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PubMed2001

Internet user profile in the field of parasitology.

This study determined a profile of current Internet users in parasitology, their use patterns on the Internet for parasitologic purposes, and the Web sites they would recommend. In a European survey, 689 parasitologically engaged scientists were asked to fill out a questionnaire about Internet access, current problems, current and future use, and which Web sites they would recommend as well as about the use of e-mail. In all, 153 (22.2%) of the interviewees returned the questionnaire. Only one participant had no access to the Internet. Time expenditure was considered the main problem involved in use of the Internet. The Internet was mainly used for e-mail (96.1%); for literature research (93.5%); for reading of electronic journals (51.6%); and for gathering of information, e.g., about institutes and colleagues (58.2%) and about congresses (49.7%). In the future, 71.9% of the respondents would like to read electronic journals more often and 49.7% would like to use the web more intensively for acquisition of information about congresses, universities, and institutions. Requests for the future included an easier application of the browser software (33%) and a shorter response time (47.7%). The survey demonstrates that the Internet has assumed a definite place in the lives of researchers in the field of parasitology. Survey responses indicate a need for electronic journals. In our opinion, universities and parasitology societies should be urged to publish journals electronically on the Web. To diminish current problems involved in the finding of relevant information on the Internet, we strongly recommend careful reading of the instructions regarding the search engines used. Web pages with clear structures, small file sizes, precise HTML (hypertext markup language) key-word editing, and page titles would facilitate more accurate discovery of specific sites. In addition, there seems to be a need for regular publication of reviewed parasitology-link collections.

Computer Literacy↗
PubMed1994

Teaching veterinary parasitology.

The history of parasitology and the teaching of veterinary parasitology in South Africa are reviewed briefly. Courses in veterinary parasitology are presented at the faculties of veterinary science at the University of Pretoria and the Medical University of South Africa as well as at the Pretoria Technicon. At the University of Pretoria, the three disciplines of veterinary parasitology, entomology, helminthology and protozoology, are covered in 330 core lectures; from 13 to 40% of the contact time is devoted to practical classes. Teaching veterinary parasitology is both labour intensive and costly, viz. R1700 (US$570) per student per annum. Such costs are justified by the R148.8 million (US$49.6 million) spent every year in South Africa on anthelmintics, ectoparasiticides and vaccines to control parasites. Veterinary parasitology is a dynamic subject and the curriculum must be revised regularly to incorporate new information. Because the parasite faunas are so diverse no single textbook can satisfy the requirements of the various institutions worldwide which teach the subject, with the result that extensive use is made of notes. In Australia and in Europe, ticks and tick-borne diseases are less important than they are in Africa; consequently insufficient space is devoted to them in textbooks to satisfy the requirements of the subject in African countries. Parasite control under extensive and intensive conditions is dealt with adequately at the University of Pretoria, but increasing emphasis will be given to small-scale farming systems, particularly if alternative food animals are to be kept.

Animals↗
PubMed2002

Undergraduate teaching of veterinary parasitology in Africa.

The undergraduate teaching of veterinary parasitology in an African perspective is reviewed. Information was gathered from 8 of approximately 20 veterinary schools/faculties in Africa. In order to compare teaching in the different schools a standard questionnaire was designed for collecting data on different aspects of the curriculum, including the curriculum structure, the year(s) in which veterinary parasitology is taught, the contact hours allocated to teaching and the methods of teaching. The results of the eight faculties/schools reveal that veterinary parasitology is taught in a disciplinary approach allocating a total of 90-198 h to lectures (46-75%) and practicals 38-196 h (25-54%) during the full curriculum. There are considerable differences in structure of the curricula and methods of teaching undergraduate veterinary parasitology between the various schools/faculties. Availability of teaching staff and the cost of running practical classes are the most limiting factors in teaching of veterinary parasitology. There is a need to constantly review the curriculum of undergraduate veterinary parasitology and to standardise the materials and methods in light of new knowledge.

Africa↗
PubMed1991

Parasitology in East Germany--roots, period of the G.D.R., future.

The paper starts with a historical reflection on the region and on famous scientific personalities which worked up parasitological problems on the territory of East Germany. Native scientists like J. L. Frisch, C. A. Rudolphi, R. Leuckart, A. C. Gerlach, R. Virchow, R. Koch, R. von Ostertag, W. Nöller, R. Wetzel made in fundamental contributions to the growth of knowledge in General and Special Parasitology. The parasitological institutions existing in East Germany are represented briefly. The parasitologists of East Germany, nearly 160,--biologists, physicians and veterinarians--among them more than 50 specialized parasitologists were associated in the Parasitological Society of the G.D.R. since 1961. A review is given of actual parasitological problems of agricultural and other domestic animals, fair game animals, of bees and freshwater fish as well as of the most important parasitoses of man frequent in East Germany, under the aspects of epidemiology, diagnosis and control. The rapid evolution of an intensive animal production under large scale management conditions required a permanent control of infestation with pathogenic protozoans, arthropods and helminths. Some selected results achieved in research and practice are represented. The epidemiological situation referring to parasitic zoonoses is favourable at present. Since 1970 a group of experts from East Germany working successfully in Mongolia on the systematic control of ectoparasites of farm animals together with Mongolian parasitologists. It is considered to be necessary to make an international agreement in parasitological research in future more than till now.

Germany↗
PubMed1997

Veterinary parasitology and human health.

Veterinary parasitology is a subdiscipline of veterinary medicine and is concerned (a) with diseases in animals caused by protozoan and metazoan parasites, (b) with parasitic zoonoses and (c) with parasites acting as disease vectors. Veterinary parasitology is related to human health and well-being in a number of ways. It plays a role in treatment, prevention and control of parasitoses in animals which serve as food sources for humans, which are used in agriculture as farm animals or which are companion animals of humans. Of direct significance to human health are activities of veterinary parasitology in prevention and control of food-, water-, vector-borne and other zoonoses, such as toxoplasmosis, cryptosporidiosis, leishmaniosis, taeniosis/cysticercosis, echinococcosis and others. In this context the evolution of veterinary parasitology, progress in the control of parasitic animal diseases, the concerns of mass-treatment of livestock against parasitoses, environment related problems and other factors are discussed. Finally, examples of current and predictable future research trends in veterinary parasitology are summarized. It is concluded that an innovative veterinary parasitology in cooperation with other disciplines will be in a position to contribute further to the improvement of human health and well-being.

Animal Husbandry↗
PubMed1989

The history of veterinary parasitology in Spain.

A short history of the various contributions to the development of veterinary parasitology in Spain is given by considering five periods: (a) from the earliest times to the establishment of the first Veterinary Examination Board (Protoalbeiterato, A.D. 1500); (b) from 1500 to the creation of the Schools of Veterinary Medicine (1792-1793) and unification of the Veterinary profession (1850); (c) from 1850 to the appearance of parasitology as an autonomous discipline in the curricula; (d) from 1912 to the creation of Departments of Parasitology and Parasitic disease in the Faculties of Veterinary Medicine (1976); (e) from 1976 to the present day. In each period, the main contributions are considered and commented on, both from the parasitological and professional points of view. Finally, the role of veterinarians in modern Spanish parasitology is considered.

Animals↗
PubMed2002

Veterinary parasitology teaching in eastern Australia.

There are tendencies in universities globally to change undergraduate teaching in veterinary parasitology. To be able to give considered advice to universities, faculties, governmental bodies and professional societies about a discipline and to establish how particular changes may impact on the quality of a course, is the requirement to record and review its current status. The present paper contributes toward this objective by providing a "snap-shot" of the veterinary parasitology courses at the Universities of Melbourne, Sydney and Queensland in eastern Australia. It includes a description of the veterinary science curriculum in each institution, and provides an outline of its veterinary parasitology course, including objectives, topics covered, course delivery, student examination procedures and course evaluation. Student contact time in veterinary parasitology during the curriculum is currently higher in Melbourne (183 h) compared with Sydney and Queensland (106-110 h). In the teaching of parasitology, Melbourne adopts a taxonomic approach (in the pre-clinical period) followed by a combined disciplinary and problem-based approach in the clinical semesters, whereas both Sydney and Queensland focus more on presenting parasites on a host species-basis followed by a problem-based approach.

Animals↗
PubMed2002

Teaching of undergraduate veterinary parasitology in some European countries.

A review revealed that at 20 veterinary faculties in European countries parasitology is represented in the curriculum of veterinary medicine with an average of 105 core contact hours, devoted to lectures (58%) and practicals (42%). However, there is a high diversity between faculties with ranges of total contact hours between 48 and 156. Three faculties are close to the minimum of 70 core contact hours recommended by WAAVP (2002), and one faculty is below this limit. In one of the faculties parasitology is completely integrated into interdisciplinary teaching activities, in some others there are developments in this direction which include the risk of dissolving parasitology as a discipline. One faculty with a high degree of integrated teaching has already abolished the parasitological examination. Parasitology is preferentially taught in the years three, four and five of the curriculum, but there is great variation between the faculties. Most teachers in the faculties are veterinarians. In many faculties the large numbers of students and the unsatisfactory academic teaching staff:student ratio represent a significant problem. This problem may increase with more teaching obligations caused by new curricula. Due to the high diversity in content and structure of teaching curricula of veterinary medicine between veterinary faculties in Europe international and even national exchange of students is inhibited. Therefore, and for many other reasons more activities should be initiated towards harmonisation of the study curricula in Europe.

Animals↗
PubMed2002

Teaching veterinary parasitology: the North American perspective.

The American Association of Veterinary Parasitologists (AAVP) initiated a study of parasitology curricula in veterinary schools in the US and Canada in November 1989. An ad hoc committee (Task Force) and then the Education Committee developed a position paper on teaching parasitology in veterinary colleges. In addition to confirming the importance of parasitology as a discipline they recommended a set of general learning objectives and proposed topic-specific titles rather than parasite-/group-specific titles. Another problem observed in teaching parasitology was a significant reduction in time available to teach parasitology. One way to compensate for the lost classroom time is to utilize some of the technological advances in presenting the material to students.

Animals↗
PubMed2003

External quality assessment schemes raise standards: evidence from the UKNEQAS parasitology subschemes.

BACKGROUND: The burden of parasitic disease imported into the temperate zone is increasing, and in the tropics remains very high. Thus, high quality diagnostic parasitology services are needed, but to implement clinical governance a measure of quality of service is required. AIM: To examine performance in the United Kingdom National External Quality Assessment Scheme for Parasitology for evidence of improved standards in parasite diagnosis in clinical specimens. METHODS: Analysis of performance was made for the period 1986 to 2001, to look for trends in performance scores. RESULTS: An overall rise in performance in faecal and blood parasitology schemes was found from 1986 to 2001. This was seen particularly in the identification of ova, cysts, and larvae in the faecal scheme, the detection of Plasmodium ovale and Plasmodium vivax in the blood scheme, and also in the correct identification of non-malarial blood parasites. Despite this improvement, there are still problems. In the faecal scheme, participants still experience difficulty in recognising small protozoan cysts, differentiating vegetable matter from cysts, and detecting ova and cysts when more than one species is present. In the blood scheme, participants have problems in identifying mixed malarial infections, distinguishing between P ovale and P vivax, and estimating the percentage parasitaemia. The reasons underlying these problems have been identified via the educational part of the scheme, and have been dealt with by distributing teaching sheets and undertaking practical sessions. CONCLUSIONS: UK NEQAS for Parasitology has helped to raise the standard of diagnostic parasitology in the UK.

Feces↗
PubMed1998

Diagnosis of porcine trichinellosis: parasitological and immunoserological tests in pigs from endemic areas of Argentina.

In order to compare the reliability of serological and parasitological techniques for the diagnosis of porcine trichinellosis from endemic areas in Argentina, 116 pigs were studied: 61 animals from two separate outbreaks and 55 from a small abattoir. Direct diagnostic techniques included trichinoscopy and the artificial digestion method. Indirect diagnostic tests used in this study were the enzyme-linked immunosorbent assay (ELISA), employing the excretory-secretory products of muscle larvae (ML) as antigen, and the indirect immunofluorescence assay using as antigen ML in suspension (IIF-susp), cryostat sections of infected rat muscle or of free ML (IIF-slide). The percentage of parasitologically positive pigs was invariably lower than that of serologically positive animals (IIF-slide), even when digestion studies were carried out individually with a greater amount of muscle sample than required by current regulations. Close correlation was found between IIF using as antigen tissue sections and IIF using free ML sections, while IIF-susp proved unsuitable for diagnosis since this assay presented a high percentage of false negative results (20%). The IIF-slide technique proved positive in all parasitologically positive animals. ELISA rendered a lower percentage of positive reactions than IIF-slide, especially when worm burden was low. Since most parasitologically positive animals rendered at least two positive serological tests (two variations of IIF or IIF plus ELISA), those negative by digestion and positive by two serological methods were strongly suspected of having trichinellosis. Upon studying swine from a abattoir it was found that 9% of the pigs were positive when assayed by two serological techniques, but Trichinella spiralis infection could not be parasitologically confirmed. To sum up, serological methods may be used for screening all pigs and positive findings should be tested by the digestion method by analysing a greater quantity of pork than that required by current regulations, above all in areas with reported clinical trichinellosis in humans, to ensure that the pork is safe for human consumption.

Abattoirs↗
PubMed2003

A comparative study on the clinical, parasitological and molecular diagnosis of bovine trypanosomosis in Uganda.

The clinical, parasitological and molecular diagnosis of bovine trypanosomosis were compared using samples from 250 zebu cattle exposed to natural trypanosome challenge in Uganda. Clinical examination, molecular and parasitological diagnoses detected 184 (73.6%), 96 (38.4%) and 36 (14.4%) as diseased, respectively. The sensitivity and specificity of clinical examination were 87.5% and 35%, and 78 % and 27 % based on molecular and parasitological diagnoses, as gold standards, respectively. Of the 33, 3, 13 and 12 parasitological-positive cattle that had Trypanosoma brucei, Trypanosoma congolense, Trypanosoma vivax or mixed infections, 78 %, 33 %, 84 % and 100 % respectively manifested clinical signs. Of the 24, 89, 12, 3, 6 and 27 cattle detected by molecular diagnosis to have mixed infections, T. brucei, T. vivax, T. congolense forest-, Savannah- and Tsavo-type, 100%, 83%, 91%, 100%, 67% and 81 % had clinical signs, respectively. In conclusion, treatment of cattle based on clinical examination may clear up to 87.5 % or 78 % of the cases that would be positive by either molecular or parasitological diagnosis, respectively. Under field conditions, in the absence of simple and portable diagnostic tools or access to laboratory facilities, veterinarians could rely on clinical diagnosis to screen and treat cases of bovine trypanosomosis presented by farmers before confirmatory diagnosis in diagnostic centres for few unclear cases is sought.

Animals↗
PubMed1989

History of veterinary parasitology in France.

The history of veterinary parasitology in France can be divided into three parts. (1) The early period of veterinary education, and development of sections on parasites and parasitic diseases, immediately following the creation of the veterinary colleges in France in 1762-1765 by Cl. Bourgelat until the beginning of the 19th century. This was the period of academics, naturalists and zoologists, with the exception of P. Chabert who, as early as 1782, directed attention to the harmful effects of parasites on animals and tried to control them. (2) Identification and establishment of the field of veterinary parasitology and the development of specific research work, mostly in veterinary colleges, on the biology and systematic control of parasites. This period was dominated by the tremendous amount of work carried out by L.G. Neumann and A. Railliet in every topic of veterinary parasitology. (3) The modern period of veterinary parasitology (before and after World War II). This period is characterized by the increasing development of the most sophisticated techniques in fundamental and applied research to provide efficient cheap and practical means for the diagnosis and control of parasitic diseases in animals.

Animals↗
PubMed2001

Parasites, parasitology and parasitologists.

The science of parasitology is one of the many new disciplines of the twentieth century, as such it is a dynamic and rapidly evolving science which encompasses an increasing number of sub-disciplines and technologies. However, will the fragmentation involved in current methods of scientific enquiry and the competition for funding mean the decline of certain areas of parasitology or perhaps the complete loss of the discipline. This paper attempts to address these questions by considering the development of the discipline of parasitology especially within Australia and by considering the mechanisms of attaining funding for science. Technological change and its impact on parasitology is also considered, and requirements for maintenance of the discipline and its practitioners are suggested.

Australia↗
PubMed1999

Veterinary parasitology: looking to the next millennium.

'Veterinary parasitology' has traditionally been concerned with the control of parasites of livestock and companion animals, with emphasis on chemotherapy and immunoprophylaxis. This will continue, but there must be less reliance on chemical control; the development of alternative strategies will be a major goal over the next ten years. Here, Andrew Thompson takes an optimistic look at the challenges, strengths and opportunities for veterinary parasitology as we enter the next millennium. In the space available here, he can only 'scratch the surface' about what the future holds for veterinary parasitology, and will attempt to identify the major trends that are emerging, some of which will be the subject of future in-depth articles in Parasitology Today.

Animals↗
PubMed2001

The history of Italian parasitology.

The history of Italian parasitology can be subdivided into two periods: pre-Redi and post-Redi. The first period includes the contributions to parasitology by savants who operated during the Roman, medieval and Renaissance eras; the second period started in 1668 when Francesco Redi published his experiments to debunk the theory of spontaneous generation; the work of Redi was subsequently continued by Vallisnieri, Spallanzani and others. The latter period includes classic contributions in the field of parasitology provided by veterinarians such as Ercolani, Perroncito, Piana and Rivolta, and by physicians such as Bassi, Grassi, Golgi, and Celli. Also, two outstanding pages of medical parasitology were written during this period--the unraveling and defeat of St. Gotthard's disease and the conquering of malaria on Italian soil--both accomplished through the generous efforts of dedicated individuals.

Ancylostoma↗
PubMed2002

Various approaches of teaching veterinary parasitology.

In this paper, we discuss the advantages and disadvantages of various approaches of teaching veterinary parasitology, including the disciplinary, the problem-oriented and combined approaches. In the disciplinary approach, parasitology is taught in the classical manner as a coherent subject, covering parasite morphology, biology, molecular biology, epidemiology, pathology, immunology, clinical manifestation, diagnosis, therapy, control, and prevention. Problem-oriented teaching approaches the subjects starting from diseases in animal species or from organ systems or other objectives (e.g. food safety); it also tackles training of skills for problem solving and self-learning. Combined approaches include elements of the disciplinary approach and those of other methods. A combined approach of teaching veterinary parasitology, including basic disciplinary teaching of at least 70-90 h, and additional problem-oriented education, was recently proposed in a resolution by the World Association for the Advancement of Veterinary Parasitology [WAAVP News Lett. 5 (1) 3-4]. In 1999, a new curriculum has been established at the Faculty of Veterinary Medicine, University of Berne, originally planned as a combination of organ-focused and problem-based approach. This model was soon identified to cause problems in teaching some disciplines, including infectious diseases. Conversely, the short-term experiences with this combined approach also confirmed some advantages of problem-oriented teaching in other, mainly clinical domains. Nevertheless, closer interdisciplinary contact and collaboration--especially in elective teaching--was enforced between paraclinical and clinical teaching by reforming the curriculum. However, it turned out that large student numbers in relation to the resources of manpower, rooms and finances limited the workability of the curriculum. Therefore, further and probably continuous improvement of the curriculum is necessary.

Animals↗
PubMed2002

The Utrecht model of teaching veterinary medicine and the role of veterinary parasitology.

The Faculty of Veterinary Medicine, University of Utrecht, established a new curriculum for teaching veterinary medicine in 1995 with the main objectives to improve the problem-solving and communication competences of the students and their scientific education. Because it is accepted that graduates cannot get a starting competence in all fields of the veterinary profession, a differentiation of education focused on animal species and life-long learning is emphasised. Major characteristics of this curriculum are a high degree of horizontal and vertical integration of the various disciplines, the preference for teaching in small working groups and the training for self-learning. This curriculum is described in some detail. Parasitology is not taught as a coherent subject but is integrated into various subjects, presented in an interdisciplinary approach. The number of contact hours is variable depending on optional courses and the differentiation tracks taken but it amounts for a minimum of approximately 90 contact hours for each student during the full curriculum. A major disadvantage of the curriculum is that examination of parasitology is within integrated subjects. Thus, students that perform poorly on parasitology may still pass. An advantage is the extended presence of parasitology in the last year of clinical training and the improved interdisciplinary interaction between parasitologists and clinicians. The curriculum has been changed again in 2001; study paths focused on animal species and other subjects start already in the first year, and approximately 25% of the first 4 years of the curriculum will be within these study paths.

Animals↗