No abstract

In the last few decades, the field of nanomedicine applied to cancer has revolutionized cancer treatment: several nanoformulations have already reached the market and are routinely being used in the clinical practice. In the case of genetic nanomedicines, i.e., designed to deliver gene therapies to cancer cells for therapeutic purposes, advances have been less impressive. This is because of the many barriers that limit the access of the therapeutic nucleic acids to their target site, and the lack of models that would allow for an improvement in the understanding of how nanocarriers can be tailored to overcome them. Zebrafish has important advantages as a model species for the study of anticancer therapies, and have a lot to offer regarding the rational development of efficient delivery of genetic nanomedicines, and hence increasing the chances of their successful translation. This review aims to provide an overview of the recent advances in the development of genetic anticancer nanomedicines, and of the zebrafish models that stand as promising tools to shed light on their mechanisms of action and overall potential in oncology.

The zebrafish model can play a role in education because of its suitability for manipulation and attractiveness to students compared to traditional lecture-based instruction. Furthermore, zebrafish offer advantages over other model species. Seeing as fewer and fewer students are entering science degree programs, this project has been developed to encourage scientific vocations among secondary school students. To do so, an aquarium was given to 114 schools so that they could look after adult zebrafish, mate them, and visualize embryo development. For training on more sophisticated techniques, a virtual tool was developed to simulate a real genetics laboratory on a personal computer. Results based on teachers' feedback indicate that the students were fully dedicated to the project and achieved better understanding of genetic concepts and techniques. These results demonstrate the potential of alternative teaching methods for engaging students in science learning.