PurposeCancer-related cognitive impairment (CRCI) following chemotherapy is commonly reported in breast cancer survivors, even years after treatment. Data from preclinical studies suggest that exercise during chemotherapy may prevent or diminish cognitive problems; however, clinical data are scarce.MethodsThis is a pragmatic follow-up study of two original randomized trials, which compares breast cancer patients randomized to exercise during chemotherapy to non-exercise controls 8.5 years post-treatment. Cognitive outcomes include an online neuropsychological test battery and self-reported cognitive complaints. Cognitive performance was compared to normative data and expressed as age-adjusted z-scores.ResultsA total of 143 patients participated in the online cognitive testing. Overall, cognitive performance was mildly impaired on some, but not all, cognitive domains, with no significant differences between groups. Clinically relevant cognitive impairment was present in 25% to 40% of all participants, regardless of study group. We observed no statistically significant effect of exercise, or being physically active during chemotherapy, on long-term cognitive performance or self-reported cognition, except for the task reaction time, which favored the control group (β = -2.04, 95% confidence interval: -38.48; -2.38). We observed no significant association between self-reported higher physical activity levels during chemotherapy or at follow-up and better cognitive outcomes.ConclusionIn this pragmatic follow-up study, exercising and being overall more physically active during or after adjuvant chemotherapy for breast cancer was not associated with better tested or self-reported cognitive functioning, on average, 8.5 years after treatment. Future prospective studies are needed to document the complex relationship between exercise and CRCI in cancer survivors.
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This Curious Hands Tool can be used for designing STEAM education. The design guidelines in the tool stimulate ands-on learning, the creative process and situated learning activities. The tool distinguishes between different types of STEAM education: technology-focused STEAM, problem- focused STEAM and research- focused STEAM. Depending on the type of STEAM you want to design, it offers practical design guidelines. This tool is developed and tested in various educational practices; it is part of a PhD research ‘Curious hands for E-labs’ (2019-2025).
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Peer reviewed research paper SEFI Engineering Education congress 2018 Within higher engineering education, students have to learn to close knowledge gaps that arise in professional assignments, such as capstone projects. These knowledge gaps can be closed through simple inquiry, but can also require more rigorous research. Since professionals work under tight constraints, they face constant trade-offs between quality, risk and efficiency to find answers that are acceptable. This means engineers use pragmatic research tactics that aim for the highest chance to find answers that fit sufficiently to close knowledge gaps in order to solve the problem with optimal use of time and resources. The problem is that research and problem-solving literature richly supplies solid strategies suitable to plan the research in projects as a whole, but hardly supplies flexible tactics to search for information within a project. This paper reports pragmatic tactics that starting bachelor engineering professionals use to acquire sufficiently good answers to questions that arise in the context of their assignments. For this, we conducted semi-structured interviews among computer science engineers with three to five years of work experience. The study reveals three pragmatic tactics: concentric, iterative and probe-response. The ambition level of the project determines when questions are sufficiently answered, and we distinguish tree sufficiency levels: check for viable answer, boost critical demand and change the game. The aim of this research is to add a view that makes pragmatic research choices for novice engineers more open to discussion and realistic.
