Trained Males Research Articles

Evaluation of Physical Fitness and Body Composition Indices in Iranian Military Officer Trainees

Background: Physical activities during military services must not only provide appropriate body fitness and health but also should reduce the physical and psychological problems. Objectives: This study aimed to evaluate the physical fitness and body composition measures of male military officer trainees and compare them with those of APFT and WHO standards. Materials and Methods: In this research, 150 junior and senior officer trainees (75 in each group) were randomly selected and their body composition as well as cardiovascular fitness and muscular endurance were compared. Their mean age was 18.5 ± 0.5 and 23.1 ± 0.31 years; they had mean weight of 65.0 ± 7.05 and 67.4 ± 8.13 kg, and mean height of 174.4 ± 5.38 and 174.1 ± 5.68, respectively. Results: There was a significant difference in the physical fitness indices (cardiovascular and muscular endurance) between junior and senior officer trainees (P < 0.05), and the senior officers had a higher rank. Both groups obtained the highest ranks based on APFT standard. There was no significant difference between the two groups in terms of BMI and BF% based on WHO and Western Army Standard (P > 0.05) and both were in normal range. Conclusions: Military officer trainees have a good physical fitness and body composition standard which is possibly due to the appropriate physical activities during their training courses.

Users’ Perspectives on and Learning Effectiveness of Tour-Guide Training Courses With 3D Tourist Sites

This study investigated trainees’ conceptualization of a training course with three-dimensional situated tourist sites (3D-STS) in order to examine its learning effectiveness and surveyed the trainees’ views to understand their perspectives on 3D-STS. In addition to self-developed 3D-STS, a test, a questionnaire, and a follow-up interview were conducted to collect data for analysis. The results outlined four dimensions of 3D-STS: interface and situation, tool and function, communication mechanism, and overall satisfaction. The results showed that (a) there was a significant difference between trainee pretests and posttests with regard to concepts, and (b) there was a significant difference in perspectives on 3D-STS of male and female trainees before and after the experiment.

Comparison between Salivary Cortisol Release in Rest and Training Days in Male Fitness Trainee

Background: The aim behind the current study was a comparison between salivary cortisol release in rest and training days in male fitness trainers. Methods: In such balanced crossover research, 15 healthy fitness-trained participants (with the mean age, weight and Height of 20.35 ± 1.20 years, 74.15 ± 3.20 kg and 177.30 ± 3.45 cm, respectively) who had a four-year-previous experience in fitness exercise were chosen. While performing the research, the subjects were involved in a fitness training. The protocol contained three times of fitness training in a week, which would totally be alternative days of “rest” and “exercise” in the period of training. It means that they did training on Monday, Wednesday and Friday, and rested on the other days. To ensure the validity of this study, the participants were selected randomly, in both control and experimental groups. In the meantime, the protocol for fitness exercise was made up of four sets of 15 repetitions utilizing 65% of 1 repetition maximum (1 RM). Within each testing time, saliva samples were taken once in two hours for a maximum of 16 hours. In this study, the ANOVA was followed by a Post-hoc LSD test. Also, the significance level was deemed as (P≤0.05). Results: It was shown that there was a statistically significant addition in the salivary cortisol level right away after the fitness exercise session (P ≤ 0.05). However, no statistically significant difference was observed between exercise and control days in the circadian rhythm of salivary cortisol (P > 0.05). Conclusion: The present research demonstrated that while there was a significant influence of fitness exercise on cortisol right away after exercise, no statistically significant effect has been observed on the circadian secretion of cortisol in fitness sportsmen.

Under-representation of males in the early years

This article investigates why there appears to be an under-representation of males in comparison to their female colleagues in the Early Years (EY) sector, and the perception of male teachers progressing more quickly to leadership positions when they do enter this context. Using case studies of final year male students on an Initial Teacher Training (ITT) undergraduate degree course at one university, we attempt to analyse data on male under-representation in Early Years against contemporary theories of identity, power and leadership. Questionnaires and interviews were conducted with the male sample group and male senior leaders in primary schools to gain an overview as to the leadership support they needed and provided. Our tentative findings suggested that male trainees are happy to work in an Early Years context and take leadership positions, but the challenge for leaders is that male trainees require strong leadership mentoring processes to help overcome perceived contextual barriers.

A study on the benefits of augmented reality in retaining working memory in assembly tasks: A focus on differences in gender

Previous research suggests that the Augmented Reality (AR) training is more effective for the novice assemblers who undergo considerable cognitive workload. However, the factor of gender, which might impact the above result, has not been investigated. Gender could be an additional factor that can impact over the post-training performance of novice assemblers. The performance indicator focused in this particular study is the learning curves of human subjects with two assembly treatments. The evidence of a learning curve was reflected by the assembly performance. Controlled experimentation was conducted together with the collection of qualitative information through direct observation and monitoring. Two main findings are: 1) AR helps both male and female trainees learn the assembly routine faster, and 2) AR training is more effective for both male and female assemblers than the 3D manual, whereas training with the 3D manual is more effective for male assemblers than for female assemblers.

Why male trainees should consider the flexible option

Male trainees are still far less likely than their female counterparts to take up flexible working. Oliver Boney looks at why this situation has arisen and how it can be addressed

Why are there still so few men within Early Years in primary schools: views from male trainee teachers and male leaders?

One of the challenges facing the Early Years (EY) sector is how to encourage more male practitioners to counterbalance a largely feminised workforce. Using case studies of male trainees at different stages of their primary undergraduate Initial Teacher Training course at one university, we attempt to consider data why there is under-representation of men within the leadership strata in EY settings. Questionnaires and interviews were conducted with the male sample groups and male leaders in primary schools to gain an overview regarding gender stereotyping. Our findings suggest that male trainees enjoy working in the EY sector, but they need mentoring by strong leaders to help them overcome the perceived contextual barriers of male stereotypes in that setting. In conclusion, we consider some of these barriers of stereotypes, attitudes, values, beliefs existing and the actions needed in addressing such stereotypes if a long-lasting change is to happen.

Malaysian teacher trainees' practices on science and the relevance of science education for sustainability

PurposeThe purpose of this paper is to investigate the practice of teacher trainees on science and the relevance of science education. The study focuses on teacher trainees' practice on science teaching and its relevance to understanding science education.Design/methodology/approachThe study employed a survey method using questionnaires. The samples consist of 80 teacher trainees, majoring in Science Education, from a teachers training institute in Malaysia. The teacher trainees were asked to complete a set of questionnaires on the relevance of their content knowledge of science to Science Education, application of student's home culture in classroom science and in infusing moral education in classroom lessons. The data obtained from the questionnaires were analyzed using descriptive statistical and inferential statistical (independent samples t‐test).FindingsThe results showed that the female trainees' practice of science and the relevance of science education is significantly higher than that of their male counterparts. Besides that, the findings indicate that there is no significant difference between the male and female trainees on their practices of students' home culture applied in classroom science and applying moral education in teaching science. The findings also indicated there is a need to bring in students' home culture into the teaching and learning of science.Practical implicationsFindings of this paper suggest one approach that could be adopted to make science education more relevant to the students understanding is by incorporating teaching strategies that are designed to promote content learning through a cultural relevant curriculum. This will make schools a better place to inculcate environmental concerns for a sustainable future.Originality/valueThis paper highlights the need to educate trainee teachers (male and female) and bring them closer to gain cooperation and commitment to achieve sustainability. The paper also proposes the need to bring in students' home culture, priorities and concern into the teaching and learning of science.

Study of life satisfaction of teacher trainees in relation to their mental health

The present study investigates a study of life satisfaction of teacher trainees in relation to their mental health. The sample consisted of 100 teacher trainees of Government College of Education of Chandigarh. Data was collected with the help of Mental Health Inventory by Srivastava and Jagdish and Life Satisfaction Scale by Singh & Joseph. The data obtained were analyzed statistically with the help of Mean, SD, Correlation and t-ratio. The findings suggested that (i) There was significant difference in life satisfaction of male and female teacher trainees. (ii) There was significant difference between mental health of male and female teacher trainees. (iii) There was significant positive relationship between life satisfaction and mental health of total sample.

A comparative study of the effects of asan, pranayama and asan-pranayama training on neurological and neuromuscular functions of Pondicherry police trainees

Background:Though neurological benefits of yoga training have been reported, lacunae still exists in understanding neurophysiological effects of such training. Hence, the present study was conducted to find the effect of yogasanas and pranayams on neurological and neuromuscular functions in healthy human volunteers and also determined differential effects of training in asan, pranayama and their combination.Materials and Methods:Eighty male trainees from Pondicherry Police Training School were randomly divided into asan, pranayama, and asan-pranayama groups who received a training of 4 days a week for 6 months and a control group. Electroencephalogram (EEG), nerve conduction (NC), electromyogram (EMG), visual evoked potentials (VEP), and auditory reaction time (ART) were recorded before and after the study period. NC, EMG, and VEP data were obtained from 28 subjects; EEG data from 48 subjects; and RT from 67 subjects. Intergroup differences were assessed by AVOVA/Kruskal–Wallis and intragroup differences by Student's t-test.Results and Discussion:Police trainees showed beneficial effects of yoga training, although they were undergoing intensive police training and the yoga training was relatively less intense. Alpha, theta, and total power of EEG increased as a result of asan training. A shortening of visual reaction time and a decrease in red-green discriminatory reaction time signifies an improved and faster processing of visual input. They also showed a decrease in resting EMG voltage, signifying better muscular relaxation following pranayama training. Beta, theta and total power of EEG increased. ART and red-green discriminatory reaction times decreased in the trainees, signifying a more alert state as well as improved central neural processing. A combination of asan and pranayama training for 6 months produced an improvement in motor and sensory nerve conduction. Total power of EEG, alpha and theta power as well as delta % increased, while reaction time decreased signifying an alert and yet relaxed state of the neuromuscular system.Summary and Conclusion:The present study has shown that 6 months training in asan, pranayama as well as their combination is effective in improving physiological functions of police trainees. They showed beneficial effects of yoga training, although they were undergoing intensive police training and the yoga training was relatively less intense. Hence, we recommend that yoga training be introduced in police training curricula.

Effect of pre-accession physical fitness on training injuries among US Army recruits

To evaluate the association of pre-accession physical fitness, as measured by a five-minute step test, with incidence of overuse injuries and outpatient healthcare utilization among male United States (US) Army recruits. US Army male trainees who met weight standards and took a pre-accession fitness test. In this prospective cohort study, incidence and outpatient healthcare visits for overuse injuries during the first 90 days of military service were compared between recruits who failed the pre-accession step test with those who passed. The hazard rate ratio for injury among recruits who failed the fitness test compared to those who passed the test was 1.31 (95% C.I = 1.20-1.44). Among the subset of recruits with at least one medical encounter for an overuse injury, the utilization rate ratio for subjects who failed the fitness test versus those who passed was 1.15 (95% C.I = 1.09-1.22). Other factors associated with increased risk of injury or healthcare utilization include age, body mass index, and smoking history. Risk of injury and utilization were associated with fitness test results. These findings may have implications for military accession and training policy as well as for other physically demanding training programs such as police, fire fighters and athletes.

Factors influencing microsurgical skill acquisition during a dedicated training course

Proficient microsurgical skills are considered essential in plastic and reconstructive surgery. Specialized courses offer trainees opportunity to improve their technical skills. Trainee aptitude may play an important role in the ability of a trainee to acquire proficient skills as individuals have differing fundamental abilities. We delivered an intensive 5-day microsurgical training course. We objectively assessed the impact of the course on microsurgical skill acquisition and whether aptitudes as assessed with psychometric tests were related to surgical performance. Sixteen surgical trainees (male = 10 and female = 6) participated in the courses. Trainees' visual spatial, perceptual, and psychomotor aptitudes were assessed on day 1 of the course. The trainees' performance of an end-to-end arterial anastomosis was assessed on days 2 and 5. Surgical performance was assessed with objective structured assessment of technical skills(OSATS) and time to complete the task. The trainees showed a significant improvement in OSATS scores from days 2 to 5 (P < 0.001) and the time taken to complete the anastomosis (P < 0.001). Aptitude scores correlated strongly with objectively assessed microsurgical skill performance for male trainees but not for females. We demonstrated that participating in a microsurgical training course results in significant improvement in objectively assessed microvascular surgical skills. The degree of skills improvement was strongly correlated with psychomotor aptitude assessments scores for male trainees.

A critical evaluation of the validity and the reliability of global competency constructs for supervisor assessment of junior medical trainees

Supervisor assessments are critical for both formative and summative assessment in the workplace. Supervisor ratings remain an important source of such assessment in many educational jurisdictions even though there is ambiguity about their validity and reliability. The aims of this evaluation is to explore the: (1) construct validity of ward-based supervisor competency assessments; (2) reliability of supervisors for observing any overarching domain constructs identified (factors); (3) stability of factors across subgroups of contexts, supervisors and trainees; and (4) position of the observations compared to the established literature. Evaluated assessments were all those used to judge intern (trainee) suitability to become an unconditionally registered medical practitioner in the Australian Capital Territory, Australia in 2007-2008. Initial construct identification is by traditional exploratory factor analysis (EFA) using Principal component analysis with Varimax rotation. Factor stability is explored by EFA of subgroups by different contexts such as hospital type, and different types of supervisors and trainees. The unit of analysis is each assessment, and includes all available assessments without aggregation of any scores to obtain the factors. Reliability of identified constructs is by variance components analysis of the summed trainee scores for each factor and the number of assessments needed to provide an acceptably reliable assessment using the construct, the reliability unit of analysis being the score for each factor for every assessment. For the 374 assessments from 74 trainees and 73 supervisors, the EFA resulted in 3 factors identified from the scree plot, accounting for only 68 % of the variance with factor 1 having features of a "general professional job performance" competency (eigenvalue 7.630; variance 54.5 %); factor 2 "clinical skills" (eigenvalue 1.036; variance 7.4 %); and factor 3 "professional and personal" competency (eigenvalue 0.867; variance 6.2 %). The percent trainee score variance for the summed competency item scores for factors 1, 2 and 3 were 40.4, 27.4 and 22.9 % respectively. The number of assessments needed to give a reliability coefficient of 0.80 was 6, 11 and 13 respectively. The factor structure remained stable for subgroups of female trainees, Australian graduate trainees, the central hospital, surgeons, staff specialist, visiting medical officers and the separation into single years. Physicians as supervisors, male trainees, and male supervisors all had a different grouping of items within 3 factors which all had competency items that collapsed into the predefined "face value" constructs of competence. These observations add new insights compared to the established literature. For the setting, most supervisors appear to be assessing a dominant construct domain which is similar to a general professional job performance competency. This global construct consists of individual competency items that supervisors spontaneously align and has acceptable assessment reliability. However, factor structure instability between different populations of supervisors and trainees means that subpopulations of trainees may be assessed differently and that some subpopulations of supervisors are assessing the same trainees with different constructs than other supervisors. The lack of competency criterion standardisation of supervisors' assessments brings into question the validity of this assessment method as currently used.

Do the Future Teachers of Haryana Have the Aptitude to Teach?

This study examined the teaching aptitude of future teachers of Haryana. The study samples consisted of teacher trainees pursuing the Diploma in Education in District Institute of Education and Training, Gurgaon (N-174) and Government Elementary Teacher Training Institute, Mewat (N-101). The samples were representative of the students who will teach in 12 other districts. The Teaching Aptitude Test Battery developed by Singh and Sharma (2011) was administered and teaching aptitude was found to be average, even though students scored significantly low on mental ability and adaptability components of the test. On correlating percentage in boards, on the basis of which students are granted admission in the institute, with teaching aptitude as well as with mental ability, a positive but weak correlation was found in both cases. No significant correlation was found between previous educational qualifications and teaching aptitude, as well as between age and teaching aptitude, although adaptability positively and significantly correlated with age. Further, contrary to many of the previous studies, no statistically significant difference was found in the teaching aptitudes of male and female student teacher trainees, though the females’ mean was higher than that for males.

Clinical PsyD Trainees’ Comfort Discussing Sexual Issues with Clients

Researchers and theorists have noted that sexuality is an innate element humans possess across the lifespan; however, it remains an uncomfortable area of discussion even among many psychologists-in-training. In this cross-sectional study, 138 Clinical PsyD trainees completed a questionnaire exploring their comfort discussing sexuality with clients. Trainees reported lower comfort appraisals when asked about discussing specific sexual concerns than when asked globally about discussing sexual issues with clients. Additionally, whereas male and female trainees reported similar comfort discussing sexual issues with female clients, female trainees reported significantly less comfort discussing sexual issues with male clients than did male trainees. Participants’ prior sexuality training and sexual attitudes correlated positively with their comfort appraisals, whereas general training or clinical experience did not, highlighting the need to incorporate specific sexuality training into doctoral curricula.

In-training Factors Predictive of Choosing and Sustaining a Productive Academic Career Path in Neurological Surgery

Factors during neurosurgical residency that are predictive of an academic career path and promotion have not been defined. To determine factors associated with selecting and sustaining an academic career in neurosurgery by analyzing in-training factors for all graduates of American College of Graduate Medical Education (ACGME)-accredited programs between 1985 and 1990. Neurological surgery residency graduates (between 1985 and 1990) from ACGME-approved training programs were analyzed to determine factors associated with choosing an academic career path and having academic success. Information was available for 717 of the 720 (99%) neurological surgery resident training graduates (678 male, 39 female). One hundred thirty-eight graduates (19.3%) held full-time academic positions. One hundred seven (14.9%) were professors and 35 (4.9%) were department chairs/chiefs. An academic career path/success was associated with more total (5.1 vs 1.9; P < .001) and first-author publications (3.0 vs 1.0; P < .001) during residency. Promotion to professor or chair/chief was associated with more publications during residency (P < .001). Total publications and first-author publications were independent predictors of holding a current academic position and becoming professor or chair/chief. Although male trainees published more than female trainees (2.6 vs 0.9 publications; P < .004) during training, no significant sex difference was observed regarding current academic position. Program size (≥ 2 graduates a year; P = .02) was predictive of an academic career but not predictive of becoming professor or chair/chief (P > .05). Defined in-training factors including number of total publications, number of first-author publications, and program size are predictive of residents choosing and succeeding in an academic career path.

Women in Orthopaedics—Way Behind the Number Curve

Women now constitute 49% of medical school matriculants1. The percentage of women in orthopaedic surgery training programs has not kept pace with the increase in the number of women medical students. Although the number of female orthopaedic residents has increased and continues to do so slightly over time, the results of the 2008 American Academy of Orthopaedic Surgeons (AAOS) census reveal that only approximately 4% of orthopaedic surgeons responding to the survey are female2. As of the year 2009, all other surgical subspecialties (with the exception of cardiothoracic surgery) had a higher percentage of women than orthopaedic surgery had. The factors that dissuade women from pursuing careers in orthopaedic surgery are not entirely clear. Several investigators have attempted to assess the factors that come into play when women choose a medical specialty career. In the past, lifestyle issues have been cited as a deterrent for women entering surgery and its subspecialties; however, while lifestyle choice may play some role, it is no longer a significant factor in the disparity. It has been noted by several authors that, with the current generation of medical students and residents, lifestyle alone is not more of a deterrent for women than it is for men when choosing a specialty. In fact, Saalwachter et al., in their study examining the needs of both male and female surgical trainees, found that male and female surgical residents, fellows, and trained surgeons identified almost identical training needs and priorities3. Our report summarizes recent research on women in orthopaedic surgery. Women surgeons, in fact, appear to be very satisfied with their career choice4; however; it is apparent that this information needs to be better conveyed to the medical students. Greater exposure to female surgical faculty would help. Neumayer et al. found …

Learning crafts as practices of masculinity. Finnish male trainee teachers' reflections and experiences

Craft education in Finland has long gendered traditions that effect the present situation. The aim of this paper is to analyse the processes of learning the interlinking of crafts and gender. The analysis concentrates on male trainee teachers' experiences of craft education in comprehensive schools in Finland. Data were collected through memory work and autobiographical writing. The analysis revealed how the boys had linked the term ‘technical crafts’ with masculinity, (1) as part of their upbringing at home surrounded by the gender order of their childhood families; (2) following the school model that technical crafts are a masculine sphere for boys; and (3) the importance and pressures of the boys' peer culture. Through learning crafts, the boys were learning the masculinities of their local ‘communities of practices’. The prospective teachers' reflections revealed the importance of studying gender issues in teacher education.

Organ and tissue donation‐related attitudes, education and practices of emergency department clinicians in Australia

The ED is emerging as a priority for efforts to improve rates of organ and tissue donation (OTD) in Australia, but little is known of ED clinicians' attitudes, education or practices in the area. We aimed to determine the attitudes and OTD-related educational background and practices of Australian ED clinicians. This was a national cross-sectional survey of members of the Australasian College for Emergency Medicine (ACEM) and the College of Emergency Nursing Australasia (CENA); online questionnaire of 133 items, graded responses using Likert and ordinal multi-category scales, plus open-ended qualitative questions. Of 2969 ACEM members, 599 (20.2%) responded; of 1026 CENA members, 212 (20.7%) responded. Respondents were broadly representative of the membership, with male trainee specialists underrepresented. Most ED staff supported OTD, although many were not certain that facilitating OTD was their role, or that the ED was the right place to identify donors. Around a quarter of medical and nursing staff had received no education regarding OTD. Having received education was related to professional status, cultural background, place of work and years of experience, and was significantly associated with attitude towards OTD and whether staff participated in OTD-related tasks. More education on OTD is needed and requested by ED clinicians in Australia, particularly on OTD after cardiac death, management of a donor, brain death and obtaining consent. Postgraduate curricula should reflect this need for more OTD-related education in emergency medicine and nursing.

Primary teacher trainee perspectives on a male-only support group: moving male trainee teachers beyond the ‘freak show’

This paper reports the perspectives of male trainees on mechanisms instituted to support them during their Post-Graduate Certificate of Education in Early Years and Primary Education in England. The male trainees were interviewed towards the end of their training, using semi-structured interviews that provided scope for pursuing several lines of enquiry around their experiences as males on the course. In this paper the authors examine specifically the male trainees’ responses to innovations in Faculty support for male trainees, rather than focusing on their broader experiences as males in primary education. The authors are thus concerned to interpret and understand the trainees’ perspectives on how support mechanisms did, or did not, ensure a more positive training experience. Most prominent amongst these mechanisms, in this pilot year, was the formation of a male-only support group. The findings support the idea that, for these trainees at least, focused meetings addressing the concerns of men in primary schools can help to support their development and sense of ‘belonging’ on a course where females are overwhelmingly dominant in numerical terms. The reported success of this initiative was, in the view of the trainees, strongly reliant on the active involvement of practising male teachers and the directly relevant foci of the meetings, determined by the trainees and invited teachers. The presence of a designated male member of the Faculty staff was also viewed positively.