Loss of Quaking RNA binding protein disrupts the expression of genes associated with astrocyte maturation in mouse brain.

Quaking RNA binding protein (QKI) is essential for oligodendrocyte development as myelination requires myelin basic protein mRNA regulation and localization by the cytoplasmic isoforms (e.g., QKI-6).

"Personal excellence" as a value for health professionals: a patient's perspective.

Purpose: To bring to the attention of health care professionals a framework and set of ideas for conceptualising a typical patient's experience and ways to respond out of a subjective inner quality called personal excellence.

Design/methodology/approach: This paper essays the viewpoint of the author on a selection of his experiences as a patient over 19 hospital admissions during his lifetime. He integrates these findings with his understanding of personal construct psychology, the psychology of change and the Greek philosophical concept of "arete" or excellence.

Challenge-based instruction in biomedical engineering: a scalable method to increase the efficiency and effectiveness of teaching and learning in biomedical engineering.

Vanderbilt University, Northwestern University, the University of Texas and the Harvard/MIT Health Sciences Technology Program have collaborated since 1999 to develop means to improve bioengineering education. This effort, funded by the National Science Foundation as the VaNTH Engineering Research Center in Bioengineering Educational Technologies, has sought a synthesis of learning science, learning technology, assessment and the domains of bioengineering in order to improve learning by bioengineering students. Research has shown that bioengineering educational materials may be designed to emphasize challenges that engage the student and, when coupled with a learning cycle and appropriate technologies, can lead to improvements in instruction.

Roles for learning sciences and learning technologies in biomedical engineering education: a review of recent advances.

Education in biomedical engineering offers a number of challenges to all constituents of the educational process-faculty, students, and employers of graduates. Although biomedical engineering educational systems have been under development for 40 years, interest in and the pace of development of these programs has accelerated in recent years. New advances in the learning sciences have provided a framework for the reexamination of instructional paradigms in biomedical engineering.