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2.
Ciênc. Saúde Colet ; 26(3): 931-940, mar. 2021. tab, graf
Article in Portuguese | LILACS | ID: biblio-1153817

ABSTRACT

Resumo Este artigo descreve e analisa o processo de devolutiva dos resultados do 2º ciclo avaliativo das boas práticas na atenção ao parto e nascimento em maternidades vinculadas à Rede Cegonha, estratégia do Ministério da Saúde implementada em 2011, com enfoque no potencial de contribuição para a melhoria da gestão e atenção obstétrica e neonatal. Trata-se de estudo qualitativo de análise documental de 27 relatórios dos estados e do Distrito Federal referentes às Oficinas de Devolutiva com 1.641 participantes, sendo 40% de profissionais e gestores das maternidades avaliadas, 25% de representantes estaduais, 20% das secretarias municipais de saúde e 15% de representantes da esfera federal. Entre janeiro e agosto de 2019, foram recebidos 46% dos planos de ação de maternidades de 11 estados. Os resultados demonstram o desafio de incorporar os processos de monitoramento e avaliação no cotidiano destas maternidades, por questões estruturais da cultura institucional. Essa situação interfere na análise local de informações de forma sistemática e na realização de ciclos nacionais de avaliação com retorno dos resultados de forma ágil e contínua, uma vez que o acesso a dados nacionais secundários é inexistente no caso das boas práticas de assistência ao parto e nascimento.


Abstract This paper describes and analyzes the process of providing feedback on the results of the second evaluation cycle of good practices of delivery and birth care in maternity hospitals linked to the Rede Cegonha, a Ministry of Health strategy implemented in 2011 to improve obstetric and neonatal healthcare and management. This is a qualitative study based on the documentary analysis of 27 reports from the states and the Federal District referring to the feedback workshops with 1.641 participants, 40% of whom were professionals and managers of the maternity hospitals evaluated, 25% of state representatives, 20% of municipal health secretariats and 15% of federal representatives. Around 46% of maternity hospitals' action plans in 11 states were received from January to August 2019. The results show the challenge of incorporating the monitoring and evaluation processes in these maternity hospitals' daily lives due to structural issues in institutional culture. This situation interferes with the local systematic analysis of information and the implementation of national evaluation cycles with the swift and continuous feedback of the results since access to secondary national data is non-existent in good delivery care practices.


Subject(s)
Humans , Female , Pregnancy , Infant, Newborn , Delivery of Health Care , Hospitals, Maternity , Brazil , Qualitative Research , Feedback
3.
Iatreia ; 34(1): 15-24, ene.-mar. 2021. tab, graf
Article in Spanish | LILACS | ID: biblio-1154354

ABSTRACT

RESUMEN Objetivos: medir el impacto en la calidad de la prescripción antibiótica empírica en los médicos generales luego de la implementación de un sistema de evaluación y retroalimentación. Métodos: estudio cuasiexperimental con pre y postintervención en una clínica de tercer nivel en Medellín. Se revisó las prescripciones de un grupo de antibióticos por un médico internista, un epidemiólogo y un infectólogo. Se midió el consumo de antibióticos, las retroalimentaciones realizadas, el diagnóstico de la sepsis, tiempo de inicio de los antibióticos en el servicio de urgencias y la prevalencia de Escherichia coli productora de betalactamasa de espectro extendido. Resultados: el número de retroalimentaciones descendió de 10,9 a 2 %. Se redujo el consumo de ceftriaxona (p = 0,04), piperacilina tazobactam (p = 0,01), cefepime (p = 0,04) y ciprofloxacina (p = 0,01). Se evidenció una tendencia a la reducción en la prevalencia de E. coli BLEE (p = 0,3). La intervención no produjo un retraso en el inicio de antibióticos en el servicio de urgencias. Conclusión: una estrategia de auditoría y retroalimentación a los médicos generales, referente a la calidad de la prescripción antibiótica, reduce el consumo de antibióticos sin afectar la oportunidad del diagnóstico de sepsis o el inicio de su tratamiento y puede impactar favorablemente en el perfil de resistencia de la flora microbiana institucional.


SUMMARY Objectives: To measure the impact on the quality of the empirical antibiotic prescription in general practitioners, after the implementation of an evaluation and feedback system. Methods: Quasi-experimental study with pre- and post-intervention in a tertiary care center in Medellín. The prescriptions of a group of antibiotics were reviewed by an internist, an epidemiologist and an infectologist. When failures were found, prescribing doctors were informed. Subsequently, antibiotic consumption, feedbacks, sepsis diagnosis, start time of antibiotics in the emergency department and monthly incidence of Escherichia coli producing extended spectrum betalactamase were measured. Results: The numbers of feedbacks decreased from 10.9% to 2%. Consumption of ceftriaxone (p = 0.04), piperacillin tazobactam (p = 0.01), cefepime (p = 0.04) and ciprofloxacin (p = 0.01) was reduced. There was a tendency to reduce the prevalence of E. coli ESBL. The intervention did not cause a delay in the start of antibiotics in the emergency department. Conclusions: A strategy of continuous feedback to general practitioners regarding the quality of antibiotic prescription reduces consumption of antibiotics without causing changes in diagnosis opportunity or the beginning of antibiotics in sepsis and can impact favorably the resistance profile of the institutional microbial flora.


Subject(s)
Humans , Prescriptions , Anti-Bacterial Agents , Feedback , General Practitioners
4.
Cienc. act. fís. (Talca, En línea) ; 22(2): 1-11, 2021. graf
Article in Spanish | LILACS | ID: biblio-1361611

ABSTRACT

RESUMEN. El proceso de enseñanza-aprendizaje hace prioritario valorar las experiencias y perspectivas de los actores involucrados, para ello, es necesario promover la dialogicidad entre estudiantes y docentes, como una actividad de retroalimentación que oriente a la reflexión y análisis en busca de la adaptación y mejora del mismo. El objetivo del estudio fue valorar la práctica educativa sustentada en el enfoque de pensamiento complejo, a partir de la perspectiva estudiantil. El presente trabajo muestra los datos obtenidos a partir de sistematización de experiencias académicas desarrollada con 23 estudiantes del segundo semestre de Licenciatura en Educación Física, con respecto, al primer objeto de estudio del proyecto formativo implementado que atiende la asignatura Bases Psicopedagógicas en el semestre enero-junio 2018, para lo cual se atendieron tres fases procedimentales: reconstrucción, interpretación y potenciación de la experiencia. Haciendo uso de la videograbación y observación participante, se analizó como unidad de observación al pensamiento complejo y como unidades de análisis 1. La planeación analítica de clase compuesta por 2. Estrategias docentes innovadoras y 3. La metodología de evaluación. Los resultados muestran que los estudiantes manifiestan interés y motivación por las unidades de análisis 2 y 3, expresando que les favorecen las clases dinámicas y la valoración de su trabajo con un carácter formativo y no memorístico. En cuanto a la unidad de observación 1, manifestaron un dominio limitado acerca de la propuesta presentada por la docente. Se rescata su interés y satisfacción porque las asignaturas teóricas los sitúen en su realidad laboral.


ABSTRACT. In the teaching-learning process it becomes a priority to assess the experiences and perspectives of the actors involved, for this it is necessary to promote dialogue between students and teachers, as a feedback activity that guides reflection and analysis in search of adaptation and of the improvement of it. The objective was to assess the educational practice based on the complex thinking approach from the student perspective. The present work shows the data obtained from Systematization of Academic Experiences developed with 23 students of the second semester of the Degree in Physical Education, with respect to the first object of study of the formative project implemented that attends the subject Psychopedagogical Bases in the semester January -June 2018, for which three procedural phases were attended: reconstruction, interpretation and enhancement of the experience. Using video recording and participant observation, it was analyzed as a unit of observation to complex thinking and as units of analysis 1.The analytical class planning, 2. The teaching strategies implemented and 3. The evaluation methodology. The results show that the students express interest and motivation for the analysis units 2 and 3, expressing that they favor dynamic classes and the valuation of their work with a formative and non-memorial character. Regarding the observation unit 1, they expressed limited mastery of the proposal presented by the teacher. Their interest and satisfaction are rescued because the theoretical subjects place them in their work reality.


Subject(s)
Humans , Physical Education and Training , Students , Feedback , Teaching , Qualitative Research , Learning
5.
Article in English | LILACS | ID: biblio-1177082

ABSTRACT

Learning in groups is commonly used in academic and clinical health professions education (HPE). There is growing recognition that regulation during learning is essential for both the individual learner and group learning. The authors in this article propose a practical approach for understanding, evaluating and providing feedback on regulation during group learning. The approach is informed by previous studies conducted in other areas of education. Three varieties of regulation during group learning are discussed: individual, co-regulation and shared regulation. Each variety of regulation has a focus on three essential activities during group learning: task, social and motivation. Illustrative scenarios are presented to describe how the approach can be practically used in HPE. The specific and additional focus on regulation can enhance current approaches for providing feedback on group learning and the authors discuss recommendations for practical implementation and future research.


Aprendizagem em grupo é muito utilizada no ensino dos profissionais de saúde tanto na parte acadêmica quanto na parte clínica. Há um crescente reconhecimento de que a regulação durante aprendizagem é essencial para o indivíduo e em grupo. Os autores deste artigo propõem um modelo prático para entender, avaliar e fornecer feedback em regulação durante a aprendizagem em grupo. Esse modelo é baseado por estudos publicados em outras áreas de educação, sendo composto por três variações de regulação durante aprendizagem em grupo, a saber, individual, corregulação e regulação compartilhada. Cada variação de regulação foca em três atividades essenciais durante a aprendizagem em grupo: tarefa, social e motivacional. Cenários ilustrativos são apresentados para descrever como esse modelo pode ser utilizado em ensino em saúde. O foco específico e adicional em regulação pode melhorar práticas de feedback em aprendizagem em grupos e os autores discutem recomendações para implementações práticas assim como pesquisas futuras.


Subject(s)
Learning , Education , Feedback
6.
Article in Chinese | WPRIM | ID: wpr-877641

ABSTRACT

OBJECTIVE@#To compare the efficacy of scalp acupuncture combined with lower-limb intelligent feedback training and lower-limb intelligent feedback training alone for lower-limb motor dysfunction after stroke.@*METHODS@#A total of 154 patients with lower-limb motor dysfunction after stroke were randomly divided into an observation group (76 cases, 6 cases dropped off) and a control group (78 cases, 8 cases dropped off). The patients in both groups were treated with conventional medication and exercise rehabilitation training. In addition, the patients in the observation group were treated with scalp acupuncture combined with lower-limb intelligent feedback training. The scalp acupuncture was given at upper 1/5 of the anterior oblique line of parietal temporal area and upper 1/5 of the posterior oblique line of parietal temporal area. The patients in the control group were treated with lower-limb intelligent feedback training alone. All the treatment was given once a day, 6 days a week, totaling for 8 weeks. The affected-side lower-limb Brunnstrom stage and modified Ashworth scale (MAS) grade, 6-minute walk test (6MWT), Berg balance scale (BBS) score and modified Barthel index (MBI) score were evaluated before and after treatment in the two groups. The plantar pressure was measured by gait function evaluation system.@*RESULTS@#Compared before treatment, the Brunnstrom stage in the two groups was improved after treatment (@*CONCLUSION@#The scalp acupuncture combined with lower-limb intelligent feedback training could reduce the muscle tension of lower limbs, promote the separation movement mode of lower limbs, improve the plantar pressure distribution, and improve the balance ability and walking ability in stroke patients, and the curative effect is better than lower-limb intelligent feedback training alone.


Subject(s)
Acupuncture Therapy , Feedback , Humans , Scalp , Stroke/complications , Stroke Rehabilitation , Treatment Outcome
7.
Article in English | WPRIM | ID: wpr-880862

ABSTRACT

Oral squamous cell carcinoma (OSCC) has a high incidence of metastasis. Tumour immunotherapy targeting PD-L1 or PD-1 has been revolutionary; however, only a few patients with OSCC respond to this treatment. Therefore, it is essential to gain insights into the molecular mechanisms underlying the growth and metastasis of OSCC. In this study, we analysed the expression levels of protein kinase D3 (PKD3) and PD-L1 and their correlation with the expression of mesenchymal and epithelial markers. We found that the expression of PKD3 and PD-L1 in OSCC cells and tissues was significantly increased, which correlated positively with that of mesenchymal markers but negatively with that of epithelial markers. Silencing PKD3 significantly inhibited the growth, metastasis and invasion of OSCC cells, while its overexpression promoted these processes. Our further analyses revealed that there was positive feedback regulation between PKD3 and PD-L1, which could drive EMT of OSCC cells via the ERK/STAT1/3 pathway, thereby promoting tumour growth and metastasis. Furthermore, silencing PKD3 significantly inhibited the expression of PD-L1, and lymph node metastasis of OSCC was investigated with a mouse footpad xenograft model. Thus, our findings provide a theoretical basis for targeting PKD3 as an alternative method to block EMT for regulating PD-L1 expression and inhibiting OSCC growth and metastasis.


Subject(s)
Animals , B7-H1 Antigen/metabolism , Carcinoma, Squamous Cell , Cell Line, Tumor , Feedback , Head and Neck Neoplasms , Humans , Mice , Mouth Neoplasms , Protein Kinase C , STAT1 Transcription Factor , Squamous Cell Carcinoma of Head and Neck
8.
Article in Chinese | WPRIM | ID: wpr-888211

ABSTRACT

The subpulmonary ventricular exclusion (Fontan) could effectively improve the living quality for the children patients with a functional single ventricle in clinical. However, postoperative Fontan circulation failure can easily occur, causing obvious limitations while clinically implementing Fontan. The cavopulmonary assist devices (CPAD) is currently an effective means to solve such limitations. Therefore, in this paper the


Subject(s)
Algorithms , Child , Feedback , Heart-Assist Devices , Hemodynamics , Humans , Models, Cardiovascular
9.
Article in English | WPRIM | ID: wpr-922764

ABSTRACT

Cervical cancer (CC) is recognized as the most common neoplasm in the female reproductive system worldwide. The lack of chemotherapeutic agents with outstanding effectiveness and safety severely compromises the anti-cipated prognosis of patients. Aloperine (ALO) is a natural quinolizidine alkaloid with marked anti-cancer effects on multiple malignancies as well as favorable activity in relieving inflammation, allergies and infection. However, its therapeutic efficacy and underlying mechanism in CC are still unclear. In the current study, MTT assay was employed to evaluate the viability of HeLa cells exposed to ALO to preliminarily estimate the effectiveness of ALO in CC. Then, the effects of ALO on the proliferation and apoptosis of HeLa cells were further investigated by plate colony formation and flow cytometry, respectively, while the migration and invasion of ALO-treated HeLa cells were evaluated using Transwell assay. Moreover, nude mice were subcutaneously inoculated with HeLa cells to demonstrate the anti-CC properties of ALO in vivo. The molecular mechanisms underlying these effects of ALO were evaluated by Western blot and immunohistochemical analysis. This study experimentally demonstrated that ALO inhibited the proliferation of HeLa cells via G2 phase cell cycle arrest. Simultaneously, ALO promoted an increase in the percentage of apoptotic HeLa cells by increasing the Bax/Bcl-2 ratio. Additionally, the migration and invasion of HeLa cells were attenuated by ALO treatment, which was considered to result from inhibition of epithelial-to-mesenchymal transition. For molecular mechanisms, the expression and activation of the IL-6-JAK1-STAT3 feedback loop were markedly suppressed by ALO treatment. This study indicated that ALO markedly suppresses the proliferation, migration and invasion and enhances the apoptosis of HeLa cells. In addition, these prominent anti-CC properties of ALO are associated with repression of the IL-6-JAK1-STAT3 feedback loop.


Subject(s)
Animals , Apoptosis , Cell Line, Tumor , Cell Movement , Cell Proliferation , Feedback , Female , HeLa Cells , Humans , Interleukin-6/genetics , Janus Kinase 1 , Mice , Mice, Nude , Quinolizidines , STAT3 Transcription Factor/genetics , Signal Transduction , Uterine Cervical Neoplasms/drug therapy
10.
Rev. colomb. gastroenterol ; 35(3): 287-297, jul.-set. 2020. tab, graf
Article in Spanish | LILACS | ID: biblio-1138785

ABSTRACT

Resumen La infección por el virus SARS-CoV-2 en Colombia condujo a que el Gobierno decretara una cuarentena total obligatoria en marzo de 2020. En dicho momento, las unidades de endoscopia ambulatoria permanecieron cerradas y solo se efectuaron procedimientos urgentes en el ámbito hospitalario. Esto ocasionó un represamiento de procedimientos endoscópicos sensibles al tiempo, prioritarios y electivos, de realización ambulatoria. La velocidad de propagación del virus se ha contenido, lográndose detener la progresión exponencial observada inicialmente. En dicho contexto, la atención de gastroenterología se ha continuado en la modalidad de teleconsulta. En mayo de este mismo año, el comportamiento de contención epidemiológica permitió que la Alcaldía de Bogotá y el Gobierno nacional emitieran circulares con las recomendaciones para la prestación de algunos servicios ambulatorios reglamentados, y así dar oportunidad de atención a pacientes con enfermedades sensibles al tiempo. Dentro de este marco legal y epidemiológico, se reinició la prestación de servicios de endoscopia digestiva en Emdiagnóstica S.A.S. Por tanto, presentamos aquí las estrategias para la programación y la realización de procedimientos endoscópicos en una unidad ambulatoria de gastroenterología, durante la pandemia por COVID-19 (Coronavirus disease 2019) en Colombia. También se describe un sistema de priorización de procedimientos de acuerdo con el criterio médico, que va desde la atención por teleconsulta o la aplicación de una encuesta telefónica hasta la utilización de una escala MeNTS (Medically Necessary Time-Sensitive) adaptada para endoscopia digestiva. Además, se relatan las adecuaciones en la planta física, la metodología implementada para la protección del talento humano y de los pacientes y el seguimiento posterior a la realización de los procedimientos para retroalimentación, seguridad y evaluación de satisfacción.


Abstract The Colombian Government ordered a mandatory nationwide quarantine in March 2020 due to the spread of the SARS-CoV-2 virus. Since then, outpatient endoscopy units were closed and only urgent procedures were performed in the hospital setting, resulting in a repression of sensitive, priority and elective outpatient endoscopic procedures. The rate of spread of the virus was contained and it did not progress exponentially as in other countries; in the meantime, gastroenterology services were provided in the form of teleconsultation. The mitigation measures and the containment of the virus allowed the Mayor's Office of Bogotá and the National Government to issue notices with recommendations for the provision of some regulated outpatient services in May 2020, thus creating a window of opportunity to care for patients with sensitive diseases. Under this legal and epidemiological framework, the provision of digestive endoscopy services was restarted at EMDIAGNOSTICA S.A.S. This study presents the strategies for scheduling and performing endoscopic procedures in an outpatient gastroenterology unit during COVID-19 pandemia in Colombia and describes a system for prioritizing procedures according to medical criteria, ranging from care by teleconsultation and/ or an application of a telephone survey and the use of a medically necessary, time-sensitive (MENTS) scale adapted for digestive endoscopy. It also describes changes in infrastructure, methodology implemented for protection of human talent and patients, and post procedure follow-up for feedback, safety and satisfaction degree evaluation in care.


Subject(s)
Humans , Attention , Health Strategies , Coronavirus , Protocols , Ambulatory Care , Patients , Safety , Quarantine , Protection , Endoscopy , Feedback , Government
11.
Rev. latinoam. psicol ; 52: 22-32, June 2020. tab, graf
Article in English | LILACS, INDEXPSI, COLNAL | ID: biblio-1139236

ABSTRACT

Abstract Attempting to recall previously encountered information by being tested or quizzed (retrieval practice: RP) enhances memory. In real classrooms, however, it is unclear when testing should take place (placement) in order to elicit better learning. We tested students using authentic undergraduate-course materials with two placements, followed by collective feedback: (a) at the end of the class in which content was taught; or (b) at the beginning of the next class. Re-teaching (RT) the same content through lecturer led-reviews at the same placements was used as a control condition. RP and RT plus feedback took 15 min of 100 min-long classes and were applied during 12 classes after which retention was assessed by exams. Participants were 114 students enrolled in a biweekly taught course. Testing (RP) once at the end of the same class in which content was taught boosted academic scores by around 10% compared to the other manipulations.


Resumen El intento de recordar la información presentada previamente mediante pruebas o cuestionarios (práctica de recuperación, RP) mejora la memoria. Sin embargo, en las clases reales no está claro en qué momento debe realizarse las pruebas para obtener un mejor aprendizaje. Probamos a los estudiantes utilizando materiales auténticos de cursos de licenciatura en dos momentos, seguidos de una retroalimentación colectiva: (a) al final de la clase en la que se enseñó el contenido; o (b) al principio de la siguiente clase. La reenseñanza (RT) del mismo contenido a través de revisiones dirigidas por el profesor en el mismo momento se utilizó como condición de control. La RP y la RT más la retroalimentación tomaron 15 minutos de clases de 100 minutos de duración y se aplicaron durante 12 clases después de las cuales la retención fue evaluada por exámenes. Los participantes fueron 114 estudiantes inscritos en un curso impartido cada dos semanas. Las pruebas (RP) realizadas una vez al final de la misma clase en la que el contenido se enseñó, aumentó los resultados académicos en alrededor de un 10% en comparación con las otras manipulaciones.


Subject(s)
Humans , Male , Female , Adult , Learning , Memory , Teaching , Feedback
12.
Rev. bras. ter. intensiva ; 32(2): 308-311, Apr.-June 2020.
Article in English, Portuguese | LILACS | ID: biblio-1138481

ABSTRACT

RESUMO A pandemia causada pelo novo coronavírus tem provocado mudanças significativas no processo de tomada de decisão médica diante do paciente grave. Repentinamente, aumentaram as admissões em unidades de tratamento intensivo, porém, muitos desses casos não apresentam quadros relacionados à infecção viral, mas à exacerbação de doenças preexistentes. Nesse contexto, precisamos evitar que o processo decisório intuitivo e a insegurança nos levem a exaurir a disponibilidade de leitos críticos, antes do momento em que eles sejam realmente necessários, mesmo reconhecendo a importância do método decisório rápido em situações emergências. Uma das melhores formas de atingir esse propósito talvez seja por meio da prática da metacognição e da estruturação de formas de feedback regulares aos profissionais envolvidos em processos decisórios inerentemente rápidos.


ABSTRACT The disease pandemic caused by the novel coronavirus has triggered significant changes in the medical decision-making process relating to critically ill patients. Admissions to intensive care units have suddenly increased, but many of these patients do not present with clinical manifestations related to the viral infection but rather exacerbation of preexisting diseases. In this context, we must prevent intuitive decision-making and insecurity from leading us to exhaust the available critical-care beds before they are truly necessary, while still recognizing the importance of rapid decision-making in emergency situations. One of the best ways to achieve this goal may be by practicing metacognition and establishing ways for regular feedback to be provided to professionals engaged in inherently rapid decision-making processes.


Subject(s)
Humans , Pneumonia, Viral/epidemiology , Coronavirus Infections/epidemiology , Clinical Decision-Making/methods , Metacognition , Betacoronavirus , Disease Progression , Emergencies , Feedback , Pandemics , Heuristics , SARS-CoV-2 , COVID-19 , Intensive Care Units
14.
Cienc. act. fís. (Talca, En línea) ; 21(1): 1-16, ene. 2020. tab
Article in Spanish | LILACS | ID: biblio-1123682

ABSTRACT

El objetivo de este trabajo fue adaptar y validar la Escala de Apoyo a la Autonomía (EAA-EF) y la Escala de Estilo Controlador (EEC-EF) para evaluar la percepción del estudiante del estilo interpersonal docente en educación física y comprobar su relación con el feedback El estudio 1, contempla el diseño y análisis factorial exploratorio de los instrumentos con una muestra de 272 estudiantes con una edad media de 11.05 años (DT = 0,76). En el estudio 2, los cuestionarios fueron administrados a 350 estudiantes con una edad media de 11 años (DT = 0,80). Tras el análisis factorial confirmatorio, de consistencia interna, estadísticos descriptivos, correlación de todas las variables y regresión lineal se confirma una estructura psicométrica apropiada para las escalas de apoyo a la autonomía y estilo controlador. Además, se observa cómo el apoyo a la autonomía es predicho positivamente por lo feedbacks positivos y negativamente por el negativo. En conclusión, se trata de dos instrumentos válidos y fiables para evaluar la percepción del estudiante del estilo interpersonal del docente de educación física en el escenario de enseñanza aprendizaje, siendo necesarios más estudios en este ámbito de conocimiento.


The objective of this study was to adapt and validate The Autonomy Support Scale (ASS-PE) and The Control Style Scale (CSS-PE) to evaluate teacher´s interpersonal style in Physical Education. Study 1, contemplates the design and exploratory factor analysis of the instruments with a sample of 272 students with an average age of 11.05 years (SD = 0.76). In study 2, the questionnaires were administered to 350 students with an average age of 11 years (SD = 0.80). After the confirmatory factor analysis, internal consistency and descriptive statistics, the correlation of all the variables and linear regression, an appropriate psychometric structure is confirmed for the support scales for autonomy and controlling style. In addition, it is observed how support for autonomy is predicted positively by positive feedbacks and negatively by negative feedback. The data obtained confirms an appropriate psychometric structure for ASS-PE and CSS-PE scales. In conclusion, it is a valid and reliable instrument for evaluating the interpersonal style of teacher`s physical educa-tion in the teaching learning stage


Subject(s)
Humans , Male , Female , Child , Physical Education and Training , Students , Surveys and Questionnaires , Personal Autonomy , Psychometrics , Factor Analysis, Statistical , Education, Primary and Secondary , Educational Measurement , Feedback , Motivation
15.
Educ. fis. deporte ; 39(1): https://revistas.udea.edu.co/index.php/educacionfisicaydeporte/article/view/340219, Enero 2020.
Article in Spanish | LILACS | ID: biblio-1104456

ABSTRACT

Entre los docentes en formación inicial, hoy en día existe una apreciación generalizada respecto a que hay una brecha demasiado amplia entre los conocimientos teóricos que se transmiten en el aula universitaria, y la práctica real a la que se enfrenta el docente en sus primeros acercamientos al aula escolar. En España, los planes de estudio universitarios orientados a la formación inicial del profesorado, permiten al docente tomar contacto con la realidad educativa a través de la asignatura del Prácticum. No obstante, es justamente en este proceso de prácticas donde el alumnado puede experimentar ese abismo entre teoría y práctica. En el presente artículo, se plantea la evaluación formativa como un medio idóneo y necesario para unir lo aprendido en el aula universitaria, con las demandas diarias que acontecen en el ámbito escolar.


There is today among teachers in initial training a generalized appreciation of the existence of too wide a gap between the theoretical knowledge transmitted in the university classroom and the actual practice faced by teachers in their first approaches to the school classroom. In Spain, university study plans aimed at initial teacher training allow teachers to contact educational reality through the Practicum course. However, it is precisely in this process of practice where students can experience the existence of a gap between theory and practice. In this article, the formative assessment is presented as an ideal and necessary means to unite what has been learned in the university classroom with the daily demands existing in the school environment.


Há hoje entre os professores em formação inicial uma apreciação generalizada da existência de uma lacuna muito grande entre o conhecimento teórico transmitido na sala de aula da universidade e a prática real enfrentada pelos professores em suas primeiras aproximações à sala de aula da escola. Currículos universitários em Espanha, visando à formação inicial dos professores permitem que eles possam entrar em contato com a realidade educativa através da disciplina nomeada Prácticum. Contudo, é precisamente no estágio que os alunos podem experimentar a existência de uma lacuna entre a teoria e a prática. Neste artigo, a avaliação formativa é apresentada como um instrumento ideal e necessário para unir o que foi aprendido na sala de aula universitária com as demandas diárias existentes no ambiente escolar.


Subject(s)
Physical Education and Training , Professional Training , Feedback , Educational Measurement
16.
Educ. fis. deporte ; 39(1): https://revistas.udea.edu.co/index.php/educacionfisicaydeporte/article/view/340046, Enero 2020.
Article in Spanish | LILACS | ID: biblio-1104459

ABSTRACT

Objetivo: analizar la comunicación no verbal centrada en el estudio del feedback o retroalimentación en el ámbito de la educación primaria, buscando mejorar la práctica docente. Método: investigación a partir de la acción, tipo estudio de caso, mediante observación a la práctica docente de una estudiante de formación inicial del profesorado de educación física, con un grupo alumnos de 4º grado de educación primaria. La observadora (maestra cooperante) registró en una ficha de control sus valoraciones, y se elaboró un informe con base en sus anotaciones y reflexiones sobre cada sesión, incluyendo posibles mejoras para las siguientes. Para procesar la información se usó el software ATLAS.ti. Resultados: el empleo del feedback en el aula, tanto en número como en tipología, fue incrementando durante el desarrollo de la unidad didáctica. Conclusión: existe una relación entre el tipo de feedback aplicado y el contenido impartido, aunque mayormente predomina el de tipo correctivo.


Objective: To review non-verbal communication focused on the study of feedback in primary education, to improve teaching practice. Method: Research from the action, case study type, by observing the teaching practice of a student of initial teaching training in physical education, with a group of 4th-grade primary school students. The observer (cooperating teacher) recorded her evaluations on a control sheet, and a report based on her notes and reflections on each session was prepared, including possible improvements for the following ones. ATLAS.ti software was used to process the information. Results: The use of feedback in the classroom, both in number and typology, increased during the development of the teaching unit. Conclusion: There is a relationship between the type of feedback applied and the content taught, although the corrective type predominates.


Objetivo: analisar a comunicação não verbal centrada no estudo do feedback ou retroalimentação no âmbito da educação primária, no intuito de melhorar a prática docente. Método: investigação-ação, tipo estudo de caso, através da observação do estágio docente de uma estudante de formação inicial de professorado com um grupo de alunos de 4º de educação primária. A observadora (professora assistente) registrou suas valorações num relatório, feito a posteriori com as respetivas notas e reflexões sobre cada sessão, incluindo possíveis melhorias para as sessões seguintes. Para sistematizar as informações usou-se o software ATLAS.ti. Resultados: o uso do feedback na sala de aula foi aumentando tanto em número quanto em tipologia, à medida que o tempo de desenvolvimento da unidade didática avançava. Conclusão: comprovamos que, apesar de ter havido uma predominância de feedback corretivo, existe uma relação entre o tipo de feedback aplicado e o respetivo conteúdo de ensino.


Subject(s)
Physical Education and Training , Feedback , Education, Higher , Education , Teacher Training
17.
Psicol. esc. educ ; 24: e217008, 2020. tab
Article in Portuguese | LILACS, INDEXPSI | ID: biblio-1135877

ABSTRACT

A efetividade do treinamento de habilidades sociais (THS) presencial está bem estabelecida na literatura, mas são escassos estudos que avaliam o resultado de cursos na modalidade de Educação à Distância (EaD) destinados a promover essas habilidades. Nesses cursos, o tutor assume um papel importante ao orientar o desempenho dos alunos. Portanto, este estudo avaliou como o feedback fornecido pelo tutor afeta as notas do aluno em um THS em EaD. Os feedbacks foram classificados quanto a presença, amplitude, efeito, função e organização. Os dados parecem indicar que nem a presença nem o tipo de feedback afetam o desempenho dos alunos. Contudo, os dados também sinalizaram que alguns feedbacks foram apagados e/ou alterados após a atividade ser refeita. Novos estudos, com amostras maiores e analisando o histórico do feedback fornecido pelo tutor a cada tarefa, poderão avaliar com maior precisão como o feedback interfere no desenvolvimento das habilidades sociais dos participantes.


La efectividad del entrenamiento de habilidades sociales (EHS) presencial está bien establecida en la literatura, pero son escasos estudios que avalúen el resultado de cursos en la modalidad de Educación a Distancia (EaD) destinados a promover esas habilidades. En esos cursos, el tutor asume un papel importante al orientar el rendimiento de los alumnos. Por lo tanto, este estudio evaluó cómo el fornecido por el tutor afecta las notas del alumno en un EHS en EaD. Los feedbacks fueron clasificados cuanto a presencia, amplitud, efecto, función y organización. os datos parecen indicar que ni la presencia ni el tipo de feedback afectan el rendimiento de los alumnos. Sin embargo, los datos también señalaron que algunos feedbacks fueron borrados y/o alterados tras la actividad hacerse otra vez. Nuevos estudios, con más muestreos y analizando el histórico del feedback suministrado por el tutor a cada tarea, podrán evaluar con más precisión como el feedback interfiere en el desarrollo de las habilidades sociales de los participantes.


The effectiveness of on-site Social Skills Training (SST) is well established in the literature, but there are few studies that assess the results of Distance Education (DE) courses aimed at promoting these skills. In these courses, the tutor plays a vital role by providing guidelines to student performance. Therefore, this study was an assessment on how tutor feedback affects the student's grades in SST in DE conditions. The feedbacks were classified according to presence, amplitude, effect, function and organization. The data seems to indicate that neither the presence nor the type of feedback affects students' performance. However, the data also signaled that some feedbacks were deleted and / or changed after the activity was repeated. New studies, with larger samples and further analysis of the records of the feedbacks provided by the tutors for each task, will be able to evaluate with greater precision how feedback interferes in the development of the participants' social skills.


Subject(s)
Education, Distance , Feedback , Social Skills
18.
Acta odontol. Colomb. (En linea) ; 10(2): 82-99, 2020. tab, tab, tab, tab
Article in Spanish | LILACS, COLNAL | ID: biblio-1123471

ABSTRACT

Objetivo: identificar concepciones y creencias de los docentes con respecto a la eva-luación del aprendizaje dentro de espacios formativos clínicos en la Facultad de Odon-tología de la Universidad del Zulia. Métodos: aplicación del enfoque cualitativo, funda-mentado en la fenomenología descriptiva. Uso de la técnica de frases incompletas en una muestra censal de 56 docentes. Se consideraron dos dimensiones: evaluación que realiza el docente y funciones de la evaluación. Las respuestas fueron codificadas y ca-tegorizadas según su relevancia y recurrencia, asignándoles un nombre que las reuniera y capturara su esencia. Cada categoría se asoció con códigos para ilustrar su repetición en las frases y reconstruir las concepciones implícitas de los docentes. Resultados: la evaluación que realiza el docente puede ser integral, dialógica, formativa, aparente y técnica. Se identificaron las siguientes funciones de la evaluación: comprobatoria, reflexiva, sinérgica, retroalimentadora, valorativa e integradora. Conclusiones: han sido identificadas concepciones y creencias del docente referentes a la evaluación del aprendizaje en ambientes clínicos que aportan una amplia visión en torno a este proceso elemental de la práctica educativa. Las mismas constituyen un gran avance al develar representaciones mentales convertidas en acción, que inciden positivamente en la comprensión, análisis e interpretación del hecho evaluativo. Aquí no se pretende agotar el estudio sobre la evaluación del aprendizaje, sino animar a que se inicien nue-vas investigaciones como mecanismos para descubrir otras concepciones y patrones de relación. Esto como un intento de aproximación hacia la consecución de un nuevo sistema de evaluación.


Objective: To identify the teachers' conceptions and beliefs regarding learning assessment within clinical training spaces of the Dentistry Faculty at the University of Zulia. Methods: The qualitative approach was applied, based on descriptive phenomenology. The incomplete sentences technique was used in a census sample of 56 teachers. Two dimensions were considered: assessment carried out by the teacher and assessment functions. The responses were coded and categorized according to their relevance and recurrence, assigning them a unifying name to capture their essence. Each category was associated with the codes to illustrate their repetition in the sentences and to reconstruct the teachers' implicit conceptions. Results: The assessment carried out by the teacher can be: comprehensive, dialogical, formative, apparent and technical. The following assessment functions were identified: evidential, reflective, synergistic, feedback, evaluative and integrative. Conclusions:Teachers' conceptions and beliefs on learning assessment within clinical spaces have been identified, providing a broad vision of what happens around this fundamental process of educational practice. They constitute a great advance when unveiling mental representations converted into action, positively influencing the understanding, analysis and interpretation of the assessment fact. It is not intended here to exhaust the study on learning assessment, but rather to encourage new researches to be initiated as a mechanism for discovering other conceptions and relationship patterns, this as an attempt to approach towards the achievement of a new assessment system.


Subject(s)
Humans , Models, Educational , Educational Measurement , Professional Competence , Teaching , Professional Training , Feedback , Learning
19.
Journal of Biomedical Engineering ; (6): 1045-1055, 2020.
Article in Chinese | WPRIM | ID: wpr-879235

ABSTRACT

In order to solve the problems of insufficient stimulation channels and lack of stimulation effect feedback in the current electrical stimulation system, a functional array electrode electrical stimulation system with surface electromyography (sEMG) feedback was designed in this paper. Firstly, the effectiveness of the system was verified through


Subject(s)
Electric Stimulation , Electrodes , Electromyography , Feedback , Female , Humans , Male , Neurofeedback
20.
Int. j. med. surg. sci. (Print) ; 6(4): 115-122, dic. 2019. tab
Article in English | LILACS | ID: biblio-1247389

ABSTRACT

Disease surveillance and notification (DSN) system has been shown to be weak in Nigeria and still needs to be built up for effective detection and response to some communities. The aim of this paper is to assess the reporting and feedback mechanisms in the Community-based surveillance System (CBSS) in Anambra State, Nigeria. This was a cross-sectional descriptive study of 360 community-based focal points in Anambra State selected by multistage sampling technique. Data collection was by interview using a pre-tested, semi-structured questionnaire. Data were analysed using SPSS version 20, associations between variables were tested using Chi square, Fisher's exact and t tests as appropriate (p<0.05). Forty-one (13.1%) focal points sent in reports for at least four times, (72.2%) received feedback within the last one year and (44.6%) was via the phone. However, 229 (63.6%) of the respondents gave the feedback to the community mainly via the village health committees (44.1%). Respondents' occupation, ever detected notifiable disease; source of information; person the detected disease was reported to; records of notified disease kept by focal points; number of times reports were sent in the last one year, received feedback given to community members, availability of supervisors for focal points and volunteer benefit from being focal points were found to have associations with receipt of feedback on disease case notification (p<0.05). This study found poor reporting but good feedback mechanisms. However, there is need to reform the State CBSS in line with the above findings in order to make it more functional.


Subject(s)
Humans , Male , Female , Communicable Disease Control/organization & administration , Feedback , Chi-Square Distribution , Epidemiology, Descriptive , Cross-Sectional Studies , Surveys and Questionnaires , Health Communication , Nigeria/epidemiology
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