Browsing by Author "Bailey, Tracey"

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    Allelic variants of KLK2 gene predict presence of prostate cancer at biopsy
    (OMICS International, 2016-04-22) Nna, Emmanuel Okechukwu; Tothill, Ibtisam E.; Bailey, Tracey
    Objective: Several single nucleotide polymorphisms associated with prostate cancer risk have been reported in recent years. We evaluated polymorphisms in the human glandular kallikrein 2 (KLK2) genes because the protein product of this gene is known to be increased in prostate cancer. Materials and methods: Blood samples were collected from sixty patients who underwent prostate biopsy sectioning, and from their genomic DNA the SNPs in KLK2 gene were investigated by direct DNA sequencing. Another 138 archived prostate tissue sections were also evaluated using the TaqMan SNP genotyping assay. Results: Eighteen known SNPs were identified in the KLK2 gene. The SNPs were located in introns, coding exons and untranslated regions of the gene. Further analysis showed that two of the SNPs were associated with prostate disease. The T/T allele of rs198977 was significantly predictive of the presence of prostate cancer at biopsy and was also associated with high tumour grade. The A/A allele of rs2664155 was also significantly associated with the presence of benign hyperplasia at biopsy. Conclusion: Our results support previous reports of association of the rs198977 SNP with prostate cancer risk and also indicated a link with the disease phenotype. However, the second SNP (rs2664155) was more associated with benign hyperplasia than prostate cancer risk. The method of TaqMan SNP genotyping could be clinically useful in genetic screening and risk stratification of patients for prostate diseases.
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    From scientist to academic developer: A story
    (Taylor and Francis, 2023-01-31) Bailey, Tracey
    When I started in Higher Education [HE] as a Lecturer in Biomedicine in 2002, I thought a good teacher was someone who could present their subject in an interesting manner in a PowerPoint presentation for an hour. My approach to assessment was based on the academic essays and examinations I had struggled with as a student. Through the parallel processes of being a Course Director and taking a Postgraduate Certificate [PGCert] in HE, I realised that this approach was not only far from true, but the tip of a very complex iceberg. The way I thought about students, their development, their assessment, and the support they needed to reach their potential was transformed through an inspiring developer and conversations with my peers. Collectively, we were passionate about making a difference to students at our University, and although the size of the iceberg was daunting, we were determined to chip away at it and make a difference.