Field experience with the 8-HPV-type oncoprotein test for cervical cancer screening among HPV-positive women living with and without HIV in LMICs.

Overexpression of HPV-oncoproteins E6 and E7 is necessary for HPV-driven cervical carcinogenesis. Hence, these oncoproteins are promising disease-specific biomarkers. We assessed the technical and operational characteristics of the 8-HPV-type OncoE6/E7 Cervical Test in different laboratories using cervical samples from HPV-positive women living with (WLWH) and without HIV. The 8-HPV-type OncoE6/E7 Test (for short: "OncoE6/E7 test") was performed in 2833 HIV-negative women and 241 WLWH attending multicentric studies in Latin America (ESTAMPA study), and in Africa (CESTA study). Oncoprotein positivity were evaluated at each testing site, according to HIV status as well as type-specific agreement with HPV-DNA results. A feedback questionnaire was given to the operators performing the oncoprotein test to evaluate their impression and acceptability regarding the test. The OncoE6/E7 test revealed a high positivity rate heterogeneity across all testing sites (I2: 95.8%, p < .01) with significant lower positivity in WLWH compared to HIV-negative women (12% vs 25%, p < .01). A similar HPV-type distribution was found between HPV DNA genotyping and oncoprotein testing except for HPV31 and 33 (moderate agreement, k = 0.57). Twenty-one laboratory technicians were trained on oncoprotein testing. Despite operators' concerns about the time-consuming procedure and perceived need for moderate laboratory experience, they reported the OncoE6/E7 test as easy to perform and user-friendly for deployment in resource-limited settings. The high positivity rate variability found across studies and subjectivity in test outcome interpretation could potentially results in oncoprotein false positive/negative, and thus the need for further refinements before implementation of the oncoprotein testing in screen-triage-and-treat approaches is warranted.

The delay in the start time of classes significantly increases adolescent performance, a reflection for Public Health in Ecuador: a narrative review

Contexto: en el Ecuador no existen estudios publicados sobre las horas de sueño por grupos de edad u horarios de inicio de clases enfocados al rendimiento académico de la población, en especial adolescentes. Discusión: al recopilar los datos de estudios realizados en niños y adolescentes, se demuestra que los adolescentes necesitan dormir lo suficiente para funcionar bien a diario y mejorar los efectos cognitivos que se presentan por la falta de sueño. Considerando solo el 14% al 27% de los adolescentes duermen más de 9 horas en las noches escolares, y peor aún, hasta el 25% duermen menos de 6 horas, no es sorprendente que la mayoría de los adolescentes se despierten sintiéndose cansados. Se recomienda planificar las horas de sueño con los padres, horario de tareas en casa y horarios de actividad física, para entrenar la mente y tener una buena higiene del sueño Conclusión: el retraso de la hora de inicio de clases aumenta notablemente el desempeño en los adolescentes, por lo cual se debe cambiar las políticas públicas para permitir que la hora de ingreso a clases sea pasada las 9:00 horas.

Context: In Ecuador, there are no published studies on the hours of sleep by age groups, or start times of classes focused on the academic performance of the population, especially adolescents. Discussion: When collecting data from studies conducted in children and adolescents, adolescents need enough sleep to function well daily, and improve the cognitive effects that occur due to lack of sleep. Considering that only 14% to 27% of adolescents sleep more than 9 hours on school nights, and worse, up to 25% sleep less than 6 hours, it is not surprising that most adolescents wake up feeling tired. It recommends to plan the sleep hours with parents, homework schedule, and physical activity schedules, to train the mind and have good sleep higiene Conclusion: The delay of the start time of classes significantly increases the performance in adolescents, so public policies have be changed to allow the time of entry to classes to be past 9 am.

Percepción de los estudiantes de medicina del ambiente educativo en una facultad con currículo tradicional(UCH-Chile) y otra con currículo basado en problemas (UNC-Argentina) / Medical students’ perception of the educational environment in a faculty developing a traditional curriculum (UCH-Chile) and another with a problem based learning curriculum (UNC-Argentina)

Objetivo. Evaluar y comparar la percepción que del ambiente educativo tienen los estudiantes de medicina de dos universidades iberoamericanas: Universidad de Chile (UCH) y Universidad Nacional de Cuyo (UNC), que desarrollan un currículo tradicional y un currículo basado en problemas, respectivamente. Sujetos y métodos. Participaron 465 estudiantes: 232 de la UCH y 233 de la UNC. La distribución fue de 84 y 70 estudiantes para el primer curso, 77 y 97 para el tercero, y 71 y 66 para el quinto, respectivamente. Se aplicó el cuestionario DREEM, que consiste en 50 ítems, agrupados en cinco dimensiones: percepción de la enseñanza, percepción de los profesores, autopercepción académica, percepción de la atmósfera educativa y autopercepción social. Resultados. Las puntuaciones totales fueron mayores en los tres cursos de la UNC. Resultaron similares en todos los cursos de ambas universidades, excepto en el quinto curso de la UCH. Respecto a la percepción acerca de los profesores, los estudiantes de quinto curso de la UCH mostraron las puntuaciones más bajas, mientras que los estudiantes del primer curso de la UNC tuvieron la mejor percepción. Resultados similares se obtuvieron en la autopercepción académica. La percepción del ambiente de aprendizaje fue mejor en la UNC y la autopercepción social tuvo puntuaciones similares en todos los cursos de ambas universidades. Conclusiones. Las diferencias observadas entre ambas universidades podrían atribuirse a sus diferentes currículos. El currículo basado en problemas parece ser mejor valorado que el tradicional. Nuestro estudio corrobora la eficacia del cuestionario DREEM para identificar fortalezas y debilidades del currículo y para evaluar la calidad de la enseñanza en facultades de medicina (AU)

Aim. To assess and compare the perception about the educational environment of medical students from two Latin-American universities, University of Chile (UCH) and National University of Cuyo (UNC), which develop a traditional curriculum and a problem based curriculum, respectively. Subjects and methods. A transversal study was performed in 465 students: 232 from the UCH and 233 from the UNC. The distribution was 84/70 for the first course, 77/97 for the third one and 71/66 for the fifth one, respectively. The DREEM questionnaire, which consists of 50 items, was applied. It covers 5 dimensions of the educational environment: perception about learning, perception about teachers, academic self-perception, perception about educational climate and social self-perception. Results. Total DREEM scores were significantly higher in the UNC. Scores were similar in all courses from both universities, with the exception of fifth course UCH. Regarding their perception about teachers, students of the fifth course UCH showed the lowest score, whereas students of the first course UNC had the best perception. Similar results were obtained for the academic auto-perception; while the perception of the learning environment obtained higher scores in the three courses from the UNC. Social auto-perception was similar in all courses tested in this study. Conclusions. Differences observed between both universities could be attributed to their different curricula. Problem based curriculum seems to be better appreciated than the traditional one. Our study corroborates the efficacy of the DREEM questionnaire to identify strengths and weaknesses of the curriculum and for the assessment of teaching quality in medical schools (AU)