Purified Free Mannan Promotes Tolerogenic Responses in Peanut-Stimulated Human Dendritic Cells.

INTRODUCTION: IgE-mediated peanut allergy is an important public health problem of increasing prevalence leading to anaphylactic reactions both in children and adults. Allergen-specific oral immunotherapy (OIT) is the single treatment with the potential capacity to modify the course of the disease, but it still faces some drawbacks in terms of efficacy, safety, patients' adherence, and cost. Alternative strategies, including the use of novel adjuvants, to overcome such limitations are highly demanded. The main aim of this study was to search for potential novel adjuvants for peanut OIT by assessing the capacity of free purified mannan and different toll-like receptor ligands (TLR-Ls) to immunomodulate the responses of human monocyte-derived dendritic cells (hmoDCs) to peanut allergens. METHODS: Monocytes were isolated from PBMCs of healthy donors and differentiated into hmoDCs. Flow cytometry, ELISA, coculture, and suppression assay were performed to assess the effects of TLR-Ls, mannan, and crude peanut extract (CPE) in hmoDCs. RESULTS: Purified free mannan increased the expression levels of HLA-DR, CD86, CD83, and PD-L1 and induced a higher IL-10/IL-6 cytokine ratio in hmoDCs compared to the stimulation with different TLR-Ls. Mannan significantly increased the expression of HLA-DR, the maturation marker CD83, the tolerogenic marker PD-L1, as well as the production of IL-10, IL-6, and TNF-α in CPE-stimulated hmoDCs. Supporting these tolerogenic properties, mannan also significantly increased the frequency of FOXP3+ regulatory T cells generated by CPE-treated hmoDCs with functional suppressive capacity. CONCLUSIONS: We uncover that purified free mannan induces tolerogenic responses in human DCs stimulated with peanut allergens, suggesting mannan as a suitable potential novel adjuvant to be exploited in the context of OIT for peanut allergy.

Assessment of the efficacy of a peer mentoring program in a university setting

In the present study, the efficacy of a formal mentoring program applied to fourth and fifth year students of the Psychology Faculty of the Complutense University is assessed. In this program, fifth-year students took on the role of mentors and fourth-year students, the role of mentees. To assess the efficacy, the group of mentors was compared with a group of nonmentors and the group of mentees with a group of non-mentees, before and after the program, taking into account the variables related to career development function (knowledge acquired of the academic setting and satisfaction with the career of Psychology) and the psychosocial function (self-concept, self-esteem, self-efficacy, and involvement). The results show a statistically significant increase in the knowledge acquired about the academic setting as a consequence of the program, both in the group of mentors and in the group of mentees. Moreover, the mentors achieved a better average grade in the subjects of the specialty of Work Psychology. There were no statistically significant differences between the experimental group and the control group in satisfaction with the career of Psychology, or in self-concept, self-esteem, or self-efficacy (AU)

En el presente estudio se evalúa la eficacia de un programa de mentoring formal implantado en la Facultad de Psicología de la Universidad Complutense en alumnos de segundo ciclo. En dicho programa los alumnos de quinto curso asumían el rol de mentores y los de cuarto curso el rol de telémacos. Para evaluar la eficacia se contrasta el grupo de mentores con el grupo de no mentores y el grupo de telémacos con el grupo de no telémacos, antes y después del programa, atendiendo a variables relacionadas con la función de desarrollo de carrera (conocimientos adquiridos sobre el entorno académico, y satisfacción con la carrera de Psicología) y con la función psicosocial (autoconcepto, autoestima, autoeficacia e implicación). Los resultados encontrados muestran un incremento estadísticamente significativo en los conocimientos adquiridos respecto al entorno académico como consecuencia del programa, tanto para el grupo de mentores como para el grupo de telémacos. Además, los mentores consiguen un mejor promedio en las calificaciones de las asignaturas de la especialidad de Psicología del Trabajo. No aparecen diferencias estadísticamente significativas entre el grupo experimental y el grupo control ni en la satisfacción con la carrera de Psicología, ni en el autoconcepto, la autoestima y la autoeficacia (AU)

Assessment of the efficacy of a peer mentoring program in a university setting.

In the present study, the efficacy of a formal mentoring program applied to fourth and fifth year students of the Psychology Faculty of the Complutense University is assessed. In this program, fifth-year students took on the role of mentors and fourth-year students, the role of mentees. To assess the efficacy, the group of mentors was compared with a group of non-mentors and the group of mentees with a group of non-mentees, before and after the program, taking into account the variables related to career development function (knowledge acquired of the academic setting and satisfaction with the career of Psychology) and the psychosocial function (self-concept, self-esteem, self-efficacy, and involvement). The results show a statistically significant increase in the knowledge acquired about the academic setting as a consequence of the program, both in the group of mentors and in the group of mentees. Moreover, the mentors achieved a better average grade in the subjects of the specialty of Work Psychology. There were no statistically significant differences between the experimental group and the control group in satisfaction with the career of Psychology, or in self-concept, self-esteem, or self-efficacy.