Antibody Response to Sars-Cov-2 Vaccination in Adolescents Following Solid Organ Transplantation

Serological responses to Covid-19 vaccines in adults post solid organ transplant are impaired [1]. We sought to measure antibodies to SARS-CoV-2 in adolescents post lung, heart, kidney-liver and kidney transplant following the vaccine rollout to 12-17 year-olds in the UK. We measured anti-spike, receptor binding domain and nucleocapsid IgG in adolescents attending our centre for routine drug monitoring after Pfizer/BioNTech BNT 162b2 was made available in autumn 2021, and collected information on prior infection from electronic records and via patient/parent recall. Samples were obtained from 42 participants, with paired samples pre and post vaccine in 14 patients. 52% had serological evidence of past exposure at baseline (fig 1). Receptor binding domain IgG was positive in all subjects at follow up, with spike IgG positive in 13/14 (p<0.001, fig 2). Individuals who had received vaccine and been infected had higher levels of spike IgG than those who had been infected and unvaccinated (p<0.05). All subjects demonstrated antibody responses to vaccine, and vaccine increases antibody levels in adolescents who have also had a SARS-CoV-2 infection in comparison to the unvaccinated. These data support an age-related relationship to antibody responses in post solid organ transplant recipients and support efforts to increase vaccine uptake in this at-risk group. [ FROM AUTHOR] Copyright of Journal of Heart & Lung Transplantation is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Neuroscience emergencies simulation teaching

Objectives: Simulation sessions were designed and introduced into the Cardiff University Clinical Neurosciences placement for 4th-year medical students. We present our approach to delivering these simulation sessions, student feedback and our recent experience in the context of the COVID19 pandemic. Design: Three emergency clinical neuroscience simulation scenarios were designed, aimed at final phase (Year 4-5) medical students. Subjects: Final phase (Year 4-5) medical students. Methods: The sessions are delivered weekly during the academic year by the Clinical Neurosciences teaching fellows at The University Hospital of Wales, (UHW) to groups of sixeight students. Student pairs work through each scenario in a high-fidelity simulation suite under the guidance of the tutor. Observing students remain engaged through participation as patient relatives or medical colleagues. Upon completion, learners are debriefed using the Pendleton Model for feedback/reflection, and anonymised feedback is then collected. Results: One year of collated feedback revealed that 90% (109/122) of respondents strongly stated that the sessions were enjoyable, achieved the desired learning outcomes, and advanced their clinical knowledge. One hundred percent of respondents (122/122) agreed that the sessions improved their confidence at managing medical emergencies. Due to the COVID19 pandemic, session modifications included: a larger simulation suite to facilitate social distancing;procurement of appropriate personal-protective-equipment, and a reduction in session size, (<6 students) offset by higher session frequency. Conclusions: Simulation sessions provide a safe, structured environment in which learners can gain confidence managing emergencies. Feedback confirms that our sessions achieve these goals for most students. The possibility of further restrictions on students' exposure to patients remains high due to rising medical student numbers and potential COVID19 resurgences. There may thus be a need to expand the volume and scope of these simulations to cover more scenarios and broader learning outcomes, to ensure future students gain necessary skills and confidence to manage neurological emergencies.

Whine and dust: Coping during the pandemic using companioning autoethnographic art-based research

As collaborators from different nationalities, genders, cultural backgrounds, occupations and age cohorts, in this article we present an account of our art-based research during the COVID-19 pandemic. The project employed art practice as a way to deal with the noxious effects of isolation on our mental health and well-being during the many prolonged lockdowns in Melbourne, Australia. With reference to Warren Lett’s concept of companioning, in our ongoing companion-ing dialogue through poetry and paintings, together with a final song, we explore our psychological struggles. This contribution can be read in several ways: as an example of our research into art practice, as an artistic companioning dialogue between two writers and friends trying to make sense of and survive isolation during the COVID-19 pandemic and finally, as an offer, an invitation to explore art as a cathartic and coping process in a companioning process, which we have termed companioning autoethnography. © 2021 Intellect Ltd Article. English language.

Whine and dust: coping during the pandemic using companioning autoethnographic art-based research. (Special Issue: Art-based research in health and well-being during the pandemic.)

As collaborators from different nationalities, genders, cultural backgrounds, occupations and age cohorts, in this article the researchers present an account of our art-based research during the COVID-19 pandemic. The project employed art practice as a way to deal with the noxious effects of isolation on our mental health and well-being during the many prolonged lockdowns in Melbourne, Australia. With reference to Warren Lett's concept of companioning, in our ongoing companioning dialogue through poetry and paintings, together with a final song, the researchers explore our psychological struggles. This contribution can be read in several ways: as an example of our research into art practice, as an artistic companioning dialogue between two writers and friends trying to make sense of and survive isolation during the COVID-19 pandemic and finally, as an offer, an invitation to explore art as a cathartic and coping process in a companioning process, which the researchers have termed companioning autoethnography.