The role of epigenetics in hypertension of children and adolescents: a systematic review
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Epigenetic modifications are known to contribute to the pathophysiology of hypertension. Only a few studies that have been done to comprehensively evaluate the possibility role of epigenetic changes on the risk of high blood pressure, specifically in children and adolescents. This systematic review study aimed to discuss about the possibility role of epigenetic in hypertension of children and adolescent. This evidence-based research is implemented within the scope of the Preferred Reporting Item for Systematic Review and Meta-analysis (PRISMA) 2020. The data were analyzed qualitatively to assess the risk of bias, with the New Ottawa Scale (NOS) and Agency for Health Research and Quality (AHRQ) criteria as the thresholds. Our research highlights in particular showed that there is a role for epigenetics in hypertension in children and adolescents. Fourteen journals were included to be qualitatively assessed. Eleven journals (78.5%) stated that there was a correlation between epigenetic and blood pressure in children and adolescents, however each study examined different genes or loci. In summary, epigenetic modifications of various single nucleotide polymorphisms (SNPs) and other genes were associated with higher systolic and diastolic blood pressure in children and adolescents.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it