ISSN 2348-313X (Print) International Journal of Life Sciences Research ISSN 2348-3148 (online) Vol. 11, Issue 1, pp: (6-9), Month: January - March 2023, Available at: www.researchpublish.com
Randomized study of cognitive effects of iron supplementation in non-anemic iron-deficient adolescent girls Ghazi Abdullah Alsubaie1*, Naif Ali Alqahtani2, Zaid Mohammed Alshammari3, Salem M AlMutairi4 1*
Corresponding Author, Pharmacist, P.O. Box. 59046, Riyadh 11525 2 3 4
Lab tech II, PCLMA, KFMC, Riyadh .KSA
Supervisor of medical transportation, KFMC. Riyadh .KSA
Head of EMS Communication Section, KFMC. Riyadh .KSA DOI: https://doi.org/10.5281/zenodo.7533811
Published Date: 13-January-2023
Abstract: This double-blind, placebo-controlled clinical study evaluated the effects of iron supplementation on cognitive function in adolescent girls with non-anaemic iron deficiency. Methods Seven hundred and sixteen girls enrolled in four Baltimore high schools were evaluated for nonanemic iron deficiency (serum ferritin <12 µg/L with normal hemoglobin). Ninety-eight (13.7%) girls were non-anemic iron deficient, of whom 81 subjects were randomized to receive oral iron sulfate (650 mg twice daily) or placebo for 8 weeks. The effect of iron treatment was assessed using questionnaires, hematological and cognitive tests administered before the start of treatment and repeated after the procedure. Results Of the 81 non-anemic iron-deficient girls, 78 (96%) completed the study (39 in each group). Five girls (three control, two treatment girls) developed anemia during the intervention and were excluded from the analyses. Ethnic distribution, mean age, serum ferritin concentrations, hemoglobin concentrations and cognitive test results of the groups did not differ significantly at baseline. The hematological measurements of the iron status after the intervention improved significantly in the treatment group (serum ferritin 27.3 vs. Regression analysis showed that girls who received iron performed better than girls in the control group on a test of verbal learning and memory (p<0.02).Interpretation In this urban population of nonanemic iron-deficient adolescent girls, iron supplementation improved verbal learning and memory. Keywords: iron supplementation, adolescent girls, nonanemic iron deficiency, verbal learning, memory.
I. INTRODUCTION This disorder is not limited to developing countries, and is the main cause of anaemia in the USA. Iron deficiency is a systemic condition, which has many non-haematological consequences: it impairs physical endurance, work capacity, infant growth and development, and depresses immune function. Since the initial studies by Oski and Honig,4 most research on the cognitive effects of iron deficiency has focused on infants and very young children (toddlers). Several studies have shown that iron deficiency causes changes in behaviour and lowers development test scores in infancy.5,6 Animal models have revealed several mechanisms by which iron deficiency may affect cognition; these include changes in brain iron content and distribution, and in neurotransmitter function. 10 During the past 10 years, the increased use of iron-fortified formulas and cereals has improved the iron status of children and reduced the prevalence of iron-deficiency anaemia.11 However, adolescent girls and young women are still at high risk of developing iron deficiency because of increased iron demands during puberty, menstrual losses, and limited dietary iron intake. Prevalence estimates of iron deficiency in
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