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Massive Open Online Course for Health Informatics Education
Chris Paton 대한의료정보학회 2014 Healthcare Informatics Research Vol.20 No.2
Objectives: This paper outlines a new method of teaching health informatics to large numbers of students from around the world through a Massive Open Online Course (MOOC). Methods: The Health Informatics Forum is one of examples of MOOCs through a social networking site for educating health informatics students and professionals. It is running a MOOC for students from around the world that uses creative commons licenced content funded by the US government and developed by five US universities. The content is delivered through narrated lectures with slides that can be viewed online with discussion threads on the forum for class interactions. Students can maintain a professional profile, upload photos and files, write their own blog posts and post discussion threads on the forum. Results: The Health Informatics Forum MOOC has been accessed by 11,316 unique users from 127 countries from August 2, 2012 to January 24, 2014. Most users accessed the MOOC via a desktop computer, followed by tablets and mobile devices and 55% of users were female. Over 400,000 unique users have now accessed the wider Health Informatics Forum since it was established in 2008. Conclusions: Advances in health informatics and educational technology have both created a demand for online learning material in health informatics and a solution for providing it. By using a MOOC delivered through a social networking platform it is hoped that high quality health informatics education will be able to be delivered to a large global audience of future health informaticians without cost.
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Biomechanical and Physiological Effects of Plyometric Training on Adolescent Cross-Country Runners
( Mark C. Lathrop ),( Eugene W. Brown ),( Chris J. Womack ),( V. Diarme Ulibarri ),( Chad Paton ),( Pete Osmond ) 한국스포츠정책과학원(구 한국스포츠개발원) 2001 International Journal of Applied Sports Sciences Vol.13 No.2
The purpose of this study was to compare the effectiveness of a traditional high school (14 to 18 years of age) cross-country training regimen typically used in the United States with a training program that includes plyometrics. The results of this study may be generalizable to similar training programs used by cross-country coaches of young athletes. Eighteen male and female cross-country runners were matched according to their previous running experience and randomly assigned to two groups. Participants followed a traditional cross-country training program for six weeks, except that two to three times a week the plyometrics group replaced some of their easy run training with 15-20 minutes of plyometric training. The participants were tested before and after the six-week training period. A treadmill test was used to determine running economy and VO2max. The participants were also evaluated by having them run across a force plate in order to determine support time, braking time, and braking change in velocity. Participants were also timed on a 3200-meter run in order to determine endurance performance. The dependent variables were each analyzed in a Group (PLYO vs. RUN) x Time (Pretest vs. Posttest) two-way mixed ANOVA. Participants in both groups significantly improved their running economy, (F (1, 14) = 44.47, P < .0001) and 3200-meter time, (F (1,14) = 8.13, p = .013), while braking change in velocity decreased significantly (F (1, 14) = 6.19, p = .026) from pretest to posttest. There was a trend of a Group x Time interaction effect for braking change in velocity (F(1, 14) = 3.31, p = .09) although it was not significant. The plyometric group decreased their braking change in velocity over the training period (although it was not significant), while there was no change in the running group. There were no significant differences between groups on any of the other dependent variables. These results suggest that replacing some run training with plyometrics for a short period of time in young cross-country runners does not enhance running performance or performance-related variables more than run-only training. However, the observed decrease in braking change in velocity may suggest biomechanical adaptations occur that could possibly impact performance if a long-term intervention is initiated.
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