| 1. |
- Strenn, Nina, 1984, et al.
(författare)
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Influence of genetic variations in IL1B on brain region volumes in bipolar patients and controls.
- 2021
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Ingår i: Psychiatry research. - : Elsevier BV. - 1872-7123 .- 0165-1781. ; 296
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Tidskriftsartikel (refereegranskat)abstract
- Involvement of the immune system has been implicated in the etiology and pathophysiology of mood disorders, including bipolar disorder. Neuroimaging studies have reported structural brain pathology in bipolar disorder patients, and both levels of and genetic variants in cytokines have been associated with altered volumes of brain regions. The aim of this study was to investigate associations between single nucleotide polymorphisms in the gene coding for the pro-inflammatory cytokine interleukin-1 beta (IL1B) and whole brain grey matter volume, as well as volumes of several brain regions shown to be of importance in mood disorders. Structural magnetic resonance imaging and vertex-based morphometry were used to obtain volume of different brain regions in subjects with bipolar disorder (n=188) and healthy controls (n=54). Four IL1B polymorphisms were genotyped: rs1143623, rs1143627, and rs16944 in the promoter region together with the synonymous variant rs1143634 in the IL1B gene. The genotype distribution did not differ between bipolar subjects and controls. The T allele at rs16944 and the C allele at rs1143627 were associated with increased volumes of the putamen of the left hemisphere in patients and controls, which lends support to the role of this immune system mediator for brain structure.
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| 2. |
- Wallerstedt, Susanna Maria, 1970, et al.
(författare)
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What aspects do medical students find important during medical school to develop basic prescribing skills? : Vad läkarstudenter anser viktigt på utbildningen för att kunna läkemedelsbehandla patienter.
- 2021
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Ingår i: Läkartidningen. - 1652-7518. ; 118
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The process of acquiring prescribing skills starts in medical school, and recent research highlights that educational efforts are needed to make students sufficiently prepared for this professional task. In this study, we explored and quantified aspects that medical students find important during medical school to develop basic prescribing skills. Written text from 75 final-year students (median age: 25 years, 59% female) formed the data. At the end of an anonymous and voluntary test in clinical pharmacology and therapeutics, the students provided (i) information regarding key elements in medical school that had prepared them for prescribing and (ii) suggestions for facilitating their learning of pharmacotherapy. In a manifest content analysis, five themes emerged: workplace-based learning under supervision and taking responsibility for patients; theoretical knowledge base for prescribing; writing prescriptions and helpful resources; varied teaching methods with specific examinations; and continuity, repetition, and progression. The quantitative analysis revealed that workplace-based learning was the most frequently recurring key element for the learning process, and case seminars a preferred pedagogic format. Most suggestions to facilitate learning concerned the category pharmacotherapeutics theory. Categories of the theme continuity, repetition, and progression, as opposed to other themes, encompassed no key elements but only suggestions to facilitate learning. These themes and categories, summarising aspects that medical students find important in the process of acquiring basic prescribing skills essential for their professional life, could form a basis for further developments of pharmacotherapy in medical school.
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