Improving Academic Performance of Sport and Exercise Science Undergraduate Students in Gross Anatomy Using a Near-Peer Teaching Program

Peer and near-peer teaching programs are common in medical undergraduate courses. However, there are no studies that have investigated the effectiveness of a near-peer teaching program on the academic performance of undergraduate students pursuing sport and exercise science coursework. This study was conducted to analyze the effectiveness of such a program for students who participated in a course on the functional anatomy of the locomotor apparatus. A total of 39 student participants were divided into two groups: students in one group voluntarily attended at least one session of a near-peer teaching program, and students in the other group attended no sessions. The final grade (range 0–100%) was recorded and used as an indicator of academic performance. The final grade of students who attended the near-peer teaching program (69.5 ± 16.0%) was 38.7% higher (P = 0.002, d = 1.06) than those who did not (50.1 ± 20.4%). When the academic performance of the same students was evaluated in another course (exercise physiology) that did not offer a near-peer teaching program, there were no significant differences between the groups (students who attended or did not attend the near-peer teaching program). A significant positive association was found between near-peer teaching program frequency and the number of students approved and not approved in the course (P = 0.041). A significant difference (P = 0.001) was found in the attendance at regular classes between the group who participated in the near-peer teaching program (median: 62 hours; IQR [interquartile ranges]: 4.0 hours) and those who did not (median: 58 hours; IQR: 4.0 hours). Gender was not a moderating factor on academic performance or near-peer teaching program attendance. These results highlight the effectiveness of a near-peer teaching program on the academic performance of students from a sport and exercise science degree program while enrolled in an anatomy course. Anat Sci Educ. © 2018 American Association of Anatomists.     

The Role of Anatomy Computer-Assisted Learning on Spatial Abilities of Medical Students

Currently, medical education context poses different challenges to anatomy, contributing to the introduction of new pedagogical approaches, such as computer-assisted learning (CAL). This approach provides insight into students' learning profiles and skills that enhance anatomy knowledge acquisition. To understand the influence of anatomy CAL on spatial abilities, a study was conducted. A total of 671 medical students attending Musculoskeletal (MA) and Cardiovascular Anatomy (CA) courses, were allocated to one of three groups (MA Group, CA Group, MA + CA Group). Students' pre-training and post-training spatial abilities were assessed through Mental Rotations Test (MRT), with scores ranging between 0-24. After CAL training sessions, students' spatial abilities performance improved (9.72 ± 4.79 vs. 17.05 ± 4.57, P < 0.001). Although male students in both MA Group and CA Group show better baseline spatial abilities, no sex differences were found after CAL training. The improvement in spatial abilities score between sessions (Delta MRT) was correlated with Musculoskeletal Anatomy training sessions in MA Group (r = 0.333, P < 0.001) and MA + CA Group (r = 0.342, P < 0.001), and with Cardiovascular Anatomy training sessions in CA Group (r = 0.461, P = 0.001) and MA + CA Group (r = 0.324, P = 0.001). Multiple linear regression models were used, considering the Delta MRT as dependent variable. An association of Delta MRT to the amount of CAL training and the baseline spatial abilities was observed. The results suggest that CAL training in anatomy has positive dose-dependent effect on spatial abilities.     

‘I’m older but I can still do this job’: the experiences of mature women in an age-sensitive occupation

This paper explores how mature female flight attendants [FAs] use Selection, Optimization and Compensation [SOC] strategies to cope with age-related diminishing resources at work. The role of FAs is an age-sensitive occupation, and in some organizations, women are under constant pressure to look young and attractive. This Interpretative Phenomenological Analysis study aims to add depth and nuance to our understanding of SOC strategies qualitatively; most published studies are quantitative. A homogenous sample of 5 mature single Filipina FAs, foreign workers employed by Arabian Gulf-based airlines, were interviewed through a semi-structured protocol. Recruitment was through a snowball process. The study found that FAs use SOC strategies to compensate for age-related decline. Off-duty, their focus is directed to activities that help them to meet the organizations’ expectations of youthful appearance and productivity. To achieve this, resources from other life domains are diverted, which leads to negative outcomes from focusing SOC strategies on only one aspect of life. Despite negative personal implications and concerns about the future, the participants still felt attached to their work identities. This shows the importance of understanding the use of SOC strategies within and across life domains, as well as their implications for career sustainability and workability. The use of such strategies at work when detrimental to other life roles is unsustainable. The findings highlight the importance of conducting more qualitative studies on SOC behaviors of specific groups, so the experiences of aging at work can be explored in more depth, allowing areas of concern to be identified.     

‘Birth work’ accompaniment and PhD supervision: an alternative feminist pedagogy for the neoliberal university

In this paper, we discuss how ‘with-woman’ midwifery and doula care provide resources for rethinking the theory and practice of academic supervision from a feminist perspective. We identify how the tradition of accompaniment in both birth work and academia is under threat given the economic reforms facing public sector education and health care. Despite these pressures, we suggest that the practice of focusing on the pregnant woman as an ‘expert’ on her pregnancy rather than on the foetus or the delivery – that is, the ‘product’ of her pregnancy – would help transform how we theorise and practise academic supervision. The aim of the supervisory relation would mean supporting the student’s direct relation to the intellectual, embodied and emotional process of completing the PhD. Such an approach suggests ways in which the pedagogical practices of contemporary midwifery and doula care can inform academic supervision in the neoliberal university.     

Determinants of public engagement on municipal Facebook pages

Abstract

This article analyzes the determinants of public engagement on the Facebook pages of municipalities. The sample consists of 170 Italian and Spanish municipalities that used Facebook in 2014. The findings show that posting a lot of information on municipal Facebook pages does not increase the engagement of citizens. Also, frequent posting of information per se does not engage public engagement. However, if the posts are published when public can pay attention to them (e.g., off days), the likelihood of public engagement increases. Furthermore, the citizens’ engagement on municipal Facebook page depends on the level of citizens’ income – there is a negative relationship between citizens’ income and the level of participation.     

Rhetoric and reality in science performance assessments: An update

This article addresses the rhetoric of performance assessment with research on important claims about science performance assessments. We found the following: (a) Concepts and terminology used to refer to performance assessments often were not consistent within and across researchers, educators, and policy-makers. (b) Performance assessments are highly sensitive not only to the tasks and the occasions sampled, but also to the method (e.g., hands-on, computer simulation) used to measure performance. (c) Performance assessments do not necessarily tap higher-order thinking, especially when they are poorly designed. (d) Performance assessments are expensive to develop and use: technology is needed for developing these assessments in an efficient way. (e) Performance assessments do not necessarily have the expected positive impact on teachers' teaching and students' understanding. (f) If teachers are to use performance assessments in their classrooms, they need professional development to help them construct the necessary knowledge and skills. This article attempts to address some of these realities by presenting a conceptual framework that might guide the development and the evaluation of performance assessments, as well as steps that might be taken to create a performance assessment technology and develop teacher inservice programs. © 1996 John Wiley & Sons, Inc.     

Effects of blood flow restriction without additional exercise on strength reductions and muscular atrophy following immobilization:A systematic review

Purpose:To investigate whether blood flow restriction(BFR) without concomitant exercise mitigated strength reduction and atrophy of thigh muscles in subjects under immobilization for lower limbs.Methods:The following databases were searched:PubMed,CINAHL,PEDro,Web of Science,Central,and Scopus.Results:The search identified 3 eligible studies,and the total sample in the identified studies consisted of 38 participants.Isokinetic and isometric torque of the knee flexors and extensors was examined in 2 studies.Cross-sectional area of thigh muscles was evaluated in 1 study,and thigh girth was measured in 2 studies.The BFR protocol was 5 sets of 5 min of occlusion and 3 min of free flow,twice daily for approximately 2 weeks.As a whole,the included studies indicate that BFR without exercise is able to minimize strength reduction and muscular atrophy after immobilization.It is crucial to emphasize,however,that the included studies showed a high risk of bias,especially regarding allocation concealment,blinding of outcome assessment,intention-to-treat analyses,and group similarity at baseline.Conclusion:Although potentially useful,the high risk of bias presented by original stodies limits the indication of BFR without concomitant exercise as an effective countermeasure against strength reduction and atrophy mediated by immobilization.     

Aerobic fitness and physical activity are inversely associated with body fat,dyslipidemia and inflammatory mediators in children and adolescents living with HIV

This study aimed to investigate if moderate to vigorous physical activity (MVPA) and aerobic fitness are associated with cardiovascular risk factors in HIV+ children and adolescents. Sixty-five children and adolescents (8 to 15 years) provided minutes of MVPA measured by accelerometers and peak oxygen uptake (peak VO₂) by breath-by-breath respiratory exchange. Cardiovascular risk factors were characterized by body fat, blood pressure, total cholesterol, HDL-c, LDL-c, triglycerides, glucose, insulin, C-reactive protein (CRP), interleukin (IL)-6, tumor necrosis factor-alpha (TNF-α) and carotid intima-media thickness. Results indicated that higher MVPA was associated with lower values of total (β = ?3.566) and trunk body fat (β = ?3.495), total cholesterol (β = ?0.112) and LDL-c (β = ?0.830). Likewise, higher peak VO₂ was associated with lower total (β = ?0.629) and trunk body fat values (β = ?0.592) and levels of CRP (β = ?0.059). The physically active participants had lower total cholesterol (?24.4 mg.dL^?1) and LDL-c (?20.1 mg.dL^?1) compared to participants judged to be insufficiently active. Moreover, participants with satisfactory peak VO? showed lower total (?4.1%) and trunk (?4.3%) body fat, CRP (?2.3 mg.L^?1), IL-6 (?2.4 pg.mL^?1) and TNF-α (?1.0 pg.mL^?1) compared to low peak VO₂ peers. High levels of MVPA and aerobic fitness may prevent developing of cardiovascular risk factors in children and adolescents HIV+.