Laboratory survey and literature review of anaerobic bacteriology: foundations of a clinically orientated and evidence-based workup for anaerobic cultures.

Since the introduction of matrix-assisted laser desorption ionization mass spectrometry time-of-flight (MALDI-TOF MS) in the routine microbiology laboratory, identification of anaerobic bacteria has become easier. This increases the possibility of new challenges for analysis and reporting of inspection anaerobes. In February 2015, a comprehensive web-based survey about the procedure of pre-analytical, analytical and post-analytical microbiology anaerobic sent to 53 Belgium, universities and laboratories of non-university hospitals. Answer of 34 participating laboratories revealed great diversity in all stages of anaerobic microbiological analysis.

Whether or not the type of colonies were identified mainly based on the origin of anatomical samples, colony morphology, and the number of isolates of anaerobic different in the sample, while reporting the results of isolates and to test the susceptibility of anti-microbial mainly based on the origin of the anatomy of the sample, the number of isolates of anaerobic different, and identification anaerobic bacteria. These various inspection procedures, especially expert-based and has not been widely validated clinically. For this reason, a standard, clinically oriented, and feasible procedure for inspection of anaerobic culture developed, using MALDI-TOF MS identification, based on data from the literature and guidelines.

collaborative learning, in which students work together toward a common understanding of the concept, is a well-established pedagogy, and one that has huge potential for higher education (HE). Through discussion and challenge the ideas of each, learners get richer appreciation for the subject than with the study of solitary or didactic teaching methods.

However, collaborative learning requires some scaffolding by the teacher in order to succeed. collaborative learning can be augmented with the use of Web 2.0 collaborative technologies, such as wikis, blogs and social media. This article reviews some of the use of collaborative learning strategies in teaching Microbiology in HE. Despite the great potential of collaborative learning, evidence of its use in teaching Microbiology is, until now, limited. But the potential for collaborative learning approach to develop independent learners in was quite large, and so collaborative learning should be regarded highly as pedagogy eligible to HE.

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