【摘要】 目的:为研究复合微量营养素补充剂对儿童营养状况的影响。方法:将220名8~12岁小学生随机分为2组,一组补充多种微量营养素,另一组服安慰剂。实验采用双盲设计,补充期为6个月,停止补充后1年再随访观察。试验前后和停止补充1年后分别测量儿童的身高、体重、生化等指标。结果:补充组儿童的4h负荷尿中维生素B2、维生素C的排出量,晨尿羟脯氨酸含量及羟脯氨酸与肌酐比值都显著高于对照组;补充组儿童的血清1,25-二羟基维生素D3[1,25(OH)2D3]水平,尺骨中点处的骨矿物质含量和骨密度也显著高于对照组;补充组儿童的阅读速度、学习能力及数学考试成绩均显著优于对照组;停止补充1年后随访观察结果显示,干预组的血红蛋白含量仍显著高于对照组,血清视黄醇含量趋势高于对照组,补充组临界维生素A缺乏发生率显著低于对照组。结论:复合微量营养素补充剂对改善儿童营养状况和学习能力有明显促进作用,长期补充停止后某些有益效果仍将持续存在一段时间。更多还原

【Abstract】 Objective:To study the effect of multi-micronutrients supplementation on nutritional status of children. Method:220 students aged 8-12 years were observed for 6 months and 1 year follow-up. A half of them was given the supplements, another half as placebo. Results:In comparison with the placebo, the supplemented children had a higher urine excretion of vitamin B2 and vitamin C after loading; a higher concentration of serum 1.25(OH)2D3, hydroxyproline and hydroxyproline/creatinine ratio in fasting urine, and a higher bone mineral content and bone mass density in mid-ulna. The supplemented children performed significantly better than the placebo in reading speed, learning capacity and arithmetic examinations. After one year there was still significant difference between intervention and control group in hemoglobin content and marginal vitamin A deficiency. Conclusion:The micronutrients supplementation played a notable rule in resulting better nutritional status and learning ability of school children, and intervention would have a long effect on their health and nutritional status.更多还原