ABSTRACT
HeberNasvac is a recently developed therapeutic vaccine for chronic hepatitis B (CHB) administered by intranasal (IN) and subcutaneous (SC) routes in a 14 days/10 doses schedule. To compare different schedules and routes of immunizations, a group of patients received four different vaccination regimens in a placebo-controlled factorial study. Subsequently, patients were followed for a minimum time of 48 weeks. Samples collected at the end of the follow-up were compared with initial samples. Groups I and II received the product by IN/SC routes, every 14 and 7 days, respectively. Groups III and IV were treated by SC route alone following a 14 and 7 days schedule. A group of 21 CHB patients received the vaccine in four different schedules and eight patients received placebo for a total of 29 patients enrolled. The 61.9% of vaccinees reduced their VL ≥2Log compared with baseline levels and 25% in placebo group. The 47.6% of vaccines reduced HBV levels to undetectable, 25% in placebo. HBeAg loss and seroconversion to anti-HBeAg was only achieved in vaccinees, 4 out of 9 (44.4%), and 40% (8 out of 20) developed anti-HBs response, none in placebo group. Reduction of HBsAg level in ≥1Log was achieved in the 35.0% of vaccinees and in none of the placebo-treated patients. Considering the individual and factorial analysis, significant HBV DNA reduction was detected in groups I and II, immunized by IN/SC routes. A significantly higher proportion of patients reducing VL to ≥2Log was also detected grouping the patients treated by IN/SC routes (G I + II) and grouping those inoculated every 14 days (G I + III), with 72.7% and 63.6%, respectively, compared with the placebo group (25.0%). The patients immunized every 14 days (G I + G III) also reduced the HBsAg levels compared with baseline. In conclusion, after more than 48 weeks of treatment-free follow-up, HeberNasvac-treated patients demonstrated superior responses compared with the placebo group in terms of antiviral and serological responses. The factorial analysis evidenced that the schedule combining the IN route of immunization and the frequency of 14 days resulted in the stronger antiviral and serological responses. Present results support the study of IN-only immunization schedules in future and was consistent with previous results. Long-lasting follow-ups were done to explore histological variables and the progression of serological variables in order to detect late responders. How to cite this article: Freyre FM, Aguiar JA, Cinza Z, et al. Impact of the Route and Schedule of Immunization on the Serological and Virological Response of Chronic Hepatitis B Patients Treated with HeberNasvac. Euroasian J Hepato-Gastroenterol 2023;13(2):73-78.
ABSTRACT
Na escola a sexualidade é tópico polêmico, em face da multipicidade de visões, crenças e valores de seus diversos atores. O objetivo desta pesquisa foi investigar como os professores de Educação Física compreendem o papel deste componente curricular no trabalho de orientação sexual nos anos finais do Ensino Fundamental. A metodologia utilizada foi de natureza qualitativa, e a entrevista semiestruturada foi a estratégia escolhida para a coleta dos dados descritivos presentes no discurso dos professores. Os resultados indicaram que a Educação Física congrega elementos importantes ligados à sexualidade, sobretudo ao trabalhar diretamente "com o corpo" e "no corpo", por meio de seus conteúdos. A esse respeito, sugere-se a construção de um currículo escolar no qual o corpo apareça como elemento central na articulação de projetos interdisciplinares, e ressalta-se a necessidade de os professores conhecerem os mecanismos corporais que resultam em bloqueios e dificuldades emocionais ligados à sexualidade.
At school, sexuality is a polemic topic, considering the diversity of views, beliefs and values from its assorted factors. The aim of this research is to investigate how Physical Education teachers comprehend the role of this curricular component in the work of Sexual Orientation at the last years of Fundamental Teaching. It was applied a qualitative methodology using semi-structured interview for data gathering existent at teachers' speech. The results indicated that the Education has important elements attached to sexuality including working directly with the body and on the body through its contents. About it, it is suggested to create a curriculum in which the body is presented as a central element in the interdisciplinary projects, as well as the possibility of knowing the corporal mechanisms by the teachers, which results in emotional blocks and difficulties related to sexuality.
ABSTRACT
Esta pesquisa buscou investigar as percepções e os significados para os estagiários de Educação Física em relação à indisciplina na escola. A metodologia utilizada foi de natureza qualitativa, tendo como participantes 16 alunos de um curso público de Licenciatura em Educação Física. A indisciplina foi apontada pelos estagiários como um problema presente em suas práticas e atrelado a diferentes dificuldades. Os informantes citaram como procedimentos mais comuns a chantagem, os combinados e o diálogo, sendo a instituição escolar destacada enquanto elucidadora das regras, dos direitos e dos deveres dos alunos.
This research investigated the perceptions and the meanings for the trainees of Physical Education regarding the indiscipline in the school. The methodology used was from qualitative nature, having as participants 16 students of a public course of Physical Education. The indiscipline was pointed by the trainees while a present problem in their practices and connected to different difficulties. Therefore, as methodological procedures more mentioned, appeared the blackmail, the agreements and the dialogue, being the school institution, outstanding while informative of the rules, of the rights and of the students' duties
Esta encuesta busco averiguar las percepciones y los significados para los practicantes de Educación Física en relación la indisciplina en la escuela. La metodologia utilizada fue de naturaleza calitativa, teniendo como participantes 16 alumnos de un curso de Licenciatura en Educación Física público. La indisciplina fue apuntada por los practicantes como um problema presente en sus prácticas y conectada a diferentes dificultades. Luego, como procedimientos metodológicos más mencionados aparecieron el chantaje, los combinados y el diálogo, siendo la institución escolar, destacada mientras elucidadora de las reglas, de los derechos y de los deberes de los alumnos
