Effect of unsupervised home based proprioceptive training on recurrences of ankle sprain: randomised controlled trial

Objective To evaluate the effectiveness of an unsupervised proprioceptive training programme on recurrences of ankle sprain after usual care in athletes who had sustained an acute sports related injury to the lateral ankle ligament

A retrospective analysis of injury risk in physical education teacher education students between 2000-2014

To identify primary target groups for injury prevention in physical education teacher education (PETE) students, risk differences between subgroups by sex and curriculum years were compared in a retrospective cohort study (2000-2014). Injuries recorded by healthcare professionals at the medical facility of a Dutch PETE college were used to calculate overall, intra- and extracurricular injury prevalence per sex, curriculum years, and semesters and to compare these by logistic regression analyses. Of 1083 PETE students, 599 (55.3%) reported at least one injury during their curriculum (60.0% intracurricular). Female students had a higher risk for overall (OR 2.29, 95%CI 1.77-2.96) and for intracurricular injuries (OR 3.12, 95%CI 2.41-4.03), but not for extracurricular injuries. Compared to the freshman year, injury risk dropped during the consecutive years (OR 0.56, 95%CI 0.46-0.67; OR 0.33, 95%CI 0.27-0.41; OR 0.04, 95%CI 0.03-0.07, respectively). The first semesters of the freshman and second year showed higher injury prevalence compared to two out of three consecutive semesters (P < .006). Primary target groups for injury preventive measures are freshman and female PETE students. Factors contributing to the predominantly higher intracurricular injury risks, most notably in female students, need to be investigated in prospective cohort studies, regardless of sex

Enabling Children to Design for Others with Expanded Proxy Design

We explore the question of how child designers can provide design ideas for technology that might reduce the marginalisation that can be experienced by some of their peers. To do this, we introduce the idea of Expanded Proxy Design that moves beyond the notion of "proxies as people'" in design, to guide methods for engaging children into thinking about design ideas for a group that exists at some distance from their own experience. We outline three case studies where we made use of such methods. First, we consider expanded proxies in the context of technology and newly immigrant children who are unable to speak in English. Second, we consider the case of designing technology for children with and without visual impairments. Finally, we consider designing playful experiences for children with different temperaments. We reflect on the extent to which this expanded notion of proxies can be used as a meaningful vehicle for overcoming marginalisation and exclusion when children with different abilities design for each other. And we suggest ways to characterise, develop and refine expanded proxy design methods in this broader sense

Incidence of Antibiotic Exposure for Suspected and Proven Neonatal Early-Onset Sepsis between 2019 and 2021:A Retrospective, Multicentre Study

Management of suspected early-onset sepsis (EOS) is undergoing continuous evolution aiming to limit antibiotic overtreatment, yet current data on the level of overtreatment are only available for a select number of countries. This study aimed to determine antibiotic initiation and continuation rates for suspected EOS, along with the incidence of culture-proven EOS in The Netherlands. In this retrospective study from 2019 to 2021, data were collected from 15 Dutch hospitals, comprising 13 regional hospitals equipped with Level I-II facilities and 2 academic hospitals equipped with Level IV facilities. Data included birth rates, number of neonates started on antibiotics for suspected EOS, number of neonates that continued treatment beyond 48 h and number of neonates with culture-proven EOS. Additionally, blood culture results were documented. Data were analysed both collectively and separately for regional and academic hospitals. A total of 103,492 live-born neonates were included. In 4755 neonates (4.6%, 95% CI 4.5–4.7), antibiotic therapy was started for suspected EOS, and in 2399 neonates (2.3%, 95% CI 2.2–2.4), antibiotic treatment was continued beyond 48 h. Incidence of culture-proven EOS was 1.1 cases per 1000 live births (0.11%, 95% CI 0.09–0.14). Overall, for each culture-proven EOS case, 40.6 neonates were started on antibiotics and in 21.7 neonates therapy was continued. Large variations in treatment rates were observed across all hospitals, with the number of neonates initiated and continued on antibiotics per culture-proven EOS case varying from 4 to 90 and from 4 to 56, respectively. The high number of antibiotic prescriptions compared to the EOS incidence and wide variety in clinical practice among hospitals in The Netherlands underscore both the need and potential for a novel approach to the management of neonates with suspected EOS.</p

The 2BFit study: is an unsupervised proprioceptive balance board training programme, given in addition to usual care, effective in preventing ankle sprain recurrences? Design of a Randomized Controlled Trial

<p>Abstract</p> <p>Background</p> <p>There is strong evidence that athletes have a twofold risk for re-injury after a previous ankle sprain, especially during the first year post-injury. These ankle sprain recurrences could result in disability and lead to chronic pain or instability in 20 to 50% of these cases. When looking at the high rate of ankle sprain recurrences and the associated chronic results, ankle sprain recurrence prevention is important.</p> <p>Objective</p> <p>To evaluate the effect of a proprioceptive balance board training programme on ankle sprain recurrences, that was applied to individual athletes after rehabilitation and treatment by usual care.</p> <p>Methods/Design</p> <p>This study was designed as a randomized controlled trial with a follow-up of one year. Healthy individuals between 12 and 70 years of age, who were actively participating in sports and who had sustained a lateral ankle sprain up to two months prior to inclusion, were eligible for inclusion in the study. The intervention programme was compared to usual care. The intervention programme consisted of an eight-week proprioceptive training, which started after finishing usual care and from the moment that sports participation was again possible. Outcomes were assessed at baseline and every month for 12 months. The primary outcome of this study was the incidence of recurrent ankle injuries in both groups within one year after the initial sprain. Secondary outcomes were severity and etiology of re-injury and medical care. Cost-effectiveness was evaluated from a societal perspective. A process evaluation was conducted for the intervention programme.</p> <p>Discussion</p> <p>The 2BFit trial is the first randomized controlled trial to study the effect of a non-supervised home-based proprioceptive balance board training programme in addition to usual care, on the recurrence of ankle sprains in sports. Results of this study could possibly lead to changes in practical guidelines on the treatment of ankle sprains. Results will become available in 2009.</p> <p>Trial registration</p> <p>ISTRCN34177180.</p

Discutindo a educação ambiental no cotidiano escolar: desenvolvimento de projetos na escola formação inicial e continuada de professores

A presente pesquisa buscou discutir como a Educação Ambiental (EA) vem sendo trabalhada, no Ensino Fundamental e como os docentes desta escola compreendem e vem inserindo a EA no cotidiano escolar., em uma escola estadual do município de Tangará da Serra/MT, Brasil. Para tanto, realizou-se entrevistas com os professores que fazem parte de um projeto interdisciplinar de EA na escola pesquisada. Verificou-se que o projeto da escola não vem conseguindo alcançar os objetivos propostos por: desconhecimento do mesmo, pelos professores; formação deficiente dos professores, não entendimento da EA como processo de ensino-aprendizagem, falta de recursos didáticos, planejamento inadequado das atividades. A partir dessa constatação, procurou-se debater a impossibilidade de tratar do tema fora do trabalho interdisciplinar, bem como, e principalmente, a importância de um estudo mais aprofundado de EA, vinculando teoria e prática, tanto na formação docente, como em projetos escolares, a fim de fugir do tradicional vínculo “EA e ecologia, lixo e horta”.Facultad de Humanidades y Ciencias de la Educació

Designing technologies for and with children: theoretical reflections and a practical inquiry towards a co-design toolkit

Giving those who are destined to use a product or service a critical role in its design is a core tenet of the Participatory Design (PD) tradition. PD is characterized by a process of reciprocal learning, co-realization, and the sharing of decision-making power among relevant stakeholders in the design process, including envisioned users. PD practices often incorporate generative techniques, such as co-design, which enable participants to externalize and embody their thoughts and ideas by the act of making artifacts. In the Child Computer Interaction (CCI) community, children are often involved passively in the design of technology (e.g. as testers). Through the growing use of PD practices, children have become active contributors to the design process, co-determining the direction and the final design outcome. However, two particular issues are insufficiently addressed in the CCI community. The first issue relates to challenging group dynamics that limit children’s participation in design and hamper their creative abilities. If this problem is addressed at all, CCI researchers tend to focus on remediating asymmetrical power relationships between adults and children, while neglecting group dynamics between children themselves. The second issue concerns the analysis of children’s contributions in co-design activities. The CCI community lacks robust methods to integrate visual and tangible dimensions of co-design artifacts, and their verbal explanations into a coherent analysis. The unilateral focus on the verbal explanation implies that co-design techniques are regarded as a direct means to access children’s perspectives (cf. naive empiricism). In addition, interpretative approaches that aim to go beyond the surface level of children’s ideas often lack rigor and transparency. To address these issues, this PhD project combined a research through design and case study research approach. Based on insights derived from a review of the academic literature and four case studies with 9- to 10-year-old children, the research resulted in a co-design toolkit. The first part of the toolkit presents CoDeT (Collaborative Design Thinking), a co-design procedure that builds on the theoretical models of Social Interdependence Theory and Design Thinking. With the CoDeT procedure, design researchers prepare and conduct co-design activities with children that account for challenging group dynamics. The procedure is especially useful for high child-to-adult ratios (1 adult for 15 to 20 children) such as in a school context. CoDeT is unique in how it structures sufficient work-group features and strengthens children’s Design Thinking abilities in co-design activities. In the toolkit, the different steps of the procedure are presented in a ‘what why how’ structure, offering concrete instructions as well as in-depth information about why these steps are important. CoDeT is therefore a flexible procedure that can be used in a broad range of design contexts. The second part of the toolkit presents GLID (Grounding, Listing, Interpreting, Distilling), a method that relies on a values-led approach to PD, Multimodality, and Means-end Theory. GLID identifies children’s underlying values embedded in co-design out-comes resulting from CoDeT. With GLID, value conflicts between children and other stakeholders can be accounted for, shifting the focus to what endures beyond interaction, that is, the outcomes and lasting impacts of technology. Another characteristic of GLID is its thorough consideration of different modes (tangible, visual, textual, et cetera), which are analyzed for similarities and differences. As with the CoDeT procedure, the toolkit presents GLID in a ‘what why how’ structure. The method provides detailed guidelines for design researchers to analyze co-design outcomes in a transparent and coherent way, beyond the surface level of children’s ideas. Together, the CoDeT procedure and GLID method comprise a holistic approach to involving children as design partners at the early stages of technology design.status: publishe

Multimodal Analysis of Participatory Design Results

We describe a multimodal method for the analysis of participatory design (PD) results. The multimodal approach we take allows researchers to treat both verbal (notes, writings) and tangible material outcomes as equal ways of communicating design ideas. We argue that an integrated approach in which both PD outcomes are compared and contrasted can result in a richer analysis, in which underlying values can be identified more clearly. To illustrate the method, we describe a PD process with primary school children.status: publishe

Personas and Behavioral Theories: A Case Study Using Self-Determination Theory to Construct Overweight Personas

Personas are a widely used tool to keep real users in mind, while avoiding stereotypical thinking in the design process. Yet, creating personas can be challenging. Starting from Cooper’s approach for constructing personas, this paper details how we added a relevant theoretical layer to the process. For the design of a digital coach for sustainable weight loss, we incorporated Self-Determination Theory (SDT), which helped us with understanding what genuinely drives and motivates potential users to change their behavior toward a healthier lifestyle. SDT was used to prepare and analyze interviews with envisioned users and guided us in creating complex, yet engaging personas that make users’ basic psychological needs explicit. In a critical reflection on the use of SDT, we discuss how behavioral theories can add structure to the persona creation process. Finally, we advocate using relevant behavioral theories when creating personas, as they lead to more realistic and representative personas.status: publishe

Promoting Children's Critical Thinking Towards Robotics through Robot Deception

The need for critically reflecting on the deceptive nature of advanced technologies, such as social robots, is urging academia and civil society to rethink education and the skills needed by future generations. The promotion of critical thinking, however, remains largely unaddressed within the field of educational robotics. To address this gap and question if and how robots can be used to promote critical thinking in young children's education, we conducted an explorative design study named Bringing Shybo Home. Through this study, in which a robot was used as a springboard for debate with twenty 8- to 9-year-old children at school, we exemplify how the deceptive nature of robots, if embraced and magnified in order for it to become explicitly controversial, can be used to nurture children's critical mindset.Green Open Access added to TU Delft Institutional Repository ‘You share, we take care!’ – Taverne project https://www.openaccess.nl/en/you-share-we-take-care Otherwise as indicated in the copyright section: the publisher is the copyright holder of this work and the author uses the Dutch legislation to make this work public.Design Aesthetic