The intervention, known as the Early Childhood Development Parenting Readiness Education Program, or ECD PREP, was embedded directly into the flow of primary healthcare services. Rather than asking parents to attend separate classes at distant venues, the program integrated responsive caregiving education into the same visits where mothers already receive antenatal care, delivery services, and postnatal care. This design choice matters technically: it exploits existing contact points between families and the health system, which is precisely where scalability becomes possible in resource-constrained settings.

Responsive caregiving during the earliest years of life is considered foundational by developmental scientists. The concept covers a parent’s ability to read an infant’s cues, whether a cry signals hunger, discomfort, or overstimulation, and to answer those signals promptly and appropriately. Decades of research link this pattern of interaction to stronger physical growth, cognitive attainment, and socio-emotional adjustment, and it strengthens the parent-child relationship at a stage when the brain is developing at its fastest rate. Healthcare settings, the study’s authors argue, can serve as a hub for promoting and scaling up responsive caregiving among parents who might otherwise never encounter such guidance.

To test whether clinic-based education could actually shift these behaviors, the research team recruited 423 participants, 324 from Pakistan and 99 from Afghanistan, across six field sites, four in Pakistan and two in Afghanistan. The sites were assigned using a controlled allocation: two Pakistani fields and one Afghan field delivered the intervention, while an equal number served as control sites offering standard care. Participants were enrolled through convenience sampling, and the study formed the sequential mixed-method arm of a broader implementation research effort led by teams at Aga Khan University in Karachi and Aga Khan Health Services in Kabul, with funding from the Aga Khan Foundation’s Foundations for Health and Empowerment initiative in partnership with Global Affairs Canada.

The quantitative battery was deliberately multi-dimensional. Parenting confidence was measured with the Karitane Parenting Confidence Scale, a validated instrument that captures a parent’s self-assessed competence in soothing, feeding, and understanding their infant. Overall wellbeing was assessed with the World Health Organization Quality of Life scale, and newborn responsive interaction was scored with the ECD PREP newborn responsive interaction scale, which evaluates observable dimensions of parent-infant exchange. A basic demographics questionnaire rounded out the instruments. Quantitative data were analyzed in SPSS, while qualitative interviews with parents and healthcare professionals were analyzed manually to extract themes about the program’s perceived value.

The numbers tell a striking story. Parents who received the clinic-based education scored significantly higher on parenting confidence than controls, 34.57 plus or minus 6.44 versus 32.52 plus or minus 6.3, a mean difference of 2.05 with a p-value below 0.001. The gap on newborn responsive interaction was even larger in practical terms: 17.89 plus or minus 2.32 in the intervention group against 15.37 plus or minus 4.33 among controls, a mean difference of 2.52, again with p below 0.001. Notably, the standard deviation among intervention parents was roughly half that of the control group on the interaction scale, suggesting that the program did not merely lift the average but also narrowed the spread, raising the floor for parents who might otherwise have struggled most with reading infant cues.

The qualitative interviews added texture that the statistics alone cannot convey. Parents described the intervention as beneficial in two specific ways: it taught them what responsive parenting actually looks like in daily practice, and it helped them develop strong attachment with their newborns. Healthcare professionals, for their part, agreed that the program enhanced their own skills and knowledge in responsive caregiving, an important secondary finding because it indicates the education flows in both directions. When clinic staff feel more capable of coaching families, the intervention becomes self-reinforcing rather than dependent on a single training event.

These results carry weight beyond the study sites. Pakistan and Afghanistan together account for a substantial share of the world’s children growing up in conditions where early stimulation and responsive care are rarely discussed in formal terms, and where the health system is often the only institution in regular contact with new mothers during the first weeks of life. By demonstrating that a continuous, structured parenting education stream can be run inside existing primary healthcare infrastructure, the study provides a template that other low- and middle-income countries could adapt without building new programs from scratch. The finding that confidence and interaction both improved also aligns with a broader technical principle in behavior change: self-efficacy and practice tend to rise together when education is repeated across multiple routine contacts rather than delivered once.

The authors are careful about the study’s design boundaries. Convenience sampling means the participants were not randomly drawn from the general population, and the allocation of sites rather than individuals introduces the possibility of site-level differences influencing outcomes. The published version is also an early-release, peer-reviewed accepted manuscript that remains subject to further editorial refinement. Still, the consistency of the quantitative differences across two countries, combined with converging qualitative themes from both parents and healthcare professionals, strengthens the case that the observed effects reflect the intervention itself rather than local idiosyncrasies.

The study’s central conclusion is direct: a continuous structured parenting education intervention in healthcare settings can improve parental practices in ways that contribute to optimal child development. The authors therefore emphasize the need to integrate parenting education programs at all levels of healthcare settings, from community outreach to facility-based services. For the 423 families who took part, the program changed how they responded to their newborns in the earliest days of life. For health systems across the region, the message is that the same clinics already delivering vaccines and postnatal checkups can, with modest additions, become the front line of the science of responsive caregiving, turning every routine visit into an opportunity to build the parent-child bond that underpins a lifetime of development.

Subject of Research: Pediatrics

Article Title: Newborn parenting education in primary healthcare settings of Pakistan and Afghanistan: impact on confidence and interactions

Article References: Bhamani, S., Nadeem, S., Shams, M., Tikmani, S. S., Aslam, K., Choudhry, S., Jiwa, B., Maab, A., & Delawar, G. (2026). Newborn parenting education in primary healthcare settings of Pakistan and Afghanistan: impact on confidence and interactions. BMC Pediatrics. https://doi.org/10.1186/s12887-026-07587-8

Image Credits: AI Generated

DOI: 10.1186/s12887-026-07587-8

Keywords: responsive caregiving, parenting education, primary healthcare, early childhood development, Pakistan, Afghanistan, newborn care, parent-child interaction, Newborn, parenting, education, primary

The article appears in a journal that occupies a specialized niche within medical publishing. Pediatric Radiology, published by Springer Nature, serves as an international forum for research on diagnostic imaging of children, spanning radiography, ultrasound, computed tomography, magnetic resonance imaging, and interventional techniques. Within its pages, the journal maintains a tradition of short scholarly pieces devoted to the origins and meanings of eponyms, the shorthand terms that link contemporary imaging findings to the physicians and scientists who first described them. The Hermes entry, published on 10 September 2026 under the digital object identifier 10.1007/s00247-026-06779-9, continues that tradition. Such pieces are deliberately concise, but their purpose is far from decorative: they preserve the historical memory of the specialty and give young radiologists a vocabulary that connects them to generations of predecessors.

Eponyms occupy a curious position in medicine. On one hand, they are efficient. A single word can evoke a complex anatomical relationship, a pathognomonic appearance, or a well-defined syndrome without a lengthy description. On the other hand, they have been criticized for obscuring mechanism, for honoring discoverers whose contributions were contested, and for resisting translation across languages and cultures. In recent years, some journals have moved to retire eponymous terms in favor of descriptive nomenclature, particularly in anatomy, where international terminology committees have systematically replaced personal names with precise structural labels. Pediatric imaging has partly followed this trend, yet certain eponyms persist because they capture something that plain description does not: an image so characteristic that naming it after a figure from myth or history makes it memorable to students who must absorb thousands of patterns during training.

The choice of Hermes as a name is itself instructive. In Greek mythology, Hermes served as the herald of the gods, the swift messenger who moved freely between the divine and mortal realms, and the patron of travelers, merchants, and boundaries. His iconography, the winged sandals, the herald’s staff, the traveler’s cap, has been borrowed repeatedly in science and commerce, from the astronomical crater on Mercury to the luxury fashion house. In radiology, borrowing the name of a messenger god for a vascular or structural sign suggests motion, connection, and passage, qualities that resonate with the physiology of the newborn circulation. The fetal and neonatal circulatory systems are defined by shunts and channels that must close, redirect, or persist in tightly choreographed sequences, and imaging findings that reflect those transitions often lend themselves to vivid, metaphorical names.

Understanding why such a sign matters requires an appreciation of the umbilical circulation. Before birth, the umbilical arteries carry deoxygenated blood from the fetus to the placenta, while the umbilical vein returns oxygenated, nutrient-rich blood to the fetus. These vessels traverse the abdominal wall at the umbilicus and continue within the body along defined paths: the umbilical veins drain toward the portal system, and the umbilical arteries course along the lateral aspects of the bladder into the pelvis. At delivery, the cord is clamped and cut, the vessels thrombose, and over the following weeks the remnants transform into ligaments, the ligamentum teres within the falciform ligament of the liver and the paired medial umbilical ligaments beneath the peritoneum. In the immediate neonatal period, however, these vessels remain patent and visible, and on ultrasound or other modalities they can produce appearances that are normal, variant, or, in certain circumstances, indicative of pathology.

It is precisely in this window that eponymous signs earn their keep. A radiologist evaluating a newborn with abdominal symptoms must distinguish between findings that reflect the expected physiology of a recently delivered infant and findings that signal congenital anomalies, such as patent urachus, umbilical hernia, omphalocele, or vascular malformations. The umbilical region is anatomically crowded, containing the vestiges of fetal circulation, the urachal remnant that once connected the bladder to the allantois, and the entry point of the abdominal wall itself. Cross-sectional imaging of this region in neonates yields patterns that are unlike anything seen in adults, and naming conventions help the community accumulate, transmit, and verify collective experience about which patterns are benign and which demand intervention.

The Hermes entry also illustrates the pedagogical function of the eponym series. Radiology training relies heavily on pattern recognition, and pattern recognition is strengthened by narrative. When a sign is attached to a story, whether the story concerns the physician who first described it or the mythological figure whose attributes the finding evokes, learners retain it more effectively. Educational research in medical imaging has repeatedly shown that memorable associations improve diagnostic accuracy among trainees, and short-format articles that unpack the history and imagery behind a term serve exactly this function. For a journal aimed at pediatric imagers, whose readership includes fellows, residents, and sonographers who interpret neonatal studies daily, such entries function as compact teaching capsules that can be read in minutes and remembered for years.

There is also a broader lesson in how the specialty manages its vocabulary. The coexistence of eponyms and descriptive terms creates a dual system: formal nomenclature for communication with other specialties and for indexing in databases, and eponymous shorthand for rapid exchange among imaging specialists. Guidelines from professional bodies in radiology increasingly encourage descriptive language in reports to reduce ambiguity, yet the eponyms survive in teaching files, review courses, and board examinations. The result is a living lexicon in which some terms fade as their historical context is forgotten, while others, like those tied to unmistakable visual patterns, remain in active use. Tracking which terms endure and which disappear offers a small but genuine window into how medical knowledge evolves and how communities of practice decide what is worth remembering.

For readers of the journal, the value of the Hermes piece lies in its precision and its restraint. It does not overclaim; it situates a single term within the imaging of children and explains what the sign denotes and why the name was chosen. In an era when scientific publishing is dominated by large studies, meta-analyses, and artificial intelligence models, such a contribution may seem modest. Yet the infrastructure of reliable diagnosis depends on exactly this kind of shared, verified detail: the agreed meaning of a term, the correct anatomical correlate, and the confidence that when one radiologist writes a word, another will picture the same finding. Short scholarly notes that maintain that shared understanding perform a quiet but essential service for patient care.

The article, published open to subscribers of the journal and indexed under the journal’s standard citation format, joins a lineage of eponym entries that have appeared in Pediatric Radiology over the years, each taking a single term and restoring the context that daily use tends to strip away. For clinicians outside the specialty, the piece is a reminder that the words in an imaging report are not arbitrary. Behind each eponym stands a history of observation, debate, and refinement, and behind each mythological name stands a metaphor chosen to make a subtle finding unforgettable. In pediatric imaging, where the patients are the smallest and the findings often the most time-sensitive, that combination of precision and memorability is not a literary flourish. It is a working tool, and Hermes, the messenger whose name evokes speed and safe passage, turns out to be a fitting patron for a sign whose recognition can help guide the care of newborns.

Subject of Research: The Hermes eponym and umbilical vascular imaging signs in pediatric radiology

Article Title: Hermes

Article References: Hermes. (2026). Pediatric Radiology, 56(10), 2338–2339. https://doi.org/10.1007/s00247-026-06779-9 (Author names are not included in the publisher’s citation export.)

Image Credits: AI Generated

DOI: 10.1007/s00247-026-06779-9

Keywords: pediatric radiology, Hermes sign, eponyms, neonatal imaging, umbilical vessels, medical nomenclature, pattern recognition, Springer Nature, diagnostic imaging, radiology education, newborn care, medical history