Comprehensive analysis of relapsed-refractory mature B-cell non-Hodgkin lymphoma in children and adolescents.

The outcome of B-cell non-Hodgkin lymphoma (B-NHL) in children and adolescents has improved significantly over recent decades due to risk-adapted strategies and the use of immunotherapy. However, refractory or relapsed (R/R) B-NHL remains extremely difficult to cure (<30%). This retrospective study of 45 patients with R/R B-NHL reflects the limited benefit associated with reintroducing rituximab in second-line strategies, the importance of achieving complete remission before stem cell transplantation and the potential role of TP53 as a biomarker in R/R B-NHL.

Feasibility study of a co-designed, evidence-informed and community-based incentive intervention to promote healthy weight and well-being in disadvantaged communities in Scotland.

Objectives: To feasibility test a novel community-based financial incentive scheme to promote healthy weight and well-being.

Design: Single-arm, prospective feasibility study using mixed methods.

Setting: Two communities in Scotland experiencing high levels of disadvantage according to the Scottish Index for Multiple Deprivation (SIMD).

The power of peers: Design-based research on stimulating peer-assisted learning for enhancing the clinical-reasoning learning process in the workplace.

Introduction: Peer-assisted learning (PAL) is widely used in undergraduate medical education, and collaborative learning is gaining momentum. Unfortunately, literature shows that students utilise their peers less during undergraduate clerkships, a phase when PAL is known to be particularly useful to students and their clinical-reasoning learning process. For this reason, we investigated the following question: How can we design a workplace for undergraduate students that fosters PAL with regard to enhancing their clinical-reasoning learning practice?

Methods: We used a design-based research (DBR) methodology, involving iterative development to address a complex educational issue.

How to cross the line: design principles for interdisciplinary education.

Background: Interdisciplinary learning is gaining popularity in higher education worldwide. Currently, knowledge about how to appropriately design interdisciplinary education is still lacking. The current study presents the iterative development, pilot, and implementation of an interdisciplinary course in healthcare communication.

It takes a village: an ethnographic study on how undergraduate medical students use each other to learn clinical reasoning in the workplace.

When students learn with-and from-other students, it is called peer-assisted learning (PAL). How undergraduate medical students use their peers for their clinical-reasoning learning process remains unclear, although literature suggests that it is a promising learning strategy at this stage. This research therefore explores the question: 'How is PAL manifested in the clinical learning environment of undergraduate medical students with regard to developing clinical-reasoning skills?'.