The prevalence of antenatal depression in Bangladesh ranges from 18 to 33%. Antenatal depression has negative impacts on the mother and child such as suicidal ideations, low birth weight, and impaired fetal development. This cross-sectional study aims to determine the prevalence and social determinants of antenatal depression in rural Sylhet, Bangladesh. Data were collected from 235 pregnant women between March and November 2021. The validated Bangla Edinburgh Postnatal Depression Scale was used to measure antenatal depressive symptoms (ADS). Background information was collected using a structured questionnaire including the Duke Social Support and Stress Scale, pregnancy choices, and WHO Intimate Partner Violence questions. Point-prevalence of antenatal depression was 56%. Intimate partner violence (IPV) before pregnancy (adjusted odds ratio (AOR) 10.4 [95% confidence interval (CI) 2.7–39.7]) and perceived husband’s male gender preference (AOR 9.9 [95% CI 1.6–59.6]) were significantly associated with increased odds of ADS among pregnant women. Increased family support was a significant protective factor for ADS (AOR 0.94 [95% CI 0.91–0.97]). Antenatal depression commonly occurs in rural Sylhet, Bangladesh, highlighting the need for improved screening and management within these settings. The findings suggest the need for community-based interventions for women with low family support and experiencing intimate partner violence, and educational programs and gender policies to tackle gender inequalities.

In this paper I examine how young men's experience of what they termed “serious” relationships are contexts in which they were engaged in the processes of exploring and, in some important ways, remaking their masculine identities. I refer to data drawn from in-depth interviews with eight middle-class, white young men who are reaching the end of their studies in a Scottish secondary school and planning to enter higher education. I identify and explore aspects of the intimate relationship in which these young men contest culturally patterned discourses of gender difference and show how, in trying to resolve these differences, their sense of masculine identities is altered. I suggest that familiar gendered differences – relating to the ways that sex and love, commitment and independence and emotional expressiveness are linked to heterosexual masculinity and femininity – are three of the distinct fields of which these young men are aware and via which they engage in “gender” work. I argue that how this work is done, the resources employed and the meanings that are generated are independent on specific local and temporal realities of these young men lives.

(1) Background: Negative attitudes towards sexual minorities are widespread in our society. The Scale of Negative Attitudes towards Transgender people (EANT) has been tested in Spanish-speaking countries in order to assess its applicability as a measure of harmful predispositions towards trans individuals. Understanding these predispositions is important because of transformations in the rights of people in terms of respect for gender diversity. (2) Methods: For the validation of this scale, an online survey was developed and distributed to 362 UK university students aged 18 to 45 years (M = 21.43, SD = 3.42). The sample was randomly divided in half, carrying out the exploratory factor analysis for the first 180 students and performing the confirmatory factor analysis for the remaining 182. (3) Results: The validation of this unifactorial instrument in English was obtained, with a high internal consistency (α = 0.810) that suggests high applicability to measuring this construct, as well as showing expected relationships with typical variables (HATH, TIBS, gender, sexual orientation, religion and education). (4) Conclusions: This study assesses attitudinal tendencies and reveals how sexual prejudice is still implicit in our societies and makes the stigmatisation and discrimination of trans people visible. These findings support the development of strategies to tackle these predispositions.

There is an expectation that medical students in the UK will be able to demonstrate conversancy with social science relevant to medicine and health, including the means by which the relevant bodies of knowledge are generated through the use of social science research methods. This paper explores the structural and pedagogical challenges and opportunities posed by this demand. To achieve this a small scale research project seeking to establish the ‘state of the art’ with respect to teaching and learning about these research methods was implemented. It was found that there is little formal reporting of practice in the literature and that this is a field largely unsupported with materials and resources. However, there were some common features in the ways that practitioners approach, organise and deliver the provision; and it was found that almost all the provision takes place in the early part of medical education. It is suggested that continuing problems with the status of social sciences, lack of clarity about whether the purpose is to enrich medicine with knowledge about health and generated by the social sciences, and/or explore the ontological and epistemological tensions between natural and social sciences coupled with the status of social scientists in medical education, may limit capacity to develop the field.

Coordinated input from a variety of health and social care professionals into medical education helps students to become strong, effective, successful and competent future practitioners able to function within the multi-disciplinary environment which characterizes modern medicine. This paper presents a new model of teaching developed within the context of the Phase 1 Medicine Programme at Durham, which has been used to help prepare students for this by intertwining a selection of lectures and activities run by external organizations with additional clinical exposure and experience. This one-week learning journey was called the Additional Clinical Experience (ACE) week, and now forms an integral part of the curriculum at Durham University.