Can runners maintain a newly learned gait pattern outside a laboratory environment following gait retraining?

BackgroundPrevious peak tibial shock gait retraining programs, which were usually conducted on a treadmill, were reported to be effective on impact loading reduction in runners. However, whether the trained runners can translate the training effect at different running modes (treadmill/overground), or running slopes (uphill/downhill), remains unknown.Research questionIs the training effect from a treadmill-based gait retraining translatable to unconstrained running conditions, including overground and uphill/downhill running?MethodsThe peak tibial shock was measured during treadmill/overground running, as well as level/uphill/downhill running before and after a course of treadmill-based gait retraining. The 8-session training aimed to soften footfalls using real-time biofeedback of tibial shock data. Repeated measures ANOVA was used to examine the effect of training, running mode, and running slope, on a group level. Reliable change index of each participant was used to assess the individual response to the training protocol used in this study.ResultsEighty percent of the participants were responsive to the gait retraining and managed to reduce their peak tibial shock following training. They managed to translate the training effect to treadmill slope running (Level: p < 0.05, Cohen’s d = 1.65; Uphill: p = 0.001, Cohen’s d = 0.91; Downhill: p < 0.05; Cohen’s d = 1.29) and overground level running (p = 0.014, Cohen’s d = 0.85). However, their peak tibial shock were not reduced during overground slope running (Uphill: p = 0.054; Cohen’s d = 0.62; Downhill p = 0.12; Cohen’s d = 0.48).SignificanceOur findings indicated that a newly learned gait pattern may not fully translate to running outside of the laboratory environment.     

Enhancing the knowledge and skills of smallholders to adopt market-oriented tree management practices: lessons from Master TreeGrower training courses in Indonesia

ABSTRACT

Growing trees on farmland continues to be a promising land-use option for smallholders in Indonesia as they look to diversify their enterprises beyond the main agricultural sector. While most smallholders integrate trees into their farming systems, selling timber and other tree products has usually been infrequent and opportunistic. Because of this infrequent trade, most smallholders rarely adopt silvicultural practices that would increase the commercial value of their trees. A research project trialled an alternative approach to forestry extension in Indonesia, known as the Master TreeGrower (MTG) training course. The MTG training courses used a farmer-centred approach to teach smallholders about forest science and took participants to market hubs so they could better understand how different forest products were valued by traders. The MTG training approach was trialled in 2014 in five districts in Indonesia and involved 118 smallholders and 27 non-farmers as course participants. This article reports on a recent evaluation of the MTG training courses held about three years earlier to explore the enduring impacts of the training approach and whether it can be scaled-out to other areas of Indonesia. The evaluation data were collected via focus group discussions (FGDs), in-depth interviews, household surveys and observations at three project sites: Pati (Central Java), Gunungkidul (Yogyakarta) and Bulukumba (South Sulawesi). A questionnaire was distributed among the participants of the FGDs to assess the extent different knowledge and skills of tree management that had been adopted by them following the MTG courses. The evaluation of the MTG approach revealed that the courses were effective in increasing smallholders’ knowledge of commercial forestry and their silvicultural skills. Many participants were more active with silviculture and planned to invest further in commercial forestry following the MTG training. In effect, the MTG training appeared to change the hearts and minds of the farmers about how commercial forestry could enhance their livelihoods.     

Corticosterone-mediated microglia activation affects dendritic spine plasticity and motor learning functions in minimal hepatic encephalopathy

Minimal hepatic encephalopathy (MHE) is characterized as cognitive deficits including memory and learning dysfunctions after liver injuries or hepatic diseases. Our understandings of neurological mechanisms of MHE-associated cognitive syndromes, however, are far from complete. In the current study we generated a mouse MHE model by repetitive administrations of thioacetamide (TAA), which induced hyperammonemia plus elevated proinflammatory cytokines in both the general circulation and motor cortex. MHE mice presented prominent motor learning deficits, which were associated with excess dendritic spine pruning in the motor cortex under 2-photon in vivo microscopy. The pharmaceutical blockade of glucocorticoid receptor or suppression of its biosynthesis further rescued motor learning deficits and synaptic protein loss. Moreover, MHE mice presented microglial activation, which can be alleviated after glucocorticoid pathway inhibition. In sum, our data demonstrates corticosterone-induced microglial activation, synaptic over-pruning and motor learning impairments in MHE, providing new insights for MHE pathogenesis and potential targets of clinical interventions.     

基于ML-kNN多标记学习的中医体质辨识模型研究

目的 中医体质与人体健康状态密切相关。研究利用人工智能技术辨识中医体质，为中医体质辨识智能化及自动化发展提供新思路。方法 以江苏省中医院体检中心的中医体质数据作为初始数据样本，经过数据清洗、过滤及结构化最终纳入9844条数据作为研究对象，运用ML-kNN多标记k近邻算法构建中医体质辨识模型，使用10折交叉验证训练模型，并采用多标记学习评价指标评估模型效果。结果 中医体质辨识模型的平均汉明损失为0.096 1，平均1-错误率为0.126 1，平均排序损失为0.086 6，平均覆盖率为1.153 5，平均精度为88.57%。结论 基于体检中心中医体质辨识量表数据，利用ML-kNN多标记学习算法，构建体质辨识模型，能够有效实现中医体质辨识智能化。     

儿童外科教学方法实践及探讨

目的探讨儿童外科的教学特点及教学方法,提高儿外科医生的总体执业水平,促进儿童外科学的发展。方法通过分析四川大学华西医院多年儿童外科疾病的临床教学实践经验,总结出适合医学生、初级儿童外科专科医生的实用的教学方法及经验。结果结合儿童外科特有的疾病特点所总结出的故事式讲述教学、典型病例教学、漫画形式学习、比较学习法及多媒体素材教学五种方式是非常适合儿童外科教学的方法。能够加深记忆,提高兴趣,轻松快捷,事半功倍的掌握相关医学专业知识。结论独特有趣的儿童外科教学方法可提高医学生及儿童外科初级从业者的学习兴趣、专业知识和执业水平。     

伤寒论PBL教学法提高中医八年制学生中医临床思维构建的应用

中医临床思维是中医专业学生临床能力的关键。《伤寒论》是培养中医学生建立中医临床思维的核心课程。中医八年制较传统的中医博士研究生培养模式而言,培养时间大大缩短、教学要求高。为进一步提高中医八年制学员的临床思维能力,我们在《伤寒论》的教学过程中,分别在理论授课、临床实践中采用了PBL教学方法,教学效果良好。现介绍自己教学方法以及教学体会,以供同行参考交流。