Factors influencing the use of antenatal care in rural West Sumatra, Indonesia

<p>Abstract</p> <p>Background</p> <p>Every year, nearly half a million women and girls needlessly die as a result of complications during pregnancy, childbirth or the 6 weeks following delivery. Almost all (99%) of these deaths occur in developing countries. The study aim was to describe the factors related to low visits for antenatal care (ANC) services among pregnant women in Indonesia.</p> <p>Method</p> <p>A total of 145 of 200 married women of reproductive age who were pregnant or had experienced birth responded to the questionnaire about their ANC visits. We developed a questionnaire containing 35 items and four sections. Section one and two included the women's socio demographics, section three about basic knowledge of pregnancy and section four contained two subsections about preferences about midwives and preferences about Traditional Birth Attendant (TBA) and the second subsections were traditional beliefs. Data were collected using a convenience sampling strategy during July and August 2010, from 10 villages in the <it>Tanjung Emas</it>. Multiple regression analysis was used for preference for types of providers.</p> <p>Results</p> <p>Three-quarter of respondents (77.9%) received ANC more than four times. The other 22.1% received ANC less than four times. 59.4% received ANC visits during pregnancy, which was statistically significant compared to multiparous (<it>p </it>= 0.001). Women who were encouraged by their family to receive ANC had statistically significant higher traditional belief scores compared to those who encouraged themselves (<it>p </it>= 0.003). Preference for TBAs was most strongly affected by traditional beliefs (<it>p </it>< 0.001). On the contrary, preference for midwives was negatively correlated with traditional beliefs (<it>p </it>< 0.001).</p> <p>Conclusions</p> <p>Parity was the factor influencing women's receiving less than the recommended four ANC visits during pregnancy. Women who were encouraged by their family to get ANC services had higher traditional beliefs score than women who encouraged themselves. Moreover, traditional beliefs followed by lower income families had the greater influence over preferring TBAs, with the opposite trend for preferring midwives. Increased attention needs to be given to the women; it also very important for exploring women's perceptions about health services that they received.</p

Antenatal care in The Gambia: Missed opportunity for information, education and communication

<p>Abstract</p> <p>Background</p> <p>Antenatal care is widely established and provides an opportunity to inform and educate pregnant women about pregnancy, childbirth and care of the newborn. It is expected that this would assist the women in making choices that would contribute to good pregnancy outcome. We examined the provision of information and education in antenatal clinics from the perspective of pregnant women attending these clinics.</p> <p>Methods</p> <p>A cross sectional survey of 457 pregnant women attending six urban and six rural antenatal clinics in the largest health division in The Gambia was undertaken. The women were interviewed using modified antenatal client exit interview and antenatal record review questionnaires from the WHO Safe Motherhood Needs Assessment kit. Differences between women attending urban and rural clinics were assessed using the Chi-square test. Relative risks with 95% confidence intervals are presented.</p> <p>Results</p> <p>Ninety percent of those interviewed had attended the antenatal clinic more than once and 52% four or more times. Most pregnant women (70.5%) said they spent 3 minutes or less with the antenatal care provider. About 35% recalled they were informed or educated on diet and nutrition, 30.4% on care of the baby, 23.6% on family planning, 22.8% on place of birth and 19.3% on what to do if there was a complication.</p> <p>About 25% of pregnant women said they were given information about the progress of their pregnancy after consultation and only 12.8% asked their provider any question. Awareness of danger signs was low. The proportions of women that recognised signs of danger were 28.9% for anaemia, 24.6% for hypertension, 14.8% for haemorrhage, 12.9% for fever and 5% for puerperal sepsis. Prolonged labour was not recognised as a danger sign. Women attending rural antenatal clinics were 1.6 times more likely to recognise signs of anaemia and hypertension as indicative of danger compared to women attending urban antenatal clinics.</p> <p>Conclusion</p> <p>Information, education and communication during antenatal care in the largest health division are poor. Pregnant women are ill-equipped to make appropriate choices especially when they are in danger. This contributes to the persistence of high maternal mortality ratios in the country.</p

Neurocognitive functioning in acute or early HIV infection

We examined neurocognitive functioning among persons with acute or early HIV infection (AEH) and hypothesized that the neurocognitive performance of AEH individuals would be intermediate between HIV seronegatives (HIV−) and those with chronic HIV infection. Comprehensive neurocognitive testing was accomplished with 39 AEH, 63 chronically HIV infected, and 38 HIV− participants. All AEH participants were HIV infected for less than 1 year. Average domain deficit scores were calculated in seven neurocognitive domains. HIV−, AEH, and chronically HIV infected groups were ranked from best (rank of 1) to worst (rank of 3) in each domain. All participants received detailed substance use, neuromedical, and psychiatric evaluations and HIV infected persons provided information on antiretroviral treatment and completed laboratory evaluations including plasma and CSF viral loads. A nonparametric test of ordered alternatives (Page test), and the appropriate nonparametric follow-up test, was used to evaluate level of neuropsychological (NP) functioning across and between groups. The median duration of infection for the AEH group was 16 weeks [interquartile range, IQR: 10.3–40.7] as compared to 4.9 years [2.8–11.1] in the chronic HIV group. A Page test using ranks of average scores in the seven neurocognitive domains showed a significant monotonic trend with the best neurocognitive functioning in the HIV− group (mean rank = 1.43), intermediate neurocognitive functioning in the AEH group (mean rank = 1.71), and the worst in the chronically HIV infected (mean rank = 2.86; L statistic = 94, p < 0.01); however, post-hoc testing comparing neurocognitive impairment of each group against each of the other groups showed that the chronically infected group was significantly different from both the HIV− and AEH groups on neurocognitive performance; the AEH group was statistically indistinguishable from the HIV− group. Regression models among HIV infected participants were unable to identify significant predictors of neurocognitive performance. Neurocognitive functioning was worst among persons with chronic HIV infection. Although a significant monotonic trend existed and patterns of the data suggest the AEH individuals may fall intermediate to HIV− and chronic participants, we were not able to statistically confirm this hypothesis

Nature meets nurture: molecular genetics of gastric cancer

The immensity of genes and molecules implicated in gastric carcinogenesis is overwhelming and the relevant importance of some of these molecules is too often unclear. This review serves to bring us up-to-date with the latest findings as well as to look at the larger picture in terms of how to tackle the problem of solving this multi-piece puzzle. In this review, the environmental nurturing of intestinal cancer is discussed, beginning with epidemiology (known causative factors for inducing molecular change), an update of H. pylori research, including the role of inflammation and stem cells in premalignant lesions. The role of E-cadherin in the nature (genotype) of diffuse gastric cancer is highlighted, and finally the ever growing discipline of SNP analysis (including IL1B) is discussed

What Questions Are on the Minds of STEM Undergraduate Students and How Can They Be Addressed?

Addressing common student questions in introductory STEM courses early in the term is one way that instructors can ensure that their students have all been presented with information about how to succeed in their courses. However, categorizing student questions and identifying evidence-based resources to address student questions takes time, and instructors may not be able to easily collect and respond to student questions at the beginning of every course. To help faculty effectively anticipate and respond to student questions, we 1) administered surveys in multiple STEM courses to identify common student questions, 2) conducted a qualitative analysis to determine categories of student questions (e.g., what are best practices for studying, how can in- and out-of- course time be effectively used), and 3) collaboratively identified advice on how course instructors can answer these questions. Here, we share tips, evidence-based strategies, and resources from faculty that instructors can use to develop their own responses for students. We hope that educators can use these common student questions as a starting point to proactively address questions throughout the course and that the compiled resources will allow instructors to easily find materials that can be considered for their own courses

What Questions Are on the Minds of STEM Undergraduate Students and How Can They Be Addressed?

Addressing common student questions in introductory STEM courses early in the term is one way that instructors can ensure that their students have all been presented with information about how to succeed in their courses. However, categorizing student questions and identifying evidence-based resources to address student questions takes time, and instructors may not be able to easily collect and respond to student questions at the beginning of every course. To help faculty effectively anticipate and respond to student questions, we 1) administered surveys in multiple STEM courses to identify common student questions, 2) conducted a qualitative analysis to determine categories of student questions (e.g., what are best practices for studying, how can in- and out-of- course time be effectively used), and 3) collaboratively identified advice on how course instructors can answer these questions. Here, we share tips, evidence-based strategies, and resources from faculty that instructors can use to develop their own responses for students. We hope that educators can use these common student questions as a starting point to proactively address questions throughout the course and that the compiled resources will allow instructors to easily find materials that can be considered for their own courses.</jats:p