Studentassistenten verrichten verschillende soorten onder-wijstaken in het hoger onderwijs. Deze systematische literatuurstudiebracht het onderzoek in kaart naar hoe studentassistenten worden voor-bereid op hun inzet in het onderwijs, welke soorten onderwijs ze ver-zorgen en wat dit oplevert voor de studentassistenten en hun studenten.De studentassistenten werden vooral bij praktisch vaardigheidsonder-wijs en laboratoriumonderwijs in medische en scheikundige opleidingeningezet, en in mindere mate ook bij casusonderwijs en studievaardig-heden. Qua voorbereiding hadden ze het meeste baat bij een trainingwaar het verwachte gedrag voorgedaan wordt, waar ze kunnen oefenenen hier feedback op krijgen. Wanneer onderwijs door studentassisten-ten als aanvulling op het bestaande onderwijs wordt georganiseerd leidthet tot hogere studenttevredenheid en betere prestaties bij de studen-ten die dit aangeboden krijgen t.o.v. wie dit niet krijgt aangeboden. Deprestaties en tevredenheid van studenten die practica van studentas-sistenten versus docenten zijn vergelijkbaar. Bij de organisatie van stu-dentassistenten in het onderwijs kan geleerd worden van de twee stro-mingen die nu prevaleren: Supplementele Instructie (si-pass ) enPeerAssistedLearning(pal ). Centrale coördinatie van het opleiden van bege-leiders en studentassistenten, duidelijke complementaire functieprofie-len, inzet bij praktische vakken, en inbedding binnen de opleidingen opbasis van passende leeruitkomsten kunnen bijdragen aan duurzame bor-ging.Students perform various types of educational tasks in higher education as teaching assistants. This systematic literature review mapped out the research on how teaching assistants are prepared for their tasks,what types of instruction they provide, and what this yields for both teaching assistants and students. The teaching assistants were primarily deployed in practical skills education and laboratory education in medical and chemistry programs, and to a lesser extent also in case-based education and metacognitive education. In terms of preparation, they benefited most from training that demonstrates expected behaviour, provides opportunities for practice, and offers feedback. The deployment of teaching assistants in education, as a supplement to regular instruction, resulted in higher student satisfaction and better performance. Regarding practical sessions, students taught by teaching assistants did not perform differently or express less satisfaction than those taught by teachers. In organizing student assistants in education, lessons can be learned from the two prevailing approaches: SI-PASS and PAL. Both central coordination with clear complementary job profiles for student assistants or integration within programs based on appropriate learning outcomes can contribute to sustainable implementation.
Background Inconsistent descriptions of Lumbar multifidus (LM) morphology were previously identified, especially in research applying ultrasonography (US), hampering its clinical applicability with regard to diagnosis and therapy. The aim of this study is to determine the LM-sonoanatomy by comparing high-resolution reconstructions from a 3-D digital spine compared to standard LM-ultrasonography. Methods An observational study was carried out. From three deeply frozen human tissue blocks of the lumbosacral spine, a large series of consecutive photographs at 78 µm interval were acquired and reformatted into 3-D blocks. This enabled the reconstruction of (semi-)oblique cross-sections that could match US-images obtained from a healthy volunteer. Transverse and oblique short-axis views were compared from the most caudal insertion of LM to L1. Results Based on the anatomical reconstructions, we could distinguish the LM from the adjacent erector spinae (ES) in the standard US imaging of the lower spine. At the lumbosacral junction, LM is the only dorsal muscle facing the surface. From L5 upwards, the ES progresses from lateral to medial. A clear distinction between deep and superficial LM could not be discerned. We were only able to identify five separate bands between every lumbar spinous processes and the dorsal part of the sacrum in the caudal anatomical cross-sections, but not in the standard US images. Conclusion The detailed cross-sectional LM-sonoanatomy and reconstructions facilitate the interpretations of standard LM US-imaging, the position of the separate LM-bands, the details of deep interspinal muscles, and demarcation of the LM versus the ES. Guidelines for electrode positioning in EMG studies should be refined to establish reliable and verifiable findings. For clinical practice, this study can serve as a guide for a better characterisation of LM compared to ES and for a more reliable placement of US-probe in biofeedback.
MULTIFILE
Training-induced adaptations in muscle morphology, including their magnitude and individual variation, remain relatively unknown in elite athletes. We reported changes in rowing performance and muscle morphology during the general and competitive preparation phases in elite rowers. Nineteen female rowers completed 8 weeks of general preparation, including concurrent endurance and high-load resistance training (HLRT). Seven rowers were monitored during a subsequent 16 weeks of competitive preparation, including concurrent endurance and resistance training with additional plyometric loading (APL). Vastus lateralis muscle volume, physiological cross-sectional area (PCSA), fascicle length, and pennation angle were measured using 3D ultrasonography. Rowing ergometer power output was measured as mean power in the final 4 minutes of an incremental test. Rowing ergometer power output improved during general preparation [+2 ± 2%, effect size (ES) = 0.22, P = 0.004], while fascicle length decreased (−5 ± 8%, ES = −0.47, P = 0.020). Rowing power output further improved during competitive preparation (+5 ± 3%, ES = 0.52, P = 0.010). Here, morphological adaptations were not significant, but demonstrated large ESs for fascicle length (+13 ± 19%, ES = 0.93), medium for pennation angle (−9 ± 15%, ES = −0.71), and small for muscle volume (+8 ± 13%, ES = 0.32). Importantly, rowers showed large individual differences in their training-induced muscle adaptations. In conclusion, vastus lateralis muscles of elite female athletes are highly adaptive to specific training stimuli, and adaptations largely differ between individual athletes. Therefore, coaches are encouraged to closely monitor their athletes' individual (muscle) adaptations to better evaluate the effectiveness of their training programs and finetune them to the athlete's individual needs.
