Antenatal depression and offspring health outcomes

Background: Depression is the most common mental disorder during pregnancy, with prevalence rates between 4% and 20%. The objective of this review was to synthesize the literature on the association between antenatal depression and offspring birth outcomes, as well as developmental, behavioral, and psychiatric outcomes. Methods: A search of PubMed, Cochrane, and Medline databases was conducted for articles published until December 2017. Articles focusing on the effects of antenatal depression on the offspring were selected to be reviewed. Reference lists of all studies were examined for any missed articles. A total of 32 articles were included in this review. Results: Antenatal depression is associated with preterm birth, excessive infant crying, and offspring mental health problems. Untreated antenatal depression is strongly associated with adverse effects on the infant nervous system. Conclusion: Antenatal depression increases the likelihood of poor offspring health outcomes. Research should investigate whether medication use confounds this relationship

Correlates of Lifetime and Past Month Vape Use in a Sample of Canadian University Students

Introduction: This study examines correlates of lifetime (ie, ever vaped) and past month vape use among students aged 17 to 19 years, 20 to 25 years, and 26+ years from Western University in London, Ontario. The secondary objective is to assess lifetime and past month vape use among students not of legal age to purchase vaping products in Ontario (ie, those 17 to 18 years only). Methods: Using Qualtrics, a cross-sectional survey was sent via email to all students at Western University (N = 38 442), assessing their current and past risk-taking behaviors, mental health, sociodemographic characteristics, as well as questions pertaining to their family structure and socioeconomic background during childhood. Students were asked if they had ever vaped in their lifetime and about past month vape use. Logistic regression models were used to assess correlates of lifetime and past month vape use. Results: The sample consisted of 2626 university students. Compared to those ages 26+ years, teenage university students were 10 times more likely to have vaped in the past month and males were twice as likely as females to have vaped. Alcohol use doubled the odds of vaping in the past month, whereas cigarette, cannabis, or cocaine use approximately tripled the odds. Students who reported many sexual partners were far more likely to have vaped in the past month. Conclusion: Vape use is more common among teenage university students, males, those who drink alcohol, smoke, use cannabis or cocaine, and who report many sexual partners

Prevalence of Low Birth Weight, Premature Birth, and Stillbirth Among Pregnant Adolescents in Canada: A Systematic Review and Meta-analysis

Although most studies show that adolescent pregnant women are at a higher risk for adverse birth outcomes, there has been limited research examining this relationship in Canada. This systematic review and meta-analysis investigated the prevalence of low birthweight (LBW), preterm birth (PTB), and stillbirth in Canadian adolescent women compared to adult women. Studies were included if they were primary research and included a sample of adolescent mothers (≤19 years) and adult mothers (≥20 years) who gave birth to singleton infants in Canada. Birth outcomes must have been measured consistently in at least 3 studies for inclusion. Comprehensive electronic literature searches were conducted from database inception until August 2020 in 5 databases. Random effects meta-analysis models were used to estimate pooled odds ratios (pOR) for LBW, PTB, and stillbirth between adolescent and adult pregnant women. Outcomes reported included PTB (8 studies), LBW (6 studies), and stillbirth (3 studies). Compared to adult mothers, adolescent mothers had a 56% increase in the prevalence of LBW (pOR 1.56, 95% confidence interval [CI] 1.24, 1.97), a 23% increase in PTB (pOR 1.23, 95% CI 1.06, 1.42), a 20% increase in stillbirth (pOR 1.20, 95% CI 1.05, 1.37). Heterogeneity, as assessed by I2, was high for LBW and PTB and was low for stillbirth. A subgroup analysis did not remove the high heterogeneity, and some studies did not adjust for confounding variables and were missing information on sociodemographic and behavioral factors. Future research is needed to investigate the mechanisms surrounding these differences by maternal age

Corrective and confirming feedback lead to better academic performance

Instructors must not only focus on what they teach, but they should also think beyond the content and focus on the tools they use for teaching and enriching the student learning experience. Instructors commonly use feedback to help students enhance their learning as it plays a vital role in improving knowledge and skill acquisition (Azevedo & Bernard, 1995; Bangertdrowns, Kulik, Kulik, & Morgan, 1991; Moreno, 2004). Students place a high emphasis on feedback, primarily because they believe it will improve their chances of success (Hemingway, 2011). Interestingly, students also report dissatisfaction with the feedback they receive at the university level. (Lew, Alwis, & Schmidt, 2010). For feedback to be effective, it must provide enough information to identify how performance can be improved (Goodman, Wood, & Hendrickx, 2004), while minimizing the total amount of information provided as students may not pay attention to feedback that is too long or too complicated (Shute, 2008). This study aimed to determine if providing corrective (highlighting errors) and confirming (highlighting successes) feedback at the same time leads to an improved academic performance in university students enrolled in a science program compared to providing corrective feedback, only. Performance was measured using the grades students received on a short assignment comprised of two separate written components. The results showed that students who received both corrective and confirming feedback improved their grade while students who received corrective feedback only did not. The researcher argues that confirming and corrective comments should be a part of instructors’ feedback whenever possible. References: Azevedo, R., & Bernard, R. M. (1995). A meta-analysis of the effects of feedback in computer-based instruction. Journal of Educational Computing Research, 13(2), 111-127. doi:Doi 10.2190/9lmd-3u28-3a0g-Ftqt Bangertdrowns, R. L., Kulik, C. L. C., Kulik, J. A., & Morgan, M. (1991). The Instructional-Effect of Feedback in Test-Like Events. Review of Educational Research, 61(2), 213-238. doi:Doi 10.2307/1170535 Goodman, J. S., Wood, R. E., & Hendrickx, M. (2004). Feedback specificity, exploration, and learning. Journal of Applied Psychology, 89(2), 248-262. doi:10.1037/0021-9010.89.2.248 Hemingway, A. P. (2011). How Students’ Gratitude for Feedback Can Identify the Right Attitude for Success: Disciplined Optimism. Perspectives: Teaching Legal Res. & Writing, 19(3), 169. Lew, M. D. N., Alwis, W. A. M., & Schmidt, H. G. (2010). Accuracy of students\u27 self-assessment and their beliefs about its utility. Assessment & Evaluation in Higher Education, 35(2), 135-156. doi:10.1080/02602930802687737 Moreno, R. (2004). Decreasing cognitive load for novice students: Effects of explanatory versus corrective feedback in discovery-based multimedia. Instructional Science, 32(1-2), 99-113. doi:DOI 10.1023/B:TRUC.0000021811.66966.1d Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189. doi:10.3102/003465430731379

Success in an ever-changing world: Teaching and learning strategies for incorporating affective and values-based learning outcomes into science classrooms

Outcomes-based education (OBE) is linked with improving students’ abilities to use higher order thinking, articulate their learning, and engage in lifelong learning (Biggs & Tang, 2011). Many universities encourage the use of degree-level learning outcomes to capture non-disciplinary knowledge acquired with an undergraduate degree. In particular, competencies like self-awareness, intercultural competence, ethical reasoning, or interpersonal communication are important for ensuring our students’ success in an unpredictable future (Bartimote-Aufflick, et al, 2016; Clouston, 2018; Shephard, 2008). For science educators, the realities of designing courses which address these outcomes can be challenging as the outcomes may not have obvious connections to scientific content (Koballa, 2007; Lederman & Abell, 2014). How, then, can science educators best incorporate such outcomes into their courses and teaching? Our institution has implemented an institution-wide OBE approach that includes affective, introspective, and values-based learning outcomes. This presentation highlights approaches such as peer review, reflective practice, and perspective taking that link scientific course content to these fundamental, life-long learning competencies. After reviewing our teaching strategies through a short round of lightning talks, participants will be encouraged to discuss their own courses with the goal of generating authentic teaching and assessment methods for values-based or affective learning outcomes in the sciences. References: Bartimote-Aufflick, K., Bridgeman, A., Walker, R., Sharma, M., & Smith, L. (2016). The study, evaluation, and improvement of university student self-efficacy. Studies in Higher Education, 41(11), 1918-1942. Biggs, J. B., & Tang, C. S. (2011). Teaching for quality learning at university: what the student does (4th ed). Maidenhead: McGraw-Hill. Clouston, T. J. (2018). Transforming learning: teaching compassion and caring values in higher education. Journal of Further and Higher Education, 42(7), 1015–1024. Koballa, T. (2007). Framework for the Affective Domain in Science Education. Retrieved March 19, 2019, from https://serc.carleton.edu/NAGTWorkshops/affective/framework.html. Lederman, N. G., & Abell, S. K. (Eds.). (2014). Handbook of research on science education. Volume II. New York: Routledge. Shephard, K. (2008). Higher education for sustainability: seeking affective learning outcomes. International Journal of Sustainability in Higher Education, 9(1), 87–98