Educating professionals who will work with children in the early years: an evidence-informed interdisciplinary framework

© 2018 TACTYC “This is an Accepted Manuscript of an article published by Taylor & Francis in Early Years on 6 July 2018, available online: http://www.tandfonline.com/10.1080/09575146.2018.1488819” This author accepted manuscript is made available following 12 month embargo from date of publication (July 2018) in accordance with the publisher’s archiving policyThe first five years of a child’s life are irrefutably important, establishing life-long health, social and economic outcomes. To optimize these outcomes, global policy is directing professionals from a range of disciplinary backgrounds to work more collaboratively than ever before with children in the early years. Such collaborations have proven problematic as individual disciplines and pre-service education requirements vary widely. Using Community-Based Participatory Research and Diffusion of Innovation approaches, this study aimed to develop an educational framework for professionals working with children in the early years and their families, to begin a cultural change for interdisciplinary collaboration and participation across the early years. Systematic reviews, modified Delphi rounds and focus groups identified the diverse demands of multiple professions, qualification levels and workforce agendas, as well as highlighting shared outcomes, knowledge and intentions across disciplines

An electrochemical system for the study of trans-plasma membrane electron transport in whole eukaryotic cells

The development of new assays to study trans-plasma membrane electron transport (tPMET) in eukaryotic systems is paramount for a number reasons, which include the further understanding of the underlying biology which can then potentially be applied to innovate technological advancements in biosensing, microbial fuel, and pharmaceutical fields. The current literature provides methodology to study these systems that hinges upon mitochondrial knockout genotypes, or the detection of ferrocyanide using colorimetric methods. Developing a method to simultaneously analyze the redox state of a reporter molecule would give advantages in probing the underlying biology. Herein we present an electrochemical based method that allows for the quantification of both ferricyanide and ferrocyanide redox states to a highly sensitive degree. We have applied this system to a novel application of assessing oncogenic cell-driven iron reduction, and have shown that it can effectively quantitate and identify differences in iron reduction capability of three lung epithelial cell lines. Importantly, the development of the technology has led to new biological hypothesis which now need addressing

An electrochemical system for the study of trans-plasma membrane electron transport in whole eukaryotic cells

The development of new assays to study trans-plasma membrane electron transport (tPMET) in eukaryotic systems is paramount for a number reasons, which include the further understanding of the underlying biology which can then potentially be applied to innovate technological advancements in biosensing, microbial fuel, and pharmaceutical fields. The current literature provides methodology to study these systems that hinges upon mitochondrial knockout genotypes, or the detection of ferrocyanide using colorimetric methods. Developing a method to simultaneously analyze the redox state of a reporter molecule would give advantages in probing the underlying biology. Herein we present an electrochemical based method that allows for the quantification of both ferricyanide and ferrocyanide redox states to a highly sensitive degree. We have applied this system to a novel application of assessing oncogenic cell-driven iron reduction, and have shown that it can effectively quantitate and identify differences in iron reduction capability of three lung epithelial cell lines. Importantly, the development of the technology has led to new biological hypothesis which now need addressing

Mechanistic insight into heterogeneity of trans-plasma membrane electron transport in cancer cell types

Trans-plasma membrane electron transfer (tMPET) is a process by which reducing equivalents, either electrons or reductants like ascorbic acid, are exported to the extracellular environment by the cell. TPMET is involved in a number of physiological process and has been hypothesised to play a role in the redox regulation of cancer metabolism. Here, we use a new electrochemical assay to elucidate the ‘preference’ of cancer cells for different trans tPMET systems. This aids in proving a biochemical framework for the understanding of tPMET role, and for the development of novel tPMET-targeting therapeutics. We have delineated the mechanism of tPMET in 3 lung cancer cell models to show that the external electron transfer is orchestrated by ascorbate mediated shuttling via tPMET. In addition, the cells employ a different, non-shuttling-based mechanism based on direct electron transfer via Dcytb. Results from our investigations indicate that tPMETs are used differently, depending on the cell type. The data generated indicates that tPMETs may play a fundamental role in facilitation of energy reprogramming in malignant cells, whereby tPMETs are utilised to supply the necessary energy requirement when mitochondrial stress occurs. Our findings instruct a deeper understanding of tPMET systems, and show how different cancer cells may preferentially use distinguishable tPMET systems for cellular electron transfer processes

New Perspectives on Iron Uptake in Eukaryotes

All eukaryotic organisms require iron to function. Malfunctions within iron homeostasis have a range of physiological consequences, and can lead to the development of pathological conditions that can result in an excess of non-transferrin bound iron (NTBI). Despite extensive understanding of iron homeostasis, the links between the “macroscopic” transport of iron across biological barriers (cellular membranes) and the chemistry of redox changes that drive these processes still needs elucidating. This review draws conclusions from the current literature, and describes some of the underlying biophysical and biochemical processes that occur in iron homeostasis. By first taking a broad view of iron uptake within the gut and subsequent delivery to tissues, in addition to describing the transferrin and non-transferrin mediated components of these processes, we provide a base of knowledge from which we further explore NTBI uptake. We provide concise up-to-date information of the transplasma electron transport systems (tPMETSs) involved within NTBI uptake, and highlight how these systems are not only involved within NTBI uptake for detoxification but also may play a role within the reduction of metabolic stress through regeneration of intracellular NAD(P)H/NAD(P)+ levels. Furthermore, we illuminate the thermodynamics that governs iron transport, namely the redox potential cascade and electrochemical behavior of key components of the electron transport systems that facilitate the movement of electrons across the plasma membrane to the extracellular compartment. We also take account of kinetic changes that occur to transport iron into the cell, namely membrane dipole change and their consequent effects within membrane structure that act to facilitate transport of ions

National Interdisciplinary Education Framework for Professionals working in the Early Years : Helping future generations of professionals to collaboratively care for children from birth to five years

Content created by this project is licensed under the Creative Commons Attribution-ShareAlike 4.0 International License.The first five years of a child’s life are irrefutably important, establishing life-long health, social and economic outcomes. The early childhood workforce is charged with delivering early childhood development services in a framework of quality and national consistency for the safety of all Australian children and their families. This requires development of a national framework for learning and teaching that incorporates common outcomes for children, an interdisciplinary map, and universal essential elements. The National Interdisciplinary Education Framework for Professionals Working in the Early Years is designed to be used to inform education curriculum for preparing early years professionals across disciplines. The framework attends to the diverse demands of multiple professions, qualification levels and workforce agendas. This National Interdisciplinary Education Framework for Professionals Working in the Early Years contains: • A statement of common outcomes for children from birth to five years that recognises various disciplinary foci • An interdisciplinary map highlighting training and professional requirements in selected children’s services professions • A statement of universal essential elements (knowledge, skills and attributes) required for working with children from birth to five years of age • A self-evaluation tool to guide reflection on how the resources are being taken up in programs and curricula within and across courses and across disciplines. These resources can be integrated individually or as a collective into existing learning and teaching curricula to provide a platform for shared understandings for workers with children from birth to five years

Continuous glucose monitoring in pregnant women with type 1 diabetes (CONCEPTT): a multicentre international randomised controlled trial.

BACKGROUND: Pregnant women with type 1 diabetes are a high-risk population who are recommended to strive for optimal glucose control, but neonatal outcomes attributed to maternal hyperglycaemia remain suboptimal. Our aim was to examine the effectiveness of continuous glucose monitoring (CGM) on maternal glucose control and obstetric and neonatal health outcomes. METHODS: In this multicentre, open-label, randomised controlled trial, we recruited women aged 18-40 years with type 1 diabetes for a minimum of 12 months who were receiving intensive insulin therapy. Participants were pregnant (≤13 weeks and 6 days' gestation) or planning pregnancy from 31 hospitals in Canada, England, Scotland, Spain, Italy, Ireland, and the USA. We ran two trials in parallel for pregnant participants and for participants planning pregnancy. In both trials, participants were randomly assigned to either CGM in addition to capillary glucose monitoring or capillary glucose monitoring alone. Randomisation was stratified by insulin delivery (pump or injections) and baseline glycated haemoglobin (HbA1c). The primary outcome was change in HbA1c from randomisation to 34 weeks' gestation in pregnant women and to 24 weeks or conception in women planning pregnancy, and was assessed in all randomised participants with baseline assessments. Secondary outcomes included obstetric and neonatal health outcomes, assessed with all available data without imputation. This trial is registered with ClinicalTrials.gov, number NCT01788527. FINDINGS: Between March 25, 2013, and March 22, 2016, we randomly assigned 325 women (215 pregnant, 110 planning pregnancy) to capillary glucose monitoring with CGM (108 pregnant and 53 planning pregnancy) or without (107 pregnant and 57 planning pregnancy). We found a small difference in HbA1c in pregnant women using CGM (mean difference -0·19%; 95% CI -0·34 to -0·03; p=0·0207). Pregnant CGM users spent more time in target (68% vs 61%; p=0·0034) and less time hyperglycaemic (27% vs 32%; p=0·0279) than did pregnant control participants, with comparable severe hypoglycaemia episodes (18 CGM and 21 control) and time spent hypoglycaemic (3% vs 4%; p=0·10). Neonatal health outcomes were significantly improved, with lower incidence of large for gestational age (odds ratio 0·51, 95% CI 0·28 to 0·90; p=0·0210), fewer neonatal intensive care admissions lasting more than 24 h (0·48; 0·26 to 0·86; p=0·0157), fewer incidences of neonatal hypoglycaemia (0·45; 0·22 to 0·89; p=0·0250), and 1-day shorter length of hospital stay (p=0·0091). We found no apparent benefit of CGM in women planning pregnancy. Adverse events occurred in 51 (48%) of CGM participants and 43 (40%) of control participants in the pregnancy trial, and in 12 (27%) of CGM participants and 21 (37%) of control participants in the planning pregnancy trial. Serious adverse events occurred in 13 (6%) participants in the pregnancy trial (eight [7%] CGM, five [5%] control) and in three (3%) participants in the planning pregnancy trial (two [4%] CGM and one [2%] control). The most common adverse events were skin reactions occurring in 49 (48%) of 103 CGM participants and eight (8%) of 104 control participants during pregnancy and in 23 (44%) of 52 CGM participants and five (9%) of 57 control participants in the planning pregnancy trial. The most common serious adverse events were gastrointestinal (nausea and vomiting in four participants during pregnancy and three participants planning pregnancy). INTERPRETATION: Use of CGM during pregnancy in patients with type 1 diabetes is associated with improved neonatal outcomes, which are likely to be attributed to reduced exposure to maternal hyperglycaemia. CGM should be offered to all pregnant women with type 1 diabetes using intensive insulin therapy. This study is the first to indicate potential for improvements in non-glycaemic health outcomes from CGM use. FUNDING: Juvenile Diabetes Research Foundation, Canadian Clinical Trials Network, and National Institute for Health Research

Educating professionals who will work with children in the early years: an evidence-informed interdisciplinary framework

The first five years of a child’s life are irrefutably important, establishing life-long health, social and economic outcomes. To optimize these outcomes, global policy is directing professionals from a range of disciplinary backgrounds to work more collaboratively than ever before with children in the early years. Such collaborations have proven problematic as individual disciplines and pre-service education requirements vary widely. Using Community-Based Participatory Research and Diffusion of Innovation approaches, this study aimed to develop an educational framework for professionals working with children in the early years and their families, to begin a cultural change for interdisciplinary collaboration and participation across the early years. Systematic reviews, modified Delphi rounds and focus groups identified the diverse demands of multiple professions, qualification levels and workforce agendas, as well as highlighting shared outcomes, knowledge and intentions across disciplines

National interdisciplinary education framework for professionals working in the early years

The first five years of a child’s life are irrefutably important, establishing life-long health, social and economic outcomes. The early childhood workforce is charged with delivering early childhood development services in a framework of quality and national consistency for the safety of all Australian children and their families. This requires development of a national framework for learning and teaching that incorporates common outcomes for children, an interdisciplinary map, and universal essential elements. The National Interdisciplinary Education Framework for Professionals Working in the Early Years is designed to be used to inform education curriculum for preparing early years professionals across disciplines. The framework attends to the diverse demands of multiple professions, qualification levels and workforce agendas. This National Interdisciplinary Education Framework for Professionals Working in the Early Years contains: - A statement of common outcomes for children from birth to five years that recognises various disciplinary foci - An interdisciplinary map highlighting training and professional requirements in selected children’s services professions - A statement of universal essential elements (knowledge, skills and attributes) required for working with children from birth to five years of age - A self-evaluation tool to guide reflection on how the resources are being taken up in programs and curricula within and across courses and across disciplines. These resources can be integrated individually or as a collective into existing learning and teaching curricula to provide a platform for shared understandings for workers with children from birth to five years