| 1. |
- Anttila, V., et al.
(författare)
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Direct intramyocardial injection of VEGF mRNA in patients undergoing coronary artery bypass grafting
- 2023
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Ingår i: Molecular Therapy. - : Elsevier BV. - 1525-0016. ; 31:3, s. 866-874
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Tidskriftsartikel (refereegranskat)abstract
- Vascular endothelial growth factor A (VEGF-A) has therapeutic cardiovascular effects, but delivery challenges have impeded clinical development. We report the first clinical study of naked mRNA encoding VEGF-A (AZD8601) injected into the human heart. EPICCURE (ClinicalTrials.gov: NCT03370887) was a randomized, double-blind study of AZD8601 in patients with left ventricular ejection fraction (LVEF) 30%–50% who were undergoing elective coronary artery bypass surgery. Thirty epicardial injections of AZD8601 (total 3 mg) or placebo in citrate-buffered saline were targeted to ischemic but viable myocardial regions mapped using quantitative [15O]-water positron emission tomography. Seven patients received AZD8601 and four received placebo and were followed for 6 months. There were no deaths or treatment-related serious adverse events and no AZD8601-associated infections, immune reactions, or arrhythmias. Exploratory outcomes indicated potential improvement in LVEF, Kansas City Cardiomyopathy Questionnaire scores, and N-terminal pro-B-type natriuretic peptide levels, but the study is limited in size, and significant efficacy conclusions are not possible from the dataset. Naked mRNA without lipid encapsulation may provide a safe delivery platform for introducing genetic material to cardiac muscle, but further studies are needed to confirm efficacy and safety in a larger patient pool. © 2022
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| 2. |
- Joelson, Anders, 1970-, et al.
(författare)
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Clinical appearance and reliability in visual assessment after in situ fusion for high-grade isthmic spondylolisthesis
- 2021
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Ingår i: Spine Deformity. - : Springer Science and Business Media LLC. - 2212-134X .- 2212-1358. ; 9, s. 155-160
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The current literature on clinical appearance after surgery for high-grade spondylolisthesis is inconclusive. The few long-term comparative studies on surgical reduction versus in situ fusion report contradictory findings concerning appearance-related issues. The purpose of the current study was to evaluate and quantify clinical appearance three decades after in situ fusion for high-grade isthmic spondylolisthesis. Methods: The Scoliosis Research Society (SRS)-22r questionnaire, digital photographs and standing lateral radiographs were used to evaluate clinical appearance for 22 patients three decades after in situ fusion for high-grade spondylolisthesis. The appearance was assessed by two spine surgeons, by the patient themselves, and by quantification of cosmesis relevant radiographic variables including pelvic parameters and sagittal balance. Results: The surgeon inter- and intraobserver reliability of the photographic evaluation of the trunk deformity was at most moderate (Cohen’s kappa 0.5). Correlation analysis revealed at most medium correlation between radiographic outcome and self-rated (SRS-22r) self-image (Spearman’s rank correlation coefficient 0.3). The agreement between patient and surgeon-rated trunk appearance was poor (Cohen’s kappa 0.2). Conclusions: Photographic evaluation of the trunk deformity in high-grade spondylolisthesis is unreliable. There were only weak correlations between patient self-assessed trunk appearance and radiographic parameters. The results reflect the pronounced subjectivity of cosmesis, and that the trunk deformity in high-grade spondylolisthesis is not easily observed. Level of evidence: IV. © 2020, Scoliosis Research Society.
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| 3. |
- Rosén, Anders, et al.
(författare)
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Transformation-Driving Education : Perspectives Emerging in a Dialogue between Teachers with Experiences from Challenge-Driven Education
- 2022
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Ingår i: 2022 IEEE Frontiers in Education Conference (FIE). - : IEEE conference proceedings. - 9781665462440
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Konferensbidrag (refereegranskat)abstract
- Den här artikeln utforskar olika implementeringar av och lärares erfarenheter från utmaningsdriven utbildning och liknande lärandemetoder inom ingenjörsutbildning och andra högre utbildningssammanhang. Genom en aktionsforskningsmetod kan centrala problem bland lärarna och likheter och skillnader mellan de studerade kurserna identifieras. Studien belyser potentialen i dessa inlärningsmetoder, som medel för att bryta och gå bortom de traditionella gränserna för högre utbildning, förbättra och korsbefrukta ingenjörsutbildning med andra discipliner och ge studenterna makt både som professionella och människor. Det indikerar också potentiella barriärer och inbyggda spänningar som är avgörande att hantera för framgångsrik implementering. Studien visar vidare på stora möjligheter till ömsesidigt lärande och samarbete mellan lärare från olika sammanhang och bakgrunder. Resultaten diskuteras i relation till forskning inom områden som hållbarhetsutbildning, transformativt lärande och framtidsstudier, och möjligheter till vidare forskning och utveckling beskrivs.
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| 4. |
- Rosén, Anders, Dr, et al.
(författare)
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Transformation-Driving Education: Perspectives Emerging in a Dialogue between Teachers with Experiences from Challenge-Driven Education
- 2022
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Konferensbidrag (refereegranskat)abstract
- This Research Full Paper explores different implementations of and teachers’ experiences from challenge-driven education and similar learning approaches in engineering education and other higher education contexts. Through an action research approach key concerns among the teachers and similarities and differences between the studied courses can be identified. The study highlights the potential in these learning approaches, as means for breaking and going beyond the traditional boundaries of higher education, enhancing and cross-fertilizing engineering education with other disciplines, and empowering students both as professionals and humans. It also indicates potential barriers and in-built tensions that are crucial to handle for successful implementation. The study further shows on great opportunities for mutual learning and collaboration between teachers from diverse contexts and backgrounds. The findings are discussed in relation to research within domains such as sustainability education, transformative learning, and futures studies, and opportunities for further research and development are outlined.
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