In their developmental model, Stodden et al. (2008) propose age-dependent relations between motor competence, physical activity,perceived motor competence, physical fitness, and weight status thatcan lead to a spiral of (dis)engagement. The goal of this study was toexplore these relations in a large sample of Dutch primary schoolchildren. To our knowledge, this is the first study including all fiveaspects of the model and a large sample of children between four andthirteen years old. Cross-sectional data was collected in 2068 children(ages 4–13), divided over 9 age groups. During physical educationclasses, they completed the 4-Skills Test, a physical activity question-naire, versions of the Self-Perception Profile for Children, Eurofit testand anthropometry measurements. Correlation coefficients per agegroup were calculated (full information maximum likelihood) andtransformed using a Fisher’s r to z transformation, after which thetest-statistic z was calculated. The results show that all five factors arerelated to each other and that a tipping point exists at which relationsemerge or strengthen. Physical fitness is related to motor competenceand physical activity and these relationships strengthen with age. Arelationship between BMI and the other four factors emerges in middlechildhood. Although the model described that physical activity stimu-lates motor competence in early childhood, our data showed that at ayoung age, both motor competence and perceived motor competencehad no relation with physical activity, while they were weakly related toeach other. In middle childhood, both motor competence and perceivedmotor competence were related to physical activity. Our findingsdemonstrate that children in late childhood who have higher perceivedmotor competence are also more physically active, have higher physicalfitness, higher motor competence and lower BMI. Our results indicatethat targeting motor competence at a young age might be a feasible wayto ensure continued participation in physical activities throughoutchildhood and adolescence. Funding source: Netherlands Organization for Scientific Research.
Abstract Managing adverse drug reactions (ADRs) is a challenge, especially because most healthcare professionals are insufficiently trained for this task. Since context-based clinical pharmacovigilance training has proven effective, we assessed the feasibility and effect of a creating a team of Junior-Adverse Drug Event Managers (J-ADEMs). The J-ADEM team consisted of medical students (1st–6th year) tasked with managing and reporting ADRs in hospitalized patients. Feasibility was evaluated using questionnaires. Student competence in reporting ADRs was evaluated using a case-control design and questionnaires before and after J-ADEM program participation. From Augustus 2018 to Augustus 2019, 41 students participated in a J-ADEM team and screened 136 patients and submitted 65 ADRs reports to the Netherlands Pharmacovigilance Center Lareb. Almost all patients (n = 61) found it important that “their” ADR was reported, and all (n = 62) patients felt they were taken seriously by the J-ADEM team. Although attending physicians agreed that the ADRs should have been reported, they did not do so themselves mainly because of a “lack of knowledge and attitudes” (50%) and “excuses made by healthcare professionals” (49%). J-ADEM team students were significantly more competent than control students in managing ADRs and correctly applying all steps for diagnosing ADRs (control group 38.5% vs. intervention group 83.3%, p < 0.001). The J-ADEM team is a feasible approach for detecting and managing ADRs in hospital. Patients were satisfied with the care provided, physicians were supported in their ADR reporting obligations, and students acquired relevant basic and clinical pharmacovigilance skills and knowledge, making it a win-win-win intervention.
MULTIFILE
Fully aware of the unusual timing of submitting a commentary 30 years later, we want to reflect on the June edition of the British Journal of Clinical Pharmacology (BJCP) (1993), which featured four research articles on education in clinical pharmacology and therapeutics (CPT) written by our former professor, Theo de Vries, and an editorial highlighting the imperative to improve CPT education, specifically by paying more attention to rational drug prescribing for common diseases.1–5 This plea was illustrated by five cartoons (Figure 1) and formed the basis for the World Health Organization's (WHO) Guide to Good Prescribing and its 6-step. The first four cartoons portrayed the suboptimal state of CPT education as a metaphorical ‘Clinical Pharmacology Continent’ (CPC) and a ‘General Practitioners Island’ (GPI), with a large gap between them. While clinical pharmacologists investigated new drug therapies, general practitioners frequently found themselves unprepared when making rational treatment decisions.1 The final cartoon introduced a solution: problembased learning education, depicted as a bridge connecting the continent and the island. Over the past 30 years, considerable progress has been achieved in bridging the gap. Therefore, we intend to illustrate this transformation with a similar cartoon (Figure 2).
