Carbon-carbon bond formation is an essential reaction in organic chemistry and the use of aldolase enzymes for the stereochemical control of such reactions is an attractive alternative to conventional chemical methods. Here we describe the crystal structures of a novel class II enzyme, 2-dehydro-3-deoxy-galactarate (DDG) aldolase from Escherichia coli, in the presence and absence of substrate. The crystal structure was determined by locating only four Se sites to obtain phases for 506 protein residues. The protomer displays a modified (alpha/beta)(8) barrel fold, in which the eighth alpha-helix points away from the beta-barrel instead of packing against it. Analysis of the DDG aldolase crystal structures suggests a novel aldolase mechanism in which a phosphate anion accepts the proton from the methyl group of pyruvate.

ISRCTN27499282.

2-Dehydro-3-deoxygalactarate (DDG) aldolase (E.C. 4.1.2.20) catalyzes the reversible aldol cleavage of DDG and 2-dehydro-3-deoxyglucarate to pyruvate and tartronic semialdehyde. Rhombohedral crystals of recombinant DDG aldolase from Escherichia coli K-12 were obtained. The crystals belong to space group R32 with unit-cell parameters a = 93 A, alpha = 85 degrees. The crystals diffract to beyond 1.8 A resolution on a Cu Kalpha rotating-anode generator. The asymmetric unit is likely to contain two molecules, corresponding to a packing density of 1.34 A3 Da-1.

BackgroundTechnology-Enhanced Learning (TEL) can be used to educate Foundation Programme trainee (F1 and F2) doctors. Despite the advantages of TEL, learning behaviours may be exhibited that are not desired by system developers or educators. The aim of this evaluation was to investigate how learner behaviours (e.g. time spent on task) were affected by temporal (e.g. time of year), module (e.g. word count), and individual (e.g. knowledge) factors for 16 mandatory TEL modules related to prescribing and therapeutics.MethodsData were extracted from the SCRIPT e-Learning platform for first year Foundation trainee (F1) doctors in the Health Education England’s West Midland region from 1st August 2013 to 5th August 2014. Generalised Estimating Equation models were used to examine the relationship between time taken to complete modules, date modules were completed, pre- and post-test scores, and module factors.ResultsOver the time period examined, 688 F1 doctors interacted with the 16 compulsory modules 10,255 times. The geometric mean time taken to complete a module was 28.9 min (95 % Confidence Interval: 28.4–29.5) and 1,075 (10.5 %) modules were completed in less than 10 min. In February and June (prior to F1 progression reviews) peaks occurred in the number of modules completed and troughs in the time taken. Most modules were completed, and the greatest amount of time was spent on the learning on a Sunday. More time was taken by those doctors with greater pre-test scores and those with larger improvements in test scores.ConclusionsFoundation trainees are exhibiting unintended learning behaviours in this TEL environment, which may be attributed to several factors. These findings can help guide future developments of this TEL programme and the integration of other TEL programmes into curricula by raising awareness of potential behavioural issues that may arise.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-016-0651-z) contains supplementary material, which is available to authorized users.

Aims Following the introduction of competency-based training in 2007, the Paediatric Palliative Care Medicine curriculum was produced by the education subgroups of the RCPCH British Society for Paediatric Palliative Medicine and the Association of Children's Hospice Doctors. This document informs training and assessment of doctors who encounter paediatric end of life care or children with life-limiting/life threatening conditions. With the European working time directive and reduction in hours to 48 per week, there is less time for teaching. This abstract describes setting up an e-learning module in Paediatric Palliative care. Methods An initial funding bid to National Health Service (NHS) West Midlands was successful with further funding for animation obtained from the Department of Health Paediatric palliative care monies. At an initial meeting of key regional Paediatricians and specialist nurses identified through the West Midlands Paediatric Palliative care network, module content was agreed using the Paediatric palliative care curriculum as guidance. By tender bids, a media company was selected who produced examples of e-learning modules and a script template. Over 18 months, scripts were written and consensus reached on final content at a 1 day review meeting attended by 7 members of the initial group. The module has involved close liaison with ACT (Association for Children's Palliative Care). Results 22 modules with over 60 animations and audio clips have been produced. A sample will be demonstrated. Interactive exercises are a key feature. The modules can be used in any order, healthcare professionals can select modules according to their own learning needs and they form part of a blended approach to learning. From April 2011, these modules can be accessed free of charge via the NHS West Midlands or ACT websites. Conclusions This e-learning resource for paediatric palliative care is an important and timely project to enhance training and education for high quality paediatric palliative care. E-learning is growing in importance due to reduced working hours and increasing technological capabilities. This resource, blueprinted to the palliative care curriculum, is applicable not only to regional Paediatricians but also nationally and internationally. Unlike a book, important amendments will be made without significant time delay.