Understanding foot-and-mouth disease virus transmission biology: identification of the indicators of infectiousness

The control of foot-and-mouth disease virus (FMDV) outbreaks in non-endemic countries relies on the rapid detection and removal of infected animals. In this paper we use the observed relationship between the onset of clinical signs and direct contact transmission of FMDV to identify predictors for the onset of clinical signs and identify possible approaches to preclinical screening in the field. Threshold levels for various virological and immunological variables were determined using Receiver Operating Characteristic (ROC) curve analysis and then tested using generalized linear mixed models to determine their ability to predict the onset of clinical signs. In addition, concordance statistics between qualitative real time PCR test results and virus isolation results were evaluated. For the majority of animals (71%), the onset of clinical signs occurred 3–4 days post infection. The onset of clinical signs was associated with high levels of virus in the blood, oropharyngeal fluid and nasal fluid. Virus is first detectable in the oropharyngeal fluid, but detection of virus in the blood and nasal fluid may also be good candidates for preclinical indicators. Detection of virus in the air was also significantly associated with transmission. This study is the first to identify statistically significant indicators of infectiousness for FMDV at defined time periods during disease progression in a natural host species. Identifying factors associated with infectiousness will advance our understanding of transmission mechanisms and refine intra-herd and inter-herd disease transmission models

Global tracking of marine megafauna space use reveals how to achieve conservation targets

The recent Kunming-Montreal Global Biodiversity Framework (GBF) sets ambitious goals but no clear pathway for how zero loss of important biodiversity areas and halting human-induced extinction of threatened species will be achieved. We assembled a multi-taxa tracking dataset (11 million geopositions from 15,845 tracked individuals across 121 species) to provide a global assessment of space use of highly mobile marine megafauna, showing that 63% of the area that they cover is used 80% of the time as important migratory corridors or residence areas. The GBF 30% threshold (Target 3) will be insufficient for marine megafauna’s effective conservation, leaving important areas exposed to major anthropogenic threats. Coupling area protection with mitigation strategies (e.g., fishing regulation, wildlife-traffic separation) will be essential to reach international goals and conserve biodiversity.</p

Development of Scientific Competences in Chemistry Courses

Enseñar química en los primeros años de educación universitaria es clave en la formación de futuros profesionales, puesto que, además de proveer los conocimientos que aportan las ciencias básicas, contribuye al desarrollo de competencias científicas para que el estudiante resuelva problemas reales, a partir de la búsqueda adecuada de información en fuentes confiables y su lectura, con el propósito de desarrollar habilidades analíticas, críticas y creativas. Es por esto que, como estrategia de innovación pedagógica, el Departamento de Ciencias Básicas de la Universidad de La Salle ha venido implementando desde el año 2016 la formulación de un proyecto de investigación en los cursos de química. En el marco de esta estrategia, desde el II-2018 las autoras se abocaron a la reflexión e implementación de la estrategia didáctica que propende por el desarrollo de competencias científicas en los cursos de Química General, Química Orgánica y Bioquímica desde tareas, investigación y aprendizaje de problemáticas vigentes en Colombia y en el mundo.Abstract: Teaching chemistry in the first years of university education is key in the training of future professionals since, in addition to providing the knowledge of the basic sciences, it contributes to the development of scientific skills that lead to the student to solve real problems, starting from the appropriate search of information in reliable sources and its reading with the purpose of developing analytical, critical and creative skills. Therefore, as a pedagogical innovation strategy, the formulation of a research project in chemistry courses has been implemented since 2016 by the Department of Basic Sciences of the Universidad de La Salle. Within the framework of this strategy, from II-2018 the authors focused on the reflection and implementation of the didactic strategy that depends on the development of scientific competences in the courses of General Chemistry, Organic Chemistry and Biochemistry from tasks, research and learning of current problems in Colombia or in the world

Global tracking of marine megafauna space use reveals how to achieve conservation targets

The recent Kunming-Montreal Global Biodiversity Framework (GBF) sets ambitious goals but no clear pathway for how zero loss of important biodiversity areas and halting human-induced extinction of threatened species will be achieved. We assembled a multi-taxa tracking dataset (11 million geopositions from 15,845 tracked individuals across 121 species) to provide a global assessment of space use of highly mobile marine megafauna, showing that 63% of the area that they cover is used 80% of the time as important migratory corridors or residence areas. The GBF 30% threshold (Target 3) will be insufficient for marine megafauna’s effective conservation, leaving important areas exposed to major anthropogenic threats. Coupling area protection with mitigation strategies (e.g., fishing regulation, wildlife-traffic separation) will be essential to reach international goals and conserve biodiversity

Ineffectiveness of cognitive forcing strategies to reduce biases in diagnostic reasoning: a controlled trial

ABSTRACT Objectives: Cognitive forcing strategies (CFS)may reduce error arising from cognitive biases. This is the first experimental test to determine the effect of CFS training in medical students. Methods: Students were allocated to CFS training or control during a 4-week emergency medicine rotation (n = 191). At the end of the rotation examination, students were tested using computer-based cases. Application of CFS could enable reduction of diagnostic error, as evidenced by identifying multiple correct diagnoses for the two cases prone to search satisficing bias (SSB) and uncommon diagnoses for the two cases prone to availability bias (AB). Two “false positive” cases were included to test for possible “oversearching.” Results: There were 145 students in the intervention and 46 in the control group. For the SSB cases, 52% of students with CFS training and 48% in the control group initiated a search for the second diagnosis (χ2 = 0.13, df = 1, p = 0.91). More than half (54%) correctly identified the second diagnosis in the CFS group, and 48% identified it in the control group. The difference was not significant (χ2 = 2.25, df = 1, p = 0.13). For the second diagnosis in the false positive cases, 64% of the CFS group and 77% of the control group incorrectly identified it. There were no significant differences between groups (χ2 = 2.38, df = 1, p = 0.12). In the AB cases, only 45% in each group identified the uncommon correct diagnosis (χ2 = 0.001, df = 1, p = 0.98). Conclusions: The educational interventions suggested by experts in clinical reasoning and employed in our study to teach CFS failed to show any reduction in diagnostic error by novices. </jats:sec