EDUCATING MEDICAL STUDENTS IN COUNSELLING OLDER ADULTS ABOUT EXERCISE: THE IMPACT OF A PHYSICAL ACTIVITY MODULE

2017 ◽  
pp. 1-7
Author(s):  
A.D. JADCZAK ◽  
K.L. TAM ◽  
R. VISVANATHAN
Keyword(s):  
Physical Activity ◽  
Medical Students ◽  
Older People ◽  
Medical School ◽  
Repeated Measures ◽  
Geriatric Medicine ◽  
Perceived Competence ◽  
Control Group ◽  
And Control ◽  
The Impact

Background: Exercise courses during medical school contribute to medical students’ confidence in promoting physical activity to their patients. However, there is still a lack of uniform physical activity education across medical school curricula to equip medical students with the necessary skills and knowledge to counsel their patients about exercise. Objective: To determine the effects of a 1.5-hour physical activity module including a one-hour exercise tutorial combined with a 30-minute practical counselling session on senior medical students’ perceptions of the importance of exercise and their perceived competence in advising older people about exercise. Design: Pre-post survey. Setting: University campus. Participants: 161 senior medical students taking part in the Queen Elizabeth Hospital Geriatric Medicine course in 2015 (control group) and 2016 (intervention group). Measurement: The modified Exercise and Physical Activity Competence Questionnaire (EPACQ) was administered before and after a 4.5-week Geriatric Medicine Course. Scores ranged from 1 (not important or competent) to 6 (very important or competent). The independent T-Test and repeated-measures ANOVA was used to determine differences between intervention and control group. Results: Medical students perceived exercise-related skills to be highly important (score ≥4) in both the intervention (4.85 ± 0.37) and control group (4.78 ± 0.67), pre-course. The overall perceived importance could not be significantly increased by the physical activity module (P=0.082). The physical activity module, however, improved medical students’ perceived competence in six out of ten exercise-related skills, and increased their overall perceived competence in counselling older people about exercise (P<0.001). Conclusion: A 1.5-hour physical activity module improves senior medical students’ perceived competence in counselling older people about exercise. This research proves that little teaching space is needed to impact positively on medical students’ exercise counselling abilities.

Effects of a Curriculum-Integrated Dance Program on Children’s Physical Activity

2020 ◽  
Vol 17 (11) ◽  
pp. 1179-1183
Author(s):  
Geeta Sharma ◽  
Tom Stewart ◽  
Scott Duncan
Keyword(s):  
Physical Activity ◽  
New Zealand ◽  
Control Group ◽  
Control Groups ◽  
Intervention Effects ◽  
Future Studies ◽  
School Time ◽  
And Control ◽  
The Impact ◽  
Children’S Physical Activity

Background: Curriculum-integrated dance programs are a promising but relatively under-researched strategy for increasing children’s physical activity (PA). The aim of this study was to determine the impact of a curriculum-integrated dance program on children’s PA. Methods: A total of 134 primary children aged 7–9 years from 4 New Zealand schools were assigned to either a dance group (n = 78) or a control group (n = 56). The dance group participated in a 6-week curriculum-integrated dance program during school time. Although the dance program focused on curricular learning, fitness and coordination were embedded in the dance sessions. Intensity of PA varied according to the focus of each dance session. PA was measured at baseline and postintervention using a waist-mounted ActiGraph GT3X+ accelerometer for 8 consecutive days. Results: There were no significant intervention effects on PA levels between the dance and control groups postintervention. Conclusion: Dance-embedded learning did not increase overall levels of PA in this study. Future studies may consider assessing longer term effects of a dance-based intervention, or programs that place more focus on PA promotion.

Does Building a Greenway Promote Physical Activity Among Proximate Residents?

2015 ◽  
Vol 12 (1) ◽  
pp. 52-57 ◽  
Author(s):  
Stephanie T. West ◽  
Kindal A. Shores
Keyword(s):  
Physical Activity ◽  
Repeated Measures ◽  
Physical Activity Behavior ◽  
Control Group ◽  
Moderate Activity ◽  
Vigorous Activity ◽  
Before And After ◽  
Context Specific ◽  
Study Participants ◽  
And Control

Background:Previous research has observed a positive correlation between having greenways or trails proximate to homes and the physical activity behaviors among residents. Few studies using a pre–post research design have been conducted, and each has pointed to the need for more rigorous studies which incorporate an appropriate control group.Methods:Residents from households living within 1 mile of a proposed greenway and those from a control neighborhood located between 2 and 3 miles of the proposed greenway were randomly selected to participate in the study. Participants were mailed a survey before the onset of construction and again 1 year after the trail was opened. Outcomes were the number of days during the previous week that respondents reported participating in walking, moderate activity, and vigorous activity.Results:Repeated measures analyses of variance indicated no significant differences between the experimental and control groups in days of walking, moderate activity, or vigorous activity before and after the greenway was constructed.Conclusions:Findings suggest that building a greenway did not affect the physical activity behaviors of proximate residents. Other studies should consider different trail types from a variety of settings to determine whether physical activity behavior changes may be context specific.

scholarly journals A focus on the future of opioid prescribing: implementation of a virtual opioid and pain management module for medical students

2022 ◽  
Vol 22 (1) ◽  
Author(s):  
Jenna R. Adalbert ◽  
Asif M. Ilyas
Keyword(s):  
Pain Management ◽  
Medical Students ◽  
Medical School ◽  
The United States ◽  
Perceived Competence ◽  
Learning System ◽  
Care Process ◽  
Health Crisis ◽  
Opioid Prescribing ◽  
The Impact

Abstract Background The United States opioid epidemic is a devastating public health crisis fueled in part by physician prescribing. While the next generation of prescribers is crucial to the trajectory of the epidemic, medical school curricula designated to prepare students for opioid prescribing (OP) and pain management is often underdeveloped. In response to this deficit, we aimed to investigate the impact of an online opioid and pain management (OPM) educational intervention on fourth-year medical student knowledge, attitudes, and perceived competence. Methods Graduating students completing their final year of medical education at Sidney Kimmel Medical College of Thomas Jefferson University were sent an e-mail invitation to complete a virtual OPM module. The module consisted of eight interactive patient cases that introduced topics through a case-based learning system, challenging students to make decisions and answer knowledge questions about the patient care process. An identical pre- and posttest were built into the module to measure general and case-specific learning objectives, with responses subsequently analyzed using the Wilcoxon matched-pairs signed-rank test. Results Forty-three students (19% response rate) completed the module. All median posttest responses ranked significantly higher than paired median pretest responses (p <  0.05). Comparing the paired overall student baseline score to module completion, median posttest ranks (Mdn = 206, IQR = 25) were significantly higher than median pretest ranks (Mdn = 150, IQR = 24) (p <  0.001). Regarding paired median Perceived Competence Scale metrics specifically, perceived student confidence, capability, and ability in opioid management increased from “disagree” (2) to “agree” (4) (p <  0.001), and student ability to meet the challenge of opioid management increased from “neither agree nor disagree” (3) to “agree” (4) (p <  0.001). Additionally, while 77% of students reported receiving OP training in medical school, 21% reported no history of prior training. Conclusion Implementation of a virtual, interactive module with clinical context is an effective framework for improving the OPM knowledge, attitudes, and perceived competence of fourth-year medical students. This type of intervention may be an important method for standardizing and augmenting the education of future prescribers across multiple institutions.

scholarly journals The Effectiveness of Mentoring-Based Professional Development on Physical Education Teachers’ Pedometer and Computer Efficacy and Anxiety

2008 ◽  
Vol 27 (1) ◽  
pp. 68-82 ◽  
Author(s):  
Jeffrey J. Martin ◽  
Nate McCaughtry ◽  
Pamela Kulinna ◽  
Donetta Cothran ◽  
Roberta Faust
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Repeated Measures ◽  
Significant Interaction ◽  
Computer Anxiety ◽  
Physical Education Teachers ◽  
Control Group ◽  
Significant Interaction Effect ◽  
And Control ◽  
The Impact

The purpose of our study was to examine the impact of mentoring-based professional development on physical education teachers’ efficacy. Experienced mentor teachers were paired (n = 15) with inexperienced protégé teachers (n = 15) at the beginning of a yearlong intervention study. It was hypothesized that teachers would increase their efficacy to use pedometers and computers to enhance instruction, and reduce their computer anxiety. Repeated-measures ANOVAs for mentors and protégés revealed a variety of significant main effects. We found increases in computer and pedometer efficacy. A second set of repeated-measures ANOVAs based on mentors’, protégés’, and control groups’ scores revealed a significant interaction for computer efficacy, indicating that both mentors and protégés significantly increased their computer efficacy compared with the control group. Finally, a significant interaction effect was also found for pedometer efficacy, again indicating that both groups significantly increased their efficacy compared with control teachers.

scholarly journals Motor Learning of a cognitive-motor task after stroke

2020 ◽  
Vol 34 (1) ◽  
pp. 1-9
Author(s):  
Camila Torriani-Pasin ◽  
Gisele Carla dos Santos Palma ◽  
Cristiane Matsumoto Jakabi ◽  
Cinthya Walter ◽  
Andrea Michele Freudenheim ◽  
...  
Keyword(s):  
Test Performance ◽  
Repeated Measures ◽  
Transfer Test ◽  
Motor Task ◽  
Maze Learning ◽  
Experimental Stroke ◽  
Control Group ◽  
Dependent Variables ◽  
And Control ◽  
The Impact

The aim of this study was investigated a maze learning in stroke individuals. Forty participants assigned into two groups: experimental (stroke participants; n = 20) and control (neurologically healthy participants; n = 20). The study involved an acquisition phase, a transfer test, and a short-and longterm retention tests. The task consisted in complete a maze, with paper and pen, in the shortest time possible. The dependent variables were execution time and error. Data were analyzed with an Anova- two way with Repeated Measures for these variables. Results showed learning for both groups, but with the experimental group having worse performance compared to control group mainly related error. It was also seen the impact promoted in the task has impaired both groups in the transfer test performance.

scholarly journals Enhancing Adolescents’ Environmental Responsibility Through Outdoor Recreation Activities

2020 ◽  
Vol 9 (6) ◽  
pp. 43
Author(s):  
Aglaia Zafeiroudi
Keyword(s):  
Repeated Measures ◽  
Outdoor Recreation ◽  
Intervention Program ◽  
Analysis Of Covariance ◽  
Environmental Responsibility ◽  
Control Group ◽  
Before And After ◽  
Ropes Courses ◽  
And Control ◽  
The Impact

Spending time outdoors fosters a sense of connectedness and empathy with nature and has a clear effect on attitudes and behaviour towards the environment. The purpose of this study was to examine the impact of an outdoor activities intervention program on adolescents’ sense of responsibility towards the environment. Participants included 262 adolescents (135 girls and 127 boys) aged 13-17 years who were divided into experimental (n = 141) and control groups (n = 121). The 15-day outdoor intervention program included trekking, mountain biking, orienteering, archery, ropes courses, canoeing on a lake, via ferrata rock climbing, night hiking, and overnight camping. Participants completed an Environmental Responsibility questionnaire (Zafeiroudi & Hatzigeorgiadis, 2013) before and after participation in the activities program. The questionnaire included five scales that focused on perceptions of information on environmental issues, environmental cognitive and affective beliefs, predisposition for environmental action, and environmentally responsible behaviour. Analysis of variance with repeated measures revealed improved scores amongst adolescents who participated in the intervention program, notably within the specific scales used to evaluate perceived information, affective beliefs, predisposition for individual action, and predisposition for encouraging others. A follow-up analysis of covariance revealed that participants in the experimental group scored higher overall than did those in the control group. Taken together, these findings add to the current literature focused on psychosocial and behavioural mechanisms associated with environmental awareness. Our findings also suggest that outdoor recreational activities may be an effective supplement and a more challenging alternative to programs currently provided by environmental and active leisure associations.

THE SUSTAINED IMPACT OF A MEDICAL SCHOOL-BASED PHYSICAL ACTIVITY MODULE ON INTERNS’ PERCEIVED COMPETENCE IN ADVISING OLDER ADULTS ABOUT EXERCISE

2019 ◽  
pp. 1-3
Author(s):  
A.D. Jadczak ◽  
R. Visvanathan
Keyword(s):  
Physical Activity ◽  
Professional Development ◽  
Older Adults ◽  
Medical School ◽  
Intervention Group ◽  
Perceived Competence ◽  
Control Group ◽  
School Based ◽  
Perceived Importance ◽  
Over Time

The study aimed to examine the sustained impact of a 1.5-hour medical school-based physical activity (PA) module on interns’ perceived competence and importance in advising older adults about exercise. The modified Exercise and Physical Activity Competence Questionnaire (EPACQ) was administered in 2017 (CG: control group) and 2018 (IG: intervention group) two years post-course. The perceived competence of both, CG (n=23) and IG (n=18), decreased significantly over two years (p≤0.05) with no difference between the groups (p>0.05). However, 72.2% (n=13) of the interns who attended the PA module still felt competent in advising older adults about exercise (4.21±0.66) compared to 47.8% (n=11) of the CG (3.89±0.67). The perceived importance decreased significantly in both groups (p≤0.05) with no difference between the groups (p>0.05). However, both groups still perceived exercise for older people as important (CG:4.55±0.61; IG:4.83±0.47). Subsequently, continued professional development is likely to be a key requirement for ensuring sustainability over time.

scholarly journals Motor Learning of a cognitive-motor task after stroke

2020 ◽  
Vol 34 (1) ◽  
pp. 1-9
Author(s):  
Camila Torriani-Pasin ◽  
Gisele Carla dos Santos Palma ◽  
Cristiane Matsumoto Jakabi ◽  
Cinthya Walter ◽  
Andrea Michele Freudenheim ◽  
...  
Keyword(s):  
Test Performance ◽  
Repeated Measures ◽  
Transfer Test ◽  
Motor Task ◽  
Maze Learning ◽  
Experimental Stroke ◽  
Control Group ◽  
Dependent Variables ◽  
And Control ◽  
The Impact

The aim of this study was investigated a maze learning in stroke individuals. Forty participants assigned into two groups: experimental (stroke participants; n = 20) and control (neurologically healthy participants; n = 20). The study involved an acquisition phase, a transfer test, and a short-and longterm retention tests. The task consisted in complete a maze, with paper and pen, in the shortest time possible. The dependent variables were execution time and error. Data were analyzed with an Anova- two way with Repeated Measures for these variables. Results showed learning for both groups, but with the experimental group having worse performance compared to control group mainly related error. It was also seen the impact promoted in the task has impaired both groups in the transfer test performance.

Abstract P246: Influence of Latin Dance on Physical Activity Among Community Dwelling Older Latino Adults

Circulation ◽  
2016 ◽  
Vol 133 (suppl_1) ◽  
Author(s):  
Priscilla Vasquez ◽  
Susan Aguinaga ◽  
Robert S Wilson ◽  
Louis F Fogg ◽  
JoEllen Wilbur ◽  
...  
Keyword(s):  
Physical Activity ◽  
Health Education ◽  
Repeated Measures ◽  
Leisure Activity ◽  
Community Dwelling ◽  
Control Group ◽  
Walk Test ◽  
Culturally Appropriate ◽  
Main Effect ◽  
The Impact

Background: The American Heart Association’s 2020 goals target seven key risk factors including physical activity (PA) which can reduce risk for cardiovascular disease. Older Hispanic/Latino individuals are usually not physically active at recommended levels. Dance is a culturally appropriate form of PA for older Latinos and physically challenges individuals to engage in this activity. Objective: To test the impact of a dance program, BAILAMOS©, on lifestyle PA. Methods: Participants from a pilot clinical trial (N=57) were randomly assigned to a 4-month twice-weekly dance program or a weekly health education (control group). They completed the CHAMPS PA questionnaire to assess leisure activity and also engaged in a 400 meter walk test pre- and post-program. Results: Participants were low active, older [ M ( SD ) age= 64.9 (5.9)], Spanish-speaking [81.8% Mexican, years in US= 31.2 (16.8), years of education = 7.0 (4.3)], majority were female [81.8%], and there were no statistically significant differences between groups. There was a main effect for time in minutes of light, moderate, and vigorous leisure physical activity (LMVLPA) per week F(5.2)= p<.05. The dance group reported 650.56 (472.54) minutes of LMVLPA at baseline and reported 817.78 (529.37) minutes of LMVLPA at post-testing. The health education group reported 522.78 (368.57) minutes of LMVLPA at baseline and reported 628.89 (387.46) minutes of LMVLPA at post-testing. A repeated measures ANOVA revealed a main effect for time F(9.25) = p<.05 for the 400 meter walk test. Dance participants completed the walk in 429.90 (66.28) seconds at baseline and 391.83 (58.80) seconds at post-testing. Health education participants completed the walk in 419.25 (93.78) seconds at baseline and 409.10 (74.31) seconds at post-testing. Conclusion: A culturally appropriate dance intervention is a viable approach for older Hispanic/Latino individuals to engage and increase PA, and it is possible that participation in regular dancing can improve physical function, such as walking.

scholarly journals The impact of integrating environmental health into medical school curricula: a survey-based study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Benjamin Kligler ◽  
Genevieve Pinto Zipp ◽  
Carmela Rocchetti ◽  
Michelle Secic ◽  
Erin Speiser Ihde
Keyword(s):  
Climate Change ◽  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Environmental Health ◽  
School Curriculum ◽  
Learning Objectives ◽  
Lead Contamination ◽  
Institute Of Medicine ◽  
The Impact

Abstract Background Inclusion of environmental health (EH) in medical education serves as a catalyst for preparing future physicians to address issues as complex as climate change and health, water pollution and lead contamination. However, previous research has found EH education to be largely lacking in U.S. medical education, putting future physicians at risk of not having the expertise to address patients’ environmental illnesses, nor speak to prevention. Methods Environmental health (EH) knowledge and skills were incorporated into the first-year medical school curriculum at Hackensack Meridian School of Medicine (Nutley, New Jersey), via a two-hour interactive large group learning module with follow up activities. Students completed the Environmental Health in Med School (EHMS) survey before and after the year 1 EH module. This survey evaluates medical students’ attitudes, awareness and professionalism regarding environmental health. In year 2, students completed the Environmental Health Survey II, which measured students’ perceptions of preparedness to discuss EH with future patients. The research team created both surveys based upon learning objectives that broadly aligned with the Institute of Medicine six competency-based environmental health learning objectives. Results 36 year 1 students completed both the pre and post EHMS surveys. McNemar’s test was used for paired comparisons. Results identified no statistically significant changes from pre to post surveys, identifying a dramatic ceiling. When comparing year 2, EHS II pre-survey (n = 84) and post-survey (n = 79) responses, a statistically significant positive change in students’ self-reported sense of preparedness to discuss environmental health with their patients following the curriculum intervention was noted. Conclusions Our conclusion for the EHMS in Year 1 was that the current generation of medical students at this school is already extremely aware of and concerned about the impact of environmental issues on health. Through the EHS II in Year 2, we found that the six-week environmental health module combining didactic and experiential elements significantly increased medical students’ self-reported sense of preparedness to discuss environmental health issues, including climate change, with their patients.

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