Profiles of US Hispanics Unvaccinated for COVID-19.

BACKGROUND: The COVID-19 pandemic has disproportionately impacted Hispanics in the USA with increased rates of SARS-CoV-2 infections, hospitalizations, and deaths. The objective of this report was to characterize the demographics and beliefs of unvaccinated Hispanics to help address their concerns that lead to vaccine hesitancy. METHODS: Of 1,011 potential participants from a national online panel, 22.3% (N = 225, 51.6% female, age = 40.5) met inclusion criteria of Hispanic adults and not receiving at least one dose of the COVID-19 vaccine. The 30-item survey included items about demographics, political affiliations, sources of news (e.g., Fox vs. CNN), reasons for being unvaccinated, and ratings (0 = strongly disagree, 100 = strongly agree) of 10 controversial statements regarding COVID-19. RESULTS: Over three-fifths (62.6%) identified side effects and safety concerns, while almost one-third (30.5%) cited a lack of efficacy as their top reasons for being unvaccinated. Agreement to "The developers of the COVID-19 vaccine rushed the development and cut corners" was rated the highest (63.22) which was significantly (p < .001) higher than the other nine statements (e.g., "The COVID-19 vaccine does not work"). Many vaccine attitudes differed significantly by political party affiliation and some by gender and news source. Republicans (59.9 ± 4.2) scored higher than Democrats (38.5 ± 4.2, p ≤ .001) to "If I've already had COVID-19, I don't need the vaccine." CONCLUSIONS: This study identified the heterogeneity in COVID-19 vaccine attitudes among Hispanics. Further research is needed to determine if the subgroups identified are differentially receptive to interventions to facilitate reconsideration of prior vaccination decisions.

Novel primary literature-based alternative to comprehensive final examination for undergraduate virology course.

A novel approach is described using primary literature manuscripts for the final examination of an upper level undergraduate course in virology. This innovative technique was applied as an alternative to a core comprehensive final examination. A recent primary literature paper in virology was assigned several weeks before the end of the semester. Students were instructed to procure the electronic version of the manuscript, and to thoroughly read, highlight and outline the manuscript in advance. The examination was administered with an open book format and students were encouraged to bring laptops to access information as needed to answer questions. This primary literature-based examination format is presented here as an alternative to a comprehensive final exam. By comparing student examination scores for both final examination formats over a period of 11 years, it was determined that student performance was strong and not statistically different when compared to conventional comprehensive final examinations. Thus, the examination format described here was a useful assessment tool that provided students with valuable exposure to the discipline specific primary literature. While this article describes an application to an undergraduate virology course, the same examination techniques could be successfully applied to examinations in undergraduate or graduate classes in any areas of biochemistry and molecular biology.

Undergraduate virology exercises demonstrate conventional and real-time PCR using commercially available HIV primers and noninfectious target.

It is an extraordinary challenge to offer an undergraduate laboratory course in virology that teaches hands-on, relevant molecular biology techniques using nonpathogenic models of human virus detection. To our knowledge, there exists no inexpensive kits or reagent sets that are appropriate for demonstrating real-time PCR (RT-PCR) in an undergraduate laboratory course in virology. Here we describe simple procedures for student exercises that demonstrate the PCR detection of an HIV target nucleic acid. Our procedures combine a commercially available kit for conventional PCR with a modification for RT-PCR using the same reagents in the kit, making it possible for an instructor with access to a LightCycler® instrument to implement a relevant student exercise on RT-PCR detection of HIV nucleic acid targets. This combination of techniques is useful for demonstrating and comparing conventional PCR amplification and detection with agarose gel electrophoresis, with real-time PCR over a series of three laboratory periods. The series of laboratory periods also is used to provide the foundation for teaching the concept of PCR primer design, optimization of PCR detection systems, and introduction to nucleic acid queries using NCBI-BLAST to find and identify primers, amplicons, and other potential amplification targets within the HIV viral genome. The techniques were successfully implemented at the Biology 364 undergraduate virology course at the University of Scranton during the Fall 2008 semester. The techniques are particularly targeted to students who intend to pursue either postgraduate technical employment or graduate studies in the molecular life sciences.