Academic literature on the topic 'KhonKaen University'

Abstract Background Invasive aspergillosis (IA) has been reported in systemic lupus erythematosus (SLE) patients. We assessed the risk factors of invasive aspergillosis in SLE patients. Methods A retrospective age- and sex-matched case–control study with ratio 3:1 in adult SLE patients from January 2002- December 2017 at Srinagarind Hospital, Khon Kaen University, KhonKaen, Thailand has been conducted. We excluded the patients who were overlap with other immunocompromised condition. Results Of 1,585 SLE patients, 22 patients (1.4%) had invasive aspergillosis and 66 controls were included in the study. The mean age was 36.9 ± 11.8 years and 76 (86.4%) patients were female. SLE patients who developed IA had statistically significant lower median total absolute lymphocyte count than control (503 vs. 1342 cells/mm3, P = 0.05) and history of steroid treatment (adjusted OR 21.43, P = 0.006) were the risk factor of IA. Conclusion There was a low prevalence of IA in SLE patients. Low total lymphocyte count, renal impairment and history of steroid treatment were significantly associated with invasive aspergillosis in SLE patients. Disclosures All authors: No reported disclosures.

Objective: To evaluate dental changes in cleft patients after undergoing orthodontic treatment for at least 2 years. Hypothesis: The dental change would decline significantly after 2 years of completing orthodontic treatment. Design: This is a retrospective study. Patient: Eighteen repaired cleft lip and palate patients from the Faculty of Dentistry, KhonKaen University, Thailand, participated in this study. Mean Outcome Measures: A dental model with before treatment (T0), completed treatment (T1), and retention period (T2) data was analyzed using the peer assessment rating (PAR) index. Result: The results showed that the PAR score improved enormously after treatment; from T0 to T1, it was 34.00 ± 10.01 to 4.67 ± 2.47, and there was a reversion in the retention period. There was statistical significance between T0, T1, and T2, with P values <.001, .005, and <.001 when comparing T0 with T1, T1 with T2, and T0 with T2, respectively. Conclusion: Occlusion in cleft lip and palate patients changed from the time of completing treatment to the final results after the retention period. To sustain satisfactory results, orthodontists should plan carefully for the retention period before performing the treatment.

This research aims to develop instruction model using cognitive learning theories on electromagnetic field and wave for undergraduate of electrical engineering program. The new instruction model called FATAC model was developed. It consists of 5 steps as; 1) Find 2) Adjust 3) Teach 4) Actions and 5) Conclusion. The content of dissertation has 3 Units; 1) Maxwell equations and electromagnetic wave are direct variation with time 2) Microwave planar and 3) Poynting vector and wave propagation. Thirty students of level 3 in technical education, rajamangala university of technology isan, khonkaen campus were a sampling group. Tools of dissertation included lesson plans, learning media as powerpoint presentation, electromagnetic wave propagation simulation program, wave propagation demonstration set, and filed strength meter. The research results consisted of; 1) The opinion on the FATAC model was high level (=4.21,S.D.=0.48). 2) The learning effectiveness of the instructional model was 76.15/76.73 (higher than 75/75 of the hypothesis). 3) The quality of instruction package by experts was high level (=4.27 ,S.D=0.62) and 4) The mean of satisfaction of the sampling group was high level (=4.23 ,S.D=0.57). Therefore, in conclusion, instruction model using cognitive learning theories on electromagnetic wave and propagation for undergraduate of electrical engineering program can be applied for electromagnetic theory subject and high efficiency.

206 Background: Cholangiocarcinoma in Thailand and Laos is associated with the liver fluke Opisthorchis viverrini (OV). Molecular differences between OV-CCA and Non-OV CCA remain to be defined. MiRNAs are regulators of mRNA that result in transcriptional repression or gene silencing. MiRNA profiles of OV vs. non-OV CCA have not yet been studied. Methods: 50 OV-CCA and 16 non-OV CCA pathological samples were obtained from Liver Fluke and Cholangiocarcinoma Center, Khonkaen University, Thailand and University of Texas, MD Anderson Cancer Center (MDACC), USA, respectively. Macrodissected common bile duct samples from MDACC were used as control groups. Global miRNA expression profiling was performed using the miRCURY LNA microRNA Array (Exiqon).qRT-PCR and in situ hybridization (ISH) were used to validate the miRNAs noted to be significant on the microRNA array. Results: Ten samples of OV and non-OV CCA were analyzed for global miRNA expression; 46 were used for validation. MiRNA microarray identified 71 miRNAs that were differentially expressed between OV-CCA and non-OV CCA (p<0.05). Of the 25 miRNAs with increased expression in OV-CCA, miR-141 and miR-200c were highly significant (p<0.01). These were overexpressed in OV-CCA as compared to control bile duct samples. The validation set on qRT-PCR showed significant miR-200c overexpression in 12 OV-CCA samples (p=0.02) and under expression in four non-OV CCA samples (p=0.006). ISH demonstrated miR-200c overexpression in 32 of 45 (71.1%) OV-CCA samples and 2 of 8 (25%) non-OV CCA samples. There was a trend toward better survival in OV-CCA patients with high miR-200c expression (9.5 vs 5.2 months, p=.08). Conclusions: MiRNA expression profiles differ between OV-CCA and non-OV CCA. MiR-200c was overexpressed in OV-CCA but under expressed in non-OV CCA. MiR-200C is known to repress epithelial-mesenchymal transition and its overexpression in OV-CCA may provide important insight into the distinct pathogenesis and prognosis of OV-CCA.

Abstract Introduction Pulmonary hypertension is one of the major complications in patients with thalassemia. The prevalence is higher among patients with non - transfusion dependent thalassemia (NTDT) than those patients with thalassemia major. Patients with NTDT have distinct genetic subgroups. Therefore, the effects of different genotype groups on pulmonary hypertension in patients with NTDT were assessed. Methods A cross-sectional study was conducted in patients with NTDT aged ≥ 10 years old at Srinagarind University Hospital and Udonthani Hospital. Pulmonary hypertension was defined as a tricuspid regurgitation velocity > 2.9 m/s by trans-thoracic echocardiography. All patients gave consent and the protocol was approved by the Ethics committee of Faculty of Medicine, KhonKaen University and Udonthani Hospital. Clinical characteristics and laboratory data that literature indicated as risk factors for pulmonary hypertension were collected. Genotypes were determined by hemoglobin typing and DNA analysis. The effect of genotype group on pulmonary hypertension was evaluated by using multivariate logistic regression analysis. Results Two hundred twenty two patients were recruited, 3 patients were excluded (1 patient with congenital heart disease and 2 patients with valvular heart disease). In a total of 219 patients, pulmonary hypertension was found in 24 patients (10.96%). All patients were categorized into 2 groups according to genetic data that included: 1) β-thalassemia (140, 63.93%) 2) α-thalassemia and combined α and β-thalassemia (79, 36.07%).Genotype groups were statistically and significantly associated with pulmonary hypertension based on the adjusted odds ratios after adjustment for other factors. Patients with β-thalassemia had a statistically significant higher risk for pulmonary hypertension compared to patients with α-thalassemia and patients with combined α and β-thalassemia had an odds ratio of 9.47 (p=0.036). Conclusion Genotype group is an independent risk factor for pulmonary hypertension in patients with NTDT. Echocardiography should be routinely recommended in patients with β-thalassemia. In patients with α-thalassemia and combined α and β-thalassemia, pulmonary hypertension is uncommon. Therefore, echocardiography should be only performed when these patients have a clinical indication. Abbreviation Hb CS = Hemoglobin Constant spring, Hb Pakse´= Hemoglobin Pakse´ Abbreviation PHT= pulmonary hypertension, AOR= adjusted odds ratio, 95% CI= 95% confidence interval Disclosures: No relevant conflicts of interest to declare.

Abstract Background: Nilotinib, a second generation tyrosine kinase inhibitor, was proved to have high efficacy on treatment of Philadelphia chromosome positive CML patients who failed or were intolerant to imatinib. Limited data was available on its efficacy and safety in Asian population. Methods: Chronic phase CML patients who have failure, suboptimal response or intolerance to imatinib according to ELN 2009 guideline were treated with nilotinib 400 mg twice daily on 7 centers in Thailand. Prospective data collection for 24 months was performed. Results: There were 106 cases participated in this study, 2 cases with initial T315I mutation were excluded from the study, total 104 cases were analysed. The median age was 46 (16-79) years with a slight male predominance over female at the ratio of 1.4:1 respectively. Twenty five percent received imatinib less than 12 months whilst 20% received imatinib longer than 60 months. The median duration of the prior imatinib treatment was 18 months (2-142 months). Best response to imatinib treatment were major molecular response (MMR) 5.8%, complete cytogenetic response (CCyR) 26%, major cytogenetic response (MCyR) 12.5%, complete hematologic response (CHR) 47%, and no CHR 8.7%. The reasons for nilotinib switching were imatinib failure 65%, imatinib intolerance 28%, imatinib suboptimal response 7%. Sixty-eight percent were completed 24 months follow up. Of those, 32% early discontinued treatment mostly because of unsatisfactory results or adverse events. Two patients died of infection and CNS bleeding during the study period. Evaluation were made every 3 months based on ELN 2009 criteria . Best response to nilotinib treatment included MMR 57%, CCyR 16%, MCyR 6%, CHR 16%, and no CHR 5%. At 3 months, 91%, 35%, and 14% of the patients CHR,CCyR, and MMR, respectively. Achieving CCyR or MMR at 3 months predicted a chance of achieving MMR (P= 0.00001) Those who did not achieve at least CHR at 3 months never achieved MMR, while 86 % of those who achieved CCyR at 3 months achieved MMR and 100% of those achieving MMR at 3 months had sustained MMR throughout the study period (24 months). Imatinib suboptimal response had significantly better outcome as compared to imatinib failure and imatinib intolerance group (P = 0.017). All of suboptimal response cases achieved CCyR , 86% achieved MMR, no early discontinue treatment in this group. While 75% of failure group achieved CCyR, 62% achieved MMR and 62% of intolerance group achieved CCyR, 38% achieved MMR. The reason for poorer response of intolerance group was high rate of early discontinue due to side effects, 17% vs 5% in the imatinib failure group. Initial BCR-ABL mutation analysis was performed on 90 cases, mutations were found on 16 cases, 2 of them were T315I which were excluded from the study. The cases with mutation significantly had poorer response to treatment than those without mutation (P = 0.001). There was one case with initial G250E mutation, who developed T315I mutation after treatment with nilotinib. At 24 months, 1 case progressed to accelerated phase and 3 cases progressed to blastic transformation. The 2-year progression-free survival and 2-year overall survival was 96% and 98%, respectively. Skin rash, musculoskeletal pain, and infection were the three most common non-hematologic adverse events found in 18%, 13%, and 6% of the patients, respectively; however, most of them were grade 1-2, except for 4 cases with grade 3-4 infections .Grade 3-4 hematologic adverse events included thrombocytopenia (12%), neutropenia (11%), anemia (5%), and leucopenia (4%); and most of them were manageable. Although biochemical abnormalities were commonly found, most of them were mild. Grade 3-4 events found were hypophosphatemia (6%), hyperglycemia (4%), and elevated serum lipase (4%). Only 10 cases (9%) permanently discontinued nilotinib due to its adverse effects. Conclusions: Nilotinib, as a second line treatment for Thai patients with chronic phase CML showed excellent efficacy and tolerability. Indication for nilotinib treatment, initial mutation status and depth of response at 3 months after treatment can predict outcomes of the patients. Author contact: KanchanaChansung M.D. Division of Hematology, Department of Medicine, Faculty of Medicine, Khonkaen University, Khonkaen, Thailand e-mail: kchansung@gmail.com Disclosures No relevant conflicts of interest to declare.

This thesis sets for itself the task of testing the viability of a dialogic model of learning as a methodology for teaching critical thinking in reading and writing to undergraduate students of Thai in Thailand. To this end, we conducted an experiment involving twenty-one undergraduate students of Thai at KhonKaen University, Thailand. This study presents the intellectual background of the pedagogic framework supporting the experiment and a discussion of its outcomes. The assessment of the results of the experiment focuses on the forms of evidence resulting directly from this pedagogic framework. The study concludes with a number of considerations for future research in critical thinking which our project helped us to identify. For the purpose of our work, we adopt the model of dialogic learning which involves students in looking for perspectives enabling them to challenge, and as a result to enhance, the relevance of the understandings in which they frame their interactions. The process is dialogic because it involves students in working with different points of view by identifying challenging perspectives, constructing conflicting arguments and exploring the strategic potential that the interaction of these arguments may have on the students? initial assumptions. In this sense, the concept of dialogue that we use refers to the methodology of students? inquiry (learning), rather than a specific form of linguistic genre. In our view, this definition is suitable to all fields of inquiry considering that each field deals with evaluation of the strategic (enabling) power of its assumptions. In the course of this work, we establish the relevance of the above concept of dialogic inquiry against a multitude of ideas regarding the suitability of different approaches to the teaching of critical thinking. We illustrate that, typically, teaching approaches value questioning as a means for generating reasoned arguments. However, the originality of the dialogic model used in this thesis lies in its ability to focus pedagogic environments on students? strategic engagement in social interactions, rather than on the process of questioning alone. Consequently, in our study we assess the quality of students? learning by identifying the contexts indicating the quality of students? social engagement. These included gauging the community?s interest in the students? project, the depth of students? exploratory work, their ability to work together and students? own personal involvement in their project. These outcomes helped us to reflect on the quality of the teaching model which we designed in order to promote the critical thinking process. The emphasis on students? strategic engagement in social interactions allowed us to break away from the conventional concerns with the link between classroom learning and real-world tasks. Instead, our students engaged in the task of creating a Thai News Network (TNN), an Internet-based broadcasting channel, involving students in generating for themselves the meaning of the objectives of their academic subject in the contexts of challenges that they experienced when creating the channel and its (news) articles. Our data analysis shows that the concept of a Thai News Network proved very successful despite the conventional beliefs that Thai students would find it difficult to be critical thinkers. As we demonstrate throughout the entire thesis, the main issue in teaching critical thinking is not, as it is often assumed, to ask students to critique the teacher or other authority texts. Rather, it is to create conditions enabling students to identify, and to work with, conflicting perspectives in order to create for themselves increasingly better informed and more inclusive strategies for acting in the world. This may not be an original purpose, but our study offers an original pedagogic framework for facilitating this objective.