Background: The relationship between dysregulation of cardiovascular autonomic functions and development of the hypertension has been well established in adults. Apart from the genes and environmental factors, obesity, sedentary lifestyle and dietary habits are the important contributors of increasing prevalence of hypertension even in youngsters. Studies on adults revealed that the vegetarian diet appears to be low in factors positively related to blood pressure when compared with non vegetarian diet. Aims & Objective: This study was designed to find the impact of vegetarian and non-vegetarian diet on blood pressure regulation in early part of the life, like preadolescent boys. Materials and Methods: The study was conducted on 100 vegetarian and 87 Non-vegetarian pre-adolescent boys from Mangalore aged between 9-13 years. The parameters studied were BMI and Blood Pressure (Basal Supine, and hand dynamometer stress test).Values obtained were analyzed by paired and unpaired 't' test and P value <0.05 was considered as significant. Results: The results showed that basal systolic blood pressure (SBP) and diastolic blood pressure (DBP) were increased in nonvegetarians. Both SBP and DBP increased significantly in both the groups during handgrip dynamometer test. But on analysis of these changes in SBP and DBP, only change in DBP was significantly more in vegetarians. Conclusion: Diet regulates blood pressure by influencing the autonomic activity as early as pre adolescent age group. Increased sympathetic tone at rest and a borderline response to handgrip dynamometer stress test in non vegetarians may act as a predisposing factor for the future development of cardiovascular disorders.
Objectives:
The present study aims to document the effectiveness of self-directed activity-based Autonomous Learning for Advanced Acquisition of Physiology (ALAAP) module for endocrine learning among undergraduate physical therapy students.
Materials and Methods:
Fifty-five second semester students (28 males and 27 females) of the physical therapy course of a private healthcare university were recruited and the traditional didactic method of teaching-learning was compared with that of the newly developed ALAAP module.
Results:
The triad approach employed to compare the scores of pre-test and post-test after the ALAAP module intervention showed P < 0.001 and Hedges’ g effect size of 0.75 with a 95% CI of –3.41 to –1.5 implying the effectiveness of the module to be strong. Furthermore, the feedback obtained was favourable toward this module and showed that there was an increase in both the affective and cognitive domains of learning.
Conclusion:
ALAAP module for endocrine physiology is effective and positively targeted all types of learners. It helped their transition from pedagogy to andragogy type of deep learning. The group work done by the students as a part of this module instilled collaborative and cooperative learning in them.
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