ABSTRACT
A transduced mouse model of SARS-CoV-2 infection was established using Balb/c mice. This was achieved through the adenovirus-vectored delivery of the hACE2 gene, to render the mice transiently susceptible to the virus. The model was characterised in terms of the dissemination of hACE2 receptor expression, the dissemination of three SARS-CoV-2 virus variants in vivo up to 10 days following challenge, the resulting histopathology and the clinical signs induced in the mice. In transduced mice, the infection was short-term, with a rapid loss in body weight starting at day 2 with maximum weight loss at day 4, followed by subsequent recovery until day 10. The induced expression of the hACE2 receptor was evident in the lungs, but, upon challenge, the SARS-CoV-2 virus disseminated beyond the lungs to spleen, liver and kidney, peaking at day 2 post infection. However, by day 10 post infection, the virus was undetectable. The lung histopathology was characterised by bronchial and alveolar inflammation, which was still present at day 10 post infection. Transduced mice had differential responses to viral variants ranking CVR-Glasgow 1 > Victoria-1 > England-2 isolates in terms of body weight loss. The transduced mouse model provides a consistent and manipulatable model of SARS-CoV-2 infection to screen viral variants for their relative virulence and possible interventions.
Subject(s)
COVID-19 , SARS-CoV-2 , Angiotensin-Converting Enzyme 2/genetics , Animals , Disease Models, Animal , Lung , Mice , Mice, Inbred C57BL , Mice, Transgenic , Peptidyl-Dipeptidase A/metabolism , SARS-CoV-2/geneticsABSTRACT
We implemented Virtual Labs as a tool to assist students in familiarizing themselves with the hands-on lab in aerospace structural mechanics. Subsequently, we learned that Virtual Labs also allowed students to collect virtual data that prompted students to further reflect during the data analysis process in addition to the data obtained during the hands-on labs. Thus, the course provided students with both virtual and hands-on experiences to enhance their understanding of the subject matter. At the same time, the course promoted the learning of data analysis, modeling, equipment usage, error analysis, teamwork, and communication by engaging the students in both the virtual and hands-on labs. In Spring 2020, we experienced an extraordinary event: the school closures and remote learning caused by the COVID-19 pandemic. During this period, Virtual Labs became the only available means to provide instructional labs to the enrolled students since all students were sent home. That is, the school closures made us change the way that we used Virtual Labs and necessitated us to modify the course delivery method so that the lab courses could be performed fully online. Therefore, in this paper, we explained how the transition took place in the aerospace structures lab for the use of Virtual Labs before, during, and after the COVID-19 school closures. Then, we discussed lessons learned during this period. This paper will be a useful reference for engineering educators who seek to implement or integrate virtual technology into their pedagogy. © American Society for Engineering Education, 2021
Subject(s)
COVID-19/complications , Ecchymosis/etiology , Child , Ecchymosis/pathology , Female , Humans , Male , RecurrenceABSTRACT
Objectives: Matters of sexuality and sexual health are common in the practice of child and adolescent psychiatry, yet clinicians can feel ill-equipped to address them with confidence. To address this gap in training and practice, we developed and implemented an educational module enhanced by videotaped depictions of clinicians interacting with standardized patients (SPs). Due to the Covid-19 pandemic, we used synchronous videoconferencing, which allowed content dissemination to several training programs across the country. Methods: We developed scripts highlighting common issues of sexuality relevant to child and adolescent psychiatrists, including psychotropic-related side effects and sexuality in children with autism spectrum disorder (ASD). We made digital recordings of 2 clinicians interacting with 3 SPs, yielding 5 video clips with a cumulative running time of 18 minutes. The clips were interspersed during a 90-minute session comprising didactic and interactive components delivered through the synchronous videoconferencing platform Zoom. Results: Through the AACAP Alliance for Learning Innovation (AALI), we recruited 15 child and adolescent psychiatry programs to participate. In the first of 2 planned sessions, 86 participants provided consent and completed a baseline assessment. The follow-up assessment for that group is scheduled to take place 1 week after this abstract’s submission deadline;a second session, anticipated to double the overall sample size, is scheduled in late June. By the time of final poster submission, we will report findings on skills, attitudes, and knowledge before and after the teaching intervention. Conclusions: A sexual health curriculum enriched by videotaped examples can lead to measurable improvement in outcomes pertinent to the clinical practice of child and adolescent psychiatrists. These educational materials are available for distribution, use, and adaptation by local instructors. Our study also provides proof of principle for the use of multisite educational initiatives through synchronized videoconferencing. SEX, SD, REST