[The functional role and properties of transcortin in the human body].

Steroid hormones take an active part in a whole complex of physiological processes that are fundamental for the normal development and functioning of the human body. In the bloodstream steroid hormones are bind with specific transport proteins, in particular with transcortin. The matter of changes in hormone-protein complex in various conditions were actively studied in the second half of the twentieth century, but currently this issue has been taken a back seat by the development of high-precision diagnostic methods of steroid hormones determining.

p53: The Multifaceted Roles of Covalent Modifications in Cancer.

The p53 protein has attracted huge research interest over several decades due to its role as one of the most important tumor suppressors in mammals, which orchestrates a synchronous response from normal cells in the body to various forms of stress. The diverse cellular activities of the p53 protein are regulated mainly via its post-translational modifications (PTMs). PTMs affect p53 on several levels: at the level of the assembly of tetrameric complexes on DNA to transactivate its target genes, at the level of the assembly of tetrameric complexes on DNA to transactivate its target genes; at the level of proteolysis in the absence of stress; and on the contrary, at the level of augmented protein stability in response to stress signals.

Learning Plan Use in Undergraduate Medical Education: A Scoping Review.

Purpose: How to best support self-regulated learning (SRL) skills development and track trainees' progress along their competency-based medical education learning trajectory is unclear. Learning plans (LPs) may be the answer; however, information on their use in undergraduate medical education (UME) is limited. This study summarizes the literature regarding LP use in UME, explores the student's role in LP development and implementation, and identifies additional research areas.

Protocol for a scoping review study on learning plan use in undergraduate medical education.

Background: The current paradigm of competency-based medical education and learner-centredness requires learners to take an active role in their training. However, deliberate and planned continual assessment and performance improvement is hindered by the fragmented nature of many medical training programs. Attempts to bridge this continuity gap between supervision and feedback through learner handover have been controversial.