miR-203 drives breast cancer cell differentiation.

A hallmark of many malignant tumors is dedifferentiated (immature) cells bearing slight or no resemblance to the normal cells from which the cancer originated. Tumor dedifferentiated cells exhibit a higher capacity to survive to chemo and radiotherapies and have the ability to incite tumor relapse. Inducing cancer cell differentiation would abolish their self-renewal and invasive capacity and could be combined with the current standard of care, especially in poorly differentiated and aggressive tumors (with worst prognosis). However, differentiation therapy is still in its early stages and the intrinsic complexity of solid tumor heterogeneity demands innovative approaches in order to be efficiently translated into the clinic. We demonstrate here that microRNA 203, a potent driver of differentiation in pluripotent stem cells (ESCs and iPSCs), promotes the differentiation of mammary gland tumor cells. Combining mouse in vivo approaches and both mouse and human-derived tridimensional organoid cultures, we report that miR-203 influences the self-renewal capacity, plasticity and differentiation potential of breast cancer cells and prevents tumor cell growth in vivo. Our work sheds light on differentiation-based antitumor therapies and offers miR-203 as a promising tool for directly confronting the tumor-maintaining and regeneration capability of cancer cells.

An educational strategy for improving knowledge about breast and cervical cancer prevention among Mexican middle school students.

INTRODUCTION: Prevention programs have not achieved the expected results in preventing mortality from breast and cervical cancer in Mexico. Therefore, we propose a complementary strategy. METHODOLOGY: An educational strategy for high school students in Mexico (2011-2013) was designed (longitudinal design, two measurements and a single intervention). The postintervention assessment included: 1) knowledge acquired by students about cancer prevention and 2) The performance of the student as a health promoter in their household. The strategy was based on analysis of cases and developed in three sessions. An assessment tool was designed and validated (Test-Retest). The levels of knowledge according to the qualifications expected by chance were determined. Wilcoxon test compared results before and after intervention. RESULTS: An assessment instrument with 0.80 reliability was obtained. 831 high school students were analyzed. Wilcoxon rank-sum test showed a significant learning after the intervention (Z = - 2.64, p = 0.008) with improvement of levels of knowledge in a 154.5%. 49% of students had a good performance as health promoters. CONCLUSIONS: The learning in preventive measures is important to sensitize individuals to prevention campaigns against cancer. This strategy proved to improve the level of knowledge of students in an easy and affordable way.

Educação em saúde na sala de espera de uma policlínica infantil: relato de experiência / Educación sanitaria en la sala de espera de una policlínica infantil: relato de experiencia / Health education in the waiting room of a children’s polyclinic: experience report

Objetivo: relatar a experiência de acadêmicas do curso de enfermagem frente às ações educativas desenvolvidas em uma sala de espera na Policlínica Infantil do município de Uruguaiana- RS. Método: relato de experiência acerca das práticas de educação em saúde realizadas na sala de espera da Policlínica Infantil. Essas práticas dividiram-se em quatro momentos fundamentados pelos círculos de cultura de Freire. Resultados: por meio das práticas de educação em saúde, realizadas com os usuários do serviço, foi possível esclarecer as dúvidas acerca dos cuidados à criança, abordando mitos e verdades nas temáticas: amamentação, acidentes na infância e higiene corporal. Acredita-se que a sala de espera é um espaço dinâmico, ideal para o desenvolvimento de atividades educacionais. Considerações Finais: as ações desenvolvidas proporcionaram às discentes de enfermagem desenvolver práticas de educação em saúde e compreender a troca de saberes entre usuários, familiares, acompanhantes, discentes e profissionais da saúde.

Aim: to report the experience of Nursing students in regards to the educational activities developed in a waiting room at the Children's Polyclinic of the municipality of Uruguaiana-RS. Method: experience report about the practices of healtheducation carried out in the waiting room of the Children's Polyclinic. These practices were divided into four moments, based on Freire’s circles of culture. Results: through thepractices of health education, conducted with users of the service, it was possible to clarify doubts about childcare by addressing myths and truths on themes such as:breastfeeding, childhood accidents and personal hygiene. It is believed that the waiting room is a dynamic space that is ideal for the development of educational activities. Final considerations: the actions provided the Nursing students with development of healtheducation practices and comprehension of the exchange of knowledge among users,relatives, caregivers, students and health professionals.

Objetivo: presentar la experiencia de estudiantes de enfermería, ante las actividades educativas desarrolladas en una sala de espera en la Policlínica Infantil del municipio de Uruguayana (RS, Brasil). Método: relato de experiencia sobre la práctica dela educación sanitaria efectuada en la sala de espera del Policlínico Infantil. Estas prácticas se dividen en cuatro momentos, fundamentados en los círculos de cultura dePaulo Freire. Resultados: mediante las prácticas de educación en salud, realizadas con los usuarios del servicio, fue posible aclarar dudas sobre el cuidado de los niños, abordandomitos y verdades en los temas: lactancia materna, accidentes en la infancia e higiene corporal. Se cree que la sala de espera es un espacio dinámico, ideal para el desarrollo deactividades educativas. Consideraciones finales: las acciones emprendidas proporcionaron a los estudiantes de enfermería el desarrollo de prácticas en educación sanitaria y entender el intercambio de conocimientos entre usuarios, familiares,cuidadores, estudiantes y profesionales de la salud.