Follow-Up Study Investigating the Effects of a Physically Active Academic Intervention

In previous studies, the effects of physically active academic lessons on academic achievement have been shown. Less is known about follow-up effects and the effects for disadvantaged groups. The first aim of this study was to examine 7–9 months follow-up effects of a physically active academic intervention on academic achievement. The second aim was to examine the effects of the 2-year intervention for a subgroup of socially disadvantaged children. A cluster-randomized controlled trial with 499 children (113 socially disadvantaged children) from second- and third-grade classes was conducted. Children’s academic achievement was measured before the intervention started, after the first and second intervention year, and 7–9 months after the intervention ended. At the 7–9 months follow-up, the intervention group showed significantly greater gains in math performance in comparison with the control group. No significant follow-up effects were found on language performance. Furthermore, the lessons significantly improved the math and spelling performance of socially disadvantaged children after two intervention years. These children did not benefit more from the lessons than other children. In conclusion, effects of physically active academic lessons on math achievement persist when the lessons are no longer taught, and the lessons are an innovative way to improve the academic achievement of socially disadvantaged children. The findings suggest that physically active academic lessons should be considered for inclusion in school curriculums in order to improve the academic achievement of all children

Perineal wound closure using gluteal turnover flap or primary closure after abdominoperineal resection for rectal cancer: study protocol of a randomised controlled multicentre trial (BIOPEX-2 study)

BACKGROUND: Abdominoperineal resection (APR) for rectal cancer is associated with high morbidity of the perineal wound, and controversy exists about the optimal closure technique. Primary perineal wound closure is still the standard of care in the Netherlands. Biological mesh closure did not improve wound healing in our previous randomised controlled trial (BIOPEX-study). It is suggested, based on meta-analysis of cohort studies, that filling of the perineal defect with well-vascularised tissue improves perineal wound healing. A gluteal turnover flap seems to be a promising method for this purpose, and with the advantage of not having a donor site scar. The aim of this study is to investigate whether a gluteal turnover flap improves the uncomplicated perineal wound healing after APR for rectal cancer. METHODS: Patients with primary or recurrent rectal cancer who are planned for APR will be considered eligible in this multicentre randomised controlled trial. Exclusion criteria are total exenteration, sacral resection above S4/S5, intersphincteric APR, biological mesh closure of the pelvic floor, collagen disorders, and severe systemic diseases. A total of 160 patients will be randomised between gluteal turnover flap (experimental arm) and primary closure (control arm). The total follow-up duration is 12 months, and outcome assessors and patients will be blinded for type of perineal wound closure. The primary outcome is the percentage of uncomplicated perineal wound healing on day 30, defined as a Southampton wound score of less than two. Secondary outcomes include time to perineal wound closure, incidence of perineal hernia, the number, duration and nature of the complications, re-interventions, quality of life and urogenital function. DISCUSSION: The uncomplicated perineal wound healing rate is expected to increase from 65 to 85% by using the gluteal turnover flap. With proven effectiveness, a quick implementation of this relatively simple surgical technique is expected to take place. TRIAL REGISTRATION: The trial was retrospectively registered at Clinicaltrials.gov NCT04004650 on July 2, 2019

Leren over licht met applets

Lichtverschijnselen zijn lastig te verklaren. Je pakt licht niet vast en je legt het niet onder de microscoop. Om het nog ingewikkelder te maken worden sommige verschijnselen verklaard met het golfkarakter van licht, andere weer met het deeltjeskarakter van licht. Dat is voor leerlingen (en natuurkundigen) lastig te doorgronden. Applets kunnen helpen bij het verhogen van het begrip van een aantal lichtverschijnselen. In twee studies is gekeken of deze claim wordt waargemaakt. De resultaten laten zien dat op een aantal begripsaspecten vooruitgang wordt geboekt. Andere begrippen blijven op hetzelfde niveau steken