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At least 55 records · Page 3Linked to original sources
PubMed2005

Indoor physical education measured by heart rate monitor. A case study in Portugal.

AIM: Reports indicated that children are spending too much time being physically inactive during physical education classes and many school physical education programs are not meeting the recommendation. The purpose of this study was to investigate the physical activity levels in Portuguese indoor physical education classes. METHODS: The physical activity levels of 28 Portuguese 7th grade children were assessed by heart rate monitor during their indoor physical education classes. RESULTS: The study showed that much physical education class time had been wasted, and less than 70% of physical education class time had actually been used in classes. On average, 14.4 minutes of 45-min physical education classes and 27.9 min of 90-min physical education classes had been spent in MVPA with children's heart rates above 139 bpm; 6.7 min of 45-min physical education classes and 15.7 min of 90-min physical education classes had been spent in VPA with children's heart rates above 159 bpm. Children engaged in more MVPA, VPA, and continuous bouts of physical activity in 90-min physical education classes than those of 45-min physical education classes. There were no significant differences in activity levels between genders in co-educational indoor physical education classes. CONCLUSIONS: This indoor PE class study supports the results that children are less active during school physical education classes. Both the quantity and the quality of school physical education needs to improve to encourage children to engage in a substantial amount of physical activity both inside and outside school.

Adolescent↗
PubMed2005

Emotional intelligence medical education: measuring the unmeasurable?

The construct of emotional intelligence (EI) has gained increasing popularity over the last 10 years and now has a relatively large academic and popular associated literature. EI is beginning to be discussed within the medical education literature, where, however, it is treated uncritically. This reflections paper aims to stimulate thought about EI and poses the question: Are we trying to measure the unmeasurable? The paper begins with an outline of the relevance and meaningfulness of the topic of EI for doctors. It continues with an overview of the main models and measures of EI. We then critique the psychometric properties of EI measures and give an illustrative case study where we tested the psychometric properties of the ECI-U with medical students. After our critique, we present an alternative model of EI and outline possible future directions for educational research.

Adaptation, Psychological↗
PubMed2001

Reduction in colonization and nosocomial infection by multiresistant bacteria in a neonatal unit after institution of educational measures and restriction in the use of cephalosporins.

INTRODUCTION: Previous administration of third-generation cephalosporins predisposes to colonization and infections by multiresistant Enterobacter sp. The emergence of multiresistant bacteria infections in a neonatal unit during 1995, especially Enterobacter cloacae, stimulated this study. OBJECTIVE: To evaluate the efficacy of measures to control colonization and nosocomial infection by multiresistant bacteria in a neonatal unit. SETTING: A tertiary care university hospital. PATIENTS AND METHODS: This study was conducted from October 1995 through December 1999 in 4 phases: a cross-sectional study, a longitudinal study with intervention measures, monthly cross-sectional studies, and determination of nosocomial infections caused by multiresistant bacteria (oxacillin-resistant Staphylococcus aureus and gram-negative bacteria resistant to either aminoglycosides or third-generation cephalosporins). Specimens for surveillance culture were obtained through umbilical and rectal swabs, and tracheal aspirates from intubated babies. The intervention measures were as follows: (1) appropriated training of the whole health care team, emphasizing measures to reduce cross-colonization, and the importance of rational usage of antibiotics and (2) suppression of usage of third-generation cephalosporins. Risk factors were analyzed through univariate and multivariate logistic regression. RESULTS: In the first phase, 32% (10/31) of the patients were colonized by multiresistant bacteria (29% by multiresistant E cloacae ). In the second phase, 342 patients were evaluated; 33% of them were colonized by E cloacae, and a multiresistant strain was isolated in 10.8% (37/342) of the babies. A logistic regression model indicated parenteral nutrition and antibiotic usage as risk factors for colonization by multiresistant E cloacae. In the third phase, for 6 months, only 2 patients were colonized by multiresistant E cloacae. In the fourth phase, the analysis of bacterial resistance profile indicated a reduction of nosocomial infections due to multiresistant bacteria from 18 cases in 1995 to 2 cases per year until 1999. CONCLUSION: These results have shown that the measures adopted were effective.

Analysis of Variance↗
PubMed1998

Education in ambulatory settings: developing valid measures of educational outcomes, and other research priorities.

Efforts to redesign education in ambulatory settings are hampered by a lack of rigorous and coherent research on the learning process in these settings and the desired outcomes of the educational experiences. The authors present 13 priority research topics and 51 important research questions concerning education in ambulatory settings that were defined by a distinguished group of medical educators, clinicians, and policymakers who attended an invitational conference on education in ambulatory settings in 1996. The need to establish valid and reliable measures of quality and outcomes of educational programs and instructional interventions stood out as the major prerequisite for conducting research on education in ambulatory settings. Issues of theory building, research priorities, and research design are discussed, and policy recommendations are made for the development of valid measures of educational outcomes. The creation of a "Medical Education Outcomes Commission" is proposed to act as a repository for measures and instruments, and to provide the field with mechanism to validate instruments and uniform recommendations to conduct studies of quality. The authors urge funding agencies with missions that support medical education to invest in basic research on the outcomes of education in ambulatory settings.

Ambulatory Care↗
PubMed2004

Development and validation of the Anaesthetic Theatre Educational Environment Measure (ATEEM).

The Anaesthetic Trainee Theatre Educational Environment Measure (ATEEM) was developed to measure the educational environment for trainee anaesthetists in the theatre setting using similar methodology to that of other existing tools. The ATEEM was administered to 271 anaesthetic trainees three months into their post of whom 218 (80%) responded. The ATEEM showed that trainees' perceptions of their educational environments do vary and that this inventory is capable of identifying problem areas that can be remediated by training managers.

Anesthesiology↗