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Multimorbidity latent classes in relation to 11-year mortality, risk factors and health-related quality of life in Malaysia: a prospective health and demographic surveillance system study
Full text linkFrom Springer Nature via Jisc Publications RouterHistory: received 2024-04-21, registration 2024-11-25, accepted 2024-11-25, epub 2025-01-06, online 2025-01-06, collection 2025-12-01Acknowledgements: The authors would like to thank Dr Min Min Tan, Dr Chew Wey Ang, Ms Norliza Mat, Mr Khairul Azhar and the field team (SEACO and Jeffrey Cheah School of Medicine & Health Sciences, Monash University, Malaysia) for their invaluable advice on the data for this manuscript and for the data collection. Special thanks to Dr John Hodsoll (Biostatistics and Health Informatics Advisory Service, King’s College London, UK), Dr Yu-Tzu Wu (Population Health Sciences Institute, Newcastle University, UK), Dr Lou Whitehead (Biostatistics Research Group, Population Health Sciences Institute, Newcastle University, UK) and Dr Kwong Hsia Yap (Monash University, Malaysia and National University of Singapore, Singapore) for their technical support on this manuscript. We extend our appreciation to Associate Professor Dr Arimi Fitri Mat Ludin (Center for Healthy Ageing and Wellness, National University of Malaysia, Malaysia), Dr Chee Yen Wong (Ministry of Health, Malaysia) and Dr Bella (Siew Siew) Lee (Nottingham University, Malaysia) for their unwavering support.Publication status: PublishedBackground: We aimed to identify specific multimorbidity latent classes among multi-ethnic community-dwelling adults aged ≥ 18 years in Malaysia. We further explored the risk factors associated with these patterns and examined the relationships between the multimorbidity patterns and 11-year all-cause mortality risk, as well as health-related quality of life (HRQoL). Methods: Using data from 18,101 individuals (aged 18–97 years) from the baseline Census 2012, Health Round 2013, and Verbal Autopsies 2012–2023 of the South East Asia Community Observatory (SEACO) health and demographic surveillance system, latent class analysis was performed on 13 chronic health conditions to identify statistically and clinically meaningful groups. Multinomial logistic regression and Cox proportional hazards regression models were conducted to investigate the adjusted association of multimorbidity patterns with the risk factors and mortality, respectively. HRQoL was analyzed by linear contrasts in conjunction with ANCOVA adjusted for baseline confounders. Results: Four distinct multimorbidity latent classes were identified: (1) relatively healthy (n = 10,640); (2) cardiometabolic diseases (n = 2428); (3) musculoskeletal, mobility and sensory disorders (n = 2391); and (4) complex multimorbidity (a group with more severe multimorbidity with combined profiles of classes 2 and 3) (n = 699). Significant variations in associations between socio-demographic characteristics and multimorbidity patterns were discovered, including age, sex, ethnicity, education level, marital status, household monthly income and employment status. The complex multimorbidity group had the lowest HRQoL across all domains compared to other groups (p < 0.001), including physical health, psychological, social relationships and environment. This group also exhibited the highest mortality risk over 11 years even after adjustment of confounders (age, sex, ethnicity, education and employment status), with a hazard of death of 1.83 (95% CI 1.44–2.33), followed by the cardiometabolic group (HR 1.42, 95% CI 1.18–1.70) and the musculoskeletal, mobility and sensory disorders group (HR 1.29, 95% CI 1.04–1.59). Conclusions: Our study advances the understanding of the complexity of multimorbidity and its implications for health outcomes and healthcare delivery. The findings suggest the need for integrated healthcare approaches that account for the clusters of multiple conditions and prioritize the complex multimorbidity cohort. Further longitudinal studies are warranted to explore the underlying mechanisms and evolution of multimorbidity patterns.pubpu
Policy and practice implications of contextual understanding of - and tools to address - mental health and psychosocial support needs in Sierra Leone
Full text linkFrom Frontiers via Jisc Publications RouterHistory: received 2024-04-18, collection 2025-01-01, accepted 2025-01-07, epub 2025-02-05Peer reviewed: TruePublication status: PublishedThe last two decades have seen increased awareness of the impact of mental health issues on the population of Sierra Leone. Local capacity to respond to these needs is severely limited. In 2017, the Ministry of Health and Sanitation (MoHS) worked with staff of the College of Medicine and Allied Health Sciences (COMAHS – part of the University of Sierra Leone) and Queen Margaret University (QMU) in Edinburgh – and other stakeholders, including members of the Mental Health Coalition Sierra Leone – to define a research agenda that would support the development of community-based mental health and systems support in the community. This paper summarizes work over the course of the following six years in relation to this agenda, and indicates its relevance to ongoing and planned service developments. In terms of research advance, studies have – through participatory and ethnographically-informed methods – identified both local idioms and social determinants of distress and mapped health seeking pathways and barriers to care. This information was utilized in the development and validation of two culturally appropriate measures: the Sierra Leone Psychological Distress Scale (to assess mental health and psychosocial needs at the community level) and the Sierra Leone Perinatal Psychological Distress Scale (to identify common perinatal mental disorder in amongst pregnant and lactating mothers). For this latter population, a culturally adapted form of a problem solving intervention delivered through existing mother-to-mother supports has been shown to be feasible, acceptable and potentially effective. This work has major policy and practice implications, and early evidence of uptake is noted. This includes mental health capacity development through the online availability of training guides for the developed assessment scales and plans for incorporation of material regarding idioms and social determinants of distress in pre-and post-professional training curriculum. In terms of community-based initiatives, there has been evidence of uptake from the Mental Health Coalition Sierra Leone. In terms of policy, findings reinforce key principles regarding community-based provision, integration of mental health care into primary health care, and actions to reduce stigma associated with mental health.pubpu
A praxis of creativity in outdoor learning: Pedagogies of making, growing, anger and kindness
Full text linkPatrick Boxall - ORCID: 0009-0002-6428-4199
https://orcid.org/0009-0002-6428-4199This empirical inquiry is focused on the Queen Margaret University (QMU) Outdoor Learning Hub and analyses the significance of creativity within pedagogies of outdoor learning, and the activism of leaders engaged in place-making and practicing outdoor learning.
The inquiry is embedded in practice: the QMU Outdoor Learning Hub opened in 2024 to enrich student experience, connect to communities, and contribute to national and global concerns in education, sustainability, health and wellbeing. Outdoor learning at QMU is part of the undergraduate and postgraduate curriculum through the creation of new outdoor teaching spaces, courses and qualifications. The hub is a centre for local and national engagement in outdoor learning practice, leadership, and professional development.
Building on previous inquiry, ‘A Good Stick: an Inquiry into Creativity in Forest School’ (Boxall, 2024), this paper focuses on leaders’ conceptions of creativity, how they enact creative pedagogies within and for outdoor places, and how this is intrinsically linked to social and ecological activism.
The methodology used is Constructivist Grounded Theory (Charmaz, 2014, 2016) to synthesise theory, policy, and empirical inquiry. A theoretical framework of creativity and outdoor learning is presented, data from interviews with leaders and practitioners of outdoor learning are analysed and from this a praxis of creativity in outdoor learning is developed.
The argument presented in this paper is that creativity is an essential aspect of the practice of outdoor learning and the process of place-making. The discussion is interconnected with critical pedagogical positions. The outcome is a critical analysis of creativity that foregrounds the voices of participants to begin to co-construct an eco-pedagogy of creativity within outdoor learning. A theoretical framework for a praxis of creativity in outdoor learning is presented in terms of Pedagogies of Making, Pedagogies of Growing and Pedagogies of Anger & Kindness.https://doi.org/10.56433/j7pkz35513pubpub
From the Inside Looking In?
No full textItem is not available in this repository.Caryll Jack - ORCID: 0000-0002-1720-2931
https://orcid.org/0000-0002-1720-2931Autistic and/or ADHD student primary teachers face increased barriers to successful completion of professional qualification degree programmes than their neurotypical peers. Encouraging acceptance, recognising strengths, and facilitating an increase in inclusive practice for Autistic/ADHD student teachers to thrive are necessary to reduce barriers to entering that profession, increase qualification success, and improve retention pre and post qualification. The aim of this chapter is to examine the author’s reflections as a late-diagnosed neurodivergent former primary teacher about lived experiences shared with and by current Autistic/ADHD student primary teachers.Direct participant quotes from ongoing research bridge the existential gap between the author’s ‘now’ lecturer/aware self and ‘then’ student/teacher unaware self.Together, their collective voices raise questions about inclusive practice in initial teacher education placement processes in Scotland; consider advocacy and representation; and reflect upon the iterative nature of identity in educational contexts encountered.inpressinpres
Empowering future literacy instructors: the role of mastery experiences in pre-service teachers’ literacy knowledge and self-efficacy
Full text linkStephen C. Scholes - ORCID: 0000-0002-5808-6121 https://orcid.org/0000-0002-5808-6121Teachers play a crucial role in reading development, but many lack explicit content knowledge and literacy self-efficacy for effective instruction. This study explores a mastery experience-focused professional learning opportunity to enhance pre-service teachers’ literacy instruction skills. Grounded in Bandura’s self-efficacy theory, it argues that mastery experiences are crucial for developing effective literacy teachers. The program integrates explicit knowledge instruction with hands-on, collaborative experiences over 10 weeks. Results indicate statistically significant growth in self-efficacy and literacy instruction knowledge among participants. The study also highlights potential reciprocal benefits for local children and schools, particularly in supporting struggling readers. The findings suggest this approach effectively prepares pre-service teachers to be literacy instructors, bridging the gap between theory and practice. This research provides valuable insights into the potential of mastery experience-focused initial teacher professional learning opportunities in transforming literacy education.https://doi.org/10.1080/10901027.2025.2538577aheadofprintaheadofprin
The Green and the seen/unseen: strategies for reimagining urban heritage in Glasgow Green
Full text linkAndy Henry - ORCID: 0000-0003-4078-7373
https://orcid.org/0000-0003-4078-7373This paper explores the dynamic and multifaceted heritage of Glasgow Green, the oldest urban park in Scotland. Recognising the historical and contemporary significance of public tourism spaces, this research examines the interplay between authorised and marginalised heritage narratives within the park. The study adopts a mixed-methods approach, incorporating archival research, practice-as-research, and community interviews. This methodological bricolage illuminates the plurality of stories within Glasgow Green, highlighting the importance of both recognised and overlooked histories. Drawing on key themes – such as access, ownership, spatial rules and behaviours, and marginalised or hidden narratives – this study develops and proposes a new framework: the Seen/Unseen. The Seen/Unseen framework is conceptualised as a tool for researching and representing the heritage of public parks. Within this framework, the diverse histories of Glasgow Green are brought together, offering a call for sustained public engagement and providing a tool to enhance the inclusion of marginalised voices in heritage tourism.https://doi.org/10.1080/1743873X.2025.248766520pubpub
Chapter 9: A Transnational Story of Re-Storing A Door to the Sky by Farida Benlyazid (1989)
No full textStefanie Van de Peer - ORCID: 0000-0003-3152-2912
https://orcid.org/0000-0003-3152-2912Item is restricted in this repository.inpressinpres
Racism and racial discrimination in Scottish higher education: The power of storytelling for Nigerians in Scotland
Full text linkFunke Osae-Brown - ORCID: 0009-0008-6070-9018
https://orcid.org/0009-0008-6070-9018This paper examines how the creative power of storytelling through documentary film can contribute to the debate around racism and racial discrimination in Scottish Higher Education using the qualitative approach of filmed interviews with Nigerian migrants studying and working at Higher Education Institutions (HEIs). Using Critical Race Theory for data analysis, I argue that storytelling provides insights into the lived experiences of Nigerian migrants in Scotland at Scottish HEIs. The data collected for this study shows that they are not being supported or heard enough in schools based on their experiences of racism and racial discrimination and the Equality Act 2010 does not offer adequate protection for them.The author(s) received no financial support for the research, authorship, and/or publication of this article.https://doi.org/10.1177/27526461251314893pubpu
Oltre le telecomunicazioni. Sfide e Opportunita’ della New Space Economy”
No full textStefania Paladini - ORCID: 0000-0002-1526-3589
https://orcid.org/0000-0002-1526-3589Item is not available in this repository.pubpu
Health Economics
No full textSophie Witter - ORCID: 0000-0002-7656-6188 https://orcid.org/0000-0002-7656-6188Item is not available in this repository.https://global.oup.com/academic/product/public-health-9780198855187?q=Promoting%20Public%20Health:%20An%20action%20guide&cc=gb&lang=en#pubpu
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