Comparison of tests to evaluate the vertical rebound jump in basketball players / Comparação de testes para avaliação do ressalto vertical em jogadores de basquetebol

ABSTRACT This study aimed to compare the vertical rebound jump performance of basketball players by using Hurdle Jump and Drop Jump tests based on different performance parameters, in addition to investigating whether the height of the hurdles used (barrier and box) are equivalent when the optimal and maximum heights for the tests mentioned are determined. Thirteen players of a male basketball team were included in this study (age 18.77 ±1.78 years old, height 182 ±7.97 m, body mass 76.4 ±9.55 kg, practice time 6.0 ±1.8 years). Data normality and homogeneity were tested by applying Shapiro-Wilk and Levene tests, respectively. The paired t-test was used to compare the means of the results obtained in the tests; the significance level was p ≤ 0.05. The results regarding the comparison of the performance parameters means were the following: the maximum vertical rebound jump and reactive strength index did not show significant differences (p = 0.256 and p = 0.243, respectively); on the other hand, differences were seen for the corresponding obstacle heights. These differences can be attributed to both, individual characteristics of each subject and the specificities of the tests.

RESUMO O objetivo do presente estudo foi comparar o desempenho do ressalto vertical de jogadores de basquetebol por meio dos testes Hurdle Jump e Drop Jump a partir de diferentes parâmetros de desempenho e verificar se a altura dos obstáculos utilizados (barreira e caixote) se equivalem quando forem determinadas a altura ótima e a máxima para os testes mencionados. Participaram do estudo 13 jogadores de uma equipe de basquetebol masculina (idade 18,77 ±1,78 anos, estatura 182 ±7,97 centímetros, massa corporal 76,4 ±9,55 quilogramas, tempo de prática 6,0 ±1,8 anos). A normalidade e a homogeneidade dos dados foram testadas por meio dos testes Shapiro-Wilk e Levene, respectivamente. O Test T pareado foi utilizado na comparação das médias dos resultados obtidos nos testes e o nível de significância foi p≤0,05. Os resultados das comparações das médias dos parâmetros de desempenho: ressalto vertical máximo e índice de força reativa, não apresentaram diferenças significativas (p=0,256 e p=0,243, respectivamente), em contrapartida, foram identificadas diferenças nas alturas dos obstáculos correspondentes. Essas diferenças podem ser atribuídas às características da individualidade de cada sujeito e às especificidades dos testes.

Estrategias didácticas para potenciar el aprendizaje de Farmacología clínica / Didactic strategies to improve the learning of clinical Pharmacology

Introducción: Al realizar una primera aproximación al problema del aprendizaje de la Farmacología por la ausencia de estrategias didácticas efectivas, se ha observado como problema, que médicos practicantes reducen el proceso de prescripción a una práctica centrada en el fármaco, y dejan de lado el carácter diagnóstico y terapéutico centrado en el paciente. Objetivo: Analizar las diferentes estrategias didácticas aplicadas en el proceso enseñanza-aprendizaje de la Farmacología en la Educación Médica Superior. Material y Métodos: Se realizó una revisión a partir de bibliografía y documentación académicas que aporten a la investigación, mediante bases de datos especializadas (PubMed, EMBASE, LILACS y Web of knowledge). Resultados: El Aprendizaje Basado en Problemas o ABP es una metodología activa donde el estudiante interactúa, participa o construye su propio conocimiento a través del análisis crítico, búsqueda de soluciones, del pensamiento análogo, pero sobre todo, de su papel como centro del proceso de enseñanza-aprendizaje. Se reconoció el juego como una actividad entretenida, creativa y dinámica como también la aplicación en las aulas de clase del software educativo. Conclusiones: Se concluye que existe una gran diversidad de estrategias y metodologías que pueden aplicarse con éxito para el aprendizaje de la Farmacología pero que requieren un cambio estructural y curricular que apoyen su integración a la asignatura(AU)

Introduction: When carrying out a first approach to the problem of the learning of the Pharmacology for the absence of effective didactic strategies, it has been observed as problem that medical practitioners reduce the prescription process to a practice centered in the medicine, and they leave aside the diagnostic and therapeutic character centered in the patient. Objective: To analyze the different didactic strategies applied in the process teaching-learning of the Pharmacology in the Superior Medical Education. Material and Methods: it was carried out a revision starting from bibliography and academic documentation that contribute to the investigation, by means of specialized databases (PubMed, EMBASE, LILACS and Web of knowledge). Results: The Learning Based in Problems or ABP(in Spanish) is an active methodology where the student interacts, participates or builds their own knowledge through the critical analysis, search of solutions, of the similar thought, but mainly, of their paper like the center of the teaching-learning process. It was recognized the game like an amusing, creative and dynamic activity as well as the application in the classrooms of educational software classes. Conclusions: as conclusion in taken that a great diversity of strategies and methodologies that can be applied with success for the learning of the Pharmacology exists but that they require a structural and curricular change to support their integration to the subject(AU)

Physical characterization of multiparticulate systems

ABSTRACT The search for new pharmaceutical dosage forms and different drug delivery systems already used in therapeutics is a global trend, serving as an opportunity to expand the portfolio for the pharmaceutical industry. In this context, multiparticulate systems, such as pellets, granules, and minitablets, represent an attractive alternative, given the range of possibilities they provide. Among the methods used in the production of these systems, we highlight the process of extrusion-spheronization for pellet manufacture, wet granulation and hot-melt extrusion for the obtention of granules, and direct compression for minitablets. Although highly versatile, depending on the technology chosen, many processes and formulation variables can influence the ensuing stages of manufacture, as well as the final product. Therefore, the characterization of these small units is of fundamental importance for achieving batch homogeneity and optimal product performance. Analyses, including particle size distribution, morphology, density, porosity, mechanical strength and disintegration, are example tests used in this characterization. The objective of this review was to address the most widely used tests for the physical evaluation of multiparticulate systems.

Forças, momentos e coeficiente de atrito em teste de três pontos e em teste de resistência ao deslizamento com braquetes autoligáveis e fios 0.014" utilizando um novo dispositivo / Forces, moments and coefficient of friction in three-bracket bending test and in resistance to sliding test with self-ligating brackets and wires 0.014'' using a new device

O objetivo principal do estudo é comparar o teste em 3 pontos com braquetes com o teste de resistência ao deslizamento utilizando um novo dispositivo que realiza a mensuração simultânea do coeficiente de atrito, das forças e dos momentos nos braquetes de ancoragem e da força de desativação no braquete desalinhado, exercidos por fios ortodônticos. Os objetivos secundários foram desenvolver o dispositivo e comparar, no teste em 3 pontos: (i) a influência, nas grandezas e no coeficiente de atrito cinético, da variação da simetria nas distâncias inter-braquetes, do tipo de braquete de ancoragem (canino ou 2º pré-molar), do deslocamento (3 ou 5mm) do braquete central, do sentido do desalinhamento (vestibular ou lingual) do braquete central e da marca de fio-braquete; (ii) as 3 formas de cálculo do coeficiente de atrito cinético; (iii) os 10 ciclos, para vestibular ou lingual, para verificar se eles são semelhantes ou não entre si. Foram utilizados braquetes autoligáveis (dentes 13, 14 e 15) e fios 0.014'' NiTi e CuNiTi das marcas Aditek e Ormco. O teste de resistência ao deslizamento foi realizado no desalinhamento lingual, nos dois deslocamentos e na configuração simétrica. O teste em 3 pontos com braquetes foi realizado no desalinhamento lingual e vestibular, nos dois deslocamentos e na configuração simétrica e assimétrica. Por meio da ANOVA, foram comparados, entre os dois tipos de teste: (A) as grandezas e o coeficiente de atrito e (B) o coeficiente de atrito gerado apenas no braquete de 2º pré-molar. Utilizando-se do mesmo teste estatístico foram comparados, no teste em 3 pontos com braquetes: (A) na configuração

simétrica, algumas grandezas e o coeficiente de atrito advindos da variação da marca de fio-braquete, do deslocamento, do desalinhamento e do tipo de braquete; (B) algumas grandezas e o coeficiente de atrito gerados na configuração simétrica e assimétrica; (C) os valores das 3 formas de cálculo do coeficiente de atrito na configuração simétrica; e (D) algumas grandezas e o coeficiente de atrito encontrados nos 10 ciclos. Resultados: (A) a maioria dos valores das grandezas e do coeficiente de atrito gerados pelos dois tipos de teste foram diferentes estatisticamente; (B) o braquete de 2º pré-molar apresentou valores de coeficiente de atrito diferentes entre os dois tipos de teste; (C) na configuração simétrica, as variáveis foram estatisticamente significantes na maioria dos casos para as grandezas analisadas e para o coeficiente de atrito; (D) houve diferença entre a configuração simétrica e assimétrica; (E) o coeficiente de atrito baseado nas duas normais e na força de atrito se aproximou mais da realidade clínica e foi sensível à variação da geometria da relação fio-braquete; e (F) os 10 ciclos para lingual foram semelhantes entre si em 70% dos casos e os 10 ciclos para vestibular foram diferentes em 57% dos casos. Conclusões: o teste em 3 pontos com braquetes é diferente do teste de resistência ao deslizamento; a variação das configurações geométricas e da marca de fio-braquete pode influenciar nos valores das grandezas e do coeficiente de atrito cinético; os 10 ciclos para lingual foram mais semelhantes entre si que os 10 ciclos para vestibular.

The main objective of the study is to compare the three-bracket bending test with the resistance to sliding test using a new device that performs simultaneous measurement of coefficient of friction, the forces and moments on the anchor brackets and deactivation force in misaligned bracket, exercised by orthodontic wires. Secondary objectives were to develop the device and compare, in the three-bracket bending test: (i) the influence, on the physical quantities and on the kinetic friction coefficient, of the variation of the symmetry in the inter-bracket distance, of the type of anchor bracket (canine or 2nd premolar), of displacement (3 or 5mm) and misalignment (buccal or lingual) of the central bracket, and of the wire and bracket brand; (ii) the three ways to calculate the coefficient of kinetic friction; (iii) the 10 cycles, for buccal or lingual, to see if they are similar or not. Self-ligating brackets were used (teeth 13, 14 and 15) and wires 0.014 '' NiTi and CuNiTi of Aditek and Ormco brands. The resistance to sliding test was conducted on the lingual misalignment, on both displacements and on symmetrical configuration. The three-bracket bending test was held at the lingual and vestibular misalignment, at both displacements and at the symmetrical and asymmetrical configuration. Through ANOVA, were compared, between the two types of tests: (A) the quantities and the coefficient of friction and (B) the coefficient of friction generated only in the second premolar bracket. Using the same statistical test were compared, in three-bracket bending test: (A) in symmetrical configuration, the quantities and the coefficient of friction arising from the variation in the wire and bracket brands, displacement, misalignment and the type of bracket; (B) the quantities

and the coefficient of friction generated by the symmetric and asymmetric configuration; (C) the values of the three ways of calculating friction coefficient; and (D) the quantities and the coefficient of friction encountered in 10 cycles. Results: (A) most of the values of the quantities and the coefficient of friction generated by the two types of test were statistically different; (B) the 2nd premolar bracket showed different friction coefficient values between the two types of test; (C) in the symmetrical configuration, the variables were statistically significant in the most of cases for quantities and the friction coefficient; (D) was found difference between symmetric and asymmetric configuration; (E) the friction coefficient based on both normal forces and frictional force was closer to the clinical reality and was ...

Forças, momentos e coeficiente de atrito em teste de três pontos e em teste de resistência ao deslizamento com braquetes autoligáveis e fios 0.014" utilizando um novo dispositivo / Forces, moments and coefficient of friction in three-bracket bending test and in resistance to sliding test with self-ligating brackets and wires 0.014'' using a new device

O objetivo principal do estudo é comparar o teste em 3 pontos com braquetes com o teste de resistência ao deslizamento utilizando um novo dispositivo que realiza a mensuração simultânea do coeficiente de atrito, das forças e dos momentos nos braquetes de ancoragem e da força de desativação no braquete desalinhado, exercidos por fios ortodônticos. Os objetivos secundários foram desenvolver o dispositivo e comparar, no teste em 3 pontos: (i) a influência, nas grandezas e no coeficiente de atrito cinético, da variação da simetria nas distâncias inter-braquetes, do tipo de braquete de ancoragem (canino ou 2º pré-molar), do deslocamento (3 ou 5mm) do braquete central, do sentido do desalinhamento (vestibular ou lingual) do braquete central e da marca de fio-braquete; (ii) as 3 formas de cálculo do coeficiente de atrito cinético; (iii) os 10 ciclos, para vestibular ou lingual, para verificar se eles são semelhantes ou não entre si. Foram utilizados braquetes autoligáveis (dentes 13, 14 e 15) e fios 0.014'' NiTi e CuNiTi das marcas Aditek e Ormco. O teste de resistência ao deslizamento foi realizado no desalinhamento lingual, nos dois deslocamentos e na configuração simétrica. O teste em 3 pontos com braquetes foi realizado no desalinhamento lingual e vestibular, nos dois deslocamentos e na configuração simétrica e assimétrica. Por meio da ANOVA, foram comparados, entre os dois tipos de teste: (A) as grandezas e o coeficiente de atrito e (B) o coeficiente de atrito gerado apenas no braquete de 2º pré-molar. Utilizando-se do mesmo teste estatístico foram comparados, no teste em 3 pontos com braquetes: (A) na configuração...

The main objective of the study is to compare the three-bracket bending test with the resistance to sliding test using a new device that performs simultaneous measurement of coefficient of friction, the forces and moments on the anchor brackets and deactivation force in misaligned bracket, exercised by orthodontic wires. Secondary objectives were to develop the device and compare, in the three-bracket bending test: (i) the influence, on the physical quantities and on the kinetic friction coefficient, of the variation of the symmetry in the inter-bracket distance, of the type of anchor bracket (canine or 2nd premolar), of displacement (3 or 5mm) and misalignment (buccal or lingual) of the central bracket, and of the wire and bracket brand; (ii) the three ways to calculate the coefficient of kinetic friction; (iii) the 10 cycles, for buccal or lingual, to see if they are similar or not. Self-ligating brackets were used (teeth 13, 14 and 15) and wires 0.014 '' NiTi and CuNiTi of Aditek and Ormco brands. The resistance to sliding test was conducted on the lingual misalignment, on both displacements and on symmetrical configuration. The three-bracket bending test was held at the lingual and vestibular misalignment, at both displacements and at the symmetrical and asymmetrical configuration. Through ANOVA, were compared, between the two types of tests: (A) the quantities and the coefficient of friction and (B) the coefficient of friction generated only in the second premolar bracket. Using the same statistical test were compared, in three-bracket bending test: (A) in symmetrical configuration, the quantities and the coefficient of friction arising from the variation in the wire and bracket brands, displacement, misalignment and the type of bracket; (B) the quantities...

Avaliação do estudante: aspectos gerais / Student assessment: general aspects

A avaliação do estudante nas profissões da saúde desempenha um papel importante na sua formação. Avaliar significa obter informações que vão ajudar nas tomada de decisões. Assim, é necessário que o planejamento e a execução da avaliação considerem as suas múltiplas finalidades, entre as quais merece destaque a de reforçar o aprendizado (avaliação formativa). O foco da avaliação do estudante deve se concentrar não somente no conhecimento adquirido (habilidades cognitivas), mas também nos domínios psicomotor e afetivo. O planejamento de uma avaliação eficaz no cumprimento de suas funções, leva em conta os objetivos educacionais específicos de cada etapa da formação, de acordo com perfil final desejado de habilidades e competências. A escolha dos métodos deve se pautar no que se deseja avaliar e também nas finalidades da avaliação, considerando validade, fidedignidade, viabilidade, aceitabilidade,impacto educacional e efeito catalítico, como atributos indispensáveis a uma boa avaliação. No cenário atual brasileiro das profissões da saúde ainda prevalece o foco exclusivo na avaliação cognitiva, privilegiando a função somativa, em detrimento da formativa, referenciada por disciplinas e desconsiderando os aspectos afetivos e psicomotores de relevância à sua formação geral. A transformação deste cenário demanda considerar e privilegiar as perspectivas do estudante e capacitar os professores para a avaliação integrativa e transformadora, o que constitui atribuição das escolas, dos sistemas de saúde e dos órgãos reguladores da educação e das profissões.

Student assessment plays a central role in health professions education. Assessing means to obtain information that will assist decision-making. It is therefore important that assessment planning and execution take into account its multiple functions, including reinforcing learning (formative assessment). Student assessment should focus not only on knowledge learning but also on the acquisition of psychomotor and affective skills, as well as documenting student progress and development. Assessment planning should be oriented by learning objectives previously defined for each educational step, according to desired outcomes in terms of skills and competences. The choice of methods for assessment should beguided by “what” is intended to be assessed, and also by “why” the assessment is being carried out. Characteristics of methods that determine a good assessment include validity, reliability, feasibility, acceptability,educational impact and catalytic effect. In the current Brazilian educational scenario concerning the health professions education assessments are focused predominantly on cognitive aspects aiming at pass/fail decision-making (summative assessment), with some disregard for considering skills and attitudes and for formative assessment. Transforming and improving assessment procedures involve considering student needs and standpoints and fostering faculty development, which is the responsibility of different stakeholders, such as schools, health systems and regulatory bodies.

Comparison of dissolution profile of extended-release oral dosage forms - two one-sided equivalence test

The aim of this work is to present the two one-sided test (TOST) as an alternative approach to compare dissolution profiles of extended-release dosage forms. The dissolution profiles of oxycodone extended-release tablets containing 10 mg, 20 mg and 40 mg (reference and generic) were evaluated according to the requirements described in United States Pharmacopeia. These dissolution profiles were compared using the conventional similarity factor (f2) and the proposed TOST as an equivalence test. TOST is a simple and alternative approach to compare dissolution profiles of extended-release dosage forms. It allows us to identify the time-point (or time-points) that did not show similarity. We concluded that the two one-sided test performed at a significance level of 5% and defined as D = 10 showed results comparable to those obtained by the conventional similarity factor (f2).

O objetivo deste trabalho é apresentar o teste uni-caudal duplo (TOST) como uma abordagem alternativa na comparação do perfil de dissolução de formas farmacêuticas de liberação prolongada. Os perfis de dissolução de comprimidos de liberação prolongada de oxicodona contendo 10 mg, 20 mg e 40 mg (genérico e referência) foram avaliados de acordo com os requisitos descritos na Farmacopeia Americana. Estes perfis de dissolução foram comparados empregando-se o fator de semelhança convencional (f2) e o método TOST como teste de equivalência. TOST é uma abordagem simples e alternativa para a comparação de perfis de dissolução de formas farmacêuticas de liberação prolongada. Este permite identificar o ponto (ou pontos) que não apresentou semelhança. Considerando-se D = 10, concluímos que o teste uni-caudal duplo num nível de significância de 5% apresenta resultados comparáveis àqueles obtidos com o fator de semelhança convencional (f2).

Psychological well-being in medical students during exam stress-influence of short-term practice of mind sound technology.

Introduction: Medical education is perceived as stressful. As excessive stress hampers students' performance, stress management is required for medical students. This study was aimed to assess the effect of Mind Sound Technology (MST), an intelligence enhancing program, on psychological well-being of medical undergraduates during exam stress. Materials and Methods: Forty-two medical students were recruited and Dukes Health Profile scoring was done at baseline and during Exam Stress (ES). After pre-intervention measurements, the students were randomized into two groups: non-practitioners and MST practitioners. Post-intervention measurement was done at the end of 6 weeks when the students had examination. Results: Students showed a significant increase (P < 0.001) in negative health scores like perceived health scores, anxiety, and depression and a significant decrease (P < 0.001) in positive health scores like Self-Esteem, Mental Health Score, Social Health Score, and General Health Score during exam when compared with baseline. MST practice increased positive health scores (P < 0.001) and decreased perceived health score (P < 0.01), anxiety, depression, and anxiety-depression scores significantly (P < 0.001) when compared with ES score. Non practitioners did not show any significant change in any of the scores when compared with ES score. Six weeks of MST practice by medical students have improved the academic scores (P < 0.05) when compared with their non-practitioner counterpart. Conclusion: Thus, practice of MST has helped in coping up the stress that occurs during examination and improved academic performance in medical undergraduates.