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Disinfectants – are we at the end of the road?

09 October 2020 | Story Leonie Bolleurs | Photo Supplied

SARS-CoV-2, an enveloped coronavirus, is susceptible to most disinfectants. Therefore, the majority of disinfectants, including those containing 70% ethanol, should be able to kill the virus fairly quickly.

Nevertheless, it was found that some bacteria are highly resistant to several commercially available disinfectants. These bacteria are currently still quite rare, and the work of the Veterinary Biotechnology group at the University of the Free State (UFS) aims to prevent the development of more highly resistant bacteria.

The research group in the Department of Microbial, Biochemical and Food Biotechnology is working on disinfectant resistance. They recently published an article, ‘Molecular basis of bacterial disinfectant resistance’.

Group members include: Prof Robert Bragg, professor in the department; Dr Charlotte Boucher, research associate; Samantha Mc Carlie, master’s student and laboratory manager; master’s students, Twyne Skein and Gunther Staats; honours students, Carlo Visser, Bernadette Belter, Boudine van der Walt, Jacky Huang, and Mart-Louise van Zyl; and an NRF intern, Gloria Kankam.

According to Mc Carlie, the work being done on disinfectant resistance is largely attributable to the major issues currently experienced with antibiotic resistance.

“Antibiotic resistance is becoming one of the biggest life-threatening challenges of our time – even overshadowing the current COVID-19 pandemic – as multidrug-resistant infections are becoming increasingly difficult to treat. Bacterial infections that are present in hospitals and agriculture are becoming unresponsive to many of the antibiotics currently in use, marking the start of a post-antibiotic era.”

It is predicted that by 2050, antimicrobial resistance could lead to as many deaths as cancer causes today and could account for between 10 million and 50 million deaths per year.

Lack of proper biosecurity

Mc Carlie says the resistance to antibiotics is spreading rapidly due to a lack of proper biosecurity measures in the food and agricultural industry as well as in the hospital environment, even if the COVID-19 pandemic has gone a long way towards increasing the awareness of hospital staff to the importance of good biosecurity. Millions of rands are lost every year due to multidrug-resistant infections in the dairy and poultry industries of South Africa, and superbugs are present in almost every major hospital in the country.

“Currently, the best viable protection we have against bacteria is biosecurity and disinfectants. Biosecurity relies heavily on the use of disinfectants to control bacterial growth. This makes it only more troubling that disinfectant resistance is emerging at an alarming rate.”

She believes it is important to understand the mechanisms of resistance in order to combat resistance to disinfectants. “Once the mechanisms are identified, possible solutions can be investigated.”

The research group is currently monitoring disinfectant resistance, looking at which microorganisms are resistant to which disinfectants. They take environmental samples and test the levels of disinfectant resistance to observe the development and spread thereof.

Once they have an understanding of the development of disinfectant resistance, the Veterinary Biotechnology group will be able to make recommendations to hospitals and the agricultural industry on how to prevent the development of these resistant microorganisms.

“As we learn more about these highly resistant isolates, it will direct day-to-day treatment of multidrug-resistant infections and hopefully aid in the fight against antibiotic and disinfectant resistance,” says Mc Carlie.

The dangers of over-prescribing

“Resistance to antimicrobials such as antibiotics and disinfectants is a natural occurrence. We did not invent antibiotics, we discovered them, and so bacterial resistance has been around for as long as antibiotics have – as a survival strategy.”

“However, the widespread use of antimicrobials creates selective pressure for those microorganisms that are resistant to the antimicrobial being used. Over-prescribing and improper use of antibiotics has led to widespread antibiotic resistance. We expect the same trend to be seen with disinfectant resistance in the near future,” says Mc Carlie.

She urges the public to take note that disease-causing microorganisms can become resistant to antibiotics and disinfectants if they are not used correctly. A course of antibiotics should always be taken at the correct time and until the last dose. In the same way, disinfectants should be used at the recommended level and not diluted below that level.

These resistant organisms are causing major issues in the agricultural and medical industries, but this effect has not been seen in households yet. As long as disinfectants are used correctly, most will be able to kill the novel coronavirus.

There is, however, a need to establish tests on the efficacy of the massive number of ‘hand sanitisers’ that are now suddenly available.

According to Prof Bragg, existing disinfectants and hand sanitisers have been specifically tested against SARS-CoV-2 and have been found to be effective. He says the undergraduate students in the department will be evaluating a wide range of different hand sanitisers as part of their practical training.

Mc Carlie adds that the excessive use of poor-quality disinfectants as hand sanitisers can result in bacteria developing resistance to these disinfectants. “It is therefore very important that reliable high-quality disinfectants are used as hand sanitisers during this COVID-19 crisis, otherwise we will be replacing one crisis with a potentially even bigger crisis.”

Mc Carlie believes there is a need to start looking at alternatives to control bacterial growth. “Disinfectants are currently the only viable option, and if these microorganisms become resistant to disinfectants as well, we will have nowhere else to turn,” she says.

News Archive

Teachers should deal with diversity in education - Prof. Francis

2010-10-08

At the occasion were, from the left: Prof. Jonathan Jansen, Rector and Vice-Chancellor of the University of the Free State (UFS); Prof. Francis; and Prof. Driekie Hay, Vice-Rector: Teaching and Learning at the UFS.
Photo: Jaco van der Merwe

Prof. Dennis Francis, the Dean of the Faculty of Education at the University of the Free State (UFS), recently delivered his inaugural lecture on Troubling Diversity in South African Education on the Main Campus in Bloemfontein.

He urged teachers to be open to what “diversity” might mean in a particular context and how diversity relates to either inclusion or exclusion.

“An approach that promotes the inclusion of all must be based on an understanding of how exclusion operates in ways that may have typical patterns of oppression, but differ in the specific ways that exclusion is expressed and becomes normalised in that context,” he said.

“The good teacher thus seeks to understand how these forms of exclusion may develop in the school’s context and respond through taking thoughtful action to challenge them. It may require creating a climate that enables the silent to speak and recognising that not all groups communicate in exactly the same ways.”

He said teachers also had to affirm the experiential base of learners and students. He said there was an assumption that students would be more effective practitioners if their own experience were validated and explored.

“It is crucial that the students’ own history is treated as valuable and is a critical part of the data that are reflected,” he said. “Equally important is that such stories and similar activities are intentionally processed to enable students to make the connections between personal experience and relevant theory.”

He also urged them to challenge the ways in which knowledge had been framed through oppression.

“Schools are often characterised by messages that draw on one or another form of oppression. Thus, expectations are subtly or in some cases unsubtly communicated, e.g. that girls are not good at physics, or that, while white learners are strong in abstract thought, African learners have untapped creativity, and so on,” he continued.

“For someone to integrate into their role as educators a commitment against oppression means confronting obstacles that one may previously have shied away from, such as challenging authority, naming privilege, emphasising the power relations that exist between social groups, listening to people one has previously ignored, and risking being seen as deviant, troublesome or unpopular.”

Furthermore, Prof. Francis said dealing with diversity in education was always affectively loaded for both students and teachers. He said in South Africa one injunction from educators was to be “sensitive” and thus avoid risking engagement with the contentious issues around imbalances of power.

“If both students and teachers are to confront issues of oppression and power in any meaningful way, we need to design more purposely for the difficulties they will encounter, for example, creating a classroom environment that promotes safety and trust so that all students are able to confront and deal with prejudice and discrimination. Classroom environments will need to balance the affective and cognitive in addressing issues of diversity and social justice,” he added.

He also said that teachers should recognise the need to complement changing attitudes with attempts to change the structural aspects of oppressions.

“To prevent superficial commitments to change, it is important for students to explore barriers that prevent them from confronting oppressive attitudes and behaviours. In this way students are able to learn and see the structural aspects of oppression,” he said.

“Equally important, however, is to get students to examine the benefits associated with challenging oppression. A fair amount of time must therefore be spent on developing strategies with students which they will be able to use practically in challenging oppression.”

He also advised educators to affirm the capacity of staff and learners to act and learn in ways that do not replicate patterns of oppression.

“Many South African schools have survived both the harsh repression of apartheid and the continuing legacy of oppression of various kinds. Despite that, we are often as educators made aware of the ways in which young people in particular affirm themselves and each other in creative and confident ways,” he concluded.

Media Release
Issued by: Lacea Loader
Director: Strategic Communication (acg)
Tel: 051 401 2584
Cell: 083 645 2454
E-mail: loaderl@ufs.ac.za
7 October 2010

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