Rotavirus Strain Diversity in the Centre Coast of Tunisia from 2000 through 2003

An epidemiological survey investigating rotavirus infection in children was undertaken in the coastal region of Tunisia from January 2000 through September 2003. A total of 309 fecal specimens were screened by enzyme-linked immunosorbent assay and latex agglutination assay for the presence of group A rotavirus antigen. The detection rate was 26.2%. Rotavirus outbreaks showed a temperature-dependant pattern (P= .026) but no significant association with rainfall. Rotavirus strains isolated were analyzed by RNA polyacrylamide gel electrophoresis and were characterized antigenically by monoclonal antibodies to the VP6 subgroup. Eight RNA electropherotypes were identified, with 3 long and 5 short different RNA profiles. Among VP6 typeable strains, all isolates with a long electrophoretic pattern carried the subgroup II specificity, whereas those with a short profile belonged to subgroup I. In total, 48 rotavirus-positive samples were analyzed for G and P typing by reverse-transcription polymerase chain reaction. A total of 8 different G and P combinations were found: G1P[8] (35.7%), G1P[6] (21.4%), G2P[4] (4.8%), G3P[4] (4.8%), G4P[6] (4.8%), G8P[8] (4.8%), G3P[8] (2.3%), and G4P[8] (2.3%). Mixed infections were detected in 19.1% of stool samples. The emergence in Tunisia of unconventional types, such as G8VP7 specificity, highlights the need for a continual survey of the uncommon strains in North Afric

Rotavirus strain diversity in the Centre Coast of Tunisia from 2000 through 2003

An epidemiological survey investigating rotavirus infection in children was undertaken in the coastal region of Tunisia from January 2000 through September 2003. A total of 309 fecal specimens were screened by enzyme-linked immunosorbent assay and latex agglutination assay for the presence of group A rotavirus antigen. The detection rate was 26.2%. Rotavirus outbreaks showed a temperature-dependant pattern (P = .026) but no significant association with rainfall. Rotavirus strains isolated were analyzed by RNA polyacrylamide gel electrophoresis and were characterized antigenically by monoclonal antibodies to the VP6 subgroup. Eight RNA electropherotypes were identified, with 3 long and 5 short different RNA profiles. Among VP6 typeable strains, all isolates with a long electrophoretic pattern carried the subgroup II specificity, whereas those with a short profile belonged to subgroup I. In total, 48 rotavirus-positive samples were analyzed for G and P typing by reverse-transcription polymerase chain reaction. A total of 8 different G and P combinations were found: G1P[8] (35.7%), G1P[6] (21.4%), G2P[4] (4.8%), G3P[4] (4.8%), G4P[6] (4.8%), G8P[8] (4.8%), G3P[8] (2.3%), and G4P[8] (2.3%). Mixed infections were detected in 19.1% of stool samples. The emergence in Tunisia of unconventional types, such as G8VP7 specificity, highlights the need for a continual survey of the uncommon strains in North Africa.World Health Organization (V27/181/113 and V27/181/136) and the South African Medical Research Council

L’évaluation de l'enseignement : pour quelles décisions ?

But : Actualiser la formulation de la problématique de l’évaluation des enseignements dans le contexte de la communauté internationale francophone d’éducation médicale. Méthodes : Atelier électronique sollicitant un groupe d’experts francophones en éducation médicale ; mise en oeuvre d’une démarche systématique de recueil du consensus inspirée de la méthode Delphi. Résultats : Plusieurs questions critiques consensuelles sont identifiées : qui doit décider d’évaluer l’enseignement ? Qui est le maître d’ouvrage ? Le financeur ? Doit-on aller vers une certification des établissements de formation ? Evaluation des enseignements, par quoi commencer : l’évaluation des programmes, des modules d’enseignement, des enseignants ? Evaluer l’éthique de l’enseignement, des enseignants : comment? Comment évaluer les activités d’enseignement pour le recrutement et la promotion ? Quelle diffusion faut-il assurer aux résultats d'une évaluation des enseignants faite par les étudiants ? Quelles actions correctives faut-il mettre en oeuvre pour les enseignants mal évalués ? Quelles devront être les actions positives à mettre en oeuvre pour les enseignants bien évalués ? Est-ce que nous évaluons trop ? Comment prendre en compte les spécificités régionales de l’évaluation ? Evaluation de stages : que souhaitent les étudiants ? Conclusion : L’évaluation de l’enseignement doit être systématiquement intégrée au processus de changement dans une faculté de médecine et quatre domaines doivent être systématiquement pris en compte : les objectifs de l’enseignement ; les moyens et les méthodes d’enseignement ; le système d’évaluation de l’enseignement lui-même ; la gouvernance institutionnelle.abstract lang="fr"