Pneumococcal nasopharyngeal carriage among infants born to human immunodeficiency virus-infected mothers immunized with pneumococcal polysaccharide vaccine during gestation.

BACKGROUND: We have previously shown that 23-valent pneumococcal polysaccharide vaccine (PPV) is immunogenic in human immunodeficiency virus (HIV)-infected mothers and provides vaccine-induced antibodies to the infant. We compared the nasopharyngeal pneumococcal colonization (NPC) rates in <6-month-old infants born to HIV-infected mothers, according to immunization with PPV during pregnancy. METHODS: NPC was evaluated in 45 term infants born to vaccinated women (PPV+) and in 60 infants in a control group (PPV-), at 2 months (±30 days), 4 months (±30 days), and 6 months (±30 days) of age. RESULTS: A total of 82 infants completed the study (at least 2 of 3 evaluations), 35 (77%) in the PPV+ and 47 (78.3%) in the PPV- groups, respectively. Infant gender, HIV infection status, number of adults, children, and smokers in the household, day-care attendance, occurrence of respiratory signs, and cotrimoxazole use were similar in both groups. NPC rates increased equally with age in both groups (2 months = 26.7% vs. 25.6%; 4 months = 34.5% vs. 38.6%; 6 months = 38.7% vs. 56.3%, in PPV+ and PPV-, respectively). After controlling for potential confounders, we found no association between maternal vaccination and infant pneumococcal carriage (adjusted odds ratio = 0.70; 95% confidence interval: 0.23, 2.21) CONCLUSIONS: Vaccination of HIV-infected mothers with PPV did not protect infants younger than 6 months of age from nasopharyngeal pneumococcal carriage.

Immunogenicity of 23-valent pneumococcal polysaccharide vaccine in HIV-infected pregnant women and kinetics of passively acquired antibodies in young infants.

Whether gestational immunization of HIV-infected mothers with the 23-valent pneumococcal polysaccharide vaccine (PPV) confers maternal and infant early life, passive protection is not known. We evaluated safety, immunogenicity and placental transfer of antibodies in 44 HIV-infected women. Pneumococcal IgG antibodies against serotypes 1, 3, 5, 6B, 9V, and 14 were measured in mothers (pre-vaccination and at delivery), and infants (at birth, 1, 2, 3, and 6 months). PPV was safe and immunogenic in mothers. Newborns received 46-72% of maternal antibody titers. Overall, infants had antibody levels lower than protective by 2 months of age. Alternative pneumococcal vaccination of HIV-infected pregnant women should be explored with the aim of prolonging passive protection in their infants.

Relato de experiência: o uso de simulações no processo de ensino-aprendizagem em medicina / Report on an experience with simulations in the teaching: learning process in medicine

Este trabalho relata a experiência, construída ao longo de dois anos, com o uso de estações de simulação da prática profissional no processo de ensino-aprendizagem do curso de graduação em Medicina da Universidade Federal de São Carlos. Seu referencial pedagógico está ancorado na concepção construtivista da aprendizagem e parte da premissa de que aprender não é reproduzir a realidade, mas ser capaz de elaborar uma representação pessoal sobre esta e seus conteúdos. Assim, a partir da vivência de situações simuladas, os estudantes são estimulados a ressignificar seus conhecimentos construindo novos saberes. Na Unidade Educacional Estações de Simulação da Prática Profissional, o estudante se defronta com pacientes simulados e tem a oportunidade de aprender fazendo, errando e aprendendo com os próprios erros. Ao refletir sobre o erro, constrói seu aprendizado por meio da identificação de lacunas de conhecimento e fundamenta cognitivamente suas capacidades. Professores acompanham o desenvolvimento dos estudantes, atuando ora como avaliadores, ora como facilitadores, ora como consultores. Esta estratégia pedagógica pode ser um instrumento poderoso para o desenvolvimento de competência na área clínica.

This article reports on a two-year experience with Professional Practice Simulations (PPS) as a teaching/learning process in the undergraduate medical course at the Federal University in Sao Carlos, Brazil. This medical school's pedagogical approach is based on the constructivist conception of learning and the premise that learning is not reproducing reality, but being capable of elaborating a personal representation of reality and its contents. From this perspective, after experiencing simulated situations, students are encouraged to re-signify their previous scope of information, building new significant knowledge. In this educational unit (PPS), students interact with simulated patients and have the opportunity to learn by doing and analyzing their mistakes. While students reflect on their errors, they can identify the gaps in their knowledge and cognitively substantiate their skills. Teachers interact with students as evaluators, facilitators, or consultants. This pedagogical strategy can be a powerful tool for developing clinical skills.