Evaluation of Sweat Production by Pilocarpine Iontophoresis: A Noninvasive Screening Tool for Hypohidrosis in Ectodermal Dysplasia

Ectodermal dysplasia (ED) is a genetic disorder affecting the skin, hair, nails, teeth and sweat glands. The clinical presentation is heterogenous; however, hypohidrotic (reduced sweat) ectodermal dysplasia (HED) being the commonest. Also known as anhidrotic ED, sweat glands are sparse or rudimentary, leading to dysregulation of body temperature and episodes of uncontrolled hyperthermia due to reduced sweating. Of the many aids to document hypohidrosis in HED, we present here the technique of pilocarpine iontophoresis to induce, collect and measure sweat. Evaluation of sweat generated (against normally obtained values) is a non-invasive alternative to establish hypohidrosis in disorders such as HED. This augments clinical decision levels to plan skin biopsy for confirmation of diagnosis and facilitates patient management and early discharge. We present two cases of HED that were primarily diagnosed with sweat gland dysplasia using pilocarpine iontophoresis, and later confirmed with skin biopsy findings.     

Understanding conceptual change: connecting and questioning

We engage in a metalogue based on eight papers in this issue of Cultural Studies of Science Education that review the state of conceptual change research and its possible affect on the teaching and learning of science. Our discussion addresses three aspects of conceptual change research: theoretical, methodological, and practical, as we discuss conceptual change research in light of our experiences as science educators. Finally, we examine the implications of conceptual change research for the teachers and students with whom we work.

C2STEM: a System for Synergistic Learning of Physics and Computational Thinking

Journal of Science Education and Technology - Synergistic learning combining computational thinking (CT) and STEM has proven to be an effective method for advancing learning and understanding in a...     

Effectiveness of a Conflict Resolution Training Program in Changing Graduate Students Style of Managing Conflict with their Faculty Advisors

We investigated the conflict management preferences of graduate students with their faculty advisors and assessed the effects of participating in a conflict resolution workshop on those preferences. One hundred and twenty-one graduate students completed the pre-workshop surveys, and 69 participants completed the post-workshop surveys after seven workshops conducted over a 3 year period. Nineteen subjects participated in three post-workshop focus groups. The quantitative pre-workshop data showed that avoidance and accommodation styles for managing conflict were preferred among participants. Participants showed a trend towards a statistically significant increase in the collaborating score post-workshop relative to pre-workshop levels. The qualitative data indicated that students applied skills taught during the workshop, including interest-based principles, when interacting with faculty.