Enhancement of plastic surgery training by including simulation in education and training programmes

plastic surgery education and training. The objectives entail determining the importance of simulation in plastic surgery training and identifying simulation modalities most suited to attain specific outcomes.Methods.Data were collected by means of a Delphi survey to obtain consensus from an expert panel comprising 9 plastic surgeons, supplemented by semi-structured interviews conducted with 8 national and international role players in simulation and postgraduate education.Results. Learning outcomes, levels of training, possible simulation modalities, cognitive levels and descriptive verbs and phrases were described, as these pertain to learning. Participants agreed that simulation in medical education can be used to enhance postgraduate plastic surgery training, with special reference to specific outcomes and cognitive levels. Participants made recommendations for the planning and support of the implementation, aimed at ensuring the quality of training.Conclusion.The objectives set were achieved and the results of the study serve as encouragement and guidance in the striving for the enhancement of postgraduate plastic surgery education and training, and in other medical disciplines

Effect of Music on Submaximal Cycling

OBJECTIVE. Athletes frequently report training to music; yet there have been relatively few studies that have addressed the benefit of exercising with music. Design. Volunteer men and women (N=30); aged between 18 and 40 years; performed an initial familiarisation session. Part of this session involved the measurement of maximal oxygen consumption. With at least a 48-hour intervening period; this was then followed by a first 20-minute submaximal cycling session; at 80of maximal oxygen consumption. At least 48 hours later a second submaximal cycling session was performed. Subjects were randomly divided into two groups. Group A cycled without music and group B cycled with music for the first submaximal cycling session. Subjects underwent the same testing procedure for the second submaximal cycling session; but this time group A cycled to music and group B cycled without music. Subjects served as their own controls. SETTING. The study was performed in the physiology exercise laboratory; at the University of the Witwatersrand. MAIN OUTCOME MEASURES. During the submaximal sessions heart rate; perceived exertion (Borg scale) and plasma lactate concentration were assessed. Subjects completed a post-test questionnaire once both submaximal cycling sessions were completed. RESULTS. There were no significant differences in physiological variables (change in plasma lactate and heart rate); nor were there any significant differences in Borg scale ratings when the subjects cycled with and without music. However; according to the post-test questionnaire 67of subjects identified the cycling session with music to be easier than the session without music. CONCLUSION. Listening to music while performing submaximal cycling resulted in no physiological benefit. Yet; the cycling session done in conjunction with music was deemed; by the majority of the subjects; to be easier than the cycling session without music

L'asthme a l'ecole : connaissances et vecu des enseignants d'education physique et sportive

Cette etude s'est portee sur les connaissances et le vecu des enseignants d'education physique et sportive en matiere d'asthme. Elle a ete realisee dans quelques etablissements de la commune de Cocody sur une periode de 2 mois et 15 jours environ. Son objectif principal a ete d'evaluer les conditions de la prise en charge des eleves asthmatiques en cours d'education physique et sportive. Au terme de cette etude; il ressort les conclusions suivantes: *99;29pour cent des enseignants d'education physique et sportive n'ont pas recu d'enseignement sur l'asthme au cours de leur formation ; *la dispense de sport n'est pas indiquee par ces enseignants ; *l'effort physique est reconnu comme facteur declenchant des crises d'asthme a 82;86pour cent ; *l'encadrement d'eleves asthmatiques o deja ete effectue par 57;14pour cent des enseignants interroges ; *les eleves asthmatiques ne recoivent pas d'enseignement physique particulier dans 54;29pour cent des cas ; *s'il presente une crise pendant le cours; l'eleve est conduit a l'infirmerie dans 54;29pour cent des cas ; *26 enseignants sur les 35 interroges ont deja vecu une crise d'asthme pendant le cours soit un taux de 74;28pour cent ; *le desir. d'information est retrouve chez 97;14pour cent des enseignants d'education physique et sportive