Genomics of Serratia marcescens isolates causing outbreaks in the same pediatric unit 47 years apart: Position in an updated phylogeny of the species

The first documented nosocomial outbreak caused by Serratia marcescens in Spain occurred in 1969 at the neonatal intensive care unit (NICU) of the tertiary La Paz Children’s Hospital in Madrid, Spain, and based on the available phenotyping techniques at this time, it was considered as a monoclonal outbreak. Only 47 years later, another S. marcescens outbreak of an equivalent dimension occurred at the same NICU. The aim of the present study was to study isolates from these historical and contemporary outbreaks by phenotypic analysis and whole-genome sequencing techniques and to position these strains along with 444 publicly available S. marcescens genomes, separately comparing core genome and accessory genome contents. Clades inferred by both approaches showed high correlation, indicating that core and accessory genomes seem to evolve in the same manner for S. marcescens. Nine S. marcescens clusters were identified, and isolates were grouped in two of them according to sampling year. One exception was isolate 13F-69, the most genetically distant strain, located in a different cluster. Categorical functions in the annotated accessory genes of both collections were preserved among all isolates. No significant differences in frequency of insertion sequences in historical (0.18–0.20)—excluding the outlier strain—versus contemporary isolates (0.11–0.19) were found despite the expected resting effect. The most dissimilar isolate, 13F-69, contains a highly preserved plasmid previously described in Bordetella bronchiseptica. This strain exhibited a few antibiotic resistance genes not resulting in a resistant phenotype, suggesting the value of gene down expression in adaptation to long-term starvation.CS was supported by “Fundación Mutua Madrileña” grant to RC achieved in 2017 call with reference number AP165902017. MP-A was supported by the Programa Operativo de Empleo Juvenil, cofinanced by the European Social Fund Investing in your future (ESF) and ERDF (PEJD-2018-PRE/BMD-8237). BP-V was funded by H2020 FTIPilot 2016 project no. 730713 “FAST-bact “A novel fast and automated test for antibiotic susceptibility testing for Gram positive and negative bacteria” and co-funded by Instituto de Salud Carlos III and the European Regional Development Fund (ERDF, “A way to achieve Europe”). FB was supported by grants from the Madrid Regional Government (InGEMICS-C; S2017/BMD-3691) and CIBER (CIBER in Epidemiology and Public Health, CIBERESP; CB06/02/0053), co-funded by Instituto de Salud Carlos III and the European Regional Development Fund (ERDF, “A way to achieve Europe”). This work was supported by the Instituto de Salud Carlos III, PI17/00115 (RC), and REIPI (RD16/0016/0011) actions, cofinanced by the European Development Regional Fund “A way to achieve Europe” (ERDF

Innovación y estrategias de intervención en acoso escolar

Los problemas de convivencia escolar, violencia escolar, bullying y cyberbullying, en los centros españoles son una realidad y, por tanto, es necesario que los futuros docentes cuenten con estrategias específicas para el abordaje de estas situaciones cuando se enfrenten a la realidad de las aulas. En este manual, profesionales del área de la convivencia escolar presentan las actuaciones, programas y herramientas disponibles que en estos momentos se están poniendo en práctica en los centros escolares con resultados positivos. Así, se pretende ampliar el conocimiento teórico-práctico en el ámbito de la convivencia, gestión de conflictos y violencia escolar.EducaciónPsicologí

Strain-specific predation of Bdellovibrio bacteriovorus on Pseudomonas aeruginosa with a higher range for cystic fibrosis than for bacteremia isolates

7 p.-1 fig.This work aimed to evaluate the predatory activity of Bdellovibrio bacteriovorus 109J on clinical isolates of Pseudomonas aeruginosa selected from well-characterized collections of cystic fibrosis (CF) lung colonization (n = 30) and bloodstream infections (BSI) (n = 48) including strains selected by genetic lineage (frequent and rare sequence types), antibiotic resistance phenotype (susceptible and multidrug-resistant isolates), and colony phenotype (mucoid and non-mucoid isolates). The intraspecies predation range (I-PR) was defined as the proportion of susceptible strains within the entire collection. In contrast, the predation efficiency (PE) is the ratio of viable prey cells remaining after predation compared to the initial inoculum. I-PR was significantly higher for CF (67%) than for BSI P. aeruginosa isolates (35%) probably related to an environmental origin of CF strains whereas invasive strains are more adapted to humans. I-PR correlation with bacterial features such as mucoid morphotype, genetic background, or antibiotic susceptibility profile was not detected. To test the possibility of increasing I-PR of BSI isolates, a polyhydroxyalkanoate depolymerase deficient B. bacteriovorus bd2637 mutant was used. Global median I-PR and PE values remained constant for both predators, but 31.2% of 109J-resistant isolates were susceptible to the mutant, and 22.9% of 109J-susceptible isolates showed resistance to predation by the mutant, pointing to a predator–prey specificity process. The potential use of predators in the clinical setting should be based on the determination of the I-PR for each species, and the PE of each particular target strain.CH is supported by Comunidad Autónoma de Madrid (PEJD-2018-POST/BMD-8016). CS is granted by “Fundación Mutua Madrileña” achieved in 2017 call by RDC (AP165902017). SSB is a recipient of a predoctoral FPU grant (FPU17/03978) from the Spanish Ministry of Universities. This work was supported by the Instituto de Salud Carlos III, PI17/00115 and PI20/00164 to RdC, REIPI (RD16/0016/0011) actions, co-financed by the European Development Regional Fund “A way to achieve Europe” (ERDF), and Vertex Pharmaceuticals.Peer reviewe

Innovación y estrategias de intervención en acoso escolar

Los problemas de convivencia escolar, violencia escolar, bullying y cyberbullying, en los centros españoles son una realidad y, por tanto, es necesario que los futuros docentes cuenten con estrategias específicas para el abordaje de estas situaciones cuando se enfrenten a la realidad de las aulas. En este manual, profesionales del área de la convivencia escolar presentan las actuaciones, programas y herramientas disponibles que en estos momentos se están poniendo en práctica en los centros escolares con resultados positivos. Así, se pretende ampliar el conocimiento teórico-práctico en el ámbito de la convivencia, gestión de conflictos y violencia escolar.EducaciónPsicologí

How Much Can Students Gain in Data Analysis and Critical Thinking Skills in One Semester?

Background/Question/Methods: The effective preservation and sustainable use of ecosystems is a complex endeavor that requires proficiency in skills of critical thinking, data analysis, oral communication, broad synthesis of information and teamwork across diverse groups. However, there is concern that US undergraduate science students do not currently develop these fundamental process skills they will need as professionals. In this study, we investigate how we can best ‘operationalize’ the teaching of process skills and how we can assess their development in undergraduate students. We are implementing a multi-year, multi-institutional research project to: (1) develop a set of instructional materials and assessment tools for critical thinking, oral communication, and data analysis; and (2) pilot these materials in a diversity of classroom settings under two instructional modalities: individual student reflection versus intensive classroom discussion of the skill. Results/Conclusions: Twenty-four conservation biologists have collaborated during the last year to create and validate instructional materials for process skills development, led by the Network of Conservation Educators and Practitioners (ncep.amnh.org). The instructional set for each skill consisted of pre/post student self-assessments, two exercises with rubrics for evaluation of student performance, and pre/post exercise content assessments. In fall 2011, nine professors piloted these materials in biology, ecology, and conservation biology courses. We present preliminary results from a subset of their students, from instructional units on data analysis using an intensive classroom discussion (DA; N=22) and critical thinking using individual student reflection (CT; N=20). For DA, we find significant increases in student self-confidence on data representation and interpretation (P0.05). For both skills, we find gains in content knowledge after the application of exercises (DA: g=0.22±0.082; CT: g=0.4±0.11). Observed gains in the skills vary depending on the aspect analyzed. For DA, students experienced significant gains in data representation and interpretation (V=17,

Cultivating Skills for 21st Century Professionals: Development and Assessment of Process Skills in Ecology and Conservation Biology Students

Background/Question/Methods: Understanding and conserving the biosphere increasingly requires proficiency in skills including critical thinking, data analysis, oral communication, broad synthesis of information and teamwork across diverse groups. However, a real concern exists that US undergraduate science students do not currently develop these important process skills needed as professionals. First, our work asks “how can we best ‘operationalize’ teaching of process skills?” Second, we must also discover how to evaluate development of specific process skills in our students. Such assessment allows us to determine if we have succeeded in teaching these skills with a gain or loss in content understanding. Here, we present the design and preliminary results of a recently launched experimental study aimed at these two tasks. The study brings together faculty from diverse institutions and professional conservation biologists to create and validate a set of instructional materials for process skills development. Following development, selected faculty will pilot teaching and assessment materials in diverse classroom settings. Project participants, led by investigators from the American Museum of Natural History’s Center for Biodiversity and Conservation, designed a multi-year research experiment in two stages: (1) development of instructional materials and associated assessment tools for three skills (i.e., critical thinking, oral communication, and data analysis), and (2) application of these materials in the classroom under two different instruction modalities, individual reflection versus intensive classroom discussion of the skill. These two modalities investigate student development of the targeted process skill and how intensity of a teaching intervention influences student success. Results/Conclusions: For each selected skill, faculty participants and consultants developed two exercises that focused on ecology and conservation biology topics, either new or based on the modules produced by the Network of Conservation Educators and Practitioners (NCEP; http://ncep.amnh.org). Participants also created the following assessment tools: student self-assessment questionnaires focusing on their confidence for each skill, content gains assessments, and rubrics for assessing skill performance. These will be applied pre and post application of the instructional materials. Our plans include validation and finalization of materials over summer 2011 and pilots in the classrooms occurring in at least 14 US institutions (including Puerto Rico) beginning in fall 2011. While the study focuses on these skills in the context of ecology and conservation biology, our approach and results should be of direct use for other related, integrative fields such as natural resource management, sustainable development studies, and public health. We welcome faculty input and interest in the project