Recurrent preterm birth rates before and after the PROLONG Trial

The aim of this study was to assess the validity of the last menstrual period (LMP) estimate in determining pre and post-term birth rates, in a prenatal cohort from two Brazilian cities, São Luís and Ribeirão Preto. Pregnant women with a single fetus and less than 20 weeks' gestation by obstetric ultrasonography who received prenatal care in 2010 and 2011 were included. The LMP was obtained on two occasions (at 22-25 weeks gestation and after birth). The sensitivity of LMP obtained prenatally to estimate the preterm birth rate was 65.6% in São Luís and 78.7% in Ribeirão Preto and the positive predictive value was 57.3% in São Luís and 73.3% in Ribeirão Preto. LMP errors in identifying preterm birth were lower in the more developed city, Ribeirão Preto. The sensitivity and positive predictive value of LMP for the estimate of the post-term birth rate was very low and tended to overestimate it. LMP can be used with some errors to identify the preterm birth rate when obstetric ultrasonography is not available, but is not suitable for predicting post-term birth.

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Preterm birth rates and race disparities pre and post COVID vaccination

American Journal of Obstetrics and Gynecology ◽

10.1016/j.ajog.2021.11.1029 ◽

2022 ◽

Vol 226 (1) ◽

pp. S625

Author(s):

Jennifer Cate ◽

Amanda M. Craig ◽

Miriam Estin ◽

Kristin Weaver ◽

Jennifer Gilner ◽

...

Keyword(s):

Preterm Birth ◽

Birth Rates ◽

Race Disparities

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Changing Demography and Preterm Birth Rates

Preterm Babies, Fetal Patients, and Childbearing Choices ◽

10.7551/mitpress/10389.003.0016 ◽

2015 ◽

Keyword(s):

Preterm Birth ◽

Birth Rates

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Improving developmental and educational support for children born preterm: evaluation of an e-learning resource for education professionals

BMJ Open ◽

10.1136/bmjopen-2019-029720 ◽

2019 ◽

Vol 9 (6) ◽

pp. e029720 ◽

Cited By ~ 4

Author(s):

Samantha Johnson ◽

Deborah Bamber ◽

Vasiliki Bountziouka ◽

Sarah Clayton ◽

Lucy Cragg ◽

...

Keyword(s):

Preterm Birth ◽

Repeated Measures ◽

Special Educational Needs ◽

Learning Resource ◽

Education Professionals ◽

Repeated Measures Design ◽

Children’S Learning ◽

Before And After ◽

E Learning ◽

Children's Learning

ObjectivesChildren born preterm are at higher risk for special educational needs and poor academic attainment compared with term-born peers, yet education professionals receive limited training and have poor knowledge of preterm birth. We have developed an interactive e-learning resource and evaluated its efficacy in improving teachers’ knowledge of preterm birth and their confidence in supporting the learning of children born preterm.SettingEight primary, infant or junior schools in England.Participants61 teachers of children aged 4–11 years, of which 55 (90%) were female.InterventionInteractive e-learning resource designed to improve education professionals’ knowledge of long-term outcomes following preterm birth and strategies that can be used to support children’s learning (www.pretermbirth.info). In a repeated measures design, participants were given up to 30 days access to the e-learning resource, before and after which they completed the Preterm Birth Knowledge Scale (PB-KS; scores 0–33; higher scores indicate greater knowledge) to assess knowledge of outcomes of prematurity. Four Likert scale items were used to assess confidence in supporting children’s learning and 10 items were used to evaluate the utility of the resource. PB-KS scores and responses on confidence item were compared pre-resource and post-resource use.ResultsPB-KS scores significantly increased after accessing the e-learning resource (median (95% CI): pre-resource 13 (11 to 14); post-resource 29 (28 to 30)), equating to a 2.6 SD increase in PB-KS scores. Teachers’ confidence in supporting children born preterm was also significantly improved after using the resource. The utility of the resource was evaluated positively by participants with 97% reporting that they would recommend its use to others.ConclusionsThe e-learning resource substantially improved teachers’ knowledge of preterm birth and their confidence in supporting preterm children in the classroom. Use of this resource may represent a key advance in improving educational outcomes for children born preterm.

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