Browsing by Author "Bardutz, Holly"

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Open Access
Cardiac cycle timing intervals in acute COVID-19 and recovered COVID-19 with sustained symptoms
(Faculty of Graduate Studies and Research, University of Regina, 2022-06) Singh, Jyotpal; Neary, J. Patrick; Bardutz, Holly; Bhagaloo, Lanishen; Mang, Cameron; Buttigieg, Josef; Eves, Neil D.
Research is available to show that COVID-19 can result in both acute and sustained cardiac damage. Acute cardiac damage may be due to elevated inflammatory responses and can result in ischemia, which can lead to impairments in the cardiac cycle timing events. The purpose of this project was threefold: 1) to characterise cardiac cycle timing intervals in patients with COVID-19, 2) to understand the mechanisms that compromise cardiac function in post-acute COVID-19 syndrome (PACS)/long COVID, and 3) to identify unique cardiac dysfunction which can occur due to COVID-19 as compared to cardiac and respiratory disease. First, case studies showed that daily observation of cardiac function provided detailed information about the overall dynamic changes by which cardiac dysfunction occurs, and thus can be beneficial study on a case by-case basis, day-to-day during acute infection. The literature review supports the findings of altered cardiac mechanics and suggests that right ventricular dysfunction, along with global longitudinal strain and diastolic dysfunction are common findings in patients with PACS/long COVID, and a more severe acute myocardial injury during the index hospitalization appears to exacerbate cardiac function on follow-up. Finally, a Kruskal-Wallis ANOVA showed that participants with COVID-19 and sustained symptoms present with elevated systolic time and decreased IVCT in comparison to acute COVID-19, and those with respiratory and cardiac disease. These are reflected by decreases in heart, diastolic, and systolic performance indices (HPI, DPI and SPI, respectively), thereby showcasing a unique cardiac dysfunction in patients with sustained symptoms from COVID-19. Future research must consider the details of cardiac complications during the acute infection period and relate this to the cardiac function in patients with long COVID during a mid- and long-term follow-up.
Open Access
Effects of Concentric Unilateral Training Utilizing an Isokinetic Dynamometer on Functional Outcomes and Lower Limb Muscular Power in Subacute Hemiparetic Individuals: A Case Series
(Faculty of Graduate Studies and Research, University of Regina, 2021-07) Wu, Pai-Chun; Bruno, Paul; Candow, Darren; Kraushaar, Jacqueline; Bardutz, Holly; Wunder, Shane
Background. Stroke is a serious medical condition that is characterized by subsequent neurological deficits due to disruption in the brain vasculatures. Manifestation of neurological deficits varies between individuals and is highly dependent on the location, severity, and duration of the stroke. Neurological deficits and negative signs of upper motor neuron syndromes such as lower limb weakness, impaired inter-limb coordination, and greater fatigability may affect one’s rehabilitation outcome and ability to perform activities of daily living. Application of resistance training programs into post stroke (chronic and subacute) individuals’ exercise routine has been shown to increase functionality and improve both muscle function and mass. Unlike traditional resistance training exercises (e.g., free weights, weight stack machine), an isokinetic dynamometer is a safer and better option as it provides accommodating resistance that is equivalent to the force applied by the participant throughout a range of motion under a set angular velocity. Objective. The purpose of this study was to examine the effects of concentric lower limb isokinetic resistance training on tasks of functionality, muscular power, and neuromuscular activation and fatigue in individuals with sub-acute stroke (3-6 months). Method. Two participants were recruited through the Wascana Rehabilitation Centre and Regina General Hospital (Neuroscience Unit). Both participants completed four weeks of high intensity lower limb resistance training utilizing an isokinetic dynamometer. The program included hip flexion, knee flexion/extension, and ankle dorsiflexion/plantarflexion exercise at two different angular velocities (60°, 120°). Physiological and functional outcome testing was performed at baseline and again upon completion of the training program. Physiological testing was concurrently assessed using isokinetic dynamometry (muscular power) and surface electromyography (neuromuscular activation and fatigue) of the knee extensors and flexors. Functional outcome iii testing assessed gait velocity, gait endurance, balance, and transfer tasks. Results. After completion of the program, both participants demonstrated general improvements in paretic limb muscular power and time to peak power at both velocities in most of the tested muscles post-intervention. Although Participant 1 demonstrated higher neuromuscular activation in the knee flexors on his paretic side, both participants showed a general trend for decreased neuromuscular activation in most of the muscles tested post-intervention. Neuromuscular fatigability was decreased post-intervention in the paretic knee flexors for Participant 1 and in the paretic and non-paretic extensors for Participant 2; all other muscles showed either no change or an increase in neuromuscular fatigability post-intervention. Both participants improved their walking speed and endurance post-intervention, with the improvement in walking speed being deemed clinically important for Participant 2. No changes were found in dynamic balance ability, but the confidence in performing activities without losing balance improved in both participants. Stroke Impact Scale scores improved in almost all domains in both participants. Conclusion. Isokinetic-based, concentric-only resistance training of the paretic limb may have benefits in improving specific physiological and clinical outcomes in individuals with sub-acute stroke. Future studies are required to assess the influence of natural history on such improvements, compare the relative efficacy of concentric-only vs. eccentric-only isokinetic-based training programs, and determine whether a particular set of training parameters (e.g., duration, volume, intensity) leads to the best outcome for post stroke individuals.
Open Access
Exercise Effects on Consolidation of Speech Training in Post Stroke Aphasia: A Case Series Study
(2024-11-06) Hebert, Taylor; Bardutz, Holly; Mang, Cameron
Open Access
Exploring Chinese EFL teachers’ use of translanguaging in the classroom: an ethnographic case study
(Faculty of Graduate Studies and Research, University of Regina, 2025-03) Li, Meihan; Hébert, Cristyne; Boutouchent, Fadila; Schroeter, Sara; Bardutz, Holly; Riches, Caroline
Translanguaging as a sociolinguistic theory and a pedagogy has captured the attention of language instructors in recent years, especially those working with culturally and linguistically diverse students. Most research on using translanguaging in teaching English has primarily been conducted in English as an Additional Language (EAL) context, particularly in the United States (see studies by Canagarajah, 2012; Carbonara & Scibetta, 2022; Creese & Blackledge, 2010; García & Kano, 2014). However, as a theory and pedagogy highly valued by language educators, its application should be extended to a broader context, reaching more diverse language learners. The literature suggests that translanguaging remains insufficiently investigated in English as a Foreign Language (EFL) context, particularly at the tertiary education level. To address this gap, this study aimed to investigate the perceptions and classroom practices of translanguaging pedagogy among Chinese EFL instructors at the university level in China, while also examining the complex relationship between their perceptions, beliefs, and classroom practices. This ethnographic case study employed qualitative research approach within the constructivist/ interpretivist paradigm (Lincoln, et at., 2011). Five EFL instructors that came from two different teaching units at a tertiary university were selected as the participants. Data were collected mainly through classroom observations and semi-structured interviews. Additional data sources, including demographic questionnaire, field-notes, and foreign language education documents at both the institutional and national levels, were used to support the dataset and triangulate the results. The study’s findings revealed that although most participants knew little about translanguaging theory and pedagogy, they had already frequently and naturally employed similar strategies in their classrooms. Five types of pedagogical translanguaging: explanatory (instructional) translanguaging, evaluative translanguaging, cognitive translanguaging, affective translanguaging, and directive translanguaging, all of which were commonly directed by instructors in various classroom settings. Two student-directed translanguaging strategies, namely interactive translanguaging and interrogative translanguaging, were spontaneously initiated by students. Most of the time, teacher participants were able to create a safe translanguaging space for students to interact in. The findings also revealed that, despite all participants using translanguaging strategies in their daily teaching, they held diverse perceptions about its use in the classroom. Participants with more knowledge of translanguaging theory had more positive perceptions of guiding students to use their first language and other multimodal resources in learning a new language. Overall, the frequency, and manner in which instructors engaged in translanguaging in class were substantially in line with their individual perceptions of the theory. In some cases, inconsistencies between their teaching practices and verbal assertions were attributed to potential influences on teachers’ perceptions and practices, which manifest across four levels: the individual level, the classroom level, the institutional level, and the socialpolitical/ national level. Key words: translanguaging; teachers’ translanguaging perceptions; teachers’ translanguaging practices; EFL in Chinese tertiary education.