| 1. |
|
|
| 2. |
- Hortensius, Lisa M., et al.
(författare)
-
Serum docosahexaenoic acid levels are associated with brain volumes in extremely preterm born infants
- 2021
-
Ingår i: Pediatric Research. - : Springer Science and Business Media LLC. - 0031-3998 .- 1530-0447. ; 90:6, s. 1177-1185
-
Tidskriftsartikel (refereegranskat)abstract
- Background: Docosahexaenoic acid (DHA) and arachidonic acid (AA) are important for fetal brain growth and development. Our aim was to evaluate the association between serum DHA and AA levels and brain volumes in extremely preterm infants. Methods: Infants born at <28 weeks gestational age in 2013–2015, a cohort derived from a randomized controlled trial comparing two types of parenteral lipid emulsions, were included (n = 90). Serum DHA and AA levels were measured at postnatal days 1, 7, 14, and 28, and the area under the curve was calculated. Magnetic resonance (MR) imaging was performed at term-equivalent age (n = 66), and volumes of six brain regions were automatically generated. Results: After MR image quality assessment and area under the curve calculation, 48 infants were included (gestational age mean [SD] 25.5 [1.4] weeks). DHA levels were positively associated with total brain (B = 7.966, p = 0.012), cortical gray matter (B = 3.653, p = 0.036), deep gray matter (B = 0.439, p = 0.014), cerebellar (B = 0.932, p = 0.003), and white matter volume (B = 3.373, p = 0.022). AA levels showed no association with brain volumes. Conclusions: Serum DHA levels during the first 28 postnatal days were positively associated with volumes of several brain structures in extremely preterm infants at term-equivalent age. Impact: Higher serum levels of DHA in the first 28 postnatal days are positively associated with brain volumes at term-equivalent age in extremely preterm born infants.Especially the most immature infants suffer from low DHA levels in the first 28 postnatal days, with little increase over time.Future research is needed to explore whether postnatal fatty acid supplementation can improve brain development and may serve as a nutritional preventive and therapeutic treatment option in extremely preterm infants.
|
|
| 3. |
- Abdellah, Tebani, et al.
(författare)
-
Integration of molecular profiles in a longitudinal wellness profiling cohort.
- 2020
-
Ingår i: Nature communications. - : Springer Science and Business Media LLC. - 2041-1723. ; 11:1
-
Tidskriftsartikel (refereegranskat)abstract
- An important aspect of precision medicine is to probe the stability in molecular profiles among healthy individuals over time. Here, we sample a longitudinal wellness cohort with 100 healthy individuals and analyze blood molecular profiles including proteomics, transcriptomics, lipidomics, metabolomics, autoantibodies andimmune cell profiling, complementedwith gut microbiota composition and routine clinical chemistry. Overall, our results show high variation between individuals across different molecular readouts, while the intra-individual baseline variation is low. The analyses show that each individual has a unique and stable plasma protein profile throughout the study period and that many individuals also show distinct profiles with regards to the other omics datasets, with strong underlying connections between the blood proteome and the clinical chemistry parameters. In conclusion, the results support an individual-based definition of health and show that comprehensive omics profiling in a longitudinal manner is a path forward for precision medicine.
|
|
| 4. |
- Amhag, Lisbeth, et al.
(författare)
-
Teacher educators’ need continuing pedagogical support in digital teaching
- 2018
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study was to identify teacher educators' use of digital tools and needs of digital competence in higher education. The research questions were: a) How do teacher educators use digital tools and evaluate their competence to effectively practice ICT in teaching situations? b) What training do teacher educators need to make students functional online? The findings of the study are intended to help teacher educators to better meet the needs and challenges students encounter in their education and to influence and design online-based learning activities supported with different digital tools in higher education programs. Research shows that digital tools for pedagogical purposes is still poorly integrated in teacher education programs and there is a need for innovative solutions as an important part of teachers professional competence of using ICT for students learning (Tømte et al., 2015). Moreover, teacher educators have a fundamental role in training teachers for teaching and serve as role models for ICT-based teaching (Ungar & Baruch, 2016). According to Koehler et al. (2013) digital technologies, by contrast to traditional pedagogical technologies, are protean (i.e. usable in many different ways), unstable (rapidly changing) and opaque (the inner workings are hidden from users). The use of technology also needs to be developed professionally by tutoring and underlying educational pedagogy (Lakkala & Ilomäki, 2015) as well as to enhance understanding of the skills, dispositions, and knowledge for teaching-learning contexts where information and communication technologies are increasingly pivotal (Forbes & Khoo, 2015). The current study includes both quantitate and qualitative data from a digital survey with closed-ended questions, and open-ended questions from two faculties including teacher educaters at two different universities in Sweden. 105 respondents participated (26%). Two theoretical foundations are applied to analyse different aspects of the teachers’ use and need of ICT knowledge and competence: 1) The TPACK model and the interaction between the three knowledge domains: pedagogical knowledge, technical knowledge and content knowledge (Koehler, Mishra & Cain, 2013), and 2) three dimensions of Computer Self-Efficacy (CSE); magnitude, strength and generalizability (Compeau & Higgins, 1995). Results show that all teacher educators in our study use digital tools in planning and executing teaching. However, teacher educators do not use digital tools primarily for pedagogical purposes, and thus need extensive pedagogical support in creating digital teaching and learning environments, as well as to identify the pedagogical surplus value in their own teaching and learning context, in order to increase motivation for training of concrete, effective and subject-oriented successful examples presented by peers. The main conclusions that ought to be relevant and applicable for teacher educators worldwide are that; a) since the teacher educators do not use digital tools primarily for pedagogical purposes, extensive and continuing pedagogical support is needed in the field of creating digital teaching and learning environments; b) teacher educators need to identify the pedagogical surplus value in their own teaching and learning context with digital tools, in order to increase motivation for concrete, effective and subject-oriented successful examples presented by experienced teachers. References Compeau, D. R. & Higgins, C. A. (1995). Computer Self-Efficacy: Development of a Measure and Initial Test. MIS Quartely, Vol. 19, No. 2, pp. 189-211. Forbes, D. & Khoo, E. (2015). Voice over distance: a case of podcasting for learning in online teacher education. Distance Education, 36(3), 335-350. Koehler, M. J., Mishra, P. & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 13-19. Lakkala, M., & Ilomäki, L. (2015). A case study of developing ICT-supported pedagogy through a collegial practice transfer process. Computers & Education, 90, 1-12. Tømte, C., Enochsson, A. B., Buskqvist, U. & Kårstein, A. (2015). Educating online student teachers to master professional digital competence: The TPACK-framework goes online. Computers & Education, 84, 26-35. Ungar, O. A. & Baruch, A. F. (2016). Perceptions of teacher educators regarding ICT implementation. Interdisciplinary Journal of e-Skills and Life Long Learning, 12, 279-296.
|
|
| 5. |
- Amhag, Lisbeth, et al.
(författare)
-
Teacher educators’ use and needs of digital competence to support students’ online learning
- 2018
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The paper is based on a study at two universities in Sweden with the aim to identify and analyse teacher educators' expressed use and needs of digital competence in higher education. The research questions are: a) How do teacher educators use digital tools? b) How do teacher educators evaluate their competence to effectively use ICT? c) What training do teacher educators need to make students functional online? Methodically, a digital survey was distributed via e-mail to 405 teacher educators representing two faculties at the two different universities, 105 respondents answered (26%). The survey included 28 questions with both closed-ended questions (Likert six-point scale), as well as open-ended questions. Two theoretical foundations are applied to analyse different aspects of the teacher’s use and need of ICT knowledge and competence: 1) The TPACK model and the interaction between the three knowledge domains: Pedagogical knowledge (PK), Technical knowledge (TK) and Content knowledge (CK), and 2) three dimensions of Computer Self-Efficacy (CSE), magnitude, strength and generalizability. Results show that 92.3% of respondents use a laptop and 18.3% use interactive boards in their work. Further, respondents who report a low competence regarding digitalization of teaching (16.3%) report a significantly higher need of training (p<0.05) compared to respondents reporting a high competence (27.9%). Also, respondents who report a high competence regarding digitalization of teaching, report creating digital learning environments as something unproblematic to a significantly higher extent (p<0.001) compared to respondents reporting a low competence. 26.3% of the teacher educators (n=15) want trainings in content knowledge and 17.5% (n=10) in technical knowledge, as well as interactions between them. The findings show that all teacher educators use digital tools in planning and executing teaching. However, few teacher educators rate their ICT competence as high and want more training regrading subject didactic knowledge in the students teaching practice.
|
|
| 6. |
- Amhag, Lisbeth, et al.
(författare)
-
Teacher Educators' Use of Digital Tools and Needs for Digital Competence in Higher Education
- 2019
-
Ingår i: Journal of Digital Learning in Teacher Education. - : Taylor & Francis. - 2153-2974 .- 2332-7383. ; 35:4, s. 203-220
-
Tidskriftsartikel (refereegranskat)abstract
- Based on a study at two Swedish universities, this article aimed to identify teacher educators’ use of digital tools and subsequent need for digital competence in higher education. Methodically, a digital survey was distributed via e-mail to 405 teacher educators representing two faculties at the two universities; in total, 105 teacher educators responded. The survey included 16 questions, with closed- and open-ended varieties. Two theoreticalfoundations were used: the TPACK model and, as a complement, computer self-efficacy. Through analysis of self-reported use, competence, and need for professional training in digitalization in teaching, results show that teacher educators do not use digital tools primarily for pedagogical purposes. Thus, they need extensive pedagogical support in creating digital teaching. Further, teacher educators need to identify the pedagogical surplus value in their own teaching and learning context with digital tools to increase motivation for concrete, effective, and subject-oriented successful examples as presented by experienced teachers.
|
|
| 7. |
- Anderson, Lotta, et al.
(författare)
-
Universitetsutbildares upplevda kompetens för att undervisa studenter i behov av pedagogiska anpassningar i sin studiesituation
- 2017
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- I konventionen om rättigheter för personer med funktionsnedsättning (2008/09:8) fastslås att personer med funktionsnedsättning ges nödvändigt stöd inom det allmänna utbildningssystemet för att underlätta deras ändamålsenliga utbildning. Även i Malmö högskolas policy dokument (2016-2018) inkluderas ett förhållningssätt som ska byggas på mångfald. I studenters rättigheter och skyldigheter (Mah, 2011) eftersträvas en arbetsmiljö som stödjer studenters lärande och främjar deras fysiska och psykiska hälsa. I studenthälsans undersökning ”Hur mår våra studenter” (Mah, 2015) pekar resultaten på att en eller flera funktionsnedsättningar skulle kunna vara en riskfaktor i vissa avseenden. Vidare att funktionsnedsättning minskar sannolikheten för att uppleva sig klara av sina studier och ökar sannolikheten för att uppleva sig trakasserad och diskriminerad. Larsdotter Frid och Krantz (2012) visar att det är problematiskt att tillgängliggöra den konkreta undervisningssituationen för studenter med funktionsnedsättning. Syfte: Med detta som bakgrund finns det ett behov av att kartlägga och identifiera universitetsutbildares upplevda och uttryckta behov av kompetens avseende t.ex pedagogiska anpassningar av studenters studiesituation. Metod: En webenkät skickades ut till 2 fakulteter vid ett lärosäte (A) och en vid en fakultet vid ett annat lärosäte (B). Totalt svarade 131 (svarsfrekvens). Pågående analyser kvalitativa såväl som kvantitativa (SPSS). Resultat: Det finns tendenser som uppvisar en skillnad i upplevd kompetens mellan lärosäten där en större andel anställda vid lärosäte B uppger både högre och lägre kompetens jämfört med anställda vid lärosäte A. Anställda vid lärosäte A tenderar att uppge ett större kompetensutvecklingsbehov när det gäller studenter i behov av anpassningar av studiesituationen. När den egna kompetensen skattas högt tenderar behovet av kompetensutveckling också skattas högt (73%) bland anställda vid lärosäte A medan anställda vid lärosäte B skattar lågt kompetensutvecklingsbehov (39 %). Anställda vid båda lärosätena uppger god kännedom om styrdokumenten. När det gäller kompetens om olika funktionsnedsättningar skattar anställda vid lärosäte B högre kompetens än anställda vid lärosäte A oavsett funktionsnedsättning. Störst skillnader ses i kompetens gällande neuropsykiatriska funktionsnedsättningar samt hörsel-, och synnedsättningar. Diskussion/implikationer: Tolkning av materialet pågår.
|
|
| 8. |
- Beckman, Linda, Docent, 1980-, et al.
(författare)
-
Children and youth's perceptions of mental health-a scoping review of qualitative studies
- 2023
-
Ingår i: BMC Psychiatry. - : BioMed Central (BMC). - 1471-244X. ; 23:1
-
Forskningsöversikt (refereegranskat)abstract
- BackgroundRecent research indicates that understanding how children and youth perceive mental health, how it is manifests, and where the line between mental health issues and everyday challenges should be drawn, is complex and varied. Consequently, it is important to investigate how children and youth perceive and communicate about mental health. With this in mind, our goal is to synthesize the literature on how children and youth (ages 10-25) perceive and conceptualize mental health.MethodsWe conducted a preliminary search to identify the keywords, employing a search strategy across electronic databases including Medline, Scopus, CINAHL, PsychInfo, Sociological abstracts and Google Scholar. The search encompassed the period from September 20, 2021, to September 30, 2021. This effort yielded 11 eligible studies. Our scoping review was conducted in accordance with the PRISMA-ScR Checklist.ResultsAs various aspects of uncertainty in understanding of mental health have emerged, the results indicate the importance of establishing a shared language concerning mental health. This is essential for clarifying the distinctions between everyday challenges and issues that require treatment.ConclusionWe require a language that can direct children, parents, school personnel and professionals toward appropriate support and aid in formulating health interventions. Additionally, it holds significance to promote an understanding of the positive aspects of mental health. This emphasis should extend to the competence development of school personnel, enabling them to integrate insights about mental well-being into routine interactions with young individuals. This approach could empower children and youth to acquire the understanding that mental health is not a static condition but rather something that can be enhanced or, at the very least, maintained.
|
|
| 9. |
- Beckman, Linda, Docent, 1980-, et al.
(författare)
-
Cyber bullying among children and young adults with neurodevelopmental disorders : A systematic review
- 2019
-
Konferensbidrag (refereegranskat)abstract
- Introduction: Children and young adults with neurodevelopmental disorders (ND) are at increased risk of bullying compared to typically developing peers. It is still unclear to what extent they are involved in cyber bullying. This systematic review aimed at studying the prevalence of cyber bullying as perpetrators, victims, or both (“bully-victims”) among students with NP in a school setting and in need of special education. Methods: The Web of Science, Scopus, ERIC, PsycINFO, PubMED, and Cochrane databases were searched, including a manual search of reference lists, until February 24, 2018.Results. Eight studies conducted in Europe, North America, The Middle East, and Australia were included reporting a prevalence of cyber-victimization among students with ND of 0%–41%, a prevalence of cyber-perpetration of 0%–16.7%, and a prevalence of bully-victims of 6.7%. Three out of five studies using control groups showed that students with ND might be more involved in cyber bullying overall compared to typically developing students. Students in segregated school settings report slightly higher prevalence rates of cyber bullying compared to students with ND in inclusive school settings, especially among girls. When comparing prevalence rates among studies using the same definition, we found similar prevalence rates. Discussion: There was a tendency towards students with ND being more involved in cyber bullying compared to typically developing students, but this needs to be confirmed in future studies that should include control groups with typically developing students as well as validated and standardized measurements of cyber bullying and ND diagnoses.
|
|
| 10. |
- Beckman, Linda, 1980-, et al.
(författare)
-
Cyber bullying among children with neurodevelopmental disorders : A systematic review
- 2019
-
Ingår i: Scandinavian Journal of Psychology. - : Blackwell Publishing Ltd. - 0036-5564 .- 1467-9450. ; 61:1, s. 54-67
-
Tidskriftsartikel (refereegranskat)abstract
- Children and young adults with neurodevelopmental disorders (ND) are at increased risk of bullying compared to typically developing peers. It is still unclear to what extent they are involved in cyber bullying. This systematic review aimed at studying the prevalence of cyber bullying as perpetrators, victims, or both (“bully-victims”) among students with ND in a school setting and in need of special education. The Web of Science, Scopus, ERIC, PsycINFO, PubMED, and Cochrane databases were searched including a manual search of reference lists, until February 24, 2018. Eight studies conducted in Europe, North America, the Middle East, and Australia were included reporting a prevalence of cyber-victimization among students with ND of 0%–41%, a prevalence of cyber-perpetration of 0%–16.7%, and a prevalence of bully-victims of 6.7%. Three out of five studies using control groups showed that students with ND might be more involved in cyber bullying overall compared to typically developing students. Students in segregated school settings report slightly higher prevalence rates of cyber bullying compared to students with ND in inclusive school settings, especially among girls. When comparing prevalence rates among studies using the same definition, we found similar prevalence rates. There was a tendency towards students with ND being more involved in cyber bullying compared to typically developing students, but this needs to be confirmed in future studies that should include control groups with typically developing students as well as validated and standardized measurements of cyber bullying and ND diagnoses. © 2019 Scandinavian Psychological Associations and John Wiley & Sons Ltd
|
|
