90), and Psychotrine (- 13.5) are important sources for novel antiviral drugs targeting COVID-19.The current COVID-19 pandemic is affecting different countries in different ways. The assortment of reporting techniques alongside other issues, such as underreporting and budgetary constraints, makes predicting the spread and lethality of the virus a challenging task. This work attempts to gain a better understanding of how COVID-19 will affect one of the least studied countries, namely Brazil. Currently, several Brazilian states are in a state of lock-down. However, there is political pressure for this type of measures to be lifted. This work considers the impact that such a termination would have on how the virus evolves locally. This was done by extending the SEIR model with an on / off strategy. Given the simplicity of SEIR we also attempted to gain more insight by developing a neural regressor. We chose to employ features that current clinical studies have pinpointed has having a connection to the lethality of COVID-19. We discuss how this data can be processed in order to obtain a robust assessment.

The online version contains supplementary material available at 10.1186/s13362-020-00098-w.

The online version contains supplementary material available at 10.1186/s13362-020-00098-w.The analysis of simple sequence repeats (SSRs) in 98 genomes across four genera of the family Polyomaviridae was performed. The genome size ranged from 3962 (BM87) to 7369 bp (BM85) but maximum genomes were in the range of 5-5.5 kb. The GC% had an average of 42% and ranged between 34.69 (BM95) and 52.35 (BM81). A total of 3036 SSRs and 223 cSSRs were extracted using IMEx with incident frequency from 18 to 56 and 0 to 7, respectively. The most prevalent mono-nucleotide repeat motif was “T” (48.95%) followed by “A” (33.48%). “AT/TA” was the most prevalent dinucleotide motif closely followed by “CT/TC”. The distribution was expectedly more in the coding region with 77.6% SSRs of which nearly half were in Large T Antigen (LTA) gene. Notably, most viruses with humans, apes and related species as host exhibited exclusivity of mono-nucleotide repeats in AT region, a proposed predictive marker for determination of humans as host in the virus in course of its evolution. Each genome has a unique SSR signature which is pivotal for viral evolution particularly in terms of host divergence.

The online version contains supplementary material available at 10.1007/s13205-020-02583-w.

The online version contains supplementary material available at 10.1007/s13205-020-02583-w.Clothing is one of the primary human needs, and the demand is met by the global production of thousands of tons of textile fibers, fabrics and garments every day. Polyester clothing manufactured from oil-based polyethylene terephthalate (PET) is the market leader. Conventional PET creates pollution along its entire value chain-during the production, use and end-of-life phases-and also contributes to the unsustainable depletion of resources. The consumption of PET garments thus compromises the quality of land, water and air, destroys ecosystems, and endangers human health. In this article, we discuss the different stages of the value chain for polyester clothing from the perspective of sustainability, describing current environmental challenges such as pollution from textile factory wastewater, and microfibers released from clothing during the laundry cycle. We also consider potential solutions such as enhanced reuse and recycling. Finally, we propose a series of recommendations that should be applied to polyester clothing at all stages along the value chain, offering the potential for meaningful and effective change to improve the environmental sustainability of polyester textiles on a global scale.Amidst the increasing clinical demands and social distancing constraints of COVID-19, Twitter-based, resident-driven education offers adaptability for the current predicament faced by residency programs and sparks curiosity that will outlast this pandemic.In the setting of the coronavirus pandemic, medical schools across the world transitioned to a remote learning curriculum with the challenge of developing innovative methods to teach clinical skills. During the pandemic, we designed a 2-week remote clinical skills mini-course for third year medical students. The focus was on clinical reasoning, counseling, and the following the Association of American Medical Colleges (AAMC) Core Entrustable Professional Activities (EPAs) 1 (history and physical exam), 2 (prioritize a differential diagnosis), 3 (recommend and interpret diagnostic tests), and 5 (document a clinical encounter). learn more A multi-modal approach included large and small group virtual case-based discussions, a teaching TeleOSCE (Objective Structured Clinical Examination), and feedback on patient note skills. Students were asked to self-assess their skills before and after the course based on the core EPAs, counseling skills, and overall preparedness for United States Medical Licensing Exam (USMLE) Step 2 Clinical Skills exam. Students demonstrated statistically significant increases in mean self-rated scores in all areas except interpreting results of basic studies. They found the teaching TeleOSCE and feedback on their notes the most useful. Future curricula will consider integration of peer-peer remote OSCE practice sessions as well as faculty feedback for individualized learning plans. Lessons learned will be useful for remote structured clinical skills courses in the setting of the pandemic.

The ability to provide feedback is a developable faculty skill; however, it is unclear how academic rank impacts experiences with feedback delivery.

A survey was distributed to 1258 physicians of all academic ranks at a large academic medical center. Questions explored the respondent’s feedback delivery beliefs and barriers.

In total, 96% of respondents agreed feedback is important to resident education. Higher academic rank correlated with increased comfort with feedback delivery, and 89% of respondents experienced at least 1 barrier to feedback delivery.

Feedback experiences vary across academic ranks, with full professors being more comfortable with feedback delivery and less likely to experience barriers.

The online version contains supplementary material available at 10.1007/s40670-020-01196-5.

The online version contains supplementary material available at 10.1007/s40670-020-01196-5.