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- 3-Bromopyruvate boosts the effect of chemotherapy in acute myeloid leukemia by a pro-oxidant mechanismPublication . Vieira, Joana Pereira; Preto, Ana; Granja, Sara; Queirós, Odília; Celeiro, Sónia Pires; Ko, Young Hee; Casal, Margarida; Matos, Catarina Barbosa; Baltazar, Fátima; Granja, SaraAcute myeloid leukemia (AML) comprises a diverse group of blood cancers with varying genetic, phenotypic, and clinical traits, making development of targeted therapy challenging. Metabolic reprogramming in AML has been described as relevant for chemotherapy effectiveness. 3-Bromopyruvate (3-BP) is an anticancer agent that undermines energy metabolism of cancer cells. However, the effect of 3-BP in hematologic malignancies, such as AML, needs further investigation. Thus, we aimed to explore 3-BP as a chemo-sensitizing agent in AML. Different approaches of combining 3-BP with classical chemotherapy (daunorubicin and cytarabin) were tested in diverse AML cell lines. Cell sensitivity to the different drug combinations was analyzed by Trypan blue staining. The effect of pre-treatment with a non-toxic concentration of 3-BP was assessed on the AML cell metabolic profile (Western blot and immunofluorescence), mitochondrial activity (cytometry flow), and antioxidant capacity (colorimetric detection kit). KG-1 and MOLM13 cells showed increased sensitivity to chemotherapy (decreased EC 50 values) after exposure to a non-toxic concentration (5 μ M) of 3-BP. In both cell lines, 5 glucose consumption without changing extracellular lactate levels. 5 μ μ M 3-BP decreased M 3-BP treatment increased reactive oxygen species levels and decreased cell antioxidant capacity by depleting reduced glutathione levels in both KG-1 and MOLM13 cells. Our results demonstrate that non-toxic concentrations of 3-BP enhance the effect of classical chemotherapy in AML cells through a pro-oxidant mechanism. These data unveiled a new approach for AML treatment, using 3-BP or other pro-oxidant agents as co-adjuvants of chemotherapy, subsiding chemotherapy- induced side effects.
- N170 in attention deficit hyperactivity disorder: Systematic reviewPublication . Barroso, Beatriz C. R.; Vieira, Luísa; Pinto, Joana O.; Almeida, Rita; Pinto, Joana OAttention deficit hyperactivity disorder (ADHD) seems to encompass impaired emotional recognition and face processing, whose underlying mechanisms are yet to be uncovered. The N170 is an event-related potential sensitive to facial expressions, being often associated with perception and attention. Thus, this work aims to summarise and meta-analyse the literature focused on N170 modulation by ADHD. Empirical studies measuring N170 in both ADHD and healthy individuals were identified following the Preferred Reporting Items for Systematic Reviews and Meta-analysis. Fourteen studies were included in the review. Eight studies were meta-analysed and no overall significant results were found between healthy and ADHD individuals. Moderation analysis by valence revealed no differences between groups for positive and negative valence. Neutral valence yielded more negative N170 amplitudes in ADHD than in healthy individuals. Altogether, findings suggest that neurophysiological processing of emotional faces is generally unimpaired in ADHD individuals. Further, it may be that ambiguous faces’ processing is more demanding in individuals with ADHD. Limitations of the included studies are the variability of the tasks employed and the lacking information about the specific symptoms and medication washout. Directions for future studies are discussed.
- The role of interoceptive processing in prenatal depression and anxietyPublication . Praça, Maiara Silva; Braga, Patrícia Vilela; Marshall, Amanda; Lamela, Diogo; Jongenelen, Inês; Rocha, Nuno Barbosa; Costa, Raquel; Schütz-Bosbach, Simone; Pinto, Tiago Miguel; Feldman, Ruth; Campos, Carlos; Rocha, NunoPregnancy is a complex biological phenomenon that can modify several interoception domains (ability to perceive and subjectively experience inner bodily states). These changes in interoceptive processing may also play a role in the emergence of prenatal psychopathology, namely anxiety and depression. To examine the association between interoceptive processing and psychopathology (depression and anxiety) in first-time pregnant women (3rd trimester). 17 first-time expectant mothers (mean age = 32.71 years) completed data collection at 28-32 gestational age. Interoception was evaluated using self-report measures (Interoceptive Accuracy and Attention Scales), a performance-based interoceptive accuracy task (Heartbeat Tapping Task; participants are required to tap a key whenever they feel a heartbeat), and neural markers of infant-specific interoceptive processing (heartbeat-evoked potentials - HEP - during the Infant Face Repetition-Suppression Task). A cluster mass permutation test was employed to identify the electrodes and time-windows where HEP amplitude was effectively modulated (right frontal-central; 308 - 600 ms). The Edinburgh Postnatal Depression Scale was used to evaluate depressive symptoms, while the State Anxiety Inventory (STAI-S) measured current anxiety levels. Significant positive correlations were found between interoceptive attention and anxiety (r =.645; p = .017), as well as between interoceptive attention and depression (r = .749; p = .003). Interoceptive accuracy was neither correlated with anxiety nor depression. A large (albeit non-significant) negative correlation (r = -.301, p = .368) was found between depressive scores and HEP emotional modulation in the infant condition, suggesting that infant-specific emotional modulation of HEP may be reduced in prenatal depression. These preliminary findings suggest that interoceptive processing is associated with prenatal psychopathology across several levels. Self-perceived beliefs about interoceptive attention were positively associated with both anxiety and depression. Furthermore, infant-specific neural markers of interoceptive processing may also play an important role in prenatal depressive symptomatology.
- Does attention to cardiac sensations modulate heartbeat-evoked potentials even after controlling for cognitive demands?Publication . Braga, Patrícia Vilela; Vieira, Beatriz; Carina, Fernandes; Barbosa, Fernando; Santos, Fernando Ferreira; Pereira, Mariana R.; Rocha, Nuno Barbosa; Mazer, Prune; Pasion, Rita; Schütz-Bosbach, Simone; Paiva, Tiago Oliveira; Campos, Carlos; Campos, Carlos; Rocha, Nuno; Mazer, PruneHeartbeat-evoked potentials (HEP) have been shown to be modulated by attentional focus (cardiac vs. exteroceptive attention), suggesting that HEP are a neural correlate of interoceptive prediction errors. However, this effect has not been consistently replicated, and differences in cognitive effort when contrasting interoceptive vs. exteroceptive attention may be a confounding factor. We devised a modified Heartbeat Attention Task to examine whether cardiac attention can modulate HEP amplitude even when cognitive demands are matched across interoceptive and exteroceptive conditions. In exteroceptive blocks, subjects were required to count subtle bursts of volume increase embedded within a continuous white noise. The bursts’ volume was individually tailored for each participant (near absolute threshold) and were presented in a rhythmic pattern replicating a typical heart rate. In interoceptive blocks, participants were asked to count their heartbeats, whilst the white noise was still presented, ensuring that the neural effects were driven by the attention shift rather than sensory changes. The task was first completed by 50 participants (25F; 28.44y) during a 9-electrode EEG recording: frontal, central and parietal sites. No significant differences were found regarding counted heartbeats (M=122.00) vs white noise bursts (M=118.86) as well as on perceived attentional efforts (heart M=65.00 vs bursts M=67.00), indicating similar task demands across conditions. No significant differences between conditions were found on HEP amplitude across all electrodes (p > .137 for all), suggesting no attentional modulation of HEP amplitude after accounting for cognitive demands. Due to the reduced number of electrodes, a follow-up sample of 26 participants (13F; 21.73y) completed the task using a new EEG geodesic 64-channel sensor net. This dataset is currently under processing and will allow for a more comprehensive data-driven analytic approach (cluster-based permutation test) to ensure whether the attentional modulation of HEP amplitude is indeed absent when accounting for cognitive demands.
- Neurophysiological markers of cardiac interoceptive processing in first-time expectant mothersPublication . Braga, Patrícia Vilela; Marshall, Amanda; Lamela, Diogo; Jongenelen, Inês; Rocha, Nuno Barbosa; Costa, Raquel; Pasion, Rita; Schütz-Bosbach, Simone; Pinto, Tiago Miguel; Feldman, Ruth; Campos, Carlos; Campos, Carlos; Rocha, NunoPregnancy is a complex biological phenomenon where two distinct pathways may produce changes in interoception (ability to perceive and subjectively experience inner bodily states). First, pregnancy modifies the parental caregiving brain network, which includes key regions for interoceptive processing, particularly the insula. Second, pregnancy also changes the strength, frequency, and/or nature of interoceptive signals across different modalities (e.g., cardiac, respiratory, gastric). This study investigates pregnancy-related changes in neural markers of cortical interoceptive processing, specifically heartbeat-evoked potentials (HEP), by comparing first-time expectant mothers with non-pregnant, age-matched females. Data were collected from first-time expectant mothers (n = 13; Mage = 32.15 years) and matched controls (n = 8; mean age = 30.88 years) at 28–32 weeks of gestation. EEG recordings, time-locked to R-peaks (ECG), were obtained while participants completed the Infant Face Repetition Suppression Task. This paradigm was designed to induce an emotion (sad vs. neutral) and age-specific (infant vs. adult) modulation of HEP amplitude. A cluster mass permutation test was employed to identify the electrodes and time-windows where HEP amplitude was effectively modulated (right frontal-central; 308 - 600 ms). Repetition-suppression effects on HEP amplitude were observed for adult stimuli (p = .049, d = 0.499), while no modulation was observed in the infant condition (p = .471, d = 0.174). Pregnant participants displayed significantly lower HEP amplitude in adult trials in comparison to non-pregnant controls (p = .046, g = 0.997). Despite significant differences only emerging in the adult trials, pregnant women displayed lower HEP amplitude across all conditions. These findings suggest that pregnancy modifies cardiac interoceptive processing, leading to an overall decrease in HEP amplitude. Contrary to our hypothesis, expectant mothers did not exhibit infant- or emotion-specific changes in neural markers of cardiac interoception.
- Artificial intelligence in problem-based learning in higher education: A scoping reviewPublication . Alexandrino, Ana; Cunha, Christine; Lima, Teresa; Alexandrino, Ana Silva; Cunha, ChristineThe rapid evolution of technology calls for continuous pedagogical innovation in higher education, with active approaches like Problem-Based Learning (PBL) fostering critical thinking and collaboration. Artificial Intelligence (AI) shows strong potential to enhance PBL, yet there is a clear need for comprehensive research on its integration within higher education (HE) curricula. This study aims to map the scope of existing evidence on the use of AI in PBL contexts for higher education students. The eligibility criteria follow the PCC framework: Population: Higher education students; Concept: Use of Artificial Intelligence; Context: Problem-Based Learning. Methodology: Following the Joanna Briggs Institute methodology and reporting according to PRISMA-ScR guidelines, this scoping review addresses the main research question: What is the scope of existing evidence on the use of AI in PBL for higher education students? The sub-questions are: 1. What types of AI tools and systems are used and how are they pedagogically integrated into PBL approaches for HE students? 2. What are the identified benefits and challenges in using AI in PBL contexts for HE students? 3. What are the identified research gaps regarding the use of AI in PBL for HE students? A systematic search will be conducted in electronic databases such as Scopus, Web of Science, ERIC, and ScienceDirect, including studies published between 2015 and 2025, available in English or Portuguese. Study selection will be done by two independent reviewers. Results will be synthesized narratively, grouping findings thematically. This review expects to identify AI tools applied in PBL, pedagogical strategies, benefits, challenges, and gaps in the literature, offering evidence-based insights for pedagogical practice, and guide future research in this emerging domain.
- Aprender genética: Uma abordagem interativa entre Ensino Superior e 1.º Ciclo do Ensino BásicoPublication . Novais, Gonçalo; Dias, Clara; Ferreira, Beatriz; Lamas, Maria Céu; Mota, Sandra; Amorim, Manuela; Amorim Sousa, Maria Manuela; Mota, Sandra; Ribeiro Lamas, Maria do CéuIntegrada na UC Educação Clínica II da E2S|Porto, foi desenvolvida uma intervenção educativa sobre hereditariedade, dirigida a 86 estudantes do 1.º ao 4.º ano do Ensino Básico (5-10 anos), em 4 sessões independentes com cerca de 45 minutos. Partindo da questão “Porque somos parecidos com os nossos pais?”, a atividade utilizou uma abordagem lúdico-pedagógica para explorar conceitos genéticos. Iniciou com a identificação de características fenotípicas familiares, como a capacidade de enrolar a língua. Seguiram-se atividades práticas com coelhos brancos/pretos em cartão para explicar dominância e recetividade, complementadas por um xadrez mendeliano com “ervilhas” de esferovite. Após a introdução aos conceitos de célula, cromossomas e DNA, os alunos realizaram um “cariótipo” usando pauzinhos de gelados com diferentes padrões de bandas, tamanhos e cores. A análise dos questionários pré e pós-intervenção revelou um aumento de respostas corretas em cada ano escolar (1º ano: >60%; 2º ano: >47%; 3º ano: >45%; 4º ano: >27%), demonstrando a eficácia da metodologia. Esta abordagem (inter)ativa, associando teoria e experiência, revelou-se eficaz na promoção do conhecimento científico e no estímulo ao interesse precoce pela ciência.
- CytoScope – Ferramentas digitais no Ensino SuperiorPublication . Fernandes, Sílvia; Mota, Catarina; Silva, Regina; Silva, Regina; Fernandes, SílviaA patologia digital tem um impacto significativo no ensino em saúde. Na área da citopatologia, as ferramentas digitais permitem o acesso remoto a casos clínicos, ultrapassando a necessidade física quer das lâminas, quer do microscópio. Dada a complexidade da citopatologia não ginecológica e a falta de ferramentas adequadas para o estudo autónomo, a modernização das ferramentas pedagógicas continua a ser uma necessidade. Em 2015, a Escola Superior de Saúde do Politécnico do Porto implementou, de forma pioneira, uma laminoteca digital no âmbito do ensino em citologia ginecológica. Esta ferramenta foi de enorme utilidade no período da pandemia e é utilizada anualmente como complemento ao estudo microscópico no âmbito da licenciatura em Ciências Biomédicas Laboratoriais. Um inquérito aos estudantes 3º e 4º ano do curso acerca da laminoteca aferiu uma elevada taxa de utilização e de satisfação, e a maioria dos estudantes reconhece que a ferramenta promoveu um melhor desempenho académico. Os estudantes que não a utilizaram destacam o desconhecimento da sua existência ou dificuldades na configuração como principais motivos. Estas lacunas foram tidas em consideração para a construção de uma laminoteca de citologia não ginecológica otimizada. Foi desenvolvido o Non-Gyn CytoScope, que inclui vídeos com instruções de instalação e de uso, uma interface intuitiva e um maior número de casos clínicos disponíveis para estudo, com organização em categorias diagnósticas. No total, o catálogo da laminoteca inclui 300 casos de citologia dos vários sistemas do organismo, digitalizados a 40x através de Whole Slide Imaging. As imagens são disponibilizadas numa plataforma em HTML e visualizadas no software CaseViewer, permitindo o acesso a partir de um dispositivo móvel a qualquer hora e em qualquer lugar. A aplicação das ferramentas digitais permite aos estudantes um complemento ao estudo fora da sala de aula e do laboratório, promovendo uma aprendizagem centrada e gerida pelo estudante.
- Ferramentas digitais de ensino a distância em saúde: Um curso de formação para docentes do ensino superiorPublication . Almeida, Raquel Simões de; Trigueiro, Maria João; Simões de Almeida, Raquel; Trigueiro, Maria JoãoA utilização de métodos de ensino à distância, de forma exclusiva ou integrada num modelo híbrido, tem vindo a ganhar mais destaque, nomeadamente nas ciências da saúde. Contudo, nem todos os docentes sabem utilizar ferramentas para a conceção e implementação de cursos a distância. Este trabalho apresenta o desenvolvimento e implementação do microcurso "Ferramentas Digitais de Ensino a Distância em Saúde", voltado para a capacitação de docentes do ensino superior. O curso estruturouse em cinco módulos, combinando atividades síncronas e assíncronas ao longo de um mês. Entre os temas abordados, destacam-se: educação digital e modelos pedagógicos virtuais, ferramentas digitais para comunicação e colaboração, desenvolvimento de experiências de aprendizagem interativas, avaliação em ambientes digitais e inovações na educação a distância. O objetivo foi capacitar docentes para integrar eficazmente tecnologias digitais no ensino em saúde, promovendo a literacia digital e contribuindo para a democratização do acesso a uma educação de qualidade.
- Da teoria à prática: Entrevista a fisioterapeutas como estratégia pedagógica para a aplicação e integração dos conteúdos curricularesPublication . Lopes, Sofia; Silva, Sandra; Figueira, Vânia; Lopes, SofiaO trabalho colaborativo, como abordagem pedagógica, permite desenvolver tarefas em equipa capacitando os estudantes a enfrentar desafios complexos. Permite cooperação, comunicação, desenvolvimento de competências sociais e aprendizagem entre pares, sob a forma de projetos e/ ou debates em pequenos grupos, resolução de problemas e atividades práticas, como entrevistas. Neste sentido, foi objetivo avaliar a satisfação dos estudantes quanto à realização de uma entrevista a Fisioterapeutas, de forma a aplicar e integrar os conteúdos programáticos da Unidade Curricular de Introdução à Profissão, lecionada no 1º ano do Curso de Licenciatura em Fisioterapia do Instituto Politécnico da Saúde do Norte. Dos 203 estudantes inscritos na Unidade Curricular, 135 constituíram a amostra em estudo. Quanto à satisfação relativamente à entrevista, 95% (n=128) dos estudantes, auto-reportaram que se encontravam muito satisfeitos ou satisfeitos com esta prática pedagógica. Os resultados parecem indicar que os estudantes auto-percepcionaram que a entrevista apresentou-se como uma dinâmica de aprendizagem inovadora.