Objective: Prior research on the efficacy of physical education has been conducted in a piecemeal fashion. More specifically, studies typically test a single benefit hypothesized to be associated with physical education (e.g. body mass index [BMI]) while excluding others (e.g. social skills) and not controlling for important confounds (e.g. diet). Such research designs have precluded a comprehensive evaluation of physical education, and may also help explain mixed findings reported in the literature. The purpose of this study, then, was to re-evaluate the efficacy of participation in physical education through a more robust model that considers BMI, academic achievement, self-concept, and social skills while controlling for poor diet and out-of-school activities (i.e. television viewing, sleep, and general activity levels). Design, Setting, and Method: Structural equation modelling (SEM) was conducted on data derived from a sample of 10,210 fifth graders in the Early Childhood Longitudinal Study. Results: Nationwide, 68% of fifth graders participated in physical education one or two days per week. Physical education was positively associated with academic achievement (effect size = .10), and negatively associated with both low self-concept (effect size = .06) and less healthy food choices (i.e. sugar-sweetened beverages, potatoes, and fast food; effect size = .11). However, participation in physical education was not associated with BMI or teacher-reported social skills. Conclusion: Even at the low 'dosages' reported, physical education is associated with improved mental health, dietary choices, and academic achievement.

This study was designed to document outcomes of a 10-month, 160-hour interprofessional faculty development programme in geriatrics. The programme was structured around a series of collaborative competencies in older adult care established. Six domains covering 23 competencies were used to create an evaluation instrument designed to measure changes in self-efficacy as a result of the training programme. These competencies are covered through a series of interactive and didactic seminars offered on a monthly basis throughout the academic year. Twenty-six faculty participants indicated their levels of perceived self-efficacy with respect to each partnership for health in aging competency before and after the training. Statistically significant results were found with respect to every competency in each domain. Prior to the training self-efficacy levels were lower than the mean ratings collected 10 months later when the training concluded. The largest perceived self-efficacy gains were seen in the "evaluation and assessment", "care planning and coordination across the care spectrum", and "healthcare systems and benefits" domains. These may reflect areas that were not covered extensively during the participants' previous healthcare-related training. Overall, the data demonstrate how a carefully constructed interprofessional faculty development programme can successfully engender confidence in geriatric competencies across multiple professions.