Khan, Yulia

Active learning has the benefit of being more engaging and interactive, making it more suitable for adult learners who prefer a task/problem centered approach to learning. Implementation of small‐group sessions in the material‐rich course is not always possible and other alternatives that engage learners should be explored. To incorporate active learning strategies, a team learning exercise “Talking Points” (TP), was introduced in a microscopic anatomy sessions for first year medical students. At the beginning of the laboratory period, students were given 5–7 subject‐related basic science/clinical problems and were encouraged to discuss within small “ad hoc” formed teams. Near the end of the laboratory session, these items were discussed by the entire group. This exercise gave the students the opportunity to learn relevant clinical material within small teams and present their findings to other classmates. Many students remarked that TP facilitated their learning of the material, stimulated questions, encouraged peer teaching, and provided a preview of learning strategies for the final examination. The participation and students' performance during TP was not included in the final grade. Incorporation of the TP into the microscopic anatomy curriculum increased students' participation and ended the laboratory session with an enthusiastic conclusion.

Abstract The induced pluripotent stem cell (iPSC) technology enables derivation of patient-specific pluripotent stem cells from adult somatic cells without using an embryonic cell source. Redifferentiation of iPSCs from diabetic patients into pancreatic islets will allow patient-specific disease modeling and autologous cell replacement therapy for failing islets. To date, diabetes-specific iPSCs have been generated from patients with type 1 diabetes using integrating retroviral vectors. However, vector integration into the host genome could compromise the biosafety and differentiation propensities of derived iPSCs. Although various integration-free reprogramming systems have been described, their utility to reprogram somatic cells from patients remains largely undetermined. Here, we used nonintegrating Sendai viral vectors to reprogram cells from patients with type 1 and type 2 diabetes (T2D). Sendai vector infection led to reproducible generation of genomic modification-free iPSCs (SV-iPSCs) from patients with diabetes, including an 85-year-old individual with T2D. SV-iPSCs lost the Sendai viral genome and antigens within 8–12 passages while maintaining pluripotency. Genome-wide transcriptome analysis of SV-iPSCs revealed induction of endogenous pluripotency genes and downregulation of genes involved in the oxidative stress response and the INK4/ARF pathways, including p16INK4a, p15INK4b, and p21CIP1. SV-iPSCs and iPSCs made with integrating lentiviral vectors demonstrated remarkable similarities in global gene expression profiles. Thus, the Sendai vector system facilitates reliable reprogramming of patient cells into transgene-free iPSCs, providing a pluripotent platform for personalized diagnostic and therapeutic approaches for diabetes and diabetes-associated complications.