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Entezami M, Mustaqqim F, Morris E, Lim ESH, Prada JM, Paramasivam SJ. Effect of Human Activity and Presence on the Behavior of Long-Tailed Macaques ( Macaca fascicularis) in an Urban Tourism Site in Kuala Selangor, Malaysia. Animals (Basel) 2024; 14:1173. [PMID: 38672321 PMCID: PMC11047574 DOI: 10.3390/ani14081173] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2024] [Revised: 04/05/2024] [Accepted: 04/11/2024] [Indexed: 04/28/2024] Open
Abstract
The increasing overlap of resources between human and long-tailed macaque (Macaca fascicularis) (LTM) populations have escalated human-primate conflict. In Malaysia, LTMs are labeled as a 'pest' species due to the macaques' opportunistic nature. This study investigates the activity budget of LTMs in an urban tourism site and how human activities influence it. Observational data were collected from LTMs daily for a period of four months. The observed behaviors were compared across differing levels of human interaction, between different times of day, and between high, medium, and low human traffic zones. LTMs exhibited varying ecological behavior patterns when observed across zones of differing human traffic, e.g., higher inactivity when human presence is high. More concerning is the impact on these animals' welfare and group dynamics as the increase in interactions with humans takes place; we noted increased inactivity and reduced intra-group interaction. This study highlights the connection that LTMs make between human activity and sources of anthropogenic food. Only through understanding LTM interaction can the cause for human-primate conflict be better understood, and thus, more sustainable mitigation strategies can be generated.
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Affiliation(s)
- Mahbod Entezami
- School of Veterinary Medicine, Faculty of Health and Medical Sciences, University of Surrey, Daphne Jackson Road, Guildford GU2 7AL, UK; (M.E.); (E.M.); (J.M.P.)
| | - Fiqri Mustaqqim
- School of Postgraduate Studies, Perdana University, Serdang 43400, Malaysia
| | - Elizabeth Morris
- School of Veterinary Medicine, Faculty of Health and Medical Sciences, University of Surrey, Daphne Jackson Road, Guildford GU2 7AL, UK; (M.E.); (E.M.); (J.M.P.)
| | - Erin Swee Hua Lim
- Abu Dhabi Women’s College, Higher Colleges of Technology, Abu Dhabi 41012, United Arab Emirates;
- Centre for Research Excellence, Perdana University, Serdang 43400, Malaysia
| | - Joaquín M. Prada
- School of Veterinary Medicine, Faculty of Health and Medical Sciences, University of Surrey, Daphne Jackson Road, Guildford GU2 7AL, UK; (M.E.); (E.M.); (J.M.P.)
| | - Sharmini Julita Paramasivam
- School of Veterinary Medicine, Faculty of Health and Medical Sciences, University of Surrey, Daphne Jackson Road, Guildford GU2 7AL, UK; (M.E.); (E.M.); (J.M.P.)
- Animal Neighbours Project, School of Veterinary Medicine, University of Surrey, Daphne Jackson Road, Guildford GU2 7AL, UK
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Routh J, Paramasivam SJ, Cockcroft P, Wood S, Remnant J, Westermann C, Reid A, Pawson P, Warman S, Nadarajah VD, Jeevaratnam K. Clinical supervisors' and students' perspectives on preparedness for veterinary workplace clinical training: An international study. Vet Rec 2023; 193:e3504. [PMID: 37955283 DOI: 10.1002/vetr.3504] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2023] [Revised: 09/08/2023] [Accepted: 09/15/2023] [Indexed: 11/14/2023]
Abstract
BACKGROUND The alignment of student and workplace supervisors' perspectives on student preparedness for veterinary workplace clinical training (WCT) is unknown, yet misalignment could negatively impact workplace learning. The aim of this study was to quantify the relative importance of WCT preparedness characteristics according to students and supervisors and to identify differences. METHODS A survey was completed by 657 veterinary students and 244 clinical supervisors from 25 veterinary schools, from which rankings of the preparedness characteristics were derived. Significant rank differences were assessed using confidence intervals and permutation tests. RESULTS 'Honesty, integrity and dependability' was the most important characteristic according to both groups. The three characteristics with the largest rank differences were: students' awareness of their own and others' mental wellbeing and the importance of self-care; being willing to try new practical skills with support (students ranked both of these higher); and having a clinical reasoning framework for common problems (supervisors ranked higher). LIMITATIONS Using pooled data from many schools means that the results are not necessarily representative of the perspectives at any one institution. CONCLUSION There are both similarities and differences in the perspectives of students and supervisors regarding which characteristics are more important for WCT. This provides insights that can be used by educators, curriculum developers and admissions tutors to improve student preparedness for workplace learning.
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Affiliation(s)
- Jennifer Routh
- School of Veterinary Medicine, University of Surrey, Guildford, UK
| | | | - Peter Cockcroft
- School of Veterinary Medicine, University of Surrey, Guildford, UK
| | - Sarah Wood
- Bristol Veterinary School, University of Bristol, Bristol, UK
| | - John Remnant
- School of Veterinary Medicine and Science, University of Nottingham, Sutton Bonington, UK
| | - Cornélie Westermann
- Faculty of Veterinary Medicine, Utrecht University, Utrecht, The Netherlands
| | - Alison Reid
- School of Veterinary Science, University of Liverpool, Liverpool, UK
| | - Patricia Pawson
- School of Biodiversity, One Health and Veterinary Medicine, College of Medical, Veterinary and Life Sciences, University of Glasgow, Glasgow, UK
| | - Sheena Warman
- Bristol Veterinary School, University of Bristol, Bristol, UK
| | - Vishna Devi Nadarajah
- Division of Human Biology, School of Medicine and IMU Centre for Education, International Medical University, Kuala Lumpur, Malaysia
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Routh J, Paramasivam SJ, Cockcroft P, Wood S, Remnant J, Westermann C, Reid A, Pawson P, Warman S, Nadarajah VD, Jeevaratnam K. Rating and ranking preparedness characteristics important for veterinary workplace clinical training: a novel application of pairwise comparisons and the Elo algorithm. Front Med (Lausanne) 2023; 10:1128058. [PMID: 37153090 PMCID: PMC10160665 DOI: 10.3389/fmed.2023.1128058] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2022] [Accepted: 03/30/2023] [Indexed: 05/09/2023] Open
Abstract
Quantitatively eliciting perspectives about a large number of similar entities (such as a list of competences) is a challenge for researchers in health professions education (HPE). Traditional survey methods may include using Likert items. However, a Likert item approach that generates absolute ratings of the entities may suffer from the "ceiling effect," as ratings cluster at one end of the scale. This impacts on researchers' ability to detect differences in ratings between the entities themselves and between respondent groups. This paper describes the use of pairwise comparison (this or that?) questions and a novel application of the Elo algorithm to generate relative ratings and rankings of a large number of entities, on a unidimensional scale. A study assessing the relative importance of 91 student "preparedness characteristics" for veterinary workplace clinical training (WCT) is presented as an example of this method in action. The Elo algorithm uses pairwise comparison responses to generate an importance rating for each preparedness characteristic on a scale from zero to one. This is continuous data with measurement variability which, by definition, spans an entire spectrum and is not susceptible to the ceiling effect. The output should allow for the detection of differences in perspectives between groups of survey respondents (such as students and workplace supervisors) which Likert ratings may be insensitive to. Additional advantages of the pairwise comparisons are their low susceptibility to systematic bias and measurement error, they can be quicker and arguably more engaging to complete than Likert items, and they should carry a low cognitive load for respondents. Methods for evaluating the validity and reliability of this survey design are also described. This paper presents a method that holds great potential for a diverse range of applications in HPE research. In the pursuit quantifying perspectives on survey items which are measured on a relative basis and a unidimensional scale (e.g., importance, priority, probability), this method is likely to be a valuable option.
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Affiliation(s)
- Jennifer Routh
- School of Veterinary Medicine, University of Surrey, Guildford, United Kingdom
| | | | - Peter Cockcroft
- School of Veterinary Medicine, University of Surrey, Guildford, United Kingdom
| | - Sarah Wood
- Bristol Veterinary School, University of Bristol, Langford, United Kingdom
| | - John Remnant
- School of Veterinary Medicine and Science, University of Nottingham, Sutton Bonington, United Kingdom
| | | | - Alison Reid
- School of Veterinary Science, University of Liverpool, Neston, United Kingdom
| | - Patricia Pawson
- School of Biodiversity, One Health and Veterinary Medicine, University of Glasgow, Glasgow, United Kingdom
| | - Sheena Warman
- Bristol Veterinary School, University of Bristol, Langford, United Kingdom
| | - Vishna Devi Nadarajah
- Division of Human Biology, School of Medicine and IMU Centre for Education, International Medical University, Kuala Lumpur, Malaysia
| | - Kamalan Jeevaratnam
- School of Veterinary Medicine, University of Surrey, Guildford, United Kingdom
- *Correspondence: Kamalan Jeevaratnam,
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Routh J, Paramasivam SJ, Cockcroft P, Nadarajah VD, Jeevaratnam K. Stakeholder perspectives on veterinary student preparedness for workplace clinical training – a qualitative study. BMC Vet Res 2022; 18:340. [PMID: 36085152 PMCID: PMC9461096 DOI: 10.1186/s12917-022-03439-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2022] [Accepted: 08/24/2022] [Indexed: 11/10/2022] Open
Abstract
Abstract
Background
The success of workplace clinical training (WCT) is important given that veterinary students are licensed to work independently upon graduation. Considering this, it is perhaps surprising that there is limited published work describing what it means to be prepared for this educational experience, particularly given that the transition to WCT can be stressful for students. This paper reports the results of a qualitative study aiming to generate a rich understanding of veterinary student preparedness for WCT using emic, or insider, perspectives of key stakeholders.
Methods
From a constructivist standpoint, homogenous online group interviews were held with final year veterinary students, recent student alumni, clinical supervisors, faculty, and academic educationalists to discuss what it means to be prepared for WCT. The data was analysed using a template analysis approach.
Results
A three-tier taxonomy to describe preparedness for WCT was constructed from the data. At the topmost level, there were seven themes to illuminate different aspects of preparedness: students should be prepared 1) for the transition to learning and working in a clinical and professional environment, 2) for self-directed and experiential learning whilst working, 3) with a growth mindset, 4) with intrinsic motivation and enthusiasm for learning and working, 5) for communication, consultation and clinical reasoning, 6) with the knowledge for work, and 7) with the practical competence and confidence for work.
Conclusions
This study provides a deeper understanding of the tools we can provide, and the attributes we can nurture in, senior veterinary students to facilitate their learning and working during WCT. This improved understanding is a necessary precursor to refining pedagogical support and curriculum design within veterinary schools.
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Routh J, Paramasivam SJ, Cockcroft P, Nadarajah VD, Jeevaratnam K. Using Learning Theories to Develop a Veterinary Student Preparedness Toolkit for Workplace Clinical Training. Front Vet Sci 2022; 9:833034. [PMID: 35464375 PMCID: PMC9021599 DOI: 10.3389/fvets.2022.833034] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2021] [Accepted: 02/14/2022] [Indexed: 11/24/2022] Open
Abstract
Learning theories are abstract descriptions which help us make sense of educational practice. Multiple theories can inform our understanding of a single concept, in this case: veterinary workplace clinical training (WCT), which occurs just prior to students' graduation as competent veterinary surgeons. The competency movement has strongly influenced reforms in veterinary education and is considered important. In reflection of this, the term “preparedness” is operationalised here as a measure of the likelihood that the veterinary student is going to be a competent learner and participant during WCT. Preparedness itself is therefore important because it directly impacts performance. Workplace clinical training is explored through the lenses of cognitivist, social constructivist and socio-culturalist learning theories and used to inform student preparedness characteristics (“tools”) in terms of their behaviours, personal attributes, knowledge and skills, and awarenesses to optimise learning and participation. These form a new conceptual framework—the “Preparedness Toolkit.”
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Affiliation(s)
- Jennifer Routh
- School of Veterinary Medicine, University of Surrey, Guildford, United Kingdom
- *Correspondence: Jennifer Routh
| | | | - Peter Cockcroft
- School of Veterinary Medicine, University of Surrey, Guildford, United Kingdom
| | - Vishna Devi Nadarajah
- Division of Human Biology, School of Medicine and IMU Centre for Education, International Medical University, Kuala Lumpur, Malaysia
| | - Kamalan Jeevaratnam
- School of Veterinary Medicine, University of Surrey, Guildford, United Kingdom
- Kamalan Jeevaratnam
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Saadeh K, Henderson V, Julita Paramasivam S, Jeevaratnam K. Use of Online Resources to Study Cardiology by Clinical Veterinary Students in the United Kingdom. J Vet Med Educ 2022; 49:223-235. [PMID: 33929288 DOI: 10.3138/jvme-2020-0075] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Online resources are being increasingly used by veterinary students to complement their learning. However, their use by veterinary students, especially for cardiology learning, remains poorly understood. This article investigates the extent to which clinical veterinary students use online resources to study cardiology and whether this is affected by factors of gender, age, year of study, or entry status. This was a questionnaire-based study distributed to clinical veterinary students across eight UK universities and achieved 213 respondents. The lecturer was the most preferred resource except for direct entry students and students aged 27 or more, who preferred recommended textbooks. Some 95.3% of students use search engines to research cardiology topics, and 93.4% indicated that they would first search for answers online rather than contacting their instructor. Online video clips were popular as 71.8% of students accessed them at least once per week for cardiology learning. Of those students, 89.3% found online videos useful for understanding cardiological concepts. Social media was only rarely used (6.6%) to discuss cardiology information. Nonetheless, most students (64.3%) stated that they would enjoy interacting with course material on an instructor-led social media page. Despite most students (62%) not automatically trusting online resources, only 46.9% of students indicated that they verify online cardiology information. Online resources play an important role in complementing traditional resources in cardiology learning and suggest that some level of academic oversight may be necessary to ensure students use these resources in an appropriate manner.
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Saadeh K, Henderson V, Paramasivam SJ, Jeevaratnam K. Reply to: "Technology should work for the educators". Adv Physiol Educ 2021; 45:466. [PMID: 34124956 DOI: 10.1152/advan.00066.2021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/04/2021] [Accepted: 05/04/2021] [Indexed: 06/12/2023]
Affiliation(s)
- Khalil Saadeh
- School of Veterinary Medicine, Faculty of Health and Medical Sciences, University of Surrey, Guildford, United Kingdom
- School of Clinical Medicine, University of Cambridge, Cambridge, United Kingdom
| | - Victoria Henderson
- School of Veterinary Medicine, Faculty of Health and Medical Sciences, University of Surrey, Guildford, United Kingdom
| | - Sharmini Julita Paramasivam
- School of Veterinary Medicine, Faculty of Health and Medical Sciences, University of Surrey, Guildford, United Kingdom
| | - Kamalan Jeevaratnam
- School of Veterinary Medicine, Faculty of Health and Medical Sciences, University of Surrey, Guildford, United Kingdom
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Routh J, Paramasivam SJ, Cockcroft P, Nadarajah VD, Jeevaratnam K. Veterinary Education during Covid-19 and Beyond-Challenges and Mitigating Approaches. Animals (Basel) 2021; 11:1818. [PMID: 34207202 PMCID: PMC8234198 DOI: 10.3390/ani11061818] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2021] [Revised: 06/08/2021] [Accepted: 06/16/2021] [Indexed: 01/10/2023] Open
Abstract
The public health implications of the Covid-19 pandemic have caused unprecedented and unexpected challenges for veterinary schools worldwide. They are grappling with a wide range of issues to ensure that students can be trained and assessed appropriately, despite the international, national, and local restrictions placed on them. Moving the delivery of knowledge content largely online will have had a positive and/or negative impact on veterinary student learning gain which is yet to be clarified. Workplace learning is particularly problematic in the current climate, which is concerning for graduates who need to develop, and then demonstrate, practical core competences. Means to optimise the learning outcomes in a hybrid model of curriculum delivery are suggested. Specific approaches could include the use of video, group discussion, simulation and role play, peer to peer and interprofessional education.
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Affiliation(s)
- Jennifer Routh
- School of Veterinary Medicine, University of Surrey, Vet School Main Building, Daphne Jackson Road, Guildford GU2 7AL, UK; (S.J.P.); (P.C.); (K.J.)
| | - Sharmini Julita Paramasivam
- School of Veterinary Medicine, University of Surrey, Vet School Main Building, Daphne Jackson Road, Guildford GU2 7AL, UK; (S.J.P.); (P.C.); (K.J.)
| | - Peter Cockcroft
- School of Veterinary Medicine, University of Surrey, Vet School Main Building, Daphne Jackson Road, Guildford GU2 7AL, UK; (S.J.P.); (P.C.); (K.J.)
| | - Vishna Devi Nadarajah
- Division of Human Biology, School of Medicine and IMU Centre for Education, International Medical University, No.126, Jalan Jalil Perkasa 19, Bukit Jalil, Kuala Lumpur 57000, Malaysia;
| | - Kamalan Jeevaratnam
- School of Veterinary Medicine, University of Surrey, Vet School Main Building, Daphne Jackson Road, Guildford GU2 7AL, UK; (S.J.P.); (P.C.); (K.J.)
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Saadeh K, Aitken JB, Paramasivam SJ, Cockcroft P, Jeevaratnam K. Student perspectives of preparedness characteristics for clinical learning within a fully distributed veterinary teaching model. PLoS One 2021; 16:e0249669. [PMID: 33983962 PMCID: PMC8118455 DOI: 10.1371/journal.pone.0249669] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2020] [Accepted: 03/23/2021] [Indexed: 11/18/2022] Open
Abstract
The transition into the clinical environment is challenging and associated with significant stress and anxiety. This study aimed to examine the perspectives of students on the characteristics important for preparedness for clinical learning and the influence of gender, age, and graduate status on those perspectives. This descriptive, questionnaire-based study of 62 characteristics categorised into six themes was conducted within the Surrey School of Veterinary Medicine completed by 139 students commencing their final clinical year. The Friedman test and post-hoc Wilcoxon signed rank sum test explored for differences in ranking across the themes. Ordinal logistic regression and Mann-Whitney U pairwise comparisons were utilised to investigate for effects of gender, age, and graduate status on theme ranking. There was a significant difference (P <0.05) between medians for themes of preparedness characteristics with comparisons revealing willingness and communication and interaction as the most highly rated characteristics. Knowledge and understanding were viewed as the least important characteristic. Regression and pairwise Mann-Whitney U comparisons confirmed no significant effects (P >0.05) of gender, age or graduate status on student rating of preparedness characteristics. Integrating learning opportunities of those preparedness characteristics in the pre-clinical curriculum may improve students' preparedness for the clinical environment.
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Affiliation(s)
- Khalil Saadeh
- School of Veterinary Medicine, Faculty of Health and Medical Sciences, University of Surrey, Guildford, United Kingdom
- School of Clinical Medicine, Addenbrooke’s Hospital, University of Cambridge, Cambridge, United Kingdom
| | - Joanna B. Aitken
- School of Veterinary Medicine, Faculty of Health and Medical Sciences, University of Surrey, Guildford, United Kingdom
| | - Sharmini Julita Paramasivam
- School of Veterinary Medicine, Faculty of Health and Medical Sciences, University of Surrey, Guildford, United Kingdom
| | - Peter Cockcroft
- School of Veterinary Medicine, Faculty of Health and Medical Sciences, University of Surrey, Guildford, United Kingdom
| | - Kamalan Jeevaratnam
- School of Veterinary Medicine, Faculty of Health and Medical Sciences, University of Surrey, Guildford, United Kingdom
- * E-mail:
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Saadeh K, Henderson V, Paramasivam SJ, Jeevaratnam K. To what extent do preclinical veterinary students in the UK utilize online resources to study physiology. Adv Physiol Educ 2021; 45:160-171. [PMID: 33661046 DOI: 10.1152/advan.00215.2020] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/04/2020] [Revised: 12/16/2020] [Accepted: 12/16/2020] [Indexed: 06/12/2023]
Abstract
Online resources are becoming increasingly important in undergraduate education and have been associated with a number of advantages and positive outcomes on students' learning experience. However, online resource use by veterinary students for physiology learning remains poorly understood. Thus the present questionnaire-based study aims to investigate the extent to which first- and second-year veterinary students use online resources, including online video clips and social media, in their physiology learning and if this is influenced by factors of age, gender, entry status, or year of study. One-hundred and twenty-two students across seven UK universities completed the survey. Traditional resources (the lecturer and recommended textbooks) were the most preferred sources for physiology learning. Nonetheless, 97.5% of students used Internet search engines to explore physiology topics. Furthermore, students' tendency to contact their instructor regarding a physiology question was low. Rather, 92.6% said they would first search for an answer online. Particularly popular was the use of online video clips with 91.1% finding them valuable for physiology learning and 34.21% finding them more useful for understanding physiology than university taught material or lecture slides. YouTube was the most common online video clip platform used by students. Most students stated that they would enjoy interacting with course materials on an instructor-led social media page, but only 33.9% currently use social media to discuss physiology-related issues with classmates. Additionally, most students expressed concerns regarding the reliability of online resources but attempts to fact-check these resources were relatively low. Therefore, online resources represent an essential part of veterinary students' physiology learning and this suggests that educators can significantly improve student engagement and understanding of physiology by integrating these resources.
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Affiliation(s)
- Khalil Saadeh
- School of Veterinary Medicine, Faculty of Health and Medical Sciences, University of Surrey, Guildford, United Kingdom
- School of Clinical Medicine, University of Cambridge, Cambridge, United Kingdom
| | - Victoria Henderson
- School of Veterinary Medicine, Faculty of Health and Medical Sciences, University of Surrey, Guildford, United Kingdom
| | - Sharmini Julita Paramasivam
- School of Veterinary Medicine, Faculty of Health and Medical Sciences, University of Surrey, Guildford, United Kingdom
| | - Kamalan Jeevaratnam
- School of Veterinary Medicine, Faculty of Health and Medical Sciences, University of Surrey, Guildford, United Kingdom
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Chong CW, Alkatheeri AHS, Ali N, Tay ZH, Lee YL, Paramasivam SJ, Jeevaratnam K, Low WY, Lim SHE. Association of antimicrobial resistance and gut microbiota composition in human and non-human primates at an urban ecotourism site. Gut Pathog 2020; 12:14. [PMID: 32175011 PMCID: PMC7063749 DOI: 10.1186/s13099-020-00352-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/14/2019] [Accepted: 02/28/2020] [Indexed: 02/07/2023] Open
Abstract
Background The rise of nature-based ecotourism in the past decade has introduced unprecedented challenges in managing the increasing interaction between humans and animals. The potential transmission of antibiotic resistant microbes between humans and non-human primate populations is a concern due to their genetic similarity. Malaysia is well known for hotspots of wildlife diversity where non-human primates like monkeys and orangutans have become popular tourist attractions. In this study, we assessed the prevalence of antimicrobial resistant Staphylococcus aureus, Enterococcus species, and other Enterobacteriaceae in the faeces of human (HS) and two non-human primates (NHP) in Malaysia, the Long-tailed macaque (Macaca fascicularis, MF) and Silvered leaf monkey (Trachypithecus cristatus, TC). In addition, the faecal bacterial composition was profiled to evaluate the potential association between antibiotic resistant profiles and composition of gut microbiota. Results We tested the isolated bacteria using a selection of antibiotics. The results showed that both the number of antibiotic resistant strains and resistance level were higher in humans than NHPs. Overall, the composition of gut microbiome and pattern of antibiotic resistance showed that there was higher similarity between MF and TC, the two NHPs, than with HS. In addition, samples with higher levels of antibiotic resistance showed lower bacterial richness. Homo sapiens had the lowest bacterial diversity and yet it had higher abundance of Bacteroides. In contrast, NHPs displayed higher bacterial richness and greater prevalence of Firmicutes such as Ruminococceae and Oscillospira. Conclusion Higher antibiotic susceptibility in NHPs is likely related to low direct exposure to antibiotics. The lack of resistance may also suggest limited antimicrobial resistance transmission between humans and NHP. Nonetheless, continued monitoring over a long period will help mitigate the risk of anthropozoonosis and zooanthroponosis.
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Affiliation(s)
- C W Chong
- 1School of Pharmacy, Monash University Malaysia, Jalan Lagoon Selatan, 47500 Bandar Sunway, Selangor Darul Ehsan Malaysia
| | - A H S Alkatheeri
- 2Health Science Division, Abu Dhabi Women's College, Higher Colleges of Technology, 41012 Abu Dhabi, UAE
| | - N Ali
- 3Royal College of Surgeons in Ireland, Perdana University, MAEPS Building, 43400 Serdang, Selangor Malaysia
| | - Z H Tay
- 3Royal College of Surgeons in Ireland, Perdana University, MAEPS Building, 43400 Serdang, Selangor Malaysia
| | - Y L Lee
- 3Royal College of Surgeons in Ireland, Perdana University, MAEPS Building, 43400 Serdang, Selangor Malaysia
| | - S J Paramasivam
- 4Faculty of Health and Medical Sciences, University of Surrey, Guildford, GU2 7AL UK.,7Animal Neighbours Project, School of Veterinary Medicine, Faculty of Health and Medical Sciences, University of Surrey, Guildford, GU2 7AL UK
| | - K Jeevaratnam
- 4Faculty of Health and Medical Sciences, University of Surrey, Guildford, GU2 7AL UK
| | - W Y Low
- 5Centre for Bioinformatics, School of Data Sciences, Perdana University, MAEPS Building, 43400 Serdang, Selangor Malaysia.,6The Davies Research Centre, School of Animal and Veterinary Sciences, University of Adelaide, Roseworthy, SA 5371 Australia
| | - S H E Lim
- 2Health Science Division, Abu Dhabi Women's College, Higher Colleges of Technology, 41012 Abu Dhabi, UAE.,3Royal College of Surgeons in Ireland, Perdana University, MAEPS Building, 43400 Serdang, Selangor Malaysia
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