1866-11-05 E.P. Dornan requests payment for his service

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Maternal Undernutrition in Adolescence and Child Human Capital Formation over the Life-Course: Evidence from an International Cohort Study

Adolescence has been highlighted as a period when environments are critical for the human capital development of women, and thus of their children, but evidence on this from low- and middle-income countries is scarce. We estimate the effect of mother adolescent undernutrition on offspring growth and development from infancy through adolescence using data from Ethiopia, India, Peru, and Vietnam and Instrumental Variables (IV) estimation that employs rainfall shocks during mother’s adolescence as instruments for mother’s nutritional status. We find a positive and significant effect of mother adolescent nutritional status on child height-for- age in infancy that persists through to adolescence and evidence that this may manifest mainly through a biological channel. Our results also support a significant impact of rainfall shocks during mother’s early adolescence on mother’s adult height and child growth from infancy to adolescence. We find no significant effect of mother’s adolescent nutritional status and rainfall shocks during mother’s adolescence on child achievement tests scores, however

TopBP1 contains transcriptional regulatory domains and regulates gene pathways involved in breast cancer

No abstract available

Maternal Undernutrition in Adolescence and Child Human Capital Development Over the Life Course: Evidence from an International Cohort Study

Adolescence has been highlighted as a period when environments are critical for the human capital development of women, and thus of their children, but evidence on this from low- and middle-income countries is scarce. We estimate the effect of mother’s adolescent undernutrition on offspring growth and development from infancy through adolescence using data from an international cohort study in Ethiopia, India, Peru and Vietnam, and instrumental variables estimation that employs rainfall shocks during mother’s adolescence as instruments for mother’s nutritional status. We find a positive and significant effect of mother’s adolescent nutritional status on child height-for-age in infancy that persists through to adolescence, and evidence that this may manifest mainly through a biological channel. Our results also support a significant impact of rainfall shocks during mother’s early adolescence on mother’s adult height and child growth from infancy to adolescence. We find no significant effect of mother’s adolescent nutritional status and rainfall shocks during mother’s adolescence on child achievement tests scores, however

Report of the Working Group on `W Mass and QCD' (Phenomenology Workshop on LEP2 Physics, Oxford, April 1997)

The W Mass and QCD Working Group discussed a wide variety of topics relating to present and future measurements of M(W) at LEP2, including QCD backgrounds to W+W- production. Particular attention was focused on experimental issues concerning the direct reconstruction and threshold mass measurements, and on theoretical and experimental issues concerning the four jet final state. This report summarises the main conclusions.Comment: 43 pages LaTeX and 15 encapsulated postscript figures. Uses epsfig and ioplppt macros. Full Proceedings to be published in Journal of Physics

Prevalence, Nature, Severity and Risk Factors for Prescribing Errors in Hospital Inpatients : Prospective Study in 20 UK Hospitals

Funding This study was funded by the General Medical Council (GMC). The study funders had no role in the study design, in the collection, analysis, and interpretation of data, in the writing of this manuscript or in the decision to submit the article for publication. Acknowledgements The EQUIP team would like to thank the following people: Members of the Expert Reference Group (Graham Buckley, Gary Cook, Dianne Parker, Lesley Pugsley and Mike Scott); Members of the Error Validation Group (Lindsay Harper, Katy Mellor, Steven Williams, Keith Harkins, Steve McGlynn, Ray George, Tim Dornan, Penny Lewis); Tribal Consulting Ltd. (Heather Heathfield, Emma Carter) for database design; Study co-ordinators at hospitals (Linda Aldred, Deborah Armstrong, Isam Badhawi, Kathryn Ball, Neil Caldwell, Vanya Fidling, Nicholas Fong, Heather Ford, Andrea Gill, Lindsay Harper, Jean Holmes, Sally James, Christopher Poole, Sally Shaw, Heather Smith, Julie Street, Atia Rifat, David Thornton, Tracey Thornton, Jane Warren, Steven Williams), and all pharmacists at the study sites who collected data for this study.Peer reviewedPublisher PD

"I couldn't do this with opposition from my colleagues": A qualitative study of physicians' experiences as clinical tutors

<p>Abstract</p> <p>Background</p> <p>Clinical contact in the early curriculum and workplace learning with active tutorship are important parts of modern medical education. In a previously published study, we found that medical students' tutors experienced a heavier workload, less reasonable demands and less encouragement, than students. The aim of this interview study was to further illuminate physicians' experiences as clinical tutors.</p> <p>Methods</p> <p>Twelve tutors in the Early Professional Contact course were interviewed. In the explorative interviews, they were asked to reflect upon their experiences of working as tutors in this course. Systematic text condensation was used as the analysis method.</p> <p>Results</p> <p>In the analysis, five main themes of physicians' experiences as clinical tutors in the medical education emerged: <it>(a) Pleasure and stimulation</it>. Informants appreciated tutorship and meeting both students and fellow tutors, <it>(b) Disappointment and stagnation</it>. Occasionally, tutors were frustrated and expressed negative feelings, <it>(c) Demands and duty</it>. Informants articulated an ambition to give students their best; a desire to provide better medical education but also a duty to meet demands of the course management, <it>(d) Impact of workplace relations</it>. Tutoring was made easier when the clinic's management provided active support and colleagues accepted students at the clinic, and <it>(e) Multitasking difficulties</it>. Combining several duties with those of a tutorship was often reported as difficult.</p> <p>Conclusions</p> <p>It is important that tutors' tasks are given adequate time, support and preparation. Accordingly, it appears highly important to avoid multitasking and too heavy a workload among tutors in order to facilitate tutoring. A crucial factor is acceptance and active organizational support from the clinic's management. This implies that tutoring by workplace learning in medical education should play an integrated and accepted role in the healthcare system.</p

Workplace learning from a socio-cultural perspective: creating developmental space during the general practice clerkship

Workplace learning in undergraduate medical education has predominantly been studied from a cognitive perspective, despite its complex contextual characteristics, which influence medical students’ learning experiences in such a way that explanation in terms of knowledge, skills, attitudes and single determinants of instructiveness is unlikely to suffice. There is also a paucity of research which, from a perspective other than the cognitive or descriptive one, investigates student learning in general practice settings, which are often characterised as powerful learning environments. In this study we took a socio-cultural perspective to clarify how students learn during a general practice clerkship and to construct a conceptual framework that captures this type of learning. Our analysis of group interviews with 44 fifth-year undergraduate medical students about their learning experiences in general practice showed that students needed developmental space to be able to learn and develop their professional identity. This space results from the intertwinement of workplace context, personal and professional interactions and emotions such as feeling respected and self-confident. These forces framed students’ participation in patient consultations, conversations with supervisors about consultations and students’ observation of supervisors, thereby determining the opportunities afforded to students to mind their learning. These findings resonate with other conceptual frameworks and learning theories. In order to refine our interpretation, we recommend that further research from a socio-cultural perspective should also explore other aspects of workplace learning in medical education