Evaluation of five widely used serologic assays for antibodies to SARS-CoV-2.

Reliable diagnostic technologies are pivotal to the fight against COVID-19. While real-time reverse transcription-polymerase chain reaction (rRT-PCR) remains the gold standard, commercial assays for antibodies against (SARS-CoV-2) have emerged. We sought to examine 5 widely used commercial methods. We measured antibodies against SARS-CoV-2 with assays, Abbott-IgG, Roche-IgT (total antibodies, isotype-unspecific), EUROIMMUN-IgG, EUROIMMUN-IgA, DiaSorin-IgG, in 191 serum samples from patients with rRT-PCR proven COVID-19 between days 0 and 47 after the onset of clinical symptoms and in biobank samples collected in 2018. The assays were calibrated using the manufacturers' instructions; results are in multiples of the assay specific cut-offs (Abbott, Roche, EUROIMMUN) or in arbitrary units (AU/mL, DiaSorin). The assays for IgG and IgT have approximately the same sensitivity and specificity for detecting seroconversion which starts at approximately day 3 after symptom onset, sensitivity reached 93% on day 16 and was 100% for each assay on day 20. The assay for IgA antibodies was superior in sensitivity and had a lower specificity than the others. Bivariate non-parametric correlation coefficients ranged between 0.738 and 0.991. Commercial assays for IgG or total antibodies against SARS-CoV-2 are largely equivalent for establishing seroconversion but differ at high antibody titres. Increased sensitivity to detect seroconversion is afforded by including IgA antibodies. Further international efforts to harmonise assays for antibodies against SARS-CoV-2 are urgently needed.

The digital/technological connection with covid-19: An unprecedented challenge in university teaching

AbstractIn March 2020, due to the COVID19 virus that is spreading throughout the world, Spain lives an anomalous situation concerning the normal course of basic, secondary, and higher education. On March 2nd, 2020, the state authorities announced the end of face-to-face teaching in schools and universities. Then nothing suggests that a week later all classes went canceled. However, this unusual fact does not end with the teaching-learning process, forcing all educational institutions, as well as the teaching community to reinvent themselves to continue with online teaching. This is the only possible way to do it. The authors must face a specific scenario to readapt the learning-teaching process. The way of teaching of the University of La Rioja is online but it will have to face some problems. The Polytechnic University of Madrid classroom education is compulsory, so there is a big gap between what teachers are used to and what they will have to face. This crisis makes us reflect on new technologies as necessary and essential tools in the new teaching-learning scenario presented. But it must also go beyond considering only the tools available to do it. Reflection must also consider the members of this process and those who eventually make possible education to take place. (PsycInfo Database Record (c) 2020 APA, all rights reserved)