Background During the first half of 2014, a severe outbreak of measles occurred in northern Vietnam, causing 15 033 confirmed cases and 146 deaths. Methods To evaluate the population-level seroprevalence of protection against measles in the period before the outbreak, we made use of an existing age-stratified serum bank, collected over the year before the outbreak, between November 2012 and December 2013, from 4 sites across the country (Hanoi, Hue, Dak Lak, and Ho Chi Minh City). Data from the UNICEF’s Multiple Indicator Clustered Surveys (MICS), carried out in Vietnam during the first quarter of 2014, were used to assess the vaccine coverage in 6 ecological regions of Vietnam. Results Results revealed a large discrepancy between levels of protection, as estimated from the serology and vaccine coverage estimated by UNICEF’s MICS. Variation in seroprevalence across locations and age groups corresponded with reported numbers of measles cases, most of which were among the 0–2-year-old age group and in the northern part of the country. Conclusions Our study presents a strong case in favor of a serosurveillance sentinel network that could be used to proactively tune vaccination policies and other public health interventions.
An estimated 73% of emerging infections are zoonotic in origin, with animal contact and encroachment on their habitats increasing the risk of spill-over events. In Vietnam, close exposure to a wide range of animals and animal products can lead to acquisition of zoonotic pathogens, a number of which cause central nervous system (CNS) infections. However, studies show the aetiology of CNS infections remains unknown in around half of cases. We used samples and data from hospitalised patients with CNS infections, enrolled into the Vietnam Initiative on Zoonotic Infections multicentre study, to determine the association between aetiology and animal contact including those in whom the cause was unknown. Among 933 patients, a pathogen or an antibody response to it was identified in 291 (31.2%, 95% CI 28.3–34.3%). The most common pathogens were Streptococcus suis (n = 91 (9.8%, 8.0–11.9%)) and Japanese encephalitis virus (JEV) (n = 72 (7.7%, 6.1–9.7%)). Commonly reported animal contact included keeping, raising or handling (n = 364 (39.0%, 35.9–42.2%)) and handling, cooking or consuming raw meat, blood or viscera in the 2 weeks prior to symptom onset (n = 371 (39.8%, 36.6–43.0%)), with the latter most commonly from pigs (n = 343 (36.9%, 33.8–40.1%). There was no association between an unknown aetiology and exposure to animals in a multivariate logistic regression. Further testing for unknown or undetected pathogens may increase diagnostic yield, however, given the high proportion of zoonotic pathogens and the presence of risk factors, increasing public awareness about zoonoses and preventive measures can be considered.
This study explored how first-year students perceived their learning experience at Industrial University of Ho Chi Minh city (IUH). The freshmen’s learning experience was measured by their academic, social, and emotional involvement in educationally purposeful activities. The research also examined the intercorrelations of various aspects of learning experience and their relationships with freshmen’s satisfaction and sense of belonging. Data collected from an online survey with the participation of 898 IUH first-year students showed that students highly rated the quality of their lecturers’ teaching practices, the institutional support, and expressed their satisfaction with their entire learning experience. Data, however, indicated areas that needed improving. IUH first-year students did not make enough academic effort because of low levels of the coursework’s challenge. Moreover, the quantity and quality of the interactions between first-year students and other members of IUH were still low, which negatively affected students’ sense of belonging to the university. The study also pointed out factors positively correlated with students’ satisfaction and sense of belonging, including the institutional support, the quality of students’ relationships with socializing agents on campus, and the high quality of teaching practices. Based on these results, some suggestions were put forward to help IUH motivate first-year students to make more effort in their study; support and encourage students’ better integration with IUH learning environment; and increase students’ sense of belonging to the university.
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