Systems Course Research Articles

Time to Next Treatment Following Sub-Ablative Progression Directed Radiation Therapy for Oligoprogressive Non-Small-Cell Lung Cancer

We aimed to evaluate whether progression-directed radiation therapy (PDRT) can prolong the initiation of a subsequent systemic therapy regimen in a cohort of patients with oligoprogressive NSCLC. A retrospective analysis was conducted on NSCLC patients who underwent PDRT for extracranial oligoprogressive NSCLC, defined as limited (up to five) progressing lesions following initial complete, partial, or stable response to systemic therapy according to REC1ST 1.1 and/or PERCIST 1.0 criteria. Cox proportional hazard regressions were performed to identify factors influencing time to next treatment (TTNT), which was considered the primary endpoint. Forty patients were analyzed. First, second, and ≥3 lines of systemic therapy were administered in 22 (58.2%), 14 (27.2%), and 4 (14.6%) cases, respectively. The median total dose was 36 Gy (range: 12–60) in five fractions (1–10), with a median biological effective dose for tumor control (BED10) of 52 Gy (26.4–151.2). After a median follow-up of 11 months (2–50), PDRT delayed further systemic therapy in 32 (80.0%) treatments. Median TTNT was not reached at 8 months (1–47) with a one-year Kaplan–Meier estimate of 81.4% (95% CI: 75.0% to 87.8%). No >grade 3 adverse event was observed. On multivariate analysis, patients with ≥3 lines of systemic therapy and/or with larger CTV volumes did not benefit from PDRT. Despite the use of sub-ablative doses, our findings show that PDRT represents an effective, safe, and viable option for oligoprogressive NSCLC. Patients irradiated early during their systemic treatment course, with a low volume of disease and nonmetastatic oligoprogression, could derive substantial benefits from PDRT.

Training for transformation: examining food systems courses at US land-grant universities

Higher education institutions can play an essential role in preparing students to participate in movements for just and sustainable food systems change. For the past two decades, many United States land-grant universities (LGUs) have developed food systems education (FSE) courses. This study examined the extent to which FSE courses employ four capacities deemed crucial by the FSE literature: multidimensional approaches, interdisciplinarity, centering equity, and training students to take action in food systems. The syllabi of 171 undergraduate courses at 20 LGUs were obtained by contacting instructors, and their course descriptions and learning outcomes were analyzed. This subset of LGUs were identified from the membership list of the Menus of Change University Research Collaborative (MCURC), a nationwide network of colleges using campus dining halls and classrooms as living laboratories for food systems change. Most course descriptions and learning outcomes exhibited multidimensional approaches and interdisciplinarity. However, many failed to incorporate teaching content and practices that help students critically examine equity and social justice issues in food systems, or engage in transformative change. LGUs have both the resources and urgent responsibility to empower students to be part of movements to transform unjust, unsustainable food systems. The findings of this study, and an accompanying open-access syllabus website, aim to accelerate the development of FSE curricula that prepare students to change food systems.

Improving learning experience through implementing standardized team-based learning process in undergraduate medical education

IntroductionTeam-Based Learning (TBL) is a highly structured active learning methodology shown to have positive learning outcomes in undergraduate medical education (UME). While many medical schools have increasingly adopted TBL, there is considerable variation reported in the literature in the implementation of the standard sequence and key components of TBL. The extent to which this variation affects the benefits of TBL is not well understood. This study aims to assess the impact of implementing the standardized framework of the TBL process on student perception of the benefits of TBL.MethodsFaculty at our institute were surveyed to determine the frequency of implementation of TBL standards, as described in the literature. Second-year osteopathic medical students (OMS II) were surveyed for their perception of the experience of TBL at the beginning of the academic year. Curricular interventions targeting the enforcement of the standard steps and key components of TBL were implemented in a particular 6-week system course. The students were re-surveyed at the end of the course. Descriptive and thematic analyses were performed on quantitative and qualitative data.ResultsTwenty four of 31 (77.4%) faculty participated in the faculty survey, 53 of 105 OMS II students (50.4%) participated in the pre-intervention survey, and 72 of 104 OMS II students (69.2%) participated in the post-intervention survey. Faculty survey results indicated inconsistent implementation of key steps and components of the TBL process. Comparisons of student pre- and post-survey means of the perceived value of various aspects of TBL showed significant improvement in multiple aspects of the TBL process, including readiness assurance tests, immediate feedback, and application activities. Both before and after the intervention, students highly rated the value of teamwork and opportunities for practical application of concepts within TBL.ConclusionWhile medical students value teamwork in UME and professional development, their perception of TBL can be less than positive if not conducted deliberatively. Assessment of the implementation of the standard TBL steps and components and development of corresponding targeted interventions may improve the TBL experience of medical students. Our process could be generalized to help educators interested in improving TBL in their home institutes.

8653 A Rare Cause of a Pituitary Mass

Abstract Disclosure: L. El Musa Penna: None. W. Medina-Torres: None. L.R. Sepulveda-Garcia: None. I.C. Arroyo Gomez: None. J. Segarra-Villafane: None. Z. Maisonet -Feliciano: None. M. Ramirez: None. L.A. Gonzalez-Rodriguez: None. M. Alvarado: None. J. Feneque González, MD: None. M. Marcos Martínez, MD: None. M. Correa Rivas: None. Pituitary gland masses are the second most common tumor of the central nervous system (CNS) across all age group, as per Central Brain Tumor Registry in the United States. Most common lesions are adenomas, which can be categorized as functional and non-functional based on the presence of hormonal hypersecretion. In the differential diagnosis, there is also craniopharyngiomas, Rathke’s cleft cysts, pituitary hyperplasia, inflammatory lesions, malignancy and abscess. Pituitary abscess is a rare condition, and only 0.2-0.6% of pituitary lesions are diagnosed as abscesses.This is the case of a 42-year-old female with history of hypothyroidism, chronic sinusitis with nasal polyps, severe asthma, and chronic steroid use complicated by iatrogenic adrenal insufficiency and osteonecrosis of the hips bilaterally, who was evaluated for intractable headaches. On brain imaging was found with a pituitary macroadenoma. She denied any symptoms suggesting hypersecretion of hormones and was scheduled for transsphenoidal surgery. All hormonal work up was found within normal limits, except for prior iatrogenic adrenal insufficiency due to multiple systemic steroids courses to treat asthma exacerbation throughout her life.During surgery, upon mass resection, purulent secretions were found. Frozen section was done intraoperatively, showing respiratory epithelium, pus and actinomyces species. All infectious material was removed. Infectious Diseases services was consulted and patient was promptly started on IV antibiotics. Blood cultures were negative, and patient remained afebrile. Final pathology confirmed the presence of respiratory epithelium, actinomyces colonization and a fibrous capsule with acute and chronic inflammation. Special stains report was negative for fungi. She was discharge to continue home infusion of antibiotic regimen to complete 8 weeks of treatment.There is no specific imaging finding to identify pituitary abscesses so, most of them, are diagnosed intraoperatively. They can arise from hematogenous spread or from adjacent tissues or structures (ie. patient with meningitis or sinusitis). The condition is considered a life-threatening however, the majority of cases have a chronic course. Based on different reports, theses abscesses have a higher female predominance; the age range is between 12 to 76 years and the average period between onset of symptoms and diagnosis is 8 months on average. Most pituitary abscesses are sterile, however most common organisms isolated are: Gram-positive cocci (Staphylococcus and Streptococcus), and Gram-negative organisms such as Neisseria, Escherichia coli and Corynebacterium. The rarity of cases often leads to delayed diagnosis and treatment initiation, contributing to increased morbidity and mortality. Presentation: 6/2/2024

Held Captive and Told to Play

Research has demonstrated the need to prepare higher education faculty for transitioning from in-person to online modality. Researchers note the need to train faculty in course design, building classroom community, and establishing a teaching presence, among other things. This paper describes a professor’s participation in a university-funded professional development programme that aimed to boost quality in instructional design and result in rapid deployment of online courses. The programme required the professor to enrol in a foundation course in online teaching during the Summer 2023 semester and to transition two doctoral courses to online modality in time for the Fall 2023 semester. The foundation course focused on course design, accessibility, instructional roles, community, and more. Keys to the successful transition were the incentive offered by the university, one-on-one support for assisting with building the course in the learning management system, the 10-week immersion with a focus on course design, and being given time to play with new technologies. Other important takeaways from the summer experience are described. These meaningful practices for professional development may be useful to universities as they consider how best to enhance online teaching and learning, especially faculty motivation and training.

Impact of the curriculum system on the quality of stomatology graduates: a multivariable analysis

BackgroundThe curriculum system is a central component in achieving the goals and specifications of talent training schemes. However, problems and difficulties exist in curriculum provision due to a lack of curriculum system design logic. This study aimed to investigate the correlation between the university curriculum system and graduate quality and to reveal the design logic of the curriculum system.MethodsA total of 699 stomatology graduates from a university in Zhejiang were selected as research subjects from 2015 to 2022. The students’ curriculum system and graduate quality data were collected and classified. The graduate quality information contained (1) the National Board Dental Examination (NBDE) pass rate and score, (2) the postgraduate entrance rate and destination, and (3) the employment rate and work institution. Regression analysis was also conducted to assess the correlation between the curriculum system and graduate quality.ResultsRegression analysis revealed significant associations between general education, specialization, and stomatology X courses and NBDE score, postgraduate entrance rate and destination, and work institution. All courses except public elective courses had significant impacts on NBDE score. General basic, medical English, and employment guidance courses significantly influenced the postgraduate entrance rate and destination. Restricted elective and public elective courses had significant effects on employment rate and work institution.ConclusionsIncreasing the quality of specialized and stomatology X courses in the curriculum system is beneficial for deepening graduates’ expertise and enhancing their education. Moreover, English courses are suggested to be offered in the early stage to lay a better language foundation.

Dysregulation of miR-223, miR-146a, and miR-193a Expression Profile in Acute and Chronic Phases of Experimental Autoimmune Encephalomyelitis in C57BL/6 Mice.

Multiple sclerosis (MS) is a chronic autoimmune disease with an unknown etiology. The purpose of this research was to assess miR-223, miR-146a, and miR-193a in acute and chronic phases of experimental autoimmune encephalomyelitis (EAE) mice to consider the possible role of these genes in the pathogenesis of MS. EAE induction was given by myelin oligodendrocyte glycoprotein peptide on female C57BL/6 mice. Clinical scores and other criteria were followed daily until day 21 for the acute group and day 77 for the chronic group. At the end of the course, inflammation and demyelination of the central nervous system (CNS) were assessed by histological analysis. MicroRNA expression levels were assessed by real-time PCR. EAE development attenuated in the chronic group, and histological analysis showed less infiltration and demyelination in the chronic group compared to the acute group. The upper expression of miR-223 is demonstrated in the acute phase of EAE. Moreover, the expression levels of miR-146a and miR-193a decreased in the chronic phase of EAE. MiR-223 showed a highly coordinated elevation in the acute phase both in vivo and in vitro. MiR-146a shares a pathway with miR-223 through effecting IL-6 expression. Further studies are needed to reveal their impact on EAE and possible applications as drug targets and biomarkers.

Students' Perception Towards the Implementation of Project Based-Learning in Geographic Information System Course

Project Based Learning (PJBL) is a learning model that can organize projects in learning. PJBL can provide opportunities for a student-centered learning system. This learning model is believed to be able to provide solutions to the problems of the education process in Indonesia which is still not optimal. Geographic Information Systems course is a compulsory course in epidemiology specialization. The main objective of the study was to determine student perceptions of the application of the PjBL model in the Geographic Information Systems course. This study used a cross-sectional study design with a sample size of 37 students. Data collection was carried out using a structured questionnaire that had been tested for validity and reliability. Data processing and analysis using IBM SPSS 25.0 software. The results showed that students' perceptions of the implementation of GIS course PJBL predominantly agreed followed by strongly agreed with the implementation of PJBL. This study concludes that student perceptions of the implementation of PPA in Geographic Information Systems courses are very good.

Development of Academic Achievement in Systemic Anatomy Course Through Flipped Classroom Teaching

Background and Aims: With the rapid development of modern information technology, the popularization of computers and networks not only changes the way of entertainment but also has a profound impact on the reform of teaching. With the diversification of knowledge acquisition methods, traditional teaching ideas and teaching methods have to face reform. The traditional infusing teaching method does not give play to the students' subjectivity, but also seriously blows the students' enthusiasm for learning. The flipped classroom teaching approach, on the contrary, pays more attention to the principal position of students, transforms the one-way transfer of knowledge in traditional teaching into a two-way interaction between teachers and students, to help students better understand and master knowledge, promotes the internalization of knowledge, and enhance students' learning initiative. The purposes of this study were; 1) To develop learning activities for the flipped classroom teaching approach in the Systemic anatomy course and 2) To compare academic achievement scores between pre-test and post-test using the flipped classroom teaching approach. And 3) To study the students’ satisfaction with the flipped classroom teaching approach in the Systemic anatomy course. Methodology: The sample consisted of 40 first-year students of Luzhou Vocational College of Medical Devices. In the first semester of 2023. Obtained by cluster random sampling technique. Research tools are used in lesson plans, academic achievement tests, and satisfaction questionnaires. In data analysis including percentages, means, standard deviations, and paired t-tests. Results: The results of the study were as follows; 1) The development of learning activities for the flipped classroom teaching approach in the Systemic anatomy course has an average suitability value for all plans equal to 4.31, which is at a high level. 2) Students who studied using flipped classroom teaching approach learning activities had higher academic achievement scores post-test than pre-test at a statistical significance of.05 and 3) Students who learned using the gamification teaching model had overall satisfaction at a high level. Conclusion: The Systemic Anatomy course's flipped classroom teaching strategy greatly increased students' academic progress and garnered high marks from them, according to the study. The post-test results were much higher than the pre-test results, and the learning activities that were devised were highly appropriate.

Exploring the Path of Ideological and Political Construction in College English Curriculum under the Background of Artificial Intelligence

With the continuous deepening of higher education reform, building a curriculum ideological and political teaching system and improving students’ comprehensive literacy have gradually become a key task for current leaders and teachers. Meanwhile, with the continuous development of the social economy, artificial intelligence technology is constantly upgrading, bringing new opportunities and ideas for the development and innovation of various industries. Therefore, college English teachers can rely on artificial intelligence technology to construct an ideological and political teaching model for English courses. This can integrate teaching resources, innovate teaching models, teach students basic English knowledge and reading and writing skills, cultivate moral literacy, cultural confidence, and political consciousness, and promote comprehensive development. This article explores the ideological and political construction of English courses for college students, which plays an important role in improving the ideological and political system of courses and cultivating students’ English literacy. Firstly, this article provides a literature review on artificial intelligence and English course ideological and political education, followed by a conceptual explanation of artificial intelligence and course ideological and political education. Then, the basic principles and educational value of English course ideological and political construction are proposed and finally, specific construction paths are proposed based on artificial intelligence.

Experimental Course Reform of Applied Chemistry Specialty Under the Background of "Double First-class" Construction

In recent years, with the continuous promotion of the "double first-class" construction project in China, it has pointed out the direction for the future development of most universities in China. In this process, colleges and universities can optimize and improve the content, method and system of courses according to the development objectives of the specialty by increasing the proportion of practical courses, combining the characteristics and advantages of the specialty of applied chemistry, so as to cultivate a group of high-quality, high-level and high-capacity applied chemistry professionals for the society.

Gamification: Intervention Experience to Improve Motivation and Performance in Anatomy

Introduction. The factors that best predict academic performance are motivation, learning strategies, and classroom climate. In this context, gamification has advantages for promoting these variables. Objective. The objective of this research was to evaluate the effect of a gamified strategy on motivation and academic performance in the anatomy and physiology of systems course. Method. The MSQL-SF questionnaire was administered to 81 nursing students to assess their perception regarding motivation and learning strategies. Motivation, in turn, considered the dimensions of task value and test anxiety. Learning strategies assessed metacognitive strategies, resource management, and intrinsic orientation. The effect of strategy on performance was analyzed using students' grades. Results. The main results suggest that 70% of students feel anxious about evaluations, and 50% express difficulties in adapting a study schedule. Both findings are related to motivation. Regarding academic performance, there were no significant differences between the control and experimental groups. Conclusion. The use of gamification in learning anatomy constitutes a supplement that has shown to have rapid adherence and affinity with health students in activities that are playful, entertaining, and based on collaborative learning. However, its evidence regarding performance is limited.

PENGEMBANGAN MODEL PEMBELAJARAN METODE KASUS BERBASIS PROYEK PADA MATA KULIAH SISTEM INFORMASI MANAJEMEN

Participatory and cooperative classes are part of the key performance indicators that are mandatory for universities in their fulfillment. National higher education standards state that case studies and project-based learning can both be used for teaching. However, students at the Nobel Institute of Technology and Business Indonesia have not been given knowledge about how to think at a higher level and solve cases that occur in the world of work. Using the project-based case method, this study aims to create a learning model for the Management Information System (MIS) course in an effort to support the application of the learning outcomes-based curriculum (OBE). Research & Development (R&D) research methodology uses the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Instructional analysis of learning outcomes; Semester Learning Plan (RPS); Lecture Event Unit (SAP); Learning Implementation Plan (RPP); and textbooks are some of the outputs of this research through the project-based Case Method Learning Model (CMT).

Technology-Enabled Database Education: Challenges andOpportunities

Motivation: User-friendly systems and tools are paramount for facilitating learning of database systems. In many universities around the world, database systems courses are supplemented with the use of industrial-strength relational database management systems (RDBMS). Although there exist a few efforts on mini RDBMS for learners to practice implementing a database kernel, e.g., Minibase [6], unfortunately, there is a lack of learner-friendly technological support to facilitate the learning of various core components of a database systems course, such as database storage and indexing, relational query processing and optimization, and transaction management.

Developing an intelligent and sustainable model to improve E-learning satisfaction based on the learner’s personality type: data mining approach in high education systems

PurposeAlthough E-learning has been in use for over two decades, running parallel to traditional learning systems, it has gained increased attention due to its vital role in universities in the wake of the COVID-19 pandemic. The primary challenge within E-learning pertains to the maintenance of sustainable effectiveness and the assurance of stakeholders' satisfaction. This research focuses on an intelligence-driven solution to recommend the most effective approach to education policymakers by considering the unique characteristics of all components within the educational system (course type, student and teacher characteristics, and technological features) to achieve a sustainable E-learning system.Design/methodology/approachThrough a systematic literature review and qualitative content analysis, a conceptual model of the critical components influencing E-learning quality and satisfaction has been developed. The proposed model comprises six main dimensions: usage, service quality, learning system quality, content quality, perceived usefulness, and individual characteristics. These dimensions are further divided into 15 components and 114 sub-components. A data mining process encompassing two scenarios has been designed to prioritize the components impacting E-learning success.FindingsIn the first scenario, data mining techniques identified the most influential components based on the features outlined in the conceptual model. According to the results, the components affecting E-learning quality enhancement in the studied case are “usage purpose, system loyalty, technical and supportive system quality, and student characteristics.” The second scenario examines the impact of individuals' personality types and learning styles on E-learning satisfaction across various aspects (Average System Satisfaction, Overall System Satisfaction, Efficiency and Effectiveness, Skill Enhancement, and Personal Enhancement). The findings reveal that, with an accuracy of over 70%, E-learning satisfaction for diplomat and guard learners is influenced by the alignment between “course learning style” and “student-suggested course learning style.” Conversely, for analyzer and researcher types, satisfaction levels are impacted by the “learning style compatible with their personality type.”Originality/valueImplementing a dynamic model founded on data mining enables educational institutions to personalize the E-learning experience for each individual as much as possible. The study’s findings indicate that “achieving higher satisfaction levels in the E-learning process is not necessarily contingent upon providing a learning style congruent with learners' personality types.” Rather, perceived and suggested learning styles exert a more profound influence. Consequently, providing prescriptive principles for higher education institutions seeking to enhance E-learning quality is inadvisable. Instead, adopting a dynamic, knowledge-based process that furnishes recommendations to policymakers for each course—tailored to the specific course type, teaching records, current processes and technology, and student type—is highly recommended.

Learning by Doing: An Online, Open-Source Course Design Approach to Systems Librarianship

This paper presents a novel approach to designing an online, open-source course in systems librarianship, an area of librarianship that may be perceived as complex and intimidating because of the technologies involved. The course design focuses on making systems librarianship more approachable for library and information science students who may have little prior knowledge of the topic. It introduces a comprehensive framework that addresses both content and climate solutions to foster a positive learning experience and a community of practice. This includes incorporating Universal Design for Learning principles and new assessment processes that replace traditional grading mechanisms. The paper describes two pedagogical tactics: content solutions that emphasize the use of cloud services and open-source software to provide students with hands-on experiences and a common user interface; and climate solutions that aim to cultivate a sense of belonging among students and minimize technology anxiety. The paper also provides a detailed description of the course structure and assessment methods, including an innovative ungrading approach and a “revise and resubmit” policy. The paper concludes by presenting the course framework as a guide for developing similar courses, emphasizing its potential implications for systems librarianship and library and information science technology education. It discusses the limitations of the approach and suggests ideas for future research in the field. Overall, this paper offers a valuable resource for educators seeking to create engaging and inclusive systems librarianship courses in an online, open-source context.

Album of animated drawings as an innovative means of teaching algebra in the digital environment of bilingual students

Introduction. Digitalization of education has opened up new opportunities for the development and application of the didactic potential of digital technologies in teaching algebra in the context of bilingualism. This determined the purpose of this work, which is to create a methodological system for teaching algebra to bilingual students and an album of animated drawings in a digital environment. Scientific and pedagogical research focuses on the problem of mathematical training of schoolchildren in the context of bilingualism. From the point of view of improving the quality of education, it is advisable to rely on visual-figurative and associative thinking developed by bilingual students. Materials and methods. The experimental study involved 50 students of the seventh grade of gymnasium No. 5 in the city of Kyzyl, Republic of Tyva (Russian Federation). The methods of comparative analysis of scientific, pedagogical and methodological sources, empirical and statistical methods (Student's t-test) are applied. Results. A methodological system for teaching algebra to bilingual students using an album of animated drawings in a digital environment has been developed. An album of animated drawings is presented, implemented in the form of an electronic training course in the electronic learning system of Tuvan State University and the results of its application in teaching algebra to bilingual students. As a result of the experiment, it was revealed that in the absence of statistically significant differences in the control and experimental groups at the time of the initial control, since tэмп = 2,00 < tкр = 2,01, during the final control, tэмп = 2,80 > tкр = 2,01 at the significance level p < 0,05. This indicates that the compared groups are significantly different and the experimental hypothesis about the effectiveness of using an album of animated drawings as an innovative means of teaching seventh grade algebra in the digital environment of bilingual students is confirmed. Conclusion. The use of an album of animated drawings as an innovative means of teaching algebra in the digital environment of bilingual students of the seventh grade of the Republic of Tyva increases the effectiveness of learning by increasing the clarity of algebraic concepts and statements, reducing the amount of non-essential calculations, as well as the use of mechanisms for rapid assessment of learning outcomes using a developed system of bilingual prompts. The proposed learning tool forms and develops an experimental research style of learning.

Interstitial Lung Disease: Comparing Lecture and Large Group Case-Based Learning for Preclinical Medical Students.

Introduction and objective Interstitial lung disease (ILD) is a subject with which preclinical medical students often struggle. Because case-based learning (CBL) engages students in discussions centered around complex clinical scenarios, it may be effective for teaching ILD to preclinical medical students by fostering the development of critical thinking and clinical reasoning skills. Methods Lecture-based learning on ILD in the second-year Respiratory System course was replaced with a large group CBL session. Students worked in a large group team-based CBL (TB-CBL) to answer questions about the etiology, presentation, diagnostic radiology images, pathophysiology, and management of various ILDs. Performance on ILD-related final exam questions from Cohort A (Class of 2023, lecture) was compared with Cohort B (Class of 2025, TB-CBL). Student satisfaction was assessed through an anonymous end-of-course survey (5-point Likert). Results Mean performance on ILD-related final exam questions was 85.4 (SD: 16.5) for Cohort B (TB-CBL) vs. 80.0 (SD: 17.6) for Cohort A (lecture). Mean overall satisfaction was 3.31 (SD: 1.37), with 87.6%, 88.4%, and 87.6% agreeing or strongly agreeing with the statements "The session was well organized," "The session contributed to my learning," and "The session was a valuable use of my time," respectively. Conclusion Students participating in TB-CBL scored higher on ILD-related final exam questions compared with those who received lecture-based learning of the same material. Student satisfaction was acceptable but lower than expected. This TB-CBL session may be adapted at other institutions aiming to utilize active learning methods to teach the principles of diagnosis and management of ILD to preclinical medical students.

Prediksi Kelulusan Mata Kuliah Mahasiswa Teknologi Informasi Menggunakan Algoritma K-Nearest Neighbor

This research aims to develop a predictive model using the K-Nearest Neighbor (KNN) method to forecast the course completion of students in the Information Technology program. The issue at hand is the uncertainty in predicting student success based on historical data and specific attributes. This study focuses on the importance of understanding the factors that influence student success in the Database Management Systems course to provide accurate predictions and help improve student pass rates in this course. The objective of this research is to build a predictive model using the KNN algorithm and to implement this model using the PHP programming language. The study aims to offer valuable insights for educational institutions to enhance teaching and learning processes and to expand understanding of data mining concepts in specific case studies. The prediction aims to determine whether a student will pass or fail the Database Management Systems course based on predetermined training and testing data. By calculating the nearest distance between the training data and the test data. The results showed an accuracy rate of 90% for predicting course completion using k=5, with a dataset consisting of 40 training data points and 20 testing data points.

Clinical complete response after trastuzumab deruxtecan 6th-line treatment for postoperative gastric cancer recurrence: a case report

BackgroundDespite the recent developments in the treatment of advanced or recurrent gastric cancer, the median survival time remains shorter than 15 months. Herein, we report a case of postoperative gastric cancer recurrence in which a complete clinical response was achieved with trastuzumab deruxtecan as 6th-line treatment.Case presentationA 70-year-old man underwent abdominal contrast-enhanced computed tomography (CT) during follow-up after rectal cancer surgery. The CT revealed an enlarged perigastric lymph node. After further examination, the patient’s condition was diagnosed as gastric cancer cT2N1H0P0M0 cStage IIA. The patient underwent distal gastrectomy and D2 lymph node dissection. The resulting pathological diagnosis was pT1bN3aH0P0 pStageIIB, HER2 score 3+. Abdominal contrast-enhanced CT 19 months postoperatively revealed para-aortic lymph node recurrence, thus systemic chemotherapy courses were planned. The primary treatment was a combination of S-1, cisplatin, and trastuzumab administered in 11 courses. However, there was an enlargement of the para-aortic lymph node which was evaluated as progressive disease. Systematic chemotherapy with various regimens was continued until the 5th-line treatment. However, therapeutic benefits were not achieved and lung metastasis was observed. Trastuzumab deruxtecan (TDXD) was initiated as 6th-line treatment. Abdominal contrast-enhanced CT at 4 months after the start of treatment showed marked shrinkage of the enlarged para-aortic lymph node and disappearance of the lung metastasis in the right upper lung lobe, which was evaluated as partial response (PR). The para-aortic lymph node metastasis was evaluated as PR with only a slight accumulation of SUV-Max 2.66 with a shrinking trend by positron emission tomography-computed tomography (PET-CT) performed after 1 year. Tumor markers CEA, CA19-9, and CA125 also improved significantly. PET-CT after 1 year and 4 months showed no lymph node enlargement or accumulation, indicating a complete response (CR). All tumor markers also normalized. The patient has maintained clinical CR without additional treatment to date.ConclusionsWe report the apparent first case of postoperative gastric cancer recurrence successfully treated with TDXD, achieving clinical CR with TDXD as a 6th-line treatment.