BC HEALTH
Saved by @Mollyycolllinss

What does it take to sustain screwiness in the way the world works? Mostly, it's just good people, trying their best to get us to a better place... within constraints which pretty much preclude us actually getting anywhere! A case in point with

 These authors come across as hugely committed to something we might all agree upon: improving young people's experiences of physical education through better school-based-interventions. Sounds great? Agreed, & pretty much everything about their study models best practice 🥳
Sadly, established "best practice" involves further embedding the medicalisation of PE as if it should be about the potential contribution of physical activity to everything from quality of life, self-perception & cognition to the likelyhood of becoming healthy & active adults 🤯
We're reminded of the Chief Medical Officer's "recommended guidelines of 60 min of moderate-to-vigorous physical activity (MVPA) per day for healthy growth and development" 👇 This is a focus on what we can easily measure (generic) rather than on what we might value (individual).
We get recognition that PE "is not merely an opportunity for children to engage in PA" but that's linked to its role in "the development of knowledge & skills to foster their PA engagement throughout life" - so further focus on health outcomes. A long way from @meaningfulPE 🙄
We're reminded of the role of International & national PE curriculum guidelines in relation to "movement competence" & of evidence showing "children possessing high movement competence being more likely to engage in PA during their adolescence and adulthood" - @MeaningfulSport?
We get an absolutely exemplary introduction to linear & non-linear pedagogy. The paper is worth highlighting for this alone! The writing is clear, engaging & authoritative, & evaluating theoretically informed approaches is surely a good thing if we seek evidence based practice 👇
Sadly, we're then assured "generalist primary school teachers lack the confidence and competence to effectively teach PE" 🙄 Misguided initiatives associated with London 2012 strike again! Does anyone REALLY think coaches can replace teachers? Well, maybe if you think PE = PA 🤯
So experts in coaching, who didn't know the children, collaborated to produce a scheme of work and lesson plans & trained coaches to deliver sessions in schools.

In one sentence, that's pretty much everything that's currently screwy with British PE 🤯
https://t.co/jn1OInfpxc
As ever, a focus on what's easily measured (e.g. Physical Activity as tracked on ActiGraph GT9X accelerometers) runs the risk of us missing what we truly value (e.g. visceral responses, young people finding meaning in movement, connection to a pastime) 🙄
https://t.co/biZcCRl75G
Shock: the researchers found EXACTLY what any teacher would anticipate - "enhanced PE would need to be extended & supplemented by whole school approaches to PA promotion & multi-component interventions targeting home & community settings to increase PA among this population" 🙄
The authors suggest "for children this age, daily activities are generally dictated by adults" & highlight parents-as-partners as a strategic priority - but whilst perhaps news to coaches, that's already a long-standing priority for Early Years Professionals & Primary Teachers!
In the end, the paper concedes that teachers *might* actually offer more than coaches for PE... but what sort of academy have we shaped if *that* is news? We've always known this, & people like @Greg_Dryer, @VicksRandall82 & @Jools_CP have been saying so - loudly & consistently!
Our academic output also needs to connect with real-world values. No-one can ethically build "partnership" by "informing" parents about anything - least of all the "expert" view of "the importance of providing children with increased PA opportunities" 🙄
https://t.co/LrBXWCNowt
What might be better? For starters, an academy & wider sector which actually took the educational world & teaching expertise (rather than PA, sport & coaching) as a starting point - one which connected with @fhcappg & with people like @jackiemmusgrave 👇
https://t.co/CFC61gNrsG
What might we measure? Maybe start with the question asked by @miMoveApp: how did the activity feel? Though needing development, the self-interpretation of "emotional response" is a massive step towards having a lead-indicator measuring attitudes & dispositions 😍 #becausehuman
For more substantial studies, research needs to connect to lead indicators rather than to lag indicators & to build on decades of progress in sense-making - e.g. this approach to crowd-sourcing human judgement, meaning, and feeling @snowded/@CynefinCentre
https://t.co/QK4bmOz4LK
Please note: I am not suggesting this paper is anything other than an exemplary product of our current system. The authors should be applauded for excellent work - but when the context in which research is done leads to such work, we need to ask questions!
https://t.co/uAAJzNvzFh

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Noah Sasson
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@Noahsasson
Before we get too far into 2021, I thought I’d write a thread recapping some of the research that came out of my lab in 2020. Most of this work was led by my talented team of graduate students, Kerrianne Morrison, @kmdebrabander, and @DesiRJones.

Back in January, a news story was published about Kerrianne’s study showing improved social interaction outcomes for autistic adults when paired with another autistic partner.

A detailed thread about the study and a link to the paper can be found here (feel free to DM me your email address if you’d like a copy of the full paper for this study or any of our studies):


Another paper published early in 2020 (it appeared a few months earlier online) showed that traditional standalone tasks of social cognition are less predictive of functional and social skills among autistic adults than commonly assumed in autism research.


Next, @kmdebrabander led and published an innovative study about how well autistic and non-autistic adults can predict their own cognitive and social cognitive performance.
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mf.
mf.
@redwineclouds
After therapy sessions, it is occurring to me how my parents and maybe most desi parents don't really grow as parents. For example, a person would be a very different to a baby and to a teenager because the needs and vulnerabilities are so different.

But here, I feel that growth for parents stagnants sometime around when a child is 12-13. None of our parents really talk to us about puberty and growing up. None of us are taught or can talk about relationships because of moral reasons. So what do you have?

You have parents who are still parenting their adult children like kids, not apologising to us but asking us to eat, reminding us to wear jackets, locking up cars. They care. But they are coming from a care where the parent is always concerned about keeping the kid safe and alive

which imo really reduces the kind of parental advice and care one needs as an adult. Because adults know enough about the world to no longer be infantilized but we still have parents who expect us to be the same children because they're still the same kind of parents.

This is why so many of our parental relationships are strained or just based on civilities. We're forced to hide a lot from them because parents refuse to grow as parents and acknowledge us as adults. How many of us are still lectured, have curfews, other restrictions?
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Chris Hopson
Chris Hopson
@ChrisCEOHopson
1/23 We haven't had a lot to celebrate during this pandemic. But achieving the milestone of offering vaccine to the over 70s, health and care workers and the most clinically vulnerable just before target date is a huge cause for celebration, given the scale of the achievement.

2/23 When Margaret Keenan got her first jab in Coventry on December 8th last year, who’d have thought that, by Valentine’s Day, we’d have vaccinated over fourteen million people across the UK in just ten short weeks? Amazing, extraordinary and truly, really, world class!

3/23 I’ve been struck by how much joy and relief has been brought to those doing the vaccinations and those receiving them. A GP told me yesterday that nothing had given him greater pleasure in his long career. And that the patient's relief was sometimes overwhelming.

4/23 It's vital to recognise the extraordinary contribution of the staff and volunteers who have made this happen. One of my close family had their jab yesterday and was in awe of the volunteer standing outside in the freezing cold for a four hour shift meeting and greeting.

5/23 What I wanted to share in this thread was the slightly untold story of some of the extraordinary challenges the NHS has had to overcome to deliver this target. Requiring superhuman effort from NHS leaders and staff, way beyond the call of duty. Five challenges set out below.
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Avraham Z. Cooper, MD
Avraham Z. Cooper, MD
@AvrahamCooperMD
1/15
Why can cefepime cause neurological toxicity?

And why is renal failure the main risk factor for this complication?

The answer requires us to learn about cefepime's structure and why it unexpectedly binds to a certain CNS receptor.

#MedTwitter #Tweetorial


2/
Let's establish a few facts about cefepime:

🔺4th generation cephalosporin antibiotic
🔺Excretion = exclusively in the urine (mostly as unchanged drug)
🔺Readily crosses the blood-brain barrier (so it easily accesses the brain)

https://t.co/rjYG1BfGPR


3/
The first report of cefepime neurotoxicity was in 1999.

A patient w/ renal failure received high doses of cefepime and then developed encephalopathy, tremors, myoclonic jerks, and tonic-clonic seizures.

✅All symptoms resolved after hemodialysis.

https://t.co/u7JLVitQpp


4/
Cefepime neurotoxicity is surprisingly common, occurring in up to 15% of treated critically ill patients (w/ symptoms varying from encephalopathy to seizures).

💡The main risk factors = renal failure and lack of dose adjustment for renal function.

https://t.co/nxbnzSq8AR


5/
What about cefepime induces neurotoxicity?

One clue is that it's not the only antibiotic that causes neurotoxicity, particularly seizures.

This actually is a class effect w/ other beta-lactam antibiotics (including penicillins and carbapenems).

https://t.co/Lf4BhON9IY
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InspiredTeenTherapy
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@SashaLPC
Thrd: Menstruation/Dysphoria

1/ Difficult periods are sometimes the first catalyst for young women becoming alienated from their bodies.

Some have given congratulatory speeches about the vague accomplishment of "becoming a woman."

2/ Others learned about periods through a mundane sex-ed lesson at school. Yet others knew very little about their periods except they are sometimes painful, can be embarrassing, and make activities they’d taken for granted,

3/ like swimming and outdoor play, all-of-a-sudden much more difficult.

When young women hate their periods, they might be told, in a matter-of-fact grumbling way, “well, nobody likes having a period, honey. It’s just a part of life.”

4/ On a personal note, till my early/mid 30s, I knew very little about the menstrual cycle. For me it had always been completely out of sight, out of mind. Once a month, I’d be reminded it exists and I’d have a kind of “oh crap!” moment.

5/ I’d complete the necessary hygiene and try to move on with my life. I was often plowing through various stages of this monthly cycle with little acknowledgement or understanding of how my entire mind, body, and mood was ebbing and flowing. Every month, for years on end.
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