Does Walking Improve Diagnosis of Skin Conditions at Varying Levels of Medical Expertise?

Autor/inn/en	Kaminska, Malgorzata E.; Rikers, Remy M. J. P.
Titel	Does Walking Improve Diagnosis of Skin Conditions at Varying Levels of Medical Expertise?
Quelle	In: Advances in Health Sciences Education, 26 (2021) 2, S.405-416 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kaminska, Malgorzata E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-020-09992-9
Schlagwörter	Physical Activities; Educational Environment; Medical Education; Clinical Diagnosis; Medical Students; Academic Achievement; College Students; Learning Strategies + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Medizinische Ausbildung; Schulleistung; Collegestudent; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	The use of walking workstations in educational and work settings has been shown to improve cognitive abilities. At the same time, it has been repeatedly shown that medical residents around the world do not meet exercise guidelines, mainly due to a scarcity of available free time. Our study investigates the boundaries of the previously observed phenomenon of improved cognitive performance with physical activity using materials that represent real life tasks. Participants had different level of expertise and involved second year psychology students, medical students, and family medicine residents. We examined the effect of being physically inactive (i.e., sitting) or active (i.e., walking) while diagnosing multiple complex presentations of four skin conditions. We assumed that being physically active, irrespective of the level of expertise, will bolster diagnostic performance. Our findings show, however, that being physically active does not change the performance level of participants with different levels of medical expertise. Implications for medical education and suggestions for further research will be discussed. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01