Pilot study of the utility and acceptability of tampon sampling for the diagnosis of Neisseria gonorrhoeae and Chlamydia trachomatis infections by duplex realtime polymerase chain reaction in United Kingdom sex workers

We aimed to evaluate the acceptability of self-collected tampon samples for the screening of female sex workers for sexually transmitted infections. We recruited 65 sex workers, and 63 agreed to provide tampon samples. The tampon samples were processed by realtime polymerase chain reaction (PCR) targeting Neisseria gonorrhoeae and Chlamydia trachomatis. Urethral and endocervical swabs were also obtained from 61 of 63 participants and tested using culture (N. gonorrhoeae) and the BD ProbeTec strand displacement amplification (SDA) (C. trachomatis) assay. Tampon sampling was preferred by 95% of the women and all favoured being tested away from genitourinary medicine clinics; the most common reasons cited were avoidance of embarrassment (40%) and convenience (30%). Besides near-universal acceptability of tampon sampling, the tampon sampling-PCR approach described in this study appeared to have enhanced sensitivity compared with conventional testing, suggesting the possibility of a residual hidden burden of N. gonorrhoeae and/or C. trachomatis genital infections in UK female sex workers.

Student Satisfaction Negates Pedagogic Rights, Theirs and Ours!

This article outlines how the potential for students to be co-participants, via a critical education, risks being further co-opted through the marketization of higher education by constructing students as consumers with power over academics to make judgments on pedagogic quality through student satisfaction ratings. We start by outlining the relevant components of marketization processes, and their associated practices of financialization and managerialism that have developed in response to the “legitimation crisis” in HE and argue that these have profoundly altered the university landscape with a significant impact on our working practices. Student engagement is increasingly being appropriated as a quantifiable measurement of “student satisfaction”, which then profoundly alters the teaching and learning experience with different understandings of what acquiring knowledge requires and what it feels like. We draw on our experience of working in the post 1992 sector to describe how we are increasingly working under conditions of “reified exchange” and how this affects our relationships with students, other academics and management, eroding our pedagogic rights and theirs in the process. Specifically, we conclude that marketization is likely to further reduce the institutional space and opportunities for both lecturers and students to exercise their “pedagogic rights” to personal enhancement, social inclusion and civic participation through education.