BackgroundNo systematic review has identified the incidence of running-related injuries per 1000 h of running in different types of runners.ObjectiveThe purpose of the present review was to systematically search the literature for the incidence of running-related injuries per 1000 h of running in different types of runners, and to include the data in meta-analyses.Data SourcesA search of the PubMed, Scopus, SPORTDiscus, PEDro and Web of Science databases was conducted.Study SelectionTitles, abstracts, and full-text articles were screened by two blinded reviewers to identify prospective cohort studies and randomized controlled trials reporting the incidence of running-related injuries in novice runners, recreational runners, ultra-marathon runners, and track and field athletes.Study Appraisal and Synthesis MethodsData were extracted from all studies and comprised for further analysis. An adapted scale was applied to assess the risk of bias.ResultsAfter screening 815 abstracts, 13 original articles were included in the main analysis. Running-related injuries per 1000 h of running ranged from a minimum of 2.5 in a study of long-distance track and field athletes to a maximum of 33.0 in a study of novice runners. The meta-analyses revealed a weighted injury incidence of 17.8 (95 % confidence interval [CI] 16.7–19.1) in novice runners and 7.7 (95 % CI 6.9–8.7) in recreational runners.LimitationsHeterogeneity in definitions of injury, definition of type of runner, and outcome measures in the included full-text articles challenged comparison across studies.ConclusionNovice runners seem to face a significantly greater risk of injury per 1000 h of running than recreational runners.Electronic supplementary materialThe online version of this article (doi:10.1007/s40279-015-0333-8) contains supplementary material, which is available to authorized users.

No abstract

Dansk Formålet med denne artikel var at diskutere, hvordan Learning Design kan anvendes ved implementering af mobile platforme i undervisningen på universitetsniveau. Med udgangspunkt i teoretiske modeller og undervisernes overvejelser diskuteres brug af Learning Design og implementering informationsteknologi med afsæt i anvendelse af applikationer til tablets og smartphones i anatomiundervisningen på Aarhus Universitet. Sekundært præsenterer artiklen resultater fra et pilotprojekt i anatomiundervisningen på medicinstudiet, Aarhus Universitet, der viser, at de studerende er positivt indstillede over for informationsteknologi i undervisningen, at de er teknologiparate, og at anatomiapplikationerne forbedrer de studerendes oplevelse af tredimensional forståelse. Ved anvendelse af et veltilrettelagt Learning Design kan undervisningssessioner og kurser designes til i højere grad at anvende informations- og uddannelsesteknologi i integrerede læringsforløb. English The purpose of the this study was to discuss how Learning Design can be used when implementing mobile learning devices in education at universities. Based on theoretical models and the teachers’ thoughts and reflections, the use of Learning Design and implementation of information technology is discussed on the basis of using tablets and smartphones with anatomy specific applications in anatomy courses at the School of medicine, Aarhus University, Denmark. Secondarily, the results from a pilot project including tablets in anatomy teaching are presented, showing that the students have a positive attitude towards information technology in education, that they are used to using information technology in education, and that anatomy applications improve the students’ understanding of anatomy in three dimensions. By application of a well-designed Learning Design, teaching sessions can implement information- and educational technology in a combination of in-class and out-of-class.