Antiretroviral resistance mutations in human immunodeficiency virus type 1 infected patients enrolled in genotype testing at the Central Public Health Laboratory, São Paulo, Brazil: preliminary results

Antiretroviral resistance mutations (ARM) are one of the major obstacles for pharmacological human immunodeficiency virus (HIV) suppression. Plasma HIV-1 RNA from 306 patients on antiretroviral therapy with virological failure was analyzed, most of them (60%) exposed to three or more regimens, and 28% of them have started therapy before 1997. The most common regimens in use at the time of genotype testing were AZT/3TC/nelfinavir, 3TC/D4T/nelfinavir and AZT/3TC/efavirenz. The majority of ARM occurred at protease (PR) gene at residue L90 (41%) and V82 (25%); at reverse transcriptase (RT) gene, mutations at residue M184 (V/I) were observed in 64%. One or more thymidine analogue mutations were detected in 73%. The number of ARM at PR gene increased from a mean of four mutations per patient who showed virological failure at the first ARV regimens to six mutations per patient exposed to six or more regimens; similar trend in RT was also observed. No differences in ARM at principal codon to the three drug classes for HIV-1 clades B or F were observed, but some polymorphisms in secondary codons showed significant differences. Strategies to improve the cost effectiveness of drug therapy and to optimize the sequencing and the rescue therapy are the major health priorities.

Learning collaboration in General Internal Medicine: a pilot project for undergraduate students in nursing, physiotherapy and medicine

Background: A form of education called Interprofessional Education (IPE) occurs when two or more professions learn with, from and about each other. The purpose of IPE is to improve collaboration and the quality of care. Today, IPE is considered as a key educational approach for students in the health professions. IPE is highly effective when delivered in active patient care, such as in clinical placements. General internal medicine (GIM) is a core discipline where hospital-based clinical placements are mandatory for students in many health professions. However, few interprofessional (IP) clinical placements in GIM have been implemented. We designed such a placement. Placement design: The placement took place in the Department of Internal Medicine at the CHUV. It involved students from nursing, physiotherapy and medicine. The students were in their last year before graduation. Students formed teams consisting of one student from each profession. Each team worked in the same unit and had to take care of the same patient. The placement lasted three weeks. It included formal IP sessions, the most important being facilitated discussions or "briefings" (3x/w) during which the students discussed patient care and management. Four teams of students eventually took part in this project. Method: We performed a type of evaluation research called formative evaluation. This aimed at (1) understanding the educational experience and (2) assessing the impact of the placement on student learning. We collected quantitative data with pre-post clerkship questionnaires. We also collected qualitative data with two Focus Groups (FG) discussions at the end of the placement. The FG were audiotaped and transcribed. A thematic analysis was then performed. Results: We focused on the qualitative data, since the quantitative data lacked of statistical power due to the small numbers of students (N = 11). Five themes emerged from the FG analysis: (1) Learning of others' roles, (2) Learning collaborative competences, (3) Striking a balance between acquiring one's own professional competences and interprofessional competences, (4) Barriers to apply learnt IP competences in the future and (5) Advantages and disadvantages of IP briefings. Conclusions: Our IP clinical placement in GIM appeared to help students learn other professionals' roles and collaborative skills. Some challenges (e.g. finding the same patient for each team) were identified and will require adjustments.

The Value of Knowing: Public Perceptions about Alzheimers and testing

����This survey commissioned by Alzheimer Europe��examined public perception and awareness of Alzheimer’s disease and aimed to identify the views of the general public on the value of diagnosis. The survey of 2,678 people was designed and analysed by the Harvard School of Public Health and Alzheimer Europe. Fieldwork was conducted via telephone (landline and cell phone) with nationally representative random samples of adults age 18 and older in five countries by TNS, an independent research company based in London. Countries surveyed were the USA, Germany, France, Spain and Poland. The survey was supported by a grant to Alzheimer Europe from Bayer AG. Bayer was not involved in the design of the survey or the analysis of the findings.��Full details of the survey results are available on the AE website at: http://www.alzheimer-europe.org/EN/Research��Alzheimer Europe is the umbrella organisation of national Alzheimer associations and currently has 31 member organisations in 27 European countries. The mission statement of the organisation is to change perceptions, practice and policy to ensure equal access of people with dementia to a high level of care services and treatment options.����

The Healthier Communities Shared Priority Project: Learning from the pathfinder authorities

This report presents the findings of an evaluation of how the 12 pathfinder local authorities in the LGA/DH sponsored Shared Priority Project began engaging with new requirements to promote healthier communities and narrow health inequalities. The purpose of the report is to capture the learning from the pathfinder authorities' experience of this initial planning phase and share it more widely now that all local authorities have to focus on the shared priorities.

Health equity audit - learning from practice briefing

This briefing provides a summary of learning from three workshops on HEA, and examples of completed or near-completed HEAs to illustrate these learning points. It is recognised that this experience is evolving.

A method for testing the host specificity of ectoparasites: give them the opportunity to choose

Host-choice experiments were carried out with rodent and bat ectoparasites on Ilha Grande, state of Rio de Janeiro, Brazil. We constructed experimental chambers that enclosed three different rodent or bat host species, and then introduced a selected set of ectoparasitic arthropods. When given the opportunity to choose among host species, the ectoparasites showed a strong tendency to select their primary hosts, and reject novel host species. These kinds of simple experiments can be valuable tools for assessing the ability of ectoparasites to locate and discern differences between host species, and make choices about which hosts to infest, and which hosts to avoid.

Learning Difficulties and Ethnicity

This framework is to help people and organisations (e.g. Learning Disability Partnership Boards) work towards ensuring that local services are culturally competent/appropriate.

E-learning : implementació d'un CMS per a la gestió d'un Campus Virtual

L'objectiu d'aquest treball consisteix a elegir una eina de gestió de continguts per a l'aplicació en la gestió d'un campus virtual. L'estudi de les característiques de diversos dels CMS més emprats ens permetrà, a més, acostar-nos-hi d'una manera pràctica, atès que una part del treball inclou, després de la tria del CMS, la seva instal·lació en un servidor a Internet i la configuració pertinent per a adequar-lo als rols d'administradors, professors, estudiants, etc.

Communities for health: Learning from the pilots

Learning case examples and best practice from the pilot areas of Communities for Health. These pilots detail how communities have addressed a wide range of health issues and tackled health inequalities. Rural and urban deprived areas have worked to address obesity, healthy eating, mental health and sexual health.

Learning Disabilities and Health

This factsheet on learning disability has been compiled by the Department of Health South East. It highlights the health inequalities experienced by those with learning disabilities and summarises the main health-related issues. It details key publications such as 'Valuing People Now', which was launched in Jan-09, and provides information about strategies, resources and national drivers including Local Area Agreements. It can serve as a useful tool for PCTs, commissioners, those involved in service development, and those with a public health remit in order to improve practice and health outcomes among those with learning disability at both local and regional levels. For further information contact: Jonathan Campion (jonathan.campion@dh.gsi.gov.uk) or Jo Nurse (jo.nurse@dh.gsi.gov.uk)

TFC e-learning estàndards : Anàlisi de la qualitat de les metadades presents als documents LOM

Aquest projecte vol estudiar la qualitat de les metadades presents en els documents que representen objectes de coneixement LOM (

Literacy and Numeracy Learning for Life

Literacy and Numeracy for Learning and Life is the national strategy to improve literacy and numeracy standards among children and young people in the education system. This strategy seeks to address significant concerns about how well our young people are developing the literacy and numeracy skills that they will need to participate fully in the education system, to live satisfying and rewarding lives, and to participate as active and informed citizens in our society.

Literacy and Numeracy Learning for Life - Summary

In July 2011 the Minister for education launched Literacy and Numeracy for Learning and Life – the national strategy to improve literacy and numeracy among children and young people. The strategy was developed following an extensive consultation process and contributions from individuals, schools, groups and organisations. This leaflet gives a flavour of the key parts of the Strategy with access to the full document on the Department’s website.

White Paper on Adult Education Learning for Life

This is Ireland’s first White Paper on Adult Education and marks the adoption of lifelong learning as the governing principle of educational policy. The Paper reflects on the role of adult education in society, builds on the consultation process following publication of the Green Paper, and sets out the Government’s policies and priorities for the future development of the sector. It does not aim to provide a policy blueprint for the training sector given that this work is being advanced through the National Employment Action Plans and previous publications, and the work of the Task Force on Lifelong Learning recently established by the Department of Enterprise, Trade and Employment. Rather, it seeks to ensure that there is a fit and complementarity between education and training provision, so as to ensure that learners can move progressively and incrementally within an over-arching co-ordinated and learner-centred framework.