SARS-CoV-2 infections are responsible for the COVID-19 pandemic. Transferrin has been found to explain the link between diseases associated with impaired iron transport and COVID-19 infection. The effect of SARS-CoV-2 on human whole blood was studied by differential scanning calorimetry. The analysis of the thermal transition curves showed that the melting temperature of the transferrin-related peak decreased in the presence of SARS-CoV-2. The ratio of the under-curve area of the two main peaks was greatly affected, while the total enthalpy of the heat denaturation remained nearly unchanged in the presence of the virus. These results indicate that SARS-CoV-2, through binding to transferrin, may influence its Fe³⁺ uptake by inducing thermodynamic changes. Therefore, transferrin may remain in an iron-free apo-conformational state, which depends on the SARS-CoV-2 concentration. SARS-CoV-2 can induce disturbance in erythropoiesis due to toxicity generated by free iron overload.

Study Abroad programs yield substantial linguistic advantages in addition to fostering academic and intercultural enrichment. Nevertheless, some students miss these programs due to financial constraints, academic commitments, or insufficient language skills. This paper reports the findings of a qualitative action research study that seeks to evaluate the impact of a multilingual and multicultural class, designed as a quasi-Study Abroad experience, on Hungarian medical students’ perceived English linguistic development by the end of the semester. Semi-structured focus group interviews were carried out with 42 Hungarian medical students at the end of the spring and autumn semesters of the 2021–2022 and the 2022–2023 academic years. The outcomes of the focus-group interviews indicated that the students had a positive experience studying in a multilingual and multicultural environment; their willingness to engage in English communication, along with an increase in self-confidence, was apparent, ultimately showcasing improved perceived proficiency in English communication skills by the end of the term. Creating an educational setting abundant in linguistic and cultural diversity and integrating multicultural project-based learning activities within the curriculum to simulate a quasi-Study Abroad experience represent methodological frameworks that could serve as pivotal models for shaping similar courses in the future.

To study the effect of non-ionic contrast media on anticoagulated and non-anticoagulated human whole blood samples, calorimetric measurements were performed. The anticoagulated plasma showed the greatest fall in the total ΔH after Iodixanol treatment. The plasma-free erythrocytes revealed a pronounced shift in the T_max and a decrease in the ΔH of hemoglobin and transferrin. The total ΔH of Iodixanol treatment showed the highest decline, while Iomeprol and Iobitridol had fewer adverse effects. Similarly, the non-anticoagulated samples revealed a decrease both in the T_max and the ΔH of albumin and immunoglobulin-specific transitions. The total ΔH showed that Iodixanol had more influence on the serum. The serum-free erythrocyte samples resulted in a significant drop in the T_max of erythrocyte and transferrin (~5–6 °C). The ΔH of deconvolved hemoglobin and transferrin decreased considerably; however, the ΔH of albumin increased. Surprisingly, compared to Iomeprol and Iobitridol treatments, the total ΔH of Iodixanol was less pronounced in the non-anticoagulated erythrocyte samples. In sum, each non-ionic contrast medium affected the thermal stability of anticoagulated and non-anticoagulated erythrocyte proteins. Interestingly, Iodixanol treatment caused more significant effects. These findings suggest that conformational changes in blood components can occur, which can potentially lead to the increased prevalence of cardiovascular dysfunctions and blood clotting.

The case study aims to provide insights into how a Hungarian EFL teacher used tests, assessed her young learners and gave feedback to them in the classroom. This qualitative, exploratory study was a follow-up to a large-scale project. In this single-case study, data were collected from an EFL teacher and five of her seventh graders on what tasks she used to assess them and how. The participants were interviewed. For the purpose of triangulation, the students were also audio- and video-recorded while doing four speaking tasks, and two classes were observed. The results revealed that for the teacher with decades of teaching experience there was room for improvement in her knowledge of age-appropriate teaching methodology and that some of her beliefs and practices reflected a lack of understanding how children develop. She had difficulty diagnosing her students’ strengths and weaknesses. The learners were rarely provided with feedback on their performance and language development; therefore, they did not see how much they had progressed. Low achievers had a hard time catching up with their peers; and they lagged further behind. The teacher seemed to be more interested in what her students did not know rather than focusing on what they could do.

This action research examines the transition from audio- to video-based tasks in the final Medical Hungarian exam for international medical students, aiming to better align assessment with real-life language needs and enhance student motivation. Conducted at a Hungarian medical university with 61 second-year students, the study uses a mixed-methods approach. Quantitative data from a questionnaire and qualitative insights from focus group interviews reveal students’ experiences with the video-based exam tasks and preparatory materials. The results indicate a positive reception of the Practice Test Book and the new video exam format, with visual cues like body language aiding in comprehension and engagement. Students found that the video-based tasks closely mirrored clinical interactions, strengthening the relevance of language skills in professional contexts. Preparatory materials, including lead-in exercises, were well-received by students and seen as effective in improving readiness for the exam. The study suggests that the shift from audio- to video-based assessment can bridge classroom learning with real-world application, potentially serving as a model for other non-traditional study abroad settings in Languages Other Than English (LOTEs), especially as purely audio-based communication has become less prevalent in today’s world.