American Society For Microbiology Research Articles

Draft genome announcement of Bacillus velezensis TSB6.1 isolated as a culturable endosymbiont of a nitrogen-fixing endophytic yeast Rhodotorula mucilaginosa JGTA-S1.

We here report the genome of Bacillus velezensis TSB6.1 isolated as a culturable endosymbiont of an endophytic yeast Rhodotorula mucilaginosa JGTA-S1. TSB6.1 has a genome size of approximately 4.50 Mb, with 4,597 genes, 45.54% GC content, 3 rRNAs, and 73 tRNAs.

Mini Winnies: scaled down and transparent Winogradsky columns for microscopy in microbiology education.

Winogradsky columns were invented by Sergei Winogradsky in the 1880s and have commonly been used as a microbiology classroom learning tool in K-12 and collegiate education. However, they can be challenging to examine with microscopy. We scaled down Winogradsky columns into nuclear magnetic resonance (NMR) tubes and replaced the natural sediment with a transparent soil substitute toward the goal of observing the microbial growth under a bright-field microscope without column disassembly. Using this "Mini Winnie" approach, students can practice their microscopy skills while observing microbial growth inside the column after only days of incubation on the laboratory windowsill. Overall, we believe that the Mini Winnies provide a simple method for maximizing student engagement while giving them a greater understanding of how microorganisms interact in the environment.

The utilization of an unconventional approach to introduce basic bacteriology in a medical school bridge program.

Bacteria form an intense portion of reading and learning for students enrolled in microbiology education. As a part of the foundational course outline of bacteriology, bacterial classification is a significant topic of discussion. The purpose of our study was to analyze whether bacterial classification can be taught with a phylogenetic tree approach that might be more engaging and beneficial to student learners of microbiology. This methodology is unique compared to the conventional approach applied in introductory lectures of bacteriology that relies on morphology and Gram-staining to classify bacteria. The participants of this study were students enrolled in a two-semester medical school bridge program that offers a Master's degree in Pre-clinical Sciences. We presented bacterial origin and classification in the light of evolution and used a phylogenetic tree to signify clinically relevant groups of bacteria. Students were also taught the traditional bacterial classification using Gram stains and morphology. Both methods of classification were delivered in a didactic classroom session considering equal time spent and utilizing the same format. An online survey was distributed to the students after the session to collect their feedback. The results from the survey showed that 74% of participants would prefer learning bacterial classification using a combined approach that includes both Gram-staining and morphology as well as the phylogenetic tree. When asked if the study of bacterial classification through an evolutionary tree diagram is a clear and concise way of understanding bacteria, 79% of the students either agreed or strongly agreed with this statement. Interestingly, the alternative phylogenetic tree approach was considered more engaging and regarded as a means to expand the clinical knowledge of bacteria by 78% and 71% of the students, respectively. Overall, our study strongly supports the use of tree-based classification as an additional method to improve the learning of medically important groups of bacteria at varying levels of education.

A concept for international societally relevant microbiology education and microbiology knowledge promulgation in society.

A concept for international societally relevant microbiology education and microbiology knowledge promulgation in society.

Breaking the habit: isolating nicotine-degrading bacteria in undergraduate microbiology teaching labs.

Nicotine is a major alkaloid in tobacco plants and an addictive component of tobacco products. Some bacteria grow on tobacco plants and have evolved the ability to metabolize nicotine. As part of our microbiology teaching lab, we used minimal media with nicotine as the sole carbon source to isolate nicotine-degrading bacteria from tobacco leaves and commercial tobacco products. Students then identified these bacteria using 16S rRNA sequencing and biochemical assays and assessed their ability to catabolize nicotine using UV spectroscopy. Students were able to isolate and identify 14 distinct genera that can metabolize nicotine. This modification of the commonly used unknown project gave students firsthand experience using selective media, and students got the opportunity to work with largely uncharacterized microbes with a real-world connection to public health, which increased student engagement. Students had the opportunity to think critically about why nicotine-degrading microorganisms associate with tobacco plants, why there are different bacteria that use the same specialized metabolism, and how these organisms are isolated from other bacteria using selective media.

Exploration of the integration of microbiology and immunology emerging topics into undergraduate medical education

ABSTRACT Purpose Medical school educators face challenges determining which new and emerging topics to incorporate into medical school curricula, and how to do so. A study was conducted to gain a better understanding of the integration of emerging topics related to microbiology and immunology in the undergraduate medical curriculum (UME). Methods An anonymous survey with 17 questions was emailed to medical school faculty who teach immunology and/or microbiology through the DR-Ed listserv, the American Society for Microbiology (ASM) Connect listserv, and attendees of the Association of Medical School Microbiology and Immunology Chairs (AMSMIC) Educational Strategies Workshop. Participants were asked about experiences, perceptions, and the decision-making process regarding integrating emerging topics into UME. Results The top emerging topics that were added to the curriculum or considered for addition in the last 10 years included COVID-19, Zika virus, mRNA vaccines, and Mpox (formerly known as monkeypox). Most respondents reported lectures and active learning as the major methods for topic delivery, with most faculty indicating that formative assessment was the best way to assess emerging topics. Content experts and course directors were the most cited individuals making these decisions. Top reasons for incorporating emerging topics into curricula included preparing students for clinical treatment of cases, followed by demonstrating the importance of basic science, and opportunities to integrate basic science into other disciplines. Challenges for incorporating these topics included making room in an already crowded curriculum, followed by content overload for students. Conclusions This study describes the rationale for integrating emerging topics related to microbiology and immunology into UME, and identifies the current new and emerging topics, as well as the main methods of integration and assessment. These results may be used by medical educators to inform curricular decisions at their institutions. Future studies will include developing innovative learning modules that overcome barriers to integration.

Analysis of ten-year teaching evaluation of oral microbiology lab curriculum

BackgroundBased on the updated teaching philosophy of oral microbiology, Wuhan University School of Stomatology initiated a reform in the teaching of oral microbiology in 2009. As part of this reform, an oral microbiology laboratory course was introduced to cultivate students' fundamental skills, professional competence, comprehensive abilities, and innovation capabilities through experimental design. This paper provides thorough examination of the teaching experiment findings from 2013 to 2022, a ten-year timeframe, building on earlier data.MethodsThe curriculum targets fourth-year undergraduate students in a five-year program and adopts a cooperative learning approach. The experimental teaching mainly involves four parts: plaque collection and processing, isolation and cultivation of dental plaque bacteria, staining and biochemical identification of dental plaque bacteria. This article presents a comprehensive analysis of the student experiment results from 2013 to 2022. Statistical analysis was conducted using the chi-square test to assess whether there were any differences in students' experimental grades between different years. A significance level of P < 0.05 was considered statistically significant. Additionally, we evaluated the impact of teaching methods and educational systems on improving students' practical skills and overall innovative abilities.ResultsThe performance of 664 undergraduate students showed improvement in the oral microbiology laboratory course, with a noticeable decrease in the proportion of "C" grades in Experiments 2, 3, and 4 compared to Experiment 1. These results indicate that the laboratory course enhanced students' academic achievements, aiding their understanding and mastery of course content, and received positive feedback from the students.ConclusionThis lab curriculum, through systematic laboratory teaching and practical experience, contributes to the enhancement of students' professional skills and research abilities. It fosters students' interest in scientific research and improves the quality of dental education.

Guide to Utilization of the Microbiology Laboratory for Diagnosis of Infectious Diseases: 2024 Update by the Infectious Diseases Society of America (IDSA) and the American Society for Microbiology (ASM).

The critical nature of the microbiology laboratory in infectious disease diagnosis calls for a close, positive working relationship between the physician and the microbiologists who provide enormous value to the health care team. This document, developed by experts in both adult and pediatric laboratory and clinical medicine, provides information on which tests are valuable and in which contexts, and on tests that add little or no value for diagnostic decisions. Sections are divided into anatomic systems, including Bloodstream Infections and Infections of the Cardiovascular System, Central Nervous System Infections, Ocular Infections, Soft Tissue Infections of the Head and Neck, Upper Respiratory Infections, Lower Respiratory Tract infections, Infections of the Gastrointestinal Tract, Intraabdominal Infections, Bone and Joint Infections, Urinary Tract Infections, Genital Infections, and Skin and Soft Tissue Infections; or into etiologic agent groups, including arboviral Infections, Viral Syndromes, and Blood and Tissue Parasite Infections. Each section contains introductory concepts, a summary of key points, and detailed tables that list suspected agents; the most reliable tests to order; the samples (and volumes) to collect in order of preference; specimen transport devices, procedures, times, and temperatures; and detailed notes on specific issues regarding the test methods, such as when tests are likely to require a specialized laboratory or have prolonged turnaround times. In addition, the pediatric needs of specimen management are also addressed. There is redundancy among the tables and sections, as many agents and assay choices overlap. The document is intended to serve as a reference to guide physicians in choosing tests that will aid them to diagnose infectious diseases in their patients.

Theoretical foundations that support the teaching of microbiology in the formation of general doctors

The University is par excellence, the social institution with the greatest capacity to preserve, develop and disseminate culture in its broadest sense. Therefore, it is to be expected that it puts the most advanced knowledge at the service and safeguard of humanity. The research addresses the theoretical foundations that support the teaching of microbiology in higher medical education, which is its objective. Method: The discipline of microbiology in the training of the general practitioner is characterized as a synthesis of a preparation that allows the graduate to promote theoretical and practical skills around the microbiological content in the training of the general practitioner. Findings: The contents of the discipline and subject of Medical Microbiology have been published through the different study plans, and their contents are interrelated with the different subjects contained in the medical degree program. Implications for research and practice: However, we must deepen the treatment of practical microbiological skills during the development of the subject and thus achieve a health professional prepared to respond to the needs of society.

Revisiting host identification of bacteriophage Enc34: from biochemical to molecular.

Our correction reflects the evolving landscape of bacterial identification, where molecular methods have supplanted traditional biochemical tests. This case underscores the significance of revisiting past identifications, as seemingly known bacterial strains may yield unexpected discoveries, necessitating essential updates to the scientific record. Despite the host identity correction, our genome announcement retains importance as the first complete genome sequence of a Hafnia alvei bacteriophage.

Needs analysis for the development of case-based food microbiology teaching materials

The availability of teaching materials and learning resources is an important component in a lecture. The purpose of this study was to describe the results of a questionnaire on the needs of teaching materials by students. This study used descriptive qualitative method. Research respondents consisted of 30 students. The research instrument used a case-based needs analysis questionnaire on food microbiology material. Data analysis techniques by describing the data from the questionnaire needs of teaching materials, which are analyzed in detail. The results in this study were that 94% of students still found it difficult to understand learning food microbiology material, as many as 76% of students felt they did not understand food microbiology material only by using references from books. As many as 53% of students stated that the learning resources currently used had not attracted interest in learning food microbiology material, as many as 100% of students said they were happy if food microbiology learning was presented using a variety of learning resources. As many as 71% of students stated that they had not studied food microbiology material based on the cases presented in it. As many as 100% of students wish to have a case-based book on food microbiology material. Based on these results, it can be concluded that case-based teaching materials on food microbiology need to be developed.Abstrak. Ketersediaan bahan ajar dan sumber belajar adalah salah satu komponen penting dalam sebuah perkuliahan. Tujuan penelitian ini adalah menguraikan hasil angket kebutuhan bahan ajar oleh mahasiswa. Penelitian ini menggunakan metode deskriptif kualitatif. Responden penelitian terdiri dari 30 mahasiswa. Instrumen penelitian ini menggunakan angket analisis kebutuhan bahan ajar berbasis kasus pada materi mikrobiologi pangan. Teknik analisis data dengan menguraikan data hasil angket kebutuhan bahan ajar, yang dianalisis secara mendetail. Hasil pada penelitian ini adalah 94% mahasiswa masih merasa kesulitan dalam memahami pembelajaran materi mikrobiologi pangan, sebanyak 76% mahasiswa merasa belum memahami materi mikrobiologi pangan hanya dengan menggunakan referensi dari buku. Sebanyak 53% mahasiswa menyatakan sumber belajar yang pakai saat ini belum menarik minat untuk belajar materi mikrobiologi pangan, sebanyak 100% mahasiswa menyatakan senang jika pembelajaran mikrobiologi pangan disajikan dengan menggunakan berbagai sumber belajar yang bervariasi. Sebanyak 71% mahasiswa menyatakan belum mempelajari materi mikrobiologi pangan berdasarkan adanya kasus-kasus yang disampaikan di dalamnya. Sebanyak 100% mahasiswa berkeinginan untuk memiliki buku berbasis kasus pada materi mikrobiologi pangan. Berdasarkan hasil tersebut, dapat disimpulkan bahwa bahan ajar berbasis kasus materi mikrobiologi pangan perlu dikembangkan.

Using "Adopt a Bacterium" as an e-learning tool for simultaneously teaching microbiology to different health-related university courses.

The COVID-19 pandemic has posed challenges for education, particularly in undergraduate teaching. In this study, we report on the experience of how a private university successfully addressed this challenge through an active methodology applied to a microbiology discipline offered remotely to students from various health-related courses (veterinary, physiotherapy, nursing, biomedicine, and nutrition). Remote teaching was combined with the "Adopt a Bacterium" methodology, implemented for the first time on Google Sites. The distance learning activity notably improved student participation in microbiology discussions, both through word cloud analysis and the richness of discourse measured by the Shannon index. Furthermore, feedback from students about the e-learning approach was highly positive, indicating its effectiveness in motivating and involving students in the learning process. The results also demonstrate that despite being offered simultaneously to students, the methodology allowed for the acquisition of specialized knowledge within each course and sparked student interest in various aspects of microbiology. In conclusion, the remote "Adopt a Bacterium" methodology facilitated knowledge sharing among undergraduate students from different health-related courses and represented a valuable resource in distance microbiology education.

Learnings and Reflections on Transition to New Competency-based Medical Education, MBBS curriculum in Microbiology: A Cross-sectional Observational Study

Introduction: Conventional teaching in microbiology revolved around the study of microorganisms without clinical relevance. Therefore, a New Competency-based Undergraduate (UG) Medical curriculum (New CBME) was rolled out in the academic year 2019 to make Indian Medical Graduates more clinically competent yet globally relevant. Aim: To assess the impact of the change in curriculum on students’ performance and desired educational outcomes before and after the implementation of the new curriculum. Likewise, the study aimed to analyse the experiences and reflections of medical teachers towards these amendments. Materials and Methods: A cross-sectional observational study was conducted on 82 students from the second year Bachelor of Medicine, Bachelor of Surgery (MBBS) with a traditional curriculum and 74 with the new Competency-based Medical Education (CBME) curriculum at the Department of Microbiology, Smt. B.K. Shah Medical Institute and Research Centre, Piparia, Vadodara, Gujarat, India, between February 2020 and November 2021. In both batches, topics from core as well as non core areas of various systems were included along with the Attitude, Ethics and Communication (AETCOM) modules. A comparison of both groups was done, and Chisquare values and p-values were calculated. Results: The batch with the new CBME curriculum was able to provide a provisional diagnosis for a case-based question better than the Traditional batch {n=60/74 (81%) vs n=44/82 (54%), p-value=0.0005, significant}. However, the correct aetiology, pathogenesis, and laboratory diagnosis were written better in the traditional batch compared to the new one, n=44/82 (54%) vs n=24/74 (32%). Regarding the AETCOM skills, the new batch had a better understanding of proper communication and ethics, i.e., 73/74 (99%), p-value&lt;0.00001, Significant, while 66/82 students (80%) of the traditional batch and 67/74 (90%) of the new batch were aware of confidentiality issues. In viva voce, the new batch showed a lot of confusion regarding the names, types of micro-organisms, and the laboratory diagnosis of diseases caused by them compared to the traditional batch (p-value &lt;0.00156, significant). Conclusion: After implementing the new CBME curriculum to undergraduate students and analysing the feedback of teachers and the performance of students, it was felt that an appraisal of the new curriculum is required for a satisfactory outcome in microbiology so that microbiology content can be incorporated with clinical relevance.

The importance of teaching microbiology in environmental education

The teaching of sciences acquires an important role in the training of students in any educational system, since scientific literacy for all people becomes a necessity for equal opportunities in the 21st century. The disciplines they include are responsible for developing the necessary skills for responsible interaction with the environment that surrounds all the individuals who inhabit the planet. Microbiology is the study of microorganisms, their biology and ecology. Microbiology today is a specialized and exact science that over time has become indispensable for industry and for the quality of our life. The objective of this work is to explain the study of the teaching of microbiology in the care and conservation of the environment.

Genome Resource Announcement of 3 Phylotype I and 14 Phylotype II Ralstonia solanacearum Species Complex Isolates from South America

The Ralstonia solanacearum species complex is a group of gram-negative bacteria that cause lethal wilting on a broad range of plant species. Ralstonia pathogens were responsible for the Moko disease epidemic in plantains, bananas, and Heliconia sp. in Central and South America in the 1960s. To investigate the genomic diversity of Ralstonia strains isolated from Central and South America during this epidemic, we conducted Illumina whole-genome sequencing on 17 Ralstonia isolates. Our phylogenetic analysis showed that three of the isolates were phylotype I strains and 14 isolates were phylotype IIB strains. This genome announcement provides new genomic resources to investigate pathogen evolution, epidemiology, and virulence. [Formula: see text] The author(s) have dedicated the work to the public domain under the Creative Commons CC0 “No Rights Reserved” license by waiving all of his or her rights to the work worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law, 2023.

IMPACT OF MICROBIAL ART ON ADVANCING STUDENTS' CULTURING PROFICIENCY IN MICROBIOLOGY EDUCATION

Abstract: Microbial art, an emerging trend in microbiology education, integrates artistic activities to enhance critical thinking and deepen comprehension of intricate scientific concepts. This study examines the effect of microbial art activity on students' understanding and competency of microbiological culturing methods. A qualitative content analysis was employed to evaluate the comprehension of 108 students who participated in the microbial activity, which encompassed the assessment of both their visual creations and written reports. The relationship between students' understanding of bacterial culturing techniques and the quality of their artworks was assessed using descriptive statistics and Pearson's correlation coefficient. The quality of the artwork was classified as poor, moderate, and good, reflecting students' cultivation skills, with 53% at a moderate level, 30% good, and only 17% having poor artwork quality. According to the analysis of the students' written reports, it was found that 71% of the students exhibited a strong understanding of the activity, while 29% showed an average level of understanding. However, there was no correlation found between students' understanding and the quality of their artwork. This study demonstrates that incorporating microbial art into science education can improve student cultivation techniques by providing an engaging and creative way to practice microbiology skills.&#x0D; Keywords: Artworks; Culturing technique; Enhance; Microbial art; Microbiology education

A Day in the Life of a Medical Microbiology Fellow: Four Perspectives

Medical microbiology is a dynamic science essential to the clinical diagnosis and management of infectious diseases. Medical microbiologists serve as content experts in bacteria, fungi, viruses, and parasites as they pertain to human infections. There are several different paths one may take to become the director of a medical microbiology laboratory, the most common of which are enrollment in an Accreditation Council for Graduate Medical Education (ACGME)-approved fellowship for applicants with medical degrees or an American Society for Microbiology (ASM) Subcommittee on Post-Graduate Education Programs (CPEP) fellowship for those with a Ph.D., M.D., Sc.D., D.O. and Dr. P.H. Upon completion of either track, fellows are eligible to sit for the American Board of Medical Microbiology (ABMM) examination. Additional eligibility tracks are available for equivalent training experiences in Canada and also through non-fellowship medical microbiology experience.A day in the life of a medical microbiology fellow can vary drastically but can typically be summarized by three primary responsibilities in descending order of effort: clinical service, research, and teaching. A medical microbiology fellowship represents an opportunity to acquire new knowledge, apply what you have learned, and develop the skills necessary to direct a laboratory. While all fellowship programs lead to eligibility for the ABMM examination, certain aspects are unique to the training experience at each program. Here, we present the distinct perspectives of four current medical microbiology fellows, highlighting the common themes and diversity of experiences leading up to and during fellowship.

Application of the Microbiology Concept Inventory to improve programmatic curriculum.

The Microbiology Concept Inventory is an assessment tool derived from the fundamental statements created by the American Society for Microbiology. This two-tier, multiple-choice question inventory requires students to choose the most correct answer for each question and provide a brief justification of their reasoning. Educators can utilize this tool to identify common misconceptions held by students and adjust curriculum to address and prevent the persistence of student misconceptions. Over the course of 5 years, the Microbiology Concept Inventory was annually administered to undergraduate students enrolled in entry-level, mid-level, and senior capstone microbiology courses at a mid-western rural university. Analysis was completed to compare course, year, majors and minors, gender, ethnicity, and cumulative GPA. Results of this study showed a significant difference in Microbiology Concept Inventory scores between students with high cumulative GPAs (3.5-4.0) and students with comparatively lower cumulative GPAs (2.5-2.99, 3.0-3.49). Results between the other demographic categories revealed statistically different scores in favor of white students, but no differences in scores between genders. The results suggest evidence of ethnic bias, but no gender bias as measured by the Microbiology Concept Inventory. Additionally, significant differences in scores across cohorts are indicative of improvements in the curricula due to prior targeted changes. Analysis of concept inventory results can guide curriculum changes for course instructors. Implementation of curriculum changes can enrich students' academic success.

Modifying Escherichia coli to mimic Shigella for medical microbiology laboratory teaching: a new strategy to improve biosafety in class.

Laboratory teaching of medical microbiology involves highly pathogenic microorganisms, thus posing potential biosafety risks to the students and the teacher. To address these risks, non/low-pathogenic microorganisms were modified to mimic highly pathogenic ones or highly pathogenic microorganisms were attenuated directly using the CRISPR/Cas9 technology. This study describes the modification of Escherichia coli DH5α to mimic Shigella and its evaluation as a safe alternative for medical laboratory teaching. To generate E. coli DH5α△FliC△tnaA2a, the tnaA and FliC genes in E. coli DH5α were knocked out using CRISPR/Cas9 technology; a plasmid bearing the O-antigen determinant of S. flexneri 2a was then constructed and transformed. Acid tolerance assays and guinea pig eye tests were used to assess the viability and pathogenicity, respectively. Questionnaires were used to analyze teaching effectiveness and the opinions of teachers and students. The survey revealed that most teachers and students were inclined towards real-time laboratory classes than virtual classes or observation of plastic specimens. However, many students did not abide by the safety regulations, and most encountered potential biosafety hazards in the laboratory. E. coli DH5α△FliC△tnaA2a was biochemically and antigenically analogous to S. flexneri 2a and had lower resistance to acid than E. coli. There was no toxicity observed in guinea pigs. Most of teachers and students were unable to distinguish E. coli DH5α△FliC△tnaA2a from pure S. flexneri 2a in class. Students who used E. coli DH5α△FliC△tnaA2a in their practice had similar performance in simulated examinations compared to students who used real S. flexneri 2a, but significantly higher than the virtual experimental group. This approach can be applied to other high-risk pathogenic microorganisms to reduce the potential biosafety risks in medical laboratory-based teaching and provide a new strategy for the development of experimental materials.

Medical licensing examination-based reform of medical microbiology teaching.

Medical licensing examination-based reform of medical microbiology teaching.