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Fraile-Martinez O, García-Montero C, Fraile-Martinez M, Pekarek L, Barrena-Blázquez S, López-González L, Álvarez-Mon MÁ, Pekarek T, Casanova C, Álvarez-Mon M, Diaz R, Saez MA, Ortega MA. A comprehensive study of the academic benefits and practical recommendations to include resistance training programs in institutional education. Front Psychol 2024; 15:1387162. [PMID: 38817830 PMCID: PMC11139023 DOI: 10.3389/fpsyg.2024.1387162] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2024] [Accepted: 04/16/2024] [Indexed: 06/01/2024] Open
Abstract
The connection between physical activity and cognitive function has become a focus of attention in educational research in recent years. Regular exercise has been shown to have significant positive effects on physical health, but it also appears to have a significant impact on cognitive function and academic performance. Of all the exercise modalities, resistance training has drawn interest for its ability to improve cerebral abilities in addition to physical well-being. However, there is limited available knowledge exploring the relationship between resistance training regimens and academic performance. This narrative review aims to investigate the underlying mechanisms linking resistance training to academic performance. Firstly, we will examine the biological mechanisms and psychosocial links that potentially connect resistance training to academic performance to find and describe the different mechanisms by which resistance training improves academic performance. In the next part of the work, we delve into the existing observational and intervention studies that have explored the relationship between resistance training and academic performance. Lastly, we provide practical recommendations for including resistance training in institutional education settings, emphasizing the need of dispelling myths and addressing barriers to increase participation as well as the relevance of considering key training variables and adaptation of protocols to developmental stages, always guided by a properly trained professional. Overall, the available evidence supports that resistance training provides potential benefits to the academic performance of youth students with many biological and psychosocial factors that explain this relationship. However, most of the studies are observational, and broader interventional studies are needed to understand and maximize the benefits of this type of physical exercise.
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Affiliation(s)
- Oscar Fraile-Martinez
- Department of Medicine and Medical Specialties (CIBEREHD), Faculty of Medicine and Health Sciences, University of Alcalá, Alcala de Henares, Spain
- Ramón y Cajal Institute of Sanitary Research (IRYCIS), Madrid, Spain
| | - Cielo García-Montero
- Department of Medicine and Medical Specialties (CIBEREHD), Faculty of Medicine and Health Sciences, University of Alcalá, Alcala de Henares, Spain
- Ramón y Cajal Institute of Sanitary Research (IRYCIS), Madrid, Spain
| | - Marcos Fraile-Martinez
- Department of Medicine and Medical Specialties (CIBEREHD), Faculty of Medicine and Health Sciences, University of Alcalá, Alcala de Henares, Spain
- Ramón y Cajal Institute of Sanitary Research (IRYCIS), Madrid, Spain
| | - Leonel Pekarek
- Department of Medicine and Medical Specialties (CIBEREHD), Faculty of Medicine and Health Sciences, University of Alcalá, Alcala de Henares, Spain
- Ramón y Cajal Institute of Sanitary Research (IRYCIS), Madrid, Spain
| | - Silvestra Barrena-Blázquez
- Ramón y Cajal Institute of Sanitary Research (IRYCIS), Madrid, Spain
- Department of Nursing and Physiotherapy, Faculty of Medicine and Health Sciences, University of Alcalá, Alcala de Henares, Spain
- Surgery Service, University Hospital Principe de Asturias, Alcala de Henares, Spain
| | - Laura López-González
- Ramón y Cajal Institute of Sanitary Research (IRYCIS), Madrid, Spain
- Department of Surgery, Medical and Social Sciences, Faculty of Medicine and Health Sciences, University of Alcalá, Alcala de Henares, Spain
| | - Miguel Ángel Álvarez-Mon
- Department of Medicine and Medical Specialties (CIBEREHD), Faculty of Medicine and Health Sciences, University of Alcalá, Alcala de Henares, Spain
- Ramón y Cajal Institute of Sanitary Research (IRYCIS), Madrid, Spain
| | - Tatiana Pekarek
- Department of Medicine and Medical Specialties (CIBEREHD), Faculty of Medicine and Health Sciences, University of Alcalá, Alcala de Henares, Spain
- Ramón y Cajal Institute of Sanitary Research (IRYCIS), Madrid, Spain
| | - Carlos Casanova
- Department of Medicine and Medical Specialties (CIBEREHD), Faculty of Medicine and Health Sciences, University of Alcalá, Alcala de Henares, Spain
- Ramón y Cajal Institute of Sanitary Research (IRYCIS), Madrid, Spain
| | - Melchor Álvarez-Mon
- Department of Medicine and Medical Specialties (CIBEREHD), Faculty of Medicine and Health Sciences, University of Alcalá, Alcala de Henares, Spain
- Ramón y Cajal Institute of Sanitary Research (IRYCIS), Madrid, Spain
- Immune System Diseases-Rheumatology Service, University Hospital Principe de Asturias, Alcala de Henares, Spain
| | - Raul Diaz
- Ramón y Cajal Institute of Sanitary Research (IRYCIS), Madrid, Spain
- Surgery Service, University Hospital Principe de Asturias, Alcala de Henares, Spain
- Department of Surgery, Medical and Social Sciences, Faculty of Medicine and Health Sciences, University of Alcalá, Alcala de Henares, Spain
| | - Miguel A. Saez
- Department of Medicine and Medical Specialties (CIBEREHD), Faculty of Medicine and Health Sciences, University of Alcalá, Alcala de Henares, Spain
- Ramón y Cajal Institute of Sanitary Research (IRYCIS), Madrid, Spain
- Pathological Anatomy Service, Central University Hospital of Defence-UAH, Madrid, Spain
| | - Miguel A. Ortega
- Department of Medicine and Medical Specialties (CIBEREHD), Faculty of Medicine and Health Sciences, University of Alcalá, Alcala de Henares, Spain
- Ramón y Cajal Institute of Sanitary Research (IRYCIS), Madrid, Spain
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Chen M, Chen H, Wu Y, Yang R, Guo C, Zhao M, Xin C, Zang S. Development and validation of the Perceived Benefits of Team-Interaction Training Questionnaire (PBTITQ) among undergraduates. BMC MEDICAL EDUCATION 2023; 23:840. [PMID: 37936146 PMCID: PMC10630993 DOI: 10.1186/s12909-023-04810-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/13/2023] [Accepted: 10/26/2023] [Indexed: 11/09/2023]
Abstract
BACKGROUND The effectiveness of team-interaction training has been proven. However, there is a lack of objective and accurate evaluation tools for the impact and benefits of team-interaction training on participants. This study aims to develop and validate a tool for exploring undergraduates' perception of benefits in team-interaction. It can further insight into the perceived benefits of team-interaction training for undergraduates and evaluates the effectiveness of the course, and provides a reference point for the development of university team-interaction training courses. METHODS This study was conducted in three stages. Phase 1 consisted of item generation: A theoretical framework was crafted based on social cognitive theory, self-efficacy theory, and sports performance models. Fifty-two items were generated based on the theoretical framework, participant interviews, and literature review. After Delphi consultation and pilot tests, 39 items moved on to Phase 2. Phase 2 consisted of forming a preliminary questionnaire: the contents to be included were selected through item analysis and exploratory factor analysis (EFA). A total of 40 classes were selected for EFA. After EFA, a three-factor structure with 25 items was formed. The third stage tested psychometric properties through confirmatory factor analysis (CFA), test-retest reliability, criterion-related validity, and internal consistency. RESULTS The final PBTITQ consisted of 23 items, each rated from "1" (fully disagree) to "5" (fully agree). EFA and CFA supported the three-factor structure of PBTITQ, which included Cohesion, Communication, and Efficiency. The Cronbach's alpha of the PBTITQ was 0.90, the test-retest reliability was 0.88, and the split-half reliability was 0.81. PBTITQ significantly correlated with the GEQ (r = 0.808, p < 0.05) and the TDM (r = 0.796, p < 0.05). CONCLUSION The PBTITQ is an effective tool for assessing the perceived benefits of team-interaction training among undergraduates.
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Affiliation(s)
- Ming Chen
- Teaching and Research Department of P.E, China Medical University, No.77 Puhe Road, Shenyang North New Area, Shenyang, 110122, China
| | - Hefang Chen
- Department of Nursing, the First Hospital of China Medical University, No.155 Nanjing North Street, Heping District, Shenyang, 110000, China
| | - Yifan Wu
- Department of Basic Nursing, School of Nursing, Jilin University, No. 965 Xinjiang Street, Changchun, 130021, China
| | - Ruijun Yang
- School of Nursing, China Medical University, No.77 Puhe Road, Shenyang North New Area, Shenyang, 110122, China
| | - Chaowei Guo
- School of Nursing, China Medical University, No.77 Puhe Road, Shenyang North New Area, Shenyang, 110122, China
| | - Meizhen Zhao
- Department of Nursing, Tongji Hospital, Tongji Medical University, Huazhong University of Science and Technology, No.1095, Jiefang Avenue, Qiaokou District, Wuhan, 430030, China
| | - Chaoli Xin
- School of Management, Guizhou Business School, 94 Xihu Road, Nanming District, Guiyang, 550014, China
| | - Shuang Zang
- School of Nursing, China Medical University, No.77 Puhe Road, Shenyang North New Area, Shenyang, 110122, China.
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Singaram S, Mayer CH, Oosthuizen RM. Leading higher education into the fourth industrial revolution: an empirical investigation. Front Psychol 2023; 14:1242835. [PMID: 37711331 PMCID: PMC10499039 DOI: 10.3389/fpsyg.2023.1242835] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2023] [Accepted: 08/14/2023] [Indexed: 09/16/2023] Open
Abstract
The Fourth Industrial Revolution (4IR) rapidly advanced at the beginning of the 21st century. Leaders within organisations need to adjust their visions, plans, organisational structures, and management with regard to the demands, challenges and opportunities of this development. This is in particular the case in higher educational institutions (HEIs), which have to adjust to the rapid changes and new demands of skills of university graduates. Leaders in HEIs must therefore be aware of the related challenges and opportunities and might have to adjust the learning and teaching environment, the skills development of students, graduates, and faculty, as well as the technological requirements to create advanced skill sets. This article is based on a qualitative research study which was conducted at a university in South Africa. In-depth, semi-structured interviews were used to explore the views of higher-education leaders at the selected university. Data were analysed through thematic analysis. It was found that leaders in HEIs need to be aware of their leadership and preferences in times of transition toward a more technologised learning environment, as well as the needs, demands, challenges and opportunities of the new workplaces, and new skill sets needed in the 4IR. The researchers made some recommendations. "Education is the key that unlocks the golden door to freedom." George Washington Carver.
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Affiliation(s)
- Shwetha Singaram
- Department of Industrial Psychology and People Management, College of Business and Economics, University of Johannesburg, Johannesburg, South Africa
| | - Claude-Hélène Mayer
- Department of Industrial Psychology and People Management, College of Business and Economics, University of Johannesburg, Johannesburg, South Africa
| | - Rudolf M. Oosthuizen
- Department of Industrial and Organisational Psychology, University of South Africa, Pretoria, South Africa
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Arave G, Stonebraker I. Information literacy problems in groupwork: Interpretations of the ACRL Framework. JOURNAL OF ACADEMIC LIBRARIANSHIP 2023. [DOI: 10.1016/j.acalib.2022.102652] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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Fostering Teamwork through Design Thinking: Evidence from a Multi-Actor Perspective. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12040279] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This study examines the effects of a design thinking intervention on first-year students’ teamwork skills from a multi-actor perspective. A design thinking course was evaluated throughout a semester. Six-hundred-and-forty university students participated, guided by twenty-six facilitators. The students received in-class training and worked in multi-disciplinary teams to develop a solution for a real-life problem. In this quasi-experimental study, data were collected twice: in the middle (t1), and at the end (t2) of the course. Each time, students were rated by their teammates, themselves, and the course facilitator, using a rubric to map teamwork skills. The results show a significant improvement in teamwork skills, as consistently observed in the three ratings. The results also show a significant effect of sex on the improvement over time. Female students showed more considerable progress than male students. This study addresses researchers’ demands regarding the lack of robust evidence to assess the impact of design thinking in higher education settings. Furthermore, building on the data from a large sample size and an intervention designed in a replicable way, this study contributes to the available empirical evidence that helps one to adopt and implement design thinking in universities to develop essential skills, such as teamwork.
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Watson HR, Dolley MK, Perwaiz M, Saxelby J, Bertone G, Burr S, Collett T, Jeffery R, Zahra D. 'Everyone is trying to outcompete each other': A qualitative study of medical student attitudes to a novel peer-assessed undergraduate teamwork module. FEBS Open Bio 2022; 12:900-912. [PMID: 35293162 PMCID: PMC9063444 DOI: 10.1002/2211-5463.13395] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2022] [Revised: 02/22/2022] [Accepted: 03/14/2022] [Indexed: 11/15/2022] Open
Abstract
The centrality of teamwork in ensuring the effective functioning of institutions across all sectors is undeniable. However, embedding teamwork into higher education has been hampered due to a range of deeply entrenched practices associated broadly with the foregrounding of knowledge, beliefs about the place of skill training and routines of assessment. As a result, despite an urgent need to address teamwork, little progress has been made with respect to progressing teamwork education. We have designed and evaluated a novel teamwork module delivered to fourth‐year undergraduate medical students involving placements, a cocreated piece of work, reflection and summative peer assessment. This paper aimed to investigate whether the module increased students’ insight into teamwork, including their own skill development, and whether their perceptions of teamwork changed. Throughout the evaluation, students played a key role, with four final‐year medical students working alongside others in the multidisciplinary project team. Five distinct themes emerged from our in‐depth, semi‐structured interviews: (a) importance and meaning; (b) insight into skill development; (c) transferability; (d) peer assessment; and (e) resistance to teamwork education. Themes had positive and negative components, and student perceptions changed in multiple ways after experiencing a longitudinal educational opportunity to develop their teamwork skills. Before practice, students focused on superficial explanations and on where they might improve. In contrast, after practice, students conveyed deeper insights, contextualisation, focus on how they might improve, and shared structured reflection.
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Affiliation(s)
- Helen R Watson
- Peninsula Medical School, University of Plymouth, Plymouth, UK.,Peninsula Dental School, University of Plymouth, Plymouth, UK
| | | | | | - Jocelyn Saxelby
- Peninsula Medical School, University of Plymouth, Plymouth, UK
| | | | - Steven Burr
- Peninsula Medical School, University of Plymouth, Plymouth, UK
| | - Tracey Collett
- Peninsula Medical School, University of Plymouth, Plymouth, UK
| | - Robert Jeffery
- Peninsula Medical School, University of Plymouth, Plymouth, UK.,University Hospitals Plymouth NHS Trust, Plymouth, UK
| | - Daniel Zahra
- Peninsula Medical School, University of Plymouth, Plymouth, UK
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