Interprofessional education in a community-based setting: An opportunity for interprofessional learning and collaboration.

BACKGROUND: An interprofessional community-based education provides proper situations that learners can be prepared to play their professional responsibilities and team duties in the community. This study aims to assess the effect of interprofessional community-based education on attitudes and performances of learners toward interprofessional collaboration and their readiness for interprofessional learning. MATERIALS AND METHODS: The study is a quasi-experimental design. The learners in six different disciplines, including medicine, pharmacy, nursing, midwifery, public health, and nutrition (n=122) at Shahid Sadoughi University of Medical Sciences were participated in the present study. in the present study, interprofessional education intervention was conducted in two steps. First, the interprofessional learning situation brought learners the familiarity with the concepts of interprofessional collaboration, teamwork, and educational medical content, such as backache, fatty liver, diabetes, and HIV. Second, learners from different disciplines participated in interprofessional teams in community settings. These learners taught people about health-related topics, such as backache, fatty liver, and HIV. Participants filled out the questionnaires before and after interventions. Data were analyzed by Student's t-test and one-way ANOVA in SPSS 16.0 software (SPSS, Inc., Chicago, IL, USA). RESULTS: The present results showed that the scores of learners in readiness for interprofessional learning 3.82 (0.35) versus 4.60 (0.29) (P = 0.001) (P = 0.0001), attitudes to interprofessional teamwork 3.83 (0.40) versus 4.18 (0.30) (P = 0.0001) (P = 0.0001), interprofessional collaboration 7.46 (0.70) versus 8.35 (0.43) (P = 0.001) improved significantly before and after the educational interventions. CONCLUSION: The present results showed that interprofessional community-based education has improved the readiness of the learners for interprofessional learning. Besides, attitude toward teamwork and interprofessional collaboration performance have also been improved from participants' viewpoints.

Full duodenal rupture after direct abdominal trauma in soccer: a case report of an elite soccer player with follow up and return to play protocol.

Severe traumatic abdominal injuries and duodenal ruptures are relatively rare in soccer and can be easily missed and turn into a life-threatening condition. All team physicians need to be familiar with the warning sign in these situations. This report aims to report a case, discuss the diagnostic and treatment process and the return to play protocol.During a professional female soccer team training session, the injury occurred while the player's epigastrium was hit hardly by the opponent's knee. In the first evaluation, there was only mild epigastrium pain without any other sign. Eventually, pain exacerbated, nausea and vomiting were added. All the initial evaluation (Physical examination, abdominal X-ray, ultrasonography, blood tests) were normal. Eventually, she developed abdominal guarding and underwent abdominopelvic computed tomography with intravenous contrast where Duodenal rupture becomes evident. She underwent laparotomy and full duodenal repair and discharged from the hospital in good health.For the return to play determination in such injuries, the abdomen should not be imposed on any trauma for about 6 months, so while the player can start a self-training session firstly without a ball and then with a ball, she is not allowed to play or train with others for 6 months.

Long-term effects of the 11+ warm-up injury prevention programme on physical performance in adolescent male football players: a cluster-randomised controlled trial.

This study examined the long-term effects of the 11+ on physical performance in adolescent male football (soccer) players. Eighty-two 14- to 16-year-old male football players (11+ = 42 players, control = 40 players) participated. Teams were randomised to control (CON) and intervention (INT) groups. INT applied the 11+ injury prevention programme for 30 weeks at least twice a week as a warm-up. CON performed their standard warm-up. Motor performance tests were conducted 1 week prior and 1 week after the competition season. We used magnitude-based inferences and linear mixed-effects models to analyse performance test results. INT showed superior results compared to CON in the vertical jump height 7.5% (95%-CI 4.4%, 10.7%), the Bosco 15-s-jump test 7.2% (95%-CI 2.2%, 12.4%), and the Illinois agility test -2.6% (95%-CI -4.1%, -1.1%). Possibly beneficial effects in favour of INT were found in the 9.1 m sprint test -3.1% (95%-CI -6.1%, 0.1%). Possibly harmful effects (i.e. in favour of CON) were observed in the dribbling test 2.8% (95%-CI -0.8%, 6.4%). The 11+ warm-up programme can improve different performance measures in football players. Coaches might implement additional dribbling drills next to the 11+ to achieve improvements observed in dribbling ability when using a regular warm-up programme.