Effectiveness of Nutritional Strategies on Improving the Quality of Diet of Children from 6 to 12 Years Old: A Systematic Review

Dietary habits, that are formed during childhood and consolidated in adulthood, are known to influence the development of future chronic diseases such as metabolic syndrome or type 2 diabetes. The aim of this review was to evaluate the effectiveness of nutritional interventions carried out in recent years focused on improving the quality of the diet of the child population. A systematic search of the PubMed and Scopus databases was performed from January 2011 until September 2021. A total of 910 articles were identified and screened based on their title, abstract and full text. Finally, 12 articles were included in the current systematic review. Of those, in six studies the intervention was based on the provision of healthy meals and in the other six studies the intervention focused on modifying the school environment. Six of the studies selected included other components in their intervention such as nutritional education sessions, physical activity and/or families. A wide variety of methods were used for diet assessments, from direct method to questionnaires. The results suggest that interventions that modify the school environment or provide different meals or snacks may be effective in improving children’s dietary patterns, both in the short and long term. Further research is necessary to evaluate the real effectiveness of strategies with multidisciplinary approach (nutritional sessions, physical activity and family’s involvement).

Myasthenia Gravis in pregnancy: Systematic review and case series

Background Myasthenia gravis is an autoimmune disease which can impact pregnancy. Methods Six databases were systematically searched for studies with at least five subjects reporting pregnancy outcomes for women with myasthenia gravis in pregnancy. Assessment of bias was performed for all included studies. Forty-eight cases from our own centre were also included in the analysis. Results In total, 32 publications met inclusion criteria for systematic review, for a total of 33 unique data sets including 48 cases from our institution. Outcome data was available for 824 pregnancies. Spontaneous vaginal delivery occurred in 56.3% of pregnancies. Overall risk of myasthenia gravis exacerbation was 33.8% with a 6.4% risk of myasthenic crisis in pregnancy and 8.2% postpartum. The incidence risk of transient neonatal myasthenia gravis was 13.0%. Conclusions The current systematic review provides the best estimates of risk currently available to aid in counselling women with myasthenia gravis in pregnancy.

The Great Lockdown in the Wake of COVID-19 and Its Implications: Lessons for Low and Middle-Income Countries

Concern for public health has been growing with the increasing volume of cases of COVID-19 in India. To combat this pandemic, India has implemented nationwide lockdowns, and unlocking phases continue with certain restrictions in different parts of the country. The lockdown has required people to adopt social-distance measures to minimize contacts in order to reduce the risks of additional infection. Nevertheless, the lockdown has already impacted economic activities and other dimensions of the health of individuals and society. Although many countries have helped their people through advanced welfare protection networks and numerous support aids, several emerging economies face specific difficulties to adapt to the pandemic due to vulnerable communities and scarce resources. However, certain lower-income countries need more rigorous analysis to implement more effective strategies to combat COVID-19. Accordingly, the current systematic review addresses the impacts of the COVID-19 pandemic and lockdowns in India in relation to health and the economy. This work also provides further information on health inequalities, eco-nomic and social disparities in the country due to the COVID-19 pandemic and lockdowns and also contributes pragmatic suggestions for overcoming these challenges. These observations will be useful to the relevant local and national officials for improving and adopting novel strategies to face lockdown challenges

Undergraduate-level teaching and learning approaches for interprofessional education in the health professions: a systematic review

Background Although most systematic reviews of interprofessional education (IPE) evaluated the impact of IPE on the students’ acquisition of knowledge in relation to other professions, the development of teamwork skills, and the changes in collaborative behaviour, the processes involved in IPE (i.e., approaches to teaching and learning) are under-researched. The purpose of the study was to conduct a systematic review to establish how IPE has been implemented in university-based undergraduate curricula, focusing on the teaching and learning approaches. Methods The systematic review was performed in 2020 with three databases: PubMed, Science Direct, and the Cochrane Library. Titles and abstracts were included based on pre-identified eligibility criteria. We used the article entitled ‘Systematic reviews in medical education: a practical approach: AMEE guide 94’ as the basis to establish the aim and methods of the current systematic review from 2010 to 2019. Results We found 16 articles that met the inclusion criteria and reported the implementation process of IPE in universities from Western, Asian, and African countries. A combination of at least two teaching and learning approaches was used to deliver IPE. The findings indicated that of all the teaching and learning approaches, simulation-based education, e-learning, and problem-based learning were the most prevalent approaches used to deliver IPE. This systematic review also revealed a lack of IPE programmes in the Middle East region. Conclusions The evidence synthesised in the current systematic review could support IPE curriculum planners and educators when planning an IPE programme. More global IPE initiatives are required to meet the global health workforce needs. Further studies are required to identify the effectiveness of the different teaching and learning approaches in the development of IPE competencies.

A Systematic Review and Trend Analysis of Personal Learning Environments Research

The concept of personal learning environments (PLEs) is relatively new and is continuously developing. Over the past decade, there has been a significant upsurge in the number of PLEs-related research. Nevertheless, there is a lack of recent systematic reviews and trend analysis covering many PLEs studies; to the best of our knowledge. Therefore, the current systematic review is significant and indispensable in reviewing journal articles that discussed PLEs between 2000 and 2020. We searched Web of Science, Scopus, Sciences Direct, JSTOR, Springer, Google Scholar, and IEEE Xplore for studies published in English without limit in location or time to retrieve accurate results. Trend graphics for the extracted themes were also analyzed using descriptive statistics in Excel. According to the defined inclusion criteria, one hundred forty-eight articles were selected for the analysis. This study reveals that literature on PLEs has progressed from 2000 to 2020; the majority of PLEs-related articles were published between 2011 and 2020, with the year 2013 having the highest number of published articles (17 articles), followed by 16 papers published in both years 2014 and 2017. We found that the published PLEs research originated from 46 countries; 26 (17.6%) were from Spain. The majority of the authors had education, computer science, information technology and engineering backgrounds. This review also showed that numerous platforms had been used in PLEs research, with Web 2.0 the most commonly used platform. We noted that the most common objectives of the included articles were PLEs custom system development, analysis of the PLEs, description of experiments, investigations, development of factor models, framework development, and examination. The most common theoretical perspectives in the published articles were self-regulated learning, self-directed learning, and constructivism. The current systematic review and trend analysis can become a guidance platform for researchers, educators, policymakers or even journal publishers for future research in PLEs research.

Mechanical diagnosis and therapy in patients with extremity problems: A Systematic review

Background: Mechanical Diagnosis and Therapy (MDT) is used in the treatment of extremity problems. It is an effective approach in cases of spinal conditions for target population. Availability of the reliable data like RCT and systematic review is a key factor to determine the precise clinical problem and to direct an appropriate intervention. Objectives: The primary aim of this systematic review is to assess the methodological quality of well-designed RCTs related to the MDT classification and treatment for extremity problems. Design: Systematic review. Method: Electronic search on various data bases was done. The level of evidence was determined considering the methodological quality of the studies. Results: 1 RCT was included and it met the criteria for high quality. After the assessment of RCT according to the CONSORT guidelines it was found that out of 25 checklist points; 4 methodological faults were found in assessed RCT. Those were; a) sample size determination, b) Blinding after assessment c) Generisability of the trial findings d) Where the full trial protocol can be accessed. Conclusion: The current systematic review found strong evidence of benefits of MDT approach for extremity problems (knee joint). But there was limited evidence in other extremity joints.

Epidemiologic characteristics, clinical management and Public Health Implications of Coronavirus Disease 2019 (COVID-19) in Pregnancy: A Systematic Review and meta-analysis

Background: The novel coronavirus disease 2019 (COVID-19) outbreak, caused by the pathogenic severe acute respiratory syndrome-2 (SARS-CoV-2) virus, is exponentially spreading across the globe. Methods: The current systematic review was performed utilizing electronic databases i.e. PubMed, MEDLINE and EMBASE. We searched for the keywords "COVID-19 AND "pregnancy" between January 1st, 2020 until December 31, 2020. Results: Out of 4005 records which were identified, 36 original studies were included in this systematic review. Pooled prevalence of vertical transmission was 10%, 95% CI: 4-17%. Pooled prevalence of neonatal mortality was 7%, 95% CI: 0-21%. Conclusion: The contemporary evidence suggests that the incubation period of COVID-19 is 2-14 days, and this infection could be transmitted even from the infected asymptomatic individuals. It is found that the clinical presentation of pregnant women with COVID-19 infection is comparable with the infected non-pregnant females, and the frequent symptoms were fever, cough, myalgia, sore throat and malaise. There are some cases with severe maternal morbidity and perinatal deaths secondary to COVID-19 infection. Under these circumstances, the pregnant women should focus on maintaining personal hygiene, proper nutrition and extreme social distancing to reduce the risk of COVID-19. Therefore, a systematic data reporting for evidence base clinical assessment, management and pregnancy outcomes is essential for prevention of COVID-19 infection among pregnant women.

Physics Forceps in Tooth Extraction—A Systematic Review of Randomized Controlled Trials

The present systematic review aims to evaluate the efficiency of Physics forceps over the conventional forceps for the extraction of a tooth. The study began with targeted electronic searches of MEDLINE, PubMed, Cochrane, Science Direct and Google Scholar databases. All selected articles were reviewed by four independent reviewers for eligibility. The Cochrane Risk of Bias tool was used to analyze the studies for bias. Due to heterogeneity of the selected studies, a meta-analysis of the current systematic review was not possible. A total of five studies were considered for the final analysis. The risk of bias showed high risk for all five included articles. Various parameters, such as fracture of the root, dry socket, healing, pain, postoperative infection, crown fractures, buccal bone fractures, extraction time, gingival and marginal bone loss, gingival laceration, bleeding and healing were assessed. Based on the data available, there is an insufficient quality of evidence to conclude the superiority of the Physics forceps over conventional forceps.

Stress Granules in the Anti-Cancer Medications Mechanism of Action: A Systematic Scoping Review

Stress granule (SG) formation is a well-known cellular mechanism for minimizing stress-related damage and increasing cell survival. In addition to playing a critical role in the stress response, SGs have emerged as critical mediators in human health. It seems logical that SGs play a key role in cancer cell formation, development, and metastasis. Recent studies have shown that many SG components contribute to the anti-cancer medications’ responses through tumor-associated signaling pathways and other mechanisms. SG proteins are known for their involvement in the translation process, control of mRNA stability, and capacity to function in both the cytoplasm and nucleus. The current systematic review aimed to include all research on the impact of SGs on the mechanism of action of anti-cancer medications and was conducted using a six-stage methodological framework and the PRISMA guideline. Prior to October 2021, a systematic search of seven databases for eligible articles was performed. Following the review of the publications, the collected data were subjected to quantitative and qualitative analysis. Notably, Bortezomib, Sorafenib, Oxaliplatin, 5-fluorouracil, Cisplatin, and Doxorubicin accounted for the majority of the medications examined in the studies. Overall, this systematic scoping review attempts to demonstrate and give a complete overview of the function of SGs in the mechanism of action of anti-cancer medications by evaluating all research.

Social-Emotional Learning Interventions for Students With Special Educational Needs: A Systematic Literature Review

In the last decades, social-emotional learning interventions have been implemented in schools with the aim of fostering students’ non-academic competences. Evaluations of these interventions are essential to assess their potential effects. However, effects may vary depending on students’ variables. Therefore, the current systematic review had three main objectives: 1) to identify the effectiveness of social-emotional learning interventions with students with special educational needs, 2) to assess and evaluate those intervention conditions leading to effective outcomes in social-emotional competences for this population, and 3) to draw specific conclusions for the population of students with special educational needs. For this purpose, studies were retrieved from the databases Scopus, ERIC, EBSCO and JSTOR, past meta-analysis and (systematic) reviews, as well as from journal hand searches including the years 1994–2020. By applying different inclusion criteria, such as implementation site, students’ age and study design, a total of eleven studies were eligible for the current systematic review. The primary findings indicate that most of the intervention studies were conducted in the United States and confirm some positive, but primarily small, effects for social-emotional learning interventions for students with special educational needs. Suggestions for future research and practice are made to contribute to the improvement of upcoming intervention studies.