Michael D. Schaller
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View article: Evaluation of the Utility of a Research Ethics Training Course to Graduate Students
Evaluation of the Utility of a Research Ethics Training Course to Graduate Students Open
Concerns about the integrity of scientific research and the erosion of public trust in science led to policy recommendations to improve the responsible conduct of research. One recommendation was to increase scientific integrity through tr…
View article: Efficacy of Centers of Biomedical Research Excellence ( <scp>CoBRE</scp> ) grants to build research capacity in underrepresented states
Efficacy of Centers of Biomedical Research Excellence ( <span>CoBRE</span> ) grants to build research capacity in underrepresented states Open
Federal funding for research has immediate and long‐term economic impact. Since federal research funding is regionally concentrated and not geographically distributed, the benefits are not fully realized in some regions of the country. The…
View article: Training doctoral students in critical thinking and experimental design using problem-based learning
Training doctoral students in critical thinking and experimental design using problem-based learning Open
Background Traditionally, doctoral student education in the biomedical sciences relies on didactic coursework to build a foundation of scientific knowledge and an apprenticeship model of training in the laboratory of an established investi…
View article: Efficacy of Centers of Biomedical Research Excellence (CoBRE) Grants to Build Research Capacity in Underrepresented States
Efficacy of Centers of Biomedical Research Excellence (CoBRE) Grants to Build Research Capacity in Underrepresented States Open
Federal funding for research has immediate and long-term economic impact. Since federal research funding is regionally concentrated and not geographically distributed, the benefits are not fully realized in some regions of the country. The…
View article: Supplementary Figures 1-9 from Functional Hierarchy and Cooperation of EMT Master Transcription Factors in Breast Cancer Metastasis
Supplementary Figures 1-9 from Functional Hierarchy and Cooperation of EMT Master Transcription Factors in Breast Cancer Metastasis Open
S1. The EMT-TFs bind similar E-box DNA consensus sequences. S2. Expression of ZEB1 and ZEB2 strongly correlates with the mesenchyma phenotype in breast cancer cell lines. S3. Low expression of miR200s/203/205 microRNAs strongly correlates …
View article: Supplementary Methods, Supplementary Tables 1-4. Sequences of shRNAs, primers and RT-qPCR assays from Functional Hierarchy and Cooperation of EMT Master Transcription Factors in Breast Cancer Metastasis
Supplementary Methods, Supplementary Tables 1-4. Sequences of shRNAs, primers and RT-qPCR assays from Functional Hierarchy and Cooperation of EMT Master Transcription Factors in Breast Cancer Metastasis Open
Supplementary Table 1. Cloning primers Supplementary Table 2. shRNAs Supplementary Table 3. RT-qPCR primers Supplementary Table 4. MicroRNA RT-qPCR assays and microRNA mimics
View article: Supplementary Figures 1-9 from Functional Hierarchy and Cooperation of EMT Master Transcription Factors in Breast Cancer Metastasis
Supplementary Figures 1-9 from Functional Hierarchy and Cooperation of EMT Master Transcription Factors in Breast Cancer Metastasis Open
S1. The EMT-TFs bind similar E-box DNA consensus sequences. S2. Expression of ZEB1 and ZEB2 strongly correlates with the mesenchyma phenotype in breast cancer cell lines. S3. Low expression of miR200s/203/205 microRNAs strongly correlates …
View article: Data from Functional Hierarchy and Cooperation of EMT Master Transcription Factors in Breast Cancer Metastasis
Data from Functional Hierarchy and Cooperation of EMT Master Transcription Factors in Breast Cancer Metastasis Open
Several master transcription factors (TF) can activate the epithelial-to-mesenchymal transition (EMT). However, their individual and combinatorial contributions to EMT in breast cancer are not defined. We show that overexpression of EMT-TF…
View article: Supplementary File 2 from Functional Hierarchy and Cooperation of EMT Master Transcription Factors in Breast Cancer Metastasis
Supplementary File 2 from Functional Hierarchy and Cooperation of EMT Master Transcription Factors in Breast Cancer Metastasis Open
Correlation of expression of eight EMT-TFs with 100 core epithelial markers in normal breast tissue and primary breast tumors.
View article: Supplementary File 1 from Functional Hierarchy and Cooperation of EMT Master Transcription Factors in Breast Cancer Metastasis
Supplementary File 1 from Functional Hierarchy and Cooperation of EMT Master Transcription Factors in Breast Cancer Metastasis Open
Differential expression of 100 core epithelial genes in four breast cancer subtypes compared to normal breast tissue.
View article: Supplementary File 1 from Functional Hierarchy and Cooperation of EMT Master Transcription Factors in Breast Cancer Metastasis
Supplementary File 1 from Functional Hierarchy and Cooperation of EMT Master Transcription Factors in Breast Cancer Metastasis Open
Differential expression of 100 core epithelial genes in four breast cancer subtypes compared to normal breast tissue.
View article: Data from Functional Hierarchy and Cooperation of EMT Master Transcription Factors in Breast Cancer Metastasis
Data from Functional Hierarchy and Cooperation of EMT Master Transcription Factors in Breast Cancer Metastasis Open
Several master transcription factors (TF) can activate the epithelial-to-mesenchymal transition (EMT). However, their individual and combinatorial contributions to EMT in breast cancer are not defined. We show that overexpression of EMT-TF…
View article: Supplementary File 2 from Functional Hierarchy and Cooperation of EMT Master Transcription Factors in Breast Cancer Metastasis
Supplementary File 2 from Functional Hierarchy and Cooperation of EMT Master Transcription Factors in Breast Cancer Metastasis Open
Correlation of expression of eight EMT-TFs with 100 core epithelial markers in normal breast tissue and primary breast tumors.
View article: Supplementary Methods, Supplementary Tables 1-4. Sequences of shRNAs, primers and RT-qPCR assays from Functional Hierarchy and Cooperation of EMT Master Transcription Factors in Breast Cancer Metastasis
Supplementary Methods, Supplementary Tables 1-4. Sequences of shRNAs, primers and RT-qPCR assays from Functional Hierarchy and Cooperation of EMT Master Transcription Factors in Breast Cancer Metastasis Open
Supplementary Table 1. Cloning primers Supplementary Table 2. shRNAs Supplementary Table 3. RT-qPCR primers Supplementary Table 4. MicroRNA RT-qPCR assays and microRNA mimics
View article: Training Doctoral Students in Critical Thinking and Experimental Design using Problem-based Learning
Training Doctoral Students in Critical Thinking and Experimental Design using Problem-based Learning Open
Background Traditionally, doctoral student education in the biomedical sciences relies on didactic coursework to build a foundation of scientific knowledge and an apprenticeship model of training in the laboratory of an established investi…
View article: Research productivity and training support for doctoral students in the biological and biomedical sciences
Research productivity and training support for doctoral students in the biological and biomedical sciences Open
Training of doctoral students as part of the next generation of the biomedical workforce is essential for sustaining the scientific enterprise in the United States. Training primarily occurs at institutions of higher education, and these t…
View article: Additional file 1 of Training doctoral students in critical thinking and experimental design using problem-based learning
Additional file 1 of Training doctoral students in critical thinking and experimental design using problem-based learning Open
Supplementary Material 1
View article: Additional file 4 of Training doctoral students in critical thinking and experimental design using problem-based learning
Additional file 4 of Training doctoral students in critical thinking and experimental design using problem-based learning Open
Supplementary Material 4
View article: Additional file 3 of Training doctoral students in critical thinking and experimental design using problem-based learning
Additional file 3 of Training doctoral students in critical thinking and experimental design using problem-based learning Open
Supplementary Material 3
View article: Additional file 2 of Training doctoral students in critical thinking and experimental design using problem-based learning
Additional file 2 of Training doctoral students in critical thinking and experimental design using problem-based learning Open
Supplementary Material 2
View article: The Gender Gap Amongst Doctoral Students in the Biomedical Sciences
The Gender Gap Amongst Doctoral Students in the Biomedical Sciences Open
Historically women have been underrepresented in STEM careers. While the number of women receiving doctorate degrees in the biological sciences has exceeded the number of men since approximately 2005, there is still a disparity between the…
View article: Research Productivity and Training Support for Doctoral Students in the Biological and Biomedical Sciences
Research Productivity and Training Support for Doctoral Students in the Biological and Biomedical Sciences Open
Training of doctoral students as part of the next generation of the biomedical workforce is essential for sustaining the scientific enterprise in the US. Training of doctoral students primarily occurs at institutions of higher education an…
View article: Additional file 6 of Introducing conflict resolution and negotiation training into a biomedical sciences graduate curriculum
Additional file 6 of Introducing conflict resolution and negotiation training into a biomedical sciences graduate curriculum Open
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View article: Additional file 8 of Introducing conflict resolution and negotiation training into a biomedical sciences graduate curriculum
Additional file 8 of Introducing conflict resolution and negotiation training into a biomedical sciences graduate curriculum Open
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View article: Additional file 5 of Introducing conflict resolution and negotiation training into a biomedical sciences graduate curriculum
Additional file 5 of Introducing conflict resolution and negotiation training into a biomedical sciences graduate curriculum Open
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View article: Additional file 2 of Introducing conflict resolution and negotiation training into a biomedical sciences graduate curriculum
Additional file 2 of Introducing conflict resolution and negotiation training into a biomedical sciences graduate curriculum Open
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View article: Additional file 4 of Introducing conflict resolution and negotiation training into a biomedical sciences graduate curriculum
Additional file 4 of Introducing conflict resolution and negotiation training into a biomedical sciences graduate curriculum Open
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View article: Additional file 1 of Introducing conflict resolution and negotiation training into a biomedical sciences graduate curriculum
Additional file 1 of Introducing conflict resolution and negotiation training into a biomedical sciences graduate curriculum Open
Additional file 1.
View article: Additional file 3 of Introducing conflict resolution and negotiation training into a biomedical sciences graduate curriculum
Additional file 3 of Introducing conflict resolution and negotiation training into a biomedical sciences graduate curriculum Open
Additional file 3.