Comparison of polymerase chain reaction-restriction enzyme analysis method and DNA sequence analysis results in the identification of non-tuberculous mycobacteria

The typing of non-tuberculous mycobacteria (NTM) is important from a clinical and epidemiological perspective. The polymerase chain reaction-restriction enzyme analysis (PRA) method and DNA sequence analysis method were utilized to target a gene region that codes the 65-kDa heat-shock protein for typing 150 suspected NTM samples isolated from the respiratory tract. Mycobacterium abscessus, Mycobacterium xenopi, Mycobacterium fortuitum, and Mycobacterium peregrinum were most frequently found by both methods. Six isolates that could not be defined by the PRA method were defined as Nocardia cyriacigeorgica, Nocardia abscessus, and Mycobacterium intracellulare by DNA sequence analysis. Discordance between the results of the two methods was observed for only one isolate. The isolate that was defined as Mycobacterium gordonae type 6 by the PRA method was defined as Mycobacterium senegalense by sequence analysis. The PRA method is simple and gives rapid results. Compared with DNA sequence analysis, it gives consistent and reliable results up to a ratio of 90%. DNA sequence analysis is the gold standard method in which all strains can be defined. However, given our laboratory conditions, its disadvantage is that it takes longer to reach a diagnosis than through the PRA method

Dokuz Eylül Üniversitesi Tıp Fakültesinde Akran Destekli Öğrenme Deneyimi

PEER ASSISTED LEARNING EXPERIENCE IN DOKUZ EYLUL UNIVERSITYFACULTY OF MEDICINEAim: Peer-assisted learning is a type of collaborative learning defined as theacquisition of knowledge and skills through teach and support among similarstatus companions. Best method of acquisition of a new knowledge is to teachand translate to the others. Peer-assisted learning provides cognitive,behavioral and social benefits to peers and learners. In our Faculty, a practicewhere interns took training responsibilty in professional skills program ofpreclinical year students has been initiated. This practice provided anopportunity of educational experience and enhancement of skills for the internswho participated in professional skills training in previous years. The aim ofthis paper is to introduce the experience of peer assisted learning practice whichhas been carried out during 2021-2022 academic year.Methods: Interns have been assigned to the professional skills practice astrainers for one or two days under the supervision of educators. Interns hadbeen trained in all skills which they took on responsibility during preclinicalyears in Professional Skills Laboratory. At the beginning of academic yeareducational videos and learning guides of all skills had been provided topreclinical year students and interns by Learning Resource Center. Before thepractices, Professional Skills Laboratory trainers presented educational videosand discussed with students with the purpose of maintaining standardization.Interns supervised the students as they practiced within small groups of 5 to 6people while the other students observed and evaluated the practice throughlearning guides. During the practices, Professional SkillsLaboratory trainers provided support to the groups by monitoring studentprogress. At the end of the academic year, feedbacks from preclinical phasestudents and interns were obtained through inquiry forms.Results: Preclinical phase students gave 3.87-4.14 points out of 5 points to theefficiency of professional skills program. 94.2% of interns stated that thepractice was beneficial for preclinical students, 64.8% of interns stated that thepractice was beneficial for themselves. Most of the students stated theirsatisfaction for getting support from the interns. In general, students stated thatto receive education from peers is fun and educative and to get educationfrom interns instead of trainers is less stressfull and enabled easy andcomfortable communication. Also, the students stated that, interns shared theirknowledge and skills effectively and as a result they felt more prepared to theirProfessional life.Conclusion: In general, both preclinical phase students and interns were foundto be satisfied with peer assisted learning practice. The practice is planned to bedeveloped and continued in the coming years.</p

QUALITY ASSURANCE IN TUBERCULOSIS LABORATORIES

The laboratory has always played a critical role in diagnosis of tuberculosis and monitoring treatment. The basic aim in tuberculosis laboratory is to generate accurate and reliable test results for clinicians. This aim can be achieved by using quality assurance programs. Three main components of quality assurance are, internal quality control, a process by which each laboratory continuously monitors its own performance (guidelines, education and check of staff); external quality control, a process whereby laboratory performance between the other laboratories is assessed by external quality control organization (accuracy and efficiency) and quality improvement (continuous development of quality which involves identification of errors and remedial action). In this article, quality control procedures which are followed in tuberculosis laboratory to ensure the quality assurance, have been reviewed