Background And Purpose: The prevalence of dementia is rapidly increasing. Attempts to further understand modifiable risk factors such as diabetes mellitus (DM) are urgently needed to inform public health policies for prevention. Thus, the objective of the current study was to assess the relationship between DM and risk of dementia and non-dementia mortality amongst women in the California Teachers Study prospective cohort.
Methods: Women (n = 124,509) aged 22-104 years at baseline were included. DM was ascertained from self-reported questionnaires and hospital-linked records. Dementia-related deaths were ascertained from state and national records. Competing risk regression models were used to estimate cause-specific hazard ratios and 95% confidence intervals for the association of DM with dementia- and non-dementia-related mortality.
Results: There were 10,511 total DM cases and 3625 deaths due to dementia over a mean of 21.3 years of follow-up. Fully adjusted cause-specific hazard ratios of the association with DM were 2.26 (2.01, 2.55) for dementia-related and 1.97 (1.89, 2.05) for the competing risk of non-dementia-related mortality. This association was strongest amongst participants with incident DM, younger age at baseline and higher alcohol consumption or who were overweight.
Conclusions: In the California Teachers Study, women with DM had increased risk of mortality due to both dementia and non-dementia causes; however, the risk of mortality due to dementia was elevated compared to non-dementia causes only amongst participants with incident DM.
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http://dx.doi.org/10.1111/ene.16294 | DOI Listing |
Neurol Educ
March 2025
Department of Neurology, University of California, San Francisco.
Background And Objectives: Pressures on academic physician educators to generate clinical revenue or research grants may threaten faculty engagement as teachers. Neurology has historically prized its outstanding educators, but programs that provide financial support for teaching are lacking. We developed an opt-in, financial, teaching incentive program in an academic neurology department and evaluated its impact on faculty experience, motivation, and identity.
View Article and Find Full Text PDFBMJ Paediatr Open
December 2024
Department of Pediatrics, Brigham and Women's Hospital, Boston, Massachusetts, USA.
Introduction: Maternal undernutrition and inflammation in utero may significantly impact the neurodevelopmental potential of offspring. However, few studies have investigated the effects of pregnancy interventions on long-term child growth and development. This study will examine the effects of prenatal nutrition and infection management interventions on long-term growth and neurodevelopmental outcomes of offspring.
View Article and Find Full Text PDFJ Gen Intern Med
December 2024
Division of Hospital Medicine, Department of Medicine, University of Virginia School of Medicine, Charlottesville, VA, USA.
Management reasoning (MR) is a key domain of clinical reasoning that is distinct from the more heavily studied and taught diagnostic reasoning (DR). Despite MR's importance to patient care, there are few published strategies for incorporating MR education into the clinical learning environment. In this perspective, the authors review key theories and clinical principles relevant to MR and integrate these concepts with previously described tools for teaching MR to provide frontline clinical teachers with practical, theory-informed framework for teaching MR during inpatient rounds.
View Article and Find Full Text PDFSch Psychol
December 2024
School of Humanities and Social Science, Chinese University of Hong Kong, Shenzhen.
School engagement generally declines during adolescence and was reported to be worse in Chinese adolescents in rural areas compared to those in urban cities. Extensive studies have investigated the roles of perceived social support (i.e.
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December 2024
Cognition and Human Behavior Key Laboratory of Hunan Province, School of Education Science, Hunan Normal University.
Research has shown the positive effects of positive behavioral interventions and supports (PBIS) on student outcomes. Despite its effectiveness, there is limited research on the cultural adaptation of PBIS in other cultures, especially in Asia. Based on cultural adaptation frameworks, the current case study reports the cultural adaptation and implementation process of PBIS Tier 1 in a Chinese elementary school, including the steps and strategies in its engagement, design, and implementation.
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