Barriers to and solutions for addressing insufficient professional interpreter use in primary healthcare

The aim of this nationwide study was to investigate barriers to adequate professional interpreter use and to describe existing initiatives and identify key factors for successful interpreter policies in primary care, using Switzerland as a case study.; Adult and paediatric primary care providers were invited to participate in an online cross-sectional questionnaire-based study. All accredited regional interpreter agencies were contacted first by email and, in the absence of a reply, by mail and then by phone. Local as well as the national health authorities were asked about existing policies.; 599 primary care physicians participated. Among other reasons, physicians identified cumbersome organization (58.7%), absent financial coverage (53.7%) and lack of knowledge on how to arrange interpreter interventions (44%) as main barriers. The odds of organising professional interpreters were 6.6-times higher with full financial coverage. Some agencies confirmed difficulties providing professional interpreters for certain languages at a timely manner. Degrees of coverage of professional interpreter costs (full coverage to none) and organization varied between regions resulting in different levels of unmet needs.; Professional interpreter use can be improved through the following points: increase awareness and knowledge of primary care providers on interpreter use and organization, ensure financial coverage, as well as address organizational aspects. Examples of successful interventions exist

Physical education enhances your concentration

There is growing evidence that physical education has not only positive effects on the physical health of children and adolescents, but also contributes positively to personality development and to performance in cognitive tasks. Existing studies indicate chronic as well as acute effects of physical education on cognitive performance. However, underlying mechanisms, required content of the physical intervention and duration of the effects are still unclear. In order to shed light on some of these open questions, the present study investigated the acute effects of a special form of physical education, integrating cardiac-stimulating tasks with executive demands, on the concentration of 11-year olds. Concentration was assessed three times using the d2-R Test. Intervention (n=38) and control group (n=35) did not differ in their d2-R performance in pre- nor in post-test, which took place after either a physical intervention or a normal core subject lesson respectively. In the follow-up test however, which was completed after two more core subject lessons for both groups, the intervention group improved more in their d2-R performance than the control group F(1, 71)=4.95, p=.03, indicating that physical education can positively influence children’s concentration, not immediately after the activity, but later on during the following school lessons

Cognitively engaging chronic physical activity, but not aerobic exercise, affects executive functions in primary school children: A group-randomized controlled trial

Although the positive effects of different kinds of physical activity (PA) on cognitive functioning have already been demonstrated in a variety of studies, the role of cognitive engagement in promoting children’s executive functions is still unclear. The aim of the present study was therefore to investigate the effects of two qualitatively different chronic PA interventions on executive functions in primary school children. 181 children aged between 10 and 12 years were assigned to either a 6-week physical education program with a high level of physical exertion and high cognitive engagement (team games), a physical education program with high physical exertion but low cognitive engagement (aerobic exercise), or to a physical education program with both low physical exertion and low cognitive engagement (control condition). Executive functions (updating, inhibition, shifting) and aerobic fitness (multistage 20-meter shuttle run test) were measured before and after the respective condition. Results revealed that both interventions (team games and aerobic exercise) have a positive impact on children’s aerobic fitness (4-5 % increase in estimated VO2max). Importantly, an improvement in shifting performance was found only in the team games and not in the aerobic exercise or control condition. Thus, the inclusion of cognitive engagement in PA seems to be the most promising type of chronic intervention to enhance executive functions in children, providing further evidence for the importance of the qualitative aspects of PA

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Even though positive relations between children's motor ability and their academic achievement are frequently reported, the underlying mechanisms are still unclear. Executive function has indeed been proposed, but hardly tested as a potential mediator. The aim of the present study was therefore to examine the mediating role of executive function in the relationship between motor ability and academic achievement, also investigating the individual contribution of specific motor abilities to the hypothesized mediated linkage to academic achievement. At intervals of ten weeks, 236 children aged between 10 and 12 years were tested in terms of their motor ability (t1: cardiovascular endurance, muscular strength, motor coordination), core executive functions (t2: updating, inhibition, shifting), and academic achievement (t3: mathematics, reading, spelling). Structural equation modelling revealed executive function to be a mediator in the relation between motor ability and academic achievement, represented by a significant indirect effect. In separate analyses, each of the three motor abilities were positively related to children's academic achievement. However, only in the case of children's motor coordination, the mediation by executive function accounted for a significance percentage of variance of academic achievement data. The results provide evidence in support of models that conceive executive function as a mechanism explaining the relationship that links children's physical activity-related outcomes to academic achievement and strengthen the advocacy for quality physical activity not merely focused on health-related physical fitness outcomes, but also on motor skill development and learning

Descriptive statistics and mean differences between all variables by gender.

<p>Descriptive statistics and mean differences between all variables by gender.</p

Mediation model, with motor ability as the predictor, executive function as mediator, and academic achievement as outcome variable.

<p>Mediation model, with motor ability as the predictor, executive function as mediator, and academic achievement as outcome variable.</p

Mediation models of the three specific motor abilities of a) endurance, b) strength and c) coordination.

<p>Mediation models of the three specific motor abilities of a) endurance, b) strength and c) coordination.</p

Goodness of fit statistics for the estimated models compared with recommendations for model evaluation by Schermelleh-Engel et al. [102].

<p>Goodness of fit statistics for the estimated models compared with recommendations for model evaluation by Schermelleh-Engel et al. [<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0182845#pone.0182845.ref102" target="_blank">102</a>].</p