Collaborative learning based on a micro-webserver remote test controller

This paper presents a remote test workbench that was developed to support on-line assignments dealing with the IEEE 1149.1 standard test access port and boundary-scan architecture. The remote test controller is based on the DS80C400 networked microcontroller from Maxim-Dallas, which offers a very cost-effective solution to the development of micro-webservers enabling low complexity data acquisition and control tasks. All remote experiments are integrated into Moodle in exactly the same way as the remaining courseware that is made available to the students. The use of Moodle facilitates the implementation of collaborative learning activities based on the remote test workbench, and the development of the workbench itself is the subject of a collaborative learning project involving students from the universities of Porto in Portugal and South Australia at Adelaide

Efficient clinical evaluation of guideline quality: development and testing of a new tool

Background: Evaluating the methodological quality of clinical practice guidelines is essential before deciding which ones which could best inform policy or practice. One current method of evaluating clinical guideline quality is the research-focused AGREE II instrument. This uses 23 questions scored 1–7, arranged in six domains, which requires at least two independent testers, and uses a formulaic weighted domain scoring system. Following feedback from time-poor clinicians, policy-makers and managers that this instrument did not suit clinical need, we developed and tested a simpler, shorter, binary scored instrument (the iCAHE Guideline Quality Checklist) designed for single users. Methods: Content and construct validity, inter-tester reliability and clinical utility were tested by comparing the new iCAHE Guideline Quality Checklist with the AGREE II instrument. Firstly the questions and domains in both instruments were compared. Six randomly-selected guidelines on a similar theme were then assessed by three independent testers with different experience in guideline quality assessment, using both instruments. Per guideline, weighted domain and total AGREE II scores were calculated, using the scoring rubric for three testers. Total iCAHE scores were calculated per guideline, per tester. The linear relationship between iCAHE and AGREE II scores was assessed using Pearson r correlation coefficients. Score differences between testers were assessed for the iCAHE Guideline Quality Checklist. Results: There were congruent questions in each instrument in four domains (Scope & Purpose, Stakeholder involvement, Underlying evidence/Rigour, Clarity). The iCAHE and AGREE II scores were moderate to strongly correlated for the six guidelines. There was generally good agreement between testers for iCAHE scores, irrespective of their experience. The iCAHE instrument was preferred by all testers, and took significantly less time to administer than the AGREE II instrument. However, the use of only three testers and six guidelines compromised study power, rendering this research as pilot investigations of the psychometric properties of the iCAHE instrument. Conclusion: The iCAHE Guideline Quality Checklist has promising psychometric properties and clinical utility.Karen Grimmer, Janine Margarita Dizon, Steve Milanese, Ellena King, Kate Beaton, Olivia Thorpe, Lucylynn Lizarondo, Julie Luker, Zuzana Machotka and Saravana Kuma

Sudden cardiac death athletes: a systematic review

Previous events evidence that sudden cardiac death (SCD) in athletes is still a reality and it keeps challenging cardiologists. Considering the importance of SCD in athletes and the requisite for an update of this matter, we endeavored to describe SCD in athletes. The Medline (via PubMed) and SciELO databases were searched using the subject keywords "sudden death, athletes and mortality". The incidence of SCD is expected at one case for each 200,000 young athletes per year. Overall it is resulted of complex dealings of factors such as arrhythmogenic substrate, regulator and triggers factors. In great part of deaths caused by heart disease in athletes younger than 35 years old investigations evidence cardiac congenital abnormalities. Athletes above 35 years old possibly die due to impairments of coronary heart disease, frequently caused by atherosclerosis. Myocardial ischemia and myocardial infarction are responsible for the most cases of SCD above this age (80%). Pre-participatory athletes' evaluation helps to recognize situations that may put the athlete's life in risk including cardiovascular diseases. In summary, cardiologic examinations of athletes' pre-competition routine is an important way to minimize the risk of SCD

Movement Patterns and Muscular Function Before and After Onset of Sports-Related Groin Pain: A Systematic Review with Meta-analysis

BACKGROUND: Sports-related groin pain (SRGP) is a common entity in rotational sports such as football, rugby and hockey, accounting for 12-18 % of injuries each year, with high recurrence rates and often prolonged time away from sport. OBJECTIVE: This systematic review synthesises movement and muscle function findings to better understand deficits and guide rehabilitation. STUDY SELECTION: Prospective and retrospective cross-sectional studies investigating muscle strength, flexibility, cross-sectional area, electromyographic activation onset and magnitude in patients with SRGP were included. SEARCH METHODS: Four databases (MEDLINE, Web of Knowledge, EBSCOhost and EMBASE) were searched in June 2014. Studies were critiqued using a modified version of the Downs and Black Quality Index, and a meta-analysis was performed. RESULTS: Seventeen studies (14 high quality, 3 low quality; 8 prospective and 9 retrospective) were identified. Prospective findings: moderate evidence indicated decreased hip abduction flexibility as a risk factor for SRGP. Limited or very limited evidence suggested that decreased hip adduction strength during isokinetic testing at ~119°/s was a risk factor for SRGP, but no associations were found at ~30°/s or ~210°/s, or with peak torque angle. Decreased hip abductor strength in angular velocity in ~30°/s but not in ~119°/s and ~210°/s was found as a risk factor for SRGP. No relationships were found with hip internal or external rotation range of movement, nor isokinetic knee extension strength. Decreased isokinetic knee flexion strength also was a potential risk factor for SRGP, at a speed ~60°/s. Retrospective findings: there was strong evidence of decreased hip adductor muscle strength during a squeeze test at 45°, and decreased total hip external rotation range of movement (sum of both legs) being associated with SRGP. There was strong evidence of no relationship to abductor muscle strength nor unilateral hip internal and external rotation range of movement. Moderate evidence suggested that increased abduction flexibility and no change in total hip internal rotation range of movement (sum of both legs) were retrospectively associated with SRGP. Limited or very limited evidence (significant findings only) indicated decreased hip adductor muscle strength during 0° and 30° squeeze tests and during an eccentric hip adduction test, but a decrease in the isometric adductors-to-abductors strength ratio at speed 120°/s; decreased abductors-to-adductors activation ratio in the early phase in the moving leg as well as in all three phases in the weight-bearing leg during standing hip flexion; and increased hip flexors strength during isokinetic and decrease in transversus abdominis muscle resting thickness associated with SRGP. CONCLUSIONS: There were a number of significant movement and muscle function associations observed in athletes both prior to and following the onset of SRGP. The strength of findings was hampered by the lack of consistent terminology and diagnostic criteria, with there being clear guides for future research. Nonetheless, these findings should be considered in rehabilitation and prevention planning

Remote Laboratory NetLab for Effective Teaching of 1st Year Engineering Students

Practical skills are important attributes of every engineering graduate. The Internet has provided tertiary education with the opportunity to develop innovative learning environments. The teaching and learning of practical skills has gained a new dimension with the emergence of remote laboratories. The rapidly growing number of remote laboratories (RL) worldwide is the evidence that the educational community has recognized their potential to develop into a creative, flexible, engaging, and student-cantered learning environment. Even a brief review of the existing RLs shows a large diversity in their structure, design and implementation. However, not many researchers disclose how their RLs are integrated within their curricula. Therefore, an important question still remains to be answered: how to optimize the design of RLs and their integration in a course curriculum for the best learning outcomes? This problem is particularly important when RLs are used in teaching 1st year students who have limited technical knowledge and practical experience in using real equipment. In this paper we would like to share our experiences with NetLab, an RL developed at the University of South Australia (UniSA) for teaching 1st year engineering students and make recommendations for improvements in teaching practices based on it

Brain modelling for teaching, learning and research

In recent years engineering research has embarked on a wide stage of multidisciplinary fields. Boundaries of engineering disciplines have been blurred by researchers outreaching for knowledge complementary to their disciplines in fierce attempts to solve problems and further technological developments. Mathematical models of physical systems and their implementations through the software programming are the safe working grounds for us, engineering researchers. Engineers can easily understand the behaviour of a physical system from the simulation results of its mathematical model. However, engineers are not very familiar with biological systems. Neuroscience is a new emerging field which is already attracting engineers trying to understand the ways the human brain functions in order to implement the new concepts into human-made systems to make them operate more effectively, thus advancing the well known modern field of artificial intelligence. This paper is an overview of what we have learned on our journey through the computational neuroscience concepts, biologically based models of human brain functions and how they can be linked to human behaviour. It also shows some of the most interesting simulation results from our own modelling of human brain. In the last section of the paper we show how we recognised that learning occurs in a process very similar to resonance, which is a familiar concept in engineering, and how understanding of the Adaptive Resonance Theory (ART) (Carpenter & Grossberg, 2003), as a model of human learning at neuronal level, helped us to better understand the learning process itself