| 1. |
- Thompson, B.A., et al.
(författare)
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Application of a 5-tiered scheme for standardized classification of 2,360 unique mismatch repair gene variants in the InSiGHT locus-specific database
- 2014
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Ingår i: Nature Genetics. - : Springer Science and Business Media LLC. - 1061-4036 .- 1546-1718. ; 46:2, s. 107-115
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Tidskriftsartikel (refereegranskat)abstract
- The clinical classification of hereditary sequence variants identified in disease-related genes directly affects clinical management of patients and their relatives. The International Society for Gastrointestinal Hereditary Tumours (InSiGHT) undertook a collaborative effort to develop, test and apply a standardized classification scheme to constitutional variants in the Lynch syndrome-associated genes MLH1, MSH2, MSH6 and PMS2. Unpublished data submission was encouraged to assist in variant classification and was recognized through microattribution. The scheme was refined by multidisciplinary expert committee review of the clinical and functional data available for variants, applied to 2,360 sequence alterations, and disseminated online. Assessment using validated criteria altered classifications for 66% of 12,006 database entries. Clinical recommendations based on transparent evaluation are now possible for 1,370 variants that were not obviously protein truncating from nomenclature. This large-scale endeavor will facilitate the consistent management of families suspected to have Lynch syndrome and demonstrates the value of multidisciplinary collaboration in the curation and classification of variants in public locus-specific databases. © 2014 Nature America, Inc.
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| 2. |
- Ilyas, Imran M., et al.
(författare)
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Rethinking entrepreneurship and management education for engineering students : The appropriateness of design thinking
- 2024
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Ingår i: The International Journal of Management Education. - : Elsevier. - 1472-8117 .- 2352-3565. ; 22:3
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Tidskriftsartikel (refereegranskat)abstract
- The study argues that the educational needs of engineering students for entrepreneurship and managerial education are specific and evolving over time toward a set of skills and knowledge needed in digital and dynamic world. Existing research largely ignored the distinct and evolving nature of these educational needs and their implications for entrepreneurship and managerial education of engineering students. Using design thinking and teaching model literature, we proposed teaching model framework and derived propositions from conceptual arguments to address these educational needs effectively. The proposed conceptual teaching model framework elaborates on the incorporation of cognitive acts of design in various aspects at ontological, didactical, and contextual levels. The framework views education as a process of co-construction, centered on students, where the role of the teacher is similar to that of a coach. Students work in teams and practice the cognitive acts of design that lead to the development of interpersonal, entrepreneurial, and managerial skills. For this purpose, open-ended questioning, real-life customer problems, design thinking methodology, and lean methodology are proposed as effective content and pedagogies to promote the entrepreneurial behaviors required in the current industrial scenario.
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| 3. |
- Ilyas, Imran M., et al.
(författare)
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The Appropriateness of Design Cognition for Entrepreneurship Education of Engineering Students
- 2022
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Ingår i: Proceedings of The Annual Meeting of The Academy of Management, 2022, Vol. 2022, No. 1. - : Academy of Management.
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Konferensbidrag (refereegranskat)abstract
- The study argues that the needs of engineering students for managerial education are distinct and evolving over time towards entrepreneurial mindset due to new industrial and technological trends. Consequently, managerial education of engineering students is shifting towards Science and technology entrepreneurship education (STEE). Moreover, considering the relevance of design cognition in entrepreneurship and engineering, it is argued that STEE can tackle the challenge more effectively by incorporating design cognition in the education process. Propositions are derived from research literature, and a teaching model approach is proposed that elaborated on the incorporation of cognitive acts of design in various aspects at ontological, didactical, and contextual levels in STEE. The proposed framework views education as a process of co-construction, centered on students where the role of teacher is like a coach. Students work in teams and practice the cognitive acts of design that lead to the development of interpersonal, entrepreneurial, and managerial skills. For this purpose, open-ended questioning, real life case studies, problem and project based learning, and lean methodology are proposed as effective content and pedagogies to promote the entrepreneurial behaviors required in the current industrial scenario.
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