Metacarpophalangeal arthroplasty from the patient's perspective

Philadelphi

Scratching the Surface: Learning Styles, Training and the Acquisition of High-level Representational Drawing Ability

Accurate representational drawing is a complex skill which underpins performance in many branches of the visual arts. Research suggests that expertise typically is acquired as a result of deliberate practice and a flexible approach to learning strategies. The current study investigated how, in art students, differences in the acquisition of observational drawing skill could be characterised using domain-general expertise accounts. A cohort of undergraduate and postgraduate art students (n=682) completed questionnaires about self-perceived artistic abilities, personality and approaches to learning. A subset completed tasks of actual drawing ability (n=301), the Rey-Osterrieth Complex Figure (ROCF) test and a performance IQ test. Actual drawing ability related to time spent drawing and drawing techniques, with additional independent predictive effects of both the copying and delayed ROCF test. Effects of personality were mainly mediated via learning styles, with surface learners spending more time drawing, learning fewer techniques and acquiring a lower level of actual skill. Deep learners learned more drawing techniques, and strategic (achieving) learners acquired a higher level of drawing skill overall. The resulting model of drawing ability development has the potential to be generalised over a range of creative and non-creative domain

Art students who cannot draw: exploring the relations between drawing ability, visual memory, accuracy of copying and dyslexia

This article in the journal of the American Psychology Association is the culmination of research resulting from collaborative inquiry into the question: is there a relationship between art students’ drawing ability and factors such as dyslexia, mathematical ability or personality traits, and could these relationships inform strategies for the teaching of drawing to art students of mixed abilities? A cross-disciplinary team was formed, including two psychologists (McManus, UCL and Brunswick, Middlesex Univ.), two PhD students (Chamberlain and Loo, UCL), Rankin, coordinator for dyslexic students at the RCA , and Riley. The objective is to design pedagogical strategies for the teaching of drawing to art students who would otherwise be excluded from developing best practice through traditional teaching techniques which do not take into consideration the wide range of psychological and cognitive conditions exhibited by art school student cohorts. An early research output explored the relationship between drawing ability and dyslexia: Riley and Rankin, ‘Exploring the Link between Drawing and Dyslexia’ in BODDINGTON, A. and CLEWS, D. (eds.) 2007 Teachers’ Academy Papers: European League of Institutes of Art. Brighton: University of Brighton. pp100-104. ISBN 978-1-905593-07-1. A presentation ‘Widening Participation in the Practice of Drawing’ at the 2nd Annual Conference of the National Arts Learning Network, London, February 2008 proposed an eight-step teaching strategy based upon research addressing problems faced by dyslexics in the structuring of visual information, and this was developed in ‘Inclusive Practice: Researching the Relationships between Dyslexia, Personality and Art Students’ Drawing Ability’. Proceedings of the Include 2009 Conference. London: RCA. ISBN 978-1-905000-80-7 Available at: http://include09.kinetixevents.co.uk/4dcgi/prog. More recent research has identified a correlation between drawing ability and mathematical ability: ‘Inclusive Practice: Researching the Relationship between Maths Ability and Drawing Ability in Art Students’. In Proceedings of the Include 2011 Conference. London:RCA. ISBN 978-1-907342-29-5. Available at: http://include11.kinetixevents.co.uk/4dcgi/prog

The improved prognosis of hypoplastic left heart:A Population-Based Register Study of 343 Cases in England and Wales

Background: Hypoplastic Left Heart Syndrome (HLHS) is a severe congenital heart defect (CHD) characterised by the underdevelopment of the left side of the heart with varying levels of hypoplasia of the left atrium, mitral valve, left ventricle, aortic valve and aortic arch. In the UK, age 12 survival for cases born between 1991 and 1993 was 21%. UK survival estimates corresponding to cases born between 2000 and 2015 were improved at 56%, but survival was examined up to age five only. Contemporary long-term survival estimates play a crucial role in counselling parents following diagnosis. The aim of this study was to report survival estimates up to age 15 for children born with HLHS or hypoplastic left ventricle with additional CHD in England and Wales between 1998 and 2012. Methods: Cases of HLHS notified to four congenital anomaly registers in England and Wales during 1998–2012, matched to Office for National Statistics mortality information, were included. Kaplan-Meier survival estimates to age 15 were reported. Cox regression models were fitted to examine risk factors for mortality. Results: There were 244 cases of HLHS and 99 cases of hypoplastic left ventricle co-occurring with other CHD, with traced survival status. Kaplan-Meier survival estimates for HLHS were 84.4% at age 1 week, 76.2% at 1 month, 63.5% at age 1 year, 58.6% at age 5 years, 54.6% at age 10 years, and 32.6% to age 15 years. The Kaplan-Meier survival estimates for cases of hypoplastic left ventricle co-occurring with additional CHD were 90.9% at age 1 week, 84.9% at 1 month, 73.7% at age 1 year, 67.7% to age 5 years, 59.2% to age 10 years, and 40.3% to age 15 years. Preterm birth (p = 0.007), low birth weight (p = 0.005), and female sex (p = 0.01) were associated with mortality. Conclusions: We have shown that prognosis associated with HLHS in the twenty first century exceeds that of many previous population-based studies, likely due to improvements in intensive care technologies and advances in surgical techniques over the last few decades

Drawing on the right side of the brain: a voxel-based morphometry analysis of observational drawing

Structural brain differences in relation to expertise have been demonstrated in a number of domains including visual perception, spatial navigation, complex motor skills and musical ability. However no studies have assessed the structural differences associated with representational skills in visual art. As training artists are inclined to be a heterogeneous group in terms of their subject matter and chosen media, it was of interest to investigate whether there would be any consistent changes in neural structure in response to increasing representational drawing skill. In the current study a cohort of 44 graduate and post-graduate art students and non-art students completed drawing tasks. Scores on these tasks were then correlated with the regional grey and white matter volume in cortical and subcortical structures. An increase in grey matter density in the left anterior cerebellum and the right medial frontal gyrus was observed in relation to observational drawing ability, whereas artistic training (art students vs. non-art students) was correlated with increased grey matter density in the right precuneus. This suggests that observational drawing ability relates to changes in structures pertaining to fine motor control and procedural memory, and that artistic training in addition is associated with enhancement of structures pertaining to visual imagery. The findings corroborate the findings of small-scale fMRI studies and provide insights into the properties of the developing artistic brain

Lived experiences of routine antenatal dietetic services among women with obesity: A qualitative phenomenological study

Objective: To understand the lived experiences and views of being referred to an antenatal dietetic service from the perspective of pregnant women with obesity.Design: A qualitative, interpretive approach using one-to-one in-depth interviews to explore the lived experience of pregnant women with obesity following referral to an antenatal dietetics service. Thematic content analysis was carried out by two researchers independently to develop data-driven themes.Setting: One NHS Trust maternity and dietetic services, North East England, UKParticipantsFifteen pregnant women with a booking body mass index ≥30 kg/m2 attending an obesity-specific antenatal dietetic service. All women were White, parity between 0–2, and BMI range 30–51 kg/m2.Findings: Four themes were identified within this concept. 1) Women's overall experience of the service: experiences were predominately positive with only two negative cases identified. 2) Process of referral: women placed importance on informative and in-person communication about the service, with health professionals, at the point of referral. 3) Delivery of the service: dietitians were considered to be the experts and women wanted more frequent contact. 4) Content of the service: tailored advice enabled behaviour change, and women desired increased physical activity support and weight monitoring.Key conclusions: Women reported an overall positive experience and thought that dietitians were the expert health professionals to support them. Women in this study felt that tailoring advice specific to their personal circumstances helped them implement changes, and had a strong interest in the nutritional benefits for fetal development. Women considered weight monitoring to be a positive element of the service; however, further research is required given the limited and conflicting evidence-base.Implications for practice: It is important to incorporate women's experiences in the development and delivery of antenatal weight management services to facilitate person-centred care. Communication by health professionals at the point of referral is particularly important to provide accurate expectations of services and to reduce anxieties. Dietitians are considered to be appropriate experts to deliver these services, although they may need additional support to address women's physical activity needs in pregnancy

The association between maternal body mass index and child obesity : a systematic review and meta-analysis

Funding: ES is a PhD student funded by the Medical Research Council (reference MR/K501396/1, https://mrc.ukri.org/). AP is a PhD student funded by the Economic and Social Research Council (reference 160149300, https://www.ninedtp.ac.uk/). ZA is a PhD student funded by Newcastle University Research Excellence Academy (https://www.ncl.ac.uk). NH is funded by a National Institute of Health Research Career Development Fellowship (reference CDF-2018-11-ST2-011, https://www.nihr.ac.uk/our-research-community/NIHR-academy). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Acknowledgments The authors would like to acknowledge Shannon Robalino (information scientist) for support in developing search strategies for database searches, and the authors who responded to our correspondence about additional data required for the meta-analysis. Authors who responded to our correspondence and provided the data requested were Dr Aline Andres, Professor Patrick Catalano, Dr Romy Gaillard, Professor Dana Dabelea, Dr Ai Kubo, Professor David Taylor-Robinson, Dr Sophie Wickham, Professor Christine Olson, and Dr Stephen Weng. Authors who responded to our correspondence but were unable to provide data were Zoe Bider-Canfield, Dr Claire Margerison-Zilko, Professor Juliana Kain, Dr Marieke de Hoog, and Professor Aaron Caughey.Peer reviewedPublisher PD

Pre- and Post-Migration Influences on Weight Management Behaviours: Perceptions of African Migrant Women in England

The prevalence of overweight/obesity is high among Black women in England, who also face high risks of pregnancy and childbirth complications. This study explored African migrant women’s perceptions of pre- and post-migration influences on their weight-related behaviours and weight management support during pregnancy. Interviews were conducted with women of child-bearing age from Ghana, Nigeria, and Cameroon (n = 23). Data were analysed using thematic analysis. Four themes were identified: changing dietary behaviours after migration, changing physical activity (PA) behaviours after migration, increased discourse on obesity, and weight management advice and support received. Navigating a new food environment, interactions with other populations in England, and the need to socialise influenced changes in dietary behaviours. Participants considered that living in England ‘makes you lazy’ due to its obesogenic environment, while increased discourses on obesity heightened weight awareness. Women struggled to relate to dietary advice from midwives but found PA advice useful. Relatives provided valuable support but could influence unhealthy weight-related practices. There is a need for interventions addressing gaps in weight management support for these women, especially considering their migrant backgrounds and multicultural identities. Further research is needed to understand their unique challenges, and collaborations with relatives could inform the development of effective weight management interventions

Talking the line: inclusive strategies for the teaching of drawing

The article reports on a series of drawing workshops held at the Royal College of Art (RCA), London, which tested an original pedagogical strategy designed to help dyslexic and/or dyspraxic art and design students who had reported difficulties with their abilities to make accurate representational drawings. A group of non-dyslexic/dyspraxic RCA students volunteered as control group, and both cohorts completed three days of workshops in the Drawing Studio of the RCA. Results of recorded interviews eliciting student observations as they drew, and a questionnaire in the form of a Likert scale, administered before and after the workshop, indicate positive shifts in both cohorts’ attitudes towards specific aspects of the stages involved in the production of accurate representational drawings of still-life set-ups, the human skeleton and the clothed life-model. Assessment of the drawings produced indicates positive shifts in the two cohorts in geometric accuracy and other qualitative criteria embedded in the teaching strategy such as control of scale, proportion and illusions of depth. Both cohorts displayed similar positive attitude shifts and both sets of drawings indicated similar positive shifts in visual qualities. An interim conclusion posits that the pedagogical strategy appears to enhance the abilities of both dyslexic/dyspraxic students and non-dyslexic/dyspraxic students to make accurate representational drawings. This result correlates closely with the findings of an earlier, prototype workshop held at the RCA in July 2012. It is suggested that similar pedagogically inclusive strategies might produce positive results in the context of secondary schools as part of a more inclusive curriculum