Biomedical subjects

Jan L Drummond

Publications and source records attributed to Jan L Drummond.

4 recordsLinked to original sources

PubMed2006

Blood lactate responses to leg presses performed against inertial resistance.

INTRODUCTION: A flywheel ergometer has been devised which employs gravity-independent inertial resistance. Concentric and eccentric actions, which are integral to weight-bearing and ambulation activities, may be done on this ergometer. However, blood lactate responses to exercise on the ergometer by contractile mode and training volume are unknown. METHODS: Workout order was balanced so that subjects performed each type of ergometer leg press workout twice in a nonsequential manner. Per workout, 10 repetitions were performed per set. Workouts were as follows: three sets with concentric and eccentric (CE3) actions, three sets with concentric-only (CO3) actions, and six sets with concentric-only (CO6) actions. Pre- and 5-min post-exercise lactate was measured from a fingertip blood drop. Lactate means were compared with a 2 x 3 (time X workout) ANOVA with repeated measures applied to both independent variables and Scheffe's post hoc test. With body mass and performance measures as predictor variables, multivariate regression attempted to explain post-exercise and delta (post-pre) lactate variance. RESULTS: Post-exercise blood lactate values (mmol x L(-1), mean +/- SEM) were as follows: CE3, 8.08 +/- 0.44; CO3, 7.57 +/- 0.49; and CO6, 6.96 +/- 0.43. CE3 and CO6 workouts produced comparable volumes of work. Though several CE3 performance measures were significantly correlated to post-exercise and delta lactate values, power indices had the strongest relationship. DISCUSSION: Factors related to lactate production and clearance caused CE3 values to be highest. Power indices were most correlated to lactate as they denote a higher work rate and reliance on glycolysis.

Adult↗

PubMed2004

Self-reported comfort in athletic training to same- and opposite-sex athletes.

To assess the comfort of athletic trainers in providing care to athletes of the same- and opposite-sex, the Gender Comfort in Athletic Training Questionnaire was developed. Cronbach alpha was .72. The 8-item questionnaire was mailed to 235 participants, who were senior athletic training students and clinical instructors affiliated with 14 university athletic training programs. 192 questionnaires were returned (82%). Only one t test showed a significant mean difference in reported comfort between women (n= 103, M=2.8, SD= 0.8; disagree) and men (n= 89, M=3.1, SD=0.8; neutral) on the statement: I feel more comfortable providing athletic training services to male athletes than female athletes. The women and men in this sample were similar in their self-ratings of comfort in providing athletic training services to male and female athletes.

Attitude↗

PubMed2002

Collaboration Between Athletic Training Clinical and Classroom Instructors.

OBJECTIVE: The education of an athletic training student involves a balance between theory and application, which can be stated as a balance between classroom and clinical education. The instructors in these settings should work together to promote the overall educational process. Our primary purpose was to measure the observations and perceptions of physical presence, cooperation, and communication between clinical and classroom instructors and secondarily to determine if these have a perceived effect on the education of the student. SUBJECTS: Clinical instructors, classroom instructors, and athletic training students in Commission on Accreditation of Allied Health Education Programs-accredited and National Athletic Trainers' Association-approved athletic training education programs. MEASUREMENTS: Data were analyzed using various correlation techniques, a general linear model, and a one-way analysis of variance. DESIGN AND SETTING: We designed a questionnaire to measure the observations and perceptions of physical presence, cooperation, and communication between the clinical and classroom instructors. RESULTS: Of the 30 athletic training educational programs solicited for involvement in this study, 19 responded (63%). A total of 737 questionnaires were distributed, and 547 were returned (74%). Classroom instructors rated observations of cooperation between clinical and classroom instructors at a significantly higher frequency than did clinical instructors. Students rated observations of communication at a significantly lower frequency than did the clinical and classroom instructors. All 3 groups agreed that the physical presence, cooperation, and communication between the clinical and classroom instructors has a large effect upon the education of the student. CONCLUSIONS: Clinical instructors must be educators as well as care providers. At the same time, classroom instructors must make efforts to include clinical instructors in all aspects of the educational process. Also, athletic training students should be exposed to the inner workings of their educational programs, so they may have a better understanding and appreciation of how theory and application tie together.

Journal Article↗

PubMedDate not supplied

Self-reported comfort in athletic training of gender-specific and non-gender-specific injuries and issues.

CONTEXT: To assist athletes in maintaining optimal health, athletic trainers must work with athletes of both sexes. OBJECTIVE: To examine athletic trainers' comfort levels in providing care for gender-specific and non-gender-specific injuries and issues. DESIGN: We mailed 235 Gender Comfort in Athletic Training Questionnaires to program directors, who were asked to distribute and collect them. SETTING: We randomly selected 21 athletic training education program directors and invited them by e-mail to participate in the study. Fourteen program directors representing the 10 National Athletic Trainers' Association districts agreed to participate. PATIENTS OR OTHER PARTICIPANTS: A total of 192 participants returned completed questionnaires, for a response rate of 82% (103 women, 89 men; 101 senior athletic training students, 91 certified athletic trainers). MAIN OUTCOME MEASURE(S): The questionnaire consisted of 17 injuries and issues common to both female and male athlete scenarios. Three gender-specific items were added to each scenario. Responses were scored on a 5-point scale anchored by 1 (very uncomfortable) and 5 (very comfortable). Participants were asked to indicate the reason for any degree of discomfort. Internal consistency, determined by the Cronbach alpha, was .92 for the female athlete scenario and .93 for the male athlete scenario. RESULTS: We found significant differences between women and men certified athletic trainers for the female and male athlete scenarios. Overall, women were more comfortable caring for female injuries and issues, whereas men were more comfortable caring for male injuries and issues. Certified athletic trainers reported more comfort overall than athletic training students. The most common underlying reason reported for discomfort in caring for female and male injuries and issues was experience level. CONCLUSIONS: Athletic training education programs should provide early and more deliberate experiences with injuries and issues of a more intimate nature, including those that are gender specific and non-gender specific. These experiences may increase athletic trainers' level of comfort in providing care to athletes of the opposite sex.

Journal Article↗