Training Experience Research Articles

Exploring perspectives of type 2 diabetes prevention program coaches and training delivery staff on e-learning training: a qualitative study

BackgroundE-learning can be an effective and efficient mode of training healthcare practitioners. E-learning training for diabetes prevention program coaches was designed and developed with input from end users. Insight from those who deliver the training and coaches who have taken the training can provide critical feedback for further refinement of the e-learning training. The purpose of this study was to understand diabetes prevention coaches’ (i.e., those taking the training) and training delivery staffs’ (i.e., those overseeing the training) perspectives of the coach e-learning training. Individuals wishing to become diabetes prevention program coaches were required to complete and pass the e-learning training to become a certified coach.MethodsA pragmatic paradigm guided the methodology for this study. Semi-structured interviews were conducted with a purposive sample of diabetes prevention program coaches (n = 8) and diabetes prevention program training staff (n = 3). Interviews were recorded, transcribed verbatim, and analyzed using template analysis. Themes were separately constructed from coach and staff data.ResultsThere were seven high order themes constructed from the coach data: (a) training design, (b) “I didn’t know what to expect from the training”, (c) technology usability, (d) learning, (e) coaches’ backgrounds shaped their training experience, (f) support, and (g) coaches valued the training. Two high order themes were constructed from the staff interviews: (a) streamlining the training delivery, and (b) ensuring coaches meet the diabetes prevention program standard.ConclusionsThis study highlights the importance of exploring perspectives of both those receiving and delivering e-learning training to refine content and processes. Qualitatively evaluating the delivery of e-learning training and modifying the training based on the evaluation results can lead to a more acceptable, efficient, and effective e-learning training. Coaches and staff emphasized the benefits of having high-quality online components, and that the brief training promoted gains in knowledge and improvements in skills. Resultswere used to inform modifications to the coach e-learning training for this diabetes prevention program and can be used to inform other healthcare practitioner e-learning trainings.

Incorporating Augmented Reality Patients Into Online Trauma Training to Support Mental Model Development: An Experimental Study.

Medical students find translating lessons from traditional lectures to caring for trauma patients challenging. We assess whether adding video-based virtual flashcards and videos of augmented reality-based trauma patients in an online learning environment improves performance. We performed a between-subject experimental study. Thirty-five medical students were randomly assigned to the control and experimental groups. The control group viewed a traditional online lecture. The experimental group viewed the same online lecture and received virtual flashcard training. Each virtual flashcard consisted of a video of a virtual patient, and examination questions about diagnoses, treatment, and disposition. The experimental group also viewed a video of a physician coach providing an expert assessment of the virtual patient. Simulation-based assessment was used to measure performance and knowledge. The evaluation consisted of the following 3 scenarios: a video of a simulated patient followed by multiple-choice questions, a free-text examination, and the writing of a Subjective, Objective, Assessment and Plan note. Differences in performance for 3 measures (diagnoses, therapeutic interventions, and disposition) were assessed for pre-post change in accuracy. For these 3 measures, we used a binary logistic regression model. We assessed perceptions of performance and the training experience with a survey. The training intervention statistically significantly improved accuracy for diagnosis (P = 0.01) and self-reported performance (P < 0.01) compared with the control group. The themes for the experience were engaging, innovative, and valuing the expert's assessment, with 17 of 19 positive statements. Adding virtual flashcards to traditional training significantly improved diagnostic accuracy while being engaging and innovative.

Assessment of ipsilateral and contralateral perfusion after contrast compression therapy of upper limb muscles in MMA athletes - a cross-over study

ObjectiveThe primary aim of this study was to compare the immediate effect of contrast compression therapy with the use of Game Ready (GRT) on hyperaemic reactions in the upper limb on the application and contralateral sides, specifically in the context of mixed martial arts (MMA) athletes.DesignIn this experimental, single-blind, randomized crossover study, we recruited 30 male volunteers training in MMA (mean age: 28.33 ± 3.79 years, BMI: 25.25 ± 3.06, training experience: 9.93 ± 3.83). They were randomly assigned to the experimental (n = 15) or control (sham) group (n = 15). The experimental group underwent a 10-minute Game Ready Therapy (GRT) session, while the control group GRS underwent a sham therapy session. After a 2-week break, a cross-over change of therapy in the groups was performed, ensuring a comprehensive evaluation of the contrast compression therapy’s perfusion effects in 30 participants. Main outcome measures: Hyperemic reaction was measured: rest flow (RF - [non-referent unit]); therapeutic flow (TF- [min]), i.e., the average flow recorded during GR or sham therapy: time of recovery (TR - [min]), i.e., the time for perfusion to return to the resting value after the intervention. Measurements were performed on the ipsilateral and contralateral sides.ResultsThe mean perfusion during therapy was significantly higher in GRT compared to GRS (24.70 ± 1.45 vs. 12.60 ± 1.37; p &amp;lt; 0.001; ES = 5.7 [large]; △ = 12.10 &amp;gt; MDC). The time from cessation of contrast therapy to the return of blood flow to resting values showed significantly higher values in GRT compared to GRS (3.07 ± 0.45 vs. 16.80 ± 0.91; p &amp;lt; 0.001; ES = 16.27 [large]). No statistically significant difference was noted between the mean resting perfusion value (RF) and the mean perfusion value during therapy (TF) in the contralateral limb (7.74 ± 0.89 vs. 7.66 ± 0.89; p = 0.284; ES = 0.20 [negligible]; △ = 0.09 &amp;lt; MDC.ConclusionThis study suggests that compression contrast therapy on the ipsilateral side positively affects the intensification of the hyperaemic reaction. However, no statistically significant hyperaemic responses were observed on the contralateral side.

Growing empathy through art therapy, life story, and relationships: experiential learning in adult day services

IntroductionEmpathy is a fundamental element of high-quality healthcare, though it has been shown to be in decline among medical students and residents. Appeals have therefore been made for the development of evidence-based empathy-enhancing experiential learning and training models. Bringing Art to Life (BATL) is a service-learning program designed within experiential learning pedagogy for psychology and pre-healthcare students. Intergenerational relationships are fostered with people with dementia through art therapy and life story/narrative at a community-based adult day services center.MethodsIn this sequential mixed methods study, quantitative data were collected via electronic surveys of students in this course compared with students in didactic introductory psychology or psychology and aging courses. Survey measures included empathy, mindfulness, positive and negative affect, future time perspective, and attitudes toward older adults and working with people with dementia. Weekly BATL student journals submitted as part of their course requirements were analyzed using qualitative content analysis.ResultsWithin-subjects analyses of variance revealed increases in empathy and positive affect, broadened time perspective, and improved attitudes toward older adults and people with dementia among students in the BATL course compared with other undergraduate students. Analysis of BATL student journals supported and deepened understanding of these findings, with themes including attitude change, relationship building fostering existential awareness and self-development, art fostering social interactions, and perceived program effectiveness.DiscussionThe findings suggest that BATL strongly supports increased empathetic attitudes and decreased stigma of aging in psychology and pre-healthcare students. Intergenerational expressive arts-based programs like BATL should be implemented in healthcare education to enhance empathy and improve attitudes toward aging and dementia care.

Investing in Science Capital, Teacher Agency, and Inclusivity in Science Education Through Teacher Training

ABSTRACT This study used a concurrent triangulation mixed design to determine how customized teacher training builds science teachers’ science capital and agency. The training focused on cultural and linguistic diversity (CLD) and was implemented in two phases (plenary and mentoring). We employed several measures, such as daily reflections, self-rating assessments of knowledge of CLD, training experiences, analysis of lesson exemplars and hook videos, and 1-minute video recordings. Findings from the two-phased study indicate that the training enhanced teachers’ science capital and teacher agency, which may enable them to improve the science capital of their students. Among the 808 teachers sampled through maximum variation, many expressed interest in learning its details in a training program to meet the differing needs of their learners. Emerging themes (teacher agency and science capital) from their reflections suggest that the training encouraged them to reflect on their sense of self, identity, knowledge, and the factors in their environment influencing their teaching. Responses to an open survey further confirmed that teachers made connections between understanding their students, creating teaching materials, and adapting teaching methods to address CLD. The 99 participants (homogenous sampling) who received mentoring incorporated elements of science capital dimensions and teacher agency in their lesson exemplars and hook videos. Thus confirming that culturally responsive professional development programs are critical for building science capital and teacher agency among science educators working in culturally and linguistically diverse (CLD) contexts. Future studies may build on this research to establish connections between the science capital of teachers and students.

Reimagining the future through the co-creation of social entrepreneurship in higher education: a multivariate prediction model approach

PurposeThis remastered analysis focuses on the impact of entrepreneurial interventions in higher education institutions (HEI), particularly in social entrepreneurship. The study evaluated the effectiveness of such interventions through a pre-and post-test approach, examining various skill sets in students. The primary goal was to analyze the influence of entrepreneurial training programs on students' competencies in social entrepreneurship by analyzing changes in personal behavior, leadership, innovation, social value and management skills before and after the educational interventions.Design/methodology/approachThe study employed a quasi-experimental design, analyzing pre-and post-test results in three distinct social entrepreneurship training experiences. The sample consisted of 304 participants, providing a comprehensive view of the impact of these interventions.FindingsThe main findings were: (1) Educational interventions in social entrepreneurship must emphasize strategies for self-awareness, emotional intelligence and personal development improvement. The analysis revealed significant improvements in these areas, indicating that targeted strategies in these domains are essential for enhancing the effectiveness of social entrepreneurship education. (2) The impact of educational interventions on these capabilities can be effectively evaluated using machine learning methods such as ordinary least squares (OLS) regression. This approach allows for the inclusion of variables such as gender, age or location, providing a comprehensive assessment of the interventions' impact. (3) The interventions were particularly effective in improving students' innovation and leadership competencies. The analysis demonstrated substantial enhancements in these areas, underscoring the success of the interventions in developing these critical skills. (4) The study highlighted the need for a more focused approach in future interventions, emphasizing the importance of management, social value and personal skills. Additionally, it pointed out the necessity of developing and utilizing appropriate tools to create and evaluate these interventions effectively.Practical implicationsThe study provides insights into improving educational interventions in social entrepreneurship to better develop essential skills in students.Originality/valueThis research introduces a significant approach to educational interventions for educational communities and decision-makers by demonstrating the effectiveness of entrepreneurial training for competencies in innovation and leadership, which are crucial for societal and economic development.

Cultivating kindness and emotional care: a transformative teacher training programme in Sicily

ABSTRACT In the complex landscape of human interaction, bullying and cyberbullying emerge as profound social, educational, and psychological challenges. These acts, whether rooted in physical space or the boundless realm of cyberspace, reflect deeper issues related to power dynamics, identity, and the human condition. The ‘1nessuno100Giga’ project, implemented in Sicily (2023–2025) offers an innovative intervention aimed at addressing these issues through a holistic and collaborative educational methodology. This paper focuses on the teacher training component conducted in 2024, which involved 150 educators from primary and secondary schools. The training programme adopted experiential learning methodologies, emphasising active participation, reflective practices, and collaborative project development. The primary aim of this approach was to move beyond the traditional notions of bullying and cyberbullying, focusing instead on cultivating care, kindness, and respect within human relationships. The results of this study indicate that teachers experienced a significant shift in perspective, recognising the importance of addressing power dynamics and social norms in managing bullying. This study underscores the effectiveness of experiential teacher training in not only addressing bullying and cyberbullying, but also in promoting a supportive and inclusive educational environment.

Men as Midwifery Professionals: A Scoping Review.

Midwives provide skilled, primary, reproductive, and sexual health care to women, adolescent girls, and infants throughout the perinatal period, promoting health and safeguarding against obstetric emergencies and maternal and infant mortality. In many cultures, midwifery has been a predominantly female profession. However, in emerging research, the proportion of male midwives is growing to augment shortages of female midwives, prompting a need for further research that explores the contributions of male midwives in maternal and child health. The objective of this scoping review was to synthesize key findings from the literature regarding the growing, global workforce of male midwives. Specifically, we aimed to evaluate (1) the temporal nature of the publications, (2) the geographic distributions of the emerging literature, and (3) the key findings regarding male midwives' training and work experiences. We used Semantic Scholar and Google Scholar to identify relevant, peer-reviewed articles using the keywords "gender," "male," "men," "midwifery," and "nurse midwives," that met the inclusion criteria: (1) primary research papers, (2) published in the English language (for ease of understanding by the multinational, interdisciplinary authorship team), (3) explored male midwives' experiences during training/education and working, and (4) published between 2000 and 2023. Papers were excluded if they exclusively focused on females or nurses or other health professionals. Our initial search yielded 57 articles, with an additional nine obtained by reviewing the references. After excluding duplicates and reviewing based on inclusion criteria, 26 papers were included in the scoping review. All 26 articles were published between 2011 and 2023, with the majority (65%, n = 17) of articles focused on populations in the African region (Aims 1 and 2). Key findings (Aim 3) were as follows: 1. Training experiences of male midwives: Compared to other regions, male midwifery students in African, Middle Eastern, and Asian settings reported challenging training conditions, possibly influenced by sociocultural factors and gendered expectations of men in these settings. 2. Pregnant/birthing persons' delivery experiences and gendered preferences for their attending midwife: A significant number of birthing persons would choose female midwives over male midwives for their care, despite acknowledging similar skill sets. However, younger clients, urban residents, and non-traditional men expressed a need for gender equity and greater acceptance of men as midwifery professionals. 3. Professional work environment: Many of the male midwives faced professional challenges, often stemming from societal and professional prejudices, leading to feelings of alienation and marginalization within the midwifery profession. Despite these challenges, they remained dedicated to the profession and felt supported by their family, friends, and coworkers. Male midwives represent a growing proportion of the global obstetric workforce and provide an important contribution to addressing maternal morbidity and mortality. Further attention to providing equitable training opportunities, navigating caregiving within settings with strong cultural and religious influences, integrating cultural, geographic, and religious diversity into the midwifery curriculum, and providing male midwives with mentorship and role model support to grow and sustain their careers are urgently needed for improving maternal and infant health outcomes.

Enhancing karate skill performance through virtual visuals and artificial intelligence techniques

In this paper, we explore the integration of virtual visuals and artificial intelligence (AI) techniques to enhance Karate skill performance, specifically focusing on circular strike skills. Traditional Karate training often lacks the diversity of sparring partners and the precise, real-time feedback necessary for optimal skill development. We propose a Mixed Interpretation Diagram (MID) as a display to present performance features, facilitating visual imagery and best practice simulations. By employing virtual sketches and intelligent sense rules, trainees can simulate optimal actions and enhance critical Karate skills. Additionally, we consider the use of Konashi intelligent bands and Reformer indoor screens to monitor muscular fatigue, providing early warnings for recovery tasks. The adoption of augmented reality (AR) and virtual reality (VR) technologies in sports training offers a new vision for enhancing human skill performance. Our v-sports system integrates state-of-the-art AI, human motion analysis, and virtual visual generation techniques, enabling personalized coaching for Karate practitioners. This paper addresses two key research problems: creating meaningful and intuitive body-movement-based presentations of self-image to optimize training, and generating efficient, professional models for guiding without a coach. We present a timeline and percentage breakdown for the development of an AI-assisted Karate training program. This program includes research on circular strike skills, virtual vision setup, AI model training, performance metrics implementation, and comprehensive system testing. The use of VR and AI in Karate training can significantly improve technique accuracy, movement efficiency, training engagement, and personalized feedback, ultimately enhancing overall performance and reducing injury risks. Our findings suggest that integrating VR and AI technologies into Karate training provides a more engaging, effective, and accessible training experience. Future research should focus on improving the accuracy and affordability of these technologies, integrating virtual and real-world training, and ensuring user safety.

Dentists’ Knowledge and Management Strategies Towards Molar- Incisor-Hypomineralization in Tripoli

To assess the knowledge and clinical experience of dentists in Tripoli concerning MIH. Responses were gathered from Libyan dentists in Tripoli using both online and paper-based surveys. The survey tool collected information on participants’ sociodemographic details, clinical experience, perceptions, clinical management, and preferences for further training regarding MIH. The data was collected and analyzed using SPSS version 27. A total of 302 dentists had responded to the questionnaire, (62.6%) reported that they have come across MIH cases during their practice. Yellow/brown demarcations were reported as the most common presentation of MIH (49.7%). Most respondents reported that the best treatment options for treating MIH affected molars with post eruptive breakdown are pre-formed metal crowns (30.9%), followed by composite restorations (23.9%). The main barriers for treatment that were reported included child behavior (56.6%), and insufficient training to treat children with MIH (23.2%). This study showed awareness of the majority of participants of the existence of MIH condition. Nevertheless, variations in estimating MIH prevalence and its proper treatment, as well as factors influencing its treatment and diagnosis, were recorded.

Assessment of Ophthalmology Residency Training in Switzerland: A Trainee-Based Survey.

This study aimed to evaluate the current status of ophthalmology residency training in Switzerland and provide insights for enhancing training programs. The survey covered demographic data such as gender, age, workplace, and year of residency, as well as working conditions, current practical and diagnostic skills, interest in scientific work, and future plans. It consisted of 16 multiple choice questions (MCQ), 5 multiple select questions (MSQ), 8 free-text, 6 Net Promoter Score (NPS), and 4 Likert scale questions. All Young Swiss Ophthalmologists (YSO) members received an invitation to participate in the survey using an online form. All collected data were anonymized, and participants provided their consent for data collection, analysis, and publication. The survey assessed the perspectives of 63 Swiss ophthalmology residents on their training experiences. Respondents indicated the greatest interest in specializing in cataract and vitreoretinal surgery, followed by cornea, glaucoma, refractive surgery, and lid surgery. They also expressed a great need for improved supervision, structured curricula, and alignment of clinical and research duties. While pursuing additional surgical training and private practice autonomy, residents also expressed a preference for balanced workloads that emphasize patient care over full-time academic work. The survey indicates a need to standardize ophthalmology residency training in Switzerland to ensure comprehensive and uniform education. It also highlights specific areas for improvement, such as the absence of surgical training. Ongoing assessments are necessary to evaluate future developments.

Research on Prediction of Online Training Effect of Newly Recruited PE Teachers in Junior and Senior Middle Schools Based on Machine Learning

With the continuous development of online education, how to improve the teaching ability of new PE teachers through adaptive and effective online training has become an important research issue. Based on machine learning algorithm, this paper discusses the influence of different characteristics on the adaptability of online training for new physical education teachers, and evaluates the application of various models in predicting the training effect of teachers. The results show that factors such as teachers' professional experience, past training experience, school type and whether to participate in training with colleagues have a significant impact on the adaptability of online training. By comparing Logistic regression model, KNN model, random forest model, XGBoost model and support vector machine model, this paper finds that random forest model is the best in prediction accuracy and generalization ability. This study provides data support and theoretical basis for optimizing the online training of physical education teachers, and can provide reference for educational managers to formulate personalized training programs.

Artificial intelligence for optimizing otologic surgical video: effects of video inpainting and stabilization on microscopic view

Background Optimizing the educational experience of trainees in the operating room is important; however, ear anatomy and otologic surgery are challenging for trainees to grasp. Viewing otologic surgeries often involves limitations related to video quality, such as visual disturbances and instability. Objectives We aimed to (1) improve the quality of surgical videos (tympanomastoidectomy [TM]) by using artificial intelligence (AI) techniques and (2) evaluate the effectiveness of processed videos through a questionnaire-based assessment from trainees. Materials and methods We conducted prospective study using video inpainting and stabilization techniques processed by AI. In each study set, we enrolled 21 trainees and asked them to watch processed videos and complete a questionnaire. Results Surgical videos with the video inpainting technique using the implicit neural representation (INR) model were found to be the most helpful for medical students (0.79 ± 0.58) in identifying bleeding focus. Videos with the stabilization technique via point feature matching were more helpful for low-grade residents (0.91 ± 0.12) and medical students (0.78 ± 0.35) in enhancing overall visibility and understanding surgical procedures. Conclusions and significance Surgical videos using video inpainting and stabilization techniques with AI were beneficial for educating trainees, especially participants with less anatomical knowledge and surgical experience.

Beyond the scoreboard: Coaches' UV-related skin cancer knowledge in outdoor sports.

The global rise in UV radiation is widely recognized as one of the most relevant health impacts of climate change. Consequently, the prevalence of skin cancer is experiencing a significant increase, with outdoor athletes being identified as a particularly vulnerable population group. This study aims to investigate the extent of UV-specific skin cancer knowledge among coaches in outdoor sports and to examine potential variations in this knowledge between different sports, coach- and club-specific factors. This nationwide representative study was conducted among outdoor sports coaches from the 10 largest outdoor sports associations in Germany. Their knowledge of the risks associated with UV radiation and prevention measures were evaluated using the Skin Cancer and Sun Knowledge Scale (SCSK Scale). Out of 1200 participating trainers, the UV-specific skin cancer knowledge score averaged 17.76 (±2.98) on a scale ranging from 0 to 25. The true-false statements 'A tan is a sign that the skin is damaged' (true) and 'When using sunscreen, you can tan without any negative effects' (false) were most frequently answered incorrectly. Only 16% of participants correctly identified basal cell carcinoma as the most prevalent form of skin cancer. Differences in UV-specific skin cancer knowledge were evident across different sports, with football and tennis coaches showing the major knowledge deficits. Conversely, trainers in skiing, swimming and mountain sports demonstrated the highest levels of knowledge. Significant deficiencies in knowledge were particularly notable among male trainers, as well as those from the youngest and the oldest age group, with limited training experience and who primarily worked with children and adolescents in small clubs on a regular basis. Serious knowledge deficiencies are evident among German outdoor sports coaches. The study results emphasize the necessity for enhanced coach education and the implementation of evaluated concepts for climate adaptation in sports.

The Effect of Training Experience on Cardiac Morphology in Resistance Exercise Practitioners: A Study on Left Ventricular Systolic and Diastolic Parameters and Left Atrium Mechanical Functions

Background and Objectives: Resistance exercises (REs) are a type of physical activity that individuals from many age groups have been doing recreationally, both as amateurs and professionally, in their daily lives in recent years. It is crucial to understand the effects of such sports on cardiac morphology in order to maximize the benefit of training and to tailor the training content accordingly. The aim of this study was to investigate the relationship between training experience (TE) and left ventricular (LV) systolic and diastolic parameters and left atrial (LA) mechanical function in healthy subjects who regularly performed RE for different durations. Materials and Methods: Forty-five healthy adults [age = 28.91 ± 10.30 years, height = 178.37 ± 5.49 cm, weight = 83.15 ± 13.91 kg, body mass index = 26.03 ± 3.42 kg/m2, TE = 7.28 ± 6.49 years] who performed RE between 1 year and 20 years were included in our study. The transthoracic echocardiograms (ECHOs) of the participants were evaluated by the cross-sectional research method, which is often used to understand the current situation in a given time period. Correlations between TE and LV systolic and diastolic parameters and LA mechanical function were analyzed. Results: As a result, interventricular septal thickness (IVS; r = 0.33, p = 0.028), the aortic diameter systole (ADs; r = 0.56, p &lt; 0.001), and aortic diameter diastole (ADd; r = 0.58, p &lt; 0.001) were positively correlated with TE, indicating associations with increased left ventricular (LV) hypertrophy and reduced ventricular compliance, while the aortic strain (AS; r = −0.44, p = 0.002), aortic distensibility (AD; r = −0.62, p &lt; 0.001), and diastolic flow parameters including E (r = −0.41, p = 0.005), E/A (r = −0.38, p = 0.011), and E/Em (r = −0.31, p = 0.041) were negatively correlated with TE, reflecting impairments in diastolic function. Conclusions: This study showed that diastolic parameters were adversely affected in chronic RE. Therefore, we think that these individuals may have decreased relaxation and filling functions of the heart, which may also reduce adequate oxygen and nutrient delivery to the tissues. In this context, cohort studies are needed to analyze in detail the reasons for the decrease in diastolic parameters in these individuals.

Acute Responses of Low-Load Resistance Exercise with Blood Flow Restriction

Blood flow restriction (BFR) is a popular resistance exercise technique purported to increase metabolic stress and augment training adaptations over time. However, short-term use may lead to acute neuromuscular fatigue and higher exertion ratings. Objective: The purpose of the current study was to examine acute physiological responses to low-load resistance exercise utilizing BFR compared to higher-load, non-BFR resistance exercise. Methods: Recreationally trained males (n = 6) and females (n = 7) (mean ± standard deviation, age: 20 ± 1 yrs.; height: 172 ± 8 cm; weight: 73 ± 11 kg; BMI: 24.4 ± 2.2 kg·m−2; training experience: 4 ± 2 yrs.) had limb occlusion pressure determined (50%; right leg: 118 ± 11 mmHg; left leg: 121 ± 13 mmHg) using an automated, self-inflating cuff system during baseline testing. In subsequent sessions, using a randomized, cross-over design, participants completed one of two experimental conditions: (1) Low-load + BFR and (2) High load + non-BFR. In both conditions, participants completed one set of back squats at either 30% (BFR) or 60% (non-BFR) of an estimated 1RM for a max of 30 repetitions, followed by three additional sets with the same loads and a target of 15 repetitions per set. Blood lactate and countermovement jump (CMJ) height were measured pre- and post-back squat. Ratings of perceived exertion (RPE) were assessed following each set. Results: When collapsed across all sets, participants completed significantly more total repetitions in the BFR condition compared to non-BFR (75.0 ± 0.0 vs. 68.23 ± 9.27 reps; p = 0.015; ES: 1.03), but a lower training load volume (2380 ± 728 vs. 4756 ± 1538 kg; p &lt; 0.001; ES: 1.97). There was a significant time-by-condition interaction (p &lt; 0.001), with a greater increase in blood lactate occurring from baseline to post-back squat in the non-BFR condition (11.61 mmol/L, 95%CI: 9.93, 13.28 mmol/L) compared to BFR (5.98 mmol/L, 95%CI: 4.30, 7.65 mmol/L). There was another significant time-by-condition interaction (p = 0.043), with a greater reduction in CMJ occurring in the non-BFR condition (−6.01, 95%CI: −9.14, −2.88 cm; p &lt; 0.001) compared to BFR (−1.50, 95%CI: −1.50, 4.51 cm; p = 0.312). Conclusions: Utilizing a low-load BFR protocol may allow for a higher training volume, yet lower metabolic stress and reduce neuromuscular fatigue compared to lifting at a higher load without the use of BFR.

Care coordinator delivered Method of Levels therapy for people reporting first-episode psychosis: Experiences and views of service user, care coordinator, and team manager participants of the CAMEO trial

BackgroundWithout effective and timely support, psychosis can lead to negative personal, economic, and societal outcomes. Care coordinators play a key role in the delivery of early intervention in psychosis services, which aim to improve outcomes and promote recovery for people experiencing first-episode psychosis. Enhancing the support offered by care coordinators could improve outcomes and reduce levels of service user disengagement. This study aimed to understand participants’ views on the acceptability of a transdiagnostic talking therapy, called Method of Levels (MOL), delivered by care coordinators in early intervention in psychosis services. It also sought to understand participants’ experiences of the MOL training and supervision programme, and to identify any barriers that might impact on the implementation of the approach in routine practice.MethodsSemi-structured interviews and focus groups were conducted with service users (n = 14), care coordinators (n = 6), and team managers (n = 6) from early intervention in psychosis services. Interviews and focus groups were transcribed and reflexive thematic analysis was used to analyse the data.ResultsThree themes were identified: ‘Digging deeper to find my own solutions’; (2) ‘Prepared for practice?’; and (3) ‘Levels of implementation’. Participants described how the use of MOL enabled service users to explore problems in greater depth and generate their own solutions to these. Care coordinators generally reported feeling ready to deliver the intervention after attending MOL training and were able to integrate the approach into their practice in a flexible way. High workloads limited care coordinators’ capacity to attend MOL supervision regularly, reducing their overall confidence in delivering the approach. This impacted on the degree to which care coordinators used MOL in their practice.ConclusionsFindings suggest that MOL delivered by care coordinators could be a helpful approach for people experiencing first-episode psychosis. Care coordinators found it difficult to attend clinical supervision, however, which represents a barrier to implementation. This issue will need to be addressed before care coordinator delivered-MOL for first-episode psychosis can be evaluated in a larger study or implemented in practice.

Deconstructing imposter syndrome among BIPOC genetic counseling students: Insights from a longitudinal qualitative study.

"Imposter syndrome" is a term used to describe feelings of pervasive self-doubt despite evident success. It is the lay version of "imposter phenomenon," a concept that was proposed as an explanation for why highly accomplished (mostly white and middle- to upper-class) women persisted in believing that their success was due to luck or a mistake despite evidence to the contrary. However, the experience of imposter syndrome in genetic counseling, particularly among Black, Indigenous, and People of Color (BIPOC) individuals, remains underexplored. This study investigates the etiologies and impacts of imposter syndrome among BIPOC genetic counseling students with the aim of elucidating how the term is used and identifying potential interventions. We conducted semi-structured interviews with 26 participants who were part of a longitudinal constructivist grounded theory study investigating the training experiences of BIPOC genetic counseling students. Using reflexive thematic analysis, we constructed themes related to self-doubt, classroom and clinical performance, identity, and disclosing imposter syndrome feelings to others. Participants described imposter syndrome as arising from concerns that they were unprepared for their training program, less qualified than their peers, or admitted by accident or due to their BIPOC identity. Some participants attributed imposter syndrome to being a BIPOC student in a predominantly white profession. Comparisons to classmates and practicing genetic counselors, academic struggles, and anxiety about clinical rotations exacerbated imposter syndrome. Our findings underscore the multifaceted nature of imposter syndrome among BIPOC genetic counseling students and the need for a multipronged approach to mitigate its harmful effects. For BIPOC students, training programs should recognize that imposter syndrome is intertwined with racial inequities within the field that position them as imposters. We propose that supportive relationships with classmates, BIPOC mentors, and other BIPOC students can reduce imposter syndrome and enhance student well-being and academic success.

Optimising Physical Training in DanceSport by Using HIIT Training and Smart Devices for Monitoring Physical Activity

&lt;p dir="ltr"&gt;&lt;span&gt;This study investigates the effectiveness of High-Intensity Interval Training (HIIT), specifically for Tabata, combined with smart monitoring devices on adult dancesport practitioners' physical fitness and performance. The primary objective was to assess the impact of these interventions on key physical parameters and overall performance. Forty participants were divided into two groups: an experimental group (n=20) that engaged in Tabata training three times a week while using smart devices to monitor their activity, and a control group (n=20) that continued with their regular training routines. The experimental group showed significant improvements in aerobic and anaerobic capacity, agility, and overall motor performance throughout the study. These enhancements were measured using standardized physical assessments and the Mann-Whitney non-parametric test, confirming statistically significant progress in the experimental group compared to the control group. Integrating smart devices was crucial in maintaining and enhancing participant motivation, providing real-time feedback, facilitating goal-setting, and allowing for progress tracking, contributing to increased responsibility and engagement in physical activity. Participant feedback highlighted the motivational benefits of smart technology, consistent with existing literature. The immediate performance data and synchronization with fitness apps enhanced the training experience, promoting continuous improvement and long-term commitment. The findings indicate that combining Tabata training with smart monitoring devices effectively improves the physical and technical performance of adult dancesport practitioners. This dual approach enhances physical conditioning and also ensures training relevance to the specific demands of dancesport, maintaining both aesthetic and functional performance aspects. In conclusion, using HIIT, specifically Tabata, alongside smart devices, offers a powerful methodology for optimizing dancers' physical preparation. Future research should investigate the long-term impacts of these training programs, integrate different forms of HIIT, and include a broader participant demographic to validate and expand these findings.&lt;/span&gt;&lt;/p&gt;&lt;div&gt;&lt;span&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;

Self-Efficacy in Disaster Preparedness: Insights from Nurses in Emergency and Intensive Care Units

Self-efficacy is a critical factor influencing nurses' performance in disaster scenarios, particularly in high-pressure environments like Emergency Departments (ED) and Intensive Care Units (ICU). This study aimed to evaluate the self-efficacy of nurses in disaster preparedness and identify its key predictors, including demographic characteristics, training experience, and professional factors. A cross-sectional survey was conducted among 185 nurses working in the ED and ICU of three hospitals in Yogyakarta, Indonesia. Data were collected from January to February 2024 using a structured questionnaire that included the Disaster Response Self-Efficacy Scale (DRSES). Descriptive statistics summarized demographic data and self-efficacy scores. Inferential analyses, including t-tests, ANOVA, and multiple regression, were performed to explore relationships between self-efficacy and potential predictors, with statistical significance set at p &lt; 0.05. Disaster training experience emerged as the strongest predictor of self-efficacy (β = 0.65, p &lt; 0.001), with nurses who underwent regular training demonstrating significantly higher confidence. Years of experience (β = 0.48, p = 0.01) and age (β = 0.25, p = 0.04) were also positively associated with self-efficacy. However, gender, education level, and marital status showed weak and non-significant correlations (r = 0.12–0.18, p &gt; 0.05). Correlation analysis reinforced the importance of disaster training (r = 0.65, p &lt; 0.001) and professional experience (r = 0.48, p = 0.01) in shaping self-efficacy. The findings underscore the importance of regular disaster training and leveraging professional experience to enhance self-efficacy among ED and ICU nurses. Policymakers and hospital administrators should prioritize targeted training programs to build a resilient nursing workforce capable of responding effectively to disasters