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PubMedDate not supplied

Implementing diabetes self-management training programs: breaking through the barriers in primary care.

OBJECTIVE: To review issues, examples, and recommendations for the delivery of diabetes self-management training (DSMT) services in the primary care setting. METHODS: Barriers to provision of DSMT at the point of care and strategies to overcome such challenges are discussed. In addition, new avenues to support continuing diabetes education are presented. RESULTS: Diabetes is a complex disease that requires education, monitoring, and medication adjustment to achieve treatment goals. Unfortunately, adequate support is seldom available for the increased time and effort needed for optimal management of diabetes. Health-care delivery systems are designed to provide a response to acute illnesses and are poorly configured to meet the needs of patients with complex chronic illnesses. Although team care and DSMT have proved to be effective, they have infrequently been integrated in primary care offices, where most patients with diabetes receive treatment. It is encouraging that the studies conducted to date have generally found office-based counseling and educational strategies to be effective for the vast majority of patients with diabetes. Community-based programs that extend DSMT have also been successful. CONCLUSION: Diabetes is a chronic disease that requires providers to deliver multifaceted care and patients to be proficient in many self-care skills. Team care and DSMT approaches have been found to yield beneficial results, yet such strategies are seldom used in the primary care office. Thus, models that support the team approach to delivery of diabetes care and self-management education interventions should be explored and encouraged.

Chronic Disease↗
PubMed2005

Integrating research and clinical training in marriage and family therapy training programs.

The future of the profession and practice of marriage and family therapy (MFT) rests with those who promote the integration of research and clinical practice. The Boulder scientist-practitioner model is useful in conceptualizing MFT training, but it is not the perfect solution. Four MFT programs (two master's and two doctoral) are featured in this article for their work in integrating research and practice. Helpful strategies presented include: Encouraging students to question the therapy process; integrating research in the curriculum and supervision; discussing the positives and negatives of empirically supported treatments; focusing on change; and developing creative classroom experiences to use within the scientist-practitioner model.

Education↗
PubMed1980

Effects of a training program on teacher behavior and handicapped children's self-concepts.

The purpose of this research was to assess the effectiveness of the revised Utah State University Self-Concept Protocol Program in changing teacher behaviors presumed to be related to pupil self-concept. This program was focused on teachers with handicapped pupils in mainstreamed classrooms (grades 4 through 6). Ten volunteer teachers were trained in the self-concept behaviors as part of an inservice course. Eight additional volunteer teachers served as a no-treatment control group. Program-related teacher behaviors were observed and a pupil self-concept measure was administered before and after the inservice course. Results indicated that, although no changes occurred in program-related behaviors for the control group teachers, experimental group teachers showed significant increases on six of the 12 program-related behaviors. No gains in self-concept were made by handicapped children; however, there was some evidence for differential effectiveness of the program for learning disabled and emotionally handicapped children.

Affective Symptoms↗
PubMed2005

Comparison of two twelve week off-season combined training programs on entry level collegiate soccer players' performance.

Olympic-style lifts (OSL) and plyometric exercises (PE) are frequently combined with traditional resistance training (TRT) to improve athletic performance. The goal of this study was to directly compare the performance effect of TRT (30 minutes) combined with either OSL or nondepth-jump PE (15 minutes) on entry level competitive collegiate athletes. Ten female and 5 male competitive soccer players, divided into 2 groups, completed 12 weeks of tri-weekly training during their off-season. Countermovement vertical jump, 4 repetition maximum squat, 25-m sprint, and figure-8 drill on a 5-dot mat were conducted pre-, mid-, and postintervention. Significant improvements were made by both groups in each performance parameter over the 12-week period (p < 0.05), with no significant differences found between the training groups. Although these training modalities may achieve their results through slightly different mechanisms, the performance-related improvements may not be significantly different for entry-level collegiate athletes with little resistance training experience.

Adult↗
PubMed1990

Career counseling practices in pediatric residency training programs.

Although there has been an emphasis on career satisfaction in pediatrics and on motivators that impact on resident career selection, little attention has been directed toward the career development process in pediatric residency training. This report summarizes the results of a survey conducted of 155 pediatric residency program directors about their counseling practices. Implications of the results and recommendations are discussed to improve this process.

Career Choice↗
PubMed2004

Influence of energy deficiency on the insulin-like growth factor I axis in a military training program.

The aim of this study was to determine wether continuous heavy physical activities as well as lack of food and sleep during military training (three weeks of conditioning followed by a five-day combat course) alter serum concentrations of IGF-I and/or its binding proteins, evaluating the relationship to metabolic changes. Before and after training, we measured serum levels of both total and free IGF-I, IGFBP-1 and IGFBP-3 as well as plasma levels of branched-chain amino acids (valine, leucine and isoleucine) and glucose from 26 cadets (21 +/- 2 yr). Total and free IGF-I levels were decreased after training from 228 +/- 12 to 160 +/- 7 ng/ml and from 0.80 +/- 0.08 to 0.52 +/- 0.06 ng/ml, p < 0.001 respectively) as well as IGFBP-3 (p < 0.001), while IGFBP-1 levels were increased (p < 0.001). BCAA levels were decreased from 245.4 +/- 7.5 to 215.9 +/- 5.1 micromol/l, p < 0.001, while those of glucose remained unchanged. There were correlations between changes in total IGF-I and IGFBP-3 (p < 0.05) and between free IGF-I and IGFBP-1 (p < 0.01). Several correlations appeared between changes in all the components of the IGF-I axis and branched-chain amino acids. We concluded that responses of the IGF-I system during an intense training could represent an adaptative response to the encountered energy deficiency, resulting a diversion of substrate from growth to acute metabolic needs.

Adult↗