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- Umapathy, Ganesh, et al.
(author)
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MEK inhibitor trametinib does not prevent the growth of anaplastic lymphoma kinase (ALK)-addicted neuroblastomas.
- 2017
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In: Science signaling. - : American Association for the Advancement of Science (AAAS). - 1937-9145 .- 1945-0877. ; 10:507
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Journal article (peer-reviewed)abstract
- Activation of the RAS-RAF-MEK-ERK signaling pathway is implicated in driving the initiation and progression of multiple cancers. Several inhibitors targeting the RAS-MAPK pathway are clinically approved as single- or polyagent therapies for patients with specific types of cancer. One example is the MEK inhibitor trametinib, which is included as a rational polytherapy strategy for treating EML4-ALK-positive, EGFR-activated, or KRAS-mutant lung cancers and neuroblastomas that also contain activating mutations in the RAS-MAPK pathway. In addition, in neuroblastoma, a heterogeneous disease, relapse cases display an increased rate of mutations in ALK, NRAS, and NF1, leading to increased activation of RAS-MAPK signaling. Co-targeting ALK and the RAS-MAPK pathway is an attractive option, because monotherapies have not yet produced effective results in ALK-addicted neuroblastoma patients. We evaluated the response of neuroblastoma cell lines to MEK-ERK pathway inhibition by trametinib. In contrast to RAS-MAPK pathway-mutated neuroblastoma cell lines, ALK-addicted neuroblastoma cells treated with trametinib showed increased activation (inferred by phosphorylation) of the kinases AKT and ERK5. This feedback response was mediated by the mammalian target of rapamycin complex 2-associated protein SIN1, resulting in increased survival and proliferation that depended on AKT signaling. In xenografts in mice, trametinib inhibited the growth of EML4-ALK-positive non-small cell lung cancer and RAS-mutant neuroblastoma but not ALK-addicted neuroblastoma. Thus, our results advise against the seemingly rational option of using MEK inhibitors to treat ALK-addicted neuroblastoma.
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| 2. |
- Bengmark, Samuel, 1965, et al.
(author)
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What graduates want in teacher education
- 2024
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In: Scandinavian Journal of Educational Research. - 0031-3831 .- 1470-1170. ; In press
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Journal article (peer-reviewed)abstract
- To understand what to improve in initial teacher education to better prepare teachers for their profession, we asked alumni (N = 93) from three Swedish initial teacher education programs, what in their education they thought had benefited them the most in preparing them for a teaching career, and what they thought was lacking given their professional needs. Questionnaire responses yielded seven categories: leadership, practicum, didactics, teaching methods, assessment, and personal development. Our results show that the practicum is seen as very valuable and that alumni wish they had been taught more about leadership in the classroom, and teaching methods. On the other hand, there is little evidence that the alumni value the theoretical parts of their programs, including scientific inquiry, in contrast to what research says is essential and what national regulations demand. Differences in replies between the three programs are also discussed and related to the features of the programs.
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| 3. |
- Dimenäs, Jörgen, et al.
(author)
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Att bli lärare - argument för en integrerad lärarutbildning
- 2016
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In: Högre Utbildning. - 2000-7558. ; 6:2, s. 121-137
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Journal article (peer-reviewed)abstract
- All form av utbildning i Sverige har under de senaste åren genomgått flera och stora reformer vilket inte minst påverkat lärarutbildningen. I denna forskningsöversikt fokuseras speciellt på att huvuddelen av lärarutbildningen handlar om läraryrket och endast en mindre del av studenternas möte med yrkesverksamheten. Artikeln uppmärksammar att traditionell delning mellan teoretiska och verksamhetsförlagda studier vare sig nationellt eller internationellt visat sig vara framgångsrik vad gäller att uppfylla lärarutbildnings mål. För att få ett perspektiv på svensk lärarutbildning har några internationella utblickar gjorts mot det som kan ses som generell problematik inom lärarutbildningar. Syftet med artikeln är att utifrån befintlig forskning kring lärarutbildning belysa och argumentera för åtgärder som kan möjliggöra en integrativ och forskningsbaserad lärarutbildning. Analysen bygger på ramfaktorteori i en lärarutbildningskontext. Resultatet av studien visar att det med forskning kring lärarutbildning som grund finns starka motiv för en tydligare integration mellan högskole- och verksamhetsförlagd utbildning. Vidare uppmärksammas vikten av att jämställa ett vetenskapligt förhållningssätt med beprövad erfarenhet. Vår slutsats är att det finns entydiga forskningsbaserade argument och åtgärder som kan leda till att svensk lärarutbildning utvecklas mot ett ökat fokus på integration.
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