Physical Function and Low Back Pain in Leek Farmers: A Comparison with Non-Farmers

Background: The purpose of this study was to investigate the low back pain (LBP) and physical function of young to middle aged farmers of leeks in western Tottori Prefecture. Methods: Fifteen farmers (55 years old or younger) cultivating leeks in western Tottori Prefecture were recruited as the subjects, and 14 non-farmers matching the age and sex of the subjects were recruited as the control group. A questionnaire survey was conducted to determine the presence or absence of LBP, smoking, and alcohol consumption. Physical functions were measured by anthropometry (body fat percentage and muscle mass), Finger-Floor distance (FFD), back muscle strength, and upper body bending, and lumbar muscle cross-sectional area (CSA) was evaluated by magnetic resonance imaging (MRI). Results: Weight, BMI, body fat percentage, upper body bending, back muscle strength, and L3/4 iliocostalis lumborum CSA, current LBP were significantly higher in the leek farmer group. One-way analysis of variance showed significant differences in upper body bending, and history of LBP. Conclusion: LBP was more common among leek farmers. The characteristics of leek farmers with LBP were history of LBP

Hibernoma of the axillary region: a rare benign adipocytic tumor

Hibernoma is a rare benign tumor considered to arise from remnants of fetal brown adipose tissue. It tends to occur in sites where brown fat persists beyond fetal life, such as the interscapular region, but can occur in sites where brown fat is usually absent in adults. Clinicallywell, hibernomas are slow-growing, asymptomatic tumors. However, unlike lipomas, MRI findings sometimes mislead clinicians to diagnose a malignant neoplasm. We describe a 63-year-old male with an axillary hibernoma involving the brachial neurovascular bundles and mimicking a well-differentiated liposarcoma, from which it should be distinguished

Cognitive and Emotional Changes in Peer Educators of Type 2 Diabetes Patients After Starting Peer-Support Activities

Background: Diabetes self-management education through peer support has beneficial effects, especially in regions with limited medical resources. To ensure peer educators continue to provide peer-led education programs, it is important that they remain motivated to instruct patients. Here, to explore measures to enhance peer-educators’ motivation toward such programs, we examined the cognitive and emotional changes in Filipino type 2 diabetics after 7-month activities as peer educators. Methods: We individually performed semi-structured interviews with 13 peer educators with 20 years of age or above in August 2017 (immediately before starting their peer-education activities) and in March 2018 (7 months after the start). The first interview was performed after the peer educators had received 2-day training of diabetes self-management. In both interviews, we asked the peer educators about their feelings toward peer-led educational activities (e.g., satisfaction, difficulty, reward, confidence, and challenges). Their replies about their own cognition and emotions were interpreted and integrated, and then analyzed qualitatively. Results: Four and seven categories were extracted from the first and second interviews, respectively. The category “Cognition of patients’ active learning attitudes and of positive changes in patients’ physical conditions and behavior” observed in the second interview led to “Cognition of growth as a peer educator” and “Satisfaction with supporting patients as a peer educator.” These two feelings gave the peer educators’ “Increased motivation to continue the activities as a peer educator.” This motivation was also associated with “Active collaboration among peer educators,” which was affected by “Difficulties and concerns in working as a peer educator.” Conclusion: To sustain diabetic peer-led education programs, we suggest that interventions be implemented that increase peer educators’ motivation toward their activities and stimulate their awareness of the importance of collaborating with one another. Such collaboration should help to overcome the difficulties they may face in providing peer-led education