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y which areas that were still absent in the overall communication curriculum should be taught in this clinical subject in particular. It became possible to involve the lecturers in the development in the spirit of participatory design. In accordance with the action plan, offers to support the development and organisation of as-yet absent portions of the curriculum were presented to the affected departments. Discussion/conclusion Resistance and negative attitudes often do not represent a rejection of communicative competences - they rather express that teachers fear they do not have the expertise and resources to teach them. With the selected approach of outreach, personal conversation, and action plan, it was possible to provide the individuals in question with goal-oriented support.Aim Recent developments measured using statistics and surveys among veterinarians show that integrating key competence training into veterinary education is becoming increasingly important. [https://www.selleckchem.com/products/bos172722.html BOS172722 mouse] This article describes the collaborative development process of the first work package within the SOFTVETS project. The SOFTVETS project aims to create a competence model and an ideal version of a soft skills curriculum that can be implemented in veterinary higher education throughout Europe. Method In the course of a desk research phase, a literature review and an inventory of the current practice of key competence training within veterinary education was carried out. An initial set of recommendations for three competence areas was developed using the Handbook for Internal Quality Management in Competence-Based Higher Education. Finally, an alternating sequence of individual and collaborative expert reviews was carried out. Result Experts from five European countries participated in the process. The derived competence model consisted of the following three competence areas with the corresponding number of defined competences ten communication, nine entrepreneurial and eight digital competences. Conclusion In the next work packages, learning objectives, teaching and assessment methods will be collected. Training concepts for facilitators to provide professional competence training will be established. In addition, an evaluation toolkit will be developed to standardise the implementation, evaluation and assessment of competence training events. The SOFTVETS competence model should help educators to be able to integrate the training of key competence training into the veterinary curriculum. This detailed list of competences can also be used as a tool to identify existing deficiencies and thus enable further curricular changes.The commentary deals with the question of what constitutes communicative competence (or communication skills) and to what extent findings regarding motor and social skills are transferable to the domain of communication. After a proposal for a definition, the commentary considers how learners acquire communicative competence and what needs to be considered from the trainers' perspective in order to support learners in their competence development. The commentary does not claim to present all definitions of the concept of competence or communicative competence in a comprehensive way. Nor does it aim to present the current state of research. Our aim is to provide teachers and interested individuals in medical education with a pragmatic guide to how communicative competence can be taught and learned based on a skills model.In this study, data available from GISAID on the whole-genome sequences of SARS-CoV-2 variants circulating in Tunisia were analyzed, and the prevalences of those variants in Tunisia were compared to their prevalences in other North African countries and around the world. Our results show new mutations and different prevalences of some lineages. In particular, new sets of mutations were identified in the spike protein of the virus during the analysis of 85 Tunisian samples, and the lineage B1.160 was found to be the most prevalent (18%) lineage in Tunisia. The prevalence of this lineage in Tunisia was significantly higher than its prevalence worldwide and in samples from neighboring countries (3%). This preliminary study shows the importance of tracking virus variants by next-generation sequencing in order to assess the dynamics of the COVID-19 pandemic and the impact of vaccination on the evolution of the virus.This research presents a reverse engineering approach to discover the patterns and evolution behavior of SARS-CoV-2 using AI and big data. Accordingly, we have studied five viral families (Orthomyxoviridae, Retroviridae, Filoviridae, Flaviviridae, and Coronaviridae) that happened in the era of the past one hundred years. To capture the similarities, common characteristics, and evolution behavior for prediction concerning SARS-CoV-2. And how reverse engineering using Artificial intelligence (AI) and big data is efficient and provides wide horizons. The results show that SARS-CoV-2 shares the same highest active amino acids (S, L, and T) with the mentioned viral families. As known, that affects the building function of the proteins. We have also devised a mathematical formula representing how we calculate the evolution difference percentage between each virus concerning its phylogenic tree. It shows that SARS-CoV-2 has fast mutation evolution concerning its time of arising. Artificial Intelligence (AI) is used to predict the next evolved instance of SARS-CoV-2 by utilizing the phylogenic tree data as a corpus using Long Short-term Memory (LSTM). This paper has shown the evolved viral instance prediction process on ORF7a protein from SARS-CoV-2 as the first stage to predict the complete mutant virus. Finally, in this research, we have focused on analyzing the virus to its primary factors by reverse engineering using AI and big data to understand the viral similarities, patterns, and evolution behavior to predict future viral mutations of the virus artificially in a systematic and logical way.Entamoeba histolytica is an intestinal parasite that causes dysentery and amebic liver abscess. E. histolytica has the capability to invade host tissue by union of virulence factor Gal/GalNAc lectin; this molecule induces an adherence-inhibitory antibody response as well as to protect against amebic liver abscess (ALA). The present work showed the effect of the immunization with PEΔIII-LC3-KDEL3 recombinant protein. In vitro, this candidate vaccine inhibited adherence of E. histolytica trophozoites to HepG2 cell monolayer, avoiding the cytolysis, and in a hamster model, we observed a vaccine-induced protection against the damage to tissue liver and the inhibition of uncontrolled inflammation. PEΔIII-LC3-KDEL3 reduced the expression of TNF-α, IL-1β, and NF-κB in all immunized groups at 4- and 7-day postinfection. The levels of IL-10, FOXP3, and IFN-γ were elevated at 7 days. The immunohistochemistry assay confirmed this result, revealing an elevated quantity of +IFN-γ cells in the liver tissue. ALA formation in hamsters immunized was minimal, and few trophozoites were identified.