Burnout and Adverse Outcomes in Athletic Training Students: Why All Healthcare Educators Should Be Concerned

Background: Burnout is linked to various adverse outcomes (i.e., thoughts of dropout, depression, unprofessional behaviors) in healthcare students (i.e., nursing students, medical students). However, potential adverse outcomes associated with burnout in athletic training students, a subset of healthcare students, have yet to be identified. Objective: To adapt a previously tested theoretical model to explore relationships between student workload, burnout, and potential adverse outcomes in a sample of graduate athletic training students. Methods: An online survey assessing the variables of interest and study information was sent to program directors of graduate-level athletic training programs at their publicly accessible email addresses with a request to forward the opportunity to their students. This was a nationwide sample of graduate athletic training students with 320 graduate athletic training students completing the survey. Descriptive statistics and structural equation modeling was used in our analysis. Results: Structural equation modeling confirmed that our hypothesized model successfully described relationships between academic workload, burnout, and adverse outcomes in athletic training students. Specifically, academic workload predicted burnout, and burnout in turn predicted various adverse outcomes (i.e., thoughts of dropout, depression, unprofessional behaviors) in athletic training students. Educators should be aware of the potential adverse outcomes identified in this sample of athletic training students that have also been reported in other healthcare students. Conclusions: Methods to combat symptoms of burnout to enhance student well-being and avoid potential adverse outcomes should be identified. Future research should use the adapted theoretical model discussed in this article within other healthcare students\u27 samples to understand further the complex network of relationships between academic workload, burnout, and adverse outcomes in the educational environment

16 Multiple Linear Regression Viewpoints

This paper analyzes two methods for testing moderation effects in regression models that contain a continuous dependent variable, a continuous independent variable, and a dichotomized grouped moderator; a test of the interaction term in the full regression model and a test of the difference between the simple slopes. Typically, researchers test the significance of the interaction term. Based on mathematical equations and empirical examples, we argue that the test for the difference between the simple slopes should be utilized when researchers are interested in testing for moderation effects. By decomposing the test statistics for these two methods, we demonstrate that the test for the difference between the simple slopes has increased power and less Type II error, while retaining equivalent Type I error rates. oderated relationships in social science research exist when the relationship between two variables, X and Y, varies depending on the value of a third variable Z. This study examines a specific type of moderated relationship with a continuous dependent variable (Y), a continuous independent variable (X), and an independent dichotomous categorical variable (Z). Given these variables, a moderated relationship exists if the relationship between X and Y is different for both levels of Z. This can be estimated with an interaction term using the following regression equatio

Exploring Pre-Service Teachers’ Perspectives: Gender and Gender Representation across Human Protagonists in Picture Books

Gender is ever present in education preparation, school materials, curriculum, and school systems. To improve our knowledge about different facets of gender and the extent to which the depiction of gender has changed over time in picture books, there is a need to dig beneath the surface of questions about gender representation in picture books. Given that in-service teachers have proximity to approximately 75 million K-12 students, how in-service teachers think about gender, gender representation, and their own experiences with gender socialization have important implications on how K-12 students think, act, and feel about gender. In this study, we focused on teachers’ responses to a semester-long assignment about the selection and review of picture books. Specifically, we captured teachers’ perceptions on gendered images evidenced in picture books and to what extent there are changes (i.e., economical, emotional, physical, political, and social) in the central character throughout the book. We also explored if perceived changes were different based on the gender of the characters. Teachers reported four types of changes among the characters in the picture book. Emotionally changes in the books’ central characters emerged as the most commonly reported change among our participants

Exploring Pre-Service Teachers’ Perspectives: Gender and Gender Representation across Human Protagonists in Picture Books

Gender is ever present in education preparation, school materials, curriculum, and school systems. To improve our knowledge about different facets of gender and the extent to which the depiction of gender has changed over time in picture books, there is a need to dig beneath the surface of questions about gender representation in picture books. Given that in-service teachers have proximity to approximately 75 million K-12 students, how in-service teachers think about gender, gender representation, and their own experiences with gender socialization have important implications on how K-12 students think, act, and feel about gender. In this study, we focused on teachers’ responses to a semester-long assignment about the selection and review of picture books. Specifically, we captured teachers’ perceptions on gendered images evidenced in picture books and to what extent there are changes (i.e., economical, emotional, physical, political, and social) in the central character throughout the book. We also explored if perceived changes were different based on the gender of the characters. Teachers reported four types of changes among the characters in the picture book. Emotionally changes in the books’ central characters emerged as the most commonly reported change among our participants

Parentification in Polish Adolescents: a Prevalence Study

This study investigated the prevalence of parentification in a nationwide cross-sectional study. There were N = 47,984 Polish adolescents aged 12–21 (M = 15.60; SD = 1.98; female 52.7%, male 47.3%). The results indicated that more adolescents experienced emotional parentification (toward parents 35.9%; toward siblings 25.2%) as compared to instrumental parentification (toward parents 7.2%; toward siblings 15.5%), which is noteworthy, since emotional parentification is the most detrimental form of parentification in USA samples. Overall, 15.5% of the participants reported a sense of injustice related to their family caregiving roles and 61.2% reported satisfaction related to their family caregiving roles. The results are important given the dearth of prevalence studies

The Effect of Fish Oil Supplementation on Resistance Training-induced Adaptations

Background: Resistance exercise training (RET) is a common and well-established method to induce hypertrophy and improvement in strength. Interestingly, fish oil supplementation (FOS) may aug-ment RET-induced adaptations. However, few studies have been conducted on young, healthy adults. Methods: A randomized, placebo-controlled design was used to determine the effect of FOS, a concentrated source of eicosapen-taenoic acid (EPA) and docosahexaenoic acid (DHA), compared to placebo (PL) on RET-induced adaptations following a 10-week RET program (3 days·week−1). Body composition was measured by dual- energy x-ray absorptiometry (LBM, fat mass [FM], percent body fat [%BF]) and strength was measured by 1-repetition maximum bar-bell back squat (1RMSQT) and bench press (1RMBP) at PRE (week 0) and POST (10 weeks). Supplement compliance was assessed via self-report and bottle collection every two weeks and via fatty acid dried blood spot collection at PRE and POST. An a priori α- level of 0.05 was used to determine statistical significance and Cohen’s d was used to quantify effect sizes (ES). Results: Twenty-one of 28 male and female participants (FOS, n = 10 [4 withdrawals]; PL, n = 11 [3 withdrawals]) completed the 10- week progressive RET program and PRE/POST measurements. After 10-weeks, blood EPA+DHA substantially increased in the FOS group (+109.7%, p\u3c .001) and did not change in the PL group (+1.3%, p = .938). Similar between-group changes in LBM (FOS: +3.4%, PL: +2.4%, p = .457), FM (FOS: −5.2%, PL: 0.0%, p = .092), and %BF (FOS: −5.9%, PL: −2.5%, p = .136) were observed, although, the between- group ES was considered large for FM (d = 0.84). Absolute and relative (kg·kg [body mass]−1) 1RMBP was significantly higher in the FOS group compared to PL (FOS: +17.7% vs. PL: +9.7%, p = .047; FOS: +17.6% vs. PL: +7.3%, p = .011; respectively), whereas absolute 1RMSQT was similar between conditions (FOS: +28.8% vs. PL: +20.5%, p = .191). Relative 1RMSQT was higher in the FOS group (FOS: +29.3% vs. PL: +17.9%, p = .045). Conclusions: When combined with RET, FOS improves absolute and relative 1RM upper-body and relative 1RM lower-body strength to a greater extent than that observed in the PL group of young, recreationally trained adults

Biallelic loss-of-function variants in PLD1 cause congenital right-sided cardiac valve defects and neonatal cardiomyopathy

Congenital heart disease is the most common type of birth defect, accounting for one-third of all congenital anomalies. Using whole-exome sequencing of 2718 patients with congenital heart disease and a search in GeneMatcher, we identified 30 patients from 21 unrelated families of different ancestries with biallelic phospholipase D1 (PLD1) variants who presented predominantly with congenital cardiac valve defects. We also associated recessive PLD1 variants with isolated neonatal cardiomyopathy. Furthermore, we established that p.I668F is a founder variant among Ashkenazi Jews (allele frequency of ~2%) and describe the phenotypic spectrum of PLD1-associated congenital heart defects. PLD1 missense variants were overrepresented in regions of the protein critical for catalytic activity, and, correspondingly, we observed a strong reduction in enzymatic activity for most of the mutant proteins in an enzymatic assay. Finally, we demonstrate that PLD1 inhibition decreased endothelial-mesenchymal transition, an established pivotal early step in valvulogenesis. In conclusion, our study provides a more detailed understanding of disease mechanisms and phenotypic expression associated with PLD1 loss of function

Explore the Patterns of Teacher-Student Interaction: Relationship to Emotional Intelligence and Teacher Efficacy

This study explored the patterns of teacher-student interaction by using k-means clustering. Teacher-student interaction was examined under the framework of Classroom Assessment Scoring System which evaluated teachers’ support to students in three broad domains, classroom management, emotional support, and instructional support. A secondary dataset with a total of 273 teachers was utilized. A 3-cluster solution was discovered with (1) a profile of high support, (2) a profile of low support, and (3) a profile of high in classroom management, moderate in emotional support and low in instructional support. Teachers of different profiles also differed in emotional intelligence and teacher efficacy