

To evaluate the effectiveness of ITT in patients with leptomeningeal metastases in breast cancer. Twenty-five patients with breast cancer and leptomeningeal metastases underwent intrathecal administration of methotrexate between 2016 and 2022. Intrathecal chemotherapy was administered through lumbar puncture. We performed an intensive course (intrathecal methotrexate 15 mg 2 times a week for 1 month (8 injections), then intrathecal methotrexate 15 mg 1 time a week (4 injections), and then 15 mg 1 time a month until progression or unacceptable toxicity). The median duration of ITT was 2.5 months. Complete neurological responses were observed in 3 out of 25 (12%) patients, partial neurological response - in 15 out of 25 (60%) patients, progression of neurological symptoms - in 7 (28%) patients. The number of complete cytological responses was observed in 6 out of 25 (24%) patients. The median overall survival after ITT was 6.7 months. Effectiveness of ITT is confirmed by higher quality of life (72% of patients), complete cytological responses (24%) and improvement in neuroimaging data. This is an important criterion for severe patients with limited treatment options. First-stage ITT before whole-brain irradiation is preferable, as this approach increases overall survival by 3 months. Undoubtedly, ITT is a treatment option that can be used in routine clinical practice for lesions of brain and spinal cord sheaths.

Musculoskeletal Injuries in Police Enforcement Trainees in the Pre-service Training Course of Iran

Purpose: Intensive military training courses are among the programs and specialties of the police force. Musculoskeletal disorders in the military are one of the vital factors that keep people away from courses and shorten their service life. This research aims to measure the prevalence of musculoskeletal injuries in newly arrived students in the pre-service training course of the police force using the Oslo Sports Trauma Research Center (OSTRC) questionnaire. Methods: For this purpose, 124 soldiers with a mean age of 20.7 years, a mean height of 178.5 cm, a mean weight of 72.9 kg, and a mean activity per week for 3 hours and 19 minutes in one of the training barracks affiliated to the Tehran Police Force and were selected and completed the OSTRC questionnaire every month for 6 months. The research design of this study is epidemiology and the results are presented descriptively. Results: The results of the research related to prevalence measurement on a monthly mean showed that ankles at 2.8%, knees at 2.2%, and waist at 1.8% respectively have the highest prevalence rates among soldiers. Also, among the harmful factors, the parade had the largest share with 22.5% and during 6 months, the second month had the highest number of injuries, and the sixth month had the lowest number of injuries. In terms of participation in exercises, 86.6% of soldiers participated in practical classes without any physical injuries during the six months. A total of 9.1% of the soldiers could not perform optimally and properly despite their full attendance in the practical classes due to physical injuries and finally, 3.8% of the participants, despite attending the practical classes, had to leave the class halfway due to the severity of the injury. Conclusion: What is clear is that the most affected areas are the central area and the lower limbs, and the spine of the back, head, neck, and upper limbs were not among the most damaged areas. Finally, it seems that the prevalence rate among the soldiers in training courses is acceptable and close to the average of global statistics. However, it is required to take preventive measures as well as plan to add classes and specialized exercises to strengthen physical fitness and specialized exercises related to improving the conditions of damaged areas.

إدارة تعليم اللغة العربية في الدورة المكثفة بمركز الكافة باميكاسان

Good educational management will influence the quality of education for students in order to produce graduates who are competitive. The aim of this research is to describe the management of the course program at the Elkaffah Center, including planning, organizing, driving and supervising. This research uses a qualitative approach with a case study type of research. Data collection was carried out through interviews, observation and documentation. As for the results of this research, program planning implemented in intensive courses includes curriculum design, creating a study plan outline, making learning plans for teachers, arranging learning schedules and setting goals to be achieved. The implementation of intensive courses takes place every day so that the evaluations carried out include program evaluations and learning evaluations. Learning evaluation is carried out every day except Saturday and Sunday by dividing it into two parts, namely a written test and an oral test. The evaluation related to the management of the intensive course program itself is carried out after the course process ends in one period.

Development of Curriculum and Learning Management in Training and Intensive Courses of Arabic Language Program l Tatwir al-Manahij wa Idarah al-Ta’lim fi-Baramij al-Tadrib wa al-Tatwir wa al-Daurat al-Mukassafah li-Lugah al-‘Arabiyyah

Curriculum development and learning management played a crucial role in maintaining quality and aligning with formulated objectives. The study aimed to analyze the curriculum and management of intensive course programs as well as training and development programs. A qualitative field analysis with a comparative approach was employed as the research method. Data were collected through observation, interviews, and documentation, and the data analysis involved descriptive analysis of curriculum and management aspects. The findings revealed that Al-Azhar's intensive course integrated both classical and modern curriculum elements, whereas the UIN Walisongo language development center focused exclusively on language standardization exam preparation (IMKA). The Arabic Online program demonstrated effective organization, incorporating periodic evaluations at each level leading to a world-standard language certificate upon completion. Concerning curriculum aspects, the UIN Walisongo Language Centre courses were identified as needing improvement in materials, learning exercises, and the development of more diverse course formats. Additionally, alignment of vision and mission between leaders and course teachers was recommended. This research contributed valuable insights to the development of curriculum and learning management in Arabic language intensive courses and training programs.

Prospective Evaluation of Critically İll Patients with Therapeutic Plasma Exchange in Medical İntensive Care Unit

Aim: Therapeutic plasma exchange (TPD) is the separation of the patient's plasma for treatment purposes and the replacement of another fluid. Therapeutic plasma exchange, the use of which has expanded in recent years, is a treatment method that cleans the blood extra-corporeally and is used in many immunological and toxicological diseases. The aim of this study is to prospectively examine critical patients who are followed up in the intensive care unit and undergo therapeutic plasma exchange.
 
 Material and Method: Patients who were hospitalized in the Intensive Care Unit of Erciyes University, Faculty of Medicine, older than 18, and whose therapeutic plasma exchange (TPD) indication were included in the study. Demographic information of the patients, indication for admission to intensive care unit, and TPD indication were recorded before the procedure. Patients who were indicated for plasmapheresis were observed for side effects during the procedure.
 
 Results: A total of 31 patients were included in the study. The mean age of the patients was 46 ± 18 years. 52% of the patients were female and 48% were male. The hospitalization medyan APACHE II score (min-max: 5-40) of the patients was 20. When the patients were evaluated in terms of TPD indications in intensive care, the most common causes were 56% microangiopathic hemolytic anemia (MAHA), 13% Crimean Congo Hemorrhagic Fever (KKKA) and 10% Guillen Barre Syndrome.
 The patients were divided into two groups: living and dying. When these two groups were analyzed in terms of APACHE II Score, the mean APACHE II score of living patients was 17±7, and the mean APACHE II score of the patients who died was 25 ± 9. This difference was statistically significant (p = 0.02). The median day of the patients staying in intensive care unit was 12 (min-max: 1-86), and intensive care mortality was 48%.
 
 Conclusion: The frequency of TPD indications of patients included in the study is compatible with the literature, and TPD was applied most frequently because of MAHA. The patients were younger than the normal intensive care population. This study provides clinicians with some helpful information about the intensive care clinical course before patients undergo TPD.

Validity of Test: English Lecturers perceptions of Test Validity in Intensive Reading Course' Final Exam at Universitas Prima Indonesia in academic year 2022/2023

This study was inspired from the researcher’ effort in order to enrich knowledge related to language testing’ component, one of component is validity and also curiosity to investigate the validity of Intensive Reading Final Test given by English lecturers in University of Prima Indonesia (UNPRI) in academic year 2022/2023. The research addresses two key questions: the lecturers’ perception of test validity in Intensive Reading Final Test in English Education Study Program of Teacher Training and Education Faculty of Universitas Prima Indonesia (UNPRI) and the reason of English lecturers in English Education Study Program of Teacher Training and Education Faculty of Universitas Prima Indonesia (UNPRI) Medan have such perceptions. This study applies qualitative research design in which involving 10 English lecturers at University of Prima Indonesia (UNPRI) as the respondents of this research, analyzing the perception of English lecturers related to validity of test in Intensive Reading Subject Final Exam. Findings shows that lecturers show their positive response to test validity with the information as follows: ALWAYS carry out an analysis of the question items before carrying out the Final Test” is in the percentage of 80%, “FREQUENTLY carry out crosschecks between basic competencies and indicators determined in the questions” is in the percentage of 100 %, “ALWAYS (60 %) and FREQUENTLY (20%) Carry out reliability/consistency measurements (reliability)”, “ALWAYS (60%) Providing feedback on test results given to students. Lecturers take such action in preparing final semester exam questions for Intensive reading courses are: Analyzing test items is crucial in creating effective assessments, Feedback on tests is crucial for students' learning and development, crosschecking between indicators and test items to make sure that educational tests are valid and reliable, the reliability of question items critical for producing accurate, consistent, and trustworthy assessment results. It supports the meaningful interpretation of scores and allows for valid comparisons across individuals or groups. A way to make a high-test validity, it can be done in some ways such as compile the test grid before writing and selecting items to be tested, and making or selecting items on the test based on standard competence, basic competence, learning objectives that have been formulated in the syllabus

EXAMINING THE GERIATRIC SCHOLARS PROGRAM: IMPACT ON CLINICAL PRACTICE AMONG VA PSYCHOLOGISTS

Abstract Since 2014, the Geriatric Scholars Program – Psychology Track (GSP-P) has offered VA post-licensure psychologists with little-to-no prior geropsychology training an opportunity to enhance their knowledge and skills to better serve rural-dwelling older Veterans. This is achieved through an intensive course on geropsychology competencies, completion of a geriatric mental health focused quality improvement project and optional advanced learning components. A survey of GSP-P alumni was conducted to assess the long-term impact of participation on clinical practice with older Veterans and overall job satisfaction. Out of 148 alumni, 40 (27%) responded to the survey. Most alumni reported working within the home based primary care setting (45%), with the others working in a range of inpatient and outpatient settings. Utilizing a retrospective post-pre design, practice change was evaluated using a measure comprised of 12 items related to clinical practices/behaviors with older Veterans (e.g., “Incorporated a caregiver/family member in the assessment of an older Veteran.”) both before and after participating in the GSP-P. A paired samples t-test, t(29) = -2.91, p = .007, demonstrated a significant difference in clinical practice pre to post engagement with GSP-P, with participants reporting more frequent age-adapted clinical practices/behaviors post GSP-P participation. Sensitivity analyses showed a moderate effect size d = -.53 (95% CI: -.91, -.144). Qualitative responses reflected alumni growth in confidence and satisfaction in working with older Veterans, as well as more utilization of age-adapted evidenced based assessment and intervention. Overall, this evaluation shows that targeted training can improve psychologists’ clinical practice with older Veterans.

BUILDING BRIDGES TO BETTER INTERGENERATIONAL RELATIONSHIPS

Abstract Intergenerational relationships are necessary to prepare the workforce for careers in the field of gerontology. Intergenerational interaction and reflection have been shown to result in valuable skills, such as positive attitudes toward older adults, increased knowledge of aging and needs of older adults, genuine relationships with older adults and a greater appreciation for older generations, greater comfort with the idea of themselves aging, and high satisfaction when embedded into course curriculum. Intergenerational contact in the structure of undergraduate courses also has reciprocal benefits, such as recognizing commonalities, building appreciation and trust, and creating a sense of belonging between generations that can be lasting. Building on empirical evidence, an intensive three-week intergenerational relationships course for first year students using intentional integration with general education goals, while also training students in basic understanding of aging is described here. Students collaborated with the college’s Academy of Senior Professionals, a unique community of retired older adults engaged in lifelong learning, to develop a college-wide intergenerational event. Considerations, outcomes, and lessons learned will be reviewed.

Penggunaan Media Pembelajaran Visual Untuk Meningkatkan Keterampilan Membaca Dan Pelafalan Kosa Kata di Komunitas Manggrove Leaf – Kota Kupang

Numerous efforts have been made to improve English language learning in non-formal institutions. One of them is by developing interesting teaching-learning media. The learning media used in this program is a student final exam product which is assessed in the Intensive Reading Course, where students are asked to read continuously about one short story, then conduct it into literary elements such as characterization, storyline, etc. After this progress, creative visual learning media was created using materials like paper or cardboard equipped with attractive colors. The objectives of this program include several things; firstly, improving the English language skills of children in the Manggrove Leaf Community, secondly, through learning media, it can be integrated into mastering vocabulary and pronunciation, and thirdly, children can retell what they hear in their own words. It is hoped that the method applied will continue to increase children's efforts in creative and enjoyable learning processes in various non-formal institutions. Some things that are considered priority problems that must be resolved include first, increasing English vocabulary, second, pronunciation of English vocabulary, and third, increasing enthusiasm and motivation for learning English. The solution offered is creative and fun English learning through visual learning media.

The Effects of Pediatric Experiential Learning During a 1-Week Intensive

Background and Purpose. Growing evidence supporting the effectiveness of pediatric experiential learning (EL) in physical therapist education programs suggests that EL can aid in the development of students' clinical reasoning (CR) and self-efficacy (SE). Previous studies indicate that pediatric EL provides students with structured learning opportunities that may lead to meaningful gains in psychomotor skills, self-confidence, communication, and CR. Whether gains can be achieved during a pediatric intensive course rather than a semester-long course is unknown. The purpose of this research was to evaluate the change in perceived CR and SE experienced by physical therapist students who completed a high-dose (at least 15 hours) EL pediatric-intensive (1 week). Case Description. Second-year physical therapist students (n = 18) enrolled in the Advanced Pediatric Elective Intensive completed the Self-Assessment of Clinical Reflection and Reasoning (SACRR) and the Physical Therapy Self-Efficacy Scale (PTSE) on the first and last day of the course. Outcomes. A paired-samples t test revealed a statistically significant increase in SACRR scores from pre-test (M = 91.29, SD = 8.04) to post-test (M = 102.88, SD = 7.06), t (16) = 7.30, P < .001, as well as PTSE scores from pre-test (M = 13.44, SD = 2.64) to post-test (M = 19.00, SD = 2.06), t (17) = 9.70, P < .001. The results of this research suggest that active teaching methods, such as EL, may contribute to improvements in physical therapist students' perceived CR and SE. Discussion and Conclusion. Educators could consider a week-long EL intensive as a feasible and effective option to increase physical therapist students' perceived CR and SE related to pediatric physical therapy practice.

The association between mechanical temporal summation, state anxiety at baseline, and persistent low back pain: a 12-month prospective cohort study

BackgroundPersons with acute low back pain (LBP) have a good prognosis for regaining function, while pain often persists. Neurobiological and psychosocial factors are recognized to amplify pain responses, as reported for central sensitization. This study investigated the combination of mechanical temporal summation (TS) chosen to characterize central sensitization and state anxiety representing a psychological factor and their association with persistent pain.MethodsA longitudinal prospective cohort study including 176 participants aged between 18 and 65 with acute LBP was performed. The following independent variables were analyzed at baseline: The mechanical TS at the lower back, of whom the Wind-up ratio (WUR) was calculated, and the state anxiety level measured with the State and Trait Anxiety Inventory (STAI-S). The outcome pain intensity was assessed at baseline and 2,3,6 and 12 months after the onset of acute LBP with the Numeric Rating Scale 0–10 (NRS). Linear mixed models (LMM) were used to analyze the association of the independent variables with pain intensity over time.ResultsThe mean baseline WUR was 1.3 (SD 0.6) for the right and 1.5 (SD 1.0) for the left side. STAI-S revealed a mean score of 43.1 (SD 5.2). Pain intensity was, on average, 5.4 points (SD 1.6) on the NRS and decreased over one year to a mean of 2.2 (SD 2.4). After one year, 56% of the participants still experienced pain. The LMM revealed a considerable variation, as seen in large confidence intervals. Therefore, associations of the independent variables (WUR and STAI-S) with the course of the outcome pain intensity over one year were not established.ConclusionThis investigation did not reveal an association of mechanical TS and state anxiety at baseline with pain intensity during the one-year measurement period. Pain persistence, mediated by central sensitization, is a complex mechanism that single mechanical TS and state anxiety cannot capture.

Development of Social Entrepreneurship Competencies and Complex Thinking in an Intensive Course of Open Educational Innovation

This article aims to show the results of implementing a training methodology in a group of participants within an intensive course on educational innovation. The motivation for this course was to promote innovative ideas that could be scaled into possible open educational entrepreneurship projects. Based on descriptive statistical analysis, that included a multivariate statistical analysis, an analysis of means and nonparametric tests of the data comparison of medians and ranges and Spearman's correlation, this article considered the SEL4C methodology, which was intended to support the ideation process and develop the participants' perceived achievement of social entrepreneurship and complex thinking competencies. The proposed methodology was validated to develop social innovation ideas even in a limited time and improved the participants' perception of achieving both competencies. This article contributes to the validation studies of this methodology and the academic approaches that seek efficient tools for acquiring and developing transdisciplinary competencies.

Multicenter Pilot Trial of Intrathecal Liposomal Cytarabine Combined with FAB Chemoimmunotherapy with Reduced Doxorubicin in CAYA with Mature De-Novo B-NHL

Background: Children, adolescents, and young adults (C-AYA) with newly diagnosed advanced Mature B Non-Hodgkin Lymphoma (MB-NHL), specifically Burkitt Lymphoma (BL) and Diffuse Large B Cell Lymphoma (DLBCL), have achieved ≥ 90% overall survival with multi-agent chemotherapy and intrathecal chemotherapy (IT) without central nervous system (CNS) radiation (Cairo et al., Blood 2007; Goldman/Cairo et al., BJH 2014; Frazier/Cairo, et al., BJH 2014; Minard-Colin, et al., NEJM 2020). Standard therapy includes short but intensive courses of multiagent chemotherapy including CNS-penetrating high dose methotrexate and cytarabine for CNS penetration as well as vincristine, prednisone, doxorubicin, and cyclophosphamide with or without etoposide. Patients also receive 9, 10 and 13 IT doses of intrathecal chemotherapy when treated according to FAB Group B, FAB Group C (CNS -) and FAB Group C (CNS +) protocols, respectively. While this approach has effectively eliminated need for CNS radiation for disease control, the need for sedation of patients during these procedures results in the need for repeated episodes of patient fasting, increased healthcare costs, and most importantly, general anesthesia is associated with long-term late effects in cognitive development (Banerjee et al., JAMA Oncol, 2019). Liposomal cytarabine (LC) is a formulation of cytarabine encapsulated in spherical multivesicular, biodegradable particles known as DepoCyt® which has a maximum-tolerated intrathecal dose of 35 mg in patients between the ages of 3 and 21 years (Bomgaars et al., JCO, 2004). This liposomal formulation has a half-life of 100-263 hours compared with only 3.4 hours of standard cytarabine. As an s-phase specific agent, prolonged exposure may increase its efficacy in controlling CNS disease while decreasing the total number of intraventricular doses required for treatment. Objective: To determine the safety and efficacy of reduction of IT therapy and substitution of LC within modified FAB group B and C backbones of systemic immunochemotherapy. Methods: LC was incorporated into the multiagent chemotherapy regimen in a unique manner to mitigate the risk of possible CNS toxicity. A total of 2 doses of LC were administered as part of the prophylaxis IT therapy for Group B and CNS negative group C patients. A total of 4 doses of LC were administered as part of the treatment of Group C CNS + patients (Table 1). The LC was given only in phases of therapy in which no systemic cytarabine was administered. When Methotrexate was given, the LC was only given after clearance. Dexamethasone replaced prednisone for all patients to mitigate potential CNS toxicities from LC. Results: This trial enrolled 33 patients with newly diagnosed MB-NHL (25 Group B, 8 Group C with 7 CNS+). Median age was 12 (Range 3-25). Males comprised 64% of patients and 52% had Burkitt Lymphoma/Leukemia. The CNS was involved in 21% of patients, and a total of 78 doses of LC was given. Twenty-six patients received 2 prophylactic doses (25 Group B and 1 Group C CNS negative). Six of seven CNS + patients received all 4 planned doses of LC. The median days from the start of the induction cycles until LC administration (post methotrexate clearance) was 3 days. Of the 33 patients, only 1 (3%) had a transient Grade 3 adverse event (facial nerve palsy). With dexamethasone prophylaxis, there were minimal adverse events and no toxic deaths reported. There were no other serious adverse events, such as seizure, headaches, nausea, vomiting, fever, somnolence, confusion, or asthenia that have been previously reported. The 2-year EFS and OS of LC when added to an FAB backbone for MB-NHL, was 94.5% and 97.2%, respectively (Figure 1). Conclusions: By utilizing dexamethasone prophylaxis and waiting for systemic methotrexate clearance, we were able to demonstrate that IT LC in C-AYAs with MB-NHL who received FAB chemoimmunotherapy with HD MTX was feasible, safe, and did not compromise event free and overall survival. We were also able to reduce the total number of IT injections without apparent compromise to CNS prophylaxis and treatment.

Outcomes in Acute Lymphoid Leukemia Patients with Incomplete Hyper-CVAD Cycles

Introduction: Hyper-CVAD (hyperfractionated cyclophosphamide, vincristine, doxorubicin and dexamethasone) is a commonly used regimen in acute lymphoblastic leukemia (ALL) for a total of 4 A/B intensive courses. This regimen is often limited due to multiple complications including organ dysfunction and medication toxicities along with high rates of relapse or disease progression. Prior studies have indicated five-year overall survival (OS) of 39% with severe prolonged myelosuppression being a common complication. In one study 6% of patients died during induction therapy. Here we provide clinical outcomes of non-transplanted patients with ALL receiving hyper-CVAD regimen in our tertiary referral center. We assessed overall survival, mortality rates, and complications during induction therapy with hyper-CVAD in our cohort of adult patients. Methods: We conducted a comprehensive, retrospective study at our center, evaluating outcomes of non-transplant eligible ALL patients treated from February 2003 to October 2022. We excluded patients without all available diagnostic information, and those who underwent allogeneic stem cell transplantation (SCT). We classified the patient based on their BCR - ABL1 gene status. Groups were subcategorized by highest cycle of Hyper-CVAD completion, with reason for cessation (medication toxicity/organ dysfunction, lost to follow up, progressive disease/relapse) elicited for those who did not complete all treatment cycles. Overall survival was analyzed using T-Test, ANOVA and Bartlett's test. Statistics are descriptive and our institutional review board approved this retrospective study. Results: We report outcomes of 43 ALL patients who did not undergo SCT. Median age at diagnosis was 52 years (range of 18-71 years). 33/43 (76.7%) patients received Hyper-CVAD regimen. 2/33 (6.1%) completed the entire course through 4B. 12 (36.3%) out of 33 patients received less than cycle 3b; 21/33 (63.6%) received at least cycle 3b. 2/6 (33.3%) completed up to cycle 1B, 2/11 (18.2%) completed up to cycle 2B, 13/25 (52%) completed up to cycle 3B, and 2/33 (6.1%) completed up to cycle 4B. 12/33 (36.4%) of patients were not able to complete more than cycle 3A due to organ dysfunction and intolerance, being lost to follow up, progressive disease or relapse, or participation in a trial. For the patients who received less than cycle 3b, the reasons for early discontinuation were: organ dysfunction 6/12 (50%), progressive disease or relapse 3/12 (25%), lost to follow up 2/12 (16.7%), or participation in a trial 1/12 (8.3%). Median overall survival (OS) for patients who received up to cycle 3A was 640 days compared to a median of 711 days for those who received at least cycle 3B. Median OS for patients who received up to cycle 3A in the Ph-negative group was 21.0 months and 23.1 months in the Ph-positive group. Median OS for patients who received at least 3B in the Ph-negative group was 20.9 months and 23.9 months in the Ph-positive group. Conclusion: Hyper-CVAD is the mainstay of ALL treatment. Induction chemotherapy in ALL is commonly associated with myelosuppression and documented infections (sepsis, pneumonia, port infection). Other significant side effects include neurotoxicity, liver and kidney failure. Induction chemotherapy in some patients was a limiting factor in completing therapy. We report the different reasons for terminating the treatment course to be: organ dysfunction or intolerance such as liver injury, neutropenic fever, septicemia, subarachnoid hemorrhage, renal failure, congestive heart failure, respiratory failure requiring intubation, port infection, cytokine release syndrome, and neurotoxicity. Median OS was longer in the Ph positive subgroup but the mortality rates for this subtype was not different between the patients who received up to cycle 3A verses those that received at least cycle 3B. In this study, our descriptive analysis did not show a clinically meaningful difference in survival in patients who did not finish the total induction course. A limitation of this study was not analyzing intrathecal prophylaxis as involvement of the central nervous system is a major clinical concern. Herein, we suggest a personalized approach in treating ALL patients considering infection risk, disease cytogenetic risk and depth of response to help adjusting the number of induction cycles based on the mentioned risk factors.

How can EdTech Personalise the Instruction for Tertiary Students Requiring Mathematics Support?

Many students enter mathematically intensive courses with deficiencies in their mathematical skills. Universities have responded to this challenge with additional support. However, existing approaches have exhibited limited success. This paper proposes research into the effectiveness of a personalised approach to mathematical remediation driven by the affordances of EdTech.

Inculcating Authentic Pedagogy and Blended Learning at King Khalid University: A Digital Transformation Perspective

This paper describes how to inculcate authentic pedagogy and blended learning at KKU in terms of digital transformation. The study is aimed at integrating classroom face-to-face learning experiences with online learning experiences and creating active learning entailing authenticity, which entails educational practice with respect to external reality. Besides, the construction of digital transformation, including technology, services, and security, bridges the digital gap to create collaborative, interactive, and personalized learning experiences. The study is based on quantitative and qualitative data collection instruments, including a pre-and post-test. The population of the study consists of students studying English language as an intensive course at KKU. The study sample is composed of two groups: the experimental group and the control group. The result of this study indicates that Authentic pedagogy and blended learning models improve students' English proficiency and maximize collaborative learning. Furthermore, it provides a more flexible learning environment, enjoyment, and student-centered, and the role of the teacher is a guide and facilitator.

Reform of the Teaching Model of Korean Intensive Reading Courses in Vocational High Schools in the Era of All-Media

The use of multimedia technology in the teaching process is the current mainstream trend in teaching development. The arrival of the all-media era is not only a huge challenge to the traditional teaching model, but also a huge opportunity for the reform of the teaching model. Combining traditional education models with modern scientific and technological means, and learning from each other’s strengths can stimulate students’ subjective initiative in learning. On the other hand, it is also an important way for teachers to improve their teaching abilities. This article analyzes the opportunities brought by the all-media era to the reform of education models based on the teaching status and teaching difficulties of Korean intensive reading courses in vocational high schools, and proposes a teaching model reform strategy for Korean intensive reading courses in vocational high schools in the all-media era.