Exercise Capacity and All-Cause Mortality in African American and Caucasian Men With Type 2 Diabetes

OBJECTIVE - The purpose of this study was to assess the association between exercise capacity and mortality in African Americans and Caucasians with type 2 diabetes and to explore racial differences regarding this relationship. RESEARCH DESIGN AND METHODS - African American (n = 1,703; aged 60 ± 10 years) and Caucasian (n = 1,445; aged 62 ± 10 years) men with type 2 diabetes completed a maximal exercise test between 1986 and 2007 at the Veterans Affairs Medical Centers in Washington, DC, and Palo Alto, California. Three fitness categories were established (low-, moderate-, and high-fit) based on peak METs achieved. Subjects were followed for all-cause mortality for 7.3 ± 4.7 years. RESULTS - The adjusted mortality risk was 23% higher in African Americans than in Caucasians (hazard ratio 1.23 [95% CI 1.1-1.4]). A graded reduction in mortality risk was noted with increased exercise capacity for both races. There was a significant interaction between race and METs (P \u3c 0.001) and among race and fitness categories (P \u3c 0.001). The association was stronger for Caucasians. Each 1-MET increase in exercise capacity yielded a 19% lower risk for Caucasians and 14% for African Americans (P \u3c 0.001). Similarly, the risk was 43% lower (0.57 [0.44- 0.73]) for moderate-fit and 67% lower (0.33 [0.22-0.48]) for high-fit Caucasians. The comparable reductions in African Americans were 34% (0.66 [0.55-0.80]) and 46% (0.54 [0.39-0.73]), respectively. CONCLUSIONS - Exercise capacity is a strong predictor of all-cause mortality in African American and Caucasian men with type 2 diabetes. The exercise capacity-related reduction in mortality appears to be stronger and more graded for Caucasians than for African Americans. © 2009 by the American Diabetes Association

The reflective writing class blog: Using technology to promote reflection and professional development

INTRODUCTION: The hidden (informal) curriculum is blamed for its negative effects on students’ humanism and professional development. To combat this, educational initiatives employing mentored reflective practice, faculty role-modeling, and feedback have been advocated. AIM: Promote reflection on professional development using collaborative, web-based technology. SETTING: Four-week basic medicine clerkship rotation at an academic institution over a one-year period. PROGRAM DESCRIPTION: Students were asked to contribute two reflective postings to a class web log (blog) during their rotation. They were able to read each other’s postings and leave feedback in a comment section. An instructor provided feedback on entries, aimed to stimulate further reflection. Students could choose anonymous names if desired. PROGRAM EVALUATION: Ninety-one students wrote 177 posts. One-third of students left feedback comments. The majority of students enjoyed the activity and found the instructor’s feedback helpful. Assessment of the posts revealed reflections on experience, heavily concerned with behavior and affect. A minority were not reflective. In some cases, the instructor’s feedback stimulated additional reflection. Certain posts provided insight to the hidden curriculum. DISCUSSION: We have discovered that blogs can promote reflection, uncover elements of the hidden curriculum, and provide opportunities to promote professional development

Opinions of Computer Education and Instructional Technology Lecturers’ on Field Teacher Competencies

Araştırma, Türkiye’deki devlet üniversitelerinde Eğitim Fakültesi Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) bölümlerinde görevli öğretim elamanlarının bölüm hakkındaki düşüncelerini almayı amaçlamıştır. Tarama yöntemi ile yürütülmüş olan araştırmanın çalışma evrenini 26 devlet üniversitesinin eğitim fakülteleri BÖTE bölüminde görev yapan 100 öğretim elemanı oluşturmaktadır. Çalışma grubunu ise iki açık uçlu sorudan oluşan anketi doldurarak görüşlerini bildiren devlet üniversitelerinin Eğitim Fakültesi BÖTE Bölümlerinden 57 öğretim elemanı oluşturmaktadır. Elde edilen ham veriler, içerik analizi tekniği ile analiz edilerek, öğretmen yetiştirme ve eğitim programı adlı iki temaya ulaşılmıştır. Araştırma sonucunda, bilişim teknolojileri öğretmenlerinin görev tanımındaki belirsizlik ve öğretmenlerden beklenenler ile lisans eğitiminin birbirini tamamlamaması ulaşılan temel sonuçlar olarak ifade edilebilir. Ayrıca, Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümünün teknoloji yoğun bir program oluşu, lisans seviyesinde uluslararası başka bir örneğinin olmaması ve Eğitim Fakülteleri bünyesinde son açılan programlardan birisi olması nedeniyle çeşitli yapısal sorunları barındırmaktadır.This study aims at obtaining the opinions of lecturers who work at the Department of Computer Education and Instructional Technology (CEIT) of the Education Faculties of public universities in Turkey regarding their department. The study population of the research, which was conducted with the survey method, was composed of 100 lecturers working at the CEIT departments of the Education Faculties of public universities. The study group was composed of 57 lecturers who submitted their opinions via a questionnaire consisting of two open-ended questions. Raw data obtained were analyzed using the content analysis technique and two themes were detected: teacher education and curriculum. It was concluded as a result of the study that there is an uncertainty in the job descriptions of information technology teachers, and what is expected of the teachers and what is offered in undergraduate education do not match. Also, the Department of Computer Education and Instructional Technology has some structural problems due to its being a technology intensive department, and there are no other international examples at undergraduate level. It is also one of the most recently established programs within the scope of education faculties