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Access to treatment and healthcare services for people with haemophilia in the United Kingdom (UK) and Republic of Ireland ranks highly by international standards for contemporary haemophilia management. Collaborate & Address Treatment Challenges in Haemophilia (CATCH) is an annual Sobi™ medical education meeting which brings together multidisciplinary haemophilia treaters throughout the UK and Ireland to discuss all aspects of haemophilia management, including associated challenges and unmet need. This report summarises key issues explored and discussed during CATCH 2023, including ‘raising the bar’ in haemophilia care; haemophilia care for women and girls; changing haemophilia treatment paradigms to consider disease impact as well disease severity; bone health and haemophilia; and shared decision-making.

Increasingly higher education institutions are expected to demonstrate their contribution to academia, society, and the economy. This is pertinent for business schools as a key purpose for them is to provide education that enhances management practice, with Doctorates in Business Administration (DBAs) being the highest-level qualification offered in pursuit of this goal. Yet there is scant research that captures the impact of DBAs beyond the individual and academia. This paper focuses on the important role of DBAs in generating and transferring knowledge from academia to practice and in creating wider impact in society and the economy. Based on 36 semi-structured interviews with DBA students and alumni, our research shows how DBA students are able to generate and exchange knowledge between academia and business, enabling a wide range of impacts to be achieved. We show how knowledge transfer is the outcome of a learning process in which DBA students and their supervisors learn to speak each other's language, enabling two-way communication. Facilitated by the power and associated credibility and legitimacy of the DBA students as practicing senior managers, the knowledge can then be transferred. Personal development in the form of analytical skills and increased confidence gained through the learning process results in a personal impact that acts as the precursor to other forms of impact, such as improved organisational performance and broader societal benefits. Research generated by DBAs is thus well-placed to offer opportunities for impact and contribute substantially to the research-practice conversation in higher education. [ABSTRACT FROM AUTHOR]

Background: There is a lack of research about the experiences and impact of having a sibling with a life-limiting condition. Studies focus on the sibling experience during childhood but the experience and impact during adulthood is unknown despite the increased life-expectancy of children with life-limiting conditions. Aim: To explore adult siblings' perspectives on the experience of having a sister/brother with a childhood life-limiting condition and to identify their perceived needs and preferences for support. Design: A qualitative exploratory study design with data generated by semi-structured interviews and analysed using reflexive thematic analysis, underpinned by interpretivism. Setting/participants: Twenty-two siblings (17–42 years old) were recruited via a children's hospice in England. Results: The experience of having a sibling with a life-limiting condition changes over time in response to how understandings of the meaning of a life-limiting condition develop and changing roles/relationships with parents and siblings. These experiences have an enduring impact on adult sibling's mental health which is compounded by their unmet (and sometimes unrecognised) support needs in adolescence and adulthood. Siblings described the importance of support continuing into adulthood with a focus on the provision of psychotherapy and peer support. Conclusions: Having a sister/brother with a childhood life-limiting condition appeared to have a significant and ongoing impact on adult siblings but their support needs, particularly for psychotherapy and peer support, are overlooked. The findings highlight the importance of ensuring siblings are included in family assessments and that family-based interventions are developed to promote sibling-parent relationships. [ABSTRACT FROM AUTHOR]