Rapid laboratory tests are urgently required to inform antimicrobial use in food animals. Our objective was to synthesize knowledge on the direct application of long-read metagenomic sequencing to respiratory samples to detect bacterial pathogens and antimicrobial resistance genes (ARGs) compared to PCR, loop-mediated isothermal amplification, and recombinase polymerase amplification. Our scoping review protocol followed the Joanna Briggs Institute and PRISMA Scoping Review reporting guidelines. Included studies reported on the direct application of these methods to respiratory samples from animals or humans to detect bacterial pathogens ±ARGs and included turnaround time (TAT) and analytical sensitivity. We excluded studies not reporting these or that were focused exclusively on bioinformatics. We identified 5,636 unique articles from 5 databases. Two-reviewer screening excluded 3,964, 788, and 784 articles at 3 levels, leaving 100 articles (19 animal and 81 human), of which only 7 studied long-read sequencing (only 1 in animals). Thirty-two studies investigated ARGs (only one in animals). Reported TATs ranged from minutes to 2 d; steps did not always include sample collection to results, and analytical sensitivity varied by study. Our review reveals a knowledge gap in research for the direct detection of bacterial respiratory pathogens and ARGs in animals using long-read metagenomic sequencing. There is an opportunity to harness the rapid development in this space to detect multiple pathogens and ARGs on a single sequencing run. Long-read metagenomic sequencing tools show potential to address the urgent need for research into rapid tests to support antimicrobial stewardship in food animal production.

Timely, accurate, and reliable laboratory tools are important for antimicrobial stewardship (AMS) in food animal production. The objectives of this study were to (1) identify factors that influence live animal respiratory sample collection for laboratory testing and (2) describe the potential for integration of laboratory testing of samples from live animals into an AMS strategy for bovine respiratory disease (BRD) management in Canadian feedlots. Utilizing focused ethnography, virtual key informant interviews were conducted with eight feedlot veterinarians from Alberta, Ontario, and Saskatchewan, Canada. Thematic analysis revealed four themes: (1) lived experience of feedlot veterinarians with laboratory testing for BRD pathogens and antimicrobial resistance (AMR), (2) evidence-informed BRD management that integrates multiple data sources and their components, (3) organizational factors that affect the uptake and use of laboratory tests, and (4) the role of laboratory testing to support AMS in BRD management. While sample collection and laboratory testing are commonly used for BRD and AMR research and surveillance, they are not routinely applied in everyday BRD management. Veterinarians identified key challenges with laboratory testing, including turnaround time, the need for clear benefits, practical implementation, and effective communication with feedlot managers. Laboratory testing must provide valuable, actionable insights to encourage its adoption in Canadian feedlot operations. If successful, such testing could support AMS and be used to justify antimicrobial use if this were to become a regulatory or market requirement.

The pervasive integration of digital media into daily life is reshaping how individuals encounter and internalize harmful contents. Unrestricted access exposes students to emotionally disruptive materials, including depictions of violence, substance use, and harassment, raising concerns about its impact on well-being. This study examines a serial mediation model linking antisocial media exposure to subjective well-being (SWB) through school-based victimization as sequential pathways. Using data from 326 high school students in Nigeria, we applied partial least squares structural equation modeling to test hypothesized relationships. Results indicate that antisocial media exposure was not directly associated with SWB but significantly predicted experiences of teacher and peer victimization. Peer victimization mediated the relationship between antisocial media exposure and SWB (β = −0.023, 95% CI: [−0.054, −0.004], p < 0.05). Furthermore, antisocial media exposure increased the likelihood of teacher victimization, which facilitated peer victimization, ultimately compromising SWB (β = −0.030, 95% CI: [−0.058, −0.011], p < 0.05). Effects varied by gender and academic level, underscoring intersectional risks linked to media exposure. Findings highlight the need for targeted interventions addressing both teacher and peer victimization in resource-constrained educational contexts.