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The design, synthesis and biological testing of highly stable, nontoxic perfluoropolyether (PFPE) nanoemulsions for dual [super 19]F MRI-fluorescence detection are described. Fluorescence detection has enabled fluorescent microscopy and FACS analysis and the intracellular fluorescence signal is directly proportional to the [super 19]F NMR signal, which can be used for calibrating cell loading in vitro.

Dear Editor, Nonsegmental generalized vitiligo (NSGV) is the most common and progressive clinical form of vitiligo[1] and narrowband ultraviolet B (NB-UVB) is the preferred and most effective treatment modality in active NSGV (aNSGV).[2] The effect of NB-UVB treatment on microRNA (miRNA) expression and its association with clinical outcome in aNSGV is unknown. miRNA are noncoding oligonucleotides that are known to regulate various biological processes and are implicated in a variety of diseases.[3] Limited studies are available regarding the role of miRNA in vitiligo pathogenesis, but the precise mechanism of action is unknown.[4] This study aimed to investigate the expression of miRNA (peripheral blood, serum, lesional and nonlesional skin) and pigmentation-associated genes (lesional vs. nonlesional) in untreated aNSGV and NB-UVB-treated aNSGV (tNSGV). GLO:F03/01jul20:bjd18890-fig-0001.jpg PHOTO (COLOR): microRNA (miRNA) expression profile in peripheral blood mononuclear cells (PBMCs) of (a) active nonsegmental generalized vitiligo (aNSGV) (n = 26) and healthy controls (n = 20); (b) aNSGV(n = 26) and narrowband ultraviolet-B-treated aNSGV (tNSGV) (n = 21); (c) lesional and nonlesional skin in aNSGV (n = 26) and tNSGV (n = 21); and (d) miRNA expression levels of skin pigmentation-associated genes in lesional and nonlesional skin in aNSGV (n = 8), tNSGV (n = 8) and healthy controls (n = 6). The present study indicated that NB-UVB-induced repigmentation may occur by modulation of miRNA expression and enhanced expression of pigmentation-associated genes at a molecular level in aNSGV. [Extracted from the article]

BACKGROUND: Faculty development lays the foundation for the quality enhancement in medical education. However, programs are not always based on the needs of the participants, and there is dearth of information on methods to derive faculty's needs. The Medical Education Unit at the University of Dammam, Saudi Arabia, carried out an innovative method to identify and prioritize faculty needs in order to plan future activities. METHODS: A questionnaire was designed, pilot-tested and administered to all faculty members (N=200). The respondents rated the perceived importance (high, moderate, low) and their performance (good, average, poor) on twelve competencies described in the literature. The ratings of perceived importance - high/moderate, and self-rated performance- average/poor, were summed up to determine priority rankings for continuing education. The respondents' rating of various continuing education activities, their willingness to participate and commit time, and their suggestions for strengthening faculty development were also analyzed. RESULTS: All the twelve competencies were perceived as 'highly important' by the subjects. They felt most confident in teaching in large and small groups, attitudes and ethical values, and decision making skills. The competencies prioritized as 'gaps' were knowing how to develop learning resources, plan curriculum, evaluate courses and conduct research. The prioritized activities were specialized courses, orientation workshops for the new faculty, and training in educational research skills. This implied a multi-phased approach to faculty development. A majority (62.4%) were willing to devote 2.2 hours per week to faculty development. Respondents suggested initiatives that should be undertaken by the Medical Education Unit and the broader institution. CONCLUSION: We demonstrated a participatory approach to needs assessment by identifying the gaps between 'perceived importance' and 'self-rated performance', as criteria for determining priorities. Findings also demonstrated the need for adopting a comprehensive approach to faculty development in which both departmental and organizational initiatives are required. Our findings are applicable to the Gulf Region context and our methodology can be applied anywhere. [ABSTRACT FROM AUTHOR]