Education

26 Jan

Posted at 16:02h in Author Interviews, Education, Genetic Research
“Reading is fun!” by Isaac Wedin is licensed under CC BY 2.0MedicalResearch.com Interview with: Bruno Sauce, PhD and Louis D. Matzel, PhD Department of Psychology, Program in Behavioral and Systems Neuroscience Rutgers University New Jersey, USA  MedicalResearch.com: What is the background for this study? Response: Scientists have known for decades that intelligence has a high heritability, which means that much of the individual differences in IQ we see in people are due to genetic differences. Heritability is a value that ranges from 0.0 (meaning no genetic component) to 1.0 (meaning that the trait is completely heritable). For example, the heritability of breast cancer is estimated at 0.27; the heritability of body mass index is 0.59; and the heritability of major depression is 0.40. In comparison, the heritability of IQ is estimated to be as high as 0.8 – quite a high value! More recently, however, there have been studies showing that intelligence has a high malleability: the studies cover cognitive gains consequent to adoption/immigration, changes in IQ’s heritability across life span and socioeconomic status, gains in IQ over time from societal and scientific progress, the slowdown of age-related cognitive decline, the gains in intelligence from early education, differences in average IQ between countries due to wealth and development, and gains in intelligence that seem to happen from working memory training. Intelligence being both highly heritable and highly malleable is seemingly paradoxical, and this paradox has been the source of continuous controversy among scientists. Why does it matter? Because IQ predicts many important outcomes in life, such as academic grades, income, social mobility, happiness, marital stability and satisfaction, general health, longevity, reduced risk of accidents, and reduced risk of drug addiction (among many other outcomes). A clear understanding of the genetic and environmental causes of variation in intelligence is critical for future research, and its potential implications (and applications) for society are immense.

26 Jan

Posted at 00:45h in Author Interviews, CDC, Education, Pediatrics, Sleep Disorders
MedicalResearch.com Interview with: “He isn't sleeping, he is mad. When we don't get our way pouting always works (okay.. It's worth a try at least!) #kids #dad #father #family #funny #like #parenting #photooftheday #instaphoto #instacute” by dadblunders is licensed under CC BY 2.0Anne G. Wheaton, Ph.D. Epidemiologist Centers for Disease Control and Prevention National Center for Chronic Disease Prevention and Health Promotion Division of Population Health Epidemiology and Surveillance Branch Atlanta, GA  30341-3717 MedicalResearch.com: What is the background for this study? Response: Insufficient sleep among children and adolescents is associated with an increased risk for obesity, diabetes, injuries, poor mental health, and attention and behavior problems. In previous reports, CDC had found that, nationwide, approximately two thirds of U.S. high school students report sleeping <8 hours per night on school nights. CDC conducted this study to provide state-level estimates of short sleep duration on school nights among middle school and high school students using age-specific recommendations from the American Academy of Sleep Medicine (AASM). AASM has recommended that children aged 6–12 years should regularly sleep 9–12 hours per 24 hours and teenagers aged 13–18 years should sleep 8–10 hours per 24 hours for optimal health.

24 Jan

Posted at 00:56h in Author Interviews, Education, Gender Differences
MedicalResearch.com Interview with: [caption id="attachment_39493" align="alignleft" width="150"]Prof. Amani El-Alayli PhD Eastern Washington University Prof. Amani El-Alayli[/caption] Prof. Amani El-Alayli PhD Eastern Washington University MedicalResearch.com: What is the background for this study? Response: This research was conducted on the premise that people tend to view women as more nurturing, and also set higher standards for women to behave in a nurturing manner. The same pattern has been observed in past research examining how students view their female professors.  Female professors are expected to be more nurturing, such as being more available outside of the classroom, as compared to their male professors.  In the present research, we investigated whether these higher expectations of nurturing behavior would cause students to be more likely to ask things of their female professors, consequently placing higher work demands on them.  In our survey of male and female professors across the country, we indeed found that female professors received more requests for standard work demands (e.g., office hours visits or assistance with course-related matters), as well as special favor requests (e.g., requests to re-do an assignment for a better grade or asking for some form of exception, extended deadline, or alternative assignment), compared to male professors.

18 Jan

Posted at 15:35h in Author Interviews, Education, Pediatrics
MedicalResearch.com Interview with: “Reading” by Kate Ter Haar is licensed under CC BY 2.0Dr. Jon Quach, PhD Postdoctoral research fellow Royal Childrens Hospital's Centre for Community Child Health Murdoch Children’s Research Institute  MedicalResearch.com: What is the background for this study? What are the main findings?  Response: The reading practices of mothers and fathers was assessed in 405 families in Melbourne when children were 2, and child had their language and literacy skills assessed when they were 4 years old. We found fathers reading practices were associated with better language outcomes 2 years later, even after accounting for mothers reading and key family demographics 

02 Jan

Posted at 13:27h in Author Interviews, Education, NYU/NYMC, Pediatrics, Pediatrics
MedicalResearch.com Interview with: [caption id="attachment_21334" align="alignleft" width="120"]Adriana Weisleder, PhD Research scientist, Department of Pediatrics NYU Langone Medical Center Dr. Weislander[/caption] Adriana Weisleder, PhD Research scientist, Department of Pediatrics NYU Langone Medical Center New York  MedicalResearch.com: What is the background for this study? What are the main findings? Response: An estimated 250 million children in low- and middle-income countries do not reach their developmental potential due to poverty. Many programs in the US, such as Reach Out and Read and Video Interaction Project, have shown success in reducing poverty-related disparities in early child development by promoting parent-child interactions in cognitively stimulating activities such as shared bookreading. This randomized study sought to determine whether a program focused on supporting parent-child shared bookreading would result in enhanced child development among 2- to 4-year-old children in a low-resource region in northern Brazil. Families in the program could borrow children’s books on a weekly basis and could participate in monthly parent workshops focused on reading aloud. Findings showed that participating families exhibited higher quantity and quality of shared reading interactions than families in a control group, and children showed higher vocabularies, working memory, and IQ.

22 Dec

Posted at 00:51h in Author Interviews, Education, Social Issues
MedicalResearch.com Interview with: “working class” by arileu is licensed under CC BY 2.0Igor Grossmann, Ph.D. Director, Wisdom and Culture Laboratory Associate Professor of Psychology University of Waterloo, Canada Associate Editor, Emotion MedicalResearch.com: What is the background for this study? Response: Our Wisdom & Culture laboratory studies the concepts of wisdom and cultural factors. For wisdom, we specifically focus on pragmatic reasoning that can help people to better understand and navigate uncertain contexts – strategies that philosophers for millennia discussed as “epistemic virtues.” In our prior work, my colleagues and I have observed that wisdom tends to be lower in situations when self-interests are salient, and higher when one adopted an socially-sensitive interdependent mindset. In other work by myself and several other labs, consistent finding emerged showing that lower social class tends to be more socially interdependent, whereas middle class (both in the US, Russia, and even China) tends to be more self-focused. This led to the present research, which combines prior insights to examine how wise reasoning varies across social classes. Because lower class situation involves more uncertainty and more resource-scare life circumstances, we questioned whether these situations would also evoke more wise reasoning from people who are in them. Higher class situations are assumed to provide conditions that benefit people in every way. But in so doing, they may also encourage entitlement, self-focus and thereby intellectual humility and open-mindedness – key features of a wise thought. As such, our studies show that it turns out that middle class conditions are not beneficial in at least one way – they may discourage reasoning wisely.

13 Dec

Posted at 15:04h in Author Interviews, Education, Neurology, Pediatrics
MedicalResearch.com Interview with: Kaisa Lohvansuu, PhD Postdoctoral Researcher Jyväskylä Centre for Interdisciplinary Brain Research Department of Psychology University of Jyväskylä  MedicalResearch.com: What is the background for this study? Response: Developmental dyslexia, a specific reading disability, has a strong genetic basis: The risk of having developmental dyslexia at school age is eight times higher than usual if either of the parents has reading difficulty. It has been known that dyslexia and also family risk for dyslexia are strongly associated with a speech perception deficit, but the underlying mechanism of how the impaired speech processing leads to reading difficulties has been unclear.

10 Dec

Posted at 23:45h in Alzheimer's - Dementia, Author Interviews, BMJ, Education, Karolinski Institute

MedicalResearch.com Interview with:

[caption id="attachment_38832" align="alignleft" width="161"]Susanna C. Larsson, PhD Associate Professor, Karolinska Institutet, Institute of Environmental Medicine, Stockholm, Sweden Dr. Larsson[/caption]

Susanna C. Larsson, PhD Associate Professor, Karolinska Institutet, Institute of Environmental Medicine, Stockholm, Sweden

MedicalResearch.com: What is the background for this study? Response: The causes of Alzheimer’s disease are largely unknown and there are currently no medical treatments that can halt or reverse its effects. This has led to growing interest in identifying risk factors for Alzheimer’s that are amenable to modification. Several observational studies have found that education and various lifestyle and vascular risk factors are associated with the risk of Alzheimer’s disease, but whether these factors actually cause Alzheimer’s is unclear.

We used a genetic epidemiologic method known as ‘Mendelian randomization’. This method involves the use of genes with an impact on the modifiable risk factor – for example, genes linked to education or intelligence – and assessing whether these genes are also associated with the disease. If a gene with an impact on the modifiable risk factor is also associated with the disease, then this provides strong evidence that the risk factor is a cause of the disease.

MedicalResearch.com:  What are the main findings?

Response: Our results, based on aggregated genetic data from 17 000 Alzheimer’s disease patients and 37 000 healthy controls, revealed that genetic variants that predict higher education were clearly associated with a reduced risk of Alzheimer’s disease. A possible explanation for this link is ‘cognitive reserve’, which refers to the ability to recruit and use alternative brain networks or structures not normally used to compensate for brain ageing. Previous research has shown that high education increases this reserve.

We found suggestive evidence for possible associations of intelligence, circulating vitamin D, coffee consumption, and smoking with risk of Alzheimer’s disease. There was no evidence for a causal link with other modifiable factors, such as vascular risk factors.

29 Nov

Posted at 18:39h in Author Interviews, Education, Pediatrics
MedicalResearch.com Interview with: Sonia Kandel PhD Professor at the GIPSA-Lab Université Grenoble Alpes  MedicalResearch.com: What is the background for this study? What are the main findings? Response: How do we recall a word’s spelling from memory? How do we execute the movements to produce letters? A series of studies conducted by Professor Sonia Kandel at the GIPSA-Lab/University of Grenoble Alpes in France provide evidence indicating that writing is a linguistic process that affects the way we execute the manual movements when we write. For example, the movements involved in writing T-H-R are easier to execute in a word that is pronounced as it is spelled, (e.g. “thrill”) than in a word that is orthographically irregular (e.g. “through”). What happens with writing when spelling processes are impaired like, in dyslexia and dysgraphia?

16 Nov

Posted at 23:30h in Author Interviews, Education, JAMA, Karolinski Institute, Mental Health Research
MedicalResearch.com Interview with: [caption id="attachment_38277" align="alignleft" width="100"]Ana Pérez-Vigil MD Department of Clinical Neuroscience Child and Adolescent Psychiatry Research Center Karolinska Institutet Dr. Perez-Vigil[/caption] Ana Pérez-Vigil MD Department of Clinical Neuroscience Child and Adolescent Psychiatry Research Center Karolinska Institutet MedicalResearch.com: What is the background for this study? Response: Everyone who regularly works with persons who have obsessive-compulsive disorder (OCD) has seen that their patients often struggle with school work. It is not uncommon for these individuals to have poor school attendance and severe patients can be out of the education system altogether. This applies to persons of all ages, from school children to young adults who may be at university. On the other hand there is a group of patients who, against all odds, working 10 times as hard as everybody else, manage to stay in education and eventually get a degree. So we have long suspected that OCD has a detrimental impact on the person’s education, with all the consequences that this entails (worse chances to enter the labour market and have a high paid job). But we did not really know to what extent OCD impacts education. So we wanted to know what is the actual impact of OCD on educational attainment using objectively collected information from the unique Swedish national registers. Previous work had been primarily based on small clinical samples from specialist clinics, using either self or parent report and cross-sectional designs. Previous work also tended not to control for important confounders such as psychiatric comorbidity or familial factors (genetic and environmental factors that could explain both OCD and the outcomes of interest).

14 Nov

Posted at 02:18h in Author Interviews, Cost of Health Care, Education, JAMA
MedicalResearch.com Interview with: [caption id="attachment_38265" align="alignleft" width="186"]Victoria Valencia, MPH Assistant Director for Healthcare Value Dell Medical SchoolThe University of Texas at Austin Victoria Valencia[/caption] Victoria Valencia, MPH Assistant Director for Healthcare Value Dell Medical SchoolThe University of Texas at Austin MedicalResearch.com: What is the background for this study? What are the main findings? Response: We were surprised to find that despite the common anecdote that resident physicians in teaching environments order more lab tests, there was a lack of empirical data to support the claim that more lab tests are ordered for patients at teaching hospitals than at non-teaching hospitals. Our study of 43,329 patients with pneumonia or cellulitis across 96 hospitals  in the state of Texas found that major teaching hospitals order significantly more lab tests than non-teaching hospitals.  We found this to be true no matter how we looked at the data, including when restricting to the least sick patients in our dataset. We also found that major teaching hospitals that ordered more labs for pneumonia tended to also more labs for cellulitis, indicating there is some effect from the environment of the teaching hospital that affects lab ordering overall.

13 Nov

Posted at 19:06h in Author Interviews, Education, Heart Disease, Pediatrics
MedicalResearch.com Interview with: Young girl learning Hands-Only CPR at the American Heart Association Hands-Only CPR training kiosk at Cincinnati-Northern Kentucky International Airport. copyright American Heart Association 2017 Photos by Tommy Campbell PhotographyMimi Biswas M.D., MHSc University of California Riverside School of Medicine and Riverside Community Hospital  MedicalResearch.com: What is the background for this study? What are the main findings? Response: This started as  My son's science project. He wanted to make a video game to teach CPR based on a science fair website. It grew to teaching the whole 6th grade using the AHA CPR training kit alone vs adding the video game or music, staying alive, to help with compression rate.  We found that a 12 year can easily learn the basic concepts of calling for help and starting hands only CPR and they can physically perform effective CPR at this age.

31 Oct

Posted at 18:04h in Author Interviews, Education, Pediatrics, Psychological Science, Social Issues
[caption id="attachment_37783" align="alignleft" width="300"]“Tempura Finger Paint Grand Rapids Montessori School” by Steven Depolo is licensed under CC BY 2.0 “Tempura Finger Paint Grand Rapids Montessori School” by Steven Depolo[/caption] MedicalResearch.com Interview with: Angeline Lillard PhD Professor of Psychology University of Virginia Charlottesville, VA MedicalResearch.com: What is the background for this study? Response: Montessori education was developed in the first half of the last century, but has been subject to little formal research. Prior research on its outcomes was problematic in using poor control groups, very small samples, demographically limited samples, a single school or classroom, or poor quality Montessori, or data from just a single time point and limited measurements. This study addressed all these issues: it collected data 4 times over 3 years from 141 children, experimental children were in 11 classrooms at 2 high quality Montessori schools at which the control children were waitlisted and admission was done by a randomized lottery, family income ranged from $0-200K, groups were demographically equivalent at the start of the study, and many measures were taken.

12 Oct

Posted at 05:21h in Author Interviews, Education, Pediatrics, Sleep Disorders
MedicalResearch.com Interview with: Jack Peltz, Ph.D. Clinical assistant professor in Psychiatry Rochester Medical Center MedicalResearch.com: What is the background for this study? What are the main findings? Response: Approximately 90% of high-school aged adolescents get either insufficient sleep during school nights or barely meet the required amount of sleep (ie, 8–10 hours) expected for healthy functioning.(1) In fact, sleep problems and insufficient sleep are so pervasive for adolescents that they could be considered an epidemic due to their adverse impact on adolescent mental and physical health.(2–5) As a result,addressing insufficient adolescent sleep represents a critical point of study and intervention. The growing body of evidence suggests that later school start times (SST), 8:30 AM or later as recommended by the American Academy of Pediatricians,6 convey multiple benefits on adolescents, including improved sleep, better mental and physical health, and improved academic outcomes.(7–10) This research, however, has focused on the direct effects of delaying school start times, or specifically how moving SST back directly predicts changes in an outcome (eg, mental health, academic achievement). This type of analysis precludes examining the important role that SST might play as a condition or context under which other sleeprelated processes take place. For instance, earlier school start times might exacerbate the impact of sleep-related processes on adolescent behavioral health outcomes. Thus, incorporating school start times as a larger contextual variable that might moderate models of sleep and adolescent functioning represents a gap in the literature and a unique opportunity to advance conceptual models. Accordingly, the current study examines the moderating role of school start times on the associations between sleep hygiene, sleep quality, and mental health.

03 Oct

Posted at 19:07h in Author Interviews, Education, Gender Differences, Mental Health Research, Sexual Health, Social Issues
MedicalResearch.com Interview with: Oliver Ferlatte PhD Men's Health Research Program University of British Columbia Vancouver , British Columbia , Canada MedicalResearch.com: What is the background for this study? Response: Suicide, like many other health inequities, is unevenly distributed among the population, with marginalized groups being most affected. In Canada, suicide has been found to particularly affect gay and bisexual men, aboriginal people and people living in rural and remote communities. While the populations affected by suicide are not mutually exclusive – for example someone can be a bisexual Aboriginal man living in a remote community – much of the suicide prevention literature tends to treat these groups as such. Moreso, very little attention is given in suicide prevention research to diversity within groups: for example, we know very little about which gay and bisexual men are most at risk of attempting suicide. This situation creates a vacuum of knowledge about suicide among gay and bisexual and deprives us of critical information for the development of effective suicide prevention activities. We therefore investigated in a survey of Canadian gay and bisexual men (Sex Now Survey), which gay and bisexual men are at increased risk of reporting a recent suicide attempt. The large sample of gay and bisexual men with 8493 participants allows for this unique analysis focused on the multiple, intersecting identities of the survey participants.

22 Sep

Posted at 14:55h in Author Interviews, Education, Karolinski Institute, Pediatrics, Psychological Science
MedicalResearch.com Interview with: [caption id="attachment_37074" align="alignleft" width="125"]Malin Bergström PhD Center for Health Equity Studies Karolinska Institutet   Dr. Bergstrom[/caption] Malin Bergström PhD Center for Health Equity Studies Karolinska Institutet   MedicalResearch.com: What is the background for this study? Response: The increase in children who move between their parent's homes after a divorce is one of the major changes in children's life circumstances during the last decade. Spending equal amounts of time in both parents' homes means that these children move fifty times a year. Child experts have claimed this to be stressful and potentially harmful to children's attachment relations to their mothers. Especially for children this young the practice of joint physical custody has been questioned.

13 Sep

Posted at 18:18h in Author Interviews, CDC, Education, Pediatrics
MedicalResearch.com Interview with: [caption id="attachment_36937" align="alignleft" width="99"]Catherine N. Rasberry, PhD Health Scientist, Division of Adolescent and School Health CDC Atlanta Dr.Raspberry[/caption] Catherine N. Rasberry, PhD Health Scientist, Division of Adolescent and School Health CDC Atlanta MedicalResearch.com: What is the background for this study? What are the main findings? Response: For many years, researchers have documented links between health-related behaviors and educational outcomes such as letter grades, test scores, and other measures of academic achievement. However, many of those studies are becoming out-of-date or have used samples that were not nationally representative. The aim of this study was to see if previous findings held in a current, national sample of high school students. Consistent with previous studies, our findings revealed that regardless of sex, race/ethnicity and grade-level, high school students who received mostly A’s, mostly B’s, or mostly C’s had higher levels of most protective health-related behaviors and lower levels of most health-related risk behaviors. For example, we found that:
  • Students who reported receiving mostly Ds and Fs, were nine times more likely than students who received mostly As to report having ever injected any illegal drugs.
  • Also, students who reported receiving mostly Ds and Fs were more than four times more likely than students who received mostly As to report that they had four or more sexual partners.
  • Conversely, students who reported receiving mostly As were twice as likely as students who received mostly Ds and Fs to report eating breakfast every day in the past week.

31 Aug

Posted at 13:13h in Author Interviews, Education, Heart Disease
MedicalResearch.com Interview with: [caption id="attachment_36724" align="alignleft" width="78"]Dr. Julien Vaucher  Physician and clinical research fellow (joint first author) Department of Internal Medicine Lausanne University Hospital Lausanne, Switzerland Dr. Vaucher[/caption] Dr. Julien Vaucher  Physician and clinical research fellow (joint first author) Department of Internal Medicine Lausanne University Hospital Lausanne, Switzerland MedicalResearch.com: What is the background for this study? Response: Since the sixties, traditional studies have found that people who stay longer in the educational system subsequently develop less coronary heart disease. However, whether this association is causal is not clear, partly because randomised controlled trials are practically infeasible in this area. In our study, we used a genetic approach, called Mendelian randomization, that represents the next best thing to do.Based on genetic variants randomized by nature, we were able to randomize individuals according to 162 genetic markers that associate with more or less education. In other words, we used genetic markers, free from condounding factors, as proxies of education to reproduce the conditions of a trial. Then, if the genetic markers also associate together with coronary heart disease, the association between education and coronary heart disease is likely to be causal.

22 Aug

Posted at 22:43h in Author Interviews, Education, JAMA, UCLA
MedicalResearch.com Interview with: [caption id="attachment_36598" align="alignleft" width="99"]Christian de Virgilio, MD LA BioMed lead researcher and corresponding author for the study He also is the former director of the general surgery residency program Harbor-UCLA Medical Center and the recipient of several teaching awards. Dr. de Virgilio[/caption] Christian de Virgilio, MD LA BioMed lead researcher and corresponding author for the study He also is the former director of the general surgery residency program Harbor-UCLA Medical Center and the recipient of several teaching awards. MedicalResearch.com: What is the background for this study? What are the main findings? Response: Recent forecasts have predicted the United States will have a deficit of as many as 29,000 surgeons by 2030 because of the expected growth in the nation’s population and the aging of the Baby Boomers. This expected shortfall in surgeons has made the successful training of the next generation of surgeons even more important than it was before. Yet recent studies have shown that as many as one in five general surgery residents leave their training programs before completion to pursue other specialties. Our team of researchers studied 21 training programs for general surgeons and published our findings in the Journal of the American Medical Association Surgery (JAMA Surgery) on August 16, 2017. What we found was the attrition rate among residents training in general surgery was lower than previously determined – just 8.8% instead of 20% – in the 21 programs we surveyed. Our study also found that program directors’ attitudes and support for struggling residents and resident education were significantly different when the authors compared high- and low-attrition programs. General surgeons specialize in the most common surgical procedures, including abdominal, trauma, gastrointestinal, breast, cancer, endocrine and skin and soft tissue surgeries. General surgery residency training follows medical school and generally requires five to seven years. The programs are offered through universities, university affiliated hospitals and independent programs. In this study, the research team surveyed 12 university-based programs, three program affiliated with a university and six independent programs. In those programs, 85 of the 966 general surgery residents failed to complete their training during the five-year period the research team studied, July 1, 2010 to June 30, 2015. Of those who failed to complete their general surgery training, 15 left during the first year of training; 34 during the second year, and 36 during the third year or later. Notably, we found a nearly seven-fold difference between the training program with the lowest attrition rate, 2.2%, and the one with the highest rate, 14.3%, over the five-year period surveyed. In the programs with lower attrition rates, we found about one in five residents received some support or remediation to help ensure they would complete their https://medicalresearch.com/author-interviews/reduction_in_surgical_residents_work_hours/4475/ In the programs with higher attrition rates, the research team reported that only about one in 15 residents received such remediation.

22 Aug

Posted at 18:36h in Author Interviews, Education, Pediatrics, Sleep Disorders, University of Michigan
MedicalResearch.com Interview with: [caption id="attachment_36583" align="alignleft" width="180"]Galit Dunietz, Ph.D., MPH Doctor of Philosophy Department of Neurology University of Michigan  Ann Arbor MI Dr. Dunietz[/caption] Galit Dunietz, Ph.D., MPH Epidemiologist, Sleep Disorders Center Department of Neurology University of Michigan Ann Arbor MI MedicalResearch.com: What is the background for this study? What are the main findings? Response: Insufficient sleep has a negative impact on health, cognition and mood and is linked to motor vehicle accidents. However, sleep loss in adolescents has become an epidemic and arises in part from biological processes that delay sleep and wake timing at the onset of puberty. This biology does not fit well with early school start times (before 8:30 a.m.). Despite recommendations from the American Academy of Pediatrics and the American Academy of Sleep Medicine to delay school start times, most schools in the U.S. have current start times before 8:30 a.m. In this nationally representative study of US parents of teens, we examined whether parents supported or opposed later school start times (after 8:30 a.m.). We also examined what may have influenced their opinions. We found that only about half of surveyed parents of teens with early school start times supported later school start times. Opinions appeared to depend in part on what challenges and benefits were expected to result from the change. For example, parents who expected an improvement in their teen’s academic performance or sleep quantity tended to support the change, whereas parents that expected negative impact on afterschool activities or transportation opposed delays in school start times.  We also found that parents had misconception about sleep needs of their adolescents, as the majority perceived 7-7.5 hours of sleep as sufficient, or possibly sufficient even at this young age when 8-10 hours are typically recommended.

16 Aug

Posted at 00:26h in Author Interviews, Diabetes, Education, JAMA, Pediatrics
MedicalResearch.com Interview with: [caption id="attachment_36476" align="alignleft" width="146"]Jane E. Harding, DPhil Liggins Institute The University of Auckland Auckland, New Zealand Prof. Harding[/caption] Jane E. Harding, DPhil Liggins Institute The University of Auckland Auckland, New Zealand MedicalResearch.com: What is the background for this study? Response: Neonatal hypoglycaemia – low blood sugars in newborns – affects up to one in six babies born. It involves a sustained dip in blood sugar levels following birth. Blood glucose is the only fuel for babies’ brains (adults have alternative, back-up sources). So, if left untreated, this condition can cause developmental brain damage and lowered education outcomes later in life. In developed economies, as many as a third of babies born are at risk. Risk factors include being born smaller or larger than usual, preterm babies and babies whose mothers have any form of diabetes – this last a growing group, with the rising incidence of gestational (pregnancy-related) diabetes. We wanted to systematically track a cohort of babies to see if hypoglycaemia in babies affects their long-term health and development. So we designed the CHYLD study – Children with Hypoglycaemia and their Later Development. We are following 614 New Zealand babies born at risk of low blood sugar levels (neonatal hypoglycemia) into childhood to see if the condition affects their later growth and development. Our team includes researchers from the Liggins Institute, the University of Auckland, Waikato Hospital, the University of Canterbury and the University of Waterloo. Half of the babies in the study were diagnosed with, and treated for low blood sugars. Seventy percent received extra, continuous monitoring of their blood sugar levels, which detected in some babies low levels that were not diagnosed by the heel-prick tests.

15 Aug

Posted at 20:08h in Author Interviews, Education, Pediatrics, Psychological Science

MedicalResearch.com Interview with: [caption id="attachment_36454" align="alignleft" width="165"] Dr. Kievit[/caption] Dr Rogier Kievit PhD Cambridge Neuroscience MedicalResearch.com: What is the background for this study? What are the main findings? Response: One of the most robust findings in psychology is the so-called ‘positive manifold’ – The fact that people who are better at cognitive task A are,...

02 Aug

Posted at 23:55h in Author Interviews, Education, Weight Research
MedicalResearch.com Interview with: [caption id="attachment_36291" align="alignleft" width="150"]Gregory Gayer, PhD Associate Professor Chair of Basic Science Department TUCOM California Dr. Gayer[/caption] Gregory Gayer, PhD Associate Professor Chair of Basic Science Department TUCOM California  MedicalResearch.com: What is the background for this study? What are the main findings? Response: The prevalence of obesity in the United States continues to be a growing and remains a major health concern.  Closely associated with obesity is an extensive list of chronic diseases, including hypertension, dyslipidemia, and type 2 diabetes.  Unfortunately, physician bias against obese people may create a self-defeating environment that can produce less effective communication in a manner that could reduce the patient’s willingness to participate in their own health. Our overall goal is to prepare future physicians to appropriately engage the obese patient in order to optimize health care delivery. This study was initiated in response to the ever increasing demand on the medical profession to properly care for the obese patient. We demonstrated that medical students have the same inherent bias as other health care providers and this bias can be sustainably reduced by education. We hope that this reduction in bias shown in medical school will enable students to be better prepared to address the concerns of their obese patients and ultimately translate into better clinical outcomes for them.

28 Jul

Posted at 00:38h in Author Interviews, Education, Heart Disease, JAMA, Lifestyle & Health, Primary Care, UCLA
MedicalResearch.com Interview with: [caption id="attachment_36189" align="alignleft" width="133"]Carol M. Mangione, MD, MSPH, FACP Barbara A. Levey, MD, and Gerald S. Levey, MD Endowed chair in medicine David Geffen School of Medicine University of California, Los Angeles Professor of public health at the UCLA Fielding School of Public Health Dr. Mangione[/caption] Carol M. Mangione, MD, MSPH, FACP Barbara A. Levey, MD, and Gerald S. Levey, MD Endowed chair in medicine David Geffen School of Medicine University of California, Los Angeles Professor of public health at the UCLA Fielding School of Public Health MedicalResearch.com: What is the background for this study? Response: Americans can experience several health benefits from consuming healthy foods and engaging in physical activity. The Task Force recommends that primary care professionals work together with their patients when making the decision to offer or refer adults who are not obese and do not have hypertension, high cholesterol, high blood sugar, or diabetes to behavior counseling to promote healthful diet and physical activity. Our focus was on the impact of a healthful diet and physical activity on cardiovascular risk because this condition is the leading cause of premature morbidity and mortality. The Task Force evaluates what the science tells us surrounding the potential benefits and harms of a particular preventive service. In this case, the Task Force found high quality evidence focusing on the impact a healthful diet and physical activity can have on a patient’s risk of cardiovascular disease. Relying on this evidence, the Task Force was able to conclude that there is a positive but small benefit of behavioral counseling to prevent cardiovascular disease.

21 Jul

Posted at 15:31h in Aging, Author Interviews, Education
MedicalResearch.com Interview with: [caption id="attachment_36003" align="alignleft" width="161"]E. Patchen Dellinger, M.D. Professor, Department of Surgery University of Washington, Box 356410 Seattle, Washington 98195-6410 Dr. Dellinger[/caption] E. Patchen Dellinger, M.D. Professor, Department of Surgery University of Washington, Box 356410 Seattle, Washington 98195-6410  MedicalResearch.com: What is the background for this study? What are the main findings? Response: As I passed the age of 70 myself and began considering when to slow down and/or retire I decided to examine the literature about age and physician competence.  I have had a wonderful, rewarding time in surgery but have always wanted to provide the best possible care for my patients.  On my review of an extensive literature on this topic I found examples of physicians who had become dangerous to their patients with age but persisted because of their eminence and also of physicians who continued to deliver high quality care well into old age. In medicine, unlike most other safety conscious industries, we have not really taken a systematic approach to the issue of policies related to the aging physician.

05 Jul

Posted at 00:12h in Author Interviews, Education, NYU/NYMC, Sexual Health
MedicalResearch.com Interview with: [caption id="attachment_35734" align="alignleft" width="160"]Richard E. Greene, MD, FACP Medical Director, Bellevue Adult Primary Care Center Assistant Professor, NYU School of Medicine Associate Program Director, Primary Care Residency Program Director, Gender and Health Education, Office of Diversity Affairs, NYU School of Medicine, OUTList Medical Director, CHIBPS, The Center for Health, Identity, Behavior and Prevention Studies VP of Membership and Development, GLMA-Health Professionals Advancing LGBT Equality  Dr. Greene[/caption] Richard E. Greene, MD, FACP Medical Director, Bellevue Adult Primary Care Center Assistant Professor, NYU School of Medicine Associate Program Director, Primary Care Residency Program Director, Gender and Health Education, Office of Diversity Affairs, NYU School of Medicine, OUTList Medical Director, CHIBPS, The Center for Health, Identity, Behavior and Prevention Studies VP of Membership and Development, GLMA-Health Professionals Advancing LGBT Equality  MedicalResearch.com: What is the background for this study? Response: Transgender individuals face complex health disparities and have historically been mistreated and even denied care in medical settings. As a provider in New York City, I saw how this affected my trans patients, resulting in mistrust of the health care system, resulting in negative health outcomes. This sparked my interest in improving medical education to serve the needs of trans patients. It’s important to teach medical students and residents that they are not just treating a set of symptoms, they are working with a individuals with complex lived experiences who deserve compassionate care. I found with traditional didactic methods, like lectures, learners smiled and nodded in agreement, but when faced with a patient who was transgender, they would stammer and feel uncomfortable with aspects of the cases that were specific to transgender patients, from pronouns to hormones. Residents should be prepared to treat transgender patients not only with dignity, but also in medically appropriate ways. Without exposure to the transgender community, it’s difficult for providers to decipher their trans patients’ health care needs and contextualize them within a care plan. In order to provide a low stakes environment for residents to practice these skills, we developed an OSCE focused on a transgender woman with health care needs specific to her transition. The goal of the case was to discuss the patient’s medical concerns while also taking into consideration her goals around her hormone therapy and surgical interests.

21 Jun

Posted at 19:46h in Author Interviews, Brigham & Women's - Harvard, Education, PLoS, Sleep Disorders
MedicalResearch.com Interview with: Dr. Dorothee Fischer Department of Environmental Health Harvard T.H. Chan School of Public Health, Boston, Massachusetts Center for Injury Epidemiology, Liberty Mutual Research Institute for Safety Hopkinton, Massachusetts, MedicalResearch.com: What is the background for this study? What are the main findings? Response: Chronotypes are a result of how the circadian clock embeds itself into the 24h light-dark cycle, producing earlier and later individuals ("larks and owls") with regards to rhythms in physiology, cognition and behavior, including sleep. It can be beneficial for health and safety to sync forced wake times (work, school) with individual chronotypes, thereby reducing the misalignment between sleep, circadian rhythms and external demands. To better inform potential interventions such as tailored work schedules, more information is needed about the prevalence of different chronotypes and how chronotype differs by age and sex. To the best of our knowledge, this is the first large-scale and nationally representative study of chronotypes in the US.

14 Jun

Posted at 12:50h in Author Interviews, Education, Heart Disease, JAMA, Social Issues
MedicalResearch.com Interview with: [caption id="attachment_35213" align="alignleft" width="133"]Yasuhiko Kubota, MD, MPH Visiting Scholar Division of Epidemiology and Community Health School of Public Health University of Minnesota, Minneapolis, MN Dr. Kubota[/caption] Yasuhiko Kubota, MD, MPH Visiting Scholar Division of Epidemiology and Community Health School of Public Health University of Minnesota, Minneapolis, MN MedicalResearch.com: What is the background for this study? Response: Educational inequality is one of the most important socioeconomic factors contributing to cardiovascular disease. Since education is usually completed by young adulthood, educational inequality may affect risk of cardiovascular disease early in the life course. We thought it would be useful to calculate the lifetime risk of cardiovascular disease according to educational levels in order to increase public awareness of the importance of education. Thus, our aim was to evaluate the association of educational attainment with cardiovascular disease risk by estimating the lifetime risks of cardiovascular disease using a US. biracial cohort. Furthermore, we also assessed how other important socioeconomic factors were related to the association of educational attainment with lifetime risk of cardiovascular disease.

27 May

Posted at 19:40h in Author Interviews, Education, Pediatrics
MedicalResearch.com Interview with: Professor Hermundur Sigmundsson Department of Psychology Norwegian University of Science and Technology MedicalResearch.com: What is the background for this study? What are the main findings? Response: There are around 23 baby-swimming instructors in Iceland who are offering baby swimming-courses. However, Snorris way to do this is unice after my knowledge. He has been doing baby swimming from 1990 - and has had around 7.000.- babies He heard about this from Norway and discovered that very young babies can stand in this way. He discovered this through practical experience. It works like this:  When holding children in the water - He put his hand under the feet of the children - and lift little bit under i.e gives some pressure (tactile stimuli) the children are gradually able to stand in the feet - so stimuli and experience is important. When they are able to stand once they are able to stand again. How long time it takes for each baby to be able to stand varies a lot - as in our study - the youngest was 3.6 months old. One of the participants was standing in 15 sec in the hands of Snorri in the first week of baby swimming course. I did see babies stand first soon after Snorri started baby swimming instruction around 1990-1991. I was very surprised - and was thinking how is it possible? This is not supported by the literature. My colleagues an I thought about this as a window to study development of balance and coordination in infants. The issue about reflexes versus voluntary movement through experience was central.

24 May

Posted at 17:56h in Author Interviews, Education
MedicalResearch.com Interview with: [caption id="attachment_34843" align="alignleft" width="161"]Dr-Pallavi-Amitava-Banerjee.jpg Dr. Banerjee[/caption] Pallavi Amitava Banerjee, PhD, FRS Lecturer, Graduate School of Education St Luke's Campus University of Exeter  MedicalResearch.com: What is the background for this study? What are the main findings? Response: Several educational programs are being run to increase an awareness and understanding of STEM generally and more specifically to encourage young people to take up STEM learning trajectories. A longitudinal study was conducted where nearly 60,000 year 7 students were followed up through secondary school. Every year these students took part in several hands on activities, ambassador led events, school STEM trips throughout each academic year from the beginning of year 7 till they took GCSEs. Two main educational outcomes were considered – a) GCSE attainment in science and math and b) continued post-16 STEM participation (AS- and A-levels).