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Functional networks often guide our interpretation of spatial maps of brain–phenotype associations. However, methods for assessing enrichment of associations within networks of interest have varied in terms of both scientific rigor and underlying assumptions. While some approaches have relied on subjective interpretations, others have made unrealistic assumptions about spatial properties of imaging data, leading to inflated false positive rates. We seek to address this gap in existing methodology by borrowing insight from a method widely used in genetics research for testing enrichment of associations between a set of genes and a phenotype of interest. We propose network enrichment significance testing (NEST), a flexible framework for testing the specificity of brain–phenotype associations to functional networks or other sub‐regions of the brain. We apply NEST to study enrichment of associations with structural and functional brain imaging data from a large‐scale neurodevelopmental cohort study. [ABSTRACT FROM AUTHOR]

Introduction: Epilepsy is the most common neurological disorder among humans after headaches. According to the World Health Organization, approximately 50–65 million individuals were diagnosed with epilepsy throughout the world, and around two million new cases of epilepsy are added to this figure every year. Methods: Designed as descriptive and cross‐sectional research, this study was performed on 132 elementary school teachers. Training on epilepsy and epileptic seizure was given to teachers. The pretest and posttest research data were collected with the face‐to‐face interview method. In this process, the epilepsy knowledge scale was used as well as a survey form that had questions designed to find out about teachers' personal characteristics. The Statistical Package for Social Science 25.0 was utilized in the statistical analysis of research data. In the research, the statistical significance was identified if the p‐value was below.05 (p <.05). Results: Of all teachers participating in the study, 59.1% were female, 90.2% were married, and 47.7% witnessed an epilepsy seizure before. The mean of teachers' pretest epilepsy knowledge scores was 8.43 ± 4.31 points before the training while the mean of their posttest epilepsy knowledge scores was 12.65 ± 2.48 points after the training. The difference between the means of pretest and posttest scores was statistically significant (p =.000). After the training, there was a statistically significant increase in means of scores obtained by teachers from each item of the epilepsy knowledge scale (p <.05). Conclusions: As there was a statistically significant improvement in levels of teachers' knowledge about both epilepsy and epileptic seizure after the training, it is recommended that the training about the approach to epilepsy and epileptic seizure be given to all teachers, and additionally, including these topics in the course curricula of universities is recommended. [ABSTRACT FROM AUTHOR]

Parkinsonism‐dystonia‐2 PKDYS2 is an autosomal‐recessive disorder, caused by pathogenic biallelic variants in SLC18A2 which encodes the vesicular monoamine transporter (VMAT2) protein. PKDYS2 is a treatable neurotransmitter disease, and the rate of diagnosis of this disorder has increased significantly with the advance of genomic technologies. Our report highlights a novel pathologic variant in one case and a novel finding on MRI Brain, consisting of a normal symmetrical signal intensity in the dorsal brainstem and pons, and it substantiates the significance of genetic testing in the evaluation of children with developmental delays, which influences clinical decisions to enhance patient outcomes. [ABSTRACT FROM AUTHOR]

Acta Obstetricia et Gynecologica Scandinavica (AOGS) has updated its guidelines for authors to report methods and statistical analyses. The guidelines reflect recent advancements in research methodology and address concerns about the misuse of statistical hypothesis testing. The guidelines aim to promote transparency and best practices in scholarly publishing by encouraging consistent and standardized reporting. They also emphasize the interpretation of effect sizes and confidence intervals, rather than relying solely on statistical significance. The guidelines cover various aspects of experimental and observational studies and are aligned with the EQUATOR network's guidelines for health research. AOGS encourages authors to adhere to these guidelines to enhance the credibility and understanding of their research. [Extracted from the article]

Aims/Purpose: To determine if online medical education for ophthalmologists (Ophth) could improve knowledge for GA disease impact, patient assessment and confidence in emerging therapies. Methods: Ophth participated in an online 30 min video, 3 expert roundtable discussion with accompanying slides. A repeated pairs pre−/post‐assessment study design was used, assessing three multiple choice knowledge and one confidence question. Statistical significance tests: McNemar's test for individual questions (5% significance level, p < 0.05), paired sample t‐test for overall average correct responses and confidence rating; data collected 16 December 2022 to 22 March 2023. Test completers: 230. Results: At baseline, 3% Ophth answered all three questions correctly, increasing to 37% (p < 0.01) post‐assessment. 58% Ophth reported improved confidence understanding the rationale for targeting the complement system with GA therapies. The activity significantly increased knowledge on impact of GA on time to loss of ability to drive (pre: 7%, post: 52%, p < 0.001), on recall of detrimental lesion characteristics (pre: 40%, post: 67% p < 0.01) as well as capability of automated OCT analysis algorithms to predict GA progression (pre: 51%, post: 69%, p < 0.001). Only 24% Ophth polled currently document >75% patients with advanced atrophic AMD with OCT/FAF imaging. Conclusions: Online medical education in the form of expert roundtable discussions with accompanying slides can significantly improve knowledge on assessing patients with GA using imaging, understand the rationale to treat and increase confidence in understanding the role of complement inhibition. Polling showed a lack in documenting patients for GA progression. Complementary education is warranted during the introduction of a novel therapeutic horizon in GA management in clinical practice to support evidence‐based patient selection guidance for emerging therapies. [ABSTRACT FROM AUTHOR]