| 1. |
- Hudson, Lawrence N, et al.
(författare)
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The database of the PREDICTS (Projecting Responses of Ecological Diversity In Changing Terrestrial Systems) project
- 2017
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Ingår i: Ecology and Evolution. - : John Wiley & Sons. - 2045-7758. ; 7:1, s. 145-188
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Tidskriftsartikel (refereegranskat)abstract
- The PREDICTS project-Projecting Responses of Ecological Diversity In Changing Terrestrial Systems (www.predicts.org.uk)-has collated from published studies a large, reasonably representative database of comparable samples of biodiversity from multiple sites that differ in the nature or intensity of human impacts relating to land use. We have used this evidence base to develop global and regional statistical models of how local biodiversity responds to these measures. We describe and make freely available this 2016 release of the database, containing more than 3.2 million records sampled at over 26,000 locations and representing over 47,000 species. We outline how the database can help in answering a range of questions in ecology and conservation biology. To our knowledge, this is the largest and most geographically and taxonomically representative database of spatial comparisons of biodiversity that has been collated to date; it will be useful to researchers and international efforts wishing to model and understand the global status of biodiversity.
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| 2. |
- Zamora, Juan Carlos, et al.
(författare)
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Considerations and consequences of allowing DNA sequence data as types of fungal taxa
- 2018
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Ingår i: IMA Fungus. - : INT MYCOLOGICAL ASSOC. - 2210-6340 .- 2210-6359. ; 9:1, s. 167-185
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Tidskriftsartikel (refereegranskat)abstract
- Nomenclatural type definitions are one of the most important concepts in biological nomenclature. Being physical objects that can be re-studied by other researchers, types permanently link taxonomy (an artificial agreement to classify biological diversity) with nomenclature (an artificial agreement to name biological diversity). Two proposals to amend the International Code of Nomenclature for algae, fungi, and plants (ICN), allowing DNA sequences alone (of any region and extent) to serve as types of taxon names for voucherless fungi (mainly putative taxa from environmental DNA sequences), have been submitted to be voted on at the 11th International Mycological Congress (Puerto Rico, July 2018). We consider various genetic processes affecting the distribution of alleles among taxa and find that alleles may not consistently and uniquely represent the species within which they are contained. Should the proposals be accepted, the meaning of nomenclatural types would change in a fundamental way from physical objects as sources of data to the data themselves. Such changes are conducive to irreproducible science, the potential typification on artefactual data, and massive creation of names with low information content, ultimately causing nomenclatural instability and unnecessary work for future researchers that would stall future explorations of fungal diversity. We conclude that the acceptance of DNA sequences alone as types of names of taxa, under the terms used in the current proposals, is unnecessary and would not solve the problem of naming putative taxa known only from DNA sequences in a scientifically defensible way. As an alternative, we highlight the use of formulas for naming putative taxa (candidate taxa) that do not require any modification of the ICN.
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| 3. |
- Agoge, Marine, et al.
(författare)
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Mindful deviation through combining causation and effectuation: a design theory-based study of technology entrepreneurship
- 2015
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Ingår i: Creativity and Innovation Management. - : Wiley. - 0963-1690 .- 1467-8691. ; 24:4, s. 629-644
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Tidskriftsartikel (refereegranskat)abstract
- Technology entrepreneurship can be seen as building upon while also deviating from technological paths. Such deviation has primarily been described as singular events where individuals with prior knowledge discover a new opportunity. In this article, we will instead study deviation as a process of collective decision making, seen more as something mindful than singular. The purpose is to explore mindful deviation as decision-making by nascent technology entrepreneurs as they conceptualize an early platform technology. Based on case assignments undertaken by 13 teams in a venture creation program, C-K design theory is used to trace how nascent technology entrepreneurs in action combine causal and effectual decision-making logics. Individually answered questionnaires also offered insights on how the entrepreneurs perceived their decision-making in hindsight. The findings break with our received wisdom around how opportunities are recognized as well as how effectual and causal logics occur. As a result, mindful deviation through combinations of effectual and causal logic is suggested as a means to understand early-stage technology entrepreneurship.
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| 4. |
- Dahlberg, Anders, et al.
(författare)
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786 svampar på 2015 års rödlista
- 2015
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Ingår i: Svensk Mykologisk Tidskrift. - 1653-0357. ; 36, s. 91-97-
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- A new Swedish Red List was published April 28th 2015 by the Swedish Species Information Centre in which 786 species of fungi are listed. Compared to the previous Red List published in 2010, 11 species have been down-listed, 51 species have been added and 35 species have changed names or taxonomic rank, thus the list has increased by 41. The changes are mainly due to increased knowledge of taxonomy, ecology and distribution, not to changes in the sta-tus of the species. Here, the members of the Species Specialist Group for Fungi 2011 – 2015 summarize the results of the red listing.
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| 5. |
- Dahlberg, Anders, et al.
(författare)
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Svampar Fungi
- 2015
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Ingår i: Rödlistade arter i Sverige 2015. - 9789187853104 ; , s. 53-71
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 6. |
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| 7. |
- Hagvall Svensson, Oskar, 1990, et al.
(författare)
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How Entrepreneurial are Project-based Courses in Engineering Education?
- 2017
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Ingår i: 45th Annual Conference of the European Society for Engineering Education, SEFI 2017; Angra do Heroismo, Terceira Island, Azores; Portugal; 18 September 2017 through 21 September 2017. - 9789899887572 ; , s. 1284-1291
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Konferensbidrag (refereegranskat)abstract
- This paper addresses the ongoing integration of entrepreneurship into engineering education and investigates the relationship between inductive teaching methods and teaching through entrepreneurship. The potential for learning experiences leading to the development of entrepreneurial capabilities in project based courses is investigated, through a qualitative multi-case study of eight courses, applying effectuation and new value creation to assess ways in which project-based learning is entrepreneurial . It is found that even in cases where students are engaged in new value creation towards an external actor, the structure of projects seems to mainly call for students to enact a causal rather effectual logic in their actions and strategies. Pedagogical implications for educators wanting students to develop entrepreneurial capabilities are discussed.
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| 8. |
- Hagvall Svensson, Oskar, 1990, et al.
(författare)
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Transformative, Transactional and Transmissive Modes of Teaching in Action-based Entrepreneurial Education
- 2017
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Ingår i: ECSB Entrepreneurship Education (3E) Conference, May 10-12 Cork Ireland. ; , s. 1-15
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Konferensbidrag (refereegranskat)abstract
- This paper introduces the notion of holistic education into the context of action-based entrepreneurial education, in order to develop a framework for achieving and understanding whole person development. The aim of the framework is to connect with a wider set of teaching and learning paradigms as a basis for instructional design and assessment, to bridge some of the fragmentation apparent in conceptual frameworks for entrepreneurial education.To facilitate this multi-facetted view on teaching and learning, we introduce a framework of transmissive, transactional and transformative teaching modes. In this framework, the transmissive mode relies upon traditional teaching methods; the transactional mode relies upon on self-directed problem-solving, collaboration and engagement in authentic learning environments; and, the transformative mode appreciates the whole learning person, how she connects with herself, others and the world. We argue that all modes are needed in order to achieve and understand whole person development, and that entrepreneurship teaching should be designed so that it offers a reservoir of rich and diverse experiences in an authentic learning environment.The three teaching modes are analyzed and discussed in relation to a leadership course assignment and eight selected citations from student deliverables in 2007. The citations represent an extreme sampling as the students had been running a tech venture during almost a year as the major vehicle of learning in their program, they had no prior entrepreneurship experience, and all of the selected students became and have remained start-up entrepreneurs since their graduation. The selected citations illustrate how transmissive, transactional and transformative teaching modes can be contextualized in action-based entrepreneurial education, and point towards that significant learning has emerged through the integration of different teaching modes. The richness of the citations indicate that action-based entrepreneurial education is a vehicle for a wide variety of learning outcomes. Accordingly, the introduced framework seems to hold promise as a basis for achieving and understanding whole person learning in this context. Practical teaching aspects are addressed, both around designing authentic learning environments as well as around designing and examining more tangible deliverables from students in such environments.
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| 9. |
- Jakobsen, Lasse H, et al.
(författare)
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No survival benefit associated with routine surveillance imaging for Hodgkin lymphoma in first remission : a Danish-Swedish population-based observational study
- 2016
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Ingår i: British Journal of Haematology. - : Wiley. - 0007-1048 .- 1365-2141. ; 173:2, s. 236-244
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Tidskriftsartikel (refereegranskat)abstract
- The use of routine imaging for patients with classical Hodgkin lymphoma (HL) in complete remission (CR) is controversial. In a population-based study, we examined the post-remission survival of Danish and Swedish HL patients for whom follow-up practices were different. Follow-up in Denmark included routine imaging, usually for a minimum of 2 years, whereas clinical follow-up without routine imaging was standard in Sweden. A total of 317 Danish and 454 Swedish comparable HL patients aged 18-65 years, diagnosed in the period 2007-2012 and having achieved CR following ABVD (doxorubicin, bleomycin, vinblastine, dacarbazine)/BEACOPP (bleomycin, etoposide, doxorubicin, cyclophosphamide, vincristine, procarbazine, prednisone) therapy, were included in the study. The cumulative progression rates in the first 2 years were 4% (95% confidence interval [CI] 1-7) for patients with stage I-II disease vs. 12% (95% CI 6-18) for patients with stage III-IV disease. An imaging-based follow-up practice was not associated with a better post-remission survival in general (P = 0·2) or in stage-specific subgroups (P = 0·5 for I-II and P = 0·4 for III-IV). Age ≥45 years was the only independent adverse prognostic factor for survival. In conclusion, relapse of HL patients with CR is infrequent and systematic use of routine imaging in these patients does not improve post-remission survival. The present study supports clinical follow-up without routine imaging, as encouraged by the recent Lugano classification.
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| 10. |
- Lackéus, Martin, 1974, et al.
(författare)
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Bridging the traditional-progressive education rift through entrepreneurship
- 2016
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Ingår i: International Journal of Entrepreneurial Behaviour and Research. - 1355-2554. ; 22:6, s. 777-803
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this article is to use entrepreneurship to bridge the traditional – progressive education rift.Design/methodology/approach - The rift between traditional and progressive education is first deconstructed into five dualisms. Conceptual question-based analysis is then applied to determine if and how three entrepreneurial toolscould contribute to bridging this rift; effectuation, customer development and appreciative inquiry. Finally, pattern based generalizations are drawn from this analysis.Findings – Patterns in the analysis motivate the articulation of an overarching educational philosophy – learning-through-creating-value-for-others – grounded in entrepreneurship and capable of bridging the educational rift.Research limitations/implications Only three entrepreneurial tools were included in the conceptual analysis, signifying a need to explore whether other tools could also help teachers bridge the traditional - progressive education rift. Entrepreneurial tools and the new educational philosophy manifesting entrepreneurship could also need to be further contextualized in order to be useful in education.Practical implications - The tentatively new educational philosophy has been shown to be capable of bridging fivedualisms in education which are currently problematic for teachers in their daily practice, and to remedy teacherchallenges such as complexity, lack of resources, assessment difficulties, and student disengagement.Originality/value – An educational philosophy grounded in entrepreneurship has arguably not been proposed previously. Contrasting existent educational philosophies, this new philosophy goes beyond learning-through to also emphasize creating-value-for-others. This could facilitate bridging between traditional and progressive education, one of the most important challenges in education. It could also be used to facilitate the infusion of entrepreneurship into general education.
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| 11. |
- Lackéus, Martin, 1974, et al.
(författare)
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Opening the Black Box of Entrepreneurial Education - outline of an app-based research project
- 2015
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Ingår i: 3E Conference; Lueneburg Germany, April 22-24.
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Konferensbidrag (refereegranskat)abstract
- Questions we care about (Objectives). Most attempts to scholarly assess or explain the impact of entrepreneurial education have been made on anecdotal or macro levels. Quantitative survey-based studies outline correlations between stated input and output macro variables, but do not explore the black box of entrepreneurial learning in terms of how, when or why students develop entrepreneurial competencies. This methodological article outlines a novel research design capable of opening up this black box, leaning on the key role of emotional and critical learning events for developing students’ entrepreneurial competencies. Approach. We build on a new methodological tool consisting of a smartphone app capturing critical learning events as they occur followed by qualitative methods linking such events to key desired learning outcomes. Due to the methodological challenges with thought- and action-based assessment strategies, an emotion-based assessment strategy is applied, where emotional and critical learning events are viewed as a proxy between an educational intervention and students’ developed entrepreneurial competencies.Results. The article outlines how four teams of educators/researchers and their students at four different universities in Europe will be equipped with a tablet / smartphone app to longitudinally capture critical learning events, thereby exploring the more general question: How could a multi-site action research and mechanisms focused impact study of entrepreneurial education be designed?Implications. The methodological steps will lead to a possibility to identify which pedagogical methods lead to desirable learning outcomes, and how the causal mechanisms generating them are constructed. The multi-site aspect of the research design allows for finding generalizable mechanisms present in many of the learning environments, allowing for reaching beyond the contextual and anecdotal good practice case into a possibility to construct new theory for further research as well as robust guidelines for practitioners.Value and originality. While the method of sampling everyday experiences represents a growing tradition of conducting research in fuzzy, exception-laden and socially situated environments, this method has not yet been applied to entrepreneurial education in a multi-site and international setting. A novel characteristic is also the app-based capture of teachers’ emotional events analyzed through multi-site composed focus group interviews allowing for better utilization of action research strengths. If the opening up of the black box of entrepreneurial education succeeds it can lead to more robust theory and evidence for entrepreneurial education, which could develop as well as increase the diffusion of entrepreneurial pedagogy. To illustrate this, expected findings are outlined in the article based on previous research and also based on an example given from on-going research. This has illustrated that the research design outlined in this article could very well be capable of opening up the black box of entrepreneurial education and contribute to uncovering key causal mechanisms in ways that have not been possible with more established research paradigms.
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| 12. |
- Lundqvist, Mats, 1965, et al.
(författare)
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Emancipating the 'Who am I?' Question in Entrepreneurship
- 2019
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Ingår i: 3E CONFERENCE PROCEEDINGS. - 2411-3298. ; 2019, s. 1-23
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Konferensbidrag (refereegranskat)abstract
- Questions we care about Entrepreneurship and thus entrepreneurship education need some fixing. In a time when entrepreneurship is infiltrating everyone and everywhere, we need to ask how this is done for better and not for worse. Many people in society do not find the stereotypic image of an entrepreneur fitting for them. How do we avoid them being alienated by a narrow version of entrepreneurship that simply is not for them? Could we offer tools and terminologies that can answer the question “Who am I?” in relation to entrepreneurship? This paper takes the stance that the stereotyped concepts of “entrepreneurship” and “entrepreneur” will not do the job. Therefore, faith is put into deepening our understanding of “being and becoming entrepreneurial”. Top-cited research using the term“entrepreneurial” is reviewed. An interpretivist “from within” perspective is applied when answering the main question: How can the term “entrepreneurial” help in breaking away from narrow and stereotyped conceptions of entrepreneurship, without diluting an entrepreneurial identity into being almost anything for anyone? Approach Literature on stereotypes in entrepreneurship and on previous attempts to broaden entrepreneurship are reviewed, such as the concept “enterprise education” and a framework for entrepreneurial competencies. A systematic literature review on the use of the term “entrepreneurial” is conducted, reviewing 250 articles that use the term “entrepreneurial” in their title. The nine most common uses are reviewed more in-depth. 45 articles are reviewed in relation to what the authors mean when they use the term “entrepreneurial”. In the analysis, an interpretivist perspective is applied to the identified meanings of “entrepreneurial”, aiming to develop new answers to the question “Who am I?” in relation to entrepreneurship. Results 250 publications that have the word “entrepreneurial” in their title link the adjective to 99 nouns. Focus is simultaneously on many different aspects of being entrepreneurial. Unit of analysis varies considerably; individuals, teams, organizations, regions and nations. Also, most of the publications explore “entrepreneurial” phenomena as something happening to people or firms “out there” rather than as a more personalized entrepreneurial identity. The term “entrepreneurial” is found to be weakly claimed, making it more open for new understandings than “entrepreneur” or “entrepreneurship”. Analysis of findings leads the authors to propose four cornerstones for a more emancipatory understanding of being entrepreneurial, presented as a framework of value-for-others, agency, novelty and learning to guide entrepreneurial people. Implications There is a strong potential in offering understandings and tools for being and becoming entrepreneurial that emancipates beyond a narrow view of entrepreneurship as economic value appropriation though new ventures. The proposed framework focuses on value creation and is societal (social, ecological and economic value creation in all kind of contexts). Value/Originality This paper, to our knowledge, offers a first systematic review of literature focusing on “entrepreneurial”. It also presents a novel, easy to understand and useful framework for what it means to be “entrepreneurial”.
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| 13. |
- Lundqvist, Mats, 1965, et al.
(författare)
-
Entrepreneurial Identity and Role Expectations in Nascent Entrepreneurship
- 2015
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Ingår i: Industry & higher education. - : SAGE Publications. - 0950-4222 .- 2043-6858. ; 29:5, s. 327-344
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Tidskriftsartikel (refereegranskat)abstract
- Entrepreneurship has been defined as an individual ↔ new value creation dialogic. To study how entrepreneurial identity evolves, this article, drawing from entrepreneurial learning theory, adds an entrepreneurial role expectations dialogic. Longitudinal evidence from nascent entrepreneurs working in venture teams around invention disclosures offers illustration of dialogics, including how they evolve over time to build entrepreneurial identity. In contrast to the theory of planned behavior, the findings suggest that becoming entrepreneurial does not primarily stem from intention but rather from interacting with new value creation and role expectations in an immediate team environment.
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| 14. |
- Lundqvist, Mats, 1965, et al.
(författare)
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How entrepreneurial is it to connect students to university technology transfer
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Questions we care about: This paper asks the following question “How entrepreneurial is it to connect students to technology transfer?”. The answer is non-obvious in at least two ways. Firstly, university technology transfer is mostly assumed to be about research, patents, licensing and occasional academic entrepreneurs starting ventures, but not being a space for students to make entrepreneurial impact. Secondly, if students were connected to early technology transfer inventions, what, if any, entrepreneurial learning could that then offer? Approach: The paper investigates a 7,5 HEC, eight-week course running annually since 2008 which connects student teams with early-stage invention disclosures. Under a secrecy agreement, the teams are asked to explore the viability of an idea. The outcomes of this course are investigated in two ways: how ideas have progressed (or not) after the course (indicating entrepreneurial impact), and how students experience learning outcomes (indicating entrepreneurial learning). A case study of one of the ideas transforming into a venture is also offered to help identify ways student-involvement can be entrepreneurial. Results: Over ten years, altogether 211 ideas have been evaluated by the student teams within the course. 27 ideas have progressed into an incubator where idea owners have been matched with student teams. Of these 27 incubated ideas, twelve have become incorporated firms which are all (with one exception) operational to date. These descriptive findings along with the case Swedish Algae Factory indicate in what ways student involvement in technology transfer can be seen as ‘being entrepreneurial’. The idea evaluations do not contain typical entrepreneurial learning outcomes, such as business plan writing or testing value propositions on customers (Lean Startup method). Instead, skills are obtained through analyzing technical ideas into multiple directions, exploring future value visions, determining next steps, and organizational dynamics including teamwork and stakeholders (e.g. idea provider). Implications: The findings strongly suggest that we need to revise our view of university technology transfer and what is entrepreneurial or not. Connecting students to technology transfer, makes entrepreneurial sense not only from an impact and progress perspective, but also from an entrepreneurial learning point of view. Value/Originality: This study can help universities revise what is meant by technology transfer and entrepreneurship education and how the two can connect.
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| 15. |
- Lundqvist, Mats, 1965, et al.
(författare)
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Matching Time (T) to Learning – a unifying “2T Framework” for action-based entrepreneurial education
- 2016
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Ingår i: ECSB Entrepreneurship Education (3E) Conference; Leeds UK; May 11-13. ; , s. 1-19
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Konferensbidrag (refereegranskat)abstract
- Questions we care about (Objectives): There is still little consensus around how to set up and evaluate entrepreneurial education. This paper builds the argument that, for action-based entrepreneurial education, there are some main design features as well as types of learning outcomes that are relatively independent of length of education (T) as well as of participant background. The purpose, thus, is to propose and empirically illustrate a unifying “2T Framework” for action-based entrepreneurial education. Therefore, the questions we care about are: 1.How relevant are Value-creation, Iteration and Team-work in different educational formats?2.What kind of Outcome- and Process-learning can be expected given different time formats?3.What is the importance of control variables, such as background diversity, in action-based entrepreneurial education?Approach: We approached this through insider action-research, building from more than a decade experience from setting up, executing and evaluating these type of educations. The framework is illustrated through four empirical examples with T being minute, day, month and year. Four educational experiences at the foundation proposing the framework, are not used for anything more than empirical illustrations, hopefully helping to legitimize and stabilize proposed concepts, but not to verify their general relevance. The analysis focuses on the relevance of the design features of the framework (Value-creation, Iteration and Team-work), what kind of Outcome- and Process-learning can be accomplished given different timeframes, and on the importance of control variables such background diversity of participants. Our ambition is that the framework can be increasingly used by researchers, allowing for verification and improvement over time.Results: The educational examples all relied upon the three proposed design features. Outcome-learning and Process-learning display both similarities and differences. A main similarity is the multi-opportunity for Outcome-learning stemming from the iterative design of the educations, emphasizing not only final Outcome-learning but multiple intermittent Outcome- and Process-learning. A main difference is the impact related to Time: longer term design delivers novel and team-specific Outcome-learning, whereas shorter term have Outcome-learning which is shared and determined by teachers’ choices. Control variables, such as background diversity of participants have not been detected as having any large effect.Implications: The proposed “2T Framework” holds promise to function as a generally applicable framework in setting up and evaluating action-based entrepreneurial education, relatively independent upon time-frames of the education. The design-features of Value-creation, Iteration and Team-work are derived from entrepreneurship theory and appear relevant across different empirical examples. Value/Originality: While none of these design features are common in more traditional education, they have the potential of being definitional features of action-based entrepreneurial education, regardless of the time-frame of such an education.
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| 16. |
- Lundqvist, Mats, 1965, et al.
(författare)
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Student Surrogate Entrepreneurs: can entrepreneurial education linked to research boost sustainable innovation?
- 2017
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Ingår i: IST Conference, June 18-21, Gothenburg, Sweden.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper investigates students being appointed as surrogate entrepreneurs for early-stage sustainable innovations under the format of an educational course. Entrepreneurship at universities used to be about professors producing inventions that were “taken care of” by technology transfer organizations. However, this approach is not realizing the full potential of a university. Today, therefore, entrepreneurship at universities is more focusing on students and alumni being the main vehicle for impact. While this shift of perspective is promising, this paper wishes to focus attention on students not just developing ideas of their own but actually being appointed to more research-based ideas, as a means of transcending the so-called ‘Valley of Death’. Much sustainable innovation arguably gets stuck in this valley. Thus, arranging a course where students engage in early-stage idea development and evaluation makes sense as an approach to cross the valley. The paper examines an early-stage idea development and evaluation course started in 2008, and exemplifies some of the innovative outcomes. The main conclusion of the paper is that such an approach has multiple benefits (learning- and innovation-wise) with relatively limited extra expenses, risks or even opportunity costs. However, from a student perspective, there are concerns of such a course having both traditional and progressive teaching formats. Over the year, many students have expressed concern about one or the other format (either the course being too progressive, uncertain and real-life; or the course being too traditional, requiring readings and lectures). This divergence has made it difficult to obtain high course evaluation scores, even though, as illustrated through student deliverables and examination, new and important knowledge, skills and attitudes have been acquired. The policy implication of the paper is that universities concerned with sustainability should establish similar course models, where students more or less act and learn through being surrogate entrepreneurs for early-stage potentially sustainable innovations.
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| 17. |
- Schwellnus, Martin, et al.
(författare)
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Prerace medical screening and education reduce medical encounters in distance road races: SAFER VIII study in 153 208 race starters.
- 2019
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Ingår i: British journal of sports medicine. - : BMJ. - 1473-0480 .- 0306-3674. ; 53:10, s. 634-639
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Tidskriftsartikel (refereegranskat)abstract
- To examine the efficacy and feasibility of an online prerace medical screening and educational intervention programme for reducing medical complications in long-distance races.This was an 8-year observational study of medical encounter rates among 153 208 Two Oceans race starters (21.1and 56km) in South Africa. After the first 4-year control (CON) period, we introduced an online prerace medical screening (based on European pre-exercise screening guidelines) and an automated educational intervention programme. We compared the incidence of medical encounters (per 1000 starters; all and serious life threatening) in the CON versus the 4-year intervention (INT) period.In comparison to the CON period (2008-2011: 65 865 starters), the INT period (2012-2015: 87 343 starters) had a significantly lower incidence (adjusted for age group, sex, race distance) of all medical encounters by 29% (CON=8.6 (7.9-9.4); INT=6.1 (5.6-6.7), p<0.0001), in the 21.1km race by 19% (CON=5.1 (4.4-5.9); INT=4.1 (3.6-4.8), p=0.0356) and in the 56km race by 39% (CON=14.6 (13.1-16.3); INT=9.0 (7.9-10.1), p<0.0001). Serious life-threatening encounters were significantly reduced by 64% (CON=0.6 (0.5-0.9); INT=0.2 (0.1-0.4); p=0.0003) (adjusted for age group and sex). Registration numbers increased in the INT period (CON=81345; INT=106743) and overall % race starters were similar in the CON versus INT period. Wet-bulb globe temperature was similar in the CON and INT periods.All medical encounters and serious life-threatening encounters were significantly lower after the introduction of a prescreening and educational intervention programme, and the programme was feasible.
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