In the UK, there is a difference between the medical specialties and cardiology in recruitment of women. Research, thus far, has concentrated on women already in cardiology. Although invaluable in ...understanding barriers to training, these studies fail to provide insight into why other trainees chose an alternative. Therefore, we designed a survey aimed at medical personnel, evaluating why higher trainees in other specialties overlooked cardiology.
An online survey was distributed via email to non-cardiology higher trainees in Wales. Questions covered previous clinical experiences of cardiology, interactions with cardiologists, and tried to identify deterrent factors.
There were 227 responses received over six weeks: 61.7% (n=137) female respondents, 23.5% (n=52) less than full-time. Of these, 49% completed a cardiology placement previously. Bullying was witnessed and experienced equally among genders, females witnessed and experienced sexism, 24% (n=24) and 13% (n=13), respectively. In contrast, male trainees witnessed and experienced sexism 14% (n=7) and 0%. There were 62% (n=133) who felt cardiologists and registrars were unapproachable. Work-life balance ranked first (40%), as the most important factor influencing career choice. The negative attitudes of cardiologists and registrars was ranked top 3 for not pursuing cardiology.
In conclusion, many barriers exist to cardiology training including poor worklife balance, sexism and lack of less than full-time opportunities. However, this survey highlights that the behaviour of cardiologists and registrars has the potential to impact negatively on trainees. It is, therefore, our responsibility to be aware of this and encourage change.
Nuestra investigación considera las formaciones como ocasiones de perturbación y/o reanudación de la dinámica de significación de los y las participantes. La presente contribución tiene por objeto ...(i) producir un avance en la conceptualización de las formaciones, concebidas como ayudas a los y las participantes para comprender y transformar su actividad y (ii) elaborar principios de diseño transversales que permitan implementar tales formaciones en diferentes contextos. Nos basamos en el análisis de las formaciones que apuntan ya sea a la gestión, ya sea a la superación de eventos vividos como inéditos y críticos por los individuos en cuestión. Los principios de diseño de tales formaciones y sus efectos son analizados con la ayuda de herramientas conceptuales del curso de acción, incorporando dos dimensiones suplementarias : ficcional y “eventual”. La contribución del presente artículo al programa curso de acción y a la investigación en materia de formación es discutida en la parte final, bajo el prisma de la hipótesis de la actividad-signo.
This open access book discusses the functionality of the use of the language of photography in teachers' initial and ongoing training. It analyzes the nature of photography as a representation ...system, facilitating inquiry and reflection on its practice for teachers and evocating on theories and beliefs that may guide their work in classrooms. Photography is used to represent symbolically and affectively possible contradictions in teaching activities or the inconsistencies between planned teaching tasks and the educational purposes pursued. Resolving these conflicts is one of the ways to promote professional development. This book also describes photo-elicitation and photographic storytelling as work procedures. By analyzing the contributions of these techniques, the development of teachers is improved.
Summary
Interval training (including high‐intensity interval training HIIT and sprint interval training SIT) is promoted in both scientific and lay media as being a superior and time‐efficient method ...for fat loss compared with traditional moderate‐intensity continuous training (MICT). We evaluated the efficacy of HIIT/SIT when directly compared with MICT for the modulation of body adiposity. Databases were searched to 31 August 2016 for studies with exercise training interventions with minimum 4‐week duration. Meta‐analyses were conducted for within‐group and between‐group comparisons for total body fat percentage (%) and fat mass (kg). To investigate heterogeneity, we conducted sensitivity and meta‐regression analyses. Of the 6,074 studies netted, 31 were included. Within‐group analyses demonstrated reductions in total body fat (%) (HIIT/SIT: −1.26 95% CI: −1.80; −0.72 and MICT: −1.48 95% CI: −1.89; −1.06) and fat mass (kg) (HIIT/SIT: −1.38 95% CI: −1.99; −0.77 and MICT: −0.91 95% CI: −1.45; −0.37). There were no differences between HIIT/SIT and MICT for any body fat outcome. Analyses comparing MICT with HIIT/SIT protocols of lower time commitment and/or energy expenditure tended to favour MICT for total body fat reduction (p = 0.09). HIIT/SIT appears to provide similar benefits to MICT for body fat reduction, although not necessarily in a more time‐efficient manner. However, neither short‐term HIIT/SIT nor MICT produced clinically meaningful reductions in body fat.
Background Services employing staff to support people with disability usually provide training in a range of areas including communication and managing challenging behaviour. Given that such training ...can be costly and time-consuming, it is important to evaluate the evidence presented in support of such programs. Efficacy in clinical practice is measured using evidence-based practice. However, there is currently no model that is widely used to compare and evaluate training programs despite the large number of training programs reported each year.
Method Six studies published in the last decade that reported the outcomes of communication-based training and six that reported on the outcomes of challenging behaviour training were evaluated using the 4-level Kirkpatrick model.
Results Comparison of the levels of evidence is made for these 12 studies.
Conclusion The Kirkpatrick model provides one technique for appraisal of the evidence for any reported training program and could be used to evaluate whether a training program is likely to meet the needs and requirements of both the organisation implementing the training and the staff who will participate.
This book offers a comprehensive synthesis of over 40 years of research on models in physical education to suggest Models-based Practice (MbP) as an innovative future approach to physical education. ...It lays out the ideal conditions for MbP to flourish by situating pedagogical models at the core of physical education programs and allowing space for local agency and the co-construction of practice.
Starting from the premise that true MbP does not yet exist, the book makes a case for the term "pedagogical model" over alternatives such as curriculum model and instructional model, and explains how learners' cognitive, social, affective and psychomotor needs should be organised in ways that are distinctive and unique to each model. It examines the core principles underpinning the pedagogical models that make up MbP, including pedagogical models as organising centres for program design and as design specifications for developing local programs. The book also explores how a common structure can be applied to analyse pedagogical models at macro, meso and micro levels of discourse. Having created a language through which to talk about pedagogical models and MbP, the book concludes by identifying the conditions - some existing and some aspirational - under which MbP can prosper in reforming physical education.
An essential read for academics, doctoral and post-graduate students, and pre-service and in-service teachers, Models-based Practice in Physical Education is a vital point of reference for anyone who is interested in pedagogical models and wants to embrace this potential future of physical education.
ABSTRACT
Previous resistance training (RT) recommendations and position stands have addressed variables that can be manipulated when producing RT interventions. However, 1 variable that has received ...little discussion is set endpoints (i.e., the endpoint of a set of repetitions). Set endpoints in RT are often considered to be proximity to momentary failure and are thought to be a primary variable determining effort in RT. Further, there has been ambiguity in the use and definition of terminology that has created issues in interpretation of research findings. The purpose of this paper was to: (1) provide an overview of the ambiguity in historical terminology around set endpoints; (2) propose a clearer set of definitions related to set endpoints; and (3) highlight the issues created by poor terminology and definitions. It is hoped this may permit greater clarity in reporting, interpretation, and application of RT interventions for researchers and practitioners. Muscle Nerve 56: 368–374, 2017
ABSTRACT
Introduction: It has not been established whether progressive resistance training (PRT) and aerobic training (AT) are feasible and efficient in myasthenia gravis (MG). Methods: Fifteen ...subjects with generalized MG (Myasthenia Gravis Foundation of America (MGFA) clinical classification II–IV) were randomly assigned to 20 training sessions during 8 weeks of either PRT or AT. Feasibility was evaluated based on adherence, drop‐out rate, adverse events, and Quantitative Myasthenia Gravis (QMG) score. Results: Twelve subjects (MGFA II, n = 11; MGFA III, n=1) completed the intervention with a mean adherence of 95 % ± 8. One dropout (PRT) could potentially be related to PRT. Both groups reported adverse events, including bulbar symptoms (n = 2) and increased fatigue (n = 3), but no change in QMG score was observed in either group. The PRT group showed increases in maximal strength and functional capacity. Conclusions: Eight weeks of moderate to high intensity AT and PRT were feasible for most patients with mild MG. Maximal strength and functional capacity increased in the PRT group. Muscle Nerve 56: 700–709, 2017
A meta-analysis of 117 studies evaluated the effects of behavior modeling training (BMT) on 6 training outcomes, across characteristics of training design. BMT effects were largest for learning ...outcomes, smaller for job behavior, and smaller still for results outcomes. Although BMT effects on declarative knowledge decayed over time, training effects on skills and job behavior remained stable or even increased. Skill development was greatest when learning points were used and presented as rule codes and when training time was longest. Transfer was greatest when mixed (negative and positive) models were presented, when practice included trainee-generated scenarios, when trainees were instructed to set goals, when trainees' superiors were also trained, and when rewards and sanctions were instituted in trainees' work environments.
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