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1.
J Clin Endocrinol Metab ; 109(8): 1907-1947, 2024 Jul 12.
Article in English | MEDLINE | ID: mdl-38828931

ABSTRACT

BACKGROUND: Numerous studies demonstrate associations between serum concentrations of 25-hydroxyvitamin D (25[OH]D) and a variety of common disorders, including musculoskeletal, metabolic, cardiovascular, malignant, autoimmune, and infectious diseases. Although a causal link between serum 25(OH)D concentrations and many disorders has not been clearly established, these associations have led to widespread supplementation with vitamin D and increased laboratory testing for 25(OH)D in the general population. The benefit-risk ratio of this increase in vitamin D use is not clear, and the optimal vitamin D intake and the role of testing for 25(OH)D for disease prevention remain uncertain. OBJECTIVE: To develop clinical guidelines for the use of vitamin D (cholecalciferol [vitamin D3] or ergocalciferol [vitamin D2]) to lower the risk of disease in individuals without established indications for vitamin D treatment or 25(OH)D testing. METHODS: A multidisciplinary panel of clinical experts, along with experts in guideline methodology and systematic literature review, identified and prioritized 14 clinically relevant questions related to the use of vitamin D and 25(OH)D testing to lower the risk of disease. The panel prioritized randomized placebo-controlled trials in general populations (without an established indication for vitamin D treatment or 25[OH]D testing), evaluating the effects of empiric vitamin D administration throughout the lifespan, as well as in select conditions (pregnancy and prediabetes). The panel defined "empiric supplementation" as vitamin D intake that (a) exceeds the Dietary Reference Intakes (DRI) and (b) is implemented without testing for 25(OH)D. Systematic reviews queried electronic databases for publications related to these 14 clinical questions. The Grading of Recommendations, Assessment, Development, and Evaluation (GRADE) methodology was used to assess the certainty of evidence and guide recommendations. The approach incorporated perspectives from a patient representative and considered patient values, costs and resources required, acceptability and feasibility, and impact on health equity of the proposed recommendations. The process to develop this clinical guideline did not use a risk assessment framework and was not designed to replace current DRI for vitamin D. RESULTS: The panel suggests empiric vitamin D supplementation for children and adolescents aged 1 to 18 years to prevent nutritional rickets and because of its potential to lower the risk of respiratory tract infections; for those aged 75 years and older because of its potential to lower the risk of mortality; for those who are pregnant because of its potential to lower the risk of preeclampsia, intra-uterine mortality, preterm birth, small-for-gestational-age birth, and neonatal mortality; and for those with high-risk prediabetes because of its potential to reduce progression to diabetes. Because the vitamin D doses in the included clinical trials varied considerably and many trial participants were allowed to continue their own vitamin D-containing supplements, the optimal doses for empiric vitamin D supplementation remain unclear for the populations considered. For nonpregnant people older than 50 years for whom vitamin D is indicated, the panel suggests supplementation via daily administration of vitamin D, rather than intermittent use of high doses. The panel suggests against empiric vitamin D supplementation above the current DRI to lower the risk of disease in healthy adults younger than 75 years. No clinical trial evidence was found to support routine screening for 25(OH)D in the general population, nor in those with obesity or dark complexion, and there was no clear evidence defining the optimal target level of 25(OH)D required for disease prevention in the populations considered; thus, the panel suggests against routine 25(OH)D testing in all populations considered. The panel judged that, in most situations, empiric vitamin D supplementation is inexpensive, feasible, acceptable to both healthy individuals and health care professionals, and has no negative effect on health equity. CONCLUSION: The panel suggests empiric vitamin D for those aged 1 to 18 years and adults over 75 years of age, those who are pregnant, and those with high-risk prediabetes. Due to the scarcity of natural food sources rich in vitamin D, empiric supplementation can be achieved through a combination of fortified foods and supplements that contain vitamin D. Based on the absence of supportive clinical trial evidence, the panel suggests against routine 25(OH)D testing in the absence of established indications. These recommendations are not meant to replace the current DRIs for vitamin D, nor do they apply to people with established indications for vitamin D treatment or 25(OH)D testing. Further research is needed to determine optimal 25(OH)D levels for specific health benefits.


Subject(s)
Dietary Supplements , Vitamin D Deficiency , Vitamin D , Humans , Vitamin D/blood , Vitamin D/therapeutic use , Vitamin D/administration & dosage , Vitamin D/analogs & derivatives , Female , Vitamin D Deficiency/prevention & control , Vitamin D Deficiency/blood , Vitamin D Deficiency/drug therapy , Vitamin D Deficiency/diagnosis , Pregnancy , Child , Societies, Medical/standards , Adolescent , Adult , Endocrinology/standards , Endocrinology/methods , Endocrinology/organization & administration , Male , Vitamins/therapeutic use , Vitamins/administration & dosage
2.
Front Psychol ; 12: 645788, 2021.
Article in English | MEDLINE | ID: mdl-34220615

ABSTRACT

Reading and arithmetic are difficult cognitive feats for children to master and youth from low-income communities are often less "school ready" in terms of letter and number recognition skills (Lee and Burkam, 2002). One way to prepare children for school is by encouraging caregivers to engage children in conversations about academically-relevant concepts by using numbers, recognizing shapes, and naming colors (Levine et al., 2010; Fisher et al., 2013). Previous research shows that caregiver-child conversations about these topics rarely take place in everyday contexts (Hassinger-Das et al., 2018), but interventions designed to encourage such conversations, like displaying signs in a grocery store, have resulted in significant increases in caregiver-child conversations (Ridge et al., 2015; Hanner et al., 2019). We investigated whether a similar brief intervention could change caregiver-child conversations in an everyday context. We observed 212 families in a volunteer-run facility where people who are food-insecure can select food from available donations. Volunteers greet all the clients as they pass through the aisles, offer food, and restock the shelves as needed. About 25% of the clients have children with them and our data consist of observations of the caregiver-child conversations with 2- to 10-year-old children. Half of the observation days consisted of a baseline condition in which the quantity and quality of caregiver-child conversation was observed as the client went through aisles where no signs were displayed, and volunteers merely greeted the clients. The other half of the observation days consisted of a brief intervention where signs were displayed (signs-up condition), where, volunteers greeted the clients and pointed out that there were signs displayed to entertain the children if they were interested. In addition, there was a within-subject manipulation for the intervention condition where each family interacted with two different categories of signs. Half of the signs had academically-relevant content and the other half had non-academically-relevant content. The results demonstrate that the brief intervention used in the signs-up condition increases the quantity of conversation between a caregiver and child. In addition, signs with academically-relevant content increases the quality of the conversation. These findings provide further evidence that brief interventions in an everyday context can change the caregiver-child conversation. Specifically, signs with academically-relevant content may promote school readiness.

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