Association of Serum Ferritin with Risk of Anemia in Non-Diabetic Adolescents with Family History of Type 2 Diabetes Mellitus

Background: Controversy occurs in the relationship between serum ferritin levels, insulin resistance and risk of developing anemia in adolescents with family history of diabetes. Aims & Objectives: This study was designed to find out the association between serum ferritin levels with risk of developing anemia in non-diabetic adolescents with family history of type 2 diabetes mellitus (T2DM). Materials & Methods: A descriptive cross-sectional was conducted in a local medical institute of Lahore. Study included 50 non-diabetic, non-obese male / female adolescent with family history of type 2 diabetes mellitus and 50 healthy male/female non-obese adolescents without family history of T2DM considered as controls. Level of serum ferritin and serum insulin was estimated by Enzyme Linked Immunosorbent Assay. Blood glucose was estimated by auto-analyzer. Insulin resistance was calculated by HOMA-IR index and beta cell function was assessed by HOMA- beta index. Results: Levels of fasting blood sugar, insulin resistance were found to be increased with decreased level of serum ferritin and decrease beta cell function in both male as well as female cases as compared to controls. Negative correlation was found between serum ferritin and insulin resistance while a positive correlation was found between serum ferritin and beta cell function. Conclusions: Low level of serum ferritin is associated with reduced beta cell function and increased insulin resistance. This may increase the risk of developing iron deficiency anemia that can affect both immune system as well as increase susceptibility to infections.

Exploring Teachers Knowledge and Skills to Do Formative Assessment in Chemistry Teaching at Secondary Level in a Public School of District Skardu, Gilgit-Baltistan

Assessment for learning has been given prime importance in K-12 education across the countries. This study aimed to explore the assessment practices and perceptions of two grade IX Chemistry teachers in a Government secondary school Gilgit-Baltistan, Pakistan. The study adopted qualitative case study design, where data were generated through semi-structured interviews, classroom observations, and document analysis. The findings of this study highlight that the teachers perceive that effectiveness of assessment is determined by its potential to promote further learning. Such assessment practices not only improve student’ learning but also provide opportunities to teachers for reflection and improvement of their instruction. The participant teachers have knowledge about number of formative assessment techniques to gauge students’ learning during the class. Among them, questioning and feedback were the two key elements of participant teachers’ assessment practices. Teachers argued that extensive reason based questioning for assessment purposes provided a venue to students to share their science conceptions in class and get feedback on them by fellow students and teachers to check whether their own conceptions are in line with established scientific ideas. The study also identified that the teachers were very concerned about monitoring students’ learning. However, teachers’ assessment practices are much influenced by the local board examinations which are mainly based on regurgitation and time bound paper-pencil tests. Because of expectations from parents and school management, teachers were obliged to train students to get high marks in the board examination. Therefore, it is recommended that the teachers’ assessment during the course of study should be given some weightage in the cumulative board examination results. Teachers should also be given professional development extensive repertoire of assessment techniques including use of ICT. There should be consultative dialogue with parents to make them understand the importance of students’ creative work which may not reflect through their marks and grades.