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ObjectiveTo investigate the baseline knowledge of autonomic functions and specifically the International Standards to document remaining Autonomic Function after Spinal Cord Injury (ISAFSCI) among medical students and to present the effective methods in learning of the ISAFSCIDesignInterventional training sessionSettingA tertiary hospital.Participants37 medical studentsInterventionsBefore training, a self-rating questionnaire including 24 concepts extracted from the ISAFSCI was administrated to the students. Then students were divided into two groups. One group (N = 19) had a one-hour ISAFSCI booklet self-study (BSS), while the other group (N = 18) received a one-hour lecture-based learning (LBL) about the ISAFSCI. After BSS/LBL, all students were examined by a 15-question written test on the knowledge of ISAFSCI.Main Outcome MeasuresBaseline knowledge self-rating questionnaire before training and comparison of post-training performance on the written test between the BSS and LBL groupsResultsBefore training, students were familiar with only 8 out of the 24 concepts within the questionnaire (demonstrating baseline knowledge rate beyond 50%). Significant difference in post-training performance (PConclusionUse of ISAFSCI booklet alone for self-study by medical students is not sufficient to obtain bassline knowledge of autonomic discussions after SCI. It is recommended that formal lecture or presentation should be used to improve the effectiveness of learning the ISAFSCI for medical students. OBJECTIVE: To investigate the baseline knowledge of autonomic functions and specifically the International Standards to document remaining Autonomic Function after Spinal Cord Injury (ISAFSCI) among medical students and to present the effective methods in learning of the ISAFSCI.DESIGN: Interventional training session.SETTING: A tertiary hospital.PARTICIPANTS: 37 medical students.INTERVENTIONS: Before training, a self-rating questionnaire including 24 concepts extracted from the ISAFSCI was administrated to the students. Then students were divided into two groups. One group (N = 19) had a one-hour ISAFSCI booklet self-study (BSS), while the other group (N = 18) received a one-hour lecture-based learning (LBL) about the ISAFSCI. After BSS/LBL, all students were examined by a 15-question written test on the knowledge of ISAFSCI.MAIN OUTCOME MEASURES: Baseline knowledge self-rating questionnaire before training and comparison of post-training performance on the written test between the BSS and LBL groups.RESULTS: Before training, students were familiar with only 8 out of the 24 concepts within the questionnaire (demonstrating baseline knowledge rate beyond 50%). Significant difference in post-training performance (PCONCLUSION: Use of ISAFSCI booklet alone for self-study by medical students is not sufficient to obtain bassline knowledge of autonomic discussions after SCI. It is recommended that formal lecture or presentation should be used to improve the effectiveness of learning the ISAFSCI for medical students.

Henrik Toft Sørensen1–3 1Department of Clinical Epidemiology, Aarhus University Hospital, AarhusN, Denmark; 2Department of Health Research and Policy, 3Stanford’s Center for Advanced Study in Behavioral Sciences, Stanford University, Stanford, CA, USA Abstract: Many resources are invested in research training, but very little literature exists on predictors for a successful PhD and postdoctoral training outcome. A PhD program has two overall objectives: to extend knowledge about a hopefully important health topic and to provide extensive training to improve the PhD student’s skills through learning research methods and collaboration. A substantial number of PhD students may run into some kind of problem in the course of their PhD program. In this article, some determinants all starting with an “I” and indicative of a good PhD outcome are reported. The successful PhD student can be described as having an Interest in the PhD program, an Incentive for the program, and an Idea of what he or she wants to investigate, showing Initiative, and having high personal Integrity and good Interpersonal relationships. When these so-called I-determinants are present, the likelihood of success in a PhD program is high. More evidence is available for selection of candidates for postdoctoral appointments since it is known that the postdoctoral candidate has completed a PhD program, published papers in peer-reviewed journals, and received awarded grants. However, other characteristics determine a successful transition of the postdoctoral candidate into a research leader. These determinants are Identity, Independence and Image, Implementation ability in terms of being able to implement decisions and projects, working with Innovative and Important topics, having In-depth knowledge of the research topic, being Interactive and Integrated with the scientific community, and Internationally oriented. In conclusion, regardless of the framework of research, the personal characteristics of a researcher play a very important role in the quality of research. Application of some of the principles mentioned in this article might allow decision to reach a more evidence-based way to recruit PhD students and postdoctorals. Keywords: academic training, epidemiologic determinants, outcome, PhD, postdoctoral

[Purpose] The aim of this study was to determine the effect of three different bridge exercises on internal oblique, external oblique, transverse abdominis, and erector spinae activities. [Subjects and Methods] Forty-five subjects with chronic low back pain participated in this study. The training outcome was evaluated with three different testing methods: supine bridge exercise, supine bridge on Swiss ball exercise, and prone bridge exercise. The activities of the transverse abdominis, internal oblique, external oblique, and erector spinae were measured using surface electromyography. [Results] There were significant differences in the internal oblique, external oblique, and erector spinae according to the three kinds of bridging exercises. The internal oblique, external oblique and transverse abdominis activities were highest in the prone bridge exercise, followed by those in the supine bridge on Swiss ball exercise, and supine bridge exercises. The activity of erector spine was highest in the supine bridge on Swiss ball exercise followed by the supine bridge exercise and prone bridge exercise. [Conclusion] These results suggest that prone bridge exercise is more effective than conventional supine bridge exercise and supine bridge on Swiss ball in increasing trunk muscle activity of chronic low back pain patients.

Internet-based problem-solving training (IPST) effectively reduces depressive symptoms in employees. Yet, it is unknown which employees benefit most from this particular treatment. The study aimed to identify predictors and moderators of treatment outcome in IPST offered to employees with depressive symptoms. Within a randomized controlled trial (N. =. 150), designed to test the effectiveness of IPST, variables that predict and moderate the effects of IPST when compared with a waitlist control group (WLC) were explored. The outcome was change in depression severity, assessed using the Center for Epidemiological Studies Depression Scale (CES-D). Both depression severity and other psychopathological symptoms and potential predictors/moderators were assessed as self-reports at baseline (t1) and in follow-up assessments after seven weeks (t2), three months (t3) and six months (t4). Higher depression severity at baseline predicted improvement in depressive symptomology in follow-up assessments after seven weeks, and three- and six months. Depression severity moderated the effectiveness of IPST assessed at six-month follow-up. Simple slope analyses revealed that the long-term effectiveness of the intervention was more pronounced among participants with high (CES-D range: 33-44, M. =. 37.0, SD. =. 3.2) and moderate (CES-D range: 14-32, M. =. 23.1, SD. =. 5.6) depression baseline scores, compared to participants displaying low depression baseline scores (CES-D range: 5-13, M. =. 9.0, SD. =. 2.2). No indication was found that participants presenting low depression severity at baseline significantly benefitted from IPST in the long-term. IPST might be appropriate for employees with a wide range of different characteristics. While there appears to be no reason to exclude employees with severe depression from Internet-based occupational mental health interventions, for employees low in depression severity, watchful waiting or potentially no intervention should be considered. These findings may not apply to other low-intensity interventions and/or target groups.

A hand exoskeleton driven by myoelectric pattern recognition was designed for stroke rehabilitation. It detects and recognizes the user’s motion intent based on electromyography (EMG) signals, and then helps the user to accomplish hand motions in real time. The hand exoskeleton can perform six kinds of motions, including the whole hand closing/opening, tripod pinch/opening, and the “gun” sign/opening. A 52-year-old woman, 8 months after stroke, made 20×2-hour visits over 10 weeks to participate in robot-assisted hand training. Though she was unable to move her fingers on her right hand before the training, EMG activities could be detected on her right forearm. In each visit, she took 4×10-minute robot-assisted training sessions, in which she repeated the aforementioned six motion patterns assisted by our intent-driven hand exoskeleton. After the training, her grip force increased from 1.5 kg to 2.7 kg, her pinch force increased from 1.5 kg to 2.5 kg, her score of Box & Block test increased from 3 to 7, her score of Fugl-Meyer (Part C) increased from 0 to 7, her hand function increased from Stage 1 to Stage 2 in Chedoke-McMaster assessment. The results demonstrate the feasibility of robot-assisted training driven by myoelectric pattern recognition after stroke.

Large numbers of therapists worldwide wish to receive training in how to deliver psychological treatments. Current methods of training are poorly suited to this task as they are costly and require scarce expertise. New forms of training therefore need to be developed that are more cost-effective and scalable. Internet-based methods might fulfil these requirements whilst having the added advantage of being able to provide trainees with extensive exposure to the treatment as practised. New strategies and procedures for evaluating training outcome are also required. These need to be capable of assessing the therapist's knowledge of the treatment and its use, as well as the therapist's ability to apply this knowledge in clinical practice. Standardised role play-based techniques might be of value in this regard. © 2011 Elsevier Ltd.

In the domain of working memory (WM), a sigmoid-shaped relationship between WM load and brain activation patterns has been demonstrated in younger adults. It has been suggested that age-related alterations of this pattern are associated with changes in neural efficiency and capacity. At the same time, WM training studies have shown that some older adults are able to increase their WM performance through training. In this study, functional magnetic resonance imaging during ann-back WM task at different WM load levels was applied to compare blood oxygen level-dependent (BOLD) responses between younger and older participants and to predict gains in WM performance after a subsequent 12-session WM training procedure in older adults. We show that increased neural efficiency and capacity, as reflected by more “youth-like” brain response patterns in regions of interest of the frontoparietal WM network, were associated with better behavioral training outcome beyond the effects of age, sex, education, gray matter volume, and baseline WM performance. Furthermore, at low difficulty levels, decreases in BOLD response were found after WM training. Results indicate that both neural efficiency (i.e., decreased activation at comparable performance levels) and capacity (i.e., increasing activation with increasing WM load) of a WM-related network predict plasticity of the WM system, whereas WM training may specifically increase neural efficiency in older adults.

Kirkpatrick's model has many adaptations to various fields of training, by using 4 level evaluations. The new eQvet-us training outcome evaluation model developed in this paper, consist in an improvement of the Kirkpatrick's model by associating to the evaluation level the corresponding objectives. In this way two levels are deduced, that are following the PDCA cycle in opposite senses. The objectives’ level consists in outcome, performance, knowledge, motivation, that is associated to the classical evaluation level compost of reaction, learning, behavior and result evaluations. To evaluate the effectiveness of the proposed approach, an experiment was conducted for a VET course for quality professionals in services industry. It was demonstrated that the methodology not only help the training professional plan the intervention, but help the trainees employers understand the factors that facilitate training transfer and produce business results. By using the tool, we have demonstrated post-training value for stakeholders.

There was significant difference between the two methods of training for both parts of questionnaires (p < 0.001). The Scores obtained shows that the effect of face to face training was twice as lecture based training (p < 0.001). Other variables such as sex, marital status and etc. were not shown any effect on these differences (p = 0.24). Conclusions: The face to face training is more effective than lecture based one. This may be due to possibility of interaction between trainees and trainers or because of feeling more security in asking questions about dangerous behavior. Our findings show that socio-demographic variables do not have any confounding effect on training outcome.