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The interdisciplinary approach in higher education has been seen as an opportunity to enhance teaching and learning processes. However, designing effective interdisciplinary practices can be challenging due to the paucity of frameworks to guide their development. This systematic review aimed to examine the state of research on interdisciplinary practices that addresses the teaching of biology in higher education. Web of Science (WoS) and Scopus databases were searched following PRISMA guidelines. Data were analysed by content analysis, and categories of analysis were designed based on (1) characterising the research, (2) identifying the disciplines used in the design of interdisciplinary practices for biology teaching and (3) characterising the structure of interdisciplinary practices implemented in higher education for biology teaching. A total of 567 records were obtained, of which 34 were included in the present review. The content analysis revealed that interdisciplinary practices for biology teaching advocate the methodological closeness between basic science fields, where the largest number of disciplines described (n = 30) is found. In addition, the structure of these practices highlights the use of collaborative strategies, practice, shared instruction and technology, framed to the knowledge needs, skills and motivational aspects that guided their design and implementation. [ABSTRACT FROM AUTHOR]

Background: Achilles' tendon ruptures result in impaired plantar flexion strength and endurance. It is interesting to know the plantar flexion strength, the number of heel-rise repetitions, and the maximal calf circumference following Achilles' tendon ruptures repair., Methods: Both the injured and non-injured legs of thirty male patients with Achilles' tendon ruptures treated with the percutaneous Dresden technique were compared with the ankle function of 30 healthy participants. Rehabilitation involved partial weight-bearing for three weeks and then increased to full weight-bearing and ankle exercises., Results: The injured legs had weaker plantar flexion strength (1.64 ± 0.17 Nm/kg) compared with the non-injured legs (1.91 ± 0.24 Nm/kg; p = 0.002) and the healthy participants' legs (1.93 ± 0.32 Nm/kg; p < 0.001). The non-injured leg had greater ability in doing heel-rise repetitions (39.4 ± 6.1 rep.) compared with the injured legs (37.2 ± 5.7 rep.; p < 0.023) and the healthy participants' legs (31.0 ± 13.0 rep.; p < 0.001)., Conclusions: The injured leg had not recovered full isometric strength but had improved heel-rise repetition., (Copyright © 2021 European Foot and Ankle Society. Published by Elsevier Ltd. All rights reserved.)