Evaluación del impacto social de la carrera de estomatología / Evaluation of the social impact of the dental medicine major

Introducción: El impacto y la pertinencia social han constituido elementos relevantes al momento de conocer el desempeño de la educación superior en un país. En el caso de las universidades de ciencias médicas, que se encargan de la formación integral de los profesionales de la salud, el mejoramiento continuo de la calidad de los procesos académicos representa una prioridad para cumplir con el encargo social. Objetivo: Reflexionar sobre la evaluación del impacto social de la carrera de estomatología de la Universidad de Ciencias Médicas de La Habana. Posicionamiento de los autores: La carrera de estomatología tiene una tradición de más de cien años. Ha sido reconocida su calidad y excelencia a través de evaluaciones externas que han mostrado fortalezas en la variable pertinencia e impacto social. Sin embargo, es necesario evaluar el impacto social no solo desde el punto de vista de la satisfacción de egresados y empleadores por la formación recibida, sino en aspectos como desempeño profesional, trabajo en equipo, impacto en la salud bucal de la población, entre otros. Conclusiones: La carrera de estomatología tiene un alto reconocimiento, que se demuestra en el vínculo de los profesores y estudiantes en la solución de los problemas de salud bucal. No obstante, no se ha estimado evaluar otros impactos vinculados al desarrollo de los egresados en la investigación científica, sus expectativas, sus motivaciones y su superación profesional, los cuales, definitivamente, contribuyen al perfeccionamiento, la pertinencia y la calidad de la carrera(AU)

Introduction: Social impact and pertinence have been relevant elements at the time of knowing the performance of higher education in a country. In the case of universities of medical sciences, responsible for the comprehensive training of health professionals, the continuous improvement of the quality of academic processes represents a priority for accomplishing the social task. Objective: To reflect about the evaluation of the social impact of the dental medicine major of the University of Medical Sciences of Havana. Authors' stance: The dental medicine major has a tradition of more than a hundred years. Its quality and excellence have been recognized through external evaluations that have shown strengths in the variable social impact and pertinence. However, it is necessary to evaluate social impact not only from the point of view of the graduates' and employers' satisfaction with the offered training, but also in terms of professional performance, teamwork, impact on the oral health of the population, among others. Conclusions: The dental medicine major has a high recognition, demonstrated thought the connection among professors and students for the solution of oral health problems. However, it has not been considered to evaluate other impacts associated to the development of graduates in scientific research, their expectations, their motivations and professional upgrading, which definitely contribute to the improvement, relevance and quality of the major(AU)

Music-based biofeedback to reduce tibial shock in over-ground running: a proof-of-concept study.

Methods to reduce impact in distance runners have been proposed based on real-time auditory feedback of tibial acceleration. These methods were developed using treadmill running. In this study, we extend these methods to a more natural environment with a proof-of-concept. We selected ten runners with high tibial shock. They used a music-based biofeedback system with headphones in a running session on an athletic track. The feedback consisted of music superimposed with noise coupled to tibial shock. The music was automatically synchronized to the running cadence. The level of noise could be reduced by reducing the momentary level of tibial shock, thereby providing a more pleasant listening experience. The running speed was controlled between the condition without biofeedback and the condition of biofeedback. The results show that tibial shock decreased by 27% or 2.96 g without guided instructions on gait modification in the biofeedback condition. The reduction in tibial shock did not result in a clear increase in the running cadence. The results indicate that a wearable biofeedback system aids in shock reduction during over-ground running. This paves the way to evaluate and retrain runners in over-ground running programs that target running with less impact through instantaneous auditory feedback on tibial shock.

Jogos escolares da rede pública do estado da bahia: análise das edições 2009 a 2017 / Bahia state public schools championship: analysis of editions from 2009 to 2017

RESUMO A partir da análise documental de 210 relatórios dos Jogos Escolares da Rede Pública da Bahia (JERP), este estudo teve por objetivo descrever a evolução histórica do JERP de 2009 a 2017, considerando as modalidades comuns e inovadoras ofertadas, número de escolares, número de escolas, número de professores e recursos financeiros descentralizados. Verificamos que as modalidades inovadoras foram numericamente superiores às modalidades comuns e apresentaram maior diversificação das práticas esportivas; o número de escolares, escolas e professores na primeira etapa dos jogos (dentro das escolas) foi superior a terceira etapa (regional), além de aumentar ao longo dos anos em ambas as etapas; e que o valor financeiro descentralizado tendeu a crescer no período histórico analisado. Concluímos que o JERP se apresenta como uma oportunidade dos alunos vivenciarem diferentes modalidades esportivas, entretanto esta oportunidade é ressaltada apenas na primeira etapa. Em relação aos recursos financeiros descentralizados para o JERP, parece não haver planejamento prévio com relação a proporção destes recursos e a proporção de escolares participantes deste programa. Sugerimos maior concentração de recursos em competições locais do que estaduais, uma vez que atendem mais crianças e jovens e favorecem a valorização da diversificação de modalidades e respeito à cultura esportiva local.

ABSTRACT Based on the documentary analysis of 210 reports of the Scholars Games of the Bahia State Public System (JERP), this study aimed to describe the historical evolution of the JERP from 2009 to 2017 considering the common and innovative modalities offered, number of school children, number of schools , number of teachers and decentralized financial resources. It was verified that the innovative modalities were numerically superior to the common modalities and presented a greater diversification of the sports practices; the number of students, schools, and teachers in the games' first stage (inside of the schools) was superior to the third stage (regional), besides increase over the years in both stages; and that the decentralized financial value tended to grow in the historical period analyzed. It is concluded that the JERP presents itself as an opportunity for students to experience different sports modalities, however this opportunity is highlighted only in the first stage. Regarding the decentralized financial resources for the JERP, there seems to be no prior planning regarding the proportion of these resources and the proportion of students participating in this program. We suggest a higher concentration of resources in local rather than state competitions, since the local competitions serve more children and young people and support the modalities diversification and respect to the local sports culture.

EXAMEN CLÍNICO OBJETIVO ESTRUCTURADO como innovación pedagógica y como parte del Examen Final de competencias de la carrera de Medicina. Universidad Nacional Nordeste-Corrientes, Argentina / STRUCTURED OBJECTIVE CLINICAL EXAMINATION as a pedagogical innovation and as part of the Final Competency Exam of the Medicine degree. National Northeast University-Corrientes, Argentina

Actualmente la tendencia en educación médica, es construir los proyectos pedagógicos basados en competencias. El aprendizaje en competencias posibilita la articulación teoría y práctica, y favorece la adquisición de aprendizajes significativos, lo que permitevalorar los procesos cognitivos de orden superior, tales como, razonamiento clínico, resolución de problemas, pensamiento crítico y habilidades de comunicación. Esta investigación se desarrolló en la Práctica Obligatoria Final de la Carrera de Medicina de la Universidad Nacional del Nordeste,situada en la provincia de Corrientes, Argentina.Tuvo como objetivo determinar lavalidez y confiabilidad del Examen Clínico Objetivo Estructurado (ECOE), como instrumento de evaluación, para constatar la adquisición de las competencias del egresado. Para ello se utilizó el Examen denominado (ECOE), Objective Structured Clinical Examination (OSCE por las siglas en inglés). Lainvestigación fuedescriptiva y de corte transversal. La población en estudio estuvo constituida por302estudiantes, que rindieron su examen final profesional, en el período diciembre 2005 a septiembre de 2008, desarrolladosen 14 turnos.Los resultadosmuestranla correlación entre el promedio de calificaciones de los 6 años de la carrera yel de competencia clínica (ECOE) en cada turno de examen y en cada área evaluada: Clínica, Cirugía, Pediatría y Obstetricia. Los resultados muestran que los exámenes, son de alta confiabilidad, con un rango entre 0,45 y 0,82 deAlfa de Cronbach. El promedio entre las correlaciones es de 0,65 lo que demuestra significancia estadística. Se demostró además, la validez en los catorce exámenes aplicados, con las pruebas de Anova, pruebas de Mann Whitney y Kruskal-Wallis lo cual indica que el número de estaciones fueron suficientes para lograr lo esperado de los estudiantes. Conclusión: el ECOE es una alternativa de evaluación de las competencias del futuro profesional médico que demostró confiabilidad y validez.Currently the trend in medical education is to build pedagogical projects based on competencies. Competency learning enables the articulation of theory and practice, and favors the acquisition of significant learning, which makes it possible to assess higher order cognitive processes, such as clinical reasoning, problem solving, critical thinking and communication skills. This research was developed in the Final Compulsory Practice of the Medicine Course of the National University of Norwest, located in the province of Corrientes, Argentina. Its objective was to determine the validity and reliability of theStructured Objective Clinical Exam (ECOE), as an evaluation instrument, to verify the acquisition of the graduate's competencies. For this, the so-called Test (ECOE), Objective Structured Clinical Examination (OSCE) was used. The investigation was descriptive and cross-sectional. The study population consisted of 302 students, who took their final professional exam, in the period December 2005 to September 2008, developed in 14 career and the clinical competence (ECOE) in each exam shift and in each area evaluated: Clinic, Surgery, Pediatrics and Obstetrics. The results show that the exams are highly reliable, with a range between 0.45 and 0.82 of Cronbach's Alpha. The average between the correlations is 0.65 which demonstrates statistical significance. In addition, the validity of the fourteen exams applied was demonstrated, with the Anova tests, Mann Whitney and Kruskal-Wallis tests, which indicates that the number of stations was sufficient to achieve what was expected of the students. Conclusion: ECOE is an alternative for evaluating the competencies of the future medical professional who demonstrated reliability and validity.Atualmente, a tendência na educação médica é construir projetos pedagógicos baseados em competências. O aprendizado por competência possibilita a articulação entre teoria e prática e favorece a aquisição de aprendizado significativo, o que possibilita avaliar processos cognitivos de ordem superior, como raciocínio clínico, resolução de problemas, pensamento crítico e habilidades de comunicação. Esta pesquisa foi desenvolvida na Prática Compulsória Final do Curso de Medicina da Universidade Nacional del Nordeste, localizada na província de Corrientes, Argentina. O seu objetivo foi determinar a validade e a confiabilidade do Exame Clínico Objetivo Estruturado (ECOE), como instrumento de avaliação, para verificar a aquisição das competências do graduado. Para isso, foi utilizado o chamado Teste (ECOE), Exame Clínico Objetivo Estruturado (OSCE). A investigação foi descritiva e transversal. A população do estudo foi composta por 302 alunos, que fizeram o exame profissional final, no período de dezembro de 2005a setembro de 2008, desenvolvido em 14 turnos.Os resultados mostram a correlação entre a média de notas da carreira de 6 anos e a competência clínica (ECOE) em cada turno de exame e em cada área avaliada: Clínica, Cirurgia, Pediatria e Obstetrícia. Os resultados mostram que os exames são altamente confiáveis, com intervalo entre 0,45 e 0,82 do Alpha de Cronbach. A média entre as correlações é de 0,65, o que demonstra significância estatística. Além disso, foi demonstrada a validade dos quatorze exames aplicados, com os testes Anova, Mann Whitney e Kruskal-Wallis, o que indica que o número de estações foi suficiente para atingir o que era esperado dos alunos. Conclusão: o ECOE é uma avaliação alternativa das competências do futuro profissional médico que demonstrou confiabilidade e validade

Knowledge and Belief Toward Heat Safety and Hydration Strategies Among Runners: A Preliminary Evaluation.

CONTEXT: Little is known about how educating runners may correct common misconceptions surrounding heat safety and hydration strategies. OBJECTIVE: To investigate (1) beliefs and knowledge about heat safety and hydration strategies among recreational runners and (2) the effectiveness of an educational video in optimizing performance in the heat. DESIGN: Cross-sectional study. SETTING: Survey. PATIENTS OR OTHER PARTICIPANTS: A total of 2091 (25.1%) of 8319 runners registered for the 2017 Falmouth Road Race completed at least 1 of the 3 administered surveys. INTERVENTION(S): A 5.3-minute video and an 11-question survey regarding heat safety and hydration strategies were developed, validated, and implemented. The survey was e-mailed to registrants 9 weeks before the race (PRERACE), after they viewed the video (POSTEDU), and the afternoon of the race (POSTRACE). MAIN OUTCOME MEASURE(S): The total score for responses to 2 multiple choice questions and nine 5-point (response range = strongly agree to strongly disagree) Likert-scale questions. RESULTS: The PRERACE results showed that more than 90% of respondents recognized the importance of staying hydrated beginning the day before the planned activity, correctly identified that dark color urine is not a sign of euhydration, and believed that dehydration may increase the risk for heat syncope. Conversely, fewer than 50% of respondents knew the number of days required to achieve heat acclimatization, the role of sweat-rate calculation in optimizing one's hydration strategy, or the risk of water intoxication from drinking too much water. An improvement in survey score from PRERACE to POSTEDU was observed (mean difference = 2.00; 95% confidence interval = 1.68, 2.33; P < .001) among runners who watched the video, and 73% of the improvement in their scores was retained from POSTEDU to POSTRACE (mean difference = -0.54; 95% confidence interval = -0.86, -0.21; P < .001). CONCLUSIONS: The video successfully shifted runners' beliefs and knowledge to enable them to better optimize their performance in the heat.

Themes Depicted in Running-Related Films: An Opportunity for Co-Viewing and Active Mediation.

Sport participation is an important part of the development of children and adolescents. The objective of this study was to identify and quantify themes depicted in a select number of running-related films. Thirty-one running-related films were independently viewed and analyzed by 4 reviewers. The number of positive and negative themes was 29.5 (95% confidence interval = 26.1-33.4) and 9.0 (95% confidence interval = 7.9-10.2) mean events per hour for all included films, respectively. The most common positive themes were "overcoming physical limitations," "overcoming mental obstacles," and "encouragement from family/friends/fans" (2.6, 2.4, and 2.3 mean events per hour, respectively). The most common negative themes were "giving up/losing confidence," "ignoring injuries," and "discouragement/ridicule from coach/athletic trainer" (1.2, 1.1, and 0.66 mean events per hour, respectively). In conclusion, the co-viewing of running-related films with pediatric athletes in order to focus on "teachable moments" may encourage the acquisition and development of positive themes and the avoidance and de-emphasis of negative themes.

Medicina, Hombre y Sociedad: adecuando el ingreso a Medicina al modelo de competencias y al perfil de graduación / Medicine, Man and Society: adapting admission to Medicine to the competency model and graduation profile

Introducción: "Introducción a las Ciencias Médicas" (ICM) fue hasta 2015 la primera asignatura de la carrera de Medicina. Con 400 horas, estructurada en áreas (Biología, Química y Formación Científica-Humanística-Técnica), enfocada en contenidos básicos, con modelo didáctico tradicional y evaluación escrita estructurada. Este contexto de ingreso poco adecuado al curriculum de la carrera orientado en competencias, motivó a reformular el programa y cambiar la denominación por "Medicina, hombre y sociedad" (MHS), respetando la carga horaria, contenidos mínimos y sistema de promoción de ICM. Propósitos: Adecuar los objetivos y las estrategias didácticas de la materia al modelo de competencias y enriquecer la formación de los estudiantes hacia la Medicina Familiar y Comunitaria (MFC) acorde al perfil de graduación. Desarrollo: Para el cursado 2016 de MHS, las áreas se reordenaron en cuatro ejes temáticos: Alimentación, Actividad Física, Ambiente, y Sistemas de Salud; y uno de Contenidos Transversales (formación científica, humanística, y metodológica). Para cada eje se formularon competencias y los contenidos se categorizaron en esenciales, necesarios y ampliatorios. Las actividades se desarrollaron en tres escenarios: áulicas presenciales (aula invertida y talleres), aula virtual (actividades, repositorio y comunicación) y trabajos en terreno (observaciones, encuestas, y entrevistas a la comunidad y equipos de salud). Las evaluaciones se agruparon por tramo, articulando diferentes instrumentos, pruebas escritas abiertas (integradores de ejes), evaluación de informes (trabajos en terreno); ejercicios en CV y e-portfolio (transversales), y preguntas de opción múltiple (integrador de tramo). Resultados: De los 1563 inscriptos a la carrera (2016), 285 abandonaron el cursado. De los 1277 que finalizaron, 495 (39 %) regularizaron la materia y 762 (61 %) no regularizaron. En los portfolios, los estudiantes expresaron su satisfacción con las estrategias didácticas, las evaluaciones y las interacciones en los trabajos grupales. Muchos cuestionaron la sobrecarga de tareas y la claridad de las consignas. El grado de aceptación y compromiso de los docentes fue bueno, varios objetaron algunas de las nuevas actividades desarrolladas. Conclusiones: Con MHS se logró adecuar el ingreso al modelo curricular por competencias, orientar la formación de los estudiantes hacia la MFC y enriquecer las estrategias didácticas de la carrera. El desafío es darle continuidad.

Introduction: "Introduction to the Medical Sciences" (IMC) was until 2015 the first subject of the medical career. With 400 hours, structured in areas (Biology, Chemistry and Scientific-Humanistic-Technical Training), focused on basic contents, with traditional didactic model and structured written evaluation. This context of income that was not adequate to the competency-oriented curriculum, motivated to reformulate the program and to change the denomination by "Medicine, Man and Society" (MMS), respecting the hourly load, minimum contents and system of promotion of IMC. Purposes: To adapt the objectives and didactic strategies of the subject to the competence model and to enrich the training of students towards family and community medicine (FCM) according to graduation profile. Development: For the 2016 MHS course, the areas were rearranged in four thematic axes: Feeding, Physical Activity, Environment, and Health Systems; and one of Transverse Contents (scientific, humanistic, and methodological training). For each axis, competencies were formulated and the content categorized as essential, necessary and ampliatory. The activities were developed in three scenarios: aulic (flipped classroom and workshops), virtual campus (activities, repository and communication) and fieldwork (observations, surveys, and interviews with the community and health teams). The evaluations were grouped by tranche, articulated different instruments, open written tests (axis integrators), evaluation of reports (fieldwork); VC and e-portfolio exercises (transversal), and multiple choice questions (stretch integrator). Di Bernardo, Juan J.; y Col. Rev. Fac. Med. UNNE XXXVII: 3, 5-14, 2017 Results: Of the 1563 enrolled in the race (2016), 285 left the course. Of the 1277 that ended, 495 (39%) regularized the matter and 762 (61%) did not regularize. In the portfolios, students expressed their satisfaction with didactic strategies, assessments and interactions in group work. Many questioned the overload of tasks and the clarity of the slogans. The degree of acceptance and commitment of the teachers was good, several objected to some of the new activities developed. Conclusions: With MMS it was possible to adapt the entrance to the curricular model by competences, to orient the training of the students towards the FCM and to enrich the didactic strategies of the career. The challenge is to give it continuity.

Influencia de la práctica deportiva sobre la huella plantar en atletas españoles / Influence of sport practice on the footprint in Spanish athletes

El objetivo de este estudio fue conocer la asociación entre el entrenamiento de atletas con las características de cada pie. Se midieron y compararon las huellas plantares de tres grupos de deportistas (28 velocistas, 29 fondistas, 47 nadadores) y de 67 sujetos no entrenados (GC). Para la captura de parámetros plantares se empleó una plataforma de escaneado podálico Podoscanalycer®. El índice podálico, metatarsal, medio podálico, y calcáneo fue inferior en GC respecto a corredores de velocidad, fondo, y nadadores (p<0.001). El riesgo relativo de tener un pie cavo o un tipo de pié específico por pertenecer a una determinada modalidad atlética no resulto significativo (todos p>0.05). Se concluye que los años de entrenamiento y la edad en atletas españoles no se asocian significativamente con la curvatura y tipología del pie ni sobre ningún índice plantar específico. Sin embargo, sexo e IMC se asocia significativamente con los índices plantares según la modalidad atlética (AU)

The aim of the present study was to determine the association between athletic training and characteristics of each foot. Plantar foot print of three groups of athletes (28 sprinters, 29 distance runners, 47 swimmers) and 67 sedentary subjects (CG) were measured and compared. A scanning platform breech Podoscanalyzer was employed to obtain plantar pressure measurements. The breech, metatarsal, middle breech, and calcaneus index, were lower in CG compared to sprinters, long-distance runners, and swimmers (p<0.001). The relative risk of having a cavus foot or any specific type of foot as a result of practicing a particular athletic discipline was not significant (all p>0.05). We conclude that the years of training and the age are not significantly associated neither with the curvature and the type of the foot nor with any specific plantar arch index in Spanish athletes. Nevertheless, sex and BMI are significantly associated with the plantar arch indexes according to the athletic discipline (AU)

Experiencias en evaluación y acreditación de carreras / Experiences in evaluation and career accreditation

Se analizaron los resultados obtenidos en los procesos de evaluación y acreditación de carreras en la Universidad de Ciencias Médicas de La Habana (UCMH), iniciados en el año 2003 con la evaluación externa de la Carrera de Medicina de la Facultad de Ciencias Médicas (FCM) "Calixto García", primer programa de pregrado acreditado en Centros de Educación Médica Superior (CEMS) en Cuba, a partir de la implementación del Sistema de Evaluación y Acreditación de Carreras Universitarias (SEA-CU) en el año 2002. Hasta junio de 2014 se han efectuado 18 procesos de evaluación externa a 11 carreras con resultados satisfactorios, 7 (38,9 %) de ellos con categoría de Excelencia. Los resultados evidencian un sostenido trabajo en el desarrollo del sistema de gestión de la calidad, en el que el proceso continuo de acreditación y reacreditación ha propiciado el desarrollo cualitativo institucional, donde se realiza la formación integral y el perfeccionamiento de los recursos humanos para el Sistema Nacional de Salud de Cuba y otros países.

The results of the assessment process and accreditation of careers, were analyzed in the Medical Sciences University from Havana (UCMH), initiated in 2003 with the external evaluation of the Faculty of Medical Sciences (FCM) "Calixto García", first undergraduate program accredited in Higher Medical Education Centers (CEMS) in our country from the implementation of the System of Assessment and Accreditation of University Careers (SEA-CU) in 2002. Until June/2014 to have been made 18 external evaluation processes to 11 careers with satisfactory results, 7 (38.9%) of them with Excellence category. The results show a sustained development of the management system of quality, in which the continuous process of accreditation and re-accreditation has led to the institutional quality development where comprehensive training and development of human resources for the National System Health of Cuba and other countries.

Experiencias en evaluación y acreditación de carreras / Experiences in evaluation and career accreditation

Se analizaron los resultados obtenidos en los procesos de evaluación y acreditación de carreras en la Universidad de Ciencias Médicas de La Habana (UCMH), iniciados en el año 2003 con la evaluación externa de la Carrera de Medicina de la Facultad de Ciencias Médicas (FCM) “Calixto García”, primer programa de pregrado acreditado en Centros de Educación Médica Superior (CEMS) en Cuba, a partir de la implementación del Sistema de Evaluación y Acreditación de Carreras Universitarias (SEA-CU) en el año 2002. Hasta junio de 2014 se han efectuado 18 procesos de evaluación externa a 11 carreras con resultados satisfactorios, 7 (38,9 por ciento) de ellos con categoría de Excelencia. Los resultados evidencian un sostenido trabajo en el desarrollo del sistema de gestión de la calidad, en el que el proceso continuo de acreditación y reacreditación ha propiciado el desarrollo cualitativo institucional, donde se realiza la formación integral y el perfeccionamiento de los recursos humanos para el Sistema Nacional de Salud de Cuba y otros países(AU)

The results of the assessment process and accreditation of careers, were analyzed in the Medical Sciences University from Havana (UCMH), initiated in 2003 with the external evaluation of the Faculty of Medical Sciences (FCM) “Calixto García”, first undergraduate program accredited in Higher Medical Education Centers (CEMS) in our country from the implementation of the System of Assessment and Accreditation of University Careers (SEA-CU) in 2002. Until June/2014 to have been made 18 external evaluation processes to 11 careers with satisfactory results, 7 (38.9 percent) of them with Excellence category. The results show a sustained development of the management system of quality, in which the continuous process of accreditation and re-accreditation has led to the institutional quality development where comprehensive training and development of human resources for the National System Health of Cuba and other countries(AU)

Differential effects of main error correction versus secondary error correction on motor pattern of running.

The aim of this study was to gain a better understanding of how the run pattern varies as a consequence to main error correction versus secondary error correction. Twenty-two university students were randomly assigned to one of two training-conditions: 'main error' (ME) and 'secondary error' (SE) correction. The rear-foot strike at touchdown was hypothesized as the 'main error', whereas an incorrect shoulder position (i.e., behind the base of support) as the 'secondary error'. In order to evaluate any changes in run pattern at the foot touchdown instant, the ankle, knee and hip joint angles, the height of toe and heel (with respect to the ground), and the horizontal distance from the heel to the projected center of mass on the ground were measured. After the training-intervention, the ME group showed a significant improvement in the run pattern at the foot touchdown instant in all kinematic parameters, whereas no significant changes were found in the SE group. The results support the hypothesis that the main error can have a greater influence on the movement patterns than a secondary error. Furthermore, the findings highlight that a correct diagnosis and the correction of the 'main error' are fundamental for greater run pattern improvement.

Effectiveness of Start to Run, a 6-week training program for novice runners, on increasing health-enhancing physical activity: a controlled study.

BACKGROUND: The use of the organized sports sector as a setting for health-promotion is a relatively new strategy. In the past few years, different countries have been investing resources in the organized sports sector for promoting health-enhancing physical activity. In the Netherlands, National Sports Federations were funded to develop and implement "easily accessible" sporting programs, aimed at the least active population groups. Start to Run, a 6-week training program for novice runners, developed by the Dutch Athletics Organization, is one of these programs. In this study, the effects of Start to Run on health-enhancing physical activity were investigated. METHODS: Physical activity levels of Start to Run participants were assessed by means of the Short QUestionnaire to ASsess Health-enhancing physical activity (SQUASH) at baseline, immediately after completing the program and six months after baseline. A control group, matched for age and sex, was assessed at baseline and after six months. Compliance with the Dutch physical activity guidelines was the primary outcome measure. Secondary outcome measures were the total time spent in physical activity and the time spent in each physical activity intensity category and domain. Changes in physical activity within groups were tested with paired t-tests and McNemar tests. Changes between groups were examined with multiple linear and logistic regression analyses. RESULTS: In the Start to Run group, the percentage of people who met the Dutch Norm for Health-enhancing Physical Activity, Fit-norm and Combi-norm increased significantly, both in the short- and longer-term. In the control group, no significant changes in physical activity were observed. When comparing results between groups, significantly more Start to Run participants compared with control group participants were meeting the Fit-norm and Combi-norm after six months. The differences in physical activity between groups in favor of the Start to Run group could be explained by an increase in the time spent in vigorous-intensity activities and sports activities. CONCLUSIONS: Start to Run positively influences levels of health-enhancing physical activity of participants, both in the short- and longer-term. Based on these results, the use of the organized sports sector as a setting to promote health-enhancing physical activity seems promising.

Genetic profiles and prediction of the success of young athletes' transition from middle- to long-distance runs: an exploratory study.

The aim of the study was to assess whether an aerobic-favoring genetic profile can predict the success of a shift from middle- to long-distance running. Thirteen elite middle-distance runners were divided into successful and nonsuccessful groups in their shift toward long-distance runs. All the runners began their training program at the age of 14-15, and after 6-7 years, changed focus and adjusted their training program to fit longer running distances. The participants' personal records in the longer events were set at the age of 25-27, about 3-5 years after the training readjustment took place. The endurance genetic score based on 9 polymorphisms was computed as the endurance genetic distance score (EGDS9). The power genetic distance score (PGDS5) was computed based on 5 power-related genetic polymorphisms. The mean EGDS9 was significantly higher among the successful group than the nonsuccessful group (37.1 and 23.3, respectively, p < .005, effect size 0.75), while the mean PGDS5 was not statistically different between the 2 groups (p = .13). Our findings suggest the possible use of genetic profiles as an added tool for determining appropriate competitive transition and specialization in young athletes involved in early phases of talent development.

Concurrent training in elite male runners: the influence of strength versus muscular endurance training on performance outcomes.

Much recent attention has been given to the compatibility of combined aerobic and anaerobic training modalities. However, few of these studies have reported data related to well-trained runners, which is a potential limitation. Therefore, because of the limited evidence available for this population, the main aim was to determine which mode of concurrent strength-endurance training might be the most effective at improving running performance in highly trained runners. Eighteen well-trained male runners (age 23.7 ± 1.2 years) with a maximal oxygen consumption (VO2max) more than 65 ml·kg(-1)·min(-1) were randomly assigned into 1 of the 3 groups: Endurance-only Group (n = 6), who continued their usual training, which included general strength training with Thera-band latex-free exercise bands and endurance training; Strength Group (SG; n = 6) who performed combined resistance and plyometric exercises and endurance training; Endurance-SG (ESG; n = 6) who performed endurance-strength training with loads of 40% and endurance training. The study comprised 12 weeks of training in which runners trained 8 times a week (6 endurance and 2 strength sessions) and 5 weeks of detraining. The subjects were tested on 3 different occasions (countermovement jump height, hopping test average height, 1 repetition maximum, running economy (RE), VO2max, maximal heart rate [HRmax], peak velocity (PV), rating of perceived exertion, and 3-km time trial were measured). Findings revealed significant time × group interaction effects for almost all tests (p < 0.05). We can conclude that concurrent training for both SG and ESG groups led to improved maximal strength, RE, and PV with no significant effects on the VO2 kinetics pattern. The SG group also seems to show improvements in 3-km time trial tests.

Six hundred meter-run and broken 800's contribution to pacing improvement in eight hundred meter-athletics: role of expertise and training implications.

Little is known about the influence of speed endurance workouts on the improvement of pacing strategies in the 800-m running event. This study aims to analyze it, comparing continuous repetitions vs. interval training workouts. Because we hypothesize that pacing is susceptible to expertise, there might be age differences. Nineteen male 800-m runners (age: 21.36 ± 5.26, season best [SB]: 117.14 ± 5.18 seconds) were tested. Athletes were asked to run 1 × 600 m (6r) at 100% (SB) and 2 × 4 (200 m per 30 seconds) per 15 minutes (B8) at 102% (SB), counterbalanced and randomized within 1 week of difference. Pacing strategy (velocity dynamics) was analyzed by means of time differences in 200-m segments (T200), whereas age category was considered a grouping factor (younger than 23 years-senior, n = 10; vs. juvenile-junior, n = 9; 25.29 ± 4.32, 17.00 ± 0.66 years). Blood lactate was registered after 6r, B(8)1, and B(8)2 bouts. Univariate contrast analysis revealed a significant decrease in velocity during 6r (p < 0.001; 9.33% between first and third segment), thus a positive pacing, whatever the age category. B8 shared this final significant impairment (p < 0.001), although it was smaller (5.73% drop for B(8)1; 8.47% for B(8)2), and neither linear nor significant among consecutive T200. B8 also showed significant differences (p < 0.05) in the interaction sampling condition × age category. The T test added blood lactate significant differences (B(8)2: 15.42 ± 1.16, B(8)1: 12.25 ± 2.03 and 6r: 13.58 ± 1.82 mmol·L(-1)). Summarizing, both methods share a positive pacing, confirming to be related to enhancing energy systems and coping final fatigue in the 800 m. Continuous 6r preserves the nature and tempo of the 800 m, although 1 repetition is metabolically limited. Interval B8 allows larger amounts of high intensity running, enhancing neuromuscular benefits jointly with higher lactate productions. Significant age category differences in B8 indicate that pacing capacity may improve with expertise and interval workouts may be appropriate methods to manage it.

The effect of warm-ups incorporating different volumes of dynamic stretching on 10- and 20-m sprint performance in highly trained male athletes.

Recently, athletes have transitioned from traditional static stretching during warm-ups to incorporating dynamic stretching routines. However, the optimal volume of dynamic drills is yet to be identified. The aim of this repeated-measures study was to examine varying volumes (1, 2, and 3 sets) of active dynamic stretching (ADS) in a warm-up on 10- and 20-m sprint performance. With a within-subject design, 16 highly trained male participants (age: 20.9 ± 1.3 years; height: 179.7 ± 5.7 cm; body mass: 72.7 ± 7.9 kg; % body fat: 10.9 ± 2.4) completed a 5-minute general running warm-up before performing 3 preintervention measures of 10- to 20-m sprint. The interventions included 1, 2, and 3 sets of active dynamic stretches of the lower-body musculature (gastrocnemius, gluteals, hamstrings, quadriceps, and hip flexors) performed approximately 14 times for each exercise while walking (ADS1, ADS2, and ADS3). The active dynamic warm-ups were randomly allocated before performing a sprint-specific warm-up. Five minutes separated the end of the warm-up and the 3 postintervention measures of 10- to 20-m sprints. There were no significant time, condition, and interaction effects over the 10-m sprint time. For the 0- to 20-m sprint time, a significant main effect for the pre-post measurement (F = 10.81; p < 0.002), the dynamic stretching condition (F = 6.23; p = 0.004) and an interaction effect (F = 41.19; p = 0.0001) were observed. A significant decrease in sprint time (improvement in sprint performance) post-ADS1 (2.56%, p = 0.001) and post-ADS2 (2.61%, p = 0.001) was observed. Conversely, the results indicated a significant increase in sprint time (sprint performance impairment) post-ADS3 condition (2.58%, p = 0.001). Data indicate that performing 1-2 sets of 20 m of active dynamic stretches in a warm-up can enhance 20-m sprint performance. The results delineated that 3 sets of ADS repetitions could induce acute fatigue and impair sprint performance within 5 minutes of the warm-up.

Frecuencia y causa de mortalidad en caballos de pura sangre inglés de carreras en el Hipodromo “La Rinconada” Caracas, Venezuela / Frequency and causes of death in thoroughbred horses in the racetrack “La Rinconada” Caracas, Venezuela

Este trabajo describe la frecuencia y causas de muerte súbita o que conllevaron a la eutanasia de caballos de carreras Pura Sangre Inglés del Hipódromo “La Rinconada” en Caracas, Venezuela. Se estudiaron 129 casos de mortalidad, 69 en caballos y 60 en yeguas, de una población de 1900 equinos durante el año 2009, mediante necropsia y análisis hematológicos, bacteriológicos e histopatológicos. La mortalidad anual fue por lo tanto 7% con un promedio mensual de 11 equinos muertos. La frecuencia de causas de mortalidad fue 40% (51/129) por historial de fracturas, 39% (50/129) por historia de crisis abdominal aguda, 13% (17/129) por enfermedades infecciosas, 5% (6/129) por reacciones de hipersensibilidad asociadas a la administración de fármacos y 4% (5/129) por hemorragia pulmonar inducida por el ejercicio. Las fracturas se presentaron en mayor frecuencia en el miembro anterior izquierdo (40%), seguido del miembro anterior derecho (29%), miembro posterior izquierdo (4%) y miembro posterior derecho (4%) y un 23% de los équidos sufrieron fracturas de la cabeza. Entre los animales que murieron por causas bacterianas se realizaron un total de 17 aislamientos bacterianos que incluyeron a las especies Escherichia coli (12/17), Proteus mirabilis (2/17), Klebsiella (1/17), Pseudomonas aeruginosa (1/17) y Streptococcus equi subespecie zooepidemicus (1/17)(AU)

The objective of this study was to describe the frequency and causes of sudden death or euthanasia of racing Thoroughbred horses from the Racetrack “La Rinconada” in Caracas, Venezuela in the year 2009. Cases were investigated by performing haematological and biochemical blood tests, necropsy and bacteriological and histopathological analysis. The number of cases was 129 cases including 69 horses and 60 mares, which represented a 7% (129/1900) fatality rate with an average of 11 fatalities per month. Among the causes of death, 40% (51/129) were the result of limb fractures, 39% (50/129) from acute abdominal crisis, 13% (17/129) associated to infections, 5% (6/129) from hypersensitivity reactions following the administration of pharmaceuticals and 4% (5/129) from exercise-induced lung hemorrhage. Limb fractures occurred more frequently in the left forelimb (40%), followed by the right forelimb (29%), left hind limb (4%) and right hind limb (4%) and 23% of fractures occurred affected the skull. Bacteria isolated from the 17 infectious case fatalities included Escherichia coli (12/17), Proteus mirabilis (2/17), Klebsiella (1/17), Pseudomonas aeruginosa (1/17) and Streptococcus equi subspecies zooepidemicus (1/17)(AU)

Historical analysis of participation in 161 km ultramarathons in North America.

Participation trends in 100 m (161 km) ultramarathon running competitions in North America were examined from race results from 1977 through 2008. A total of 32, 352 finishes accounted for by 9815 unique individuals were identified. The annual number of races and number of finishes increased exponentially over the study period. This growth in number of finishes occurred through a combination of (1) an increase in participation among runners >40 years of age from less than 40% of the finishes prior to the mid-1980s to 65-70% of the finishes since 1996, (2) a growth (p < 0.0001) in participation among women from virtually none in the late 1970s to nearly 20% since 2004, and (3) an increase in the average annual number of races completed by each individual to 1.3. While there has been considerable growth in participation, the 161 km ultramarathon continues to attract a relatively small number of participants compared with running races of shorter distances.

Training volume and personal best time in marathon, not anthropometric parameters, are associated with performance in male 100-km ultrarunners.

We investigated the relation between selected anthropometric and training variables and the personal best time in a marathon with total race time in 66 Caucasian male nonprofessional ultrarunners in a 100-km run. In the multiple linear regression analysis, the average weekly training volume in kilometers (r2 = 0.224, p < 0.01) and the personal best time in a marathon (r2 = 0.334, p < 0.01) were significantly associated with total race time, whereas no anthropometric variable was related to race performance (p > 0.05). We conclude that high training volume and a fast time in a marathon were more important for a fast race time in male 100-km runners than any of the determined anthropometric variables.