Biomechanical Parameters Assessed During Running Among Running-Related Athletes with Recurrent Hamstring Strain Injury: A Scoping Review

Hamstring strain injury (HSI) is a common non-contact injury, with most cases occurring among running-related athletes and sporting events. HSI is characterized by sharp, intense pain throughout the posterior thigh, necessitating the rapid cessation of physical activity. Injury rates are predicted to be 3–4.1 per 1000 hours of competition and 0.4–0.5 per 1000 hours of training. The rate of injuries during training sessions has increased more than in competitive matches, with an average increase of 4% per year. This scoping review aims to determine the biomechanical parameters (kinematics and kinetics) associated with recurrent hamstrings injury occur among running-related athletes. Peer-reviewed papers focusing on biomechanical risk factors associated with recurrent hamstring injury among running-related athletes (sprinters, runners, basketball players, and football or soccer players) will be eligible for inclusion. Studies from inception to May 2022 written in English or English translation will be sought for this scoping review. The proposed scoping review will be conducted in accordance with the JBI methodology for scoping reviews. The search strategy will aim to locate both published and unpublished studies. An initial limited search of PubMed will be undertaken to identify articles on the topic. The search strategy will be adapted for each database and information source, including all specified keywords and index terms. The reference list of all included sources of evidence will be screened for additional studies. Data will be extracted from papers included in the scoping review by two or more independent reviewers using a data extraction tool developed by the reviewers. The data will be presented in tabular form. A narrative summary will accompany the tabulated results and describe how the results relate to the review objective and question/s

Level of self-efficacy among skill-based allied health students in the University of Santo Tomas-Enriched Virtual Mode of learning: A cross-sectional study

Background: Self-efficacy expresses a learner’s perception of how well they can do in the online academic setting. Although students’ academic successes can be measured by online learning self-efficacy, there is a scarcity of evidence targeted toward allied health students. Objective: The primary aim of this study is to determine the level of online self-efficacy among students from skill-based allied health programs. The secondary aim is to correlate online self-efficacy with age, sex, year level, and program of the students. Methods: This cross-sectional analytic study utilized the Online Learning Self-Efficacy Scale (OLSE) to determine students’ level of self-efficacy via a survey conducted with students who underwent the Enriched Virtual Mode of learning. Descriptive statistics was used to characterize the study participants, describe the level of self-efficacy, and compare the subscales of OLSE. Inferential statistics using Spearman’s rho was performed to determine the correlation. Results: A total of 117 respondents with a mean age ± SD of 20.59 ± 0.11 years old, predominantly female (71%) were included in the study. The students from allied health programs had an online self-efficacy overall mean score of 3.83 ([Formula: see text]; range 2.64–5.00) with the use of technology subscales weighted the highest mean score (4.24). Females have a higher average OLSE score ([Formula: see text], [Formula: see text]) compared to males. Significant correlation was found between OLSE scores to sex ([Formula: see text], [Formula: see text]) and year level ([Formula: see text], [Formula: see text]) while nonsignificant correlation was found between OLSE scores to the program ([Formula: see text], [Formula: see text]) and age ([Formula: see text], [Formula: see text]). Conclusion: Students of allied health programs generally have a very good level of online self-efficacy. This study assists educators in developing proactive strategies and approaches to promote students’ self-confidence across all domains and encourage them to adopt a dynamic remote learning-based approach. Educational institutions should use this opportunity to assess how well they have implemented remote learning to ensure educational continuity, especially in times of crisis