Learning Sessions Research Articles

Al-Kahfi Puzzle Applies The Vark Learning Style In The Memorization Aspect Among Institut Kemahiran Mara Students

Al-Kahfi Puzzle is an innovative teaching aid that applies Visual (V), Auditory (A), Reading-Writing (R) and Kinesthetic (K) learning styles where it can stimulate and celebrate a variety of diverse learning approaches among students. This innovation focuses on aspect of memorizing the al-Quran, especially in memorizing the first ten verses from surah al-Kahfi. The practice of memorizing this surah is highly recommended in Islam as a way to increase one's faith and piety as well as to seek protection from end-of-life slander. However, students often face difficulties in remembering and experience difficulties in the memorization process. This is related to the correct memorization technique that suits their learning style. Therefore, al-Kahfi Puzzle aims to assist students in enhancing their memorization abilities using an engaging puzzle game that incorporates elements of the VARK approach. The objectives of this study are to identify the dominant student learning style in helping the memorization process using al-Kahfi Puzzle and to examine the effectiveness of using al-Kahfi puzzle in learning sessions for students of Islamic Studies Course at Institut Kemahiran Mara Sungai Petani. This study is qualitative in nature by using questionnaire and focused group discussion (FGD) methods. Based on the findings, al-Kahfi Puzzle meets students' VARK learning style preferences and proves beneficial in enhancing their memorization skills.

Activating HR+/HER2- and triple-negative breast cancer care teams and their patients in shared decision-making.

1547 Background: In the rapidly evolving treatment landscape of metastatic breast cancer (MBC), shared decision-making (SDM) is critical to individualize care and improve patient outcomes. To help facilitate improved SDM, we developed an educational toolkit for health care providers (HCPs) to use with HR+/HER2- and triple negative breast cancer (TNBC) patients (pts) and evaluated the implementation of this toolkit at 5 community oncology clinics. Methods: In May-June 2022, pts (N=94) and HCPs (N=18) completed surveys assessing attitudes, confidence, goals, and barriers to SDM in MBC care. HCPs then led collaborative learning sessions with their pts using the SDM toolkit to provide education regarding treatment options and side effects, and to better align on shared goals and treatment plans. Results: In surveys, only 50% of pts reported that they decide on a treatment plan together with their HCPs , 38% reported being asked about treatment preferences, and 34% reported discussing supportive care, such as mental health care or pain relief. Additionally, very few pts reported high knowledge of BC treatments and side effects. HCPs and pts were misaligned on patient goals and barriers to SDM. For example, 56% of HCPs thought pts were too overwhelmed/anxious/fatigued to make treatment decisions, but only 21% of pts agreed that was a top challenge. While pts and HCPs were aligned on top treatment decision factors of effectiveness and quality-of-life, HCPs underestimated the importance of concerns about side effects (HCPs 11% vs pts 32%), and the cost and duration of treatment (17% vs 30%, and 22% vs 30%, respectively). HCPs correctly identified survival (56%) as a top goal for pts but were less likely to identify progression/recurrence as important to pts (39%). Additionally, 28% of pts reported their top challenge was worrying about being unable to work or meet responsibilities at home; however, only 19% of HCPs recognized this as a top challenge. Following pt-HCPs collaborative education sessions, in which HCPs used the SDM toolkit to facilitate pt education and SDM, HCPs and pts reported improved confidence in pt-HCP communication. Additionally, 46% of pts reported discussing treatment goals with their HCPs and 46% reported taking a more active role in their care following the learning session. Conclusions: These findings reveal misalignments between HCPs and patients with BC regarding treatment decision-making. The gaps identified are critical to address as they are pre-requisites for SDM. The downloadable shared decision-making toolkit developed as part of this implementation science initiative can be adopted by breast cancer clinical teams to help facilitate patient education and SDM, empowering patients to be active participants in their care.

Wayang Edu: digital application for Wayang Kulit Kelantan

Wayang Kulit Kelantan (WKK) is a traditional performance that has a long process in the learning session. This covers various aspects such as the background of the performance, repertoire, gambalan (puppets), as well as musical instruments and songs. This knowledge requires at least a year to understand the skills and techniques used. Therefore, Wayang Edu is a digital application built based on the analyze, design, development, implementation, evaluation (ADDIE) model to save learning time with traditional practitioners. The majority of users acknowledge that Wayang Edu offers a wealth of information and enables them to gain in-depth knowledge. Consequently, utilizing visual elements to convey messages is more impactful compared to traditional learning methods. Apart from that, Wayang Edu can be used anywhere at the user’s convenience. With the interaction found in the application, Wayang Edu has been used by students as a platform to get additional information about WKK.

Quality improvement collaborative for improving patient care delivery in Argentine public health sector intensive care units

BackgroundThe demand for healthcare services during the COVID-19 pandemic was excessive for less-resourced settings, with intensive care units (ICUs) taking the heaviest toll.ObjectiveThe aim was to achieve adequate personal protective...

Attitude and Perception of Preclinical Undergraduate Medical Students about Problem Based Learning in Medical College of Nepal: A Descriptive Cross-sectional Study.

Problem-based learning is a student-centered learning method. Assessing students' understanding, settled way of thinking and interpretation towards problem-based learning is essential. The objective of the study was to understand the attitude and perception of preclinicalM.B.B.S. students about problem-based learning. A descriptive cross-sectional study was conducted from July 5, 2023 to September 4, 2023 for the duration of two months after duly approval from Institutional Review Committee (Protocol No: IRC-LMC-04/Q-23). First and second year M.B.B.S. students who had good experience of attending problem-based learning sessions in integrated basic science subjects were included in the study. Fifteen close-ended questions related to attitude and perceptions were designed in Google Form. The responses were taken on five point Likert scale ranging from strongly disagree (1), disagree (2), neutral (3), agree (4), and strongly agree (5). Data were expressed as frequency and percentage. Among 164 participants, 92 (56.09%) strongly agreed and 67 (40.87%) agreed that problem based learning enhances self-directed learning on the topic. Similarly, 103 (62.80%) strongly agreed and 59 (35.98%) agreed that problem based learning improves communication skills. Likewise, 78(47.57%) agreed and 53 (32.32%) strongly agreed that this learning method improves confidence in decision-making. Moreover, 89 (54.28%) agreed and 58 (35.36%) strongly agreed that tutors motivate students to learn themselves through problem based learning. Majority of the students have positive attitude and good perception towards problem based learning. This method helps in generating skills like communication skills, group discussion, constructive critical reasoning, decision-making.

Online vs in-person musculoskeletal ultrasound course: a cohort comparison study

BackgroundPoint-of-care musculoskeletal (MSK) ultrasound (US) courses are typically held in-person. The COVID-19 pandemic guidelines forced courses to switch to online delivery. To determine this impact, we conducted an observational cohort study, comparing homework completion and image quality between an Online and a historical In-person cohort.MethodsThe In-person (n = 27) and Online (n = 24) cohorts attended two learning sessions spaced six months apart. The course content was the same, while the process of delivery differed. As homework, participants submitted US images biweekly for up to five months after each session. Expert faculty provided written feedback to all participants, and two independent reviewers rated the image quality for a subset of participants in each group who had completed at least 70% of their homework (In-person, n = 9; Online, n = 9). Participants self-reported their satisfaction through post-course evaluation.Results63% of In-Person and 71% of Online cohort participants submitted their homework images. We observed no differences in the mean amount of homework images submitted for In-person (M = 37.3%, SD = 42.6%) and Online cohorts (M = 48.1%, SD = 38.8%; p > 0.05, Mann-Whitney U Test). At course end, the cohorts did not differ in overall image quality (p > 0.05, Wilcoxon Signed-rank Test). All participants reported high levels of satisfaction.ConclusionsA convenience sample of participants attending a basic MSK US course in-person and online did not differ statistically in homework completion, quality of submitted US images, or course satisfaction. We add to literature suggesting online learning remains a viable option post-pandemic.

Effect of age of first exposure on L2 contextual lexical semantic learning: an ERP investigation

Abstract Age of first exposure (AoFE) is an important factor that influences the quality of L2 acquisition. This study aims to investigate the AoFE effect on the contextual learning of L2 novel words at the neural level, as measured by the N400 component from event-related potentials (ERPs). Eighty-eight participants were recruited for the experiment of L2 pseudoword learning, which includes a learning session and a testing session. The participants’ EEG data were recorded from the testing session, and the N400 effect was derived from target words that were either congruous or incongruous with the context. The linear mixed model and multiple regression model revealed a positive AoFE effect on the N400 effect in discourses that were designed for testing retrieval of episodic and semantic memory even after accounting for the variance contributed by several confounding factors. In addition to AoFE, the effects of total L2 exposure, L2 proficiency and personality on the L2 novel word learning performance indicated by the N400 effect were also confirmed in the statistical results.

The Use of Multisensory Kit to Reduce Disruptive Behaviour of Student with Autism

Multisensory Kit is a collection items of sensory tools that can be used to calm and stimulate student’s sensory system. This study aims to examine the use of Multisensory Kit to reduce the disruptive behaviour of Autism student in one of the schools in Kuala Lumpur. This study was conducted during the implementation of the Visual Art subject and involved Autism student who was selected on purpose. The study design was a single-subject design (A-B-A) involving baseline phase (A), intervention phase (B) and non-intervention phase (A), conducted for six consecutive weeks. Researchers have used the Multisensory Kit as an intervention to control the disruptive behaviour of Autism student during the learning sessions. Data were collected and analysed using frequency tables and line graphs adapted from Miltenberger (2001). The findings showed that there were changes in behaviour and students' concentration increased after the intervention. This study is expected to guide and help Special Education teachers to address behavioural issues in the classroom.

Students’ reading comprehension: an educational case about a methodological proposal in education

Introduction: The intention of this article is to show the experience of an eclectic proposal implementation in first grade students. Objective: To deeply know how in elementary school students are beginning to work on an ability that will become very important during their learning process, which will be the reading skill in a second language. Method: As they are developing this skill through the use of reproductive skills, in this study it is proposed to use an alternative methodology to this language development, which will be an eclectic methodological proposal with a qualitative approach, in order to take advantage of this skill acquisition process to begin growing reading comprehension and second language learning as well. Results: It could be demonstrated that an eclectic methodological proposal could help students to improve their reading comprehension. Conclusion: Teachers can feel confident about using eclectic methodologies in the classroom as it can become a success along the learning sessions.

Validation of the Mediated Learning Observation Instrument Among Children With and Without Developmental Language Disorder in Dynamic Assessment.

In this validation study, we examined the factor structure of the mediated learning observation (MLO) used during the teaching phase of dynamic assessment. As an indicator of validity, we evaluated whether the MLO factor structure was consistent across children with and without developmental language disorder (DLD). Two hundred twenty-four children (188 typically developing and 36 DLD) from kindergarten to second grade completed a 30-min individual mediated learning session on narrative production. Performance during the session was rated using the 12-item MLO by clinicians on affect, behavior, arousal, and elaboration. Exploratory and confirmatory factor analyses were conducted to establish the factor structure and reliability of the MLO. Factor analysis of the MLO suggested a stable three-factor model with adequate fit indices across kindergarten and school-age samples, across both typically developing and DLD subgroups with good to excellent reliability. The final 11-item MLO (one item was removed due to low factor loading) comprises three subscales including (a) cognitive factor, (b) learning anticipation, and (c) learning engagement. The MLO is a valid and reliable instrument for assessing language learning skills in children with and without DLD during dynamic assessment. Practical implications and suggestions for future research addressing the utilization of MLO in dynamic assessment are provided.

When religion meets mathematics: From mathematical anxiety to mathematical well-being for minority group student

The mission of positive psychology is to mitigate negative emotions while bolstering positive ones, thereby influencing student engagement in classroom learning activities, including mathematics. This study elucidates the Realistic Mathematics Education (RME) approach within the framework of Islamic teachings—specifically, inheritance law and charity—in the context of fractions and number operations. Its objective is to alleviate mathematics anxiety, a prevalent negative emotion, and enhance well-being during mathematical learning. Drawing upon flow theory from positive psychology, the research endeavors to optimize mathematical well-being by crafting appropriately challenging questions. Employing a descriptive qualitative methodology, the study focuses on an Indonesian mother and her ten-year-old son, residing in Uithoorn, Amsterdam, Netherlands, belonging to minority groups in ethnicity and identity, with religion being a significant aspect of their lives. Data collection involves observation, interviews, tests, and documentation, with analysis employing data reduction, presentation, triangulation, and verification techniques. The study utilizes socio-religious problems as a context, one of the characteristics of RME, such as inheritance division, to design mathematical challenges. The findings demonstrate a marked transition from math anxiety to math well-being, manifested through heightened enthusiasm and cheerfulness in learning mathematics, particularly by the mother. Noteworthy transformations include increased engagement, generous gestures towards the teacher, and frequent smiling, contrasting with previous instances of math anxiety during learning sessions. Furthermore, the results indicate that RME facilitates comprehension of mathematical concepts and fosters understanding of the intersection between mathematics and Islamic life among minority groups, as detailed in this article.

Breaking invisible walls: American Corners' programmes and strategies for strengthening interreligious dialogue and inclusive peace

The main agenda of this study is to explore the various programmes and strategies of American Corners in Mindanao to amplify interreligious dialogue and peacebuilding within their communities. The researchers utilized the virtual focus group discussion approach, and the data collected was analysed using Braun and Clarke’s six-phase reflexive thematic analysis model. The researchers uncovered the creative efforts of each American Corner, integrating themes of interreligious dialogue, peace, mental health and animal welfare. The communities’ evolving needs greatly influence programming, with strong partnerships and immersive learning sessions cited as key programme highlights among the American Corners. However, poor infrastructure – particularly poor Internet access and power interruptions – poses significant challenges, prompting a focus on in-person over hybrid and virtual events. The recommendations include improving information accessibility and dissemination, fostering strategic partnerships, and deepening community engagement to sustain peace efforts in Mindanao.

Integrated Case-Based Learning Session for Breast and Upper Limb Anatomy.

Medical students are frequently introduced to medical school curricula through anatomy coursework, which often includes histology and embryology content. As medical education has increasingly emphasized integration of content areas, use of activities such as case-based learning (CBL) sessions has grown. Little published work has demonstrated the effectiveness of CBL sessions in integrating anatomy, embryology, and histology on first-year medical students' ability to improve content mastery and adapt their study techniques. We developed a CBL session that included anatomy, embryology, and histology content covering the upper extremity and breast pathology that was taught to incoming first-year medical students (N = 51) during a prematriculation program in the summers of 2022 and 2023. The session involved completion of an individual pre- and postsession quiz; group completion of clinical cases involving image interpretation, matching exercises, and construction of diagrams, flowcharts, or tables; and a postsession survey with Likert-style and free-response questions about preparation and session effectiveness. Postsession quiz scores significantly improved (p < .001). On the postsession survey (response rate: 59%), students commented that they enjoyed the real-life application and integration of the cases and that the sessions improved their understanding of the connections between content areas. Other comments demonstrated that students were evaluating and adapting their study approach in preparation for the sessions, often using techniques introduced and practiced in the sessions. CBL sessions can provide opportunities to incoming first-year medical students to practice, adapt, and evaluate study techniques while delivering integrated content.

Pelatihan Sistem Informasi Manajemen Data pada Sumber Daya Manusia Kesejaterahan Sosial

This activity discusses the importance of training in implementing data management information systems to increase the efficiency and effectiveness of human resource (HR) management in the context of social welfare. Data management information systems provide a structured framework for managing HR data, enabling organizations to make better and faster decisions. However, the successful implementation of this system depends on HR's understanding and skills regarding its use. Therefore, this activity proposes a comprehensive training program for HR that focuses on the use of data management information systems. Effective training methods include practical learning, case simulations, and interactive sessions to ensure in-depth understanding and practical application of the material studied. Through this approach, it is hoped that organizations can improve the performance of their human resources in managing social welfare data, which will ultimately have a positive impact on operational efficiency and effectiveness as well as the resulting social impact.

Design and evaluation of an immunology and pathology course that is tailored to today's dentistry students.

Curricular reform provides new opportunities to renovate important pillars of the dentistry curriculum, such as immunology and pathology, with novel approaches that appeal to new generations of students. When redesigning a course that integrates both immunology and pathology at the level that provides dentistry students with sustainable knowledge that is useful for their entire career, several challenges must be met. The objective of the present study was to describe the considerations involved in the design phase of such a new course. First, the course should be compatible with the new view on the incorporation of more active learning and teaching methods. Practically, this means that the course design should contain fewer lectures and more seminars and tutorials, where the students have fewer contact hours and actively engage in using recently acquired knowledge within a contextual background. A mandatory session of team-based learning provides opportunities to apply knowledge in combination with academic reasoning skills, teamwork, and communication. Second, for a 4-week course, choices must be made: students will not become immunologists nor pathologists in such a short period. A governing principle for this course's design is that it should be based on understanding the basic principles of immunology and pathology. The ultimate goal for the students is to make the course immuno-logical and patho-logical, challenging them to reach a next level but clearly without oversimplification. Part of the course design should allow room for students to further study an immunological topic of their own choice, thereby contributing to their immunological curiosity and to their academic development. Third, to make it tailored to a new generation of dentists, examples from the field of dentistry are actively integrated in all aspects of the course. Finally, the era of ChatGPT provides novel opportunities to use generative artificial intelligence (AI) tools in the learning process, but it demands critical thinking of how to use it in a newly designed course. A mid-course evaluation revealed that students acknowledged that immunology and pathology were presented as an integrated course. The final course evaluation endorsed the use of these various educational methods. These methods proved to be appropriate and logical choices for reaching the learning goals of the course.

Readiness to Continue Online Learning Post Covid-19 Among Students of Politeknik Jeli Kelantan

The Covid-19 pandemic has prompted the Ministry of Education to transition entirely to online learning method. All schools and higher education institutions are no exception in embracing this shift. However, the drastic change, executed without adequate preparation, has led to numerous challenges and setbacks, resulting in a decline in student performance. Consequently, once the movement control order was fully lifted, the ministry promptly reverted to traditional face-to-face learning method completely. Polytechnics followed suit, mirroring this approach. Despite the problems and complaints that surfaced, dismissing the role of virtual technology in education is unjustified, given the considerable effort and preparation invested to improve the online learning effectiveness during the Covid-19 pandemic. Hence, this study was conducted to assess students' readiness to continue online learning post-Covid-19. A total of 293 students from Politeknik Jeli Kelantan participated as respondents, and the collected data was statistically analyzed using SPSS V22 software. The study's findings revealed that majority of respondents expressed a strong willingness and motivation to engage in online teaching and learning sessions. Moreover, these respondents exhibited confidence in the potential and effectiveness of online teaching and learning methods. These research findings are anticipated to assist relevant parties involved, particularly educators and educational institutions, in formulating comprehensive teaching modules and policies that integrate both face-to-face and online learning methods seamlessly.

Autonomy need satisfaction and frustration during a learning session affect perceived value, interest, and vitality among higher education students

ABSTRACT In the current study, using self-determination theory as a theoretical framework, we used multiple real-time assessments to investigate the dichotomous relationship between autonomy need satisfaction and frustration, and how these constituents underpin student functioning among higher education students during a learning activity. In total, 124 STEM students were recruited from mandatory calculus seminars. The session lasted 90 minutes, with three fixed time measurements. Results indicate that satisfaction of the need for autonomy positively predicted vitality, situational interest, and perceived value, whereas autonomy need frustration was negatively related to the same outcome variables. Further, our results indicate fluctuations in both autonomy need satisfaction and need frustration during the calculus seminar. The results highlight well-differentiated effects of satisfaction and frustration of autonomy need and show that perceived need satisfaction and frustration constitute principal components in predicting student functioning.

Effects on and consequences of responses to errors: Results from two experimental studies.

Interest in the potential of learning from errors to benefit innovation and organizational and personal growth is currently increasing. In practice, individuals frequently do not appear to learn spontaneously from errors and setbacks without support. Based on prior work, this paper considers antecedents and consequences of adaptive responses to errors. Two experiments with undergraduate students aimed to identify the causal link between beliefs and maintained motivation and the adaptation of actions to the end of analysing and effectively correcting errors. In Study 1 (N = 195, 72% female, M = 20.7 years, SD = 3.0), we experimentally manipulated learners' beliefs around the importance of errors to learning, after which they completed a 50-min learning session on research methods and statistics. In Study 2 (N = 67, 58% female, M = 21.8 years, SD = 3.99), we intertwined the manipulation more closely with the actual learning process by using prompts about adaptive responses to errors immediately after error feedback. In Study 1, those to whom we stressed the negative effects of errors showed significantly fewer adaptive action-related responses to errors, less persistence, and less use of metacognitive strategies after errors. In Study 2, we found significant positive effects on the learners' persistence, their metacognitive control, and effort investment. Our results support and expand previous, mostly correlational, research findings on individuals' adaptive responses to errors.

Developing leaders on-line using action learning: an account of practice

ABSTRACT Amid the backdrop of the global pandemic and other complex societal and organizational challenges, the demand for proficient people management skills among managers and leaders has become increasingly urgent. The ensuing narrative offers an account of a leadership development initiative tailored for line managers and delivered amid the pandemic. This account focuses on a specific facet of the training - a series of online action learning sessions conducted between April 2021 and May 2022. The article commences by laying a contextual foundation for the project and profiling its participants. Subsequently, the paper delineates the precise action learning methodology adopted within the project, detailing its structuring and implementation. This is followed by the presentation of case studies featuring participants who engaged with the action learning process, delving into their training experiences and elucidating key outcomes pertaining to their learning, development and alterations in professional practice. Ultimately, the article culminates by reflecting on crucial findings and insights gleaned from the execution and assessment of the action learning initiative, thereby underscoring valuable recommendations for the future implementation of action learning in leadership development.

Abstract PO5-05-04: Advancing Treatment and Management of Patients with HR+/HER2- Breast Cancer: Findings from a Quality Improvement Initiative

Abstract Background: With the advent of novel oral oncolytics, the cancer care delivery model for HR+/HER2- breast cancer (BC) is evolving, shifting the responsibility for medication adherence and monitoring and managing of side effects to patients and their caregivers. In this quality improvement (QI) initiative, we aimed to uncover and address gaps in patient and provider education, risk reduction, adverse event management, and shared decision-making in order to improve outcomes for HR+/HER2+ patients on oral oncolytics. Methods: From 9/2022 to 12/2022, 54 HCPs who treat breast cancer and 111 HR+/HER2- BC patients from 4 US community oncology clinics completed surveys assessing attitudes, values, and challenges related to practice patterns, education, and therapy adherence in HR+/HER2- BC. HCPs participated in audit-feedback sessions to reflect on survey results and their own practice, and developed action plans to improve care, which were implemented in subsequent collaborative patient-provider learning sessions. Results: Top reported HCP challenges in HR+/HER2- BC care include providing patient-centered supportive care measures (32%), patient adherence/lack of follow up (22%), and individualizing treatment plans (17%). Additionally, 43% of providers reported that improved collaboration across interprofessional teams would most improve care. Top reported patient challenges include worry about and/or difficulty managing side effects from treatment (26%), difficulty scheduling visits with many different HCPs/following up (24%), and difficulty communicating with healthcare teams (16%). In surveys, 28% of patients reported frequently or very frequently missing/skipping doses of oral breast cancer medication. Top reasons for missing/skipping doses included forgetting or not having it nearby (36%), cost (21%), and side effects (20%). To address the top challenges identified in baseline surveys, HCPs developed and implemented action plans, such as improving the identification of patients at high risk of recurrence, establishing patient-provider educational sessions, increasing the use of patient navigators, incorporating oral adherence toolkits, and educating patients and staff about available supportive care resources. After implementation of patient-provider collaborative education sessions at community clinics, patients reporting high levels of knowledge about BC treatment options and communicating side effects/symptoms increased from 27% to 57%, and 37% to 77%, respectively. At 60-day follow-up, 58% of patients reported taking a more active role in treatment decision-making, and 52% reported setting reminders/alarms/using apps to remember to take medication on time. Conclusions: Patient adherence to oral oncolytic medications remains a challenge in BC treatment. This quality improvement initiative uncovered underlying barriers to effective treatment management of HR+/HER2- breast cancer patients on oral oncolytics. Action plans and educational resources were developed and implemented to address identified barriers and optimize treatment management for HR+/HER2- BC. These methods and findings represent key opportunities for improvement that can be implemented in community oncology practices to improve adherence to oral oncolytics and overall HR+/HER2- breast cancer care. Citation Format: Jane Meisel, Chelsie Anderson, Ilona Dewald, Jeffrey Carter, Cherilyn Heggen, Kelly McKinnon. Advancing Treatment and Management of Patients with HR+/HER2- Breast Cancer: Findings from a Quality Improvement Initiative [abstract]. In: Proceedings of the 2023 San Antonio Breast Cancer Symposium; 2023 Dec 5-9; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2024;84(9 Suppl):Abstract nr PO5-05-04.