1.Cross-Sectional and Longitudinal Observation of Cardiac Adaptation in Student Athletes.
LIPING ZHAO ; KAZUO OGURI ; YOSHIHIRO KATO ; HARUMI KAWASE ; MITSURU SEISHIMA ; TOSHIO MATSUOKA
Japanese Journal of Physical Fitness and Sports Medicine 2002;51(3):283-289
The purpose of this study was to ascertain whether exercise training cardiac adaptation exists in student rugby athletes, to define an adaptive pattern and to observe the student rugby athletics cardiac adaptive process. Subjects consisted of 42 male senior high school student rugby athletes, who participated in sports in junior high school, and a control group of sedentary students from the same senior high school who were matched for age. Student athletes were measured once a year over a three-year period. Left ventricular internal dimension at the end-diastole (LVIDd) and left ventricular posterior wall thickness at the end-diastole (PWT) were both measured by echocardiography. Because all subjects were growing adolescents, allometric scaling data (which is LVIDd/BSA0.5 and PWT/BSA0.5) was used for comparison, to preclude the effect of differences in body size on LVIDd and PWT. Cross-sectional comparisons of athletic students with controls were conducted for each of the three senior high school grades, respectively. The data of student athletes during the three-year study was used for longitudinal comparisons. The results of cross-sectional comparisons showed that LVIDd/BSA0, 5 in a student athlete group consisting of the three grades combined was greater than the corresponding control group (P<0.05, P<0.01, respectively) . PWT/BSA0.5 in the athletic group was greater than the control group for the third grade level (P<0.05) . The results of the longitudinal comparison revealed that no significant differences were present in LVIDd/BSA0.5 during the three-year investigation (P>0.05, respectively) . PWT/BSA0.5 at the second and third grade level were obviously greater than at the first grade level (P<0.05, respectively) ; however, no dif. ference between the second and third grade levels existed. The results of this present study suggest that regular rugby exercise training during senior high school obviously induced left ventricular posterior wall thickening in the athletic students. An enlarged left ventricular cavity was observed at the first grade level of senior high school and did not significantly change during three years of senior high school.
2.Lipoprotein(a) in the Abdominal Aortic Aneurysmal Wall.
Hironori Arakawa ; Hajime Hirose ; Koji Matsumoto ; Masaya Shibata ; Shigeyuki Fuwa ; Mitsuru Seishima ; Yoko Yano ; Akio Noma
Japanese Journal of Cardiovascular Surgery 1996;25(6):359-363
Lipoprotein(a) [Lp(a)] has been considered as an independent risk factor for arteriosclerotic diseases. With an anticipation that Lp(a) would also serve as a risk factor for abdominal aortic aneurysms (AAA), we analyzed serum and tissue Lp(a) levels of patients with AAA in relation to those in healthy individuals. Serum Lp(a) levels were significantly higher in the AAA group (53.2±60.8mg/dl) than in the healthy controls (14.6±13.6mg/d) (p<0.001). The Lp(a) level in the aneurysmal wall of patients with AAA was 49.8±38.2ng/mg. There was a significant correlation between serum and aneurysmal wall Lp(a) levels in AAA patients (r2=0.79, p<0.01). Immunohistochemical examination revealed Lp(a) in the extracellular matrix of the middle layer of the tunica intima, but not in the tunica media or externa.
3.The current education program in all medical schools in Japan
Nobuo Nara ; Hiroshi Ito ; Masaaki Ito ; Miyuki Ino ; Yutaka Imai ; Masaru Kawasaki ; Keijiro Saku ; Toshiya Suzuki ; Mitsuru Seishima ; Takuzo Hano ; Saburo Horiuchi ; Masayuki Matsushita ; Atsushi Miyamoto ; Rika Moriya ; Masao Yamada ; Hitoshi Yokoyama
Medical Education 2016;47(6):363-366
The education program in all medical schools in Japan has been studied and analyzed every 2 years since 1974 by the curriculum committee of the Association of Japan Medical Colleges. Based on the most recent analysis in 2015, the marked innovation of medical education, such as an integrated curriculum, active learning, and clinical clerkship, was recognized.