Calprotectin, Biomarker of Depression in Patients with Inflammatory Bowel Disease?

Background and Objectives: Calprotectin is a marker for intestinal inflammation. Recent research suggests a link between inflammation and depression. This study assessed the association between the levels of calprotectin in patients from South-Eastern Europe and the severity of depression, anxiety, and quality of life. Materials and Methods: This cross-sectional study included 30 confirmed patients with Crohn's disease (CD) and ulcerative colitis (UC) who were assessed using clinical interviews for determining the severities of mental disorders (i.e., depression severity-PHQ-9, anxiety-GAD-7) and the quality of life (EQ-5D). Stool samples were collected from all participants for measuring their levels of calprotectin. Results: The level of calprotectin is correlated with PHQ-9 (ρ = 0.416, p = 0.022) and EQ-5D (ρ = -0.304, p = 0.033) but not with GAD 7 (ρ = 0.059, p = 0.379). Calprotectin levels in patients with mild, moderate, and moderately severe depression were significantly higher than in patients with minimal depression (198 µg/g vs. 66,9 µg/g, p = 0.04). Calprotectin level was corelated with the following depressive symptoms: autolytic ideation (ρ = 0.557, p = 0.001), fatigue (ρ = 0.514, p = 0.002), slow movement (ρ = 0.490, p = 0.003), and sleep disorders (ρ = 0.403, p = 0.014). Calprotectin was an independent predictor of depression with an odds ratio of 1.01 (95%: 1.002-1.03, p < 0.01). An ROC analysis showed that a level of calprotectin of 131 µg/g or higher has a sensitivity of 82%, a specificity of 61%, and an accuracy of 70% for predicting depression. In this study, no significant correlations were found between calprotectin level and anxiety. Conclusions: Calprotectin levels are associated with the severity of depression, and checking for a calprotectin level of 131 µg/g or higher may be a potential accessible screening test for depression in patients with inflammatory bowel disease.

Using Dancesport as an Educational Resource for Improving Institutionalized Children's Learning Strategies.

INTRODUCTION: Specialized studies mention that extracurricular activities (including dance) contribute to the stimulation of multiple intelligences, on whose development the educational process and academic success depend. The aims of the study were to investigate the benefits of dancesport for the development of institutionalized children's learning strategies, and to examine gender-dependent differences in learning strategies, as well as to formulate possible recommendations regarding the practice of dance at the age of preadolescence, from the perspective of school success vectors. METHODS: Through the School Motivation and Learning Strategies Inventory (SMALSI), we could observe the changes produced in children from the initial phase to the final assessment at the end of a dancesport program. The intervention took place over a period of six months with a frequency of two lessons per week, with each lesson lasting 60 min, and aimed to increase school motivation and performance, considering the learning strategies used by institutionalized children. Thirty institutionalized children, aged 11-12 years old, participated in the research, during which they did not engage in other extracurricular physical activities. The preadolescents were assessed using the School Motivation and Learning Strategies Inventory (SMALSI). This self-report rating scale measures nine areas associated with learning strategies, six of which focus on student strengths (study strategies, note-taking/listening skills, reading/comprehension strategies, writing/research skills, test-taking strategies, and time management/organization techniques), and three are aimed at student liabilities (low academic motivation, test anxiety, and concentration/attention difficulties). RESULTS: The results show that the biggest improvements in the case of institutionalized children were recorded for study strategies, effectiveness of test-taking strategies, and concentration difficulties. Girls registered significantly better results than boys only in the case of study strategies and for writing/research skills (Mann-Whitney test was used). DISCUSSION: The study demonstrates the benefits of dancesport practice for the development of institutionalized children's learning strategies, creating a foundation for the improvement of their academic performance and school integration. CONCLUSIONS: At the end of the dance program, significant improvements in academic interest were observed due to the testing strategies used. Better results were also obtained for the scales of anxiety and difficulty concentrating during tests, where average scores decreased significantly.

Depression in Central and Eastern Europe: How Much It Costs? Cost of Depression in Romania.

OBJECTIVE: The present study aims to estimate the public cost of depression in Romania during a seven-year time span to complement existing papers with data from Central and Eastern Europe and to identify and propose measures that allow efficient use of funds. METHODS: We used data collected from the National Health Insurance System to analyze the main components of the cost. FINDINGS: Indirect costs exceed direct costs. Within the direct costs, hospitalization and medicines still have an important share but are decreasing due to the intervention of outpatient services such as psychiatrists and psychotherapists. CONCLUSION: Since the goal is mental health, it is necessary to act early and quickly to decrease the burden in the long run. Annually, the mean direct cost of depression per patient is EUR 143 (part of it is represented by hospitalization, i.e., EUR 67, and psychotherapy, i.e., EUR 5), the mean cost of sick leaves per patient is EUR 273, and the total cost per patient is EUR 5553. Indirect costs (cost of disability and lost productive years) represent 97.17% of the total cost. An integrated approach to early diagnosis, effective treatment, monitoring, and prevention as well as included economic and social programs are needed to optimize indirect costs.

College Students' Distractions from Learning Caused by Multitasking in Online vs. Face-to-Face Classes: A Case Study at a Public University in Romania.

This study compared Romanian college students' off-task use of digital devices in online courses with their digital distractions in face-to-face courses. Students taking both online and face-to-face courses completed surveys assessing off-task use of technology in each delivery mode, extent to which such use constitutes a distraction, and instructor policies for curbing use of digital devices in class. Off-task use of digital devices was significantly greater in online than face-to-face courses. Students were twice as likely to state that they were distracted by multitasking in online than in face-to-face classes. They also indicated that instructors in online classes were less likely than their face-to-face instructors to have a policy on the use of digital devices for off-task purposes during class. Study participants were more lenient toward the use of digital devices in online than in in-person classes and were less bothered by multitasking and classmates' off-task use of digital devices in online than in face-to-face classes. The results of this study have implications for instructors in online classes. By improving instructional design and pedagogical methods and creating opportunities for more interaction during the class, online instructors might be able to increase student motivation and lower multitasking behaviors.