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BACKGROUND: Iron deficiency (ID) is considered a common health condition among military personnel, particularly soldiers during a period of high‑intensity workouts. The causes, prevention, and treatment of ID anemia (IDA) remain the subject of ongoing and extensive research in various populations. AIM: This is the first research to study the outcome of 14 weeks of intensive physical exercise on the prevalence and factors associated with ID and IDA among Saudi military male trainees. MATERIALS AND METHODS: A cross‑sectional study was conducted among n = 101 trainees who completed a questionnaire on sociodemographic data, dietary habits, current or past diagnoses of medical conditions, and physical activity. Two blood samples were collected from each participant to estimate (1) C‑reactive protein and iron profile and (2) complete blood counts by the CellDYN Sapphire automated blood cell counter. Hemoglobin (Hb) fractions were identified and quantified by high‑performance liquid chromatography using the TOSOH G8 analyzer to exclude hemoglobinopathy and thalassemia. RESULTS: The prevalence of ID, comprising both ID erythropoiesis and IDA among trainees, was found to be 65.3%. The occurrence of IDA was 5%, while ID erythropoiesis was detected among 60.4%. The prevalence of ID was statistically significantly higher among those drinking coffee during military training (P = 0.048). CONCLUSIONS: Further studies are recommended to validate this study’s findings by incorporating a larger sample and extending the duration of the training period and examine the mechanisms that explain the increased risk of ID during vigorous military training. [ABSTRACT FROM AUTHOR]

The call for more males to work with children in their formative years remains prevalent in education discourse across the globe. Assertions that these men will positively address boys' poor behaviour and underachievement, as well as serving as father figures and role models for boys, continue to fuel international policy making and shape media reporting and public opinion. This paper interrogates findings from original research which set out to explore the perceptions of white male primary school educators in England (both teaching and training) in relation to the term 'role model'. The results, drawn from a rigorous analysis of in-depth focus group interviews, highlight intriguing similarities and differences in professional thinking and suggest the need for a re-imaging of the term. The research has large-scale implications in terms of suggesting important revisions to 'more-men' policy making, for work-based professional training and development, and in informing societal discourse. [ABSTRACT FROM AUTHOR]

This study looked at differences between established GP trainers and current GP trainees in relation to personality traits. Personality differences are particularly important for training in the UK context where the attributes of successful GPs may be evolving as the context changes, and where there is a unique one-to-one relationship between trainer and trainee. GP trainers and trainees attending educational events were invited to participate in this study by completing the NEO-PI-R, a personality measure. Correlation and multiple regression analysis demonstrated differences between these groups; some in line with expected differences relating to age and gender. Others, such as lower reported levels of emotional resilience, may be particular to this trainee population. Overall the gender differences are significant given the trend towards the feminisation of the medical profession. Generational differences may also explain some behaviour and attitudinal differences which can aid trainers’ understanding of training issues. The findings have important implications for training, particularly in relation to the development of emotional resilience for GP trainees, and for recruitment. Further research correlating educational outcomes and perceived satisfaction with a GP career and GP training would indicate if trainer/trainee personality differences have a direct bearing on educational outcomes and future practice. [ABSTRACT FROM PUBLISHER]