Binary genotype-minimum inhibitory concentration (MIC) regression requires an observable presence-absence contrast. We audited source identity, uniform annotation, locus completeness and binary variation in 833 public records labelled as Acinetobacter baumannii. Fresh RGI/CARD annotation called the adeIJK composite, requiring adeI, adeJ and adeK, in 831/833 records (99.76%), including all 826 reference-consistent records. Two earlier empty RGI outputs explained the change from 829/833 in the submitted analysis. Locus review classified 816 eligible records as PRESENT and 10 as UNCERTAIN, with no confirmed ABSENT records in any antibiotic subset. The adeIJK-specific interval-censored coefficient was not estimable, so no association test was performed. Core-SNP modelling changed variance allocation across MIC models, while Mash-kernel repair affected conditioning. This single-dataset audit illustrates the need to preserve source identifiers, verify annotation outputs and resolve uncertain loci before binary genotype-MIC modelling.
This article was migrated. The article was marked as recommended. A conducive educational environment is vital to successful learning. Perception of students about their particular educational environment may vary depending on their educational background, gender, level of study, and many other factors. Awareness and understanding of the students' perception of educational environment are a key to improve our teaching and learning environment. The aim of the study was to determine the perception of undergraduate medical students of Taylor's University, Malaysia on their educational environment. A cross sectional cohort study was conducted among preclinical and clinical students simultaneously at Taylor's University, School of Medicine in July 2019. Overall total scores of perceptions (136.55 ± 19.6) and those for the subscales were very satisfactory and similar to those of other local universities as well as international universities. There was a significant difference between preclinical and clinical students in two domains; Perception of Course Organizers and Academic Self-Perception, with higher scores among clinical students in all. There was a significant difference between students with Grade 'B' and those with Grade 'C' in the mean total score and Perceptions of Atmosphere. These results, in spite of being satisfactory, urge us to seek methods of and opportunities for further enhancement of the students' education environment.