Biomedical subjects

Helen Cooper

Publications and source records attributed to Helen Cooper.

8 recordsLinked to original sources

PubMed2006

Suppressor of cytokine signaling 3 limits protection of leukemia inhibitory factor receptor signaling against central demyelination.

Enhancement of oligodendrocyte survival through activation of leukemia inhibitory factor receptor (LIFR) signaling is a candidate therapeutic strategy for demyelinating disease. However, in other cell types, LIFR signaling is under tight negative regulation by the intracellular protein suppressor of cytokine signaling 3 (SOCS3). We, therefore, postulated that deletion of the SOCS3 gene in oligodendrocytes would promote the beneficial effects of LIFR signaling in limiting demyelination. By studying wild-type and LIF-knockout mice, we established that SOCS3 expression by oligodendrocytes was induced by the demyelinative insult, that this induction depended on LIF, and that endogenously produced LIF was likely to be a key determinant of the CNS response to oligodendrocyte loss. Compared with wild-type controls, oligodendrocyte-specific SOCS3 conditional-knockout mice displayed enhanced c-fos activation and exogenous LIF-induced phosphorylation of signal transducer and activator of transcription 3. Moreover, these SOCS3-deficient mice were protected against cuprizone-induced oligodendrocyte loss relative to wild-type animals. These results indicate that modulation of SOCS3 expression could facilitate the endogenous response to CNS injury.

Animals↗

PubMed2005

Beginning the process of teamwork: design, implementation and evaluation of an inter-professional education intervention for first year undergraduate students.

An evidence-based interprofessional educational (IPE) intervention involving first year undergraduate students studying medicine, nursing, physiotherapy and occupational therapy was piloted at the University of Liverpool. Campbell's phased approach and Complexity Theory guided development of the intervention and its evaluation. The intervention included a staff-training programme, e-learning materials and interprofessional team working skills workshops. A multi method study design was used to evaluate outcomes and the processes by which the outcomes had transpired. The first year cohort of students (n=442) was invited to attend the pilots. Fifty-four per cent (n=237) opted to attend. Findings showed that the intervention promoted theoretical learning about team working. It enabled the students to learn with and from each other (p<0.001), it significantly raised awareness about collaborative practice (p<0.05), and its link to improving the effectiveness of care delivery (p<0.01). The qualitative data showed that it served to increase students' confidence in their own professional identity and helped them to value difference making them better prepared for clinical placement. The findings support the need to start IPE early in students' training before professional doctrines have been built into their learning. As a result of the findings, the intervention has become compulsory for students to attend and the project has evolved to include trained service users/carers as co-facilitators of the workshops. It is also working on strengthening e-learning by integrating the generic materials into the curricula of all courses. Alongside this, strategies are being explored for interprofessional learning in practice.

Adult↗

PubMed2005

Attitudes to biotechnology: estimating the opinions of a better-informed public.

Public familiarity with basic scientific concepts and principles has been proposed as essential for effective democratic decision-making (Miller, 1998). Empirical research, however, finds that public 'scientific literacy' is generally low, falling well short of what normative criteria would consider 'acceptable.' This has prompted calls to better engage, educate and inform the public on scientific matters, with the additional, usually implicit assumption that a knowledgeable citizenry should express more supportive and favourable attitudes toward science. Research investigating the notion that 'to know science is to love it' has provided only weak empirical support and has itself been criticised for representing science and technology as a unified and homogenous entity. In practice, it is argued, how knowledge impacts on the favourability of attitudes will depend on a multiplicity of actors, not the least of which is the particular area of science in question and the technologies to which it gives rise (Evans & Durant, 1992). This article uses a new method for examining the knowledge-attitude nexus on a prominent area of 21st century science--biotechnology. The idea that greater scientific knowledge can engender change in the favourability of attitudes toward specific areas of science is investigated using data from the 2000 British Social Attitudes Survey and the 1999 Wellcome Consultative Panel on Gene Therapy. Together the surveys measure public opinion on particular applications of genetic technologies, including gene therapy and the use of genetic data, as well as more general attitudes towards genetic research. We focus our analysis on how two different measures of knowledge impact on these attitudes; one a more general measure of scientific knowledge, the other relating specifically to knowledge of modern genetic science. We investigate what impact these knowledge domains have on attitudes toward biotechnology using a regression-based modelling technique (Bartels, 1996; Althaus, 1998; Sturgis, 2003). Controlling for a range of socio-demographic characteristics, we provide estimates of what collective and individual opinion would look like if everyone were as knowledgeable as the currently best-informed members of the general public on the knowledge domains in question. Our findings demonstrate that scientific knowledge does appear to have an important role in determining individual and group attitudes to genetic science. However, we find no support for a simple 'deficit model' of public understanding, as the nature of the relationship itself depends on the application of biotechnology in question and the social location of the individual.

Attitude↗

PubMed2005

Developing e-learning for interprofessional education.

An evidence-based, interprofessional educational course involving first-year undergraduate students studying medicine, nursing, physiotherapy and occupational therapy has been piloted at the University of Liverpool. Part of the content was developed in an online format. To capture the development process and the e-learning writing experience, a focus group was arranged for the content writers. The session was audio-recorded and tapes were transcribed. All the data were subjected to thematic analysis. Twenty-three sub-themes were identified in the 72 comments. These were grouped under six themes, corresponding to the developmental stages of e-learning. The highest number of comments fell under the theme of preparation, followed by content development, evaluation, general design and structure, and finally delivery. Team working contributed to the success of the writing process, reflecting the theme of working inter-professionally.

Cooperative Behavior↗

PubMed2004

"Do none of you talk to each other?": the challenges facing the implementation of interprofessional education.

There is a growing interest internationally in the development of interprofessional education (IPE), with the potential goal of achieving more effective healthcare delivery. The aim of this study is to explore the feasibility of introducing IPE within undergraduate health professional programmes, using a systematic review of the evidence and focus-group interviews. This paper reports findings from the focus-group interviews. Three focus-group interviews, each lasting two hours, were conducted. Participants (n = 34) were drawn from the clinical and academic environments, from health service consumers and from health professional students. Two areas were explored: (1) the feasibility of IPE and (2) perceptions of its effects. Each focus group had a primary facilitator who led the group discussion and a second facilitator audiotaping discussions and writing observational notes. Three main themes emerged: the advantages of IPE, the challenges of initiating IPE, and the role of IPE in the creation of professional identification. There was consensus in the view that IPE had much potential in breaking down traditional barriers to team working, including professional 'tribalism'. It is important for IPE to be integrated with interprofessional experiences in clinical practice. Further empirical work, focusing on student and patient outcomes in IPE, is needed.

Attitude of Health Personnel↗

PubMed2003

Using combined research methods for exploring diabetes patient education.

This paper explores a trial of an educational intervention designed for people who have Type 2 diabetes. The aim of the trial was to understand how the intervention had influenced outcomes in the context of participants' everyday lives. A randomised-controlled wait-list trial design was used. The study was also informed by a qualitative approach which explored the meanings held by participants for informing their behaviours. Outcomes were measured using diabetes-specific questionnaires and clinical measures of blood glucose control, weight and drug treatment. Alongside these, focus group discussions were held to explore how outcome effects had transpired. Using these different methods resulted in two separate data sets which required diverse methods for analysis. This paper uses examples of compatibilities and contradictions between the data sets to look at how they were combined to produce valid results. Conclusions drawn showed that a combined methods approach was essential to expand the scope and improve the analytic power of trials of patient education. It produced illuminating results which provided guidelines for practice and suggested further areas for research.

Diabetes Mellitus, Type 2↗

PubMed2003

Schwann cell apoptosis in the postnatal axotomized sciatic nerve is mediated via NGF through the low-affinity neurotrophin receptor.

Schwann cell death is a developmentally regulated phenomenon and is also induced after peripheral nerve axotomy in neonatal rodents. In this study, we explored whether ligand-induced activation of the low-affinity neurotrophin receptor (p75(NTR)) is responsible for inducing Schwann cell death in vivo. Administration of exogenous nerve growth factor (NGF) to the axotomized nerve site in wild-type animals resulted in a 2.6-fold increase in Schwann cell apoptosis in the distal nerve stumps compared to axotomy alone. No increase in apoptosis, above baseline levels, was seen in p75(NTR)-mutant mice either with or without NGF When anti-NGF antibodies were administered to the site of the peripheral nerve lesion in wild-type mice there was a reduction in the percentage of Schwann cell apoptosis to levels seen in both the quiescent state and in the axotomized nerves of the p75(NTR)-mutant mice. These results demonstrate that apoptosis of Schwann cells in axotomized peripheral nerve is mediated predominantly through p75(NTR) signaling and initiated via endogenously produced NGF.

Animals↗

PubMed2002

Investigating socio-economic explanations for gender and ethnic inequalities in health.

This paper examines inequalities in the self-reported health of men and women from white and minority ethnic groups in the UK using representative data from the Health Survey for England, 1993-1996. The results show substantially poorer health among all minority ethnic groups compared to whites of working-age. The absence of gender inequality in health among white adults contrasts with higher morbidity for many minority ethnic women compared to men in the same ethnic group. The analysis addresses whether socio-economic inequality is a potential explanation for this pattern of health inequality using measures of educational level, employment status, occupational social class and material deprivation. There are marked socio-economic differences according to gender and ethnic group: high morbidity is concentrated among adults who are most socio-economically disadvantaged, notably Pakistanis and Bangladeshis. Logistic regression analyses show that socio-economic inequality can account for a sizeable proportion of the health disadvantage experienced by minority ethnic men and women, but gender inequality in minority ethnic health remains after adjusting for socio-economic characteristics.

Adult↗