小学的学童由于他们的习惯(食地,足癣和赤脚玩耍)。对学校操场上的土壤寄生虫进行分析有望为一系列寄生虫的学童不断面临获取风险提供见解;这些信息可以指导干预计划。来自江户州16所小学操场的土壤样本(南南,尼日利亚)是在干燥的六个月内(1月,2月和3月)和潮湿(5月,6月和7月)2018年和2019年初的季节。按照标准寄生虫学程序处理和分析样品。在收集的576个土壤样本中,318(55.2%)对一种或多种土壤寄生虫呈阳性。一般来说,从收集的土壤样本总数中回收的主要寄生虫是:A虫127(22%),类圆线虫111(19.27%)和钩虫50(8.68%)。蛔虫在旱季最占优势,而类圆线虫最多发生在雨季。旱季和雨季之间,A虫和钩虫的寄生虫载量的平均差异不显着;而对于类圆线虫,在潮湿季节比旱季高。这些结果可能是由于观察到厕所/卫生设施的不良状态以及东道国社区缺乏或不良的基础设施,例如适当的排水和废物处理系统。因此,迫切需要通过在位于尼日利亚南部等特殊地区的学校内制定可持续的干预方案,来中断环境中以及可能在学童中的特殊情况传播周期。
Schoolchildren in primary schools are mostly at risk of acquiring soil-transmitted helminths (STHs) infections due to their habits (geophagy, onychophagy and playing with barefoot). Profiling soil parasites on school playgrounds is expected to provide an insight to an array of parasites schoolchildren are constantly at risk of acquiring; and this information could guide on intervention programmes. Soil samples from sixteen primary school playgrounds in Edo State (South-South, Nigeria) were collected over a six-month period both in the dry (January, February and March) and wet (May, June and July) seasons in 2018 and early 2019. Samples were processed and analysed following standard parasitological procedures. Of the 576 soil samples collected, 318(55.2 %) were positive with one or more soil parasites. Generally, the predominant parasites recovered from the total number of soil samples collected were: Ascaris 127(22 %), Strongyloides 111(19.27 %) and hookworm 50(8.68 %). Ascaris was most preponderant in the dry season, while Strongyloides was the most occurring in the wet season. The mean differences in the parasite load for Ascaris and hookworm between dry and wet seasons were not significant; while for Strongyloides it was higher in the wet than dry season. These results could be a consequence of observed poor state of toilet/sanitary facilities as well as the lack or poor state of basic infrastructure like proper drainage and waste disposal systems in the host communities. There is therefore urgent need to interrupt the STHs transmission cycles in the environment and possibly in schoolchildren by instituting sustainable intervention programmes within schools located in STHs endemic regions like southern Nigeria.