RESUMEN
Gastrointestinal stromal tumors (GISTs) are considered rare, but they are one of the most common malignant mesenchymal tumors within the gastrointestinal tract, affecting 4,000 to 6,000 adults in the United States each year. Because gastrointestinal bleeding is often the initial symptom, a thorough and timely diagnostic workup is imperative to accurately diagnose a potentially deadly tumor. Endoscopic ultrasound is helpful when working through a differential diagnosis of subepithelial lesions and can help identify which mucosal layer the lesion originates from, as well as the density of the lesion; however, surgical resection is the standard of care for the treatment of a resectable nonmetastatic GIST. For recurrent GISTs, metastatic disease, or GISTs not amendable to resection, tyrosine kinase inhibitors are frequently used, with imatinib being used in the first-line setting. A multimodal treatment approach is often necessary to increase the chances of a permanent cure.
RESUMEN
Understanding laboratory biosafety is essential for any student in biology courses. With the switch to remote instruction, it became imperative to continue to relay the importance of laboratory biosafety even for online, asynchronous science courses. Here, we present exercises used to teach students the importance of understanding, not just memorizing, laboratory biosafety guidelines, rules, protocols, and requirements. The incorporation of universal design for learning (UDL) principles allowed for multimodal approaches to incorporate content and attempt to provide a flexible, equitable, and engaging experience. Continuing to educate students on proper laboratory safety even in an online modality is especially critical for students that will eventually return to in-person laboratory courses where they will be expected to follow laboratory safety policies and procedures.
RESUMEN
The rapid switch to remote teaching with the onset of the COVID-19 pandemic forced educators to become resourceful and creative to meet course learning objectives. This was especially challenging for undergraduate microbiology laboratory exercises. The American Society for Microbiology (ASM) Recommended Curriculum Guidelines for Undergraduate Microbiology Education includes providing students with a microscopy experience. To meet these learning objectives in an at-home setting, we utilized two methods which we present as options for remote teaching of microscopy. One method involves students taking home microscopes equipped with oil immersion objective lenses. The other employs the remote operation of a confocal and/or scanning electron microscope through participation in the University of Toledo's SCOPE (Scientists Changing Our Pre-College Education) program. These techniques allowed students to develop competency and confidence in the operation of a microscope. The SCOPE program provided experience with types of microscopes not commonly available to undergraduate students even when in person. In addition to these unique experiences, students can gain microscopy expertise utilizing various virtual microscopy simulations. Together these techniques provide an exciting and robust online microscopy experience for undergraduate microbiology students that can be employed for use in regularly taught online microbiology courses.
RESUMEN
The original Guidelines for Biosafety in Teaching Laboratories were developed in 2012 in response to an outbreak of Salmonella Typhimurium tracked by the Centers for Disease Control and Prevention (CDC) that originated from clinical and teaching microbiology laboratories. In the 7 years since the publication of the guidelines, there have been two subsequent CDC-reported Salmonella outbreaks originating from clinical and teaching microbiology laboratories. Use of and issues with the guidelines by ASM members have been tracked by various means since publication, and in 2018 it became apparent that an update of the guidelines was necessary. The Education Board of the American Society for Microbiology charged this task force with updating the guidelines based on the accumulated information. While the guidelines should look familiar, users will find that the originally separate BSL1 and BSL2 guidelines have been rolled into one document, to help eliminate redundancy and confusion. In addition, sections on risk assessment and service animals in the teaching laboratory have been added. These updated guidelines should help clarify many of the issues for which users expressed problems with the original guidelines.
