Low-Volume, High-Intensity Interval Training in Patients with CAD
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Bibliographic record
Abstract
PURPOSE: Isocaloric interval exercise training programs have been shown to elicit improvements in numerous physiological indices in patients with CAD. Low-volume high-intensity interval exercise training (HIT) is effective in healthy populations; however, its effectiveness in cardiac rehabilitation has not been established. This study compared the effects of 12-wk of HIT and higher-volume moderate-intensity endurance exercise (END) on brachial artery flow-mediated dilation (FMD) and cardiorespiratory fitness (VO2 peak) in patients with CAD. METHODS: Twenty-two patients with documented CAD were randomized into HIT (n = 11) or END (n = 11) based on pretraining FMD. Both groups attended two supervised sessions per week for 12 wk. END performed 30-50 min of continuous cycling at 58% peak power output (PPO), whereas HIT performed ten 1-min intervals at 89% PPO separated by 1-min intervals at 10% PPO per session. RESULTS: Relative FMD was increased posttraining (END, 4.4% ± 2.6% vs 5.9% ± 3.6%; HIT, 4.6% ± 3.6% vs 6.1% ± 3.4%, P ≤ 0.001 pre- vs posttraining) with no differences between groups. A training effect was also observed for relative VO2 peak (END, 18.7 ± 5.7 vs 22.3 ± 6.1 mL · kg(-1) · min(-1); HIT, 19.8 ± 3.7 vs 24.5 ± 4.5 mL · kg(-1) · min(-1), P < 0.001 for pre- vs posttraining), with no group differences. CONCLUSIONS: Low-volume HIT provides an alternative to the current, more time-intensive prescription for cardiac rehabilitation. HIT elicited similar improvements in fitness and FMD as END, despite differences in exercise duration and intensity.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it