In 2011 a 12 weeks personalized exercise training program in 23 mildly affected adult late onset Pompe patients (age 19.6-70.5 years) improved endurance, muscle strength and function. Data on ...long-term effects of this program or of other physical activity in Pompe disease are absent. This retrospective cohort study aimed to explore effects of long-term healthy physical activity according to the WHO norm and the former exercise training program on the disease course. A total of 29 adult late onset Pompe patients were included: 19 former exercise training program participants and 10 comparable control patients. Patients, who based on interviews, met the 2010 WHO healthy physical activity norm (active, n = 16) performed better on endurance (maximal cardiopulmonary exercise test), muscle strength and function compared to patients not meeting this norm (inactive, n = 13) (p < 0.05). Majority of the outcomes, including endurance and manually tested muscle strength, tended to be higher in the active patients of the 2011 training cohort who continued the program compared to active control patients (p > 0.05). In Pompe disease long-term healthy physical activity according to the 2010 WHO norm leads to physical benefits and a personalized exercise training program may have additional favorable effects and both should be recommended as standard of care.
This study utilized the secondary data of recent accreditation results of undergraduate training programs, and in-depth interviews with five peer reviewers to assess the status of and the challenges ...facing those programs to meet the learning outcomes required by the Vietnamese Quality Framework (VQF). The results reveal that 605 training programs at university undergraduate level were accredited according to the Circular No. 04/2016-TT-BGDĐT that had been promulgated by the Vietnam Ministry of Education and Training. Of these programs, two made up the bulk, namely Business and Management, and Education Science and Teacher Training. In terms of expected learning outcomes, the study showed a large number of the training programs in the fields of business and management, and education science and teacher training failed to meet criteria. The research results also identified limitations and challenges of the training programs relating to meeting the demands of expected learning outcomes regulated in the VQF. In addition, suggestions are made for ways higher education institutions and the authorities can contribute to improving the quality of training programs at higher education institutions.
The India Field Epidemiology Training Program (FETP) has played a critical role in India's response to the ongoing COVID-19 pandemic. During March 2020-June 2021, a total of 123 FETP officers from ...across 3 training hubs were deployed in support of India's efforts to combat COVID-19. FETP officers have successfully mitigated the effect of COVID-19 on persons in India by conducting cluster outbreak investigations, performing surveillance system evaluations, and developing infection prevention and control tools and guidelines. This report discusses the successes of select COVID-19 pandemic response activities undertaken by current India FETP officers and proposes a pathway to augmenting India's pandemic preparedness and response efforts through expansion of this network and a strengthened frontline public health workforce.
This paper examines the opportunities and risks of employment, skills and education that are related to a circular economy (CE) in the United States. Combining occupational skills and education data ...with a newly introduced definition of CE employment, we compare circular- and non-circular-oriented occupations in terms of skills and abilities. Building on the seminal paper by Consoli et al. (2016) and looking at all occupations within a broad range of CE-related industries, we detect and address heterogeneity in job requirements within the CE. We distinguish core activities within CE employment – focusing on renewable energy, repair, re-use of materials and the sharing economy – from enabling activities, which are focused on management, design, and ICT-applicability of the CE. While core CE-activities generally require more manual and technological skills, enabling activities, in contrast, require more complex cognitive skills. Neither core nor enabling CE sectors, however, are entirely cohesive in terms of skill requirements. Part of the education and skills demand is identifiably driven by ‘circularity’, particularly with regard to technical skills for the core of the CE. This may require specific education and training programs for future development of the CE.
Contexte :
Les professionnels et futurs professionnels de la santé ont pour mission de délivrer des soins sûrs et de qualité malgré la complexité croissante des problèmes de santé que présente la ...population. La collaboration interprofessionnelle est une des solutions prometteuses pour répondre, à long terme, à ces enjeux sanitaires et démographiques. En réponse à ces défis, le Centre interprofessionnel de simulation (CiS) a développé la simulation interprofessionnelle pour enseigner la collaboration interprofessionnelle aux étudiants des différentes filières de formation en santé ainsi qu’aux professionnels en activité.
Problématique :
Une enquête conduite au CiS a confirmé que la facilitation de simulations interprofessionnelles est particulièrement exigeante pour les formateurs et ce d’autant plus qu’ils l’effectuent en binômes interprofessionnels.
Description du programme :
Le CiS a donc développé un programme original de formation de formateurs en simulations interprofessionnelles pour leur permettre d’être à la fois efficaces et à l’aise lors de ces enseignements interprofessionnels. Ce programme se décline en trois niveaux : facilitation de simulation, éducation interprofessionnelle et co-facilitation de simulation interprofessionnelle. Au terme de la formation, il est attendu que les formateurs disposent des connaissances et compétences nécessaires à la co-facilitation de simulation interprofessionnelle. Les évaluations reflètent une haute qualité de la formation, avec une adéquation élevée de réponse aux besoins des formateurs. Ceux-ci indiquent augmenter leur niveau de compétences et de connaissances tant en facilitation de simulation qu’en enseignement interprofessionnel.
Conclusion :
Les formateurs formés sont de meilleurs vecteurs pour le transfert des compétences en collaboration interprofessionnelle auprès des étudiants et dans les milieux cliniques.
Background:
Health professionals and future health professionals are tasked with delivering safe, quality care in the face of increasingly complex population health issues. Interprofessional collaboration is one of the promising solutions to address these health and demographic challenges over the long term. In response to these challenges, the Centre interprofessionnel de Simulation (CiS) has developed interprofessional simulation to teach interprofessional collaboration to students in various health education programs as well as to working professionals.
Problem:
A survey conducted at CiS confirmed that facilitating interprofessional simulations is particularly demanding for trainers, especially when they are carried out in interprofessional pairs.
Description of the program:
The CiS has therefore developed an original training program for trainers in interprofessional simulations to enable them to be both effective and comfortable during these interprofessional teachings. This program is divided into three levels: simulation facilitation, interprofessional education and interprofessional simulation co-facilitation. At the end of the training, it is expected that the trainers will have the knowledge and skills necessary to co-facilitate interprofessional simulation. The evaluations reflect a high quality of training, with a high degree of responsiveness to the needs of the trainers. The trainers indicate that they are increasing their level of skills and knowledge in both simulation facilitation and interprofessional teaching.
Conclusion:
Trained trainers are better vehicles for transferring interprofessional collaboration skills to students and clinical settings.
Executive functions play an essential role in the cognitive and social development of individuals. In recent years, executive functions have been studied as one of the most important ...neuropsychological variables affecting the reform and development of teachers' professions and as a result, better academic and social performance of students. This study aimed at designing and validating an executive function training program for elementary school teachers. The qualitative research method was used for the design and development part. To validate the program, the face validity method and the content validity method with a panel of 10 experts were used. To calculate the content validity, two relative content validity coefficients (CVR) and content validity index (CVI) were used. The minimum and maximum CVR for each item or component of the program were calculated. They were 0.80 and 1, respectively. Also, the minimum and maximum CVI rates for each item or component of the program were 0.80 and 0.93, respectively. Finally, the average content validity index for the whole program was 0.85. The results showed that the executive functions training program for primary school teachers has face and content validity and has the necessary validity for use in educational centers, in-service courses, and for research, and extracurricular classes in schools.
Studies have shown indications of performance improvement due to a training program. In the public sector, this program is highly expected to impact how the officers can demonstrate their capacity to ...perform their duties well. This program includes a new leadership education and training program called DIKTLAT PIM Model Reformer. This study was aimed at contextually examining the effectiveness of this new model of a training program. This study demonstrated how the basic rule (Regulation of the Head of State Administration Agency Number 13 of 2013 concerning Guidelines for Organizing Level IV Leadership Education and Training) on post-training evaluation was conducted. This current study’s novelty lies in its use of the grounded theory method as an evaluation approach for post-training effectiveness. This current study used the Grounded Theory Method (GTM) and focused on alumni training at the Municipality of Tidore Islands, North Maluku, Indonesia. The results indicated several aspects identified and defined by the alumni concerning the new training program model. The aspects include effectiveness and efficiency improvement, competency measures, leader morality and professionalism, teamwork, source financing, and performance evaluation. This current study enabled its basic regulation on measuring the effectiveness of the training program—DIKTLAT PIM Model Reformer. Future studies are also proposed to overcome this study’s weakness.
The study shows the role of biochemical variables, which be developed as training adaptation for training program or what is called the internal load adaptation to outer load, and quantifies in the ...training adaptation and recovery rate after sport achievement using anaerobic training program that aims at developing the speed endurance of sprint runners. The study aims to show the followings: 1- Significant differences between the pre and post tests of the functional variables directly after anaerobic exercise and recovery. The researchers used the experimental method via the experimental design of pre and post test. The research Sample included (6) male athlete of short distance runners whom they were represent Nineveh athletic team for track and field. The sample was intentionally chosen. Tests, measurements, technical devices and scientific references were used as data collection methods and means. For statistical treatments, the researcher used Mean, Standard Deviation, t. Test. changes% ratio. Conclusions: 1- The training program resulted in an increase in the systolic blood pressure and decrease in the diastolic blood pressure between the pre and post immediately after the anaerobic effort for the favor of post test. 2- Regadles of using low intensity interval training in the suggested anaerobic training program in speed endurance, but it results in observed difference in the performance of Wingate test. Recommendations: 1- Coaches should concentrate on training programs that aims at developing the speed endurance in preparatory and special period of training for short distance runners according to proper scientific basics, taking into consideration using the components of training load that correspond with the abilities and capabilities of athletes.
Background:
Tennis is among the world’s most popular and well-studied sports. Physical training has commonly been used as an intervention among athletes. However, a comprehensive review of the ...literature on the effects of physical training programs on female tennis players’ performance is lacking. Therefore, this systematic review and meta-analysis aimed to determine the effects of physical training on performance outcomes in female tennis players.
Methods:
A comprehensive search was conducted on Web of Science, PubMed, SPORTDicus, Scopus, and CNKI from inception until July 2023 to select relevant articles from the accessible literature. Only controlled trials were included if they examined the effects of physical training on at least one measure of tennis-specific performance in female tennis players. The Cochrane RoB tool was employed to assess the risk of bias. The CERT scale was used to examine the quality of program information. The GRADE approach was adopted to evaluate the overall quality of the evidence. The Comprehensive Meta-Analysis software was used for the meta-analysis.
Results:
Nine studies were selected for the systematic review and seven for the meta-analysis, totaling 222 individuals. The study’s exercise programs lasted 6–36 weeks, with training sessions ranging from 30 to 80 min, conducted one to five times per week. Muscle power (ES = 0.72;
p
= 0.003), muscle strength (ES = 0.65;
p
= 0.002), agility (ES = 0.69;
p
= 0.002), serve velocity (ES = 0.72;
p
= 0.013), and serve accuracy (ES = 1.14;
p
= 0.002) demonstrated significant improvement following physical training, while no notable changes in linear sprint speed (ES = 0.63;
p
= 0.07) were detected.
Conclusion:
Although research on physical training in sports is diversified, studies on training interventions among female tennis players are scarce. This review found that existing training programs yield some favorable outcomes for female tennis players. However, further research with high methodological quality is warranted on the tailoring of specific training programs for female tennis players. There should be more consistent measuring and reporting of data to facilitate meaningful data pooling for future meta-analyses.
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