EFFECT OF DIFFERENT INTERVAL SPEED TRAINING ON ATHLETE REACTION

ABSTRACT Introduction: High-intensity Intermittent Training (HIIT) ranked first in the ACSM “2013 Global Training Methodology Survey”. Objective: To explore the influence of different speed training intervals on athlete reaction speed. Methods: Sixteen male bicycle athletes were randomly divided into two groups. The two groups then completed a six-week training routine (NT). The two groups then completed a six-week training routine , started 6 weeks of Sprint Interval Training (SIT) (a total of 12 lessons), with SIT instead of Normal Training (NT) live endurance training, and another training remains unchanged. Results: After 6 weeks of NT, Pmax GXT in the CG and DG groups decreased by 0.7% and 1.7%, respectively,as compared to the pre-training numbers. The difference was not statistically significant (P>0.05). And after 6 weeks of SIT, Pmax GXT increased significantly (P<0.05) in both experimental groupss,with increases of 9.2% and 10.2% for the CG and DG groups, respectively. Conclusions: The results show that intermittent training can effectively improve the aerobic metabolism of short-haul cyclists. As the power bicycle load and the training intensity and volume of the deceleration intermittent training program increase, the more significant the changes in aerobic capacity that can result in adaptability. Level of evidence II; Therapeutic studies - investigation of treatment results.

Discrimination of residents during neurosurgical training in Mexico: Results of a survey prior to SARS-CoV-2

Background: Recent severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) pandemic represents an important negative impact on global training of neurosurgery residents. Even before the pandemic, discrimination is a challenge that neurosurgical residents have consistently faced. In the present study, we evaluated discriminatory conditions experienced by residents during their neurosurgical training in Mexico before the SARS-CoV-2 pandemic. Methods: An electronic survey of 18 questions was sent among residents registered in the Mexican Society of Neurological Surgery (MSNS), between October 2019 and July 2020. Statistical analysis was made in IBM SPSS Statistics 25. The survey focused on demographic characteristics, discrimination, personal satisfaction, and expectations of residents. Results: A response rate of 50% (132 of 264 residents’ members of MSNS) was obtained and considered for analysis. Median age was 30.06 ± 2.48 years, 5.3% (n = 7) were female and 16.7% (n = 22) were foreigners undergoing neurosurgical training in Mexico. Approximately 27% of respondents suffered any form of discrimination, mainly by place of origin (9.1%), by gender (8.3%) or by physical appearance (6.1%). About 42.9% (n = 3) of female residents were discriminated by gender versus 6.4% (n = 8) of male residents (P = 0.001); while foreign residents mentioned having suffered 10 times more an event of discrimination by place of origin compared to native Mexican residents (36.4% vs. 3.6%, P < 0.001). Conclusion: This manuscript represents the first approximation to determine the impact of discrimination suffered by residents undergoing neurosurgical training in Mexico before the SARS-CoV-2 pandemic.

Development, Implementation, and Outcomes of a Global Infectious Disease Training Course

Background: Skilled healthcare professionals are critical for providing quality healthcare for children with cancer globally. Training curricula addressing the knowledge needs in infection care and prevention (ICP) in cancer are scarce. Program description: We implemented a 10-week blended course in ICP. The distance learning had four 2-week modules: Infectious Complications, Quality in Infection Care, Quality in Infection Prevention, and Sustainability, Research, and Dissemination. Each module had pre- and post-tests and weekly webinars. The 2-week in-person learning had lectures, group exercises, clinical observations, hospital and laboratory tours, and ended in an annual conference. An individual project developed during the distance learning was presented in the in-person workshop. Course attendance criteria were English language proficiency and participants’ role in ICP at their institutions. Program evaluation and results: Twenty-two students from 17 hospitals in 10 countries completed the course, developed a project, and answered surveys covering knowledge assessments and satisfaction, and 6-month course and 1-year project follow-ups. Pretest and post-test scores revealed knowledge improvement ( P < .001). Participants rated the distance learning as outstanding (63%) or good (28%); and the in-person as outstanding (87%). In the follow-up survey, graduates felt more comfortable at managing infections and participated more in quality improvement and academics at their institutions. Seventeen participants (77%) took steps to implement their study projects, and 9 were successful. Collaboration and networking of trainees were notable outcomes. Discussion: The ICP course is a resource to improve knowledge, engage graduates in network collaborations, and a reliable model to develop other thematic healthcare global training programs.

‘It's Never about Me, It's Always about You’: Generosity in Zarrilli's Training Space

In his extraordinary essay ‘The Metaphysical Studio’, Phillip Zarrilli advocated for the actor's psychophysical exploration of risky uncertainties and unknown possibilities in the ‘spatio-temporal realm between presence and absence, between “what is” and “what is not” – this liminal realm between’. It was typical of Zarrilli that when he received confirmation that his cancer had returned for the third and final time, he both responded pragmatically and perceived the experience as a philosophically interesting inhabitation of ‘that liminal place between’. Just as ‘The Metaphysical Studio’ emphasizes the actor's investigation of ‘the relationship between that “self” and “others” – the other “selves” that inhabit me; those I might wish to inhabit; the other as “Character”; the interpersonal you-as-other;’ it was also typical that Zarrilli sought to take care of many of the ‘others’ connected with him. These others included a sprawling global training community of students, practitioners and scholars. In a final video call alongside his life and work collaborator Kaite O'Reilly and with more than thirty-five students from around the world who had studied his intercultural performer training at the University of Exeter, Zarrilli stressed, ‘it's never about me, it's always about you’. This stress on ‘you’ was rooted in his emphasis on participants gaining ownership of the training and assimilating it into their own practice, along with a core focus on the other and the collective. During the call, Zarrilli signalled the importance of consistently working within the studio and performance space on strong interpersonal relationships, which ‘can arise when people are learning how to be generous with their energy, with what they can give, with how they can be present to each other. And again, we need more of that in the world’. It is unsurprising that those who participated in Zarrilli's training experienced how that focus on intersubjectivity developed a joyful international and intergenerational community, underpinned by politicized intentions around accessibility, generous group awareness, an ethics of care, and an ability to share the space, which could also be carried into the wider world.

NETWORKING OF UNIVERSITIES IN THE REGIONAL EDUCATIONAL SPACE

In accordance with the Federal law “On education in the Russian Federation” currently in force in Russia and a number of program concepts and documents, recognize an innovative form of cooperation of educational organizations as “network interaction” as promising in terms of improving the efficiency and competitiveness of the Russian national educational system in the global training space. Despite the fact that the development of network forms of interaction is actively carried out both on the basis of individual universities and in the regions, today this practice is clearly not enough for a theoretical understanding of the phenomenon of network interaction in educational practice. The purpose of this work is to consider the concept of network interaction in relation to the field of education and determine the prospects for its development in the regional framework.