Velasco, V. | Search bioRxiv

bioRxiv2021

Anterior Gradient-2 (AGR2) overexpression in colon cancer: a potential prognostic biomarker

BackgroundColon cancer is one of the most common leading causes of death worldwide. Prognostic at an early stage is an efficient way to decrease mortality. The Endoplasmic Reticulum (ER)-resident protein anterior gradient-2 (AGR2), a Protein Disulfide Isomerase (PDI) is highly expressed in various tumours and is involved in tumour-associated processes. This study aims at examining the expression of AGR2 protein in colon cancer. MethodsAGR2 protein expression was determined using immunohistochemistry on tissue samples issued from a cohort of 82 colorectal carcinomas. ResultsAGR2 protein expression was significantly higher in tumours than in adjacent nontumour controls. AGR2 expression subgroup analyses indicated that AGR2 low expression in colon cancer patients was significantly associated with worse overall survival. Mucinous colon cancers exhibited higher AGR2 expression levels than non-mucinous cancers. Additionally, tumours with microsatellite instability (MSI) were characterised by a strong upregulation of AGR2 mRNA and protein expression despite an absence of MLH1/MSH2 mutations. ConclusionsOur findings indicate that high AGR2 protein expression is correlated with longer patient survival and that AGR2 overexpression is associated with MSI tumours and could represent an MSI biomarker. Overall, AGR2 might serve as a biomarker to stratify colon tumours and to contribute to the prognosis of colon cancer patients.

cancer biology↗

bioRxiv2021

From the Modern Synthesis to the Molecular Synthesis: updating how we teach and assess evolution by natural selection

Evolution by natural selection is recognized as both the most important concept in undergraduate biology and the most difficult to teach. Unfortunately, teaching and assessment of evolution have been impaired by legacy approaches that focus on Darwins original insights and the Modern Synthesis integration of Mendelian genetics, but ignore or downplay advances from what we term the Molecular Synthesis. To create better alignment between instructional approaches and contemporary research in the biosciences, we propose that the primary learning goal in teaching evolution should be for students to connect genotypes, phenotypes, and fitness. To support this approach, we developed and tested assessment questions and scoring rubrics called the Extended Assessing Conceptual Reasoning of Natural Selection (E-ACORNS) instrument. Initial E-ACORNS data suggest that after traditional instruction, few students recognize the molecular synthesis--prompting us to propose that introductory course sequences be re-organized with the molecular synthesis as their central theme.

scientific communication and education↗