Lack of Essential Vitamins and Minerals Common in People with Type 2 Diabetes

Vitamin D most common ‘missing’ micronutrient; women at greater risk of ‘hidden hunger’
Vitamin D is the most common ‘missing’ micronutrient; women are at greater risk of ‘hidden hunger’

A recent study published in BMJ Nutrition Prevention & Health reveals a concerning prevalence of micronutrient deficiencies among people with type 2 diabetes. The analysis highlights vitamin D as the most commonly missing nutrient, with women particularly at higher risk of these deficiencies, often called “hidden hunger.”

The Study and Its Findings

Micronutrient deficiency, wherein essential vitamins and minerals for healthy bodily function are far too low, poses a significant challenge for those with type 2 diabetes. The pooled data analysis encompassed 132 predominantly hospital-based studies with 52,501 participants from 1998 to 2023.

The global prevalence of micronutrient deficiency in people with type 2 diabetes was found to be 45%, with 40% of those with complications of their disease. Specifically, 60.5% had very low vitamin D levels, making it the most common deficiency. Magnesium deficiency affected 42%, iron deficiency 28%, and vitamin B12 deficiency 29%, with a higher incidence among patients taking metformin.

Factors Contributing to Deficiency

The study suggests that various factors, including genetic predisposition, environmental influences, sedentary lifestyle, unhealthy diet, and obesity, contribute to these deficiencies. Previously published research indicates that micronutrients are crucial in developing type 2 diabetes, potentially affecting glucose metabolism and insulin signalling pathways.

Professor Shane McAuliffe, Visiting Senior Academic Associate at NNEdPro Global Institute for Food, Nutrition and Health, emphasizes:

“This systematic review exemplifies the double burden of malnutrition, whereby nutritional deficiencies and diet-related non-communicable diseases, such as type 2 diabetes, co-exist. The treatment of type 2 diabetes often tends to focus on energy metabolism and macronutrients. Still, identifying a higher prevalence of specific micronutrient deficiencies in those affected is a reminder that optimizing overall nutrition should always be a priority.”

Conclusion and Implications for Future Research

Identifying these deficiencies underscores the importance of a comprehensive approach to diabetes management that goes beyond macronutrient focus to include the optimization of overall nutrition. The findings of this study aim to inform future research and policy initiatives, emphasizing targeted and tailored interventions to address micronutrient deficiencies and improve the overall health of individuals with type 2 diabetes.

This research should help to focus efforts on understanding and addressing the causes and effects of these deficiencies, ultimately leading to better health outcomes for those affected by type 2 diabetes.

For those interested in further details, the full study is available in the open-access journal BMJ Nutrition Prevention & Health.

Shocking Find! Moderate Exercise Knocks Out Hunger Pangs!

A study involving 20 women with rheumatoid arthritis and high blood pressure demonstrates the benefits of walking at moderate speed for 30 minutes even after tests that simulate stressful situations and tend to raise blood pressure

In a jaw-dropping revelation from Murdoch University’s Health Futures Institute, researchers uncovered that moderate-intensity exercise isn’t just about burning calories—it slashes your appetite, too! 📉🍽️

A new study, Acute effect of exercise on appetite-related factors in males with obesity, dives deep into how breaking a moderate sweat triggers hormones that keep those hunger pangs in check.

“People get it—you exercise, you burn energy. But guess what? It doesn’t mean you’ll eat more afterwards,” spills Associate Professor Timothy Fairchild from Murdoch’s School of Allied Health. Even moderate-intensity workouts can curb hunger in the short term for males with obesity.

Forget those pricey weight-loss drugs for a second. 🤯 These researchers showed that the same hormones skyrocketing after exercise are mimicked by top-tier weight loss meds. So, you’re getting a bang for your buck with the bonus of physical and mental health perks.

Ready to see moderation work wonders? It’s time to lace up those sneakers! 🏃‍♂️💪

For more mind-blowing updates on battling the bulge—with science!—stay tuned! 📢

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No Evidence That Maternal Sickness During Pregnancy Causes Autism

A new study from NYU Langone Health suggests that maternal sickness during pregnancy does not cause autism in children. While previous research indicated a link between a mother’s health conditions and a child’s risk of autism, this study found that many of these associations can be explained by factors like genetics, pollution, and healthcare access.

Researchers at NYU Langone Health discovered that the few conditions truly associated with autism were actually complications with the fetus. These complications were early signs of autism rather than causes. “Our study shows no convincing evidence that maternal diagnoses cause autism,” said Dr. Magdalena Janecka, an associate professor at NYU Grossman School of Medicine.

Published in Nature Medicine, the study analyzed over 1.1 million pregnancies in Denmark. Unlike the fragmented medical records in the U.S., Denmark’s centralized health records allowed researchers to examine each mother’s diagnoses comprehensively. They focused on 236 diagnoses that occurred in at least 0.1% of pregnancies.

Lead author Dr. Vahe Khachadourian highlighted that the study is the first to thoroughly explore the mother’s entire medical history, controlling for multiple conditions and confounding factors. Researchers cross-checked maternal diagnoses with children’s autism risk, accounting for factors like the mother’s age and sociodemographic status.

The study found 30 maternal conditions statistically associated with autism. However, by including siblings of autistic children in the analysis, researchers determined that many of these conditions were influenced by genetics and environmental factors, not maternal sickness.

One key finding was that paternal diagnoses were just as related to child autism as maternal diagnoses, suggesting strong familial factors at play. The only maternal diagnosis strongly associated with autism was pregnancy complications related to the fetus, likely early signs of autism rather than causes.

Dr. Janecka emphasized that this research could alleviate guilt for mothers of children with autism. “Many mothers feel they did something wrong during pregnancy. Showing that these things don’t cause autism is important and may lead to more effective support for autistic children and their families.”

Autism is a developmental disorder marked by challenges in social interactions and repetitive behaviors, affecting about one in every 54 children in the U.S. Symptoms vary widely but can include reduced eye contact, reluctance to play, repeating gestures or sounds, and indifference to temperature extremes.

Topical Mupirocin Lowers Lupus Inflammation

Scripps Research scientists developed a compound that can block a protein previously considered challenging to drug and is implicated in autoimmune diseases, including lupus.

Systemic lupus erythematosus (SLE), commonly known as lupus, is a complex autoimmune disease that presents a variety of symptoms and poses significant challenges in treatment.

One common form of lupus is cutaneous lupus erythematosus, which manifests as rashes on the face, scalp, and other parts of the body, leading to hair loss and skin scarring. These rashes are caused by inflammation resulting from the immune system attacking the body.

Traditional treatments for cutaneous lupus erythematosus involve immunosuppressants and biologic drugs to reduce inflammation. However, many patients with lupus already take multiple medications and are seeking alternative treatments.

A research team led by Dr. J. Michelle Kahlenberg, a professor of internal medicine at the University of Michigan Health, has been exploring one such alternative: a topical treatment called mupirocin. This study builds on Dr. Kahlenberg’s previous discovery that cutaneous lupus rashes are often colonized by a common skin bacteria, Staphylococcus aureus (staph), which contributes to inflammation.

Mupirocin is known to kill staph bacteria. In the study, patients with SLE who were experiencing cutaneous lupus flares were randomly selected to treat their skin lesions with either mupirocin or an inactive control, petrolatum jelly. Samples from the nose and affected skin were analyzed before and after treatment to measure staph levels and microbial community profiles.

Results showed that mupirocin treatment significantly decreased staph levels in the affected skin, which corresponded with a reduction in inflammatory signals, including interferon-driven gene expression. Dr. Kahlenberg noted that mupirocin also lowered skin monocyte levels, which are crucial in driving cutaneous lupus.

While these findings indicate that mupirocin can reduce inflammation, the study did not determine whether it can completely eliminate the rashes associated with cutaneous lupus erythematosus. Dr. Kahlenberg emphasized the need for larger studies to evaluate the effectiveness of topical antibiotics in treating these rashes.

Despite the need for further research, this study marks an exciting first step toward discovering additional treatments that can reduce inflammation beyond the conventional use of immunosuppressants and biologic drugs.

Researchers Develop AI-Boosted Virtual Reality System to Help Autistic Students Improve Social Skills

Extended reality capable iKNOW system to broaden, benefits already validated by research
Extended reality capable iKNOW system to broaden, benefits already validated by research

Over the past decade, researchers at the University of Kansas (KU) have developed an innovative virtual reality (VR) system aimed at helping students with disabilities, particularly those with autism r, to enhance their social skills. Now, this groundbreaking project is set to reach new heights with the addition of artificial intelligence (AI) components, thanks to a five-year, $2.5 million grant from the U.S. Office of Special Education Programs.

The project, titled Increasing Knowledge and Natural Opportunities With Social Emotional Competence (iKNOW), aims to create an extended reality (XR) experience that offers students more natural and immersive social interactions. Building on the success of the existing VR system known as Virtual reality Opportunity to Integrate Social Skills (VOISS), which has already proven effective in improving social skills for students with disabilities, iKNOW will integrate advanced AI technologies to enhance these capabilities further.

The original VOISS system includes 140 unique learning scenarios designed to teach 183 social skills in virtual school environments, such as classrooms, hallways, cafeterias, and buses. These scenarios are accessible through various platforms, including iPads, Chromebooks, and Oculus VR headsets, allowing students to practice social skills across multiple settings.

Introducing AI to Enhance Realism and Interaction

The new iKNOW system will leverage large language models and AI technologies to enable more natural user interactions. Instead of responding to pre-recorded narratives by pushing buttons, students can engage in real-time conversations, with AI accurately transcribing spoken language and generating appropriate video responses from avatars. This approach aims to make social skill practice more relatable and effective.

Amber Rowland, an assistant research professor at KU’s Center for Research on Learning and one of the grant’s co-principal investigators, explained, “Avatars in iKNOW can have certain reactions and behaviors based on what we want them to do. They can model the practices we want students to see. The system will harness AI to ensure students have more natural interactions and put them in the role of the ‘human in the loop’ by allowing them to speak, and it will respond like a normal conversation.”

Monitoring Progress and Ensuring Realism

iKNOW will also include a real-time student progress monitoring system, providing valuable feedback to students, educators, and families. This system will track metrics such as the length and frequency of spoken responses, the number of keywords used, and areas where students may have struggled, helping to enhance overall understanding and progress.

To ensure a realistic experience, all avatar voices in iKNOW are provided by real middle school students, educators, and administrators. This approach eliminates students’ potential discomfort when practising social skills with classmates in supervised sessions, allowing them to practice until they are confident enough to transfer these skills to real-life situations.

Benefits for Teachers and Students

Maggie Mosher, an assistant research professor at KU’s Achievement & Assessment Institute and co-principal investigator for the grant, emphasized the system’s potential to lighten teachers’ workloads and provide practical student tools. “It will leverage our ability to take something off of teachers’ plates and provide tools for students to learn these skills in multiple environments,” Mosher said.

Mosher’s doctoral dissertation compared VOISS to other social skills interventions and found it to be statistically significant and valid in improving social skills and knowledge across multiple domains. This research, published in high-impact journals, underscores the system’s effectiveness.

Future Prospects and Collaboration

The iKNOW project, supported by one of four OSEP Innovation and Development grants, will be presented at the annual I/ITSEC conference, the world’s most extensive modeling, simulation, and training event. The research team, including principal investigator Sean Smith, professor of special education, and other esteemed colleagues, will showcase their work at this prestigious event.

The team has successfully implemented VOISS in schools nationwide, and iKNOW is set to expand its reach. Interested parties can learn more about the system, access demonstrations and videos, and contact developers through the iKNOW website.

Additionally, iKNOW will provide resources for teachers and families through a dedicated website called iKNOW TOOLS (Teaching Occasions and Opportunities for Learning Supports), supporting the generalization of social skills across real-world settings.

“By combining our research-based social emotional virtual reality work (VOISS) with the increasing power and flexibility of AI, iKNOW will further personalize the learning experience for individuals with disabilities along with struggling classmates,” said Sean Smith. “Our hope and expectation is that iKNOW will further engage students to develop the essential social emotional skills to then apply in the real world to improve their overall learning outcomes.”