Effects of Gluten Intake on Risk of Celiac Disease: a case-control study on a Swedish birth cohort.

It is not clear how intake of gluten during infancy affects subsequent risk of celiac disease. We investigated whether gluten intake before 2 years of age increases risk for celiac disease in genetically susceptible children

Психологическое влияние рекламы на потребителей славянских государств

Материалы IX Междунар. науч. конф. студентов, аспирантов и молодых ученых, Гомель, 19-20 мая и 7 июня 2016 г

25(OH)D Levels in Infancy Is Associated With Celiac Disease Autoimmunity in At-Risk Children: A Case–Control Study

Objectives: An observed variation in the risk of celiac disease, according to the season of birth, suggests that vitamin D may affect the development of the disease. The aim of this study was to investigate if vitamin D concentration is associated with the risk of celiac disease autoimmunity (CDA) in genetically at-risk children.Study Design: Children prospectively followed in the multinational The Environmental Determinants of Diabetes in the Young study, conducted at six centers in Europe and the US, were selected for a 1-to-3 nested case-control study. In total, 281 case-control sets were identified. CDA was defined as positivity for tissue transglutaminase autoantibodies (tTGA) on two or more consecutive visits. Vitamin D was measured as 25-hydroxyvitamin D [25(OH)D] concentrations in all plasma samples prior to, and including, the first tTGA positive visit. Conditional logistic regression was used to examine the association between 25(OH)D and risk of CDA.Results: No significant association was seen between 25(OH)D concentrations (per 5 nmol/L increase) and risk for CDA development during early infancy (odds ratio [OR] 0.99, 95% confidence interval [CI] 0.95-1.04) or childhood (OR 1.02, 95% CI 0.97-1.07). When categorizing 25(OH)D concentrations, there was an increased risk of CDA with 25(OH)D concentrations 75 nmol/L (OR 2.10, 95% CI 1.28-3.44) in early infancy, as compared with 50-75 nmol/L.Conclusion: This study indicates that 25(OH)D concentrations 75 nmol/L during early infancy were associated with an increased risk of developing CDA in genetically at-risk children. The non-linear relationship raises the need for more studies on the possible role of 25(OH)D in the relation to celiac disease onset.</p

Self-awareness and self-knowledge in professions. Something we are or a skill we learn

This study explores how issues associated with the professional as a person can be dealt with in professional education. It has been done by exploring what participants learn in a course of personal development with psychosynthesis as a method and investigating whether they use these insights in their profession. Does learning about self actually influence your relation to work in e.g. terms of relational capacity, tact, authenticity and professional judgement? These are qualities mentioned in theories about professional knowledge and professional person. This competence is often described as something you are, and considered to be a talent and regarded as something that cannot be learned in training. Studies in professional education and professional knowledge most often focus on theories and acquisition of skills and less often on the professional as a human being. However, here the person is important in understanding how professional work is performed. Participants are interviewed and asked to exemplify situations, which they handle differently after the education. Important is which parts of the training that participants experience as most helpful. A phenomenological life-world approach has been used when analysing the interviews and the results are presented in three parts, the first consists of individual portraits describing individual experiences of professional situations. The second part of the results is a systematization of the portraits in order to create a meaningful structure of the self-awareness and self-knowledge in professions. Three themes were identified, awareness of personal resonances, awareness of points of reference and situational awareness. In the third part of the results, a theoretical analysis was made. The results show that the participants, in the process of gaining self-awareness and self-knowledge, experienced themselves as approaching professional situations in new ways. Moreover, they had gained theories and methods, which they consider as useful in understanding their every-day professional practices. They also show a change in their experience of “who they are” as professionals; this can be seen in the themes “awareness of personal resonance”, “awareness personal point of reference” and in “situational awareness” At the same time, they learn skills from participating in a practice of the training itself. The process of integration was crucial, when theories and skills became integrated in the individual experience. Key aspects of professional development have been highlighted in relation to the professional as a person. The complexity of the area has is shown, but also the possibility of actively influence the development of self-awareness and self-knowledge through education. This study contributes to actualize processes of personal development in relation to professional development

Utveckling av ett nytt yrke inom socialpsykiatrisk vård

The program in Social Psychiatric Care is a three-year program at the university level leading to a vocational qualification in social psychiatric care and a bachelor's degree in the field of Health Sciences. Until the spring of 2018, six litters have graduated. Students in the social psychiatric care program often have personal interest, previous professional experience from the business areas or inspiration from related friends working in the field of activity. Personal experiences of problems in the fields of activity are also prominent among the students. Students believe that personal experience, willingness and ability is important in order to work within the profession. Characteristics of the students are also an interest and a clear empathetic willingness to work with people and they consider that the profession primarily requires characteristics such as altruism, empathy, social skills and deeper knowledge and understanding in the field. Upon completion of education, students want a career role where they can help other people, feel motivated, or they aim for specific positions or areas of activity. Both managers and alumni from the Social Psychiatric Care program value the broad professional competence that the program leads to. Psychiatric competence is emphasized as particularly valuable by both alumni and managers. This competence means that they also complement the other professions in the activities. Students consider themselves possessed a professional identity that involves introducing psychiatric and custody skills to organizations that previously lacked these perspectives. Something that also brings new approaches to patients, users and clients. Being able to use knowledge from several disciplines are considered to be a strength and competence that are well-needed in environments where people with mental ill health are cared for. The alumni perceive their knowledge as both interdisciplinary and interprofessional.Programmet i Socialpsykiatrisk vård är ett treårigt program på högskolenivå som leder till en yrkesexamen inom socialpsykiatrisk vård och en kandidatexamen i huvudområdet Vårdvetenskap. Fram till våren 2018 har sex kullar tagit sin examen. Studenter i programmet för Socialpsykiatrisk vård har ofta ett personligt intresse, tidigare yrkeserfarenhet från verksamhetsområdena eller inspiration från närstående/vänner som arbetar inom verksamhetsområdet. Även personliga erfarenheter av problem inom verksamhetsområdena är framträdande bland studenterna. Studenterna anser att den personliga erfarenheten, viljan och förmågan är viktigt för att kunna verka inom yrket. Utmärkande egenskaper hos studenterna är också ett specifikt intresse och en tydlig empatisk vilja av att arbeta med människor och de anser att yrket framförallt kräver egenskaper som altruism, empati, social kompetens samt en fördjupad kunskap och förståelse inom området. Efter avslutad utbildning önskar studenterna få möjligt till en yrkesroll där de kan hjälpa andra människor, eller så har de sikte på en specifik befattning eller ett speciellt verksamhetsområde. Såväl chefer som alumner från programmet Socialpsykiatrisk vård värdesätter den breda yrkeskompetens som programmet leder till. Den psykiatriska kompetensen betonas som särskilt värdefull av både alumner och chefer. Denna kompetens innebär att de också utgör ett komplement till övriga professioner inom verksamheterna. Studenterna anser sig ha erövrat en professionell identitet som handlar om att föra in psykiatriska och vårdande kunskaper till organisationer som tidigare saknat dessa perspektiv. Något som också medför nya förhållningssätt till patienter, brukare och klienter. Att kunna använda kunskap från flera discipliner anses som en styrka och en kompetens som är välbehövd i miljöer där personer med psykisk ohälsa vårdas. Alumnerna uppfattar sin kunskap som både tvärdisciplinär och interprofessionell

Öppna prioriteringar inom nya områden : logopedi, nutritionsbedömning, habilitering och arbetsterapi

Det finns fortfarande ett behov av att öka kunskapen om och stödja den praktiska tillämpningen av riksdagens riktlinjer för öppna prioriteringar inom svensk hälso- och sjukvård. Flera förslag på hur ett sådant stöd kan se ut har tagits fram de senaste åren. Spridning av goda exempel är ett sådant förslag, metodstöd ett annat (PrioriteringsCentrum 2007). En mer påtaglig form av metodstöd är den nationella modell som vuxit fram för att konkretisera innebörden i riktlinjerna (Carlsson m fl 2007). Den får idag anses som välbeprövad inom ett flertal områden och har bidragit till att samsynen och kommunicerbarheten kring prioriteringar har ökat i landet. Erfarenheter visar dock att det behövs pedagogisk vägledning i hur modellen kan tillämpas. För att möta upp efterfrågan på sådant metodstöd erbjuder Prioriteringscentrum handledning i grupp. Den första handledningsgruppen är nu avslutad och det är deltagarnas prioriteringsarbeten som presenteras i denna rapport i syfte att sprida konkreta exempel på försök att tillämpa prioriteringsriktlinjerna. I rapporten presenteras fyra prioriteringsarbeten med fokus på:    Regionsamverkan inom arbetsterapi    Logopedi    Yrkesspecifika prioriteringar på väg till teamet    Från projekt till integrerat redskap Exemplet med prioriteringar i regionsamverkan utgörs av det prioriteringsarbete som genomförts i det s k femklövernätverket bestående av en samverkansgrupp för arbetsterapeuter i ledningsposition på sjukhusen i Uppland, Västmanland, Södermanland, Gävleborg och Dalarna. Arbetet var ett försök att skapa gemensamma prioriteringar i regionen för ett sjukdomsområde som kändes relevant. Valet kom att falla på arbetsterapi inom reumatologi. Arbetet har sedan huvudsakligen bedrivits i en projektgrupp, bestående av en representant från varje sjukhus där arbetet växlat mellan arbete på hemmaplan och avstämningsträffar i projektgruppen. Försöket har visat att det finns en samsyn inom regionen kring prioriteringar inom arbetsterapi och reumatologi. Säkerheten i prioriteringarna har ökat i och med att fem arbetsterapiorganisationer tillsammans bidragit med ett stort underlagsmaterial bl a genom att delge varandra sina kliniska erfarenheter. Förutsättningarna för en mer likartad vård i regionen har ökat. Arbetet har också gett upphov till frågor om i vilka situationer det är att föredra att prioriteringsarbete bedrivs lokalt, regionvis och/eller nationellt

Gluten consumption during late pregnancy and risk of celiac disease in the offspring: the TEDDY birth cohort.

Maternal diet during pregnancy has been proposed to increase the risk of autoimmune diseases

Sources of dietary gluten in the first two years of life and associations with celiac disease autoimmunity and celiac disease in Swedish genetically predisosed children: : TEDDY study

BackgroundHigh gluten intake is associated with increased risk of celiac disease (CD) in children at genetic risk.ObjectivesTo investigate if different dietary gluten sources up to age two years confer different risks of celiac disease autoimmunity (CDA) and CD in children at genetic risk.DesignThree-day food records were collected at age six, nine, 12, 18 and 24 months from 2088 Swedish genetically at-risk children participating in a 15-year follow-up cohort study on type 1 diabetes and celiac disease. Screening for celiac disease was performed with tissue transglutaminase autoantibodies (tTGA). The primary outcome was CDA, defined as persistent tTGA positivity. The secondary outcome was CD, defined as having a biopsy showing Marsh score ≥ 2 or an averaged tTGA level ≥ 100 Units. Cox regression adjusted for total gluten intake estimated hazard ratios (HR) with 95% confidence intervals (CI) for daily intake of gluten sources.ResultsDuring follow-up, 487 (23.3%) children developed CDA, and 242 (11.6%) developed CD. Daily intake of ≤158 g porridge at age nine months was associated with increased risk of CDA (HR 1.53, 95% CI 1.05, 2.23, P = 0.026). A high daily bread intake (>18.3 g) at age 12 months was associated with increased risk of both CDA (HR 1.47, 95% CI 1.05, 2.05, P = 0.023) and CD (HR 1.79, 95% CI 1.10, 2.91, P = 0.019). At age 18 months, milk cereal drink was associated with an increased risk of CD (HR 1.16, 95% CI 1.00, 1.33, P = 0.047) per 200 g/day increased intake. No association was found for other gluten sources up to age 24 months and risk of CDA or CD.ConclusionsA high daily intake of bread at age 12 months and milk cereal drink during the second year in life is associated with increased risk of both celiac disease autoimmunity and celiac disease in genetically at-risk children