Clinical studies report that low circulating angiopoietin-1 concentration at presentation predicts worse outcomes after ischaemic stroke. Upregulating angiopoietin-1 may therefore have therapeutic benefit for ischaemic stroke. This systematic review assessed whether upregulating angiopoietin-1 improved outcomes in rodent models of ischaemic stroke. Random-effects models quantified the effect of angiopoietin-1 upregulation on stroke severity in terms of the size of cerebral infarction and the extent of blood–brain barrier permeability. Eleven studies utilising rat and mouse models of ischaemic stroke fulfilled the inclusion criteria. Meta-analyses demonstrated that angiopoietin-1 upregulation significantly reduced cerebral infarction size (standardised mean difference: –3.02; 95% confidence intervals: –4.41, –1.63; p < 0.001; n = 171 animals) and improved blood–brain barrier integrity (standardized mean difference: –2.02; 95% confidence intervals: –3.27, –0.77; p = 0.002; n = 129 animals). Subgroup analyses demonstrated that angiopoietin-1 upregulation improved outcomes in models of transient, not permanent cerebral ischaemia. Six studies assessed the effect of angiopoietin-1 upregulation on neurological function; however, inter-study heterogeneity prevented meta-analysis. In conclusion, published rodent data suggest that angiopoietin-1 upregulation improves outcome following temporary cerebral ischaemia by reducing cerebral infarction size and improving blood–brain barrier integrity. Additional research is required to examine the effect of angiopoietin-1 upregulation on neurological function during stroke recovery and investigate the benefit and risks in patients.

Deciding which career path is right for undergraduate students can be challenging and positive outcomes are linked to early work placements.  The aim of the current study was to explore the student experience following the introduction of early career-based awareness-raising and reflective learning opportunities in first-year sport and exercise science-based students.  Students met with the first-year coordinator to discuss career progression and career aspirations. From this meeting, students were allocated a placement.  Following the placement visit, students submitted a reflection piece addressing their experiences at the placement site with six themes identified including: 1) positive experience; 2) degree selection; 3) exposure and reinforcement of practices; 4) career awareness; 5) supervisor impact; and 6) negative experience.  The provision of early placement for students in an observational capacity appears to be beneficial to first year experience to assist in consolidating their choice of degree.