Physical activity for antenatal and postnatal depression in women attempting to quit smoking: randomised controlled trial

Background: Antenatal depression is associated with harmful consequences for both the mother and child. One intervention that might be effective is participation in regular physical activity although data on this question in pregnant smokers is currently lacking. Methods: Women were randomised to six-weekly sessions of smoking cessation behavioural-support, or to the same support plus 14 sessions combining treadmill exercise and physical activity consultations. Results: Among 784 participants (mean gestation 16-weeks), EPDS was significantly higher in the physical activity group versus usual care at end-of-pregnancy (mean group difference (95% confidence intervals (CIs)): 0.95 (0.08 to 1.83). There was no significant difference at six-months postpartum. Conclusion: A pragmatic intervention to increase physical activity in pregnant smokers did not prevent depression at end-of-pregnancy or at six-months postpartum. More effective physical activity interventions are needed in this population

Education Day 2017 Proceedings - Transformational Education: Learning for Life

Proceedings from St George's, University of London Education Day 2017.<br><br>Contents<br><br>Part 1: Insights <br><br> 1. Transformation & the St. George’s Education and Students Strategy<br> Jane Saffell <br><br> 2. A Critical Introduction<br> Johan Geertsema <br><br> 3. Interview with Professor Linda Price, Keynote Speaker<br> Linda Price and Roberto Di Napoli <br><br><br>Part 2: Sharing Expertise <br><br> Introduction<br> Elizabeth Miles <br><br> 4. Making MOOCs in medicine and healthcare<br> Luke Woodham, Kate Tatton-Brown, Fiona Howat, Sheetal Kavia, Trupti Jivram, Aurora Sesé Hernandez, Supriya Krishnan, Ella Poulton, Kavirthana Krishnamoorthy, Terry Poulton <br><br> 5. Genomic medicine and a flexible curriculum<br> Kate Tatton-Brown <br><br> 6. Simulation-based education of MBBS students at satellite sites of St. George’s, University of London<br> Aaron O’Callaghan, Christopher J.D. Threapleton, Teck Khong <br><br> 7. Teaching the transition from medical student to doctor: the ‘Preparation for Medicine’ sessions<br> Claire Spiller <br><br> 8. Transforming education at St. George’s with Canvas<br> Evan Dickerson, Kerry Dixon, Bryony Williams <br><br><br>Part 3: Student Voices <br><br> Introduction<br> David Oliveira <br><br> 9. Connect - a transformational student platform<br> Alexander Zargaran, Amal Thomas, Aasim Murtaza, Harry Spiers, Mohammed Turki <br><br><br>Part 4: Poster Commentaries and Other Contributions <br><br> Introduction<br> Judith Ibison <br><br> 10. A temporary transformation - the first women medical students at St. George’s Medical School, London<br> Jenny Day, Hugh Thomas <br><br> 11. Reflecting on practice: 2500 years of getting it wrong - a brief history of medical error<br> Jonathan Round <br><br> 12. Transforming approaches to critical thinking: the use of a critical thinking skills framework to enhance learning, teaching and assessment<br> Hilary Wason, Cheryl Whiting, Fran Arrigoni, Colin Clarke <br><br> 13 Reflective piece - quality improvement projects<br> Saba Khan <br><br> 14 Transformative learning in Public Health - using a Dragon’s Den approach<br> Georgina Pearson, Hugh Thomas <br><br> 15 Educational transformation and the poster presentation of the incidence and management of anticoagulants in the HEMS population<br> Rose Hall, Anthony Hudson <br><br> 16 Training Against Medical Error (TAME) - transforming medical education using medical error virtual patient cases<br> Trupti Jivram, Luke Woodham, Ella Poulton, Jonathan Round, Terry Poulton<br><br><br>Online resources and supplementary material for this publication can be accessed via the link referenced below.<br><br><br

PACE-UP and PACE-Lift studies.

<p><b>Effect estimates and 95% confidence intervals for change in (a) average daily steps and (b) total weekly minutes of MVPA in bouts at 3 months, 12 months, and 3 years (PACE-UP) and 4 years (PACE-Lift).</b> Effect sizes, 95% confidence intervals, and <i>p-</i>values were obtained from multilevel linear regression models (see <a href="http://www.plosmedicine.org/article/info:doi/10.1371/journal.pmed.1002526#sec009" target="_blank">Methods</a>). 3 months: <i>p</i> < 0.001 for all PACE-UP and PACE-Lift steps and MVPA intervention effects. 12 months: <i>p</i> < 0.001 for PACE-UP steps and PACE-UP MVPA; <i>p</i> = 0.02 for PACE-Lift steps and <i>p</i> < 0.001 for PACE-Lift MVPA. 3 years: <i>p</i> < 0.01 for PACE-UP steps and PACE-UP MVPA postal group; <i>p</i> = 0.03 for PACE-UP MVPA nurse group. 4 years: <i>p</i> = 0.17 for PACE-Lift steps and <i>p</i> = 0.02 for PACE-Lift MVPA. MVPA, moderate-to-vigorous physical activity; PACE-Lift, Pedometer Accelerometer Consultation Evaluation-Lift; PACE-UP, Pedometer And Consultation Evaluation-UP.</p

CONSORT diagrams for PACE-UP and PACE-Lift studies.

<p>HH, household; PACE-Lift, Pedometer Accelerometer Consultation Evaluation Lift; PACE-UP, Pedometer And Consultation Evaluation-UP.</p

PACE-UP and PACE-Lift studies: Imputation analyses for step counts at 3 years (PACE-UP) and 4 years (PACE-Lift).

<p>PACE-UP and PACE-Lift studies: Imputation analyses for step counts at 3 years (PACE-UP) and 4 years (PACE-Lift).</p

PACE-UP and PACE-Lift studies: Accelerometry outcomes at 3 months, 12 months, and 3 years (PACE-UP) and 4 years (PACE-Lift).

<p>PACE-UP and PACE-Lift studies: Accelerometry outcomes at 3 months, 12 months, and 3 years (PACE-UP) and 4 years (PACE-Lift).</p

Components of interventions for PACE-UP and PACE-Lift trials.

<p>Components of interventions for PACE-UP and PACE-Lift trials.</p

Baseline characteristics of 1,023 randomised participants.

<p>Baseline characteristics of 1,023 randomised participants.</p

Adverse events.

<p>Adverse events.</p

Ancillary outcomes.

<p>Ancillary outcomes.</p