Physical Activity Participation of Black and White Women during the First Year Postpartum: Results and Study Recruitment Strategies.

Background: Little is known about how physical activity participation changes throughout the first year postpartum. This may be due to the difficulty in recruiting this population. The aims of this study were first to describe the recruitment methods and second to examine physical activity in the first year postpartum. Methods: Black and White women who gave birth to a singleton infant at ≥37 weeks gestation were recruited by a variety of strategies. At 6-8 weeks (baseline) and 4, 6, 9, and 12 months postpartum, women were instructed to wear an accelerometer for 7 days. Results: Active recruitment with interactions between staff and potential participants was more successful than non-active strategies for enrolling women. Throughout the first year postpartum, physical activity counts and light and moderate-to-vigorous physical activity increased from baseline (165.2 and 21.5 min, respectively) to 12 months (185.0 and 27.6 min, respectively). Sedentary time decreased from 775.3 min at baseline to 749.4 min per day at 12 months. In this sample, Black participants had lower physical activity (counts per minute per day) and greater sedentary time than White participants. Conclusions: Active strategies were more successful in recruiting women into the study. Of those who enrolled, physical activity levels increased over time. Identifying barriers to physical activity that may change over the postpartum period will help develop more targeted interventions to increase physical activity.

Body weight and fat trajectories of Black and White women in the first postpartum year.

OBJECTIVE: The aim of this study was to examine changes in body weight and fat in Black and White women during the first postpartum year and to determine whether there is preferential retention of fat mass and abdominal fat. METHODS: Body composition was quantified by dual-energy x-ray absorptiometry in Black (n = 49) and White (n = 85) women at 6 to 8 weeks, 6 months, and 12 months after delivery of a singleton infant. RESULTS: Weight, fat mass, percent body fat, and fat in the trunk, android, gynoid, and limb regions decreased from 6 to 8 weeks to 12 months in White women, but not in Black women (fat mass, adjusted mean [SE]: 29.6 [1.3] to 26.9 [1.3] kg in White women and 34.5 [1.5] to 36.8 [1.8] kg in Black women). In the entire sample, fat mass was higher at 6 months than at 6 to 8 weeks, independent of weight change; visceral fat was higher at 12 months (686 [45] g) than at 6 to 8 weeks (611 [42] g) and 6 months (626 [43] g); and android fat was higher at 12 months than at 6 months, independent of fat change. CONCLUSIONS: Black women were less likely than White women to lose weight and fat in the postpartum period. There was preferential retention of fat in the abdominal area.

Simulation-based clinical learning for the third year medical student: Effectiveness of transabdominal and transvaginal ultrasound for elucidation of OB/GYN scenarios.

PURPOSE: Point-of-care ultrasound (POCUS) is gaining recognition as a teaching modality that acts as an integrative learning tool during medical student transition to clinical rotations. This study aimed to determine if the use of ultrasound simulation enhances understanding of Obstetrical and Gynecological (Ob/Gyn) anatomy and pathology in third-year medical students (M3), and if M3 students found the simulator useful. METHODS: M3 students taking the OB/Gyn clerkship were invited to participate. Baseline knowledge of pelvic ultrasound anatomy and pathology was assessed with a multiple-choice question test. Participants received a one-hour OB/Gyn ultrasound simulation training session. A post-test assessed knowledge after the intervention. Survey data was collected regarding learning styles and learner satisfaction. RESULTS: Following simulator-based training, the median correct number of responses to the knowledge questions increased from 11 of 18 to 14 of 18 correct (P < .001). Statistically significant increases were also observed in comfort level with OB/GYN ultrasound (P < .001). All 68 students answered that the ultrasound simulator was helpful and enjoyed using the simulator. CONCLUSIONS: This study suggests that ultrasound simulators are useful for improvement in knowledge, comfort level, and ability to identify pathology in Ob/Gyn scenarios in M3 students.