SBCC Training in Francophone West Africa: Overview, Lessons Learned, Challenges and Future Directions

The emergence of the Y en a marre movement in 2011 has reshaped the face of social activism in Francophone sub-Saharan Africa. In less than a decade of its existence, Y’en a marre has become iconic in Senegalese civil society and beyond. Their effective opposition to the Wade regime between 2011 and 2012 reverberated beyond the Senegalese border through their slogan “touche pas à ma constitution” (Do not touch my constitution), a rallying cry that young people in Burkina Faso and the Democratic Republic of Congo later appropriated, thus giving the movement a Pan-African platform. The birth of Y’en a Marre and its confrontation methods (street protests, verbal attacks via radio, TV, concerts, rap sons to name a few) enabled several important interrogations that this project aims at exploring. What triggers the formation of social movements in contemporary Senegal and Francophone West Africa? How does Y’en a Marre’s blueprint fit in the general struggle for Pan-Africanism today? How are music and art used to create a transnational solidarity against bad governance and foreign influence in West African affairs? This dissertation explores how contemporary social movements in Francophone West Africa are re-appropriating Pan-African principles to fight for democracy and good governance as well as to curb foreign influence in African affairs. This dissertation argues that such movements use various innovative means including music, visual art, social media, and street protests to draw popular support and foment resistance to confront regimes that fail to safeguard basic democratic principles, such as fair and transparent elections. In doing so, social movements in Francophone West Africa help foster a new era in the development of Pan-Africanism called “Neo Pan-Africanism” in which social activist and popular movements become one of the key driving forces of Pan-Africanism as a transatlantic movement and ideology. The dissertation also contends that the Y’en a marre movement is spearheading a new type of transnational collaboration partly grounded in popular culture (especially hip-hop), advocacy training and sometimes litigation, to enable social movements in West Africa to fight against common issues that pertain to the safeguard of their national sovereignties.

The impact of exercise training on glucagon-like peptide 1 (GLP-1) of people with type 2 diabetes has been investigated and it has been found that it can improve their levels of blood glucose; however, the effect of exercise intervention mode on GLP-1 levels is still controversial. The purpose of this study was to investigate the duration, mode, and intensity of exercise intervention effect on the levels of GLP-1 by a systematic review and meta-analysis. By March 29, 2020, Google Scholar, PubMed, Medline, Scopus database, Science Direct, and reference lists of articles had been randomly dealing with the subject matter with the purpose of investigating the effect of different variables of duration and short-term and long-term exercise training on GLP-1 through pre-test and post-tests. Thus, to strengthen the outcome of the present study, sixteen studies with 1562 subjects were included. In the present study, we found a significant change on GLP-1 levels in both types of duration exercise intervention groups (MD: − 1.60 pmol/l; 95% CI [− 2.20, − 1.01]; p ˂ 0.00001). Separately investigated, the level of GLP-1 in short-term training was MD − 1.26 pmol/l, 95% CI (− 1.79, − 0.73), p ˂ 0.00001, and in long-term training, it was −2.76 pmol/l, 95% CI (− 5.10, − 0.43), p = 0.02. The intensity of short-term training was between 55 and 65% max HR, and for the long-term-training, it was 65–85% max HR. In this meta-analysis, it was found that the levels of GLP-1 could be affected by short-term and long-term training with different modes and intensity. As a result, current evidence shows that it may be a good choice for patients with type 2 diabetes to control their blood glucose. The mechanism of this GLP-1 increase has not yet been fully discovered. Further longitudinal studies and exploration into mechanisms of action are required in order to determine the precise role of GLP-1 in insulin responses to an exercise intervention.

Objective: The aim of the present study was to investigate the effect of training volume on depression-related behaviors and serum levels of brain-derived neurotrophic factor (BDNF) and testosterone in mice. Male NMRI mice, approximately 80 days old and weighing 20 to 23 grams, were used in this study. Methods and Materials: They were kept under a 12-hour light/12-hour dark cycle at a temperature of 23±1°C, with adequate food and water provided. The male NMRI mice, approximately 80 days old and weighing 20 to 23 grams, were kept under a 12-hour light/12-hour dark cycle at a temperature of 23±1°C, with adequate food and water provided. From 90 days old to 118 days old, the animals underwent swimming exercise for 4 weeks. They were divided into two groups: long-term training volume and short-term training volume. The short-term swimming group included one session of short-term training, while the long-term group included three sessions of long-term training with 10-minute swimming periods and 15-minute rest intervals between each session. The water depth and swimming duration gradually increased from 5 to 15 centimeters (second to fourth week) and from 20 (second to third week) to 30 (fourth week) minutes per day. The non-exercised animals were placed in a round tank without water for a duration similar to that of the exercised animals. Results: The results showed a significant difference in immobility duration between the control group and the two training groups, as well as between the two training groups (P ≤ 0.05). There was also a significant difference in depression levels between the two training groups and between the long-term training group and the control group (P ≤ 0.05). However, there was no significant difference between the short-term training group and the control group (P ≥ 0.05). Post hoc test results indicated a significant difference in BDNF levels between the control group and the long-term training group (P ≤ 0.05). Furthermore, there was a significant difference in testosterone levels between the control group and both the short-term and long-term training groups (P ≤ 0.05), but no difference between the two training groups (P ≥ 0.05). Conclusion: Based on the overall results of the study, different training volumes have varying effects on depression and BDNF levels, with long-term training producing greater effects.

The study aims to identify the type of interval exercises that have an effective impact on developing some aerobic capacities (maximum airspeed - VMA, maximum oxygen consumption - VO2MAX) for football players U21. The researchers proposed two training programs for a sample of 16 players from the youth team of JSMTairet activity in the amateur second division of the Algerian championship center-west for the season 2021/2022. The sample was divided into two groups, where the first group applied the proposed training program using long-term interval training method of 3'/3', while the second group applied the program using short-term interval training method of 15” /15”. The proposed training program lasted for 8 weeks, with two sessions per week, under the supervision of the research team. The Intermittent Fitness Test 30/15 IFT was used to measure the rate of aerobic capacities VMA/VO2MAX. After obtaining, processing, analyzing, and interpreting the results, it was found that there were statistically significant differences between the post-tests of the two groups. This suggests that training with short-term interval exercises improves the level of aerobic capacities VMA/VO2MAX for football players. Therefore, the researchers recommend using short-term interval exercises during planning and preparation of training programs in different preparation and competition periods to develop physical fitness for players and achieve the highest levels of sports achievement.

Training has become an essential part of today’s successful businesses of any nature and not only for acquiring capabilities but for focusing on the effectiveness with linking to employee performance and retention. This paper examines the training effectiveness and performance of academic staff in higher learning institutions with case observation at the Institute of Public Administration Zanzibar. The study specifically determines the contribution of training outcomes to the level of academic performance of staff in the Institute of Public Administration and examines the trends of training schemes for the academic staff and their influence within the institute. A descriptive survey approach was employed to tackle the target and a survey questionnaire was used as a tool to gather data together with interviews and documentary review to elicit the information from the sample. Fairly representative samples of 115 respondents who make up 10% of the total population were chosen from academic staff trainees, non-academic staff, and students. The qualitative data were subjected to analysis through Statistical Package for Social Science (SPSS) and quantitative data were summarized in tables and charts. The findings revealed that existing staff training has a positive contribution to the academic performance in the institute with 83%. In addition, there is an existence of training opportunities for employees of the Institute but the institute has no specific schedule for staff training. The findings also show that getting on Design Quarterly Staff Training on Specific Institution Needs, Conduct Needs Assessment for Long Term and Short Term Training, Prepare Sufficient Budget for Staff Training, Benchmarking the Performance Outcomes Prior and Post Staff Training, Developing the Measurable Performance Indicators and Conduct Continually Performance Assessment is very important to the Institution academic staffs. These results show that the management of the Institute should set up a training policy that will include a well-designed training schedule for the academic staff. Also, the institute should conduct training Needs Assessments for long-term and short-term training in order to identify the effective training for its staff and design quarterly staff training on specific institutional needs.

In this work, we present a case study, examining the design, development, and evaluation of an Augmented Reality serious game for cognitive screening (namely Smartkuber), which aims to provide reliable and motivating cognitive screening for the elderly. This case study can be of interest for the game designers and researchers, allowing them to build on previous experiences and lessons learned. Smartkuber’s development process took place in four stages: (1) analysing the state of the art and defining characteristics, (2) setting up and examining the interaction method, (3) adding and evaluating the game content, and (4) evaluating cognitive screening performance and future direction. The “lessons learned” around the design and development of serious games for cognitive screening are discussed, with focus on Augmented Reality, interaction, test validity, and game motivation aspects.

In the late 1990s, voluntary initiatives and particularly the Voluntary Challenge and Registry Program (VCR), were thought to be preferred instruments for implementing Canada's commitments under the Framework Convention on Climate Change and later under the Kyoto Protocol. However, in January 2005, the Toronto Globe and Mail reported in a headline story on a leaked Government of Canada document entitled ‘Climate Change: Lessons Learned and Future Directions’. The draft document was quoted as stating that the ‘voluntary approach and limited incentives [are] not sufficient to drive substantial change’. Policy-makers would, ‘need more consideration of regulation and taxation to drive behavioural change and technology development and uptake’. This chapter documents and assesses this shift from voluntary to regulatory through a case study of the VCR. It relies on a review the development of Canadian Climate Change policy and on key informants from the energy sector, from government, and from the environmental non-governmental organization (NGO) community.

FOREWORD by Ian Smillie, Partnership Africa Canada, Ottawa Introduction: Resuscitating the Policy and Research Agendas for Artisanal and Small-Scale Mining 1. Section 1: Artisanal and Small-Scale Mining in West Africa - An Overview of the Issue 2. Poverty and Economic Development in West Africa: An Historical Analysis 3. Poverty and Artisanal Mining in West Africa 4. Artisanal and Small-Scale Mining in West Africa: An Overview of Sustainable Development and Environmental Issues 5. Mercury: An Agent of Poverty in West Africa's Small-Scale Gold Mining Industry 6. Fostering cooperation between small- and large-scale gold miners in West Africa 7. Artisanal and Small-Scale Mining in West Africa: Achieving Sustainable Development through Environmental and Human Rights Law 8. Section 2: Country Case Studies - Francophone West Africa 9. Artisanal Mining in Mali: An Overview of the Issues 10. Artisanal and Small-Scale Gold Mines in Burkina Faso: Today and Tomorrow 11. Artisanal Gold Mining in Burkina Faso: Permits, Poverty and Perceptions of the Poor in Sanmatenga, The 'Land of Gold' 12. Artisanal Gold-Mining in Northern Benin: A Socio-Cultural Perspective 13. Section 3: Country Case Studies - Anglophone West Africa 14. Diamonds, poverty and war in Sierra Leone 15. Reflections on the Political Economy of Artisanal Diamond Mining in Kono District, Sierra Leone 16. Integrative Perspectives on Diamond Mining and Public Health in Akwatia, Ghana 17. Socio-Economic, Environmental and Policy Implications of Alluvial Diamond Mining in the Birim 18. 'Live and Let's Live' - The Relationship between Artisanal/Small-Scale and Large-scale miners in Ghana: The Abosso Goldfields' Experience 19. Strained relations: a critical assessment of the mining conflict in Prestea, Ghana 20. Addressing the Environmental Challenges of Artisanal and Small-Scale Mining in Nigeria Postscript: Progress on the Horizon?

Preface Acknowledgements Workshop and Case Study Participants Part 1: Introduction 1. Introduction 2. What are Sustainable Development Strategies? 3. Types of Strategies in Latin America 4. Selecting and Classifying Cases 5. Status of Strategies Table 1 Status of cases analysed (1995) Box 1 Symbols used in Table 1 National Strategies: Summary 1. Origin and Present Situation 2. Development of Processes 3. Main Results Sub-national Strategies: Summary and Analysis 1. Origin of Initiatives 2. Common Aspects 3. Integrating Strategies in Development Planning 4. Formulating the Strategy 5. Content of Proposals 6. Internalizing Strategies: The Importance of Participation 7. Prospects for Continuity 8. International Funding and Cooperation 9. Limitations of the Analysis 10. Main Common Results 11. Main Problems Lessons Learned 1. The Concept 2. Avoiding Loss of Continuity 3. Participation 4. Implementation of Strategies Map Strategies for Sustainability in Latin America Part 2: Case Studies Central America Costa Rica: Strategy for Sustainable Development 1. Introduction 2. Scope and Objectives 3. Relationship to Development Planning 4. Initial Development 5. Implementation and Results 6. Lessons Learned 7. Chronology Nicaragua: National Conservation Strategy 1. Introduction 2. Objectives and Approach 3. Relationship to Development Planning 4. Initial Development 5. Implementation and Results 6. Lessons Learned 7. Chronology Kuna-Yala, Panama: Sustainability for Comprehensive Development 1. Introduction 2. Objectives and Approach 3. Relationship to Development Planning 4. Initial Development 5. Implementation and Results 6. Lessons Learned 7. Chronology Maje-Bayano, Panama: Sustainable Development Strategy 1. Introduction 2. Scope and Objectives 3. Relationship to the Planning System 4. Initial Development 5. Implementation and Results 6. Lessons Learned 7. Chronology Peten Region. Guatemala: Sustainable Development Strategy 1. Introduction 2. Scope and Objectives 3. Relationship to National Institutions 4. Initial Development 5. Implementation and Results 6. Lessons Learned 7. Chronology Tortuguero, Costa Rica: Sustainable Development Strategy l. Introduction 2. Objectives and Focus 3. Relationship to Development Planning 4. Initial Development and Organization 5. Implementation and Results 6. Lessons Learned 7. Chronology Heroes y Martires: Management Plan 1. Introduction and Summary 2. Scope and Objectives 3. Relationship to National Institutions 4. Initial Development 5. Implementation and Results 6. Lessons Learned 7. Chronology Talamanca, Costa Rica: Communal Sustainable Development Projects 1. Introduction 2. Scope and Objectives 3. Relationship to Development Planning 4. Main results 5. Lessons Learned 7. Chronology Caribbean Guanica Biosphere Reserve. Puerto Rico: Conservation Strategy 1. Introduction 2. Objectives and Approach 3. Relationship to Development Planning 4. Initial Development 5. Implementation and Results 6. Lessons Learned 7. Chronology Samani, Dominican Republic: Sustainable Development Strategy 1. Introduction 2. Objectives and Approach 3. Relationship to Development Planning 4. Initial Development 5. Implementation and Results 6. Lessons Learned 7. Chronology Sierra Maestra, Cuba: Conservation and Development Strategy 1. Introduction 2. Objectives and Approach 3. Relationship to Development Planning 4. Initial Development 5. Implementation and Results 6. Lessons Learned 7. Chronology South America Arnazonia Project, Ecuador: Sustainable Development Strategy 1. Introduction 2. Objectives and Approach 3. Relationship to Development Planning 4. Initial Development 5. Implementation and Results 6. Lessons Learned 7. Chronology Sierra Nevada. Colombia: Conservation Strategy for Tropical Forests 1. Introduction 2. Scope and Objectives 3. Relationship to Development Planning 4. Initial Development 5. Implementation and Results 6. Lessons Learned 7. Chronology Mata Atlkntica, Brazil: Biosphere Reserve 1. Introduction 2. Objectives and Approach 3. Relationship to Government Planning 4. Initial Development 5. Implementation and Results 6. Lessons Learned 7. Chronology Tambopata Candarno, Peru: Eco-regional Strategy 1. Introduction 2. Objectives and Approach 3. Relationship to Development Planning 4. Initial Development 5. Implementation and Results 6. Lessons Learned 7. Chronology Glossary

The relevance: Table tennis is a complex analytical sport with versatile techniques, a variety of specific solutions, which has long outgrown the period of mass enthusiasm. To achieve sports results by athletes, general physical, special and psychological training is now necessary. Modern requirements for the level of special, technical, tactical and physical fitness of female athletes, for the entire system of their training are extremely high. In this regard, the importance of specialized factors of sports training of female table tennis players increases significantly. In the long-term training of highly qualified female table tennis players, a number of important stages are investigated, which in their structure have specific tasks and a meaningful focus on their implementation. Tendencies in the development of high-performance sport currently require a systematic improvement of the scientific, theoretical and technological foundations of long-term sports training. However, the lack of fundamental scientific developments that provide coaches and specialists with new scientific knowledge and technological innovations are of insufficiently progressive importance in table tennis. In this regard, the scientific problem of the theoretical and experimental search for the features of the systemic organization of long-term specialized training of table tennis players, in which modern approaches to their necessary sports and technical improvement are leading, is relevant. Based on the great practical coaching experience with the female contingent in table tennis, as well as on scientific achievements in pedagogy of sports, we have formulated the following scientific categorical apparatus. The purpose of the research: to develop the theoretical and methodological foundations for the training of highly qualified female table tennis athletes based on optimal selection of training influences. Research objectives: 1. To study the modern aspects of the development of table tennis, the system of the training process of highly qualified female table tennis athletes, the nature and structural forms of long-term training. 2. To scientifically substantiate the main directions of a systematic approach to the long-term training process in table tennis. 3. To study the state of morphological characteristics of female table tennis players, intellectual potential, the state of psychomotor abilities, technical readiness of female table tennis players in long-term of sports improvement. 4. To form directed game movements of highly qualified female table tennis players for their successful competitive rivalry. 5. To develop an experimental training Program for the training of highly qualified female table tennis athletes based on optimal selection of training effects. 6. To experimentally substantiate the effectiveness of the Training Program for the training of highly qualified female table tennis athletes based on optimal selection of training effects. Scientific novelty and originality of the research: 1. A new scientific direction was developed within the framework of pedagogy of sports: theoretical and methodological substantiation of the training of highly qualified female table tennis athletes based on optimal selection of training influences. 2. A scientific concept of training highly qualified female table tennis athletes was developed and substantiated, which includes a system of psychological, physical and pedagogical factors, as well as a system of methodological foundations: principles, macrocycles, forms and stages of training female athletes and mechanisms of training influences. 3. Theoretically substantiated and implemented in practice a systematic approach to the selection of training effects, including the relationship of various mechanisms, forms and methods, depending on individual characteristics and individual rhythm, the dynamics of mastering the technical and tactical skills of table tennis, which in turn acts as the basis and criterion for optimal selection of training effects. 4. For the first time in theory and practice, the method of game movements was substantiated and applied, accompanied by a complex of musical compositions and considered as an effective means of developing coordination and motor abilities in female athletes. 5. A model of annual macrocycles and a structure for constructing periods of the training process was developed, which includes all types of technical, tactical and psychological training of high-class female table tennis players. Implementation of scientific research results. Theoretical and practical results of the research were presented at international and national scientific conferences, congresses in the field of physical culture and sport. Published in a number of scientific articles, monographs, as well as introduced into the sports - educational and training process of sports schools and table tennis departments in the Republic of Moldova, professional table tennis clubs in Spain, Germany, Turkey, in the Sports Lyceum "Nicolae Rotaru" and the Center for the Olympic Training in table tennis in Constanta (Romania), as well as in the training process of the Table Tennis Federation of the Republic of Uzbekistan, in the training programs of the Faculty of Sport and the Department for Advanced Training of Sports Workers and Coaches of the State University of Physical Education and Sport of the Republic of Moldova. Conclusions: 1. Table tennis as an "object" of research in the system of theory and practice of pedagogy of sport occupies a modest place. So far, the scientific concept of training high-level female table tennis players through the optimal selection of training influences has not been developed. Known studies of this problem are mainly devoted to certain aspects of the organization and conduct of the table tennis training process. In this regard, we have theoretically studied various factors that predetermine the development of table tennis: social (in part), psychological, physical, general pedagogical and methodological, which acted as conceptual prerequisites for developing our approach to training high-class female table tennis players through the optimal selection of training influences. Therefore, this approach should be based on modern theories and knowledge about the structural, content and procedural aspects of the training of highly qualified female table tennis players, and first of all about the patterns of the functional-motor development of female athletes, the patterns of mutual influence and the relationship of psychological, physical, pedagogical and methodological factors, which in many respects predetermines the optimality of training influences. 2. The developed and substantiated theoretical foundations for the training of high-class female table tennis players through the optimal selection of training effects constitute the basic component of our approach and predetermine its methodological and procedural components. Thus, the concept of training high-level female table tennis players through the optimal selection of training influences includes theoretical and methodological foundations, derived and formed in accordance with the relationship of psychological, physical, pedagogical and methodological factors. 3. The classification and structuring of the mechanisms of training effects open up wide opportunities for creativity and variable organization of the training of high-level female table tennis players. Thus, in the individual game sports training of female table tennis players, the leading factor of success is their technical and tactical skills, which are supported by other significant factors of the training process: features of the formation of game movements; development and control of general motor, intellectual, psychomotor, coordination and sports and technical abilities. 4. In order to train highly qualified female table tennis athletes, the entire training process from the first to the eighth stage must be provided with the use of general, special and specialized training tools that allow you to effectively master the technique and tactics of the game, subsequently realizing high sporting excellence at the most prestigious international competitive levels. 5. Conducted scientific studies indicated that the introduction of innovative means and methods of sports training into the structure and content of the training process already at the first 4-year macrocycle contributes to the optimal age-related progression of sports results, mastery and the growth of qualifying achievements among female table tennis players from the Republic of Moldova. 6. An original method of the training process was developed, based on optimal selection of training effects in the process of long-term training of high-class female table tennis players. 7. Theoretical and applied results can act as interdisciplinary knowledge and are transferred through adaptation for the training of high-class female athletes in other sports games. Recommendations. 1. Step-by-step training from a beginner to a high-class athlete in the long -term training process of female table tennis players should become a single preparatory system, the main goal of which is the health of a female athlete and her sports results. 2. In improving the long-term planning of the training process, taking into account the age characteristics of female table tennis players, both in terms of the main and interconnected structural blocks, and in terms of sports qualification, the system of distribution of the training program by years, stages and weekly microcycles is extremely important. 3. On the basis of this study, it is possible to design a targeted, system-forming program of long-term sports training of female table tennis athletes, for all interested sports organizations in table tennis in the Republic of Moldova, with the obligatory holding of methodological seminars for the coaching staff. 4. We recommend that practitioners include in the planning of a long-term training process a special preparatory period with the distribution of volumes of training influences of various predominant directions, designed for the months of June, July and August of the annual sports improvement of female table tennis players, designed for September, October and August are the months of the annual macrocycle from 29 to 40 weeks, with the aim of steadily acquiring the highest sports excellence and the necessary qualifications in table tennis.

The purpose of this study is to investigate the relationship between post - employment job satisfaction and both short-term (4-12 weeks) and long-term (12+weeks) on-site training. For this purpose, 405 graduates who had completed on-site training (205 short-term, 200 long term) during the school year were surveyed. The results of the comparative analysis of both short-term and long-term on-site training participants are as follows: In both short-term and long-term on-site training, it was found that on-site performance during the school year did not directly affect post-employment job satisfaction. In the case of short-term on-site training participants, job match and organizational commitment were found to have no mediating effect on the correlation between on-site training performance and job satisfaction. On the other hand, in the case of long-term on-site training participants, the analysis showed that job match and organizational commitment had mediating effects on the correlation between on-site training performance and job satisfaction. These effects are not solely attributable to differences in duration of training; the differences in operating systems and the degree of preparation derived from these systems also affect the level of on-site training for students, businesses, and schools. This paper summarizes these findings and suggests the following improvement plans for on-site training in the future: First, short-term on-site training is required to establish a systematic basis in order to enhance students'' preparedness level. Second, both short-term and long-term on-site training should improve the skills and field understanding for students'' majors through systematic quality management during the training period. Third, it is necessary for universities to increase expectations and quality of short-term on-site training for all involved while simultaneously reducing the gap between educational goals and practice in this field.

Problem statement: When we fail to learn from our own mistakes or those of others, we tend to repeat the mistakes. This study discusses lessons learned as important ways of gathering and sharing both formal and informal project knowledge. Approach: The study presents findings of three studies from a research program on lessons learned. The first study is a content analysis of two sets of conference proceedings. The second study is a case study from the energy sector on lessons learned. The final study is a content analysis of the Project Management Body of Knowledge® Guide. Results: The conference proceedings study indicated that the topic of lessons learned was under represented within the conference proceedings. This was in keeping with the literature review that the topic of lessons learned is emerging. The energy sector study shed light on the lessons learned process, best practices and challenges. The content analysis of the Project Management Body of Knowledge Guide® showed that the guide defines lessons learned narrowly, primarily as a set of administrative, documented outputs pertaining mainly to the closeout phase. This was also evident in the guide’s commodification of lessons learned (and related terms). Conclusion/Recommendations: This study contributes to the fields of project management, knowledge management and workplace learning. Academics and practitioners use various terms to refer to lessons learned. Negative events often compel companies to add lessons learned practices to their project management processes. In order to conduct effective lessons learned, there has to be management support, the right stakeholders should be involved and knowledge should be shared in both codified and uncodified ways. Lessons learned are processes that involve formal and informal learning. Effective lessons learned can be embedded into a company’s practices, especially through informal learning and sharing practices, such as through Communities of Practice and by applying principles from workplace learning, such as situated learning theory.

Data about effects of exercise training in adolescents with intellectual disability (ID) are very limited. This study investigated the effect of 2 different frequencies of the same intensity and total training volume of combined exercise training on indices of body composition, physical fitness, and lipid profile in overweight and obese adolescents with ID. A total of 45 overweight and obese adolescents with ID aged 14-22 years with a total IQ 45-70 received combined exercise training 3 times a week (CET3) for 30 sessions (10 weeks; n = 15), twice a week (CET2) for 30 sessions (15 weeks; n = 15), or no training (10 weeks; n = 15). Groups were matched for age, sex, and education form. Before and after the intervention period, indices of body composition, physical fitness and lipid profile have been evaluated. Compared to the control group, CET3 resulted in a significant improvement of physical fitness, obesity indices, and lipid profile of the participants. Comparing CET2 with CET3, no significantly different evolutions were noticed, except for lower limb strength in favor of exercising 3 times a week. In conclusion, exercising 2 times a week, which is more feasible and practical for participants and guidance, has the same health beneficial effects as 3 times per week in overweight and obese adolescents with ID in short-term training.

Introduction: Polypharmacy and medication adherence in the older population are significant public health issues throughout the European Union (EU), and are critical issues in integrated care. SIMPATHY (Stimulating Innovation Management of Polypharmacy and Adherence in The Elderly) is a consortium of 10 organizations representing 8 EU countries with the goal of stimulating innovation around polypharmacy and adherence, ultimately providing the tools for EU policy makers to adopt new programmes addressing this issue into existing healthcare systems.Methods: A mixed-methods case study was performed to identify and characterize factors that influenced the development and implementation of Swedish policies on the management of polypharmacy in the elderly, specifically regarding medication reconciliation and review activities. Data extraction included a desk review of these policy documents and guidelines at national and regional (Uppsala County) level. To fill knowledge gaps from the desk review, four key informant interviews were conducted, highlighting the employed change management strategies. Interview transcriptions were coded using the Kotter’s Eight Step Change Model and the Normalization Process Theory (NPT). As a validation method, the findings from the desk review and interviews were presented to and discussed by a focus group consisting of six policymakers and clinicians, one of which was a key informant interviewee as well.Results:Both presence and absence of characteristics of change management were identified within all Kotter’s principles and NPT domains. Taking into account the focus group validation, we report the following key findings.Facilitators of change:- availability of data from national prescribing indicators and research showing the urgency to increase the quality of care for the elderly;- awareness of the problem among the public at national level and the political will to fund activities for improvement;- engagement of key individuals within healthcare, university and governmental bodies at regional level leading to a strong collaboration with many different stakeholders;- investment in educational activities, the formation of multi-disciplinary healthcare teams including pharmacists and the possibilities to show positive results at regional level;- use of a pay-for-performance structure based on monthly-updated results from the national prescribing indicators;- availability of shared electronic medical records between hospitals and primary care centres at regional level.Barriers of change:- lack of a common belief that medication reviews are an essential and effective activity;- lack of knowledge and consensus on how and by whom exactly these reviews should be performed;- lack of the integration of specially trained clinicians within healthcare teams;- some physicians possess a certain scepticism towards collaboration with pharmacists;- absence of a strategy to fully implement and evaluate medication review policies at a national level;- absence of a legislative impact analysis.Conclusion: This case study provides valuable insight into _how_ and _why_ medication review policies were developed and implemented in Sweden. These results combined with the other SIMPATHY case studies will be used to create strategy tools for policymakers, researchers, and clinicians throughout Europe as they move to integrate polypharmacy and adherence activities into existing health care systems.Funding: This poster is part of the SIMPATHY project (663082) which has received funding from the European Union’s Health Programme (2014-2020).

Background and aim: Competency-based medical curricula necessitate medical educators to incorporate interactive learning during lecture sessions. However, there is a lack of evidence on the impact of faculty training programs on educators' interactive teaching practices. Hence, this study compared the practices and beliefs of medical educators who had attended short-term and long-term educational training programs with those of educators who had not.Material and methods: This questionnaire-based cross-sectional study was conducted among Phase 1 (pre-clinical) and Phase 2 (para-clinical) medical educators from multiple institutions. Data on educators' medical education training, perceived use of interactive teaching, preferred methods, difficulty levels of varied teaching strategies, perceived reasons for implementation, and challenges faced when implementing interactive teaching methods in lectures were collected. A total of 229 Phase 1 and Phase 2 medical teachers completed the survey, and their responses were analyzed.Results: Educators who had participated in short-term and long-term medical education training programs have reported more frequent use of interactive teaching techniques compared to those who had not. Nonetheless, except for a few cases, the two groups were similar in their preferred interactive teaching methods, preferred methods for promoting higher-order thinking, difficulty levels of strategies, and perceived reasons for and barriers to implementation.Conclusion: While educators who do not attend faculty development programs have similar perceptions of interactive teaching compared to those who attend training programs, engaging in training programs significantly increases the likelihood that an educator will utilize interactive teaching techniques in the classroom. This could be a multifactorial phenomenon or a reflection of the inherent nature of interactive teaching practice.