The chromosome 1q21.1 duplication syndrome (OMIM# 612475) is characterized by head anomalies, mild facial dysmorphisms, and cognitive problems, including autistic features, mental retardation, developmental delay, and learning disabilities. Speech and language development are sometimes impaired, but no detailed characterization of language problems in this condition has been provided to date. We report in detail on the cognitive and language phenotype of a child who presents with a duplication in 1q21.1 (arr[hg19] 1q21.1q21.2(145,764,455-147,824,207) × 3), and who exhibits cognitive delay and behavioral disturbances. Language is significantly perturbed, being the expressive domain the most impaired area (with significant dysphemic features in absence of pure motor speech deficits), although language comprehension and use (pragmatics) are also affected. Among the genes found duplicated in the child, is upregulated in the blood of the proband. , a candidate for dyslexia, is also highly upregulated, whereas, TLE3, a target of FOXP2, is significantly downregulated. These changes might explain language, and particularly speech dysfunction in the proband.
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http://dx.doi.org/10.3389/fped.2018.00163 | DOI Listing |
BMC Med Educ
January 2025
Center for Health Literacy, Careum Foundation, Zurich, 8032, Switzerland.
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January 2025
Centre for Medical Education, University of Dundee, Dundee, Scotland.
Background: Like other countries developing standardized general practice training, China faces the challenge of training vast numbers of new general practice faculty. However, little is known about these clinician-teachers' motivations and perceived needs for faculty development. This review intended to explore available published data on Chinese general practice faculty development needs and motivation for ongoing professional development.
View Article and Find Full Text PDFBMC Med Ethics
January 2025
Department of Obstetrics, Gynaecology and Women's Health, University of Otago, Wellington, Aotearoa, New Zealand.
Background: Being able to measure informed choice represents a mechanism for service evaluation to monitor whether informed choice is achieved in practice. Approaches to measuring informed choice to date have been based in the biomedical hegemony. Overlooked is the effect of epistemic positioning, that is, how people are positioned as credible knowers in relation to knowledge tested as being relevant for informed choice.
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January 2025
Department of Cardiology, The First Hospital of Hebei Medical University, 89 Donggang Road, Shijiazhuang, Hebei, 050031, P. R. China.
Background: Watching short videos is an integral part of the daily lives of young and middle-aged people. Nevertheless, the correlation between the screen time spent watching short videos at bedtime and essential hypertension in young and middle-aged people remains unclear. We aimed to explore the correlation between the screen time spent watching short videos at bedtime and essential hypertension among young and middle-aged people and construct a nomogram prediction model for assessing the probability of developing essential hypertension for these age groups.
View Article and Find Full Text PDFBMC Pediatr
January 2025
Biomedical Center Martin, Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, Martin, 036 01, Slovakia.
The purpose of this study was to predict an academic achievement model based on cardiorespiratory fitness (CRF) and body mass index (BMI) in ninth-graders. The study sample included 6 530 adolescents from 341 public schools in Slovakia. Criterion-referenced competency tests measuring academic performance in mathematics and mother language (Slovak), CRF, and BMI were assessed in the academic year 2022-2023.
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