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Background: Sexual orientation discrimination impacts teachers’ well-being in school environments. The Prevention of Discrimination and Promotion of Equality Act of 2002 prohibits discrimination based on gender and sexual orientation, granting lesbian, gay, bisexual, transgender and queer (LGBTQ) individuals many of the same rights as their cis-gender, heterosexual peers. Despite this, many LGBTQ teachers still face problematic, uncomfortable, and tension-filled experiences in schools. Traditionally, the Foundation Phase (FP) of education was gendered, but this is changing. However, there is a perception that male FP teachers are primarily queer with a “gay agenda.” The authors used the Class Psychological Stressor Strain theory to explore the negative experiences of queer-identifying teachers. Objectives: This article examines the effects of Foundation Phase teachers’ sexual orientation on their work environment experiences. Methods: This qualitative study, grounded in an interpretivist paradigm, explored the lived experiences of three queer-identifying teachers in the Gauteng Province through individual face-to-face interviews. Results: The findings reveal that schools are not adequately addressing discrimination. Teachers often face marginalisation and discrimination. Conclusion: This article explored a sensitive issue faced by teachers whose sexual orientation differs from society’s norms. It highlighted the discrimination and harassment LGBTQ teachers face in the Foundation Phase in public schools in South Africa. Contribution: By unveiling these issues, the article aims to reduce the stigma, bias, and prejudice commonly faced by LGBTQ Foundation Phase teachers in the teaching profession.

With the rapid progression of urbanization, Chinese cities are encountering an increasingly severe shortage of land resources. To examine the role of digital finance (DF) in promoting economic agglomeration (EA) and subsequently improving urban land use efficiency (ULUE), this paper focuses on 274 prefecture-level cities from 2013 to 2020. By employing an interaction effect model, the study analyzes how DF influences the relationship between EA and the enhancement of ULUE. The findings demonstrate that DF positively moderates the effect of EA on enhancing ULUE. The analysis reveals that DF can accelerate resource flows and more effectively promote the enhancement of ULUE by amplifying the positive influence of EA on regional innovation ability (IA) and the rationalization of industrial structures (RIS). Furthermore, the heterogeneity analysis indicates that this moderating effect is particularly pronounced in China’s central and eastern regions, areas with higher rates of internet penetration, and regions with stronger innovation capacities. Based on these findings, this paper proposes policy recommendations such as promoting regional integration and supporting innovation in DF. These insights contribute to the theoretical discourse on EA in the digital era and provide critical and practical guidance for optimizing the development of agglomeration economies and constructing a high-quality development framework.

Midbrain dopamine neurons impact neural processing in the prefrontal cortex (PFC) through mesocortical projections. However, the signals conveyed by dopamine projections to the PFC remain unclear, particularly at the single-axon level. Here, we investigated dopaminergic axonal activity in the medial PFC (mPFC) during reward and aversive processing. By optimizing microprism-mediated two-photon calcium imaging of dopamine axon terminals, we found diverse activity in dopamine axons responsive to both reward and aversive stimuli. Some axons exhibited a preference for reward, while others favored aversive stimuli, and there was a strong bias for the latter at the population level. Long-term longitudinal imaging revealed that the preference was maintained in reward- and aversive-preferring axons throughout classical conditioning in which rewarding and aversive stimuli were paired with preceding auditory cues. However, as mice learned to discriminate reward or aversive cues, a cue activity preference gradually developed only in aversive-preferring axons. We inferred the trial-by-trial cue discrimination based on machine learning using anticipatory licking or facial expressions, and found that successful discrimination was accompanied by sharper selectivity for the aversive cue in aversive-preferring axons. Our findings indicate that a group of mesocortical dopamine axons encodes aversive-related signals, which are modulated by both classical conditioning across days and trial-by-trial discrimination within a day.

Abstract Hepatic ischemia-reperfusion injury (IRI) is a common complication occurs during hepatic resection and transplantation. However, the mechanisms underlying hepatic IRI have not been fully elucidated. Here, we aim to explore the role of fibroblast growth factor 18 (FGF18) in hepatic IRI. In this work, we find that Hepatic stellate cells (HSCs) secrete FGF18 and alleviates hepatocytes injury. HSCs-specific FGF18 deletion largely aggravates hepatic IRI. Mechanistically, FGF18 treatment reduces the levels of ubiquitin carboxyl-terminal hydrolase 16 (USP16), leading to increased ubiquitination levels of Kelch Like ECH Associated Protein 1 (KEAP1) and the activation of nuclear factor erythroid 2-related factor 2 (Nrf2). Furthermore, USP16 interacts and deubiquitinates KEAP1. More importantly, Nrf2 directly binds to the promoter of USP16 and forms a negative feedback loop with USP16. Collectively, our results show FGF18 alleviates hepatic IRI by USP16/KEAP1/Nrf2 signaling pathway in male mice, suggesting that FGF18 represents a promising therapeutic approach for hepatic IRI.

Background: There is a dire need to ensure higher education institutions employ effective pedagogy in their educational programs. Hybrid teaching has received increased attention in recent decades due to its effectiveness in improving learning outcomes. There is a lack of studies exploring students’ views on hybrid teaching in acupuncture programs in the South African context. Objectives: Therefore, this study explored acupuncture students’ views of hybrid teaching in the acupuncture program. The Technological, Pedagogical, and Content Knowledge Model was anchored in this study as a theoretical lens. Materials and Method: The author employed a qualitative single case study design within an interpretivist paradigm. A purposive sampling technique was adopted to recruit six participants for this study from an identified public university in South Africa. Participants were interviewed between March 2023 and May 2023. Data were analyzed through thematic analysis. Results: The findings of this study highlight positive student views of the hybrid model, emphasizing its benefits in optimizing the teaching and learning process. However, participants also identify barriers such as poor infrastructure and the absence of computer skills. The study underscores the need for substantial investment in technological facilities and faculty development programs to enhance lecturers’ digital pedagogical competencies. Conclusions: While offering valuable insights into the specific context studied, limitations include the single-case design and the focus on a particular student cohort. Despite these limitations, the research contributes to the ongoing discourse on effective teaching methodologies in the dynamic landscape of higher education. Recommendations are proposed to address the identified challenges and foster an inclusive and technologically advanced learning environment in South African HEIs.

Abstract Background Literature review have shown that sarcopenia substantially alters the postoperative outcomes after liver resection for malignant tumors. However, these retrospective studies do not distinguish cirrhotic and non-cirrhotic liver cancer patients, nor combine the assessment of muscle strength in addition to muscle mass. The purpose of this study is to study the relationship between sarcopenia and short-term outcomes after hepatectomy in patients with non-cirrhotic liver cancer. Methods From December 2020 to October 2021, 431 consecutive inpatients were prospectively enrolled in this study. Muscle strength and mass were assessed by handgrip strength and the skeletal muscle index (SMI) on preoperative computed tomographic scans, respectively. Based on the SMI and the handgrip strength, patients were divided into four groups: group A (low muscle mass and strength), group B (low muscle mass and normal muscle strength), group C (low muscle strength and normal muscle mass), and group D (normal muscle mass and strength). The main outcome was major complications and the secondary outcome was 90-d Readmission rate. Results After strictly exclusion, 171 non-cirrhosis patients (median age, 59.00 [IQR, 50.00–67.00] years; 72 females [42.1%]) were selected in the final analysis. Patients in group A had a statistically significantly higher incidence of major postoperative complications (Clavien–Dindo classification ≥ III) (26.1%, p = 0.032), blood transfusion rate (65.2%, p

BACKGROUND: There is a dire need to strengthen students’ critical thinking in clinical training since it is an essential skill in clinical practice to optimize patient care. Debriefing is a formal or informal post-activity discussion that aims to improve learning outcomes, including critical thinking in clinical practice. There is a lack of research that focuses on students’ experiences of debriefing to promote critical thinking in the South African context using experiential learning theory as a theoretical lens. OBJECTIVE: This study aimed to explore South African students’ lived experiences of debriefing to improve critical thinking. MATERIALS AND METHOD: The author employed a qualitative single-case study design within an interpretivist paradigm. A purposive sampling technique was adopted. Six participants were recruited for this study. The author invited the participants to participate in semi-structured interviews. Data were analyzed through the six-step data analysis framework proposed by Creswell. To ensure the trustworthiness, the author employed multiple techniques to improve the credibility, conformability, dependability, and transferability of this study. These techniques included a well-planned research design and methods, thick descriptions of data, and an audit trail that was audited by a second coder. RESULTS: The findings revealed that participants shared positive experiences toward debriefing and furthermore debriefing through optimized student engagement and improved learning outcomes. This study also revealed that students experienced less stress in group debriefings. However, this study also identified some challenges in conducting debriefing. The challenges were primarily related to incompetent facilitators, inappropriate duration of debriefing sessions, and limited space in the clinic. Moreover, small group debriefing is recommended. CONCLUSION: Debriefing is an effective pedagogical approach to optimize critical thinking in clinical practice. It is recommended that debriefing should be implemented as a norm in clinical training at higher education institutions. Further studies are recommended to be conducted at national and international levels.

The outbreak of the coronavirus pandemic was declared a public health emergency of international concern. In South Africa (SA), institutions had to adopt emergency remote education, thus resulting in significant challenges for both students and lecturers. This article investigated students’ views and perceptions towards emergency remote education. The Diffusion of Innovations (DoI) model was used as a lens to understand students’ views regarding emergency remote education. The researchers applied a qualitative research approach within the interpretivist paradigm since it offered an opportunity to explore and understand participants’ lived experiences. Purposive sampling was used. The participants included nine undergraduate students from a public university in Gauteng province. Findings highlighted students’ ambivalent views towards online teaching and learning. Some participants support emergency remote education, while some believed that they did not acquire the depth and scope of the content of the module in comparison to contact lectures. Participants indicated that it was challenging to follow lecturers due to unstable network connectivity. They highlighted socio-economic conditions, lack of resources and an unconducive learning environment affected their education. For effective online teaching and learning, appropriate planning and infrastructure were recommended to be available and accessible to all students.

School violence is a growing concern globally and schools in South Africa find it difficult to manage the problem of learner behaviour. Despite various educational policies and frameworks developed to prevent school violence, the system continues to fail teachers. Due to violence, schools are no longer safe places for teachers and learners. In South Africa, teachers are regularly exposed to physical violence and verbal attacks by learners. Recent media reports about teachers being attacked by learners clearly show an intent to inflict severe physical harm on the teacher. This qualitative study was conducted in one province in South Africa underpinned by the National School Safety Framework. This qualitative study aimed to understand the lived experience of teachers who had experienced violence against them by learners. The findings revealed that teachers are experiencing social, emotional and psychological trauma. Many teachers cannot perform their duties fruitfully and are constantly anxious to go to school. Emanating from this study, the following recommendations have been proposed: the Department of Education in South Africa should enforce its numerous policies and guidelines to protect teachers against violence. Social and psychological support services should be made available to teachers who have experienced violence. A stricter disciplinary code of conduct should be implemented in all schools for learners.

Background/purpose: Game-based learning has received increased attention in health sciences education in the global north due to its effectiveness in achieving learning outcomes. The literature concurs that learning outcomes can be improved through appropriate pedagogical approaches. However, more studies need to focus on game-based learning in the health sciences and higher education field in South Africa. This study aimed to explore acupuncture students' lived experiences with game-based learning at an identified South African university. Materials/methods: The research was grounded within the interpretivist paradigm, employing a qualitative approach, adopting a single-case study design. Results: The findings of this study revealed that game-based learning positively promoted students' learning experiences and their curriculum outcomes. However, the participants highlighted a few challenges, including a lack of feedback sessions, large student numbers but insufficient facilitators, and an absence of digital games in their university programs. Conclusion: Game-based learning is associated with multiple advantages, including essential skills in the working world. These skills include teamwork, communication, and self-reflection. Although game-based learning is a practical approach to improving learning outcomes in health sciences education, there are still areas that need to be enhanced in order to promote its successful use. Future research can be conducted using different research designs.

Background: Rural health is a global crisis across different continents. Most of Africa is predominantly rural and is experiencing financial constraints. Medical support and supplies are a dire need in rural Africa. An alternative option to support the rural population is through traditional Chinese medicine (TCM). Studies have highlighted the efficacy and cost-effectiveness of Chinese medicine in improving health. Aim: This article aims to investigate how rural health can be improved through alternative medicine options, focusing primarily on TCM. Setting: An identified TCM practice in Gauteng province was selected as the research setting. Methods: This study adopted a qualitative case study design to explore 10 participants’ views on TCM to improve rural health. The health belief model was used as a theoretical framework, and thematic analysis was used for this study. Results: Findings revealed that most participants accepted TCM as an alternative medical health care option as it resonated with African herbal medicine. Participants agreed that TCM is cheaper and has no side effects. Conclusion: There is a lack of appropriate medical service providers in most rural areas, and often, people depend on traditional medicines as a quick remedy. As TCM is cost-effective and has proven to treat numerous ailments successfully, it is recommended that it be further explored as a health care option available to rural populations. Contribution: This was the first study on South African patients’ views on TCM in the South African context.

The outbreak of the coronavirus disease was declared an international public health emergency as the virus spread across many countries and territories. Due to the rapid rate the virus was spreading, the South African president announced the closure of schools in March 2020. The protection of children and teachers was incredibly important. Precautions were necessary to prevent the potential spread of COVID-19 in school settings; however, care had to be taken to avoid stigmatising students and staff who may have been exposed to the virus. With a phased-in approach to grades returning to school, school leaders had to ensure that their environment was safe, conducive, welcoming, respectful, inclusive and supportive at all times. A qualitative case study, involving individual interviews with principals, was conducted using the Health Theoretical Framework of attitudes, behaviours and communication (ABCs) to investigate how school leaders were ensuring a safe and conducive environment for teachers and learners. The findings highlighted establishing an emergency School Management Team to be the COVID-19 point of contact, implementing social distancing, frequent sanitising, mask-wearing, daily screening, encouraging flexible school times and promoting the outdoor classroom. Staff with comorbidities were assigned noncontact duties.

Background. Cancer stem cell (CSC) promotes angiogenesis which plays an important role in tumor occurrence, growth, and metastasis. Accurately, quantifying the tumor vasculature can help understanding CSC characteristics and improve cancer diagnosis, therapy planning, and evaluation. The objective of this study is to present a method for improved angiogenesis assessment. Methods. We proposed a three-dimensional microvessel density (3D MVD) to evaluate tumor angiogenesis and tested it in animal models. Six male Balb/c nude mice were divided into normal group and tumor group. The mice in tumor group were orthotopically implanted human gastric cancer, cell line BGC-823. The phase-contrast images were collected at Shanghai Synchrotron Radiation Facility BL13W beamline, which has much higher soft-tissue contrast and spatial resolution than conventional X-ray. After volume reconstruction and vessel extraction, the 3D models of the angiogenesis were established for MVD calculation. Results. The results showed that the proposed 3D MVD is positively correlated with the pathological changes of the microvessels. It took the advantage of high resolution of the phase-contrast imaging and added three-dimensional information to the existing MVD measure. Conclusions. Our study presents a feasible approach for better understanding of tumor angiogenesis. It may provide doctors and scientists a better tool for cancer investigation and improving medical outcomes.

Teaching and learning are collaborative processes that require the support and participation of professionals from diverse backgrounds. The implementation of interprofessional education has proven to be beneficial in preparing students for the world of work. Despite the advantages, there is a lack of studies encouraging interprofessional education at universities in South Africa. This study was underpinned by the adapted model ‘Concerned-Based Model for Student Development’ as a theoretical lens. A single case study design was adopted in this qualitative study. A purposive sampling strategy was selected to recruit participants. The findings revealed that students shared a positive view toward interprofessional education. They believed interprofessional education significantly strengthened their content knowledge and practical skills collaboratively with other professions. This study contributes to the understanding of interprofessional education at a higher education institution in the South African context. It also provides an opportunity for academics to develop network learning communities with professionals in their subject areas to strengthen collaboration. Since this study was limited to the South African context, it is recommended to include participants from global HEIs to share good practices. [ABSTRACT FROM AUTHOR]

Game-based learning has gained increasing attention globally. It is an effective pedagogical approach to promote students' engagement and improve learning outcomes. However, the literature reveals there is a need to strengthen game-based learning, as many students retain only fun of academic games. This study aimed to explore students' experiences on the integration of debriefing in game-based learning at an identified higher education institution in South Africa. The social constructivism theory was utilised as a theoretical lens in this study. The authors employed a qualitative single case study design within an interpretivist paradigm. A purposive sampling strategy was adopted. Six participants were recruited for this study. Data were analysed inductively using thematic analysis. The findings of this study revealed that participants shared positive views and attitudes towards debriefing in game-based learning. They believed game-based learning significantly promoted their studies. The implementation of debriefing in game-based learning assisted them to identify their strengths and weaknesses. Furthermore, the utilisation of debriefing in game-based learning enhanced collaborations and teamwork. This study also highlighted that there was a need to ensure that debriefing was well planned in advance, and that instructors should be competent to conduct debriefing sessions. This study concluded that debriefing is an effective method to advance game-based learning. Further research should be conducted at national and international levels with different research approaches. [ABSTRACT FROM AUTHOR]

There is an increase in child sexual abuse among young learners in Zimbabwe (Mahoso, 2020), therefore, there is an urgent need for comprehensive sexuality education to be implemented. This study aimed to establish the views of parents on teaching comprehensive sexuality education (CSE) to young children in primary schools. Most schools in Zimbabwe are avoiding teaching topics on CSE. This resulted in young learners being deprived of age appropriate CSE knowledge and their rights and responsibilities informed by the ecological theoretical framework. A qualitative approach within the interpretivist paradigm was applied with a case study design. Data were gathered using a semi-structured interview schedule. Purposive sampling was used to select 10 parents. The study revealed that parents' cultural and religious beliefs impacted their views. Parents believed that sexuality education content is taboo and against their norms and values. They indicated that CSE content would encourage sexual activities among children. The study recommended continuous education on the importance of CSE and intensive advocacy campaigns to be initiated by all stakeholders. Parents should become involved in the development of a CSE curriculum framework for primary schools. Parents and teachers should work together to support the teaching of CSE to children. [ABSTRACT FROM AUTHOR]

Abstract Background To investigate the risk factors and prognosis of clinical pseudophakic cystoid macular edema (PCME) after uneventful phacoemulsification surgery in patients without pre-existing fundus diseases. Methods This was a retrospective case-control study. Medical records between August 2020 and August 2023 were reviewed for patients who had no previous fundus diseases and developed clinical PCME. A control group was randomly chosen and the risk factors for PCME was analyzed by binary logistic regression. Structure and visual prognosis of the PCME cohort were observed and compared among subgroups undergoing different treatment measures. Results Forty-seven eyes of 47 patients with PCME were included. The development of PCME was associated with higher systolic blood pressure (OR, 1.048; 95%CI 1.002, 1.097; P = .042), no posterior vitreous detachment (OR, 0.215; 95%CI: 0.553, 0.887; P = .032) and shorter axial lengths (OR, 0.401; 95%CI 0.161, 0.997; P = .049) compared to controls. During a mean follow-up of 8.26 months, 36 eyes (76.6%) showed visual improvement with decreased macular thickness. Different treatment modalities, including observation, topical NSAIDs, and intervention therapy, have no significant differences on the visual prognosis (P = 1.000). However, the intervention group had a shorter recovery time compared to the observation group (28.6 vs. 45.9 days, P = .037). Conclusion PCME remains an encountered morbidity in patients without pre-existing fundus diseases. Shorter axial lengths, absence of posterior vitreous detachment, and higher systolic blood pressure are risk factors of PCME. Active intervention failed to improve the prognosis of PCME but could shorten the recovery time.

The importance of assessments in education cannot be over-emphasised. The reason is that assessments not only promote students' learning but also evaluate students' competencies, particularly in the field of health sciences, such as acupuncture. Therefore, it is crucial for higher education institutions to ensure that assessments in their programmes are valid and reliable. However, there is a distinct lack of research focusing on assessments in acupuncture programmes. This study aimed to explore students' views and experiences of an acupuncture programme at a higher education institution within the South African context. The revised Bloom's Taxonomy was utilised as the theoretical lens to understanding students' views and experiences. A qualitative single case study design was employed in this study. The authors followed a purposive sampling strategy to recruit participants from a public university in South Africa. Ten participants were selected for this study. Thematic analysis was utilised in this study. The results of this study were: Participants stated that it was important to utilise multiple assessment tools for the educational evaluation of the acupuncture program, the frequency and continuity of the assessment motivated learning, each of the assessment tools was valuable and not superior to the other, and the assessment techniques used with the aims of the acupuncture program should be compatible. [ABSTRACT FROM AUTHOR]

Student engagement plays an important role in promoting student success at higher education institutions. It is of profound significance to improve student engagement through the utilisation of effective pedagogical approaches, such as game-based learning. However, there is a lack of study in the South African context focusing on game-based learning at higher education institutions. This study aimed to explore students’ views and experiences on game-based learning at an identified university in South Africa. The constructivism learning theory was anchored in this study as a theoretical lens. In this study, the authors adopted a qualitative single case study design within an interpretivist paradigm. A purposive sampling technique was followed to recruit participants from a public university in South Africa since it is the only university that provides acupuncture programmes in this country. Six participants were recruited for this study. The authors utilised thematic analysis to analyse the data. The findings of this study revealed that participants shared positive views and attitudes toward game-based learning. They believed that game-based learning significantly motivated them in the learning process. Furthermore, game-based learning also reduced their stress in learning compared to the learning in normal classrooms. They reported that game-based learning not only improved their engagement in learning but also enhanced their knowledge and skills. This study also highlighted that game-based learning should be well-planned to avoid demotivating students. It can be concluded that game-based learning is an effective approach to improve student engagement. Further studies should be conducted with diverse research approaches at different higher education institutions. [ABSTRACT FROM AUTHOR]

Objectives To investigate the effects of integrative neuromuscular training (INT) on the athletic performance of elite female boxers. Methods A before-and-after controlled experiment was conducted on 37 elite Chinese female boxers (Age: 26.00 ± 3.11 years). All included athletes have competed at the international level. The INT intervention was administered 11 times per week for 3 weeks. This training includes strength training, explosive training, core stability, agility exercises, high intensity intervals and sprint intervals. Basic physical fitness tests, including the deep squat and bench press one-repetition maximum (1RM), vertical long jump, 30 m sprint run, 400 m run, 3,000 m run, 1-minute hexagonal jump, and 3-minute double shake; as well as specialized striking ability tests, including single-punch striking and 10-second, 30-second, and 3-minute continuous punching, were conducted before and after the intervention. Results Compared with pre-intervention baseline data, significant differences were found in the athletes’ post-intervention baseline physical fitness, including squat and beach press (1RM), vertical jump, 30 m sprint run, 400 m run, 3,000 m run, 1-minute hexagonal jump, and 3-minute double shake (p 0.05). Conclusion The 3-week INT can significantly improve the maximum strength, vertical explosive power, linear acceleration, agility, and continuous punching abilities of Chinese elite female boxers. The use of INT in physical training may enhance their athletic performance.

ObjectivesThis study explored the effects of 6 weeks of variable resistance training (VRT) and constant resistance training (CRT) within complex training, on muscle strength and punch performance.MethodsTwenty-four elite female boxers from the China National team were divided randomly between an experimental group (VRT) and a control group (CRT). Maximum strength of the upper and lower limbs, countermovement jump (CMJ) performance, and punch performance (single, 10s and 30s continuous) were assessed pre- and post- intervention.ResultsVRT and CRT showed significant increases (p < 0.001) in the bench press (ES = 1.79 and 1.07, respectively), squat (ES = 1.77 and 1.10, respectively), and CMJ (ES = 1.13 and 0.75, respectively). The bench press (p < 0.05) and squat (p < 0.05) improved significantly more following VRT compared to CRT. Additionally, single punch performance (speed, force, and power) increased significantly in the experimental group (ES = 1.17–1.79) and in the control group (ES = 0.58–1.32), except for the lead punch force in the control group (p > 0.05, ES = 0.20). 10s continuous punch performance (number, speed, force, and power) increased significantly (both p < 0.05) in the experimental group (ES = 0.52–1.65) and in the control group (ES = 0.32–0.81). 30s continuous punch performance (number, force, and power) increased significantly increased significantly (both p < 0.05). However, no statistically significant differences were found between groups for punch performance.ConclusionThese findings provide evidence that VRT may improve maximum muscle strength in both upper and lower limbs, vertical jump and punch performance in elite amateur boxers.

Background/Objectives: Due to the character of the taekwondo, the adenosine triphosphate–phosphocreatine system provides the energy for each kick, the glycolytic system supports the repeated execution of kicks, and the aerobic system promotes recovery between these movements and the bout. Therefore, taekwondo athletes require high explosive power and anaerobic capacity in order to carry out sustained and powerful attacks. So, the purpose of this study is to compare the effects of APRE and VBRT on lower-limb explosive power and anaerobic capacity in college taekwondo players. Methods: A total of 30 taekwondo players completed an 8-week training intervention with autoregulatory progressive resistance exercise (APRE; n = 15) and velocity-based resistance training (VBRT; n = 15). Testing included the one-repetition maximum squat, countermovement jump (CMJ), taekwondo anaerobic intermittent kick test (TAIKT), and 30-s Wingate anaerobic test (WAnT). Results: (1) Intragroup comparisons revealed significant effects for one-repetition maximum squat, peak power of CMJ (CMJPP), relative peak power of CMJ (CMJRPP), and total number of TAIKT (TAIKTTN) in both the APRE and VBRT groups. The VBRT group exhibited small effect sizes for time at peak power of WAnT (WAnTPPT) and moderate effect sizes for peak power of WAnT (WAnTPP), relative peak power of WAnT (WAnTRPP), and fatigue index of TAIKT (TAIKTFI), whereas the APRE group exhibited small effect sizes for TAIKTFI. (2) Intergroup comparisons revealed no significant effects in any of the results. However, VBRT demonstrated a moderate advantage in WAnTPP and WAnTRPP, whereas APRE had a small advantage in CMJPP and CMJRPP. Conclusions: These findings suggest that APRE improved explosive power (CMJPP and CMJRPP) more, whereas VBRT improved anaerobic power output (WAnTPP and WAnTRPP) more. Both methods were found to have similar effects in improving the anaerobic endurance (WAnTPPT and TAIKTTN) and fatigue index (power drop of WAnT and TAIKTFI).

Abstract Background This study aimed to investigate the functional and anatomical outcomes of subthreshold micropulse laser (SMPL) therapy in eyes with early postoperative macular thickening after idiopathic epiretinal membrane (iERM) removal. Methods This was a prospective and interventional study. Forty-eight eyes from 48 patients with macular edema at 1 month after iERM removal were randomly divided into two groups. Patients in the SMPL group (n = 24) received SMPL therapy while no special intervention was used for the observation group (n = 24). Baseline demographic data and clinical findings before and at 1 and 3 months after SMPL treatment or observation, including best-corrected visual acuity (BCVA) and the changes in central subfield thickness (CST) and average macular thickness (AMT), were analyzed. Results An improvement in BCVA with a decrease in CST and AMT from baseline to the 3-month follow-ups were observed in both SMPL and observation groups. No significant difference in BCVA was observed between the SMPL group and observation group either in the 1-month (0.26 [0.15, 0.52] vs. 0.26 [0.15, 0.39], P = 0.852) or the 3-month (0.15 [0.10, 0.30] vs. 0.23 [0.15, 0.30], P = 0.329) follow-up. There was a greater reduction in CST in the SMPL group versus observation group between baseline and the 3-month follow-up (-77.8 ± 72.3 μm vs. -45.0 ± 46.9 μm, P = 0.049). The alteration in AMT did not differ between the two groups in either 1-month (-16.5 ± 20.1 μm vs. -19.7 ± 16.3 μm, P = 0.547) or 3-month (-36.9 ± 26.9 μm vs. -34.0 ± 20.1 μm, P = 0.678) follow-up. Conclusions SMPL therapy led to a significant decrease in CST at the 3-month follow-up while did not significantly improve the visual acuity in patients with postoperative macular thickening following iERM surgery. Trial registration The study was registered on Aug 27, 2020 (Trial Registration Number: ChiCTR 2000037227).

Continuous professional development is an integral part of the professional life of teachers since learning is a life-long activity. Lesson study is a practical approach to promoting teachers' professional development. Lesson study refers to teachers' classroombased collaborative research to bring teachers together to work collaboratively to plan a lesson. In South Africa, there is a dire need for teachers' professional development due to many challenges in professional development in this country. However, there is very little documented research into the implementation of lesson study in South Africa. This study explored the Japanese Lesson Study to improve teaching quality and to learn in South Africa. The researchers adopted qualitative research with an interpretivist paradigm to explicit participants' experiences of lesson study. A purposive sampling technique was employed to select three participants in a school from Gauteng Province, South Africa. The findings revealed that participants appreciated the workshop and gained knowledge of a good understanding of the lesson study. All the participants acknowledged the awareness of their professional development as a motivating factor for them to continue to plan and work together. The researchers recommended that lesson studies be implemented with teachers from different grades and phases. School leaders should become ambassadors for setting up communities of practice within their schools, districts and provinces. Further studies should be carried out with similar grades in a phase and also in phase planning. [ABSTRACT FROM AUTHOR]

Interprofessional education (IPE) is a practical pedagogical approach to strengthening teaching and learning in higher education to improve students' competencies. These competencies include an enhanced understanding of content knowledge and skills from different professions. To ensure quality teaching and learning, it is envisaged that IPE will strengthen and advance the knowledge and skills of students. The COVID-19 pandemic offered the opportunity to adopt multiple approaches to support students in acquiring the knowledge, skills, values and attitudes towards the programme through the support of interprofessional educators and resources. However, there is a lack of research to explore students' experiences and views on IPE in an acupuncture programme within the South African context, particularly with technologies. This study was anchored in the Technological, Pedagogical, Content Knowledge model as a theoretical lens to explore students' experiences of the IPE using technologies. The authors employed an interpretivist paradigm within a qualitative case study design. They used purposive sampling as a technique since the participants in this study were acupuncture students at a South African university. The researchers interviewed six (6) undergraduate students for this study. The findings revealed that students showed positive attitudes towards IPE. They believed the IPE would improve their competencies in clinical practice. Results also suggested that specific programmes should allocate sufficient time for IPE. Institutions should provide professional training to academics since IPE require more comprehensive content knowledge and pedagogical approaches. To promote effective teaching and learning, IPE should be the norm at universities. Universities should provide relevant support for the appropriate implementation of IPE from policy and resource perspectives. [ABSTRACT FROM AUTHOR]

The outbreak of the coronavirus disease was declared an international public health emergency as the virus spread across many countries and territories. Due to the rapid rate the virus was spreading, the South African president announced the closure of schools in March 2020. The protection of children and teachers was incredibly important. Precautions were necessary to prevent the potential spread of COVID-19 in school settings; however, care had to be taken to avoid stigmatising students and staff who may have been exposed to the virus. With a phased-in approach to grades returning to school, school leaders had to ensure that their environment was safe, conducive, welcoming, respectful, inclusive and supportive at all times. A qualitative case study, involving individual interviews with principals, was conducted using the Health Theoretical Framework of attitudes, behaviours and communication (ABCs) to investigate how school leaders were ensuring a safe and conducive environment for teachers and learners. The findings highlighted establishing an emergency School Management Team to be the COVID-19 point of contact, implementing social distancing, frequent sanitising, mask-wearing, daily screening, encouraging flexible school times and promoting the outdoor classroom. Staff with comorbidities were assigned noncontact duties. [ABSTRACT FROM AUTHOR]

The Department of Education introduced the policy on e-Education in 2004, encouraging all teachers to implement technology for teaching and learning. Despite this encouragement, most South African teachers are experiencing many challenges to effectively use technology for teaching and learning in the foundation phase. As a result of the COVID-19 pandemic, schools had to adapt to the use of technology for teaching and learning. This placed most teachers in a compromising situation since teachers were now forced to engage and use technology for education. For this reason, this study promoted us to explore the challenges experienced by foundation phase teachers in using technology for teaching and learning in two schools in one district in Gauteng Province: South Africa. The Technological Pedagogical Content Knowledge framework was used as a lens to understand the challenges experienced by foundation phase teachers. The authors applied a qualitative research approach within the interpretivist paradigm to explore and understand participants' lived experiences of their challenges. Purposive sampling was used to select eight foundation phase teachers from two schools in Gauteng Province. The findings revealed that most teachers experienced challenges due to lack of knowledge and understanding of how to use technology effectively for teaching and learning; a lack of support from management to promote the use of technology and inadequate, inappropriate and outdated technological resources and equipment. Teachers also indicated that they did not enjoy the support from their senior managers and education officials. They recommended that all teachers undergo focused training and development on the use of technology for teaching and learning and that the education department should consult teachers and ensure that all systems are in place prior to mandating the implementation of technology in the foundation phase. [ABSTRACT FROM AUTHOR]

Students' competencies in clinical practice is vital in health sciences. Clinical simulation is one approach used to support students' learning in clinical practice. There is a lack of research on clinical simulation in acupuncture programmes in the African context. This paper explored the experiences of students' views towards clinical simulation in the acupuncture programme to strengthen clinical teaching using the Technological Pedagogical Content Knowledge Framework as a theoretical lens. A qualitative research approach with an interpretivist paradigm was adopted. A single case study design was selected. Six undergraduate students voluntarily agreed to participate. The data were analysed inductively using the thematic analysis approach. Findings revealed that students were optimistic about clinical simulation because it assisted them in their practice. The findings highlighted students' views regarding the lack of knowledge and skills among instructors and poor infrastructure. The study also found that students gained more confidence in the clinical simulation since they were aware that the patients are not harmed. It is recommended that clinical simulation should be included and standardised in the acupuncture curriculum. To improve clinical simulation, the authors recommended that clinical simulations should be carefully planned and coordinated; training facilities needed upgrading to accommodate Covid-19 regulations and a detailed handbook on clinical simulation should be developed to standardise the simulation process. [ABSTRACT FROM AUTHOR]

Abstract Plyometric training boosts adolescents' jumping ability, crucial for athletic success and health. However, the best total ground contact frequency (TGCF) and overall intervention time (OIT) for these exercises remain unclear. This meta-analysis aims to identify optimal TGCF and OIT in plyometric training for adolescents, focusing on countermovement jump (CMJ) and squat jump (SJ) outcomes. This systematic review encompassed five databases and included 38 studies with 50 randomized controlled experiments and 3347 participants. We used the Cochrane risk assessment tool for study quality and Review Manager 5.4 for data analysis. The current meta-analysis incorporated a total of 38 studies, comprising 50 sets of randomized controlled trials, to investigate the influence of different TGCFs and OITs on plyometric training. The Cochrane risk assessment tool indicated that all the included studies were classified as low risk. Various TGCFs in plyometric training positively affected CMJ and SJ heights in adolescents. The TGCF of less than 900 was ideal for enhancing CMJ, whereas more than 1400 was effective for SJ. The optimal OIT was 400–600 min, specifically, 500–600 min for CMJ and 400–500 min for SJ. Plyometric training improves jumping ability in adolescents. Lower ground contact frequency ( 1400 contacts) is more effective for SJ. Optimal intervention time ranges from 400 to 600 min, with 500 to 600 min benefiting CMJ and 400 to 500 min improving SJ.