APRESENTAÇÃO

Apresentação do dossiê "Pesquisas sobre o Ensino Superior"

Impact of polymicrobial biofilms in catheter-associated urinary tract infections

Recent reports have demonstrated that most biofilms involved in catheter-associated urinary tract infections are polymicrobial communities, with pathogenic microorganisms (e.g. Escherichia coli, Pseudomonas aeruginosa, Klebsiella pneumoniae) and uncommon microorganisms (e.g. Delftia tsuruhatensis, Achromobacter xylosoxidans) frequently co-inhabiting the same urinary catheter. However, little is known about the interactions that occur between different microorganisms and how they impact biofilm formation and infection outcome. This lack of knowledge affects CAUTIs management as uncommon bacteria action can, for instance, influence the rate at which pathogens adhere and grow, as well as affect the overall biofilm resistance to antibiotics. Another relevant aspect is the understanding of factors that drive a single pathogenic bacterium to become prevalent in a polymicrobial community and subsequently cause infection. In this review, a general overview about the IMDs-associated biofilm infections is provided, with an emphasis on the pathophysiology and the microbiome composition of CAUTIs. Based on the available literature, it is clear that more research about the microbiome interaction, mechanisms of biofilm formation and of antimicrobial tolerance of the polymicrobial consortium are required to better understand and treat these infections.This work was financially supported by: Project POCI-010145-FEDER-006939 – Laboratory for Process Engineering, Environment, Biotechnology and Energy – LEPABE funded by FEDER funds through COMPETE2020 – Programa Operacional Competitividade e Internacionalização (POCI) – and by national funds through FCT – Fundacao para a Ci^encia e a Tecnologia; Project “DNAmimics” [PIC/IC/82815/2007]; PhD fellowships [SFRH/BD/82663/2011].info:eu-repo/semantics/publishedVersio

Calibration of infusion pumps using liquids whose physical properties differ from those of water

Infusion medical devices are used in field applications, namely in clinical environments, here are used several types of liquids, according to the therapeutic to be administrated into the patient. In order to determine the influence of the fluids physical properties, such as viscosity and density and to produce an adequate reference liquid, tests were performed with a syringe pump, using the gravimetric method as reference calibration method.publishersversionpublishe

Interaction between atypical microorganisms and E. coli in catheter-associated urinary tract biofilms

Most biofilms involved in catheter-associated urinary tract infections (CAUTIs) are polymicrobial, with disease causing (eg Escherichia coli) and atypical microorganisms (eg Delftia tsuruhatensis) frequently inhabiting the same catheter. Nevertheless, there is a lack of knowledge about the role of atypical microorganisms. Here, single and dual-species biofilms consisting of E. coli and atypical bacteria (D. tsuruhatensis and Achromobacter xylosoxidans), were evaluated. All species were good biofilm producers (Log 5.84–7.25 CFU cm−2 at 192 h) in artificial urine. The ability of atypical species to form a biofilm appeared to be hampered by the presence of E. coli. Additionally, when E. coli was added to a pre-formed biofilm of the atypical species, it seemed to take advantage of the first colonizers to accelerate adhesion, even when added at lower concentrations. The results suggest a greater ability of E. coli to form biofilms in conditions mimicking the CAUTIs, whatever the pre-existing microbiota and the inoculum concentration.This work was supported by the Portuguese Science Foundation (FCT), DNA mimics Research Project [Ref. PIC/IC/82815/2007] from the FCT and MCTES; PhD Fellowship [SFRH/BD/82663/2011]; and Postdoctoral Fellowship [SFRH/BPD/74480/2010]. The authors would like to thank to M. Fenice M and A. Steinbuchel for kindly providing the Delftia tsuruhatensis BM90 and Achromobacter xylosoxidans B3 species, respectively

Cooperation or conflict? Impact of intraspecific diversity on Escherichia coli biofilms

Intraspecific diversity in biofilm communities is associated with enhanced survival and growth of the individual biofilm populations. In here, we assess if this apparent cooperative behavior still holds as the number of different strains in a biofilm increases. Using E. coli as a model organism, the influence of intraspecific diversity in biofilm populations composed of up to six different E. coli strains, was assessed. Biofilm quantification was evaluated by crystal violet (CV) staining and colony forming units (CFU) counts. In general, with the increasing number of strains in a biofilm, an increase in cell counts and a decrease in matrix production was observed. This observation was confirmed by cluster analysis that indicated that after 24h of biofilm formation the best model, according to the Bayesian information criterion (BIC), consisted of three clusters that grouped together biofilms with an equal number of strains. It hence appears that increased genotypic diversity in a biofilm leads E. coli to maximize the production of its offspring, in detriment of the production of public goods (i.e. matrix components), that would be beneficial to all strains individually and the consortium as a whole. Apart from the ecological implications, these results can be explored in the area of clinical biofilms, as a decrease in matrix production might render these intraspecies biofilms more sensitive to antimicrobial agents

Increased intraspecies diversity in Escherichia coli biofilms promotes cellular growth at the expense of matrix production

Intraspecies diversity in biofilm communities is associated with enhanced survival and growth of the individual biofilm populations. Studies on the subject are scarce, namely, when more than three strains are present. Hence, in this study, the influence of intraspecies diversity in biofilm populations composed of up to six different Escherichia coli strains isolated from urine was evaluated in conditions mimicking the ones observed in urinary tract infections and catheter-associated urinary tract infections. In general, with the increasing number of strains in a biofilm, an increase in cell cultivability and a decrease in matrix production were observed. For instance, single-strain biofilms produced an average of 73.1 µg·cm−2 of extracellular polymeric substances (EPS), while six strains biofilms produced 19.9 µg·cm−2. Hence, it appears that increased genotypic diversity in a biofilm leads E. coli to direct energy towards the production of its offspring, in detriment of the production of public goods (i.e., matrix components). Apart from ecological implications, these results can be explored as another strategy to reduce the biofilm burden, as a decrease in EPS matrix production may render these intraspecies biofilms more sensitive to antimicrobial agents.This work was financially supported by Base Funding—UIDB/00511/2020 of the Laboratory for Process Engineering, Environment, Biotechnology and Energy—LEPABE—funded by national funds through the FCT/MCTES (PIDDAC); Project POCI-01-0145-FEDER-030431 (CLASInVivo) and project POCI-01-0145-FEDER-029841 (POLY-PREVENTT), funded by FEDER funds through COMPETE2020—Programa Operacional Competitividade e Internacionalização (POCI) and by national funds (PIDDAC) through FCT/MCTES; Strategic funding of UIDB/04469/2020 of the Centre of Biological Engineering–CEB–funded by national funds through the FCT; Project BeMundus Brazil Europe/Erasmus Mundus scholarship granted by BM13DF0014.info:eu-repo/semantics/publishedVersio

Impact of Delftia tsuruhatensis and Achromobacter xylosoxidans on Escherichia coli dual-species biofilms treated with antibiotic agents

Recently it was demonstrated that for urinary tract infections species with a lower or unproven pathogenic potential, such as Delftia tsuruhatensis and Achromobacter xylosoxidans, might interact with conventional pathogenic agents such as Escherichia coli. Here, single- and dual-species biofilms of these microorganisms were characterized in terms of microbial composition over time, the average fitness of E. coli, the spatial organization and the biofilm antimicrobial profile. The results revealed a positive impact of these species on the fitness of E. coli and a greater tolerance to the antibiotic agents. In dual-species biofilms exposed to antibiotics, E. coli was able to dominate the microbial consortia in spite of being the most sensitive strain. This is the first study demonstrating the protective effect of less common species over E. coli under adverse conditions imposed by the use of antibiotic agents.This work was financially supported by the FCT/MEC with national funds and when applicable co-funded by FEDER in the scope of the P2020 Partnership Agreement [Project UID/ EQU/00511/2013-LEPABE]; FEDER funds through the Operational Programme for Competitiveness Factors – COMPETE, O Novo Norte–North Portugal Regional Operational Programme – ON2 and National Funds through Foundation for Science and Technology – FCT [Project NORTE-07-0124- FEDER-000025–RL2_ Environment&Health and Project ‘DNAmimics’ PIC/IC/82815/2007]; PhD fellowship [SFRH/ BD/82663/2011]; and postdoctoral fellowship [SFRH/ BPD/74480/2010]

SATISFAÇÃO ACADÊMICA DE ESTUDANTES UNIVERSITÁRIOS: CONSTRUÇÃO DE UMA ESCALA DE AVALIAÇÃO

The article describes the construction of a scale of academic satisfaction. A total of 267 university students from Brazil and Portugal, aged between 18 and 45, participated. The Academic Satisfaction Questionnaire, in the process of construction and validation by the authors, integrates six dimensions of satisfaction: Economic resources, Career and future employment, Quality of teaching and relationship with teachers, Interpersonal relationship with colleagues, Learning and academic performance, and Quality of equipment and services of the educational institution. The results indicate convergent items converge in the two countries, specially concerning academic satisfaction and dissatisfaction, indicating satisfactory results, that can be shared with the research and scale applicability community in both countries. The aim of this instrument is to contribute to the development of researches in order to identify the factors that affect students' academic success and permanence, and, thereby, to support the implementation of institutional practices that promote the academic involvement and satisfaction of the students in their higher education training.El artículo describe la construcción de una escala de satisfacción académica. Participaron 267 estudiantes universitarios de Brasil y Portugal, con edades comprendidas entre los 18 y los 45 años. El Cuestionario de Satisfacción Académica, en proceso de construcción y validación por los autores, integra seis dimensiones: Recursos Económicos, Carrera y Empleo Futuro, Calidad de la Enseñanza y Relación con los Profesores, Relación Interpersonal con Colegas, Aprendizaje y Rendimiento Académico y Calidad de los Equipos y Servicios de la Institución de Enseñanza. Los resultados indican que algunos elementos convergen en los dos países, lo que muestra resultados satisfactorios, que se pueden compartir con la comunidad de investigadores. Se pretende, con ese instrumento, contribuir al desarrollo de investigaciones para identificar los factores que afectan el éxito académico, la permanencia de los estudiantes y apoyar la implementación de prácticas que promuevan la satisfacción académica de los estudiantes en su formación superior.O artigo descreve a construção de uma escala de satisfação acadêmica. Participaram 267 estudantes universitários, repartidos por Brasil e Portugal, com idades entre 18 e 45 anos. O Questionário de Satisfação Acadêmica, em processo de construção e validação pelos autores, integra seis dimensões de satisfação: Recursos Econômicos, Carreira e Emprego Futuro, Qualidade do Ensino e Relacionamento com os Professores, Relacionamento Interpessoal com Colegas, Aprendizagem e Rendimento acadêmico e Qualidade dos Equipamentos e Serviços da Instituição de Ensino. Os resultados indicam que alguns itens convergem nos dois países, principalmente em relação a satisfação e insatisfação acadêmica, o que indica resultados satisfatórios, passíveis de serem partilhados com a comunidade de investigadores e de aplicabilidade da escala nos dois países. Pretende-se, com esse instrumento, contribuir para o desenvolvimento de pesquisas, tendo em vista identificar os fatores que afetam o sucesso acadêmico e a permanência dos estudantes, e, desse modo, apoiar a implementação de práticas institucionais que promovam a implicação e a satisfação acadêmicas dos estudantes na sua formação superior

Academic commitment in the context of the COVID-19 pandemic in Brazilian higher education students

O presente artigo buscou compreender em qual grau o atual cenário de pandemia afetou o envolvimento nas atividades de aprendizagem por parte dos estudantes do ensino superior, devido às alterações nas formas de contato entre estudantes e docentes no contexto acadêmico, e, também, a opção generalizada pelo ensino remoto nas atividades letivas. Participaram do estudo 1.452 estudantes universitários brasileiros, matriculados entre o primeiro e último ano, frequentando cursos das três grandes áreas da CAPES: Ciências Exatas e Tecnológicas, Ciências da Vida e Ciências Humanas. O questionário incluía questões fechadas e abertas, sendo aplicado de modo on-line, tendo como objetivo identificar como o cenário de pandemia comprometeu o engajamento dos estudantes nas atividades de aprendizagem. Especificamente, buscou-se identificar como os estudantes organizam os seus estudos, as horas semanais que dedicam à aprendizagem e os sentimentos vivenciados nesse contexto pandêmico. Espera-se, com essa pesquisa, conhecer as vivências acadêmicas dos estudantes neste novo ambiente educacional, seus níveis de satisfação e engajamento, auxiliando no planejamento de ações e serviços de atendimento aos estudantes dentro da nova realidade de distanciamento social e de ensino a distância imposto pela pandemia.The present article sought to understand to what degree the current pandemic scenario has affected the involvement in learning activities by higher education students because of changes in the ways of contact between students and teachers in the academic context and also because of the general migration to remote learning. The research surveyed 1,452 Brazilian university students, enrolled between the first and last year, taking courses in the three major areas of CAPES: Exact and Technological Sciences, Life Sciences, and Human Sciences participated in the study. The questionnaire included open and closed questions applied online, aiming to identify how the pandemic scenario has affected the students' engagement in learning activities. Specifically, we sought to identify how students organize their studies, the weekly hours they dedicate to learning and the feelings experienced in this pandemic context. It is expected, with this research, to analyze the academic experiences of students in this new educational environment, their levels of satisfaction and engagement, assisting in the planning of actions and services for students within the new reality of social distance and distance learning imposed by the pandemic.(undefined

O COMPROMETIMENTO ACADÊMICO NO CONTEXTO DA PANDEMIA DA COVID-19 EM ESTUDANTES BRASILEIROS DO ENSINO SUPERIOR

The present article sought to understand to what degree the current pandemic scenario has affected the involvement in learning activities by higher education students because of changes in the ways of contact between students and teachers in the academic context and also because of the general migration to remote learning. The research surveyed 1,452 Brazilian university students, enrolled between the first and last year, taking courses in the three major areas of CAPES: Exact and Technological Sciences, Life Sciences, and Human Sciences participated in the study. The questionnaire included open and closed questions applied online, aiming to identify how the pandemic scenario has affected the students' engagement in learning activities. Specifically, we sought to identify how students organize their studies, the weekly hours they dedicate to learning and the feelings experienced in this pandemic context. It is expected, with this research, to analyze the academic experiences of students in this new educational environment, their levels of satisfaction and engagement, assisting in the planning of actions and services for students within the new reality of social distance and distance learning imposed by the pandemic.El presente artículo buscó comprender en qué medida el escenario pandémico actual afectó la participación en actividades de aprendizaje de los estudiantes de educación superior debido a cambios en las formas de contacto entre estudiantes y docentes en el contexto académico. En el estudio participaron 1.452 estudiantes universitarios brasileños, matriculados entre el primer y el último año, que cursaban cursos en las tres grandes áreas de la CAPES: Ciencias Exactas y Tecnológicas, Ciencias de la Vida y Ciencias Humanas. El cuestionario incluyó preguntas abiertas y cerradas, que se aplicaron en línea, con el objetivo de identificar cómo el escenario de la pandemia comprometió la participación de los estudiantes en las actividades de aprendizaje. Específicamente, buscamos identificar cómo los estudiantes organizan sus estudios, las horas semanales que dedican al aprendizaje y las sensaciones vividas en este contexto pandémico. Se espera, con esta investigación, conocer las experiencias académicas de los estudiantes en este nuevo entorno educativo, sus niveles de satisfacción y compromiso, coadyuvando en la planificación de acciones y servicios para los estudiantes dentro de la nueva realidad del aprendizaje social a distancia y a distancia impuesta por la pandemia.O presente artigo buscou compreender em qual grau o atual cenário de pandemia afetou o envolvimento nas atividades de aprendizagem por parte dos estudantes do ensino superior, devido às alterações nas formas de contato entre estudantes e docentes no contexto acadêmico, e, também, a opção generalizada pelo ensino remoto nas atividades letivas. Participaram do estudo 1.452 estudantes universitários brasileiros, matriculados entre o primeiro e último ano, frequentando cursos das três grandes áreas da CAPES: Ciências Exatas e Tecnológicas, Ciências da Vida e Ciências Humanas. O questionário incluía questões fechadas e abertas, sendo aplicado de modo on-line, tendo como objetivo identificar como o cenário de pandemia comprometeu o engajamento dos estudantes nas atividades de aprendizagem. Especificamente, buscou-se identificar como os estudantes organizam os seus estudos, as horas semanais que dedicam à aprendizagem e os sentimentos vivenciados nesse contexto pandêmico. Espera-se, com essa pesquisa, conhecer as vivências acadêmicas dos estudantes neste novo ambiente educacional, seus níveis de satisfação e engajamento, auxiliando no planejamento de ações e serviços de atendimento aos estudantes dentro da nova realidade de distanciamento social e de ensino a distância imposto pela pandemia