RESUMEN
OBJECTIVE: The purpose of this study was to identify knowledge gaps in the global prevalence of feline immunodeficiency virus (FIV) and to obtain professional opinions and experiences regarding FIV in selected countries. We conducted a literature review of abstracts that reported the prevalence of FIV and interviewed experts in feline medicine and retroviruses from different countries to determine regional perspectives. METHODS: A total of 90 articles reporting FIV prevalence as a primary unbiased population-level analysis between 1980 and 2017 were indexed. FIV prevalence, demographics, year and location were analyzed. Statistics were evaluated and compared. In total, 10 experts were interviewed. Results were analyzed for congruence with the findings of the literature review. RESULTS: FIV prevalence was typically in the range of 5-8%, with a global prevalence of 4.7%, and remained largely constant over the reporting period (1980-2017). Over 90% of articles reported greater prevalence in older male cats. More studies were conducted in North America and Europe and reported the lowest prevalence. Expert-estimated prevalence approximated literature review prevalence. Attitudes and recommendations for management were consistent among experts. The limitations of the present review include varying inclusion criteria of cats tested in different studies, variation in testing modalities and the inability to conduct summary statistics across dissimilar cohorts. CONCLUSIONS AND RELEVANCE: The global prevalence of FIV has not changed since its discovery 40 years ago. Prevalence is higher in older male cats and is lower in North America and Europe than other continents. Experts agree that FIV is not typically a disease of high concern and is often associated with infections of the oral cavity. Vaccination is not typically recommended and has been discontinued in North America. The evaluation of risk factors for FIV progression is useful in managing infections. Recommendations for future research include analyses to determine copathogen and environmental factors that impact progression, assessment of life span impacts and investigations of treatment efficacy and side effects.
Asunto(s)
Síndrome de Inmunodeficiencia Adquirida del Felino , Virus de la Inmunodeficiencia Felina , Gatos , Animales , Prevalencia , Síndrome de Inmunodeficiencia Adquirida del Felino/epidemiología , Nivel de Atención , Masculino , Femenino , Enfermedades de los Gatos/epidemiología , Enfermedades de los Gatos/virología , Testimonio de Experto , Infecciones por Lentivirus/veterinaria , Infecciones por Lentivirus/epidemiologíaRESUMEN
Hypothetically, a student could attend a class, listen to lectures, and pass the class without knowing or interacting with other students. What happens to the network when the classroom expectations change? For example, there is a coursework expectation that students exchange contact information, or the instructor uses collaborative learning practices. Or what if the principal investigator (PI) of a scientific team goes on a sabbatical? This study uses the framework of classrooms because of their relatability across science. We asked how do different instructor coursework expectations change network structures within a classroom or other learning environments? A social network survey was administered at the start and end of the semester (pre- and post-test) in six university sociology classrooms to explore how expectations impacted the communication and learning networks. We found practical changes in course expectations impact the communication and learning networks, suggesting that instructors, facilitators, and others could be the archintorTM (architect+instructor+facilitator) of the network. Understanding that expectations can impact a network's structure marks a paradigm shift in educational assessment approaches. If the archintorTM has identified the "optimal" network structure, then their task is to design expectations that result in specific interactions that ultimately improve student achievement and success. This work provides recommendations for classroom archintorsTM to create the most impactful classroom networks. Future research should extend beyond education and classroom networks and identify the best or desired networks in other areas like public policy, urban planning, and more. If these "optimal" networks were identified, an archintorTM could design a social network to solve wicked problems, manage a crisis, and create social change.