Background: Hypoxia can affect the health and safety of patients and persons in various occupations. There is uncertainty surrounding the effect acute hypoxia may have on cognition and the cardiovascular system.Aims: The aim was to examine cognition using the Wechsler Abbreviated Scale of Intelligence -First Edition (WASI-I) and investigate heart rate variability (HRV) with varied fraction of inspired oxygen (FiO2) of 0.12, 0.165, and 0.21. Methods: Seventeen healthy volunteers participated in two tasks of the WASI-I: block design (BD) and matrix reasoning (MR). BD, MR, and HRV were measured during randomized gas interventions. A subset had their cerebral tissue oxygenation levels (TOI) evaluated.Results: Cognitive tests for BD (p = 0.133) and MR (p = 0.237) were not significantly different under different O2 concentrations. HRV data showed a decrease in high frequency (HFnu) for MR subset (p = 0.001) with decreasing FiO2. Mean heart rate for BD (p = 0.016) and MR (p = 0.007) increased with decreasing FiO2. NIRS data showed the mean TOI did not significantly change (p = 0.611) during BD; however, during MR, TOI (p = 0.003) decreased with lowering FiO2.Conclusions: Parasympathetic activity and cerebral tissue oxygenation both fell during MR with increasing hypoxia. The cognitive tests did show decreasing trends, albeit non-significant, with increasing severity of hypoxia. HR also increased during hypoxia for both BD and MR. We suspect cognitive function is related to oxygen saturation (SpO2) levels.

Learning disabilities (LDs) is a generic term and comprises a heterogeneous group of disorders which manifest with an impairment of intellectual or social functioning and affects the way an individual learns new things in any area of their life. 1,2 Specific LDs include conditions such as dyslexia, development coordination disorder (DCD), dyscalculia, attention deficit disorder (ADD) and attention deficit hyperactivity disorder (ADHD). 3,4 Dyslexia constitutes the most common form of LD and affects up to 10% of the population globally. 5 Dyslexia is associated with difficulties in word-level decoding, and affected individuals find it hard to recognise printed words, have great difficulties "sounding out" unfamiliar words and often also read slowly. 6 An estimated 6% of students enrolled in higher education (HE) in England have a formal diagnosis of specific LDs, and the numbers appear to be on the rise. 7 Figures from medical schoolsshow that approximately 2% medical students disclose dyslexia. 8 Importantly, a significant number of students in HE may not have a Abstract Aims: To explore the impact of dyslexia on the educational experiences of undergraduate students in medicine, dentistry, dental therapy and biomedical sciences. Methods:It was a qualitative study based on semi-structured interviews. The study was conducted at the Faculty of Medicine and Dentistry at a University in the South West region of the United Kingdom. Purposive sampling was used, and the participants included undergraduate students from the schools of medicine, dentistry and biomedical sciences. Results:The sample consisted of fifteen undergraduate students including five from medicine; four from dentistry; three from dental therapy; and three from biomedical sciences. All students had a formal diagnosis of Dyslexia. The students shared their views and experiences regarding disclosure, transition into the university, learning environments, assessments and challenges after graduation.Conclusions: This is the first study to explore the impact of dyslexia on the educational experiences of healthcare students from multiple programmes in a variety of educational settings. The findings show that the students were confident regarding disclosure of their dyslexia and had a formal diagnosis of dyslexia established during their school years. Although the participants experienced typical academic difficulties associated with dyslexia, problem-based learning (PBL) was perceived to be enjoyable and less stressful than traditional lectures and no specific challenges were reported in acquisition of clinical, communication and team-working skills.previous diagnosis of dyslexia, and they are often investigated when students tend to struggle in medical schools. 9Legislation in the UK protects disabled students from being treated "less favorably" and LDs should not be considered a barrier as doing so may obscure talent that may be mutually beneficial to both HE and the individuals. 11 However, the representation of students with disabilities remains low in ...