Vaccines against infectious diseases are urgently needed. Therefore, modern analytical method development should be as efficient as possible to speed up vaccine development. The objectives of the study were to identify critical method parameters (CMPs) and to establish a set of steps to efficiently develop and validate a CE-SDS method for vaccine protein analysis based on a commercially available gel buffer. The CMPs were obtained from reviewing the literature and testing the effects of gel buffer dilution. A four-step approach, including two multivariate DoE (design of experiments) steps, was proposed, based on CMPs and was verified by CE-SDS method development for: (i) the determination of influenza group 1 mini-hemagglutinin glycoprotein; and (ii) the determination of polio virus particle proteins from an inactivated polio vaccine (IPV). The CMPs for sample preparation were incubation temperature(s) and time(s), pH, and reagent(s) concentration(s), and the detection wavelength. The effects of gel buffer dilution revealed the CMPs for CE-SDS separation to be the effective length, the gel buffer concentration, and the capillary temperature. The four-step approach based on the CMPs was efficient for the development of the two CE methods. A four-step approach to efficiently develop capillary gel electrophoresis methods for viral vaccine protein analysis was successfully established.
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http://dx.doi.org/10.1002/elps.202000107 | DOI Listing |
Int J Environ Res Public Health
December 2024
Healthcare Management Program, School of Economics and Management, Open University of Cyprus, Nicosia 2220, Cyprus.
Empowerment, the process by which a person is enabled to increase control over decisions concerning their life, is a multidimensional construct that has been extensively discussed by various disciplines for more than four decades. Several empowerment models have been presented, based on different approaches. This paper proposes a four-step model, based on individual and contextual awareness and advancement.
View Article and Find Full Text PDFInt J Appl Basic Med Res
November 2024
Department of Microbiology, AIIMS, Gorakhpur, Uttar Pradesh, India.
Background: The development of practical skills is crucial in medical education, with various teaching-learning (T/L) methods such as Demonstration-Observation-Assistance-Performance (DOAP), Peyton's four-step approach, and See One Do One Teach One (SO-DO-TO) being employed to enhance students' competencies in handling medical devices.
Objective: This study aimed to evaluate the efficacy of DOAP, Peyton's approach and SO-DO-TO methods on skill performance of 1-year MBBS students in using a sphygmomanometer, audiometer, and electrocardiogram (ECG).
Methodology: A cross-sectional study was conducted among 126 1-year MBBS students, who were randomly divided into three groups ( = 42).
Infect Dis Rep
November 2024
Drug Discovery and Development, Creative Biolabs Inc., Shirley, NY 11967, USA.
Background: Phage therapy, a treatment utilizing bacteriophages to combat bacterial infections, is gaining attention as a promising alternative to antibiotics, particularly for managing antibiotic-resistant bacteria. This study aims to provide a comprehensive review of phage therapy by examining its safety, efficacy, influencing factors, future prospects, and regulatory considerations. The study also seeks to identify strategies for optimizing its application and to propose a systematic framework for its clinical implementation.
View Article and Find Full Text PDFPeerJ
December 2024
Department of Ultrasound Medicine, the Second Affiliated Hospital of Anhui Medical University, Hefei, China.
Background: To investigate whether combining the flipped classroom approach with Peyton's four-step method can enhance teaching effectiveness in ultrasound (US) zoning of the thyroid and cervical lymph nodes for standardized residency training.
Methods: A total of 66 resident training students were randomly divided into a control group and an observation group. The control group received traditional teaching methods, including "see one, do one" learning, lecture-based learning (LBL), and case-based learning (CBL).
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