Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1038/s41581-025-00949-y | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
T-cell Engagers in Prostate Cancer.
Eur Urol
March 2025
Division of Medical Oncology, Department of Internal Medicine, Huntsman Cancer Institute, University of Utah, Salt Lake City, UT, USA. Electronic address:
Owing to the "cold" tumor immune microenvironment of prostate cancer, immune-targeting agents have shown limited efficacy in patients with advanced prostate cancer, highlighting the need for new therapies with novel mechanisms of action. In this context, T-cell engagers (TCEs), which induce T-cell-mediated killing of cancer cells by binding the CD3 receptor on T cells and a specific tumor antigen expressed on malignant cells, represent a promising therapeutic option. Multiple studies have explored the use of TCEs in previously treated patients with metastatic castration-resistant prostate cancer, and several ongoing trials are currently assessing novel TCEs either as single agents or in combinatorial regimens with molecules with a distinct mechanism of action (eg, androgen receptor pathway inhibitors and other immune-targeting agents).
View Article and Find Full Text PDFExploring the impact on faculty of the American Association of Colleges of Nursing's The Essentials: Core Competencies for Professional Nursing Education.
J Prof Nurs
March 2025
Maryville University, 650 Maryville University Dr, Town and Country, MO 63141, United States of America.
Background: Current nursing instructional methods inadequately prepare students for complex healthcare settings, exacerbating challenges in new graduate competency and transition to practice. The introduction of standardized competencies marks a substantial shift in nursing education, posing a considerable challenge for faculty implementing these changes.
Purpose: This study examined the experiences of faculty implementing a competency-based education program utilizing The Essentials: Core Competencies for Professional Nursing Education (2021) in undergraduate Bachelor of Science in Nursing (BSN) education programs.
Exploring the Role of Immersive Virtual Reality Simulation in Health Professions Education: Thematic Analysis.
JMIR Med Educ
March 2025
Division of Pulmonary, Critical Care, & Sleep Medicine, Department of Medicine, NYU Grossman School of Medicine, 550 First Avenue, 15th Floor, Medical ICU, New York, NY, 10016, United States, 1 2122635800.
Background: Although technology is rapidly advancing in immersive virtual reality (VR) simulation, there is a paucity of literature to guide its implementation into health professions education, and there are no described best practices for the development of this evolving technology.
Objective: We conducted a qualitative study using semistructured interviews with early adopters of immersive VR simulation technology to investigate use and motivations behind using this technology in educational practice, and to identify the educational needs that this technology can address.
Methods: We conducted 16 interviews with VR early adopters.
Mechanism-Based Middle-Range Theories: Using Realist Syntheses to Reconcile Specificity to Context and Generalizability.
Qual Health Res
March 2025
Nuffield Department of Primary Care Health Sciences, University of Oxford, Oxford, UK.
Realist synthesis is a recognized methodological approach to evidence synthesis to inform evidence-based health policy and practice. The implicit assumption behind research synthesis is that the evidence it generates should be generalizable--drawing broad inferences from specific observations. While this understanding is generally shared among social scientists, tensions exist between having generalizable evidence and how this evidence can be useful in specific contexts.
View Article and Find Full Text PDFThe efficacy of the corpus-based error correction method on revision in writing classrooms.
PLoS One
March 2025
School of Foreign Studies, University of Science and Technology Beijing, Beijing, China.
Despite the growing interests in investigating the application of data-driven learning (DDL), much existing research remains outcome-oriented. Limited attention has been paid to learners' interactions with corpora, especially the experiences of consulting corpora and decision-making processes during revision in second language (L2) writing. In this regard, this study investigates how corpora assist language learning during the revision process in a classroom-based foreign language learning context.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!