Paracanoe: particularities of functional classes in the structuring of the sports' training / Paracanotaje: particularidades de las clases funcionales en la estructuración del entrenamiento deportivo / Paracanoagem: particularidades das classes funcionais na estruturação do treinamento esportivo

The performance of paracanoists is characterized by the ability of the athlete to advance at maximum speed, through a technically optimal paddling motion. It`s important to consider that in the case of para-athletes, the application of forces towards paddling is compromised by physical deficiencies. Thus, this study aims to assess the performance of athletes in the KL1, KL2 and KL3 sport classes, during a paralympic paracanoe event. The sample was composed of athletes from the Brazilian male paracanoe team, with a representative of each sport class: KL1, KL2, KL3 For performance analysis, we used a kayak ergometer (KayakPro®, Miami Beach, FL, USA) to simulate a 200-meter trial, during Rio 2016 Paralympic Games Road. The variables were evaluated: time trial, stroke frequency, mean speed, number of strokes, stroke length, stroke index, and power. According to results: I) the athlete KL3 had the lowest number of strokes, the longest stroke length and the highest stroke rate index; II) the athlete KL1 had the highest number of strokes, the lowest stroke length and the stroke rate index. This study puts into perspective the distinct characteristics of a paracanoe trial, analyzed in consideration to each sport class.

El rendimiento de los paracanoistas se caracteriza por la capacidad del atleta para avanzar a la máxima velocidad, mediante un movimiento técnicamente óptimo. Es importante considerar que en el caso de los para atletas, la aplicación de fuerzas hacia el remo se ve comprometida por la discapacidad. Por lo tanto, este estudio tiene como objetivo evaluar el rendimiento de los atletas en las clases deportivas KL1, KL2 y KL3. La muestra estuvo compuesta por atletas de la selección brasileña masculina de paracanotaje, con un representante de cada clase deportiva. Para el análisis del rendimiento, utilizamos un ergómetro de kayak (KayakPro®, Miami Beach, FL, EE. UU.) para simular una prueba de 200 metros. Las variables monitoreadas fueran: tiempo, frecuencia de remada, velocidad media, número de remada, longitud de remada, índice de remada y potencia. Según los resultados: I) el atleta de la clase KL3 realizó el menor número de remadas, mayor longitud de remada y el mayor índice de remada.; II) el atleta de la clase KL1 realizó el mayor número de remadas, menor longitud de remada y índice de remada. Este estudio pone en perspectiva las distintas características de una prueba de paracanotaje, analizadas en consideración a cada clase deportiva.

O desempenho dos paracanoistas é caracterizado pela capacidade do atleta de avançar em velocidade máxima, através do movimento tecnicamente ideal. É importante considerar que no caso de para atletas, a aplicação de forças na remada é comprometida devido a deficiências apresentada. Assim, este estudo tem como objetivo avaliar o desempenho de atletas das classes esportivas KL1, KL2 e KL3, durante uma prova paralímpica de paracanoagem. A amostra foi composta por atletas da equipe brasileira de paracanoagem masculina, com um representante de cada classe esportiva. Para a análises do rendimento, foi utilizado o ergómetro de kayak (KayakPro®, Miami Beach, FL, EUA.) para simular uma prova de 200 metros. As variáveis avaliadas foram: tempo, frequência de remada, velocidade média, número de remada, comprimento de remada, índice de remada e potência. De acordo com os resultados: I) o atleta KL3 teve o menor número de remadas, o maior comprimento de remada e a maior índice de remada; II) o atleta KL1 teve o maior número de remadas, o maior comprimento de remada e índice de remada. Este estudo coloca em perspectiva as características de uma prova de paracanoagem, respeitando a especificidade de cada classe esportiva.

Mentoring is in the 'I' of the beholder: supporting mentors in reflecting on their actual and preferred way of mentoring.

BACKGROUND: An important strategy to support the professional development of mentors in health professions education is to encourage critical reflection on what they do, why they do it, and how they do it. Not only the 'how' of mentoring should be covered, but also the implicit knowledge and beliefs fundamental to the mentoring practice (a mentor's personal interpretative framework). This study analyzed the extent to which mentors perceive a difference between how they actually mentor and how they prefer to mentor. METHODS: The MERIT (MEntor Reflection InstrumenT) survey (distributed in 2020, N = 228), was used to ask mentors about the how, what, and why of their mentoring in two response modes: (1) regarding their actual mentoring practice and (2) regarding their preferred mentoring practice. With an analysis of covariance, it was explored whether potential discrepancies between these responses were influenced by experience, profession of the mentor, and curriculum-bound assessment requirements. RESULTS: The averaged total MERIT score and averaged scores for the subscales 'Supporting Personal Development' and 'Monitoring Performance' were significantly higher for preferred than for actual mentoring. In addition, mentors' experience interacted significantly with these scores, such that the difference between actual and preferred scores became smaller with more years of experience. CONCLUSIONS: Mentors can reflect on their actual and preferred approach to mentoring. This analysis and the potential discrepancy between actual and preferred mentoring can serve as input for individual professional development trajectories.

Reflections on race, ethnicity, and NIH research awards.

It has been a decade since "Race, Ethnicity, and NIH Research Awards" was published. Receiving the American Society for Cell Biology Public Service Award allows me to reflect on this research and its impact. In this essay, I share the story of how my research interests and professional networks provided the opportunity to do this important work. I also make the case for improved data and mentoring to address race and ethnic disparities in NIH funding.

Leading by example: developing mentoring strategies to promote diversity and student success.

Research has shown that individuals from diverse backgrounds and women are underrepresented in the science, technology, engineering, and mathematics (STEM) fields. A lack of identifiable role models/mentorship and poor mentoring experiences are a few cited factors that continue to limit increased diversity. As an underrepresented individual and a faculty member at a minority-serving institution, I strive to provide my students with a strong example, one that they can identify with. Part of my approach has been to develop mentoring pillars and strategies that seek to build relationships with my mentees and that aim to improve their research experience. This essay briefly describes my experiences as a mentor and the mentoring pillars I developed to promote a diverse and inclusive environment for my current and future mentees.

En Reumatología, ¿generamos los maestros que el siglo XXI necesita? / In Rheumatology, do we generate the teachers that the 21st century needs?

¿Quiénes deberían ser maestros de la Reumatología Argentina? Uno pensaría los mejores. ¿Son los mejores? ¿Cuál debería ser el criterio de selección para tan honroso y destacado sitio? Nuestra Sociedad exige: "Todos aquellos que hayan cumplido 65 años y que con su actividad académica mediante, formaron jóvenes reumatólogos". ¿Cómo los formaron? ¿Sabemos? ¿Técnicos o humanistas? La formación de un discípulo, en este caso en Reumatología, debe ser integral. No solo lo técnico, sino también de igual importancia en lo humano. Un maestro dialoga, mantiene un ideal, renuncia al enriquecimiento y muestras sus llagas.

Who should be the great educators and masters of Argentinian Rheumatology? One would think they should be the best ones! But are they the best ones? What ought to be the selection criteria for such a distinguished and honourable position? Our society demands: "All of those who have turned 65 years old and who, thanks to their academic work, have trained young rheumatologists". How the latter were trained? Do we know? As mere technicians or as humane professionals? The academic training of a pupil of Rheumatology, as in this case, must be comprehensive. Not only the technical but also the human aspect is of the utmost importance. An educator converses, is true to an ideal, gives up/sacrifices enrichment and reveals their weak points.

RIME 60 Years: Celebration and Future Horizons.

This year marks the 60th anniversary (1961-2021) of Research in Medical Education (RIME). Over the past 6 decades, RIME has selected medical education research to be presented each year at the Association of American Medical Colleges Annual Meeting: Learn Serve Lead and published in a supplement of Academic Medicine. In this article, the authors surveyed RIME chairs from the past 20 years to identify ways that RIME has advanced medical education research and to generate ideas for future directions. RIME chairs described advancements in the rigor and impact of RIME research and the timeliness of the topics, often serving as a driver for cutting-edge research. They highlighted RIME's role in promoting qualitative research, introducing new epistemologies, and encouraging networking as a means of career advancement. Going forward, RIME chairs suggested (1) strengthening collaborations with formal advanced MEd and PhD degree programs, (2) creating formal mentorship channels for junior and minority faculty, and (3) promoting research related to knowledge translation.

Practical advice for mentoring and supporting faculty colleagues in STEM fields: Views from mentor and mentee perspectives.

In 2020, the American Society of Biochemistry and Molecular Biology (ASBMB) Women in Biochemistry and Molecular Biology Committee introduced the ASBMB Leadership Awards to recognize individuals with a strong commitment to advancing the careers of women in biochemistry and molecular biology along with demonstrated excellence in research, discovery, and/or service. This innovative award recognizes efforts to mentor and support trainees and colleagues at all levels. Such a leadership award provides the opportunity to focus briefly on the important role of mentoring within the STEM disciplines. The goal of this commentary, which brings together perspectives from a senior scientist and recent recipient of the ASBMB Mid-Career Leadership Award as well as two junior faculty, is to highlight approaches for purposeful support of colleagues, with an emphasis on going beyond formal mentoring committees. The commentary primarily focuses on mentoring within the academic arena of extramural funding and publication, highlighting the reality that multiple mentors with diverse expertise and perspectives are critical to support success within STEM careers.

The evolution of surgical virtual education and telementoring: One surgeon's journey.

The first era of the global proliferation of surgical advancements involved surgical infection rate and technique breakthroughs by Lister, Halsted, and others. This was propagated by letters, academic papers, and international visits. While success was achieved, it was at a suboptimal pace. In the current era of minimally invasive surgical approaches, these methods are inadequate. This paper chronicles the development and application of virtual learning and telementoring as force multipliers to speed procedural adoption and proliferation.

[New patient care techniques: nutritional coaching]. / Nuevas técnicas de atención al paciente: el coaching nutricional.

INTRODUCTION: To achieve behavioral changes, as well as to prevent the appearance of non-communicable diseases, nutritional education has traditionally been used. However, the prevalence of some chronic diseases is still increasing. This has led to the development of new patient care techniques such as nutritional coaching, in which the patient plays an active role during the change process. The available scientific evidence indicates that nutritional coaching, as well as health coaching, is an effective tool to achieve lasting changes in diet and lifestyle.

INTRODUCCIÓN: Para conseguir cambios de comportamiento, así como para prevenir la aparición de enfermedades no transmisibles, tradicionalmente se ha empleado la educación nutricional. Sin embargo, la prevalencia de algunas enfermedades crónicas sigue aumentado. Esto ha hecho que se hayan desarrollado nuevas técnicas de atención al paciente como el coaching,, así como el coaching de salud, en el que el paciente juega un papel activo durante el proceso del cambio. La evidencia científica disponible señala que el coaching nutricional es una herramienta efectiva para conseguir cambios duraderos en la dieta y el estilo de vida.

Nuevas técnicas de atención al paciente: el coaching nutricional / New patient care techniques: nutritional coaching

Para conseguir cambios de comportamiento, así como para prevenir la aparición de enfermedades no transmisibles, tradicionalmente se ha empleado la educación nutricional. Sin embargo, la prevalencia de algunas enfermedades crónicas sigue aumentado. Esto ha hecho que se hayan desarrollado nuevas técnicas de atención al paciente como el coaching, en el que el paciente juega un papel activo durante el proceso del cambio. La evidencia científica disponible señala que el coaching nutricional, así como el coaching de salud, es una herramienta efectiva para conseguir cambios duraderos en la dieta y el estilo de vida. (AU)

To achieve behavioral changes, as well as to prevent the appearance of non-communicable diseases, nutritional education has traditionally been used. However, the prevalence of some chronic diseases is still increasing. This has led to the development of new patient care techniques such as nutritional coaching, in which the patient plays an active role during the change process. The available scientific evidence indicates that nutritional coaching, as well as health coaching, is an effective tool to achieve lasting changes in diet and lifestyle. (AU)

New Age Mentoring and Disruptive Innovation-Navigating the Uncharted With Vision, Purpose, and Equity.

For individuals aspiring to a career in otolaryngology-head and neck surgery, mentorship can shape destiny. Mentorship helps assure safe passage into the specialty, and it influences the arc of professional development across the career continuum. Even before the novel coronavirus disease 2019 (COVID-19) pandemic, technology and social networking were transforming mentorship in otolaryngology. Now, in an increasingly virtual world, where in-person interactions are the exception, mentorship plays an even more pivotal role. Mentors serve as trusted guides, helping learners navigate accelerating trends toward early specialization, competency-based assessments, and key milestones. However, several structural barriers render the playing field unlevel. For medical students, cancellation of visiting clerkships, in-person rotations, and other face-to-face interactions may limit access to mentors. The pandemic and virtual landscape particularly threaten the already-leaky pipeline for underrepresented medical students. These challenges may persist into residency and later career stages, where structural inequities continue to subtly influence opportunities and pairings of mentors and mentees. Hence, overreliance on serendipitous encounters can exacerbate disparities, even amid societal mandates for equity. The decision to take deliberate steps toward mentoring outreach and engagement has profound implications for what otolaryngology will look like in years to come. This article introduces the concept of new age mentoring, shining a light on how to modernize practices. The key shifts are from passive to active engagement; from amorphous to structured relationships; and from hierarchical dynamics to bidirectional mentoring. Success is predicated on intentional outreach and purposefulness in championing diversity, equity, and inclusion in the progressively technology-driven landscape.

Training matters! Narrative from a Black scientist.

As STEM (Science, Technology, Engineering, and Math) professionals, we are tasked with increasing our understanding of the universe and generating discoveries that advance our society. An essential aspect is the training of the next generation of scientists, including concerted efforts to increase diversity within the scientific field. Despite these efforts, there remains disproportional underrepresentation of Black scientists in STEM. Further, efforts to recruit and hire Black faculty and researchers have been largely unsuccessful, in part due to a lack of minority candidates. Several factors contribute to this including access to opportunities, negative training experiences, lack of effective mentoring, and other more lucrative career options. This is a narrative of a Black male scientist to illustrate some of the issues in retaining Black students in STEM and to highlight the impact of toxic training environments that exists at many institutions. To increase Black participation in STEM careers, we must first acknowledge, then address, the problems that exist within our STEM training environments in hopes to inspire and retain Black students at every level of training.

An interactive technology enhanced coaching intervention for Black women with hypertension: Randomized controlled trial study protocol.

In the United States, hypertension (HTN) is the leading risk factor for cardiovascular disease, and a more significant health problem for Blacks compared with other racial/ethnic groups. The prevalence of HTN in Black women is among the highest in the world, underscoring the need for effective prevention and management approaches for blood pressure (BP) control. We developed a two-arm randomized controlled trial repeated measures design study for improving HTN self-management among Black women. The study tests whether the Chronic Disease Self-Management Program (CDSMP) combined with interactive technology-enhanced coaching, can improve BP control and adherence to treatment (e.g., medication-taking, physical activity, calorie intake, and weight management) compared with the CDSMP alone. Repeated measurements were conducted at 3, 6, and 9 months. A sample of 90 community-dwelling Black women with uncontrolled Stage 1 HTN (BP ≥ 130/80) were enrolled, completed CDSMP training, and randomized. This study will contribute to our understanding of novel methods to empower Black women to increase their active involvement in self-care management of HTN.

Building a System to Engage and Sustain Research Careers for Physicians.

There are increasing needs for physician-investigators to translate the rapid expansion of knowledge, technology/interventions, and big data into the clinical realm at a time of increasing age-related disabilities and communicable diseases. Yet, the number of physician-investigators has continued to decline, and only a small number of medical school graduates in the United States are actively engaged in research. This problem may be particularly pronounced in small- and medium-sized academic institutions due to more limited educational and mentoring infrastructure. Neither efforts by the federal government nor isolated institutional programs alone have been effective yet in solving this problem. This article describes an integrated institutional strategy undertaken at Penn State College of Medicine that is focused on developing and sustaining a physician-investigator workforce. Key elements of this strategy are new programs to close gaps in the professional life cycle of physician-investigators, dedicated senior leaders collaborating with an experienced and diverse advisory committee, and a data-driven approach to programmatic evaluation. In this article, the implementation of integrated institutional programs including Institutional Mock Review for evaluation of grant proposals before submission, physician-scientist faculty mentoring, and effort matching programs are described. Detailed tactics are offered for tailoring these programs to a particular institution's background to maximize both efficiency and sustainability. The overarching strategy includes engaging multidisciplinary faculty as mentors and mentees, partnering with both clinical and basic science departments, integrating new programs with established approaches, and cultivating an emerging generation of physician-investigators as near-peer mentors and future leaders. This approach may serve as a useful paradigm for building an environment to nurture junior physician-investigators at other mid-sized academic institutions and may also have value for larger institutions in which there is fragmentation of the efforts to sustain the research careers of physicians.

Evolving robotic surgery training and improving patient safety, with the integration of novel technologies.

INTRODUCTION: Robot-assisted surgery is becoming increasingly adopted by multiple surgical specialties. There is evidence of inherent risks of utilising new technologies that are unfamiliar early in the learning curve. The development of standardised and validated training programmes is crucial to deliver safe introduction. In this review, we aim to evaluate the current evidence and opportunities to integrate novel technologies into modern digitalised robotic training curricula. METHODS: A systematic literature review of the current evidence for novel technologies in surgical training was conducted online and relevant publications and information were identified. Evaluation was made on how these technologies could further enable digitalisation of training. RESULTS: Overall, the quality of available studies was found to be low with current available evidence consisting largely of expert opinion, consensus statements and small qualitative studies. The review identified that there are several novel technologies already being utilised in robotic surgery training. There is also a trend towards standardised validated robotic training curricula. Currently, the majority of the validated curricula do not incorporate novel technologies and training is delivered with more traditional methods that includes centralisation of training services with wet laboratories that have access to cadavers and dedicated training robots. CONCLUSIONS: Improvements to training standards and understanding performance data have good potential to significantly lower complications in patients. Digitalisation automates data collection and brings data together for analysis. Machine learning has potential to develop automated performance feedback for trainees. Digitalised training aims to build on the current gold standards and to further improve the 'continuum of training' by integrating PBP training, 3D-printed models, telementoring, telemetry and machine learning.

El programa MENTOR, los jóvenes y el futuro científico de la SEPAR / The MENTOR Program, Young People, and the Scientific Future of SEPAR

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Shaping a librarian; the impact of Shane Godbolt as manager, mentor and more.

A personal appreciation of Shane Godbolt as a colleague and friend.