Researchers from NHS Lothian and the University of Edinburgh have conducted a clinical study to investigate the extent to which cancer and cancer treatment affects COVID-19 immunity.
Blood samples were taken regularly from over 760 consenting patients, most from Southeast Scotland, who were receiving routine treatments for cancer.
The samples were then tested for signs of an immune response to COVID-19 using an antibody test.
The study is the largest of its kind in the world with the first patients being recruited in May 2020, just months after the United Kingdom experienced its first lockdown.
Dr Peter Hall, Consultant Medical Oncologist at Edinburgh Cancer Centre, said: “Treatments such as chemotherapy can affect the immune system, so it was really important for us to understand the effects of COVID-19 on people undergoing anti-cancer treatment.
“We now have a better understanding of how the virus affects these patients in the short and long-term, and to what extent the vaccine had an impact on their antibodies.
“It’s very reassuring to see that most cancer patients can go ahead with their treatments without fear of excessive risk from COVID-19, and that vaccination offers an effective means of protection.”
The study found that COVID-19 infection rates in patients with cancer largely mirrored those of their local population and that treatment type did not impact the rate of their antibody response.
It also concluded that vaccination was effective in protecting people with cancer from COVID-19.
Dr Hall continued: “More research is needed, but this was an important step in understanding how people receiving anti-cancer treatment are impacted by the virus.
“It’s also another example of NHS Lothian and the University of Edinburgh working collaboratively to understand how best to care for some of the most vulnerable patients.”
You can read the Scottish COVID Cancer Immunity Prevalence Study in full in The Oncologist.
Research suggests vanguard initiative helped people previously unreached by services
A study led by the Scottish Centre for Policing & Public Health at Edinburgh Napier University has found a collaborative initiative between emergency services in a disadvantaged community had a potentially ‘ground-breaking’ impact.
Researchers conducted an exploratory evaluation of a Strategic Delivery Partnership ‘vanguard initiative’, which saw public service agencies Police Scotland and the Scottish Fire & Rescue Service establish a ‘team around the community’ model of cross-service response.
The report published today found the initiative transformed traditional practice and helped to address several problems faced by people who found it hard to engage with services. Officers worked full-time in a community hub in the area’s primary school and pro-actively established trusting relationships with people to identify problems, provide solutions and protect people in crisis.
The study made seventeen recommendations, such as the need for more robust evidence on the vanguard initiative, resolving tension between ‘top-down’ and ‘bottom-up’ operational working and carefully selecting the officers involved, while retaining the ones who helped to build trusting relationships.
Professor Nadine Dougall of Edinburgh Napier University’s School of Health and Social Care said: “This research could act as a model for providing crucial public services in disadvantaged communities across the country.
“Although more work needs to be done to establish the full effectiveness of the vanguard initiative, these findings suggest this model of connective working managed to reach people who were previously either unable or reluctant to get support from emergency services.
“Issues which are common in disadvantaged communities, like drug supply, anti-social behaviour, and personal safety, appear to be much better addressed by this public health and trauma-informed approach to reduce inequalities and enhance community resilience.”
The rapid research evaluation and case study assessment the vanguard initiative was based on a community in Scotland identified as being in the top 1% of most deprived Scottish areas.
It has the highest number of alcohol and other drugs admissions in the local authority area, a high prevalence of violence, and its most common crimes relate to substance use and vandalism.
The study, funded by the Scottish Institute for Policing Research, and supported by the Scottish Ambulance Service, Police Scotland and the Scottish Fire and Rescue Service, was conducted between March and June 2022, using in-depth interviews with the services involved.
Pioneering study heard from patients, named persons, practitioners and tribunal members
An Edinburgh Napier University-led study, funded by the Nuffield Foundation, into stakeholder experiences of the Mental Health Tribunal for Scotland (MHTS) has recommended several ways it could improve its processes and decision-making.
Addressing the influence of clinicians, encouraging participation of patients and offering more support for named persons are among the suggestions put forward in the report.
The MHTS was set up authorise and review compulsory psychiatric measures under the 2003 Mental Health (Care and Treatment) (Scotland) Act 2003 and began operating in October 2005. The legislation is underpinned by human rights-based principles which govern the way that the MHTS makes its decisions about compulsory psychiatric care and treatment.
This study is the first of its kind since the Tribunal’s formation and heard from patients, their named persons, MHTS panel members, lawyers, independent advocates and health and social care professionals.
The timing of the study’s report means that its findings will be used to help inform the Scottish Mental Health Law Review, which is due to publish its recommendations on Scottish mental health, capacity and adult support and protection law this autumn.
Jill Stavert, Professor of Mental Health and Capacity Law at Edinburgh Napier University said: “Our study revealed several areas of agreement across all participant groups on how the Mental Health Tribunal operates and evidence of considerable caring goodwill on the part of the Tribunal and health and social care practitioners.
“However, there were certain areas where the experience and perceptions of patients and Tribunal panel members was not shared, particularly surrounding patient perceptions of their ability to participate during tribunal hearings.
“An important test whether human rights principles are effective is not only whether they are given effect by state authorities, such as tribunals, but also the extent to which they are felt to be given effect by rightsholders such as patients.”
Some of the report’s recommendations include, among others, addressing perceptions of the influence of clinicians and diversity issues, supporting patient participation, and supporting named persons more.
Professor Stavert continued: “Some of these, we consider, should be addressed by the Tribunal itself while others are for other bodies to take up.
“This is very important as human rights requirements increasingly require active respect for the rights of persons with psychosocial, cognitive and intellectual disabilities.”
The number of 18-year-olds from the most deprived areas being offered a place at university is at a record high – up 32% since 2019, the last year there were exams.
The latest UCAS data also shows 29,630 Scottish domiciled students have been offered a place at a Scottish university on SQA results day – up 6% compared to 2019 and the second highest on record.
The number of students accepting places to study nursing at Scottish providers also increased, up 17% to 2,940 compared to 2019.
Separate statistics published yesterday by Skills Development Scotland (SDS) show that in the first quarter of 2022-2023, the number of Modern Apprenticeship starts is up 16% to 3,946 compared to last year.
Minister for Higher Education, Further Education, Youth Employment and Training Jamie Hepburn said: “Congratulations to everyone receiving results today after what has been another extremely challenging year. Whether you are now heading to university, college or taking part in a Modern Apprenticeship, I wish you the very best for the future.
“These statistics are encouraging, particularly the fact we have a record number of 18-year-olds – the closest measure to school leavers – from the most deprived areas being offered a place at university. We want every young person in Scotland to have an equal chance of success, no matter their background or circumstances.
“The number of students accepting places to study nursing has also increased compared to 2019, demonstrating that Scotland continues to be a popular location to undertake medical education and training.
“EU students enrich our campuses, and make a vital contribution to our economy and society. It is bitterly disappointing to see another sharp drop in the number of EU students coming to study in Scotland – a direct result of Brexit.
“The SQA’s appeals process is now open for anyone who needs it. The clearing process is also now live and places are still available for those who want to study in Scotland.”
Scottish domiciled acceptances to Scottish providers increased by 6% to 29,630 (since 2019) This is the second highest at SQA results day. In 2021 there was a record 31,070 Scottish domiciled acceptances to Scottish providers
the number of 18-year-old acceptances from the most deprived areas has increased by 410 to 1,680, since 2019 (as at SQA results day)
the number of EU domiciled acceptances to Scottish providers decreased by 77% to 720 (as at SQA results day 2019)
the number of Non-EU domiciled acceptances to Scottish providers increased by 15% to 2,670 (since 2019) This is the second highest at SQA results day
Scottish domiciled acceptances to study nursing at Scottish providers increased by 17% to 2,940, since 2019 cycle (as at SQA results day)
Scottish domiciled acceptances to study medicine and dentistry at UK providers increased by 23% to 920, since 2019 (as at SQA results day)
People seeking to take the next step in their education journey are encouraged to attend Edinburgh College’s course clearing event being held at its Granton Campus this Friday (12 August).
The event, which runs from 11am until 3pm, provides prospective students of all ages with the opportunity to speak to lecturers about their options following the release of exam results this week and to secure a place on a course for session 2022/23.
Those who would like to change their original choice of course, or have not yet made an application for College but would like to study this year, are also invited to get advice about study options for the new academic session.
Edinburgh College delivers a wide range of courses across the following areas: Creative Industries; Engineering and Built Environment; Health Wellbeing and Social Sciences; and Tourism, Hospitality and Business. Courses are delivered in variety of study modes including full-time, part-time, day and block release, with a return to campuses the focus for the College in 2022/23.
Student Services staff will also be on hand to provide advice on funding options and access to learning support.
As well as the in-person clearing event, the Edinburgh College course clearing line will also be open for applicants and prospective students to call on Tuesday, Wednesday and Thursday this week (9, 10 and 11 August) from 9am until 4pm.
The clearing line gives a further opportunity to discuss applications and courses ahead of the new term. The course clearing line is 0131 297 8500.
Edinburgh College Principal, Audrey Cumberford, said: “The new academic session is fast approaching and clearing day is an important time for applicants and prospective students to firm up their plans for the year ahead.
“I would encourage anyone who is unsure about their existing application or is thinking of starting a new course in 2022/23 to come along and speak to our teams at Granton Campus, or to call our clearing line.
“Our College offers a vast and diverse range of courses, all delivered by expert teaching staff, which are geared towards equipping students with the skills they need to forge a successful career in their chosen field.”
The European Movement in Scotland, Scotland’s leading pro-EU organisation, calls on the Scottish Government to give young people a chance and put in place a replacement for Erasmus+, the world’s biggest and most successful student exchange programme.
The Scottish Government’s decision to shelve plans to replace Erasmus+ is depriving young people of life-changing opportunities. We are calling on them to restore the opportunities afforded by Erasmus+ and implement a comprehensive Scottish Exchange Programme that enables young people from all walks of life to live, learn and work overseas.
Following the UK government’s decision to quit Erasmus+ and the EU’s block on Scotland rejoining the scheme on its own, the Scottish Government pledged to develop and implement an equivalent programme alongside their counterparts in Wales.
The Welsh Government have put their £65m scheme in place but the Scottish Government have delayed their own indefinitely.
This delay is damaging for the thousands of young people who wish to enhance their education and training by studying in Europe. Those from disadvantaged backgrounds and/or in FE colleges are feeling the biggest impact with targeted funding taken away since the UK left Erasmus+.
Chair of the European Movement in Scotland Mark Lazarowicz says: “The loss of Erasmus+ is an act of cultural vandalism and we must do everything to restore the huge opportunities it gives to students, apprentices and others.”
Learn more about The European Movement’s Campaign by visiting:
With exams well under way, millions of young people across the UK are hitting the books to brush up on their knowledge before they head into the exam hall.
But for many, who after months of home learning will be facing their first formal exams since lockdown, exam season already seems like a daunting prospect.
But, revision doesn’t have to be scary, and to prove it virtual learning experts Minerva’s Virtual Academy have shared some of their top tips for staying focused and getting the most out of your revision.
Tidy space, tidy mind
We’re big believers in the clear desk, clear mind philosophy here at Minerva. Revision can feel like a big task and trying to work amongst lots of clutter can make things feel overwhelming. After all, you don’t want to be rummaging through stacks of science notes when you’re trying to revise Shakespeare!
A quick tidy of your workspace and gathering all of the relevant notes can be a nice way to get yourself into the revision mindset and make sure you’re focused on the task at hand.
Priorities
We’ve all got subjects that we feel more comfortable tackling and often, those are the ones we enjoy the most. To use your revision time effectively, you should think about the subjects you’re less up to speed on and make those your priority.
Giving yourself the time to get to grips with the things you find tricky will pay dividends in the exam hall and make you feel much more confident from the offset.
Divide and conquer
It’s easy to panic and try and revise everything all at once but that’s not the best way to get your mind working at its best. Breaking your revision down into smaller chunks, whether that’s by subject or individual topic will make things much easier to navigate and also will make it easier to identify the topics that you could do with a little more help on.
You’ll likely find that you’re able to take in more information this way too as you won’t be bombarding your brain with lots of information in one go.
Timing is everything
Much like breaking your revision into chunks, the same goes for your time. Long stints of revision might seem to be the best way to cram in all that information, but it’s really not the most effective way to learn, plus it can also be boring!
Dividing your revision time into smaller 10 or 15 minute bursts will keep you engaged, stop your mind wandering and will make things feel much more manageable.
Switch off the social
We’re all guilty of getting distracted with a quick scroll through our social feeds but before you know it you can waste a huge amount of time that could have been spent getting some revision in.
Try using your ‘Do Not Disturb’ or ‘Focus’ function while you’re revising to make sure you aren’t being distracted by constant notifications or even, just switch your phone off during your revision to make sure you can really focus.
Take a break
Revision can be mentally tiring, so it’s important to give yourself regular breaks to recharge. Step away from your workspace and try taking a walk to get some fresh air, doing some exercise or watching an episode of your favourite TV show.
Revision can feel monotonous so breaking it up to do things you enjoy will make it much easier to manage. Remember, exams are important but you still need to have a life so don’t be afraid to have a day off if you need it!
Use your teachers
Your teachers want you to do well and they’re there to help so if there’s anything you’re not sure of, don’t be afraid to ask. Sometimes if you’re struggling with a topic, it can be as simple as someone explaining it in a slightly different way – a new perspective can really help you to get your head around things and after all, that’s what teachers are there for.
Don’t leave it to the last minute
Sticking your head in the sand and avoiding your revision until the very last minute is a surefire way to amp up your anxiety on the way into the exam hall. Make a plan and spread your revision out in the days or weeks leading up to your exam.
You’ll learn far more this way than trying to pull an all-nighter the night before and you’ll go into it feeling a lot more prepared.
Write it down
We’re used to doing everything through a screen (after all, we’re virtual learning experts!) but going back to basics and writing your notes with a pen and paper can be a great way to help things stick in your mind.
Also try to keep your notes as short and snappy as possible – think flash cards, minimal information, maximum impact.
Get creative
Sometimes it’s the weird things that are most likely to stay front of mind so thinking of quirky ways to remember things can be a great way to jog your memory.
Think funny acronyms, songs, even raps – it sounds silly but you’re more likely to remember a rap about Henry VIII’s wives than a whole page from a textbook!
For more tips and tricks or to find out more about Minerva’s Virtual Academy, visit:
The biggest barrier to British adults continuing their education is cost, with more than a third (35%) saying they’re unable to afford to study, while almost a fifth (19%) say they don’t have time.
A YouGov survey of 2,109 GB adults commissioned by distance learning provider Oxford Opening Learning found that, although 69% of respondents said they could be motivated to learn for any type of new qualification – from GCSEs to PHDs and industry certificates – only just over a quarter of Brits (27%) are likely to actually do so.
The five most common issues that stop adults continuing with education in the future are:
Lack of affordability (35%)
Time constraints (19%)
Not needing any further qualifications (18%)
Lack of motivation (17%)
Lack of energy (17%)
Almost half of millennials (25–34-year-olds) say they are likely to consider studying for a new qualification in the future.
The other barriers that Brits said most commonly stop them studying are that they don’t have the time to devote to it (19%) and feeling that another qualification would be unnecessary because they feel they are educated enough (18%).
As well as respondents also saying that they lack the motivation to study (17%), the same number also said they lack the energy. Many Brits also commented that they deem themselves too old.
The research also revealed that many British adults would be happy to continue learning if they felt they could. Receiving a boost to their pay packet is only the third most common incentive, agreed by three in ten (30%) of Brits , whereas 42% would be more likely to take a course simply out of their own general interest in the subject.
Greg Smith, Head of Operations at The Oxford Open Learning Trust, said: “The fact that so many would like to study further but don’t feel they can points to a lot of misconceptions that people have about adult education.
“For those who think they’re too old, adult learning isn’t only about furthering a career – it’s also extremely beneficial in terms of mental health. There’s evidence to show that, not only does keeping the brain active combat depression and anxiety, but also helps prevent dementia in later life and boosts confidence.
“Studying for a new qualification with a distance learning course is also vastly different to a classroom and can be spread over a longer period to fit in with your current work or lifestyle.
“The initial cost is often far outweighed by the benefits of gaining a new qualification, through an increase in pay, a promotion or a career change.”
Oxford Open Learning’s Top Tips for Adult Learners:
Make the learning experience as relevant and useful as possible. Draw on your personal experiences and link the subject matter to real world benefits for your work and personal life
Make learning as engaging as possible to boost motivation. Use a variety of learning stimuli, such as images, activities, videos, lectures and podcasts to find what works for you
Breaking down information into bite-sized chunks can also help to make it easier to process, and don’t forget to take regular breaks to help you maintain concentration
Master your skills by playing an active role in your learning experience. Exploring the subject matter through self-study and active participation can help you to learn in a way that is meaningful to you
Let learning occur through mistakes. Trial and error can make the learning experience more effective, while the sense of overcoming a challenge can help to boost confidence
More advice on how to overcome perceived barriers to adult education can be read here:
A new international consortium to uncover genes that lead to breast cancer in men has been launched at Queen’s University Belfast.
The consortium, known as MERGE, will discover and characterise new genetic risk factors for male breast cancer by analysing DNA from 5,000 men. The DNA will be compared to that of 10,000 men without breast cancer, making it the largest study of its kind worldwide.
By building a large international research resource for male breast cancer genetics, the MERGE team will develop a better understanding of the causes of breast cancer in men that may lead to new treatments for the disease.
Lead researcher, Dr Nick Orr from the Patrick G Johnson Centre for Cancer Research, said: “We need to develop a better understanding of breast cancer in men in order to improve prevention, early detection and treatment.
“Having access to the large resource provided by the MERGE consortium will enable us to develop a deeper insight into the genetics and pathology of this rare disease.”
Male breast cancer is a relatively rare disease that accounts for less than 1% of breast cancers diagnosed every year in the UK, equating to 400 new cases annually.
The initiative is led by Queen’s and Sapienza University of Rome and supported by the US National Cancer Institute.
Dr Kyle Thompson, from Queen’s who is also working on the project, added: “Over the three year project, we aim to fully analyse DNA from 5000 men with breast cancer.
“By comparing the genomes of men with breast cancer to those of healthy men, we hope to identify new genetic variants that cause the disease. This knowledge could help to identify men at risk of developing breast cancer.”
Dr Orr added: “It is only through international collaborations such as ours that we will be better equipped to treat this rare type of cancer. We will share the data gathered with our research groups, working together to make real progress in this area.
“We also hope that this work will increase the visibility of male breast cancer and educate men about the risks, encouraging them to see their doctor if they have concerns about their health.”
Professor Laura Ottini, from Sapienza University of Rome and co-lead researcher, said: “From our experience in male breast cancer research, we know how collaborative multidisciplinary efforts lead to increased understanding in the medical and scientific communities as well as the dissemination of information and awareness to the public.
“In this context, MERGE will provide a great opportunity for filling the knowledge gap concerning male breast cancer genetics and address unmet clinical need toward gender-specific risk prediction assessment.”
Researchers call for digital route map to prevent sector being left behind
CARE homes for older people in south-east Scotland are largely run using paper-based management systems, a new study into the sector’s digital readiness has revealed.
Only one in three (35 per cent) used an electronic care management system and only two in five (43 per cent) used an electronic system or software to manage medication.
Most care homes were also dogged by poor connectivity. Only two in five in SE Scotland (42 per cent) described their internet connection as “good” with fast loading of content and no interruptions.
And nearly two thirds (58 per cent) of the care homes which provided information reported that remote electronic access to resident information was not possible for any key health and community-based professionals.
The findings emerged from a study led by Edinburgh Napier researchers working in partnership with the University of Edinburgh’s Advanced Care Research Centre (ACRC).
Funded by the Data-Driven Innovation (DDI) programme, the work was set against a backdrop of Scottish Government proposals for a National Care Service and the related construction of a National Digital Platform.
However, the findings raise question marks about whether care homes are ready for a future in which digital innovation will be key to post-pandemic recovery and improved efficiency in health and social care.
Research lead Lucy Johnston, from Edinburgh Napier’s School of Health & Social Care, said fast connectivity, capacity for data capture and information sharing capabilities were “limited and unevenly dispersed”.
Calling for more support and coordinated resources for the sector, she concluded: “This targeted assessment of data and digital readiness exposes the fragile and insecure foundations of a care home data platform for Scotland.
“The findings confirm that care homes are only in the foothills of what is a complex, vast landscape where the direction of travel is rightly ambitious and therefore uphill and the pace is fast.
“To ensure care homes are not left behind, they require a trusted, well-informed and certain national and local route map, secure ties to the new and developing infrastructures and continued integration of health and social care services.”
The study – Landscape Assessment of Data and Digital Readiness of Scottish Care Homes (LADDeR) – was set up to map current data and digital readiness in terms of connectivity, systems for collecting resident data, and how this information is shared with other care partners.
Carried out from July 2021-January 2022, the LADDeR report drew on information from 55 per cent of the 200 registered residential care homes for older people in Edinburgh, Fife, the Lothians and the Scottish Borders, collected through an online survey, direct contact and additional research.
A third of homes gave the cost of introducing digital systems as a reason why they remain paper-based.
More than two-thirds (69 per cent) which are currently paper-based did plan to introduce electronic care management systems in the next 12 months, but these were overwhelming privately rather than local authority-owned.
The study suggested that what will primarily drive increases in digital capabilities may be the investment decisions of larger group providers.
Professor Bruce Guthrie, Director of the ACRC, added: “Improving access to, and making better use of, data is a core aim of what we are trying to achieve at the ACRC.
“COVID-19 brutally exposed how invisible care home residents are in data, and supporting the care home sector to develop their digital capacity is an important step in meeting this aim, which will, in turn, lead to improvements for care home residents.
“This study helpfully illustrates the scale of the challenge in care homes.”
A spokesperson for the DDI programme said: “This report provides an important insight into the care home sector’s challenge in embracing a digital future and we will use its findings in our work to support a more digitally integrated and data-driven health and care sector within SE Scotland and more widely.”
