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Este artículo presenta los resultados de una investigación de enfoque cuantitativo y diseño descriptivo transversal que tiene como propósito identificar el nivel de acceso a los servicios que ofrecen las instituciones gubernamentales y privadas a las familias de niños en condición de discapacidad intelectual. Para dicho fin se contó con la participación de 82 familias de las ciudades de Bogotá D.C., Cali y Putumayo, 16 papás y 66 mamás a cargo de 54 niños y 28 niñas con edades entre dosy 17 años, a quienesse les aplicó el instrumento de FNA versión Colombia,y se corrió un análisis de varianza (ANOVA). Los resultados muestran,como la necesidad más alta, los servicios educativos para los hijos y,como la más baja, la comprensión familiar dentro de las creencias espirituales. Así mismo se observan diferencias 1) por sexo: las familias con niños (M=3,46) presentan más necesidades que las familias con niñas (M=3,10), y 2) por edad en dos grupos: el primero con resultados más altos entre los dosy los10 años,y el segundo,de 11 a 17 años,muestra que las familias con hijos adolescentes (M=3,60) manifiestanmayor necesidad de acceso a servicios que las familias con niños y niñas (M=3,23).
This article presents the results of an investigation with a quantitative focus and descriptive cross-sectional design. It has such as purpose to identify the level of access to services offered by the government and private institutions to families of children in the intellectual disability condition. It was attended by 82 families from the cities of Bogotá D.C, Cali andPutumayo, 16 dads and 66 moms in charge of 54 children and 28 girls aged between twoand 17 years. In this was applied the instrument of FNA Colombia version and ran an analysis of variance (ANOVA). The results show the highest need for educational services for children and as a lower family understanding within spiritual beliefs. Likewise differences 1) by sex: Families with children (M=3,46) have more needs than families with girls (M=3,10), and 2) by age in two groups: the first with higher results between twoand 10 years, and the second from 11 to 17 years shows that families with a childs adolescents (M=3,60) have a greater need for access to services than families with children (M=3,99).
Subject(s)
Intellectual DisabilityABSTRACT
Objective@#To explore the effect of visual feedback training using mirror neuron theory in patients with hemiplegia in early stroke.@*Methods@#From July 2014 to July 2017, 122 early stroke patients with hemiplegic stroke in the First People's Hospital of Wenling were selected in the study.After the patients' condition was stable, visual feedback training based on mirror neuron theory was performed.The functional status of upper limbs before and after treatment was evaluated by the simplified Fugl-Meyer motor function evaluation.The modified Ashworth scale was used to evaluate the upper limb muscle tension before and after treatment.The Barthel index was used to evaluate the ability of daily living activities before and after treatment.@*Results@#The FMA score of patients after treatment was (35.74±11.24)points, which was significantly higher than that before treatment [(28.81±9.68)points, t=5.160, P=0.000]. The BI score after treatment was (76.24±14.77)points, which was significantly higher than before treatment[(52.93±12.28)points, t=13.404, P=0.000]. After treatment, the muscle tension of the flexor elbow muscle group was (1.57±0.76)grades, which was significantly lower than before treatment [(3.24±0.72)grades, t=17.619, P=0.000]. The forearm pronation muscle group muscle tension grade was (2.14±0.96)grades, which was significantly lower than before treatment [(3.28±0.75)grades, t=10.336, P=0.000].@*Conclusion@#Visual feedback training based on mirror neuron theory can help improve the upper limb function of patients with hemiplegia in early stroke, alleviate the symptoms of paralysis, improve the ability of daily living activities of patients, and has positive effect on promoting their rehabilitation.
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Objective To explore the effect of visual feedback training using mirror neuron theory in patients with hemiplegia in early stroke.Methods From July 2014 to July 2017,122 early stroke patients with hemiplegic stroke in the First Peopleˊs Hospital of Wenling were selected in the study.After the patientsˊcondition was stable, visual feedback training based on mirror neuron theory was performed.The functional status of upper limbs before and after treatment was evaluated by the simplified Fugl －Meyer motor function evaluation.The modified Ashworth scale was used to evaluate the upper limb muscle tension before and after treatment.The Barthel index was used to evaluate the ability of daily living activities before and after treatment.Results The FMA score of patients after treatment was (35.74 ±11.24)points,which was significantly higher than that before treatment [(28.81 ±9.68)points,t＝5.160, P＝0.000].The BI score after treatment was (76.24 ±14.77) points,which was significantly higher than before treatment[(52.93 ±12.28) points,t＝13.404,P＝0.000].After treatment,the muscle tension of the flexor elbow muscle group was (1.57 ±0.76)grades,which was significantly lower than before treatment [(3.24 ±0.72)grades, t＝17.619,P＝0.000].The forearm pronation muscle group muscle tension grade was (2.14 ±0.96)grades,which was significantly lower than before treatment [(3.28 ±0.75) grades,t＝10.336,P＝0.000].Conclusion Visual feedback training based on mirror neuron theory can help improve the upper limb function of patients with hemiplegia in early stroke,alleviate the symptoms of paralysis ,improve the ability of daily living activities of patients ,and has positive effect on promoting their rehabilitation.
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RESUMO O feedback é descrito na literatura como capaz de influenciar poderosamente o aprendizado, mas, na prática, ocorre raramente e/ou de forma ineficaz. O objetivo deste trabalho foi avaliar como estudantes de cursos de Medicina percebem o feedback educacional e identificam as características positivas e negativas, de docentes e discentes, associadas à realização do feedback. Trata-se de uma pesquisa qualitativa, por meio de grupos focais com alunos do quarto ano ou oitavo período de três faculdades de Medicina. Os dados foram analisados por meio da técnica de análise de conteúdo, criando-se as seguintes categorias: características do feedback recebido, fatores relacionados à ocorrência do feedback, características do docente para dar o feedback e características do discente para receber o feedback. Observou-se que, independentemente da instituição e do modelo curricular, na percepção dos participantes da amostra, a prática do feedback precisa ser melhorada nos ambientes de ensino e aprendizagem. Deve-se estimular tanto os docentes a dar o feedback, quanto os discentes a buscar recebê-lo, para que seja uma prática regular, contínua e com qualidade.
ABSTRACT Although feedback is described in literature as capable of powerfully affecting learning, in practice it rarely occurs and/or is ineffective. The aim of this research was to gauge how medical students view educational feedback, and to identify the positive and negative characteristics of both teachers and students involved with the completion of feedback. Qualitative in nature, the study collected data via focus groups of fourth-year or eighth-term students at three medical schools. Thematic analyses revealed four major themes: the characteristics of feedback received, factors related to the occurrence of feedback, characteristics of the teacher to have provided feedback, and characteristics of the student to have received feedback. Regardless of the institution and the curriculum model, this sample suggested that the practice of feedback needs to be improved in the teaching and learning environments. Teachers should be encouraged to provide feedback and students should seek it out, so that it becomes a regular, continuous, and quality practice.