Quels sont les symptômes d'un trouble de transport d'acides aminés ?
Les symptômes incluent fatigue, retard de croissance et troubles neurologiques.
FatigueRetard de croissance
#2
Les troubles digestifs sont-ils liés à ces systèmes ?
Oui, des troubles digestifs peuvent survenir en raison d'une malabsorption des acides aminés.
MalabsorptionTroubles digestifs
#3
Peut-on observer des anomalies neurologiques ?
Oui, des anomalies neurologiques peuvent se manifester en raison d'un manque d'acides aminés.
Anomalies neurologiquesAcides aminés
#4
Les symptômes varient-ils selon l'âge ?
Oui, les symptômes peuvent varier selon l'âge et le type de trouble de transport.
ÂgeVariabilité des symptômes
#5
Y a-t-il des signes cutanés associés ?
Certaines carences peuvent entraîner des éruptions cutanées ou des problèmes dermatologiques.
Éruptions cutanéesDermatologie
Prévention
5
#1
Peut-on prévenir les troubles de transport d'acides aminés ?
La prévention est limitée, mais un dépistage précoce peut aider à gérer les cas.
PréventionDépistage précoce
#2
L'alimentation joue-t-elle un rôle préventif ?
Une alimentation équilibrée peut aider à prévenir certaines carences en acides aminés.
Alimentation équilibréeCarences nutritionnelles
#3
Les conseils génétiques sont-ils utiles ?
Oui, les conseils génétiques peuvent aider les familles à comprendre les risques héréditaires.
Conseils génétiquesHérédité
#4
Le suivi médical régulier est-il important ?
Oui, un suivi médical régulier peut aider à détecter les problèmes tôt.
Suivi médicalDétection précoce
#5
Les vaccinations ont-elles un impact ?
Les vaccinations n'ont pas d'impact direct sur les troubles de transport d'acides aminés.
VaccinationsPrévention des maladies
Traitements
5
#1
Quels traitements sont disponibles pour ces troubles ?
Les traitements incluent des régimes alimentaires spécifiques et des suppléments d'acides aminés.
Régime alimentaireSuppléments nutritionnels
#2
La thérapie génique est-elle une option ?
La thérapie génique est en cours d'étude pour certains troubles de transport d'acides aminés.
Thérapie géniqueTroubles métaboliques
#3
Les médicaments peuvent-ils aider ?
Certains médicaments peuvent améliorer l'absorption ou réduire les symptômes associés.
MédicamentsAbsorption des nutriments
#4
Comment un régime alimentaire peut-il aider ?
Un régime adapté peut compenser les carences en acides aminés et améliorer la santé.
Régime alimentaireCarences nutritionnelles
#5
Y a-t-il des traitements expérimentaux ?
Oui, des traitements expérimentaux sont en cours pour certains troubles rares.
Traitements expérimentauxRecherche clinique
Complications
5
#1
Quelles complications peuvent survenir ?
Les complications incluent des retards de développement et des troubles neurologiques.
ComplicationsRetards de développement
#2
Les troubles psychologiques sont-ils possibles ?
Oui, des troubles psychologiques peuvent survenir en raison de carences nutritionnelles.
Troubles psychologiquesCarences nutritionnelles
#3
Y a-t-il des risques de maladies métaboliques ?
Oui, des maladies métaboliques peuvent se développer si les troubles ne sont pas traités.
Maladies métaboliquesTraitement
#4
Les complications peuvent-elles affecter la qualité de vie ?
Oui, les complications peuvent significativement affecter la qualité de vie des patients.
Qualité de vieComplications
#5
Des problèmes de croissance peuvent-ils survenir ?
Oui, des problèmes de croissance sont fréquents chez les enfants atteints de ces troubles.
Problèmes de croissanceEnfants
Facteurs de risque
5
#1
Quels sont les facteurs de risque génétiques ?
Les antécédents familiaux de troubles métaboliques augmentent le risque.
Facteurs de risqueAntécédents familiaux
#2
L'alimentation peut-elle influencer le risque ?
Oui, une alimentation pauvre en acides aminés peut augmenter le risque de carences.
AlimentationCarences nutritionnelles
#3
Les infections peuvent-elles aggraver la situation ?
Certaines infections peuvent exacerber les symptômes des troubles de transport.
InfectionsSymptômes
#4
L'âge parental joue-t-il un rôle ?
Oui, l'âge avancé des parents peut être un facteur de risque pour certaines anomalies.
Âge parentalAnomalies congénitales
#5
Y a-t-il des facteurs environnementaux à considérer ?
Oui, certains facteurs environnementaux peuvent influencer le développement de ces troubles.
Facteurs environnementauxDéveloppement
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"acceptedAnswer": {
"@type": "Answer",
"text": "Oui, des problèmes de croissance sont fréquents chez les enfants atteints de ces troubles."
}
},
{
"@type": "Question",
"name": "Quels sont les facteurs de risque génétiques ?",
"position": 26,
"acceptedAnswer": {
"@type": "Answer",
"text": "Les antécédents familiaux de troubles métaboliques augmentent le risque."
}
},
{
"@type": "Question",
"name": "L'alimentation peut-elle influencer le risque ?",
"position": 27,
"acceptedAnswer": {
"@type": "Answer",
"text": "Oui, une alimentation pauvre en acides aminés peut augmenter le risque de carences."
}
},
{
"@type": "Question",
"name": "Les infections peuvent-elles aggraver la situation ?",
"position": 28,
"acceptedAnswer": {
"@type": "Answer",
"text": "Certaines infections peuvent exacerber les symptômes des troubles de transport."
}
},
{
"@type": "Question",
"name": "L'âge parental joue-t-il un rôle ?",
"position": 29,
"acceptedAnswer": {
"@type": "Answer",
"text": "Oui, l'âge avancé des parents peut être un facteur de risque pour certaines anomalies."
}
},
{
"@type": "Question",
"name": "Y a-t-il des facteurs environnementaux à considérer ?",
"position": 30,
"acceptedAnswer": {
"@type": "Answer",
"text": "Oui, certains facteurs environnementaux peuvent influencer le développement de ces troubles."
}
}
]
}
]
}
Institute of Rice Industry Technology Research, Key Laboratory of Functional Agriculture of Guizhou Provincial, Department of Education, Key Laboratory of Molecular Breeding for Grain and oil Crops in Guizhou Province, College of Agricultural Sciences, Guizhou University, Guiyang, 550025, China.
Publications dans "Systèmes de transport d'acides aminés neutres" :
Institute of Rice Industry Technology Research, Key Laboratory of Functional Agriculture of Guizhou Provincial, Department of Education, Key Laboratory of Molecular Breeding for Grain and oil Crops in Guizhou Province, College of Agricultural Sciences, Guizhou University, Guiyang, 550025, China. zmfang@gzu.edu.cn.
Key Laboratory of Plant Resource Conservation and Germplasm Innovation in Mountainous Region (Ministry of Education), Guizhou University, Guiyang, 550025, China. zmfang@gzu.edu.cn.
Publications dans "Systèmes de transport d'acides aminés neutres" :
Department of DiBEST (Biologia, Ecologia, Scienze Della Terra) Unit of Biochemistry and Molecular Biotechnology, University of Calabria, Via Bucci 4C, 87036, Arcavacata Di Rende, CS, Italy. cesare.indiveri@unical.it.
CNR Institute of Biomembranes, Bioenergetics and Molecular Biotechnologies (IBIOM), Via Amendola 122/O, 70126, Bari, Italy. cesare.indiveri@unical.it.
Publications dans "Systèmes de transport d'acides aminés neutres" :
Institute for Research in Biomedicine (IRB Barcelona), The Barcelona Institute of Science and Technology (BIST), 08028 Barcelona, Spain; ekaitz.errasti@irbbarcelona.org ollorca@cnio.es manuel.palacin@irbbarcelona.org.
Department of Biochemistry and Molecular Biomedicine, Universitat de Barcelona, E-08028 Barcelona, Spain.
Publications dans "Systèmes de transport d'acides aminés neutres" :
Structural Biology Programme, Spanish National Cancer Research Centre, E-28029 Madrid, Spain; ekaitz.errasti@irbbarcelona.org ollorca@cnio.es manuel.palacin@irbbarcelona.org.
Publications dans "Systèmes de transport d'acides aminés neutres" :
Institute for Research in Biomedicine (IRB Barcelona), The Barcelona Institute of Science and Technology (BIST), 08028 Barcelona, Spain; ekaitz.errasti@irbbarcelona.org ollorca@cnio.es manuel.palacin@irbbarcelona.org.
Department of Biochemistry and Molecular Biomedicine, Universitat de Barcelona, E-08028 Barcelona, Spain.
U731, Centro de Investigación Biomedica En Red de Enfermedades Raras (CIBERER), 08028 Barcelona, Spain.
Publications dans "Systèmes de transport d'acides aminés neutres" :
Institute of Rice Industry Technology Research, Key Laboratory of Functional Agriculture of Guizhou Provincial, Department of Education, Key Laboratory of Molecular Breeding for Grain and oil Crops in Guizhou Province, College of Agricultural Sciences, Guizhou University, Guiyang, 550025, China.
Publications dans "Systèmes de transport d'acides aminés neutres" :
Membrane Enzymology, University of Groningen, Groningen Biomolecular Sciences and Biotechnology Institute, Groningen, The Netherlands. d.j.slotboom@rug.nl.
University of Groningen, Zernike Institute for Advanced Materials, Groningen, The Netherlands. d.j.slotboom@rug.nl.
Publications dans "Systèmes de transport d'acides aminés neutres" :
Membrane Enzymology, University of Groningen, Groningen Biomolecular Sciences and Biotechnology Institute, Groningen, The Netherlands. c.paulino@rug.nl.
Structural Biology, University of Groningen, Groningen Biomolecular Sciences and Biotechnology Institute, Groningen, The Netherlands. c.paulino@rug.nl.
Publications dans "Systèmes de transport d'acides aminés neutres" :
State Key Laboratory of Genetic Engineering, Department of Genetics, School of Life Sciences, Fudan University, Shanghai, China.
Key Laboratory of Plant Resource Conservation and Germplasm Innovation in Mountainous Region (Ministry of Education), College of Agricultural Sciences, Guizhou University, Guiyang, China.
Publications dans "Systèmes de transport d'acides aminés neutres" :
Department DiBEST (Biologia, Ecologia, Scienze della Terra), Unit of Biochemistry and Molecular Biotechnology, University of Calabria, Arcavacata, Italy.
Publications dans "Systèmes de transport d'acides aminés neutres" :
Traditional education of clinical training mainly relies on a single mode of lecture-based learning (LBL), in which the teacher lectures and the students listen, and the teaching effect is often unsat...
Through objective evaluation of joint surgery students' theoretical knowledge and clinical skills, and subjective evaluation of teaching quality by anonymous questionnaire, the teaching effects of LBL...
Sixty students who participated in the standardized training of residents in the Center for Joint Surgery, Southwest Hospital, Army University, China from March 2020 to September 2021 were selected an...
The scores of theoretical knowledge, clinical skills and total score of group C were (86.40 ± 9.76), (92.15 ± 4.49), (88.70 ± 5.75) points respectively, which were significantly higher than (78.80 ± 1...
SBL combined with CPBL teaching mode can effectively improve the theoretical knowledge and clinical skills of the students, which could improve self-assessment and teaching satisfaction rate, and is w...
Team-based learning (TBL) and problem-based learning (PBL) are two effective educational approaches used in medical education for increasing knowledge acquisition, learning motivation, and collaborati...
The present study aimed to evaluate the perceptions of current or previous preclinical students at the College of Medicine, Najran University (NU) about the effectiveness of PBL and TBL and to assess ...
A cross-sectional survey was conducted on 106 preclinical students at NU, Saudi Arabia. The survey questionnaire was validated by a pilot study and designed based on Kirkpatrick's evaluation model. De...
73.6% of participants enjoyed PBL and found it motivating compared to TBL and classic lectures. PBL was reported as more effective for knowledge acquisition (50%), teamwork (62.3%), and high academic ...
It is concluded that PBL was more favored by the students regarding the learning outcomes. TBL was reported to need more individual preparation and effort and require lecturer involvement, suggesting ...
To enhance tutors' teaching skills, tutor shadowing for novice tutors of problem-based learning (PBL) in addition to conventional faculty development (FD) was applied. This study aimed to develop a tu...
This study employed a before-and-after study design with three phases. In phase 1, a TS-scale was elaborated. A validity examination was performed in phase 2. Phase 3 was a study of the effectiveness ...
A TS-scale with a 32-item questionnaire of self-rated confidence for PBL tutors was identified in phase 1. In phase 2, 7 experienced specialists in medical education were invited to evaluate the conte...
Novice PBL tutors benefit from FD that incorporates tutor shadowing in the 3 key domains of tutoring competencies. The TS-scale developed in this study can be applied in future research on FD design....
Problem-based learning (PBL) is a learner-centered method in which complex real-world problems are used to stimulate students thinking and problem-solving abilities during the teaching and learning pr...
This study developed a problem-based learning (PBL) module to improve integrated thinking and problem-solving ability in students of dental hygiene. After applying PBL, the study tested the improvemen...
This meta-analysis was conducted to systematically evaluate the impact of problem-based learning (PBL) and lecture-based learning (LBL) teaching models on students' learning in surgical education....
We systematically searched the publications related to the application of PBL and LBL in surgical courses in PubMed, Embase, Web of Science and Cochrane Library databases, the last retrieval time is S...
Nine studies were included totally. The results showed that compared with LBL, PBL was superior in clinical competence (SMD = 0.81, 95% CI: 0.12 ~ 1.49, P = 0.020) and student satisfaction (SMD = 2.13...
This study showed that the PBL teaching model is more effective than the LBL teaching model in surgical education on the aspects of enhancing clinical competence and student satisfaction. However, fur...
To study the application of PBL combined with CBL teaching mode in the teaching of international classification of diseases (ICD) encoding, so as to improve students' grasp of ICD encoding knowledge. ...
With traditional lecture-based learning methods often criticized for their limited ability to foster critical thinking and cognitive engagement, problem-based learning (PBL) has emerged as a promising...
PBL was implemented in an undergraduate public health course at a private university in the southeast US. The study was conducted in the Spring of 2022 using a convergent mixed-methods approach. Quant...
Results indicated significant improvements in student communication skills, growth mindset, and metacognitive abilities across the semester. The thematic analysis of qualitative responses corroborated...
The findings contribute to the growing body of evidence supporting PBL and offer practical insights for implementing PBL in public health education. The study also highlights the need for institutiona...
Problem-based learning (PBL) is a pedagogy involving self-directed learning in small groups around case problems. Group function is important to PBL outcomes, but there is currently poor scaffolding a...
Tool development unfolded in four steps: 1) a literature review was conducted to identify existent evaluation tools for group function in PBL, 2) literature findings informed the development of this n...
Nineteen scales relating to group function assessment were identified in the literature, lending 18 constructs that mapped into four dimensions: Learning Climate, Facilitation and Process, Engagement ...
A four-dimension tool to assist group function reflection in PBL was produced. Its constructs were well supported by literature and experts. Faculty and student stakeholders acknowledged the utility o...
The adaptation process for first-year medical students is an important problem because it significantly affects educational activities. The previous study showed that 63% of students had difficulties ...
We searched PubMed, ScienceDirect, Cochrane, and Google Scholar databases until June 5, 2021. Search terms included problem-based learning, effectiveness, effectivity, and medical student. We excluded...
Seven eligible studies (622 patients) were included. The pooled analysis demonstrated no significant difference between PBL with conventional learning method in critical thinking/knowledge assessment ...
The present study concluded that the PBL approach in first-year medical students appeared to be ineffective in improving critical thinking/knowledge, problem-solving, and self-directed compared with t...