Training Experience Research Articles

Absolute and relative intensities of solo, free-form dancing in adults: A pilot study

Objectives Engaging in dance of various styles confers health benefits among adults; however, additional studies on free-form dancing are needed to quantify its intensity and advance research on dance and health. This study characterized the absolute and relative physical activity (PA) intensities of solo, free-form dancing at self-determined moderate and vigorous intensities in adults. Method Participants (N = 48) ages 18 to 83 years old, with 0 to 56 years of dance training experience, engaged in 5-minute free-form dance bouts at respectively self-determined moderate and vigorous intensities, both with and without music. Absolute intensity was measured during bouts using indirect calorimetry (metabolic equivalents; METs = V˙O2 ml·kg-1·min-1/3.5). Relative intensity was measured by ratings of perceived exertion (Borg scale) and heart rate. Linear mixed effects models were used to assess the relationship between absolute and relative intensity metrics and model covariates. Results On average, the relative intensity of self-determined moderate-to-vigorous intensity dancing, with and without music, was 76% of the age-predicted maximal heart rate; 74% of the heart rate reserve (HRR); and 13 on the Borg scale. By measure of %HRR, all adults reached at least a moderate PA intensity across all dance bouts. The mean absolute intensity of self-determined moderate intensity free-form dancing without music was 5.6 METs, and the presence of music (β = 0.6) and the intention to dance at a vigorous intensity (β = 1.1) were both significantly positively associated with METs, as participants engaged in free-form dance; METs were significantly inversely associated with age (β = -0.05) and BMI (β = -0.10). Conclusions When characterized using HRR, engaging in free-form dance at self-determined moderate-to-vigorous PA intensities provided a sufficient stimulus for all adults to reach a moderate PA intensity, which provides evidence that dancing however one wishes at such perceived intensities may support adults in accumulating the recommended weekly dose of 3150 minutes of moderate intensity PA.

Strengths and weaknesses of PhD training to develop alternative careers. Insights from PhD holders working beyond academia

Purpose This study aims to critically assesses how Spanish PhD holders working outside academia perceive and value their past PhD training experiences within academic PhD programs, addressing the growing need for skills applicable in various sectors. Design/methodology/approach Using a retrospective interpretative design, the authors collected qualitative data from 35 PhD holders who have transitioned to non-academic careers. Through multimodal interviews, the authors gathered in-depth perceptions to understand the strengths and weaknesses of existing PhD training in relation to non-academic employability. Findings The findings highlight a significant disconnect between academic-oriented training and the practical demands of non-academic jobs, particularly in non-research roles. While PhD training was valued in research-related non-academic positions, especially in STEM fields, it was considered insufficient for those in managerial or other non-research roles unless the training included specific industry-related projects. Participants suggested a cultural shift in PhD programs towards a more balanced academic and non-academic focus, integrating societal concerns and broader competencies like effective communication and managerial skills. These changes are seen as crucial for better-preparing PhD candidates for diverse professional environments, emphasising the need for PhD programs to evolve continually in response to the changing dynamics of the labour market and societal needs. Originality/value This study contributes to the ongoing discussion about the need for PhD programs to evolve by offering a unique perspective from within the Spanish context. It underscores the necessity for educational reforms incorporating comprehensive skill training, aligning more closely with the career opportunities available to PhD graduates.

Scarcity of Women in Interventional Radiology in SubSaharan Africa: Survey and Insights

Purpose: Globally, women are underrepresented in Interventional Radiology (IR) and calls have been made to increase gender equity. In sub-Saharan Africa specifically, IR is a rapidly emerging field. However, concerns have been raised about the lack of women in IR in the region. The purpose of this study was to assess the state of women in IR in sub-Saharan Africa, with attention to their training experiences, and perceived barriers, to identify opportunities to increase gender equity. Methods: We distributed a survey to all identifiable female IR physicians and trainees in sub-Saharan Africa (SSA). The survey included questions on demographics, training experiences, barriers faced professionally, and suggestions for encouraging more women in Africa to pursue IR. Results: Eight women in IR in SSA were identified, six of whom responded to the survey (75% response rate). Commonly cited perceived barriers include lack of training opportunities, gender underrepresentation and societal expectations. Suggestions for increasing women's participation in IR can be increased by creating more training opportunities in Africa, including gender-specific opportunities, integrating IR into diagnostic radiology training programs, developing mentoring programs, and concerted efforts by professional societies to establish dedicated committees, scholarships and sponsorship of women. Conclusions: While interventional radiologists are few in SSA, gender disparities already exist. As increasing the number of IR physicians in low resource areas is essential to addressing health disparities, and women in IR frequently treat women's health conditions, including maternal mortality, building physician capacity in a gender-sensitive manner is essential.

A skill lab training experience with truview video laryngoscope in different airway scenarios using an adult manikin

A skill lab training experience with truview video laryngoscope in different airway scenarios using an adult manikin

Learning from the best: How medical-students construct role models in general practice during the COVID-19 pandemic and what factors influence this process, a qualitative study.

Background Role-modelling has been found to strongly influence speciality choice for medical students either positively or negatively. There is a deficit in recruitment toward general practice, set to exacerbate the shortfall in GP numbers over the coming decade in the face of spiralling demand. In medical school, students acquire knowledge, skills and start to form their professional identity by observation and interaction with medical educators through the process of role-modelling. Given the significance of this process, the present study attempted to explore the “lived experience” of medical students encountering potential role models during their GP placement using a qualitative method. Methods Following a design based upon the principles of Grounded Theory 10 qualitative interviews were conducted with third-year medical student volunteers at Warwick Medical School. Interviews were recorded, transcribed and analysed using theoretical axial coding demonstrating data saturation in key themes. Results Analysis of data gave insights regarding student perception of positive and negative role modelling in three corresponding domains: Personal Attributes, Student Relationship and Patient Relationships. Conclusions The findings offer unique insights into the influence and impact of GP role-modelling on medical student’s experiences and perceptions during a time of the Covid-19 pandemic and the immediate post-pandemic period and add to the wider body of literature by exploring the influences GP role-modelling has on medical student training experience. The findings support easily implementable recommendations to strengthen positive role modelling in the GP medical student placement context.

Training of Nurse Interventionists to Optimize Intervention Fidelity in a Telehealth Pilot Study.

Interventionist training and on-going guidance by the research team are essential in psychosocial interventional research to ensure fidelity. Consistency in delivering an intervention requires recruiting interventionists with well-aligned clinical experience, developing a replicable training process, and reassessing ongoing intervention fidelity using an assessment tool of observable behaviors that are essential to the intervention. This paper describes one research team's experience of hiring and training nurse interventionists to deliver a theory-based, telehealth psychosocial intervention for a single-arm pilot study. The training methods used to foster the nurses' integration of theory into intervention delivery are discussed, along with approaches adopted to optimize and measure fidelity. The research team and interventionist trainees in this pilot study overcame learning challenges through establishing mutual trust and promoting effective communication throughout the training process. Fostering connections between cognitive and affective learning during the nurse interventionists' training was critical to establishing and maintaining intervention fidelity.

Exploring counselor experiences of training in the PR6 resilience model

AbstractResilience‐related knowledge and skills are part of all counselors‐in‐training foundational curriculum. We used interpretative phenomenological analysis to explore nine novice counselors’ perceived training experiences in the Predictive 6 Factor (PR6) model of resilience. We identified the following group experiential themes: value of the neuroscience information and PR6 model, counselors’ personal resonance and buy‐in, and considerations for practice. We also identified nine subthemes representing more nuanced elements of the larger themes.

Nurses' self-care levels and its related factors: a cross-sectional study.

Nurses' self-care has been reported to enhance nurses' mental health and the quality of care they provide to patients. However, there is a scarcity of studies exploring the factors that influence nurses' self-care. Consequently, this study aims to investigate the current status of nurses' self-care ability and its influencing factors, thereby providing a reference for formulating effective strategies to improve nurses' self-care. This study is a cross-sectional study employing convenience sampling. A general information questionnaire, nurses' self-care scale, and the flourishing scale were used to explore nurses' self-care ability and the influencing factors among 1,046 nurses from eight tertiary hospitals in Jiangsu Province, China. The total score of nurses' self-care was (144.63 ± 22.53).The scores for the dimensions of self-care awareness, self-care knowledge, healthy lifestyle, occupational self-acceptance, and inner self-fulfillment were (23.43 ± 4.68), (19.40 ± 4.15), (22.08 ± 4.99), (43.82 ± 5.61), and (35.91 ± 6.00), respectively. The total score of nurses' flourishing was (45.45 ± 8.83). The self-care scores of nurses with different ages, professional titles, positions, years of working experience, night shift frequency, marital status, number of children, sleep quality, frequency of physical exercise, experience of workplace violence, experience of psychological help-seeking, mental health promotion training experience, relationship with family members, relationship with coworkers, experience of career change, and the flourishing grading level were statistically significantly different(P<0.05). The results of multiple linear regression analysis indicated that the influencing factors of nurses' self-care competence were sleep quality, relationships with colleagues, and the flourishing grading level(P<0.05). It is essential to improve nurses' self-care ability. Sleep quality, relationship with coworkers, and the flourishing grading level are the factors that influence nurses' self-care ability. Not applicable.

Greater improvement in aerobic capacity after a polarized training program including cycling interval training at low cadence (50-70 RPM) than freely chosen cadence (above 80 RPM).

This study compared the impact of two polarized training programs (POL) on aerobic capacity in well-trained (based on maximal oxygen uptake and training experience) female cyclists. Each 8-week POL program consisted of sprint interval training (SIT) consisting of 8-12 repetitions, each lasting 30 seconds at maximal intensity, high-intensity interval training (HIIT) consisting of 4-6 repetitions, each lasting 4 minutes at an intensity of 90-100% maximal aerobic power, and low-intensity endurance training (LIT) lasting 150-180 minutes with intensity at the first ventilatory threshold. Training sessions were organized into 4-day microcycles (1st day-SIT, 2nd day-HIIT, 3rd day-LIT, and 4th day-active rest), that were repeated throughout the experiment. In the first POL program, exercise repetitions during SIT and HIIT training were performed with freely chosen cadence above 80 RPM (POLFC group, n = 12), while in the second POL program with low cadence 50-70 RPM (POLLC group, n = 12). Immediately before and after the 8-week POL intervention, participants performed an incremental test to measure maximal aerobic power (Pmax), power achieved at the second ventilatory threshold (VT2), maximal oxygen uptake (VO2max), maximal pulmonary ventilation (VEmax), and gross efficiency (GE). Moreover, participants performed VO2max verification test. Analysis of variance showed a repeated measures effect for Pmax (F = 21.62; η2 = 0.5; p = 0.00), VO2max (F = 39.39; η2 = 0.64; p = 0.00) and VEmax (F = 5.99; η2 = 0.21; p = 0.02). A repeated measures x group mixed effect was demonstrated for Pmax (F = 4.99; η2 = 0.18; p = 0.03) and VO2max (F = 6.67; η2 = 0.23; p = 0.02). Post-hoc Scheffe analysis showed that increase in Pmax were statistically significant only in POLLC group. The Friedman test showed that VT2 differed between repeated measures only in the POLLC group (χ2 = 11; p = 0.001; W = 0.917). In conclusion, it was found that POL program where SIT and HIIT were performed at low cadence was more effective in improving aerobic capacity in well-trained female cyclists, than POL with SIT and HIIT performed at freely chosen cadence. This finding is a practical application for athletes and coaches in cycling, to consider not only the intensity and duration but also the cadence used during various interval training sessions.

Eating and Drinking with Acknowledged Risks (EDAR) in Older Adults: A Qualitative Study of the Experiences of Clinicians in Japan and the UK.

Eating and drinking are fundamental to life. However, older patients are often restricted with oral intake due to feared risk of aspiration. Eating and Drinking with Acknowledged Risks (EDAR) is an alternative process which enables comfort, dignity, and autonomy for these patients. While national guidance has been developed for EDAR in the UK, other ageing societies such as Japan do not have such guidance. To understand the perspectives and experiences of healthcare professionals regarding the complex decision-making process around EDAR we planned a mixed methods study comparing the two countries. This was the qualitative phase of the study. Twelve healthcare professionals (two doctors, nurses and speech and language therapists each in Japan and the UK) participated in semi-structured interviews on their roles and experiences related to EDAR in older adults. We analysed the data thematically, and three themes emerged: (1) healthcare professionals and healthcare systems, (2) priorities in decision-making and (3) relationship with family and patient. There were many similarities but also differences across the countries, in the setting, training and individual experience. Decision-making was shaped by a complex combination of individual, structural and cultural factors, which indicated in the Japanese culture a greater likeliness to defer clinical decision-making and to side with families' wishes. Healthcare professionals' experiences and attitudes towards EDAR differed depending on various factors related with the individual and environment. The next quantitative phase of our research aims to establish the mechanism to increase confidence around EDAR in professionals and training options.

An inquiry on the on-the-job training experiences of accounting interns

This study examines the experiences of accounting interns during their On-the-Job Training (OJT) program in accounting firms, banking institutions, and government agencies. The research participants, who graduated from the accountancy program in 2022-2023, have completed the OJT program and are currently employed. Using the cognitive apprenticeship theory, the researchers explored the experiences of interns in their PJT. During their OJT, the accounting interns experienced immersive training, practical application, and interactions with colleagues. The on-the-job training experiences of the Accounting Interns contribute to their overall professional development and personal growth through building professionalism, developing workplace skills, employing adaptive resilience, and cultivating reflective learning. The OJT experiences prepare the Accounting Interns for their current job because they have developed positive workplace behaviour and efficiency. The challenges encountered by the Accounting Interns during OJT are unrelated or unfamiliar tasks, problems with social skills, difficulty in task organization, and difficulty adjusting to work culture and protocols. Accounting Interns cope with the challenges during their OJT through self-initiated learning, seeking help from colleagues, building confidence, time management, and observing professionalism. Furthermore, the OJT program combined academic knowledge with practical skills to improve students' career readiness. The experience prepared them for professional challenges in their fields. The findings of this study contribute to the exploration of the accountancy students during their OJT. Moreover, other students can find ways on how to deal with encountered problems as they undergo the OJT program.

ICT USAGE IN TESL EDUCATION: INSIGHTS AND OBSTACLES FACED BY TEACHER-TRAINEES IN KOTA KINABALU

This study explores the integration of Information and Communication Technology (ICT) in English language learning among TESL teacher-trainees in Kota Kinabalu, Malaysia. Since English is a compulsory subject in Malaysian education, the government has been placing increasing focus on ICT use to improve language learning. In the past two decades, much has changed in policy and practice to create more positive perceptions of ICT as a possible solution; but while these shifts may now make sense on paper, several obstacles remain for making changes effectively simply by introducing yet another new technology. The main objectives are to find out TESL teacher-trainees’ perception towards usage of ICT in classroom and obstacles in using ICT faced by TESL teacher-trainees in classroom. Shortage of technological infrastructure, technology access, and trained teachers on the usage of ICT are some challenges. In addition, different perceptions among teacher-trainees indicate issues such as low self-confidence in ICT usage. This paper uses a mixed-methods approach, using both quantitative questionnaires and qualitative interviews to capture the trainee experience. Using a purposive sample of 88 TESL trainees, primarily practicum participants in Sabah, this study employed a mixed-methods approach with quantitative questionnaires and qualitative semi-structured interviews. Fifteen trainees were selected for interviews to provide in-depth insights. The significant finding concludes a strong and positive correlation between teacher perception towards ICT usage in the classroom. Nevertheless, lack of resources, and training may hinder the effectiveness of the ICT. The knowledge gained will help to direct policy and curriculum development-informed teacher training aimed at increasing the use of ICT in English instruction.

Recommended Elements of a Musculoskeletal Course for Fourth-Year Medical Students: A Modified Delphi Consensus

Background and Objectives: A recognized gap exists between primary care physicians’ training in musculoskeletal (MSK) medicine and the burden of MSK complaints in primary care. Family medicine interns often lack adequate baseline MSK physical exam skills, which prompted a proposal to introduce a fourth-year preceptorship to reinforce MSK education. The aim of this study was to prioritize the most important elements to include in this new clinical rotation. Methods: We employed a three-round, modified Delphi method to derive consensus. Eleven panelists with experience and expertise in MSK training, medical education, or both generated a list of 118 elements. Each panelist then ranked each element by level of importance, and we reviewed the results. The ranking process was repeated two more times with a goal of achieving consensus. Results: Seventy-seven curricular elements (topics, skills, experiences) achieved consensus recommendation by being ranked either “fairly important” or “very important” for inclusion in the curriculum. Twenty-eight items were unanimously ranked “very important,” 42 received a mix of “very important” and “fairly important” rankings, and seven received unanimous ranking of “fairly important.” Three items were unanimously ranked “neither important nor unimportant.” Conclusions: Longitudinal repetition of physical exam skills, reinforcement of relevant anatomy, and incorporation of specific frameworks for approaching MSK care are important components. Physical examination of the shoulder, knee, back, and hip are especially meaningful clinically.

Greater motor unit discharge rate during rapid contractions in chronically strength-trained individuals.

Though similar motor unit (MU) discharge properties have been observed during slow sustained contractions between chronically strength-trained (ST) and untrained (UT) individuals, it is currently unknown if differences between these groups exist for when maximal in vivo MU discharge rate is assessed during rapid, maximal rate of force development (RFD) contractions. Therefore, we compared MU discharge characteristics and RFD during rapid contractions in chronic ST and UT individuals. The investigations were performed in two independent cohorts of chronically ST men, with trained elbow flexors (Experiment 1, n=13, 6±4 years of training experience) or knee extensors (Experiment 2, n=11, 9±4 years of experience), and compared with those of UT (n=12 and n=10, respectively). ST individuals had greater absolute elbow flexion and knee extension RFD throughout the first 150 ms of rapid contractions compared to UT, but this difference was absent for relative RFD. ST exhibited higher initial MU discharge rate in both biceps brachii (74 [68, 80] vs. 56 [50, 63] pps, p<0.0001) and vastus lateralis (102 [90, 115] vs. 76 [63, 90] pps, p=0.0025) and a greater average number of MU discharges per second in both trained muscles in the early phase of rapid contractions. We provide novel evidence for a higher maximal MU discharge rate in strength-trained individuals. Interestingly, despite the augmented output of the spinal cord, no differences in relative RFD were observed, which suggests either greater maximal force enhancement of ST compared to UT and/or slowing of the intrinsic contractile properties by prolonged strength training.

Evaluating a Kid’s Dementia Awareness Game with Pre-Licensure Children and Young People’s Nursing (CYP) Students in Northern Ireland – A Pre/Posttest Study

ABSTRACT Dementia not only affects the person living with the condition but also their family and wider social circle. For that reason, it is important to educate family members, the wider public and health professionals. How a child and young people’s (CYP) nurse supports and responds to a CYP whose family member has dementia or acts as a carer is of interest to pre-licensure (pre-registration) CYP nursing programs. With serious games becoming more common as a method to educate a diverse population regardless of age and gender, this study aims to learn if playing a kid’s dementia awareness game improves CYP nursing student’s attitude to dementia using a validated pre-/posttest questionnaire. This study adopted a pretest, posttest design to assess the attitudes of pre-licensure CYP nursing students toward dementia. The Approaches to Dementia Questionnaire (ADQ) was administered before and after playing a serious CYP kid’s dementia game developed by children and people living with dementia for 10- to 11-year-old children. The ADQ measured the total score, Hope subscale, and person-centered approaches. Matched paired t-test was used for analysis conducted with SPSS statistics 29. Seventy-two participants, from one university in Northern Ireland, completed pretest measures, of these, 55 also completed the posttest questionnaire. The participating CYP pre-licensure undergraduate and postgraduate nursing students demonstrated a significant increase in overall dementia attitudes post-gameplay, with an increase from 78.31 to 83.27. Subscales for Hope (27.75 to 30.44) and person-centered approaches also exhibited significant improvement (50.56 to 52.84). Demographic data revealed all participants as female, with 50% knowing a person living with dementia, and limited training experiences. In conclusion, this study has shown a positive response to playing a dementia game relevant to the child population. This adds to the literature building on the use of serious games for health education. Attitudes and hope scales increased with the use of the game.

Psychiatric learning experiences in PGY1 pharmacy residency training: A 5-year analysis.

In an effort to expedite the publication of articles, AJHP is posting manuscripts online as soon as possible after acceptance. Accepted manuscripts have been peer-reviewed and copyedited, but are posted online before technical formatting and author proofing. These manuscripts are not the final version of record and will be replaced with the final article (formatted per AJHP style and proofed by the authors) at a later time. A growing shortage of mental health providers and the increasing prevalence and severity of mental illness necessitate a qualified pharmacist workforce to increase access and care. Psychiatric learning experiences (PLEs) completed during pharmacy residency training are one way to address this need. The purpose of this study was to characterize PLEs offered by postgraduate year 1 (PGY1) programs and completed by PGY1 residents over a 5-year period. A retrospective review of data from PharmAcademic was conducted. All ASHP-accredited PGY1 programs from the 2016-2017 through 2020-2021 residency years were included in the descriptive analysis. PLE presence was identified using a keyword search of learning experience titles and descriptions. A post hoc analysis was conducted to compare yearly PLE completion rates during the study period and annual completion rates relative to presence or absence of a postgraduate year 2 psychiatric pharmacy residency. Of 1,461 PGY1 programs, 511 programs (34.9%) offered a PLE. Most PLEs were elective (82%). During the study period, 20.8% of PGY1 residents completed a PLE despite 77% having access. PGY1 residents complete PLEs at low rates. The reasons for this are unclear and need to be further explored. The growing need for qualified pharmacists to care for patients with mental illness calls for strategies to increase mental health training, including greater completion of PLEs by PGY1 residents and an understanding of how PLEs are promoted to PGY1 residents.

Представления педагогов о реализации педагогического процесса в условиях инклюзивного образования детей с ОВЗ в России

&lt;p&gt;The paper presents the results of the analysis of the empirical research of teachers' opinion about the status of inclusive education in the Russian Federation. The comparative analysis was focused on the answers of teachers of special (correctional) schools (N=192), teachers working in an inclusive format (N=210) to the questions of the author's questionnaire regarding professional training and work experience, ideas about the compliance of inclusive education with the special educational needs of schoolchildren with disabilities, existing problems in the implementation of the pedagogical process and ways to overcome them, the prospects for the implementation of inclusive education. It was revealed that the opinion of teachers working in educational organizations with different models of education for children with disabilities have both common positions and specific ones. Differences to a greater extent concern the expediency of spreading inclusive education for a number of psychological and pedagogical categories of children due to the presence of significant psychological difficulties and low performance of the educational process at high cost.&lt;/p&gt;

An evaluation of the impact of the Lambeth PCN pharmacist anticoagulation skills development project

Abstract Background Atrial Fibrillation (AF) is a prevalent heart condition linked to significant morbidity and mortality due to its association with stroke.1 Despite the clear benefits of anticoagulation in reducing stroke risk, its underuse and suboptimal monitoring remain a concern.2 Aim This study aims to evaluate the impact of a pharmacist-led training programme in Lambeth, London, focusing on improving pharmacists' competency and confidence in managing Direct Oral Anticoagulants (DOACs). It assesses if the training met pharmacists' needs, evaluates current monitoring patterns to determine if training was warranted, and identified areas for further training improvement. Methods The study involved 41 GP practices across 9 Primary Care Networks (PCNs) in Lambeth. Practices were eligible based on their involvement in the management of AF patients prescribed DOACs. All pharmacists at these practices who were actively engaged in anticoagulation management and willing to participate in pre- and post-training assessments were invited to take part. Recruitment involved direct communication through practice managers and emails detailing the study’s objectives and benefits. DOAC monitoring data was extracted from patient medication records and subsequently compared to the South East London anticoagulation guidelines3 to establish compliance percentages. A competency assessment was conducted on pharmacists using a pre- and post-training checklist framework devised by the Consultant Anticoagulant Team at Guy’s and St Thomas’ NHS Foundation Trust (GSTT). The Wilcoxon signed-rank test analysed this paired data, with a p &amp;lt; 0.05 set for statistical significance. Additionally, semi-structured interviews were conducted to gather insights on their training experience and perceptions. Transcripts were coded using NVIVO software to identify themes. Ethical approval was obtained from Kingston University London. Results Of the 2,987 AF patients across the 41 GP practices, 87.6% were on DOACs. Prescribing and monitoring trends were consistent across all GPs, with scope to improve compliance across all parameters, such as CHA₂DS₂-VASc score assessment prior to DOAC initiation. The competency assessment, completed by ten pharmacists, showed a significant improvement post-training, with mean scores rising from 3.3 to 4.1 (p&amp;lt; 0.00001). Improvements were seen across all domains, particularly in explaining the rationale for anticoagulation, showing CHA₂DS₂-VASc and HASBLED scores, and discussing modifiable HASBLED factors. Competency in patient communication remained highest, while managing particular cases like reversal procedures and patients with cancer showed lower competency, indicating areas for training improvement. The interviews, conducted with ten pharmacists, revealed three main themes: (1) Confidence and competence in anticoagulant prescribing and optimisation, (2) Evaluation of the training programme's effectiveness, and (3) Professional growth and career development. Pharmacists reported greater confidence in managing DOACs post-training, though challenges remained in patient engagement and collaboration with GPs lacking DOAC knowledge. Discussion / Conclusion The evaluation proved a positive impact on pharmacists' competency and confidence in DOAC management. Suboptimal monitoring practices in Lambeth highlighted the need for this training programme and its crucial role in improving patient outcomes. Limitations include a small interview sample and potential biases in self-reported evaluations. A longitudinal study is recommended to assess long-term impacts. Ongoing training and systematic data collection are essential, and similar training should be extended to other healthcare professionals.

Leveraging the Electronic Health Record to Measure Resident Clinical Experiences and Identify Training Gaps: Development and Usability Study.

Competence-based medical education requires robust data to link competence with clinical experiences. The SARS-CoV-2 (COVID-19) pandemic abruptly altered the standard trajectory of clinical exposure in medical training programs. Residency program directors were tasked with identifying and addressing the resultant gaps in each trainee's experiences using existing tools. This study aims to demonstrate a feasible and efficient method to capture electronic health record (EHR) data that measure the volume and variety of pediatric resident clinical experiences from a continuity clinic; generate individual-, class-, and graduate-level benchmark data; and create a visualization for learners to quickly identify gaps in clinical experiences. This pilot was conducted in a large, urban pediatric residency program from 2016 to 2022. Through consensus, 5 pediatric faculty identified diagnostic groups that pediatric residents should see to be competent in outpatient pediatrics. Information technology consultants used International Classification of Diseases, Tenth Revision (ICD-10) codes corresponding with each diagnostic group to extract EHR patient encounter data as an indicator of exposure to the specific diagnosis. The frequency (volume) and diagnosis types (variety) seen by active residents (classes of 2020-2022) were compared with class and graduated resident (classes of 2016-2019) averages. These data were converted to percentages and translated to a radar chart visualization for residents to quickly compare their current clinical experiences with peers and graduates. Residents were surveyed on the use of these data and the visualization to identify training gaps. Patient encounter data about clinical experiences for 102 residents (N=52 graduates) were extracted. Active residents (n=50) received data reports with radar graphs biannually: 3 for the classes of 2020 and 2021 and 2 for the class of 2022. Radar charts distinctly demonstrated gaps in diagnoses exposure compared with classmates and graduates. Residents found the visualization useful in setting clinical and learning goals. This pilot describes an innovative method of capturing and presenting data about resident clinical experiences, compared with peer and graduate benchmarks, to identify learning gaps that may result from disruptions or modifications in medical training. This methodology can be aggregated across specialties and institutions and potentially inform competence-based medical education.

Impact of various training programs on lower limb biomechanics in adolescent Latin dancers

Latin dance attracts many young dancers globally. While these adolescents exhibit flexibility and imitation skills, their muscular strength and neuromuscular control often fall short, making complex movements challenging. Thus, incorporating functional training methods is essential for enhancing performance and reducing injury risk. This study, a total of 30 adolescent female Latin dancers aged 12–14 years with at least one year of training and competition experience were recruited for this study and randomly divided into two groups: One group of 15 students (average height 154.37 ± 3.82 cm, average weight 45.31 ± 5.29 kg) received traditional Latin dance training, and the other group of 15 students (15 students average height 154.73 ± 4.28 cm, average weight 44.63 ± 4.37 kg) received traditional Latin dance training and based on traditional Latin dance training, functional exercise was carried out for 12 weeks. A Vicon motion capture system, force platform, and electromyography were used to collect biomechanical data. Paired samples t-tests assessed significant differences between groups pre- and post-intervention. The experimental group showed significant improvements post-intervention: in the sagittal plane, ankle joint angles improved by 14.01% to 52.21% (p &lt; 0.001); in the coronal plane, knee joint angles increased by 0% to 31.21% (p &lt; 0.001) and 66.67% to 100% (p &lt; 0.001); in the horizontal plane, hip joint angles improved by 4.99% to 76.00% (p &lt; 0.001). Muscle activation showed significant increases in gastrocnemius lateral (p = 0.016), gluteus maximus (p = 0.001), tibialis anterior (p = 0.014), and rectus femoris (p &lt; 0.001). Functional training enhances joint flexibility, muscle activation, balance, and overall performance in adolescent Latin dancers. Integrating functional training into regular routines can improve athletic performance and lower injury risk, informing the development of targeted training programs.