EFFECT OF DIETARY HEME-IRON INTAKES ON THE PREVENTION OF IRON-DEFICIENCY ANEMIA / 体力科学

Purpose : This study was undertaken to clarify the effect of heme-iron supplementation on the prevention of iron-deficiency anemia in male collegiate distance runners.Methods : Forty-one male collegiate runners were divided into three groups, consisting of a heme-iron group (HI), a citrate-iron group (CI), and a non-iron group (NI). Iron tablets (heme-iron or citrate-iron) were administered at a dose of 7 mg per day for two months. The blood components and nutritional intakes were estimated before and after the intervention.Results : The nutritional intakes did not differ among the three groups. The red blood cell, hemoglobin, hematocrit, ferritin, Glutamic-Pyruvate Transferase and <i>γ</i>-Glutamyl Transpeptidase levels were unchanged throughout the experimental periods. After the intervention, the serum iron levels significantly decreased in the NI group but not in the iron-supplemented groups, while the reticulocytes counts increased among the three groups.Conclusion : The small amount of heme-iron supplementation was thus found to have a preventive effect on iron deficiency anemia without causing any negative side affects.

Effects on Evaluation of Education of Faculty Members by Students Using the Minutes Paper at Tokai University School of Medicine / 医学教育

We investigated the effects of evaluation of education by medical students using the minutes paper, which was developed by Professor Yasuoka, also of Tokai University. The minutes paper consists of 3 questions with 10 gradedchoices and of 8 questions with 2 graded choices. One of the 3 questions with 10 graded choices asks a general impression of a lecture. Every faculty member at the Tokai University School of Medicine should be evaluated once a year by students using the minutes paper. A total of 202 faculty members were evaluated in 1999 or in 2000, and 73 of these faculty members were evaluated in both 1999 and 2000. The faculty members were divided into 3 groups (low grade, moderate grade, and high grade) on the basis of their grades in 1999. In 2000, the low-grade group achieved higher evaluation scores, whereas the moderate-and high-grade groups did not. These results suggest that our evaluation system with minutes papers was effective for improving teaching faculty members with low grades.