Background
VanD is a rare type of vancomycin resistance worldwide. However, the host diversity of the vanD gene cluster and the structural similarity of their genomic islands are not well understood.
Methods
Three VanD-type Enterococcus faecium strains (AA620, AA622 and AA624) isolated from a Japanese patient who underwent vancomycin treatment in 2017 were analysed. This study utilized WGS analysis to characterize the three VanD-type E. faecium strains and describes the diversity of hosts possessing VanD-carrying genomic islands.
Results
The three isolates exhibited variable MICs of vancomycin. In the relatively vancomycin-resistant AA620, mutations were identified in vanSD and ddl. The strains AA622 and AA624 had intact ddl and harboured two vanD gene clusters. qRT-PCR results revealed the ddl mutation to be a factor affecting the high vancomycin resistance range of AA620. WGS data showed the 155 kb and 185 kb genomic islands harbouring the vanD gene cluster inserted in the coding region of the lysS gene, located in the chromosome in AA620 and AA622/624, respectively. Comparing the VanD-carrying genomic islands to available sequences of other enterococci and enteric anaerobes revealed how the genomic islands of these organisms isolated worldwide shared similar core genes and backbones. These anaerobes belonged to various genera within the order Eubacteriales. The phylogenetic cluster of the genomic island core genome alignment did not correlate with the host-species lineage, indicating horizontal gene transfer in the gut microbiota.
Conclusions
By horizontal gene transfer, various bacteria forming the gut microbiota maintain VanD-carrying genomic islands.
This study explored the prioritization of English-medium instruction (EMI) teachers’ needs for faculty development and institutional support by applying a best–worst scaling approach to an EMI program in Japan. This prioritization is important as EMI programs need management under various constraints (e.g., time, budget, and teachers). This study also investigated how teachers’ needs for institutional support differ by English language competence and EMI teaching experience and their relationship with EMI programs (e.g., full-time or adjunct). Questionnaire surveys administered to 38 EMI teachers revealed that, overall, faculty development (FD) program menus training teaching styles, speaking skills, communication skills, and respecting the diversity of students should be prioritized such that it varies depending on the teachers’ English language competence levels but not their teaching experience. Irrespective of their relationship with EMI programs, the recognition and appreciation of their burdens, efforts, and contributions is most needed. There are noticeable differences based on their position over the necessity of pedagogical guidelines, teaching load, and economic incentive.
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