A comparative analysis exposes an amplification delay distinctive to SARS-CoV-2 Omicron variants of clinical and public health relevance.

Mutations in the SARS-CoV-2 genome may negatively impact a diagnostic test, have no effect, or turn into an opportunity for rapid molecular screening of variants. Using an in-house FDA Emergency Used Authorized RT-qPCR-based COVID-19 diagnostic assay, we combined sequence surveillance of viral variants and computed PCR efficiencies for mismatched templates. We found no significant mismatches for the N, E, and S set of assay primers until the Omicron variant emerged in late November 2021. We found a single mismatch between the Omicron sequence and one of our assay's primers caused a >4 cycle delay during amplification without impacting overall assay performance. Starting in December 2021, clinical specimens received for COVID-19 diagnostic testing that generated a Cq delay greater than 4 cycles were sequenced and confirmed as Omicron. Clinical samples without a Cq delay were largely confirmed as the Delta variant. The primer-template mismatch was then used as a rapid surrogate marker for Omicron. Primers that correctly identified Omicron were designed and tested, which prepared us for the emergence of future variants with novel mismatches to our diagnostic assay's primers. Our experience demonstrates the importance of monitoring sequences, the need for predicting the impact of mismatches, their value as a surrogate marker, and the relevance of adapting one's molecular diagnostic test for evolving pathogens.

Scoping health literacy in Latin America.

Studies evaluating the influence of health literacy on patient behavior and outcomes suggest a positive relationship between health literacy and health knowledge, health behaviors, and health status. In Latin American countries, studies assessing health literacy are few, regional, and demonstrate considerable variation, with reported rates of adequate health literacy ranging from 5.0% to 73.3%. In this paper, we examine and explore the state of health literacy and efforts to promote it in Latin America. Key challenges to those efforts include socioeconomic inequality, social/geographic isolation, and cultural-, language-, and policy-related barriers, many of which disproportionately affect indigenous populations and others living in rural areas. Greater use of infographics, videos, and mobile apps may enhance health literacy and patient empowerment, especially when language barriers exist. This paper provides strategies and tools for tailored programming, examples of successful health literacy interventions, and policy recommendations to improve health literacy in Latin America, intending to spur additional discussion and action. Centrally organized collaboration across multiple sectors of society, with community involvement, will enhance health literacy and improve health and well-being across Latin America.

The COVID-19 sensorium and its vectors, victims, and violators

The COVID-19 pandemic shifted relationships between hegemonic sensory perceptions and disease epistemologies. The affective pedagogies of the COVID-19 sensorium signal vectors and victims of disease through racialized, classed, and gendered assemblages of sensory presence and absence. Present sounds of weaponized coughing suture white consumerist entitlement to violate public health imperatives. The coughs in the film Corona critique the rise of anti-Asian violence and demonstrate how sound is intelligible through available stereotypes and circulating xenophobic rhetoric. Amid asymptomatic spread, appeals to "Typhoid Mary" Mallon-the first named asymptomatic typhoid carrier-re-emerged as another xenophobic sensory pedagogy to signify threatening absent symptoms.

CREATING AFFILIATIONS, LEARNING, AND MINDFULNESS FOR IN VITRO FERTILIZATION PATIENTS (CALM IVF)

Objective: To determine if a psychoeducational group (PG) model can improve quality of life (QoL) in patients undergoing IVF. Materials and Methods: Patients starting their first IVF cycle at our institution between 8/13/2019 - 12/31/2020 were recruited. Exclusions included previous IVF treatment, use of donor gametes/embryos, and non-English speakers. Enrolled participants completed baseline surveys (FertiQoL, PHQ-9, GAD-7, the 2-index Connor-Davidson Resilience scale, and an IVF knowledge survey). Participants were assigned to groups of 5-8 couples by projected oocyte retrieval date. Randomization to control (standard of care (SOC)) or intervention (CALM IVF + SOC) was done at the group level. CALM IVF participants attended 3 one-hour PG sessions prior to oocyte retrieval. 3 days after retrieval, all participants repeated surveys. Participants were followed for 3 months after retrieval to determine outcome and return to care. We estimated needing a sample size of 40 to show a 13.5 point difference in FertiQoL scores with 82.5% power and α=0.05. Analyses were performed using Student’s t-tests or Fischer’s exact tests as appropriate. Intent-to-treat analyses were performed for overall group differences as well as for differences in outcomes for those participating during the COVID-19 pandemic (after IVF clinical operations were paused on 3/16/20). Results: 76 couples enrolled. Due to drop-out, 20 females and 11 males participated in CALM IVF, and 20 females and 13 males in the control group. Those randomized to CALM IVF were more likely to experience a cancelled oocyte retrieval or poor embryo development in comparison to control (26% vs 13%). Males had significantly higher total QoL (6.68 [0.39 – 12.98], p=0.039), treatment QoL (8.26 [0.69 – 15.82], p=0.034), and resilience (1.13 [0.54 – 1.72], p=0.001) change in scores from pre-treatment to post-treatment after participating in CALM IVF versus control. Prior to COVID clinical pause, knowledge scores in the CALM IVF group significantly increased compared with control (13.19 [3.53 – 22.84], p=0.011). CALM IVF groups spanning 3/16/2020 and those recruited after had a significant improvement in the social subscale score (11.67 [-0.54 – 22.79], p=0.042 and 10.42 [1.79 – 19.04], p=0.023, respectively). Rates of ongoing pregnancy and return to care were not significantly different between groups. Conclusions: QoL and resilience are improved in males participating in CALM IVF during their first IVF cycle. Prior to COVID-19 shutdowns, CALM IVF improved IVF knowledge scores in participants. In participants who underwent treatment after COVID-19 shutdowns, CALM IVF improved social QoL scores. Impact Statement: Male partners of the IVF dyad may receive significant fertility related QoL and resilience benefits from a PG intervention. Female partners may experience improved social QoL with PG experiences, especially during a time of additional stressors and isolation.

Health-associated infections and COVID-19 in Mexico: Safety and health rules at work or job biosecurity?

The pandemic caused by COVID-19 has grown exponentially from the first reports from China in December 2019 to November 2020. Cases have been reported in more than 180 countries, totaling more than 61.8 million cases of COVID-19 throughout the world and more than 1.4 million deaths. Health personnel, being exposed to the care of COVID-19 patients with high viral load, have the risk of developing infections associated with health care, their high morbidity and mortality being of multifactorial origin. Given that the term Biosafety and Occupational Biosafety has been used internationally, this term does not have wide acceptance in the scientific community, and the case of Mexico is not referred to and is not defined in the Mexican legal framework or current regulations. Far from being handled and understood as an isolated concept, this term should be referred to as a multiple concepts, being recommended in the workplace in Mexico not to use it, suggesting referring to the Safety and Health Regulations at Work, whose mandatory application will allow reducing healthcare-associated infections. © 2021 Occupational Health and Safety Society of Nepal. All rights reserved.

Investigating the Importance of Student Location and Time Spent Online in Academic Performance and Self-regulation

The advent of a potential pandemic worldwide alerted educational institutions to take preventive measures in order to implement the best strategy. This investigation reports on a pilot study that intended to establish the benefits of transitioning to either an online or a blended-learning modes. To this end, we firstly analysed academic performance and time spent on a set of online activities completed by language learners at beginner and upper-intermediate levels. Secondly, student location was also examined, and it was found that it has a strong relationship with academic performance based on the average grades. Statistical analyses of variance and regression models were carried out, to analyse the importance of the factors in the outcome variable. In addition, a test was done to compare performance between the study groups. Based on student location in combination with the other variables, it was possible to monitor that the students performed academically better when off-campus. This led us to the preliminary conclusion that moving to a fully online or blended-learning mode, either due to the pandemic or an independent decision, students would perform equally, if not better, than when on-campus. © 2021, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Informal Learning in Social Networks During the COVID-19 Pandemic: An Empirical Analysis

The use of the Internet and social networks have increased dramatically during the COVID quarantine mainly because several activities were moved online. In education, numerous stakeholders stayed at home and their academic plans were modified and adapted to an entire virtual environment. This was the case of a live event (Science Café) whose purpose was to disseminate knowledge through Facebook and YouTube. Thus, this study aimed at verifying if there was knowledge construction in social networks through user interactions by using 1,083 comments posted by the audience. Comments were coded according to validated frameworks for language taxonomy and collaborative knowledge construction. Results show that the predominant interaction is that in which viewers pose questions to speakers. Our analyses also revealed that attendees hardly reached the highest levels of knowledge construction through unguided interaction. Often, user interactions went beyond emotional expressions towards evaluation and therefore, could reach a higher level of knowledge construction. This study shows that social networks may offer informal spaces for deliberation and collaborative interaction with the potential to support learning if guided properly. This research aims to contribute empirical evidence to the growing body of literature that online interactions in informal environments may provide productive learning. © 2021, The Author(s), under exclusive license to Springer Nature Switzerland AG.