‘Twiddling’ of the pacemaker resulting in lead dislodgement

Twiddler’s syndrome is a rare condition in which patient manipulation of the pulse generator within its pocket may result in coiling of the lead and lead dislodgement, thereby causing pacemaker malfunction. Retraction of the electrode may cause phrenic nerve stimulation resulting in diaphragmatic stimulation and a sensation of abdominal pulsations. As the leads are further wrapped around the generator, rhythmic arm twitching may occur as a result of pacing of the brachial plexus.1 Twiddler’s syndrome was first described by Bayliss et al in 1968 as a complication of pacemaker implantation.2 It has also been reported with implantable cardioverter-defibrillators (ICDs)3 and cardiac resynchronisation therapy (CRT).4 This is a case report of an elderly lady with Twiddler’s syndrome resulting in pacemaker malfunction secondary to lead retraction, who emphatically denied any manipulation of her device. She subsequently underwent lead repositioning and appropriate counselling.peer-reviewe

The teaching and assessment of the content and cognitive domains of two areas of physical activities for examined physical education

The introduction of assessments and examinations in Physical Education led to a shift from a recreational to an educational ideological base in the subject (Carroll, 1994). This resulted in the development of modes of assessment of the practical coursework for GCSE and ‘A’ level PE and Sport Studies that challenged the principles of validity and reliability of assessments. Further to this, teaching the content and cognitive domains (Bloom’s taxonomy) of the practical coursework in the gym and class-based environments, as suggested by the examiners (MEG, 1993) still resulted in unsatisfactory learning outcomes. This led to a study which investigated the teaching of an athletic type and a game type activity to high school students (16-18) in three environments, practice-based classes (n=32), practice-based classes with discussions of a handout at the end of each session (n=27), and class-based sessions (n=38). The teachers’ and pupils behaviours of the three experimental teaching units (ETUs) were analysed using the systematic observation technique CAFIAS. A second study examined the impact of the teaching environments on the assessment of the content (techniques, tactics and rules) and cognitive (knowledge and comprehension, application and analysis, and synthesis and evaluation) coursework of the two activities using an unseen written paper with diagrams and a video based unseen written paper. The first study showed that the time spent on content emphasis was higher in the class-based ETUs, and that more time was spent on giving direction in the practice-based sessions. The class-based sessions provided more opportunities for teachers and students to communicate verbally. From the second study, ANOVA and MANOVA (repeated measures) procedures revealed statistically significant scores for all teaching environments (p<0.05) of both activities. However, the class-based athletic type activity yielded higher scores on the video based assessment for techniques, tactics, rules, knowledge and comprehension, and application and analysis, while evaluation was best assessed using the written paper to narrow the gap of gender inequalities in assessment. When the game type activity was taught in a practice-based class, the unseen written paper was found to yield higher scores for techniques, tactics, rules, and application and evaluation questions. Nevertheless, a practice-based class did not adequately prepare students for a video-based assessment in game type activities, except for the knowledge cognitive domain. The class-based, and practice and handout groups achieved statistically significant (p<0.05) better scores on techniques, tactics, rules, knowledge and evaluation questions of the video based papers. The findings of these studies are limited to the performance coursework of athletic type and game type activities of GCSE and ‘A’ Level PE and Sport Studies

Curricular innovation in physical education sport and exercise sciences: entrepreneurship and employability

Information on the innovative curricular dimensions and initiatives emerging in higher education to stimulate the employability of graduates in the physical education and sports sector

Higher education in sports related disciplines: insights into teaching and research

In recent years, many universities have argued the importance of enhancing the relationship between teaching and research. The synergy of the two provides transformation, innovation, creativity and criticality in the curricular and co-curricular provision. This session explores the latest thinking on innovation in teaching in sport related disciplines and flipped learning. Diversity is a strength of the higher education sector – and research-informed teaching can vary widely. What does it look like? How can teachers in higher education engage more with research and publications? Promoting a community of innovative and research led teaching and culture, whatever its form, transforms the student experience, promotes graduate attributes and enhances employability

Developing health enhancing physical activity modules for higher and vocational education- collaborative learning

The focus of this three year study was to develop, validate and pilot five modules (levels 4-7). The needs analysis phase included responses from 660 students in higher education from seven European countries; 14 interviewees and a focus group with experts. The design of the modules attempted to test cutting edge interdisciplinary (Lyall, Meagher, Bandola and Kettle, 2015) and case study (Herreid, 2011) approaches to bridge the gap between research, theory and practice. Students preferred interdisciplinary and case study approaches for module content and assessment; and teaching through group and class based sessions and simulations, internships, and work based learning. Three HEPA modules were piloted in a real-life setting in an intensive week of teaching (20 hours) each module to three groups of undergraduate students from Europe in a pilot study. The developed HEPA modules were evaluated by students and staff; and the findings demonstrated relevance, enjoyment, flexibility and differentiated levels of instruction that will facilitate the embedding of any of these modules in undergraduate and masters level. These modules will are available online in an open resource that facilitates free access, collaboration and cooperation of stakeholders in higher. Herreid, C.F. (2011). Case study teaching. New Directions for Teaching and Learning, 2011, 31–40.10.1002/tl.v2011.12

Undergraduate student wellbeing: The lived experience in higher education

The wellbeing of undergraduate students in Higher Education (HE) is often associated with the student experience. Previous research has shown that measuring wellbeing is problematic because of its complexity. Moreover, the lived experiences of students are often missing from the equation of measuring wellbeing. This article explores the perceptions of students’ wellbeing pre-COVID19 and their lived experiences both inside and outside of HE; and the relationships between students’ characteristics. This study increases our understanding of student’s lived experiences and student wellbeing in HE. A survey was used to identify the perceptions of undergraduate students (n=105) of wellbeing. The findings indicated that student recognise the importance of access to library systems on and off campus (m=4.44, S.D.=0.752), module tutor (m=4.37, S.D.=0.657), computers on campus (M= 4.17, S.D.=0.902), photocopying and printing (m=4.11, S.D.=0.926) for student wellbeing in HE. In their personal lives, students believed that access to study facilities where they live (m=4.30, S.D.=0.876), friends (m=4.22, SD=0.734), health (m=4.18, SD=0.948) and their wider family (m=4.07, S.D.=1.129) were critical elements for their wellbeing. The most popular activities outside university life that improve student wellbeing were talking to peers and friends (98%), sleeping and resting (86%). Sports activities (16%) and counselling (12%) ranked lower. Student’s perceptions of wellbeing were not associated with notions of “medicalised” mental health. This study concludes that student wellbeing in their academic and personal lived experiences revolves around access to resources and relationships that helps them get on with their studies while at university, and where they live

The combined honours student experience survey data and the perceptions of staff and students

Data analysis from the University Student Survey (2016) at Canterbury Christ Church University revealed that combined honours students (n=780) were less satisfied than single honours students. The qualitative comments of the students referred to concerns about identifying with and belonging to the programme; and self confidence. In addition, on one programme (n=89), combined honours student were less satisfied than their single honours classmates on 18 of the 22 USS satisfaction measure statements. Three focus group with staff on this programme (n=18) and interviews with students (n=8) were undertaken to investigate the issues of lack of satisfaction further. This paper will report on the ongoing investigation and the potential development of learning and teaching interventions