Search Results (22)

Background: The concept of evidence-based practice (EBP) is globally relevant in current healthcare climates. However, nursing students and teachers often struggle with integrating EBP effectively into a curriculum. This has implications for the way students learn to use evidence for their nursing practice. A new undergraduate EBP module was co-designed with current nursing students and university staff throughout 2023. Underpinning the module was a UDL (universal design for learning) pedagogy consisting of flexible approaches to learning for nursing students which included co-developed videos, co-developed audio podcasts, and co-developed serious games to complement traditional flipped classroom learning. The module commenced in September 2023, running in Year 1 one of a 3-year undergraduate nursing program, and was co-taught by staff and senior students. Methods: A pre/post-test design was used to collect data on student attitude, knowledge, and utilization of EBP. A total of 430 students completed two validated questionnaires, the EBP Beliefs Scale© and EBP Implementation Scale©, before and after the module. Following the post-test, six focus group interviews were also conducted with 58 students to explore how the module informed student nursing practice whilst attending clinical placement during Year 1. A convergent mixed-methods design was employed. Sample attrition occurred (~25%). Effect sizes and 95% confidence intervals were calculated for primary outcomes. Results: Quantitative data was analyzed using paired t-tests and this highlighted statistically significant improvements in attitude, knowledge and utilization of evidence-based practice after learning (p < 0.001). Qualitative data was transcribed verbatim, thematically analyzed, and highlighted three main findings; EBP is my business, EBP positively influenced the care of my patients and EBP has positively impacted my professional development. Conclusions: Partnership with current nursing students in the co-design and implementation of a module about EBP was associated with improvements in student knowledge, attitude and utilization of evidence in practice. These factors are likely to also improve professional competence and ultimately patient care. Full article

Background: The development of motor competencies in childhood can enhance the trajectory of physical activity throughout life. However, few studies have examined the effects of physical activity programs on motor competencies in schoolchildren with special educational needs. Aim: Our aim was to analyze the effects of a video-guided active break program on motor competencies in schoolchildren aged 6 to 10 years with special educational needs. Methods: A prespecified subanalysis of a multicenter randomized controlled trial was conducted with a sample of 161 schoolchildren (7.8 ± 1.1 years, 32% girls) with special educational needs from five public schools in Chile. Participants were assigned to a control group (CG, n = 85) with no active breaks or an experimental group (EG, n = 76) with active breaks. A 12-week video-guided active break program was implemented in the classroom twice daily, five days per week. The intervention was delivered via a web-based platform. Basic motor competencies were assessed using the MOBAK 1–2 and MOBAK 3–4 tests. Results: A significant time × group interaction was found for object control, F(1154) = 11.365, p < 0.001, η²_p = 0.011; jumping, F(1154) = 11.047, p = 0.001, η²_p = 0.067; and running, F(1154) = 4.881, p = 0.029, η²_p = 0.031. These results indicate that the experimental group showed significantly greater improvements in object control, jumping, and running abilities compared to the control group. Conclusions: The active break program significantly improved motor skills in schoolchildren with special educational needs. The program proved to be both feasible and effective in enhancing students’ motor competencies. School-based guided active break programs may play a role in promoting motor competencies among schoolchildren with special educational needs. Clinical Trial ID NCT06423404 Full article

There has been an exponential increase in the utility of mixed-reality (MR) software as a tool for medical education and training due to its immersive and interactive capabilities. Whilst it has been progressively used in surgical training or in simulation training, there is a significant lack of using it to train the “trainers”. In this single-centre prospective study, MR technology was used to deliver a dedicated 2-h tutorial in surgical training to two cohorts of postgraduate students attending a course on clinical research and education. The Microsoft HoloLens 2 was used to run mixed-reality software capable of rendering CT scan images of a normal brain, an MRI of a large meningioma, an abdominal–pelvic CT scan, and a 3D-printed cranioplasty scan. The participants were then asked to complete a post-usage questionnaire in an anonymous manner. Fourteen participants attended the teaching session and completed the post-usage questionnaire. Scores obtained on the User Experience Questionnaire (UEQ) revealed that MR technology is rated “Excellent” on quality aspects for Attractiveness, Stimulation and Novelty. This prospective study provides insight into incorporating MR in training the trainers, allowing them to be equipped with the technology to imparting education to the next generation across various disciplines. Full article

Background: Skin disease is a significant contributor to the global disease burden, with dermatologic health disparities adding to this burden. Internists, general practitioners, and other medical professionals often manage skin disease with limited exposure to dermatologic education in medical school. Objective: This study evaluated a brief educational intervention for medical students to improve dermatologic knowledge, diagnostic and communication skills, and comfort in performing dermatology-focused physical exams. A secondary focus of the intervention was to promote awareness of skin disease, detection, and prevention for patients with a variety of skin tones. Methods: Sixty-five first through fourth-year students at Rutgers RWJMS participated in a pre-test–post-test within-subject study. Students described images using open-ended responses followed by multiple-choice identification questions. Students watched a one-hour self-paced module created by a licensed dermatologist and completed a follow-up assessment. Results: At pre-test, descriptions were brief and often inaccurate but significantly improved post-intervention to include descriptors such as primary morphology and demarcation. Accuracy on diagnostic and management questions significantly improved and comfort in advising patients and performing dermatologic exams significantly increased. Conclusions: A low-cost, brief, self-paced module can augment dermatologic education for medical students while increasing exposure to multiple skin tone presentations of lesions. Full article

In the present study, K-3 and K-4 students’ understanding of the effects that convex lenses have on light propagation is investigated. Specifically, the study examines the extent to which these students are able to construct a scientifically accepted explanation for the role convex lenses play in converging rays of light and creating inverted images in the case of both self-luminous and hetero-luminous objects. Eight students from two primary schools run by the Municipality of Piraeus in the region of Attica (Greece), took part in the survey. They were divided into groups of two. The research was conducted using the teaching experiment method, which combines elements of the clinical interview and formal teaching. According to the results, students of this age recognise the convergence of light as a process that takes place through a convex lens. However, they have difficulty attributing the aforementioned convergence to the light refraction that takes place during the interaction of the light beams with the converging lens. At the same time, while they can easily ascertain that light beams continue along the same straight line after the convergence point, they find it difficult to relate this conclusion to the creation of an inverted image of a hetero-luminous object. Full article

In the light of the rapidly increasing global incidence of, and therapeutic arsenal for, diabetes type 2, this brief report underscores the need for advancements in clinical pharmacology and therapeutics (CPT) education with regard to diabetes type 2. We advocate for the comprehensive training of medical students and junior doctors in line with current guidelines, and emphasize the importance of teaching how to draw up individualized treatment plans based on patients’ specific risk factors and conditions, such as cardiovascular risks, weight, and risk of hypoglycaemia. Within the curriculum, traditional teaching approaches should be replaced by innovative methods such as problem-based learning, which has been shown to be more effective in developing prescribing knowledge and skills. The inclusion of real-world experience and interprofessional learning via so-called student-run clinics is also recommended. Subsequently, innovative assessment methods like the European Prescribing Exam and objective structured clinical examinations (OSCE) are highlighted as essential for evaluating knowledge and practical skills. By adopting these educational advances, medical education can better equip future practitioners to adequately manage the complex pharmacological treatment of diabetes. Full article

The purpose of this mixed methods study was to identify Doctor of Physical Therapy (DPT) students with markers of potential challenges on the National Physical Therapy Examination (NPTE) and evaluate their outcomes. The qualitative arm, framed by social cognitive theory, identified strategies students used to achieve first-attempt success. Of the 143 students from one DPT program who had markers of potential NPTE challenges, 79% overcame challenges to achieve success, revealing a weaker association between undergraduate grade point average (GPA) and NPTE performance. Year one program GPA and written exam performance while in the program were stronger predictors of NPTE performance. Qualitative analysis of interviews with 19 graduates revealed three themes: (1) Critical resources build confidence for a unique standardized test; (2) Peers support, teach, and hold each other accountable; and (3) Self-care is vital as emotions run high. Participants described needing to change their approaches to learning between undergraduate and DPT education. Critical resources for achieving first-attempt success included contextualizing knowledge in the clinical setting, NPTE preparatory courses, and frequent self-assessment, which facilitated retrieval practice and revealed knowledge deficits. Little is known about graduates who did not achieve first-attempt success but were ultimately successful, warranting further research. Full article

Objective: The aim in this study was to quantify the number, nature, and severity of injuries sustained by male and female high school students who took part in a running training program that culminated in the completion of a half or full marathon. Design: This study is a retrospective clinical audit. Methods: Injury reports from high school students (grades 9–12) who participated in a half or full marathon 30-week progressive training program comprising four training days per week (three running days and one cross-training day) were reviewed. The number of runners completing a marathon, together with the number, nature, severity of injuries, and treatment types, as reported to the program physiotherapist, were the main outcome measures. Results: Program completion was 96% (n = 448/469). Of all participants, 186 (39.6%) were injured, with 14 withdrawing from the program due to injury. For those who completed a marathon, 172 (38%) reported 205 musculoskeletal injuries (age of injured runners: 16.3 ± 1.1 years; 88 girls (51.2%) and 84 boys (48.8%)). More than half (n = 113, 55.1%) of the reported injuries were soft tissue injuries. Most injuries were localized to the lower leg (n = 88, 42.9%) and were of a minor nature (n = 181, 90%), requiring only 1–2 treatments. Conclusions: There was a low number of relatively minor injuries for high school participants taking part in a graduated and supervised marathon training program. The injury definition was conservative (i.e., any attendance to physiotherapist) and the relative severity of injuries was minor (i.e., requiring 1–2 treatment sessions). Overall, these results do not support a need to restrict high school students from taking part in marathon running, though continued emphasis on graduated program development and close supervision of young participants is recommended. Full article

The aim of the study was to analyze students’ opinions on the learning outcomes they achieved during clinical classes in pediatric dentistry. The classes were run in various periods: before the SARS-CoV-2 coronavirus pandemic (onsite classes), in the first months of the pandemic (online classes), and in the following months of the pandemic (onsite classes with additional infection control and administrative changes in patients’ admission procedures). Material and methods. The research was conducted among fifth-year dentistry students at Poznan University of Medical Sciences. Students who completed the entire course and passed the diploma exam in pediatric dentistry were asked to complete the anonymous questionnaire providing their opinion. Results. The research results showed that, in the students’ opinion, clinical classes—regardless of their form—allowed them to achieve the knowledge necessary to perform pediatric dental procedures. However, the students appreciated onsite classes significantly more compared to information and communication technologies (ICT) classes in gaining practical skills and social competence. Conclusions. (1) The significant limitations introduced because of the SARS-CoV-2 pandemic impacted the development and implementation of modern online teaching techniques, which may very well be applied to convey theoretical knowledge after the pandemic has ended. (2) Skills and social competence, indispensable in the future dental practice of dental students, can only be obtained during onsite classes. (3) Medical universities should design standards of teaching to enable them to address a possible epidemiological threat in the future, which will enable rapid response and safe continuation of practical dental education during a pandemic. Full article

In different endurance events, athletes have limited access to fluid intake, such as ultra-endurance running. For this reason, it is necessary to establish an adequate hydration strategy for this type of long-duration sporting event. Indeed, it seems that the intake of seawater is a suitable hydration alternative to improve post-exercise recovery in this type of endurance event. This seawater is characterized by being a deep natural mineral water of moderate mineralization, which is usually extracted from a depth of about 700 m. Therefore, the aim of this systematic review is to evaluate the efficacy of seawater consumption in both performance and post-exercise recovery in long-duration sport events. A systematic and comprehensive literature search was performed in PubMed, Scopus, and Web of Science in September 2022. Initially, 8 out of 558 articles met the inclusion criteria. Among these eight studies, six were randomized clinical trials, and two were observational studies (one cross-sectional and one prospective study in well-conditioned student athletes). The results showed that deep sea water consumption accelerated the recovery of aerobic capacity and leg muscle capacity on running performance. In addition, the lactate production after the running exercise in seawater was significantly lower than in pure water. In conclusion, the present review demonstrates that seawater consumption could significantly improve the capacity of recovery after exercise. Full article

Emerging research and epidemiological studies established the health benefits of the Mediterranean diet, whose hallmark is the high consumption of olives and olive oil as the primary source of dietary fatty acids and major sources of antioxidants. The aim of this study was to evaluate the effect of daily dietary supplementation with highly standardized polyphenols—mainly hydroxytyrosol—which are derived from olive oil production by-products of an Italian olive variety (Coratina Olive) on the plasma cholesterol of a sample of hypercholesterolemic individuals. This single-arm, non-controlled, non-randomized, prospective pilot clinical study involved a sample of 30 volunteers with polygenic hypercholesterolemia. The study design included a 2-week run-in and a 4-week intervention period. Patients were evaluated for their clinical status and by the execution of a physical examination and laboratory analyses before and after the treatment. The intervention effect was assessed using Levene’s test followed by the independent Student’s t test after the log-transformation of the non-normally distributed continuous variables. Dietary supplementation with highly standardized polyphenols that are derived from Coratina Olive (namely SelectSIEVE^® OptiChol) was associated with a significant improvement in systolic blood pressure, pulse pressure, total cholesterol, high-density lipoprotein cholesterol (HDL-C), low-density lipoprotein cholesterol, non-HDL-C, fasting plasma glucose, and uric acid compared to baseline values. Furthermore, SelectSIEVE^® OptiChol was well tolerated by volunteers. We acknowledge that the study has some limitations, namely the small patient sample, the short follow-up, and the lack of randomization and control procedures. However, these results are consistent with previous literature that referred to extracts from different olive varieties. Definitely, our observations lay further foundations for the use of polyphenolic-rich olive extract from Coratina Olive in the prevention and treatment of first-stage metabolic syndrome. Full article

Background: Regular and moderate physical activity is beneficial for physical and mental health, resulting in an increase in life expectancy for both sexes. From a cardiovascular point of view, although the benefits of regular moderate physical exercise have been established, the long-term effects of repeated ultra-endurance running events are still unknown. Hypothesis: The aim of our study is to evaluate the 10-year evolution of the parameters of the left ventricular systolic and diastolic functions of amateur subjects regularly practising ultra-endurance running events using resting echocardiography. Study design: Cross-sectional study. Level of evidence: Level 3—non-randomized controlled cohort/follow-up study. Methods: The 66 participants who participated in the 2011 edition of the Eco-Trail de Paris^® were contacted by e-mail. Demographic data, sports practice, and the results of an echocardiography scan carried out during the year 2021 evaluating left ventricular systolic and diastolic function variables were collected. Echographic variables from 2011 and 2021 were compared using the paired Student’s t-test. Results: Forty-six (70%) participants responded positively. Twenty (30%) participants could not be reached and were not analysed. Of the 46 respondents, 42 (91%) provided data from a trans-thoracic cardiac ultrasound performed in 2021. Over the past 10 years, the participants reported having completed an average of 4 ± 2 ultra-trails per year. No significant differences were observed between left ventricular diastolic and systolic echocardiographic parameters between the years 2011 and 2021. Conclusions: Among amateur participants, long-distance running is not associated with an alteration in the echocardiographic parameters of resting left ventricular systolic and diastolic function after 10 years of practice. Clinical relevance: Long-term long-distance running practice is not associated with left ventricular cardiac function alteration. These results suggest a potential adaptation role of the cardiovascular system to regular and moderate long-distance running practice. Full article

Surgical disciplines are affected by an increasing shortage of young doctors. Studies show that formerly interested students decide against a career in surgical disciplines at the end of their studies or during practical year. Measures to counteract this development are urgently needed. As a joint project between gynecology, urology, and general surgery, SOCIUS mentoring was designed to prepare and encourage students for a career in surgical oncology. The structured curriculum of SOCIUS mentoring contains six modules, including surgical skills, soft skills, mentoring, theory, clinical visitation, and congress participation and runs over one year. Effects on confidence towards physician skills and plans for a future career were evaluated with questionnaires. After participation, students reported increased confidence in surgical and soft skills. In addition, participants noted that they have specified their career goals and gained more confidence in surgery, as well as seeing more development potential for a career in surgery. We describe the implementation of a novel extracurricular program for motivated students that combines individual mentoring with surgical and soft skills training. Due to its modular structure, this concept can easily be transferred to other disciplines. SOCIUS mentoring, with its combination of mentoring and skills training, is a promising measure to prepare and motivate students for their surgical career and thus counteract the shortage of young talent. Full article

Challenging the notion of “teaching by telling,” active learning utilizes a student-oriented approach by emphasizing the concept of knowledge retention through peer interaction. To further examine the potential of active learning, we created a workshop based on didactic education and student collaboration. Participants included undergraduate students from traditionally underrepresented and disadvantaged backgrounds. The workshop was part of our summer academic enrichment program run in an urban, medically underserved community. The workshop focused on clinical and biochemical nutrition, wherein students synthesized information by discussing dietary choices and the socioeconomic aspects of nutrition. Student reception of the workshop was adjudged by anonymous surveys. The survey questions were designed to gauge how the workshop objectives were achieved. Cronbach alpha (0.276) confirmed that there was more than a single theme contained in the questions. The majority of students (97%) agreed that the workshop met the learning objectives: (1) acquire basic clinical knowledge, (2) gain a better understanding of nutrition, (3) formulate a linkage between clinical nutrition and disease, and (4) benefit from peer interaction. Students’ performance in the post-quiz (100% correct answers) had improved significantly compared to the pre-quiz (25% correct answers) suggesting acquisition, understanding and application of nutrition aspects taught in the workshop. Overall, the present study demonstrated the engagement and understanding of students with respect to learning about nutrition and community health in an active learning setting. These types of active-learning-based sessions may have broad applicability for any academic discipline to improve student engagement and knowledge retention. Full article

Much of what is known about food insecurity (FI) experiences for young people is based on caregiver report. As such, our understanding of relationships between youth FI and dietary intake (DI) may be limited, particularly among adolescents who often eat away from home. This study examined relationships between youth-reported past-month FI, past-week DI, and school lunch behavior. Data are from middle and high school participants in the 2019 Minnesota Student Survey (N = 125,375), one of the longest-running youth surveys in the US. Logistic regression assessed relationships between FI and DI, including fruit, vegetable, milk, sugar-sweetened beverage (SSB), and fast food consumption, and school lunch behavior, adjusting for demographic, physical, and emotional health indicators. Past-month FI was associated with reduced odds of meeting minimum thresholds for daily fruit, vegetable, and milk intake, and increased odds of daily SSB and frequent fast food consumption. Among food-insecure students, no participation in the National School Lunch Program (NSLP) or NSLP participation uncertainty was associated with increased odds of skipping lunch. Findings suggest the importance of clinical and community innovations to prevent the loss of nutritional quality in favor of energy density for youth and families experiencing FI. Full article