Cathy Walsh

Absence of measles virus and canine distemper virus transcripts in long-term bone marrow cultures from patients with Paget's disease of bone.

The presence of intranuclear inclusions in pagetic osteoclasts with similar characteristics to those seen in some slow viral diseases has lead to the hypothesis that Pagets disease is caused by a similar infection. Bone marrow aspirates from seven patients with hemipelvic Pagets disease were taken from both sides of the pelvis and cultured under identical conditions. RNA was extracted after approximately 2 weeks of culture and reverse transcriptase-linked polymerase chain reaction used to investigate the expression of measles and canine distemper virus RNA. We were unable to detect the presence of measles virus (MV) or canine distemper virus (CDV) transcripts in bone marrow cultures from either affected or unaffected sites in any of our patients. The results of this study do not support a role for MV or CDV in the pathogenesis of Pagets disease of bone.

Parathyroid hormone‐related protein in the aetiology of fibrous dysplasia of bone in the McCune Albright syndrome

Fibrous dysplasia, observed in bone lesions in the McCune Albright syndrome (MAS), is thought to result from abnormalities in cells of the osteogenic lineage associated with over‐activation of the cAMP signalling pathway in affected cells. The aim of this study was to investigate the role of parathyroid hormone‐related protein (PTHrP) in the aetiology of MAS, and to determine a possible therapeutic role for 1,25‐dihydroxy vitamin D3 (1,25(OH)2D3).

Reflective Practice: a place in enhancing learning in the undergraduate bioscience teaching laboratory?

Abstract Bioscience employers demand graduates with better practical competence. It is our supposition that, although undesirable, student learning is assessment driven and this is leading students to simply go through the motions in the practical setting (whether field work or laboratory based). In this intervention a Critical Incident Report was introduced as an addition to a traditional laboratory report to encourage students to reflect on practical skills rather than theoretical application. Our research suggests that mark accumulation, linked in this case to report writing, is becoming the focus of students ‘learning economy’. The critical incident analysis enhanced students’ awareness of reflective practice, but did not generate a perceived increase in reflection on laboratory skills themselves, as evidenced through the questionnaire responses. Qualitative data clarified that students increased their use of reflection to enhance ‘mark generation’ rather than skills bases. Reflective practice takes time and requires support in the learning environment. Students stated that critical incident analysis, carried out in the laboratory during the practical session, would be useful as a tool to deepen their reflective practice. Overall, this type of reflection may represent an effective tool through which to enhance practical skills and should be further explored in the laboratory context.

Realising e-Learning Matters in a Bioscience Cohort

Abstract The use of blended learning, face-to-face contact alongside e-based activities, provides academic staff with an opportunity to match their teaching strategies with the changing student cohort. This study report students’ perceptions of e-learning activities early in bioscience modules; students from all three levels of undergraduate study were included. Students in their first year were most receptive to e-learning, using the opportunity to access learning resources from an ‘off-campus’ location and welcomed more blended learning. Students in their third year engaged to the same level as first year students but valued the task less, preferring face to face contact with staff. Second year students seem to be the key; they valued the task more than third year students but their qualitative comments indicated that they too were placing value on campus based activities. E-learning provides first year students with an opportunity, at ‘high risk’ times, to draw on familial support and to ‘process’ knowledge. Third year students should also be encouraged to take time for ‘off-campus’ learning, enabling them to ‘process’ learning. In the same way that a lack of slow-wave-sleep sleep inhibits ‘off-line’ memory consolidation, third year students may be losing a valuable opportunity to enhance their learning experience.

The “real value” of field trips in the early weeks of higher education: the student perspective

Abstract The benefits attributed to field trips by science educators are: social development; observation and perception skills; giving meaning to learning; providing first-hand experience and stimulating interest and motivation. Arguably, the “real value” of field work is attributed by students. In this study, 100 first-year students took part in an analysis of the value of a residential field trip. The field trip was a purposeful combination of personal development and academic activities. Pairwise comparison showed that the attributed value score for “Personal and Social Development” was significantly higher than scores for “Provide First-hand Experience” and “Observation and Perception Skills”. The attributed value for “Stimulate Interest and Motivation in the Subject” also scored more highly than “Provide First-hand Experience”, and “Observation and Perception Skills”; “Give meaning to Learning” was significantly higher than that for “Observation and Perception Skills”. In addition, the “educator” was also able to significantly improve students’ scores for “Stimulate Interest and Motivation”. This insight into students’ perceptions of field work recasts our thinking as educators; social capital is a key factor in student persistence and subsequence academic success. Field trips should be considered a valuable addition to retention strategies in a way that is tangible for students themselves.

Blending learning: a Novel Assessment Strategy Enhancing Student Learning from Practical Work in the Laboratory

Abstract In this communication we report on a ‘blended’ form of assessment combining the positive aspects of a laboratory investigation, including practical skill acquisition, data reporting and social interaction, with the application and authenticity of a case study encouraging students to deepen their learning from laboratory activities.