90-minute Class Research Articles

Behavioral KSA Intervention Class to Boost Positive Airway Pressure Adherence Among Active Duty Military Personnel With Obstructive Sleep Apnea.

Obstructive sleep apnea (OSA) is a treatable cause of daytime sleepiness and associated medical problems that can negatively impact soldier readiness and performance. This study examined adherence to positive airway pressure (PAP) by soldiers who were newly diagnosed with OSA and prescribed PAP therapy and participated in a Knowledge, Skills, and Attitudes (KSA) behavioral intervention class. The KSA was a one-time, interactive 90-minute class attended by up to 10 patients per class. PAP adherence was examined using Medicare standard at 30-, 60-, 90-, and 180 days post class. The analytic sample comprised 379 active duty patients (93% men; mean age 40.21 ± 8.06) categorized into 3 groups: KSA (n = 235), did not show (DNS; n = 61), and mandatory education class (MEC; n = 83). The MEC group comprised patients from an education class in a previous year. Baseline scores on the apnea hypopnea index, body mass index, sleepiness, insomnia severity, and age were non-significant among the 3 groups. At 30 days, significantly more patients in KSA (48%) and MEC (51%) were adherent than the DNS group (16%). At 60 days, the adherence rates for the KSA, DNS, and MEC were significantly different at 39%, 22%, and 27%, respectively. At 90- and 180 days, the adherence rates among the KSA, DNS, and MEC groups did not differ significantly at 34%, 17%, and 26% (90 days) and 34%, 27%, and 25% (180 days), respectively. Consistently, more patients in KSA were adherent than those in DNS and MEC, except at 30 days. Additionally, adherence rates for KSA intervention declined more gradually over the 6 month period. The mean PAP usage on nights used was 4.6 hours that computed to a 34% non-use rate based on an optimal 7-hour/night sleep time. KSA could be a behavioral intervention that enhances PAP adherence with a booster session implemented at the 90 days mark.

Improving Self-Reported Person-centered Care Competency in Nursing Students: A Pilot Study Using Interactive Case Studies.

To prepare nursing students to deliver high-quality care, educators need strategies to foster person-centered care (PCC). This pilot study evaluated an intervention with interactive case studies on undergraduate nursing students' PCC competency. We conducted a pilot study with sophomore undergraduate nursing students ( n =39) from a Midwestern US university. We developed a 90-minute class seminar with interactive case studies highlighting how patient preferences, values, and circumstances could influence fall risk. We assessed PCC using the Patient-Centered Care Competency Scale. Although there was no statistically significant change in overall PCC competency before and after the intervention, we noted a small to medium effect size on PCC competency per Cohen's d standards ( d =0.35). Content analysis of students' open-ended responses reflected PCC and clustered into 5 themes. Findings suggest that educators may use interactive case studies to foster nursing student PCC competency.

Proposal for the Implementation of Database Systems Teaching in Pharmacy Courses in Terms of e-Health Support

In our paper, we will discuss the design and implementation of relational databases using MS Access. Relational database is one of the most widely used databases in terms of practice and information systems. We often encounter their implementation in many solutions, for example as hybrid OLAP databases of enterprise systems or also as OLTP systems - currently most of the classical database applications as we understand them. Their importance is therefore great from a modern point of view. In our paper, through the concrete example of a local pharmacy, we will try to create a practical application that will be fully functional, but will not require deep expertise; on the contrary, it will follow the modern trend that is noticeable in many other information systems, where the emphasis is on usage and not on lengthy training and close long-term professionalization. Our aim is to provide pharmacy students with knowledge, the acquisition of which will not go beyond a maximum of three 90-minute classes and yet provide practical knowledge of relational databases at more than a minimal level.

Preliminary feasibility and acceptability of an interdisciplinary, single-session, telehealth class for patients with cancer-related pain.

251 Background: Cognitive behavioral therapy for pain (pain-CBT) is the standard of care for pain management. However, few patients with cancer have access to this treatment. We developed a brief (90-minute), single-session, telehealth intervention that combines medical education (e.g., pain, opioids) with pain-CBT modified for patients with cancer. We sought to quantitatively and qualitatively evaluate the preliminary feasibility and acceptability of the class for patients with cancer-related pain. Methods: Adults with chronic, cancer-related pain (≥4/10) who were receiving or recently completed treatment (<3 months) self-enrolled or were recruited from Stephenson Cancer Center (SCC) in Oklahoma between January and June 2023. We excluded patients who did not speak English or who were experiencing cognitive impairment. After consent, patients completed a baseline survey and attended the 90-minute class offered once monthly on Zoom. Following attendance, the E-acceptability survey, with additional free-text feedback, and were invited to participate in a semi-structured qualitative interview. An initial benchmark for feasibility was set at ≥70% attendance. Results: While recruitment is still ongoing, 66 participants have consented; 22 (33%) withdrew due to being too ill, no longer having pain, or being a fraudulent sign-up ( n = 4, 6%). Of the 44 (67%) remaining participants, 27 (61%) have attended the class; remaining participants are scheduled for future attendance. Participants were 68% female, 89% white, 55 ( SD = 13.1) years of age, and diagnosed with various cancer types (gynecologic 32%, gastrointestinal 20%, head/neck 11%, etc.). Eleven participants (25%) lived in rural Oklahoma. Thirty (68%) participants were taking opioids (short-acting=57%, 48% long-acting=48%, both=36%). Average pain intensity (Brief Pain Inventory) was rated as 6.0/10 ( SD = 1.9). Attendees rated their overall satisfaction with the class as 4.50/5. Participants enjoyed the class (4.15/5), reported learning about pain (4.23/5), and found the material useful (4.31/5) and helpful (4.12/5). Attendees found the class enjoyable and informational, with one stating, “this class [gave] me some tools to better manage my pain...and tools to be able to find help if I need it” (65-year-old, F). Conclusions: To date, participants’ attendance in this single-session, interdisciplinary, telehealth cancer pain class was below our feasibility benchmark, with many requesting to attend future sessions or withdrawing due to being too ill or being lost to follow up. However, among those who have attended the class, they reported very high acceptability and satisfaction. Using qualitative interview feedback, we will tailor the intervention (e.g. more cancer-specific examples, provide a recording) to improve accessibility to this scalable, comprehensive cancer pain education class.

The Effects of an Adventure Education Pilot Study on Social Emotional Learning, Resilience, and Physical Activity among High School Students

ABSTRACT Background Research on the effects of adventure education lessons on social emotional skills (SEL), psychological outcomes, and physical activity (PA) is limited. Purpose This study assessed the effectiveness of adventure education lessons in improving high school students’ SEL competencies, resilience, and PA. Methods 95 10th grade students (mean age = 15 ± .56) enrolled in a 90-minute adventure education class 2–3 times a week for 15 weeks during the winter/spring semester of 2022. Questionnaires measured SEL, resilience, and PA at pre- and posttest, while open-ended questionnaires were collected at the end of the semester. Data analysis involved descriptive statistics, paired t-tests, and constant comparison techniques. Results Results indicated significant increases in the total SEL scale (t = −2.00, p = .050), self-awareness (t = −2.07, p = .043), self-management (t = −2.67, p = .010), resilience (t = 5.69, p < .001), and vigorous PA (t = −4.13, p < .001) levels over time. Qualitative analysis revealed adventure education promotes communication, teamwork, and building transferrable skills leading to intra- and interpersonal growth. Discussion High school students saw improvements in SEL, resilience, and physical activity after participating in a semester-long adventure education curriculum. Translation to Health Education Practice The adventure education is useful in improving students’ SEL skills, developing resilience, and promoting PA.

Rare but problematic: Tesla’s rare metals supply chain headache

Research methodology This case was developed through secondary sources in response to the environmental concerns being raised in legal actions, company documents, online forums, trade press articles and academic research relative to Li mining practices, a key material in Li-ion batteries. The case focuses on Tesla’s actual and potential response to the environmental and humanitarian concerns being raised with its battery supply chain Case overview/synopsis Tesla was one of the world’s leading producers of Li-ion batteries which were critical to its EV and battery offerings. Unfortunately, sourcing rare earth metals, such as Co and Li, which are key components in these batteries, raise several environmental and social concerns. This case highlights senior leadership considerations critical to environmental, social and governance (ESG) issues, including environmental tradeoffs and issue management. The case highlights the complexity of strategic decision-making in innovative and ESG contexts and challenges the students to contextualize the trade-offs behind each decision and the potential impact to associated stakeholders. Complexity academic level Level: Upper undergraduate and masters. Majors: Management; technology &amp; innovation management; environmental science; science, technology &amp; society; supply chain management; business ethics. Courses: Strategic management (social issues in management, strategic management, technological innovation); technology &amp; society; ethics, supply chain management. Time: 60- or 90-minute class session. Supporting texts (depending on course context): Strategic Management of Technological Innovation. Schilling, M. McGraw Hill, 2017. Contemporary Strategy Analysis. Grant, R. Wiley, 2017. Society, Ethics &amp; Technology. Winston, M., Edelbach, R. Cengage, 2014. Principles of Supply Chain Management. Wisner, J., Tan, K., Leong, G. Cengage, 2019.

The Effectiveness of Cognitive-Behavioral Therapy based on Mindfulness of Psychological Distress and Tolerance of Ambiguity on COVID-19 Obsession Disorder

Background: A high incidence of obsessive behaviors has been reported during the COVID-19 pandemic. Objective: This study was carried out to estimate the effectiveness of cognitive-behavioral therapy based on mindfulness of psychological distress and tolerance of ambiguity in patients with COVID-19 obsession . Materials and Methods: The present pretest-posttest study with a control group design was conducted on patients with COVID-19 obsession in 2021. The required information was collected using the COVID-19 obsession scale, a short form of psychological distress, and a tolerance of ambiguity questionnaire. The experimental group obtained ten 90-minute classes of cognitive-behavioral therapy based on mindfulness. The adjusted post-test scores were compared using an analysis of covariance. Results: The mean age of participants in the experimental and control group was 31.84 (standard deviation (SD)=4.68) and 34.09 (SD=7.05) years, respectively. Cognitive-behavioral therapy based on mindfulness significantly reduced anxiety (F=41.99, P=0.001, η2=0.63), depression (F=27.19, P=0.001, η2=0.53), stress (F=26.92, P=0.001, η2=0.52), and increases tolerance of ambiguity (F=31.63, P=0.001, η2=0.57), in patients with COVID-19 obsession disorder. Conclusion: The findings indicated that cognitive-behavioral therapy based on mindfulness appreciably improves the mental health of sufferers with COVID-19 obsession. Considering the long-term effects of COVID-19, psychology and counseling facilities should take measures to become aware of and treat vulnerable groups.

An Analising EFLTeacher’s Politeness Strategies in Classroom Interaction

ABSTRACT&#x0D; The purpose of this study is to investigate at how politeness strategies are used in EFL classroom interactions in a senior high school. This study employed a descriptive qualitative research approach to investigate the teacher and student politeness strategies in their interactions. An English teacher and 35 students took part in this research. This data in this research were taken from the form of utterances containing politeness strategies. The data was provided via a video-recorded 90-minute English class. There were six extracts with three politeness strategies: positive politeness strategy, negative politeness strategy, and bald-on-record method, according to the findings. The teacher was in charge of the exchanges. Furthermore, various characteristics such as age difference, institutional position, authority, and social distance affected politeness strategies used in classroom interactions.&#x0D; Key Words: classroom interaction, politeness, politeness strategy

Using forensics to teach the natural sciences and raise student consciousness about gender-based social issues

The way the Natural Sciences has been conventionally taught in school, i.e., by means of lecture-based methods, has been shown ineffective. For this reason, many alternative methods of teaching and learning have been proposed. This study focuses on the teaching of the Natural Sciences by the employ of ludic investigative activities in the context of forensic science. It proposes an alternative way of teaching the Natural Sciences associated with issues relevant to students and society at large. To this end, a case of femicide was used to teach topics of the Natural Sciences while addressing an important social issue, i.e., gender-based violence. This research, a case study of a qualitative nature, was carried out at Colégio de Aplicação in Macaé (CAp), RJ, Brazil. Its proposed teaching-learning activities were conducted over three consecutive 90-minute classes. The participating students answered pre- and post-intervention questionnaires on the scientific concepts addressed by the activities and the social issue in question, i.e., femicide. The students also participated in a discussion about the social issue at hand at the end of the intervention. The analysis of the collected data suggests that the teaching-learning method employed in this research is a viable way of teaching the Natural Sciences, especially Chemistry, in an interdisciplinary and contextualized fashion.

Using forensics to teach the natural sciences and raise student consciousness about gender-based social issues

The way the Natural Sciences has been conventionally taught in school, i.e., by means of lecture-based methods, has been shown ineffective. For this reason, many alternative methods of teaching and learning have been proposed. This study focuses on the teaching of the Natural Sciences by the employ of ludic investigative activities in the context of forensic science. It proposes an alternative way of teaching the Natural Sciences associated with issues relevant to students and society at large. To this end, a case of femicide was used to teach topics of the Natural Sciences while addressing an important social issue, i.e., gender-based violence. This research, a case study of a qualitative nature, was carried out at Colégio de Aplicação in Macaé (CAp), RJ, Brazil. Its proposed teaching-learning activities were conducted over three consecutive 90-minute classes. The participating students answered pre- and post-intervention questionnaires on the scientific concepts addressed by the activities and the social issue in question, i.e., femicide. The students also participated in a discussion about the social issue at hand at the end of the intervention. The analysis of the collected data suggests that the teaching-learning method employed in this research is a viable way of teaching the Natural Sciences, especially Chemistry, in an interdisciplinary and contextualized fashion.

Introducing Mass Communications Strategies to Medical Students: A Novel Short Session for Fourth-Year Students.

ProblemThe World Health Organization calls on all with quality medical information to share it with the public and combat health misinformation; however, U.S. medical schools do not currently teach students effective communication with lay audiences about health. Most physicians have inadequate training in mass communication strategies.ApproachIn August 2018, a novel 90-minute class at the University of Minnesota Medical School introduced fourth-year medical students to basic skills for communicating with lay audiences through mass media. Instructors were physicians with experience interacting with the general public via radio, op-ed articles, social media, print media, television, and community and legislative advocacy. After a 20-minute lecture and sharing of instructors’ personal experiences, students completed two 30-minute small-group activities. They identified communications objectives and talking points for a health topic, drafting these as Tweets or an op-ed article outline, then presented talking points in a mock press conference with their peers, practicing skills just learned. Pre- and postsurveys documented students’ previous engagement and comfort with future engagement with mass media messaging.OutcomesOver 1 week, 142 students participated in 6 separate classes, and 127 completed both pre- and postsurveys. Before the course, only 6% (7/127) of students had comfortably engaged with social media and 14% (18/127) had engaged with traditional media in their professional roles. After the course, students self-reported an increase in their comfort, perceived ability, and likelihood of using specific communications skills to advocate for their patients (all P < .001).Next StepsThe course will be expanded into a 5-session thread for third- and fourth-year medical students spread over 2 years. This thread will include meeting physicians who engage with lay audiences, identifying best practices for mass health communication, identifying bias and misinformation, “dos and don’ts” of social media, and communication skills for legislative advocacy.

Mindfulness Training for Young Neurosurgeons: A Virtual Multicenter Prospective Pilot Study

Burnout is prevalent among neurosurgeons and can negatively impact both technical and nontechnical skills and subsequent patient care. Mindfulness training has previously been shown to ameliorate the effects of burnout and improve performance in health care workers and high-stress occupations, but no such evaluation has been formally conducted for neurosurgeons. We aimed to determine the effectiveness and feasibility of a virtual mindfulness-based intervention (MBI) in neurosurgeons. A prospective trial of an MBI was implemented and hosted from our tertiary academic unit, running virtually from October to December 2020. Practicing neurosurgeons of all grades were recruited from 9 neurosurgical centers. Participants underwent 8 weeks of 90-minute MBI classes and suggested daily practice. Psychometric measures related to burnout, stress, wellbeing, and mindfulness competencies were assessed at baseline and on course completion. Twenty-one neurosurgeons participated in the study (attendings= 2, residents= 18, interns= 1, mean age= 30.3 [standard deviation 3.9] years). Significant improvements after intervention were present in perceived stress (Z= -2.54, P= 0.04) and emotional exhaustion (Z= -2.41, P= 0.04). Mindfulness trainingwas associated with improved mindfulness skills(Z = -2.58, P= 0.006), self-compassion (t= -4.4, P= 0.002), resilience (Z= -3.18, P= 0.004), and choice response times (Z= -2.13, P= 0.03). All neurosurgeons who completed the postintervention assessment stated they would recommend the course and agreed that it was relevant to their surgical practice. Preliminary evidence from this trial cautiously supports the effectiveness and feasibility of a virtual MBI for dealing with stress, burnout, and improving dexterity among young neurosurgeons. Further research is warranted to validate these findings.

Natural Ventilation Characterization in a Classroom under Different Scenarios.

The COVID-19 pandemic has pointed to the need to increase our knowledge in fields related to human breathing. In the present study, temperature, relative humidity, carbon dioxide (CO2) concentration, and median particle size diameter measurements were taken into account. These parameters were analyzed in a computer classroom with 15 subjects during a normal 90-minute class; all the subjects wore surgical masks. For measurements, Arduino YUN, Arduino UNO, and APS-3321 devices were used. Natural ventilation efficiency was checked in two different ventilation scenarios: only windows open and windows and doors open. The results show how ventilation affects the temperature, CO2 concentration, and median particle diameter size parameters. By contrast, the relative humidity depends more on the outdoor meteorological conditions. Both ventilation scenarios tend to create the same room conditions in terms of temperature, humidity, CO2 concentration, and particle size. Additionally, the evolution of CO2 concentration as well as the particle size distribution along the time was studied. Finally, the particulate matter (PM2.5) was investigated together with particle concentration. Both parameters showed a similar trend during the time of the experiments.

Soldiers' Perception of a Behavioral Intervention for Positive Airway Pressure Therapy Adherence in a Military Treatment Facility.

The incidence of obstructive sleep apnea in military personnel has increased over 500% since the early 2000s. Adherence to continuous positive airway pressure (PAP), an efficacious treatment, has been suboptimal. This article presents a behavioral intervention model for enhancing PAP therapy adherence and describes how the model was received by military personnel. The study population comprised 254 out of 280 military personnel (93% men, mean age 39 years) who attended a 90-minute behavioral intervention class within the first 8 weeks of PAP use. They were coached on the Knowledge, Skills, Attitudes (KSA) model of PAP therapy success: Knowledge about obstructive sleep apnea and PAP treatment; Skills to develop a habitual loop for nightly PAP use; and Attitudes that address readiness, barriers, and solutions for sustaining PAP use. Participants completed a voluntary, anonymous postclass survey that inquired of their perception of various elements of the class. Data were analyzed using descriptive statistics and a paired sample t-test. In participants' self-rating of how much they know about PAP treatment before and after the class, their ratings indicated that they experienced a significant increase in knowledge (P < 0.0001). On the postclass survey, 77% of the participants (N = 195/254) "agree a lot" or "strongly agree" that the class gave them tools to have a successful treatment and 78% (N = 198/254) noted that it was a valuable educational experience. The Knowledge portion was rated by 79% (N = 201/254) of the participants as "quite a lot" or "extremely" beneficial. The Skills segment was rated as "quite a lot" or "extremely" beneficial by 72% (N = 183/254) of the participants. The Attitudes discussion was perceived as "quite a lot" or "extremely" beneficial by 70% (N = 178/254) of the participants. Participants' free-text responses to "what was most helpful" were generally positive. A KSA model of behavioral intervention for enhancing PAP therapy adherence was well received by participants. Future research will assess the impact of this intervention on adherence as measured by objective indicators.

The Effects of a Psychosocial Support Program on Perceived Stress of Family Caregivers of Patients with Mental Disorders.

Background:Taking caring of patients with mental disorders is stressful and people who take care of these patients need to receive enough support and training to overcome this challenging situation. The present study was aimed at investigating the effects of a psychosocial support program on perceived stress of family caregivers of patients with mental disorders.Materials and Methods:This randomized controlled clinical trial was performed on 64 family caregivers of patients with mental disorders referred to Noor and Hazrat-e-Ali Asghar hospital in Isfahan, Iran, in 2018-19. The participants were randomly assigned to the intervention and control groups using a random number table. In the intervention group, the training program was held in 6 sessions of 90-minute training classes twice a week. Data were collected using a demographic characteristics form and the Perceived Stress Scale (PSS) before, immediately after, and 1 month after the intervention. Descriptive and inferential statistical tests such as Chi-square, Mann-Whitney, independent t-test, repeated measures ANOVA, and Kolmogorov-Smirnov test were used to analyze the data in SPSS software.Results:The result of the study showed that the total mean score of perceived stress in the intervention group was significantly less than the control group immediately after (F2=66.29, p<0.001) and 1 month after the intervention (F2=66.29, p<0.001).Conclusions:Delivering a training program on the different dimensions of support family caregivers need will reduce the perceived stress of family caregivers of patients with mental disorders. Therefore, the implementation of this intervention is recommended in this group of caregivers.

Effects of Active Learning Education on Arterial Stiffness of Older Adults with Low Health Literacy: A Randomized Controlled Trial.

Aim: We examined the effects of active learning education on arterial stiffness and physical activity of community-dwelling older adults with low health literacy. Methods: This study is a secondary analysis of randomized controlled trial of 60 participants aged 65 and older with low health literacy. The intervention group ( n =30) participated in a weekly 90-minute active learning program session for 24 weeks, which addressed health promotion in older age. The control group ( n =30) attended a 90-minute health education class in a didactic manner. The outcomes were measured at baseline and in week 24. The degree of arterial stiffness was assessed based on the cardio-ankle vascular index (CAVI) using the VS-1500 device (Fukuda Denshi Co., Ltd., Tokyo, Japan). The shortened version of the self-reported International Physical Activity Questionnaire was used to assess the amount of total physical activity determined by the metabolic equivalent hours per week. We used analysis by intention-to-treat, with multiple imputation for missing data. Results: Seven participants (11.7%) dropped out prior to the post-intervention assessment. The multiple imputation analysis revealed that the intervention group showed significant improvement in CAVI [between-groups difference (95% confidence interval)=-0.78 (-1.25 to -0.31), Cohen’s d =0.82] and physical activity [32.5 (0.3 to 64.7), Cohen’s d =0.57] as compared with the control group. The sensitivity analysis for the complete cases showed similar results. Conclusion: Active learning health education may be effective in improving arterial stiffness and physical activity in older adults with low health literacy.

Impact of a Pharmacist-Led Group Diabetes Class

Background/Objectives: Diabetes is a chronic disease that is associated with many other health problems, but studies have shown that patient education can improve outcomes. The purpose of this project was to determine if a pharmacist-led group diabetes education class led to improvement in hemoglobin A1c levels. Methods: Pharmacists in a family medicine clinic conduct a group diabetes education class for patients seen within the health system. The once monthly, 90-minute education class includes content regarding pathophysiology, complications, monitoring, dietary and exercise recommendations, and common antidiabetic medications. Data were collected via retrospective chart reviews and included 66 patients. The primary outcome was change in A1c from pre-class measurement to first, post-class measurement at least 3 months after pre-class measurement. Secondary outcomes included pre-class to post-class changes in weight, systolic blood pressure (SBP), and diastolic blood pressure (DBP). Outcome data were analyzed using a paired t-test and demographic data were presented with descriptive statistics. Results: The pharmacist-led diabetes education class was associated with statistically significant improvements on A1c lab values (mean decrease = 1.16%, p-value = 0.001) and weight (mean decrease = 1.8 kg, p-value = 0.03). However, SBP (mean decrease = 1.5 mmHg, p-value = 0.57) and DBP (mean decrease = 3.4 mmHg, p-value = 0.15) did not improve significantly. Implications: The results from this study support the idea that diabetes education classes are beneficial for the patient in learning how to properly manage this disease state. Pharmacists can play a vital role in diabetes management through counseling and patient education, which can improve patient outcomes.

Enhanced Stress Resilience Training in Surgeons: Iterative Adaptation and Biopsychosocial Effects in 2 Small Randomized Trials.

To determine the effects of ESRT (an iteratively adapted and tailored MBI) on perceived stress, executive cognitive function, psychosocial well-being (ie, burnout, mindfulness), and pro-inflammatory gene expression in surgical (ESRT-1) and mixed specialty (ESRT-2) PGY-1 volunteers. Tailored MBIs have proven beneficial in multiple high-stress and high-performance populations. In surgeons, tailored MBIs have been shown to be feasible and potentially beneficial, but whether mindfulness-based cognitive training can improve perceived stress, executive function, well-being or physiological distress in surgical and nonsurgical trainees is unknown. In 2 small single-institution randomized clinical trials, ESRT, a tailored mindfulness-based cognitive training program, was administered and iteratively adapted for first-year surgical (ESRT-1, 8 weekly, 2-hour classes, n = 44) and mixed specialty (ESRT-2, 6 weekly, 90-minute classes, n = 45) resident trainees. Primary and secondary outcomes were, respectively, perceived stress and executive function. Other prespecified outcomes were burnout (assessed via Maslach Burnout Inventory), mindfulness (assessed via Cognitive Affective Mindfulness Scale - Revised), and pro-inflammatory gene expression (assessed through the leukocyte transcriptome profile "conserved transcriptional response to adversity"). Neither version of ESRT appeared to affect perceived stress. Higher executive function and mindfulness scores were seen in ESRT-1, and lower emotional exhaustion and depersonalization scores in ESRT-2, at pre-/postintervention and/or 50-week follow-up (ESRT-1) or at 32-week follow-up (ESRT-2), compared to controls. Pooled analysis of both trials found ESRT-treated participants had reduced pro-inflammatory RNA expression compared to controls. This pilot work suggests ESRT can variably benefit executive function, burnout, and physiologic distress in PGY-1 trainees, with potential for tailoring to optimize effects.

Balance in Transitional Age Youth with Autism Spectrum and Neurodevelopmental Disorders during a 6-Week Comprehensive Wellness Program

Young adults with Autism Spectrum Disorder (ASD) are at an increased risk of poor balance and coordination due to sensory deficits. Specifically, reactive postural control impairments have been well documented among individual's with ASD, however, research suggests that interventions can improve these associated deficiencies. The Piece It Together (PIT) program is a community-based comprehensive program designed to provide wellness opportunities among teens and young adults with ASD and other mild Neurodevelopmental Deficits (ND). The PIT curriculum includes exercise, nutrition, stress management, and socialization with a focus on strength and endurance training geared towards improving everyday functioning through the increase of awareness and participation in daily healthy lifestyle behaviors. Twenty participants, aged 14-29, attended 90-minute classes at the MUSC Wellness Center twice a week for six weeks and were encouraged to increase their physical activity daily.

A coaching program to improve quality of life in older people in Japan: a randomised controlled trial.

As the world's population ages, efforts to improve quality of life (QOL) in old age are gaining public attention. In this study, a programme was conducted for older people with the aim of clarifying their life goals related to QOL and the meaning of their existence, and the effect of the programme in improving QOL was evaluated. Participants were randomly assigned to the intervention or control group after registration. The program consisted of four 90-minute classes. The primary outcome was the Philadelphia Geriatric Center Morale Scale score (PGC), and changes in outcomes were compared between groups. The intervention group had significantly improved PGC scores (P<0.003). Further, the scores of PGC subscales 'Acceptance of one's own ageing' and 'Lonely dissatisfaction' showed significant improvements after the intervention (P<0.001). The findings suggest the effectiveness of the developed program in improving QOL in people aged ≥65 years.