Comparison of Freelite and N-Latex serum free light chain assays: a critical review

IntroductionThe measurement of serum free light chain (FLC) represents a fundamental aspect on the assessment of patients with monoclonal gammopathies (MG). Different analytical methods for FLC have become available with the possibility to obtain different value with a substantial impact on the assessment of patients with MG. This study aimed to evaluate FLC results obtained with two different assays and how the difference value obtained can impact in the patient’s assessment.Materials and methodsNinety-three patient serum samples that underwent analysis for FLC with two different methods, Serum Freelite (The Binding Site, Birmingham, UK) and N-Latex FLC (Siemens, Marburg, Germany), were included in this retrospective study. Statistical analysis was performed to evaluate correlation, difference, and the grade of concordance between the results obtained with the two methods.ResultsSignificant statistical differences between the results obtained from the two methods were found (P < 0.05). A good correlation was found (0.99 for κ FLC, 0.95 for λ FLC, and 0.94 for the κ/λ ratio, respectively). We found a weighted kappa value of 0.65 for κ/λ ratio, 0.65 for λ FLC and 0.90 for κ FLC. A positive bias found with the Bland-Altman plot mirrors overestimation of κ FLC and κ/λ ratio with Freelite compared to N-Latex, whilst a negative bias underscores underestimation of λ FLC by Freelite compared to N-Latex.ConclusionAlthough in general the concordance between Freelite and N-Latex appears satisfactory, several discrepancies could be evidenced and consequently the two assays are not interchangeable.     

The dispersion of research performance within and between universities as a potential indicator of the competitive intensity in higher education systems

Higher education systems in competitive environments generally present top universities, that are able to attract top scientists, top students and public and private financing, with notable socio-economic benefits in their region. The same does not hold true for non-competitive systems. In this study we will measure the dispersion of research performance within and between universities in the Italian university system, typically non-competitive. We will also investigate the level of correlation that occurs between performance in research and its dispersion in universities. The findings may represent a first benchmark for similar studies in other nations. Furthermore, they lead to policy indications, questioning the effectiveness of selective funding of universities based on national research assessment exercises. The field of observation is composed of all Italian universities active in the hard sciences. Research performance will be evaluated using a bibliometric approach, through publications indexed in the Web of Science between 2004 and 2008.     

Revisiting the scaling of citations for research assessment

Over the past decade, national research evaluation exercises, traditionally conducted using the peer review method, have begun opening to bibliometric indicators. The citations received by a publication are assumed as proxy for its quality, but they require standardization prior to use in comparative evaluation of organizations or individual scientists: the citation data must be standardized, due to the varying citation behavior across research fields. The objective of this paper is to compare the effectiveness of the different methods of normalizing citations, in order to provide useful indications to research assessment practitioners. Simulating a typical national research assessment exercise, he analysis is conducted for all subject categories in the hard sciences and is based on the Thomson Reuters Science Citation Index-Expanded^®. Comparisons show that the citations average is the most effective scaling parameter, when the average is based only on the publications actually cited.     

The effects of computer-assisted instruction on number combination skill in at-risk first graders

The purpose of this pilot study was to assess the potential for computer-assisted instruction (CAI) to enhance number combination skill among children with concurrent risk for math disability and reading disability. A secondary purpose was to examine the effects of CAI on spelling. At-risk students were assigned randomly to math or spelling CAI, which they received in 50 sessions over 18 weeks. Acquisition and transfer effects were assessed. The results indicated that math CAI was effective in promoting addition but not subtraction number combination skill and that transfer to arithmetic story problems did not occur. Spelling CAI effects were reliable on acquisition and transfer spelling measures, with small to moderate effect sizes on transfer to reading measures. These results provide the basis for additional work with larger samples.     

Exploring how children with reading difficulties respond to instructional supports in literacy games and the role of prior knowledge

Digital literacy games can be beneficial for children with reading difficulties as a supplement to classroom instruction and an important feature of these games are the instructional supports, such as feedback. To be effective, feedback needs to build on prior instruction and match a learner's level of prior knowledge. However, there is limited research around the relationship between prior knowledge, instruction and feedback in the context of learning games. This paper presents an empirical study exploring the influence of prior knowledge on response to feedback, in two conditions: with or without instruction. Thirty-six primary children (age 8–11) with reading difficulties participated: each child was assessed for their prior knowledge of two suffix types—noun and adjective suffixes. They subsequently received additional instruction for one suffix type and then played two rounds of a literacy game—one round for each suffix type. Our analysis shows that prior knowledge predicted initial success rates and performance after a verbal hint differently, depending on whether instruction was provided. These results are discussed with regards to learning game feedback design and the impact on different types of knowledge involved in gameplay, as well as other game design elements that might support knowledge building during gameplay.

Practitioner notes

What is already known about this topic

• Instructional supports, such as elaborative feedback, are a key feature of learning games.
• To be effective, feedback needs to build on prior instruction and match a learner's level of prior knowledge.
• Prior knowledge is an important moderator to consider in the context of elaborative feedback.

What this paper adds

• Providing additional instruction (eg, pre-training) may act as a knowledge enhancer building on children's existing disciplinary expertise, whereas the inclusion of elaborative feedback (eg, a hint) could be seen as a knowledge equaliser enabling children regardless of their prior knowledge to use the pre-training within their gameplay.
• Highlights the importance of children's preferred learning strategies within the design of pre-training and feedback to ensure children are able to use the instructional support provided within the game.
• Possible implications for pre-training and feedback design within literacy games, as well as highlighting areas for further research.

Implications for practice and/or policy

• Pre-training for literacy games should highlight key features of the learning content and explicitly make connections with the target learning objective as well as elaborative feedback.
• Pre-training should be combined with different types of in-game feedback for different types of learners (eg, level of prior knowledge) or depending on the type of knowledge that designers want to build (eg, metalinguistic vs. epilinguistic).
• Modality, content and timing of the feedback should be considered carefully to match the specific needs of the intended target audience and the interaction between them given the primary goal of the game.