BACKGROUND AND OBJECTIVES:Cytomegalovirus (CMV) causes harm in at-risk populations. Selection of seronegative donors has been used to prevent transmission. Leucodepletion reduces the potential for CMV transmission; however, the residual risk is uncertain, leading to variability in practice. This study systematically reviews the risk of CMV transmission in leucodepleted blood products compared to seronegative blood products. MATERIALS AND METHODS:A systematic review identified comparative studies of CMV infection rates following transfusion of leucodepleted blood from CMV-negative or unselected donors. Preclinical studies on blood product CMV transmission, reported cases and studies that informed population risk were also reviewed. Meta-analysis was performed on comparative studies. RESULTS:There was no difference in the rate of infection following transfusion of leucodepleted cellular products with or without donor CMV seronegativity selection, with a relative risk of 1.21 (95% confidence interval [CI]: 0.42-3.49). No confirmed cases of CMV transmission were found. Preclinical studies showed a significant reduction in transmissible virus with leucodepletion, although no threshold could be defined. Cell-free CMV is not removed by filtration, and although it may remain a potential source of infection, there was no evidence of transmission through plasma, possibly due to detectable virus not reflecting intact transmissible virus. CONCLUSION:Selecting CMV-seronegative donors did not reduce the risk of transmission when transfusing leucodepleted blood products because of the high efficiency of filters in removing transmissible cellular virus. This finding suggests CMV donor negative selection does not substantially contribute to donor safety.
Dads and Daughters Exercising and Empowered (DADEE) is a program that engages fathers/father-figures to improve their primary-school aged daughter’s physical activity levels and social-emotional wellbeing. The holistic benefits of this program have been previously reported at post-program, 9-months and 12-months post-baseline. This study aims to investigate the long-term impact of the program on the fathers, daughters and broader family unit when followed-up between 3–8-years after program completion. A mixed-methods design was employed, including online survey data and one-on-one semi-structured interviews with fathers that attended the program between 2015 and 2020. Both survey and interview questions focused on fathers’ perceptions of any long-term impact of the program on themselves, their daughter, and their family. The survey also explored daughters’ current participation in sport and physical activity. All information about impacts on daughters and the wider family unit was obtained through father proxy report. Descriptive analyses were conducted for quantitative data, while the qualitative dataset was analysed independently using an inductive thematic analysis. A total of 197 fathers (50
People with intellectual disability want to learn more about their health and genetics. They want to be empowered with the knowledge and skills to make informed health and genetic healthcare choices. Little is known about what high school students with intellectual disability learn about health, genetics or genetic healthcare. To address this gap, we conducted an inclusive qualitative research study in Australia. Fourteen Australian current and recently graduated students with intellectual disability participated in semi-structured interviews. Inductive content analysis revealed four key themes: (i) Science, health and genetics education, (ii) Health rights, (iii) Education rights, (iv) Recommendations for improving genetic and health literacy. Students with intellectual disability reported they were not taught about genetics and health, making healthcare choices, and/or making life decisions at school. They felt these disadvantages and were disempowered in becoming informed healthcare consumers. They recommended that teachers should be supported with resources to deliver inclusive, person-centred and respectful lessons that inform decision-making about genetics, health and healthcare choices. Future research should focus on how best to upskill teachers to support students with intellectual disability for their future health choices in a respectful, supportive, student-centred and strengths-based way. This will help prepare young people with intellectual disability to navigate the healthcare system and be empowered partners in their own healthcare. The growth of such skills has been suggested as critical in inequities in healthcare access for people with intellectual disability, as well as improving healthcare experiences and outcomes.
