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The prevalence and characteristics of Escherichia coli and Salmonella spp. as well as counts of E. coli in raw oysters, condiments/spices, and raw oyster cocktails sampled from 72 vendors across Western Trinidad were determined. The microbial quality of the water used in the preparation of raw oysters was also investigated. Of 200 samples each of raw oysters, condiments/spices and oyster cocktails tested, 154 (77.0%), 89 (44.5%) and 154 (77.0%) respectively yielded E. coli. The differences were statistically significant (P = < 0.001; chi square = 62.91). The mean E. coli count per g in the ready-to-eat oyster cocktail ranged from 1.5 x 10(3) +/- 2.7 x 10(3) in Couva to 8.7x10(6) +/- 4.9x10(7) in San Fernando. One hundred and forty-six (73.0%) oyster cocktails contaminated with E. coli had counts that exceeded the recommended standard of 16 per g. Of a total of 590 E. coli isolates from various sources tested, 24 (4.1%), 20 (3.4%) and 69 (11.7%) were mucoid, haemolytic and non-sorbitol fermenters respectively. Twelve (2.0%) isolates of E. coli were O157 strains, while 92 (46.0%) of 200 E. coli isolates tested belonged to enteropathogenic serogroups. Ninety (45.0%) and 73 (36.5%) of 200 water samples contained total coliforms and faecal coliforms respectively, with counts that exceeded 2.2 coliforms per 100 ml. Salmonella spp. were isolated from 7 (3.5%), 1 (0.5%) and 2 (1.0%) of 200 samples each, of raw oysters, condiments/spices and oyster cocktails respectively. Oysters pose a health risk to consumers in Trinidad, particularly from colibacillosis and salmonellosis, and the need for increased public awareness of this hazard cannot be over-emphasized.

Radiology education and training is of paramount clinical importance given the prominence of medical imaging utilization in effective clinical practice. The incorporation of basic radiology in the medical curriculum has continued to evolve, focusing on teaching image interpretation skills, the appropriate ordering of radiological investigations, judicious use of ionizing radiation, and providing exposure to interventional radiology. Advancements in radiology have been driven by the digital revolution, which has, in turn, had a positive impact on radiology education and training. Upon the advent of the corona virus disease 2019 (COVID-19) pandemic, many training institutions and hospitals adhered to directives which advised rescheduling of non-urgent outpatient appointments. This inevitably impacted the workflow of the radiology department, which resulted in the reduction of clinical in-person case reviews and consultations, as well as in-person teaching sessions. Several medical schools and research centers completely suspended face-to-face academic activity. This led to challenges for medical teachers to complete the radiology syllabus while ensuring that teaching activities continued safely and effectively. As a result, online teaching platforms have virtually replaced didactic face-to-face lectures. Radiology educators also sought other strategies to incorporate interactive teaching sessions while adopting the e-learning approach, as they were cognizant of the limitations that this may have on students’ clinical expertise. Migration to online methods to review live cases, journal clubs, simulation-based training, clinical interaction, and radiology examination protocolling are a few examples of successfully addressing the limitations in reduced clinical exposure. In this review paper, we discuss (1) The impact of the COVID-19 pandemic on radiology education, training, and practice; (2) Challenges and strategies involved in delivering online radiology education for undergraduates and postgraduates during the COVID-19 pandemic; and (3) Difference between the implementation of radiology education during the COVID-19 pandemic and pre-COVID-19 era.

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T&T must first strengthen its human and physical resources, implement M&E and QC&A measures, strengthen cancer care, and address other impediments to BC early detection before investing in nationally organized BC screening.