A study of the different learning styles of the present first professional MBBS students at United Institute of Medical Sciences, United Medicity, Prayagraj, India

Background: The study is designed to evaluate the different learning styles of the present first professional MBBS students. Students were requested to complete the visual-aural-read/write-kinesthetic (VARK) questionnaire at VARK-LEARN.COM. Results of the questionnaire were collected by email and analyzed using Microsoft Excel. We found that 68.2% had multimodal learning preferences and 31.7% had single learning preference. Aims and Objectives: The objective of this study is to analyze the different learning styles of MBBS 1st year students of United Institute of Medical Sciences, Prayagraj, using the VARK questionnaire. Materials and Methods: This study includes the informed consent taken from each student before participating. The Institutional Ethics Committee approved the study. Copyright permission was taken from the website vark-learn.com, from VARK Learn Limited, New Zealand. One hundred and two students had consented, and out of them, 85 students participated in the study. The students were asked to complete the questionnaire on the website. The data on their learning styles were collected and analyzed using Microsoft Excel. Results: Out of 85 Students, 58 (68.2%) had multimodal learning preferences. Of these, 28.2% of students had four-part VARK or quadrimodal preferences, 28.2% of students had bimodal, and 11.7% had trimodal learning preferences. Twenty-seven (31.7%) had single learning preferences, and, out of these 27 students, 17 (20%) had kinesthetic, 6 (7.05%) had visual learning preferences, and 4 (4.7%) students had aural learning preferences. Conclusion: With the help of this study, we concluded that most of the students who participated in our study are multimodal learners, and out of the students who had a single learning preference, most had kinesthetic learning preferences.

Educación Física remota: juegos motrices e inteligencia kinestésica durante la pandemia COVID-19 / Educação física à distância: jogos motores e inteligência quinestésica durante a pandemia de COVID-19 / Remote Physical Education: motor games and kinesthetic intelligence during the COVID-19 pandemic

RESUMEN En el contexto de la pandemia, la Educación Física en el Ecuador, al igual que las demás asignaturas, han trabajado por proyectos interdisciplinarios bajo la metodología del aprendizaje basado en proyectos. Esta investigación planteó como objetivo verificar en qué medida los juegos motrices en la Educación Física remota influyen en el desarrollo de la inteligencia kinestésica de los escolares de una institución educativa particular de Quito. Se enmarca en un paradigma cuantitativo, correspondiente a un diseño cuasiexperimental de carácter descriptivo y transversal, con medidas pretest y post-test, sin grupos de control. La muestra fue 22 estudiantes del tercer año de Educación General Básico. Se estableció como parámetro de inclusión el estar matriculado y que asistieran a las clases virtuales de Educación Física. Se construyó un instrumento con una escala de estimación de las dimensiones para la inteligencia kinestésica de la adaptación del test de Gardner; utiliza los movimientos de su cuerpo como principal herramienta de expresión [UMCPHE], manifiesta habilidades deportivas y atléticas [MHDA], disfruta de participar en actividades de danza y arte dramático [DPADAD], manifiesta habilidad en la realización de trabajos manuales y utilización de herramientas [MHRTMUH] y, aprende mejor cuando su cuerpo se ve involucrado en las actividades [AMCIA]. Este estudio demostró que las estrategias innovadoras basadas en los juegos motrices a través de una Educación Física remota, son una alternativa para poder incentivar a la mejora de la inteligencia kinestésica, además la Educación Física ha tenido que transformarse en cuanto al uso de estrategias de enseñanza adecuadas, reflejando que la inteligencia kinestésica es trascendental, porque tiene un impacto significativo en el desarrollo de la capacidad intelectual de los estudiantes en su nivel de autoestima y de generación de autonomía hacia el juego motriz.

RESUMO No contexto da pandemia, as Educações Físicas no Equador, bem como os outros temas, têm trabalhado através de projetos interdisciplinares sob a metodologia de aprendizagem baseada em projetos. O objetivo desta investigação era verificar até que ponto os jogos motores da Educação Física à distância influenciam o desenvolvimento da inteligência quinestésica das crianças em idade escolar numa determinada instituição de ensino em Quito. Está enquadrado num paradigma quantitativo, correspondendo a um desenho quase experimental de carácter descritivo e transversal, com medidas pré e pós-teste, sem grupos de controlo. A amostra foi de 22 estudantes do terceiro ano do Ensino Básico Geral. O parâmetro de inclusão foi estabelecido como estando inscrito e frequentando as aulas virtuais de Educação Física. Um instrumento foi construído com uma escala de estimativa das dimensões de inteligência quinestésica da adaptação do teste de Gardner; usa os movimentos corporais como principal ferramenta de expressão [UMCPHE], mostra capacidades desportivas e atléticas [MHDA], gosta de participar em atividades de dança e arte dramática [DPADAD], mostra capacidade de executar trabalhos manuais e usar ferramentas [MHRTMUH] e aprende melhor quando o seu corpo está envolvido nas atividades [AMCIA]. Este estudo mostrou que estratégias inovadoras baseadas em jogos motores através da Educação Física remota são uma alternativa para encorajar a melhoria da inteligência quinestésica, além disso, a Educação Física teve de ser transformada em termos da utilização de estratégias de ensino apropriadas, refletindo que a inteligência quinestésica é transcendental, porque tem um impacto significativo no desenvolvimento da capacidade intelectual dos estudantes no seu nível de autoestima e de geração de autonomia para o jogo motor.

ABSTRACT In the context of the pandemic, Physical Education in Ecuador, as well as other subjects, have worked through interdisciplinary projects under the project-based learning methodology. The objective of this research was to verify to what extent motor games in remote Physical Education influence the development of kinesthetic intelligence of schoolchildren in a particular educational institution in Quito. It is framed in a quantitative paradigm, corresponding to a quasi-experimental design of descriptive and transversal character, with pretest and post-test measures, without control groups. The sample consisted of 22 students in the third year of General Basic Education. The inclusion parameter was established as being enrolled and attending the virtual classes of Physical Education. An instrument was constructed with an estimation scale of the dimensions for kinesthetic intelligence of the adaptation of Gardner's test: use the body movements as the main tool of expression [UMCPHE]; show sports and athletic skills [MHDA]; enjoy participating in dance and dramatic art activities [DPADAD]; show ability in performing manual work and using tools [MHRTMUH] and learn better when the body is involved in the activities [AMCIA]. This study showed that innovative strategies based on motor games through remote Physical Education are an alternative to encourage the improvement of kinesthetic intelligence, in addition to the fact that Physical Education has had to be transformed in terms of the use of appropriate teaching strategies, reflecting that kinesthetic intelligence is transcendental, because it has a significant impact on the development of the intellectual capacity of students in their level of self-esteem and generation of autonomy towards motor games.

Execution, assessment and improvement methods of motor imagery for brain-computer interface / 生物医学工程学杂志

Motor imagery (MI) is an important paradigm of driving brain computer interface (BCI). However, MI is not easy to control or acquire, and the performance of MI-BCI depends heavily on the performance of the subjects' MI. Therefore, the correct execution of MI mental activities, ability evaluation and improvement methods play important and even critical roles in the improvement and application of MI-BCI system's performance. However, in the research and development of MI-BCI, the existing researches mainly focus on the decoding algorithm of MI, but do not pay enough attention to the above three aspects of MI mental activities. In this paper, these problems of MI-BCI are discussed in detail, and it is pointed out that the subjects tend to use visual motor imagery as kinesthetic motor imagery. In the future, we need to develop some objective, quantitatively visualized MI ability evaluation methods, and develop some effective and less time-consumption training methods to improve MI ability. It is also necessary to solve the differences and commonness of MI problems between and within individuals and MI-BCI illiteracy to a certain extent.

A Study to Assess Whether Medium of Instruction in School Does Affect the Learning Style Preferences of First Year Medical Students

Introduction: First-year medical students coming from different backgrounds and mediums of schooling have to cope up witha vast amount of information. Learning is influenced by the mode of input that has been presented to the students. They havedifferent learning styles and preferences as far as knowledge uptake is concerned. Visual, Auditory, Reading/Writing, andKinesthetic (VARK) are among the known modes of information presentation.Purpose: The present study was aimed at checking out if the medium of instruction in schools affected preference in learningstyles among the 1st-year medical students. This could be of help probably in providing customized instructive plans if required.Methods: In the present study, 116 1st-year medical students from Grant Government Medical College coming from differentmediums of instruction in school were included and categorized as English medium (EM) and Non-EM (NEM). The standardVARK questionnaire developed by Fleming was used in the study to assess their learning preferences.Results: No significant difference in learning style preference for both EM and NEM was found in either multimodal or unimodallearners. Further breakdown of the multimodal learners into modality combinations, i.e., bimodal, trimodal, and quadmodal, too,did not reveal any significant learning style difference among the different mediums.Conclusion: As no significant difference in learning style preference among students from different mediums were revealedin the present study, there seems to be no need of personalized teaching strategy differences for the students coming fromdifferent backgrounds and medium of instruction.

Alteraciones en el pie de pacientes portadores de diabetes en el Hospital de Clínicas 2017 / Foot alterations in patients with diabetic foot at the Hospital de Clínicas 2017

La calidad de vida de los pacientes con diabetes se ve limitada por las complicaciones crónicas como la aparición de úlceras en los pies. El objetivo del estudio es: identificar a los pacientes con pie diabético, clasificar el nivel de gravedad del pie diabético y describir las alteraciones encontradas. Estudio descriptivo transversal, donde se evaluaron a 22 pacientes con diabetes que presenten pie diabético y riesgo de pie diabético. Resultados: Utilizando la clasificación de las ulceras y lesiones pre ulcerativas del síndrome del pie diabético según Wagner, fueron identificados con riesgo de pie diabético el 50%. Entre las alteraciones propias de la evolución de pie diabético se encontró que el 88% presenta alteraciones ortopédicas y traumatológicas; alteraciones neuropáticas y dérmicas el 73% de las evaluaciones y las alteraciones vasculares y dérmicas representan el 60%. Conclusión: Se identificó que la mitad de los pacientes diabéticos estudiados presentan pie diabético, el 41% de estos pacientes se encuentran en el primer estadio según la clasificación de Wagner, amerita un seguimiento continuo para que no evolucione a estadios más severos, 20 de los 22 pacientes presentaron alteraciones traumato ortopédicas en los pies, seguidamente alteraciones neuropáticas, vasculares y dérmicas.

The quality of life of patients with diabetes is limited by chronic complications such as the appearance of ulcers on the feet. The objective of the study is to: Identify patients with diabetic foot, classify the severity level of the diabetic foot and describe the alterations found. Transversal descriptive study, in which 22 patients with diabetes were evaluated who presented diabetic foot and risk of diabetic foot. Results: Using the classification of ulcers and pre ulcerative lesions of diabetic foot syndrome according to Wagner, 50% were identified as having a diabetic foot risk. Among the alterations typical of the evolution of diabetic foot it was found that 88% presents orthopedic and traumatological alterations; neuropathic and dermal alterations 73% of the evaluations and the vascular and dermal alterations represent 60%. Conclusion: It was identified that half of the diabetic patients studied present diabetic foot, 41% of these patients are in the first stage according to the Wagner classification, it warrants a continuous follow-up so that it does not evolve to more severe stages, 20 of the 22 patients presented traumato orthopedic alterations in the feet, followed by neuropathic, vascular and dermal alterations.

Construct Validity of Chinese Version of Kinesthetic and Visual Imagery Questionnaire / 中国康复理论与实践

Objective To explore the construct validity of the Chinese version of Kinesthetic and Visual Imagery Questionnaire (KVIQ)-20 and KVIQ-10 in stroke patients and normal people. Methods From October, 2012, to March, 2014, 60 stroke patients and 60 nor-mal people with matched gender and age participated in this study. They were assessed with the Chinese version of KVIQ-20 and KVIQ-10. The construct validity was investigated with factor analysis. Results Two factors were extracted from KVIQ-20 for stroke patients after vari-max rotation, that accounted for 62.4%of the variance, as well as KVIQ-10 with 67.6%of the variance. Two factors were extracted from KVIQ-20 for normal people with 76.1%of the variance, as well as the KVIQ-10 with 69.6%of the variance. The factors could be named as visual imagery and kinesthetic imagery. Conclusion The Chinese version of KVIQ-20 and KVIQ-10 has good construct validity for assess-ing motor imagery from the dimensions of visual imagery and kinesthetic imagery, both in patients with stroke and normal people.

The Short-term and Long-term Effect of Motor Imagery Training of Athletes on Their Visual Imagery and Kinesthetic Imagery / 中国运动医学杂志

Objective To investigate the short-term and long-term effect of motor imagery training on visual imagery and kinesthetic imagery of athletes.Methods Twenty athletes majoring in the sports training of Capital University of Physical Education were selected into the experimental group,while 20 counterparts majoring in the human kinetic science were selected into the control group.All subjects received motor imagery training,and were assessed their visual imagery and kinesthetic imagery at three before the training,as well as ten minutes and 48 hours after the training.Results The repetitive measurement and analysis of variance showed that the visual imagery and kinesthetic imagery scores had the main effect of time factor [FvI (2,37)=7.57,P＜0.01;FK1 (2,37)=ll.75,P＜0.01)],as the scores were the highest at ten minutes after training,the second highest at 48 hours after training and the lowest before training.The visual imaginary scores increased significantly after the training,but had no significant difference 48 hours after the training compared to that before the training.After the training the kinesthetic imagery scores increased significantly and then declined slowly,and there were significant differences in the score before and 48 hours after the training (P=0.009).The experimental group and the control group had the same change trend in the visual and kinesthetic imagery scores.The average scores of the former group were higher than the latter at the same time points but without significant differences.The visual and kinesthetic imagery scores had no main effect of group factor,and there was no interaction effect of time factor and group factor.Conclusion Motor imagery training could increase the ability of visual and kinesthetic imagery of people never participating in motor imagery training and the short-term effect was more obvious.The long term effect of motor imagery training was more significant on kinesthetic imagery than visual imagery.

Kinesthetic and visual imagery training are equally effective in upper extremity rehabilitation and improving ability in the activities of daily living after a stroke / 中华物理医学与康复杂志

Objective To observe the effect of kinesthetic imagery and visual imagery on upper limb rehabilitation among stroke survivors.Methods Forty-five hemiplegic stroke survivors were randomly assigned into a kinesthetic imagery training group (n=14),a visual imagery training group (n=15) or a control group (n=16).In addition to conventional rehabilitation,patients in the kinesthetic and visual imagery training groups were given 30 minutes of the appropriate imagery training once a day,five days per week for four weeks,while the control group relaxed or received health education for the same time.Before and after the 4-week intervention,the upper limb section of the Fugl-Meyer assessment (FMA-UE) and the modified Barthel index (MBI) were used to evaluate the motor function of the subjects' upper limb and their ability in the activities of daily living respectively.Results Before the intervention,there were no significant differences in the average FMA-UE and MBI scores among the 3 groups.After the intervention there was no significant difference between the average FMA-UE and MBI scores of the two training groups,but both were significantly better than the control group's averages.Conclusion Either kinesthetic or visual imagery training can improve the upper limb function of stroke survivors and their abihty in the activities of daily living.Their effectiveness is not significantly different.

The reliability of the Chinese version of the kinesthetic and visual imagery questionnaire among stroke patients / 中华物理医学与康复杂志

Objective To develop kinesthetic and visual imagery questionnaires applicable to Chinese stroke survivors and evaluate their test-retest reliability,inter-rater reliability and internal consistency.Methods The English version of a kinesthetic and visual imagery questionnaire (KVIQ) was translated into Chinese using wellaccepted questionnaire translation procedures.Thirty stroke survivors were each assessed twice using two versions of the translation (the KVIQ-20 and the KVIQ-10) by two experienced raters with an interval of 7 days between the tests.The test-retest reliability,inter-rater reliability and internal consistency of the visual imagery score (visual imagery subscale),the kinesthetic imagery score (kinesthetic imagery subscale) and the total scores for the KVIQ-20 and KVIQ-10 versions were analyzed.Results The test-retest coefficients,the inter-rater reliability correlation coefficients and Cronbach's alphas for the KVIQ-20 version ranged from 0.879 to 0.945,from 0.894 to 0.936 and from 0.867 to 0.919,respectively.The corresponding measurements for the KVIQ-10 vcrsion were 0.914 to 0.953,0.852 to 0.900 and 0.827 to 0.878.Conclusion Both the KVIQ-20 and KVIQ-10 Chinese instruments have shown good testretest and inter-rater reliability and good internal consistency in assessing stroke survivors.Either is an effective tool for assessing their motor imagery ability.

Application of tactile/kinesthetic stimulation in preterm infants: a systematic review / Aplicação da estimulação tátil-cinestésica em neonatos prematuros: análise sistemática

OBJECTIVE: To verify the methods used by the clinical trials that assessed the effect of tactile/kinesthetic stimulation on weight gain in preterm infants and highlight the similarities and differences among such studies. SOURCES: This review collected studies from two databases, PEDro and PubMed, in July of 2014, in addition to bibliographies. Two researchers assessed the relevant titles independently, and then chose which studies to read in full and include in this review by consensus. Clinical trials that studied tactile stimulation or massage therapy whether or not associated with kinesthetic stimulation of preterm infants; that assessed weight gain after the intervention; that had a control group and were composed in English, Portuguese, or Spanish were included. SUMMARY OF THE FINDINGS: A total of 520 titles were found and 108 were selected for manuscript reading. Repeated studies were excluded, resulting in 40 different studies. Of these, 31 met all the inclusion criteria. There were many differences in the application of tactile/kinesthetic stimulation techniques among studies, which hindered the accurate reproduction of the procedure. Also, many studies did not describe the adverse events that occurred during stimulation, the course of action taken when such events occurred, and their effect on the outcome. CONCLUSIONS: These studies made a relevant contribution towards indicating tactile/kinesthetic stimulation as a promising tool. Nevertheless, there was no standard for application among them. Future studies should raise the level of methodological rigor and describe the adverse events. This may permit other researchers to be more aware of expected outcomes, and a standard technique could be established. .

OBJETIVO: Verificar quais metodologias foram usadas por ensaios clínicos que avaliaram o efeito da estimulação tátil-cinestésica sobre o ganho de peso de neonatos prematuros e destacar as diferenças e semelhanças entre esses estudos. FONTES DOS DADOS: Esta análise coletou estudos de duas bases de dados, Pedro e PubMed, em julho de 2014, além de bibliografias. Dois pesquisadores avaliaram os títulos relevantes independentemente e, então, escolheram consensualmente quais estudos seriam lidos completamente e incluídos nesta análise. Foram incluídos os ensaios clínicos que estudaram a estimulação tátil ou a massagem terapêutica associada ou não à estimulação cinestésica em neonatos prematuros e avaliaram o ganho de peso após a intervenção, tiveram um grupo de controle e foram escritos em inglês, português ou espanhol. SÍNTESE DOS DADOS: Foram encontrados 520 títulos e foram selecionados 108 para leitura. Os estudos repetidos foram excluídos, o que resultou em 40. Desses, 31 atenderam a todos os critérios de inclusão. Há muitas diferenças na aplicação das técnicas de estimulação tátil-cinestésica entre os estudos, o que prejudica a reprodução precisa do procedimento. Além disso, muitos estudos não descreviam os eventos adversos ocorridos durante a estimulação, o procedimento feito quando esses eventos ocorriam e seu efeito sobre o resultado. CONCLUSÕES: Esses estudos fizeram uma contribuição relevante ao incluir a estimulação tátil-cinestésica como uma ferramenta promissora. Contudo, não houve padrão de aplicação entre eles. Estudos futuros podem aumentar o nível do rigor metodológico e descrever os eventos adversos. Isso pode permitir que outros pesquisadores tenham mais ciência do que esperar e assim estabelecer uma técnica padrão. .

Learning Styles of Medical Students.

Introduction: Knowledge of learning styles of the students helps educators to address various needs of learners. Study objective was to determine learning styles of undergraduate medical students. Methods: A cross sectional survey was conducted at Lahore Medical & Dental College (LMDC), Lahore, between January and March 2011 among students from first to fourth year MBBS classes using an online VARK inventory. Additional information was obtained using a structured questionnaire. Data was analysed using SPSS version 16 computer package. Chi square test was applied for association and statistical significance was determined with p ≤0.05 as the cut-off point. Results: Among the 338 study participants, 61% were females, 63% were between the age groups 20-23 years and 78% had done FSc. Each class representation was 1st year (26%), 2nd year (25%), 3rd year (29%) and 4th year (20%). Most students depicted multimodal learning style (69%). The preferred unimodal styles were aural (14%) and kinesthetic (12%). In different combinations, the favoured learning modes were kinesthetic (70%), read/write (60%), aural (57%) and visual (55%). Around 89% of ―A‖ level students, compared with 66% of those who had done FSc were multimodal (p=0.002). The preference for multiple learning modes increased with the transition from pre-clinical first and second years to the clinical third and fourth years (p= 0.006). Conclusion: Medical students prefer multiple variety of information transfer. For a better impact, learning style diversity can be converted into appropriate teaching and learning methods that enable more students to attain success.

Efecto del estímulo táctil kinestésico en la respuesta al estrés del recién nacido pretérmino en la unidad de cuidado neonatal / Effect of kinesthetic tactile stimulation on the stress response of the preterm newborn in the neonatal care unit

De los nacimientos, a nivel local e internacional, entre el 8 y 16% son prematuros y entre el 70 y el 80% son hospitalizados en las Unidades de Cuidado Neonatal (UCN). En estos ambientes se presentan factores estresantes así como lo son las intervenciones propias del cuidado. Han surgido técnicas de estimulación para atenuar sus efectos adversos como el Estímulo Táctil Kinestésico (ETK) cuyos efectos deben ser verificados en la respuesta fisiológica y comportamental de estrés en los prematuros. Este es el fin primordial de la propuesta investigativa que se desarrolló. Estudio cuantitativo cuasi experimental con un diseño de pre y post prueba con una muestra de 38 neonatos pretérmino ≤ 34 semanas de gestación, hemodinamicamente estables. Con asignación aleatoria a los grupos, a los cuales se les practicó el ETK tres veces al día (Grupo experimental) vs una vez al día (Grupo control) por cinco días consecutivos desde mayo 2012 a marzo 2013. La medición de la respuesta fisiológica se hizo mediante el nivel de cortisol en saliva el 1er y 5to día de la intervención. Se midieron frecuencia respiratoria (FR), frecuencia cardiaca (FC), saturación de oxígeno (SatO2) antes y después de la práctica del estímulo y seguimiento de la curva de peso. La respuesta comportamental se midió a través de los cambios del estado de conciencia según escala Brazelton y el registro de señales motoras de estrés y autorregulación. El análisis de los datos se realizó a través de la prueba t de Student, prueba U de Mann-Whitney, varianza de medidas repetidas (ANOVA) para las comparaciones de grupos y correlación de Pearson, regresión lineal y logística para evaluar las asociaciones entre variables. Los hallazgos indican que el ETK, tres veces al día, disminuye significativamente el nivel de cortisol en saliva (p=0,023). Aumenta significativamente la SatO2 (p=0,000) en el 2do, 3ero y 4to día de la intervención, favoreciendo la interrupción del aporte suplementario de oxígeno entre el 4to y 5to día del ETK. No se observó diferencia significativa en los valores de FC, FR e incremento de peso. El estado de conciencia antes del ETK, en ambos grupos, fue el sueño profundo (p=0,009) y después fue la somnolencia (p=0,009) y estado activo (p=0,017) sin presencia de llanto. Durante la intervención se evidenció disminución significativa de las señales motoras de estrés (p=0,034). Estos resultados sugieren que la práctica del ETK disminuye la respuesta fisiológica y del comportamiento de estrés en el recién nacido pretérmino en la UCN

Of births at local and international levels, between 8 and 16 % are premature and between 70 and 80 % were hospitalized in the Neonatal Care Unit (UCN). Stressors are presented in these environments as are own care interventions. Have emerged stimulation techniques to mitigate its adverse effects like Kinesthetic Tactile Stimulation (ETK) whose effects must be verified on the physiological and behavioral stress response in preterm infants. This is the primary purpose of the research proposal was developed. Quantitative study quasi-experimental design with pre -and post- test with a sample of 38 preterm infants ≤ 34 weeks gestation, hemodynamically stable. Randomized to groups to which they practiced three times a day ETK (experimental group) vs once daily (control group) for five consecutive days from May 2012 to March 2013. Measurement of physiological response made by the level of cortisol in saliva 1st and 5th day of the intervention. Respiratory rate (FR), heart rate (HR), oxygen saturation (SatO2) before and after practice stimulus and monitoring the weight curve were measured. The behavioral response was measured by changes in consciousness as Brazelton scale and registration of motor signs of stress and self-regulation. The data analysis was performed using the Student t test, U test Mann-Whitney variance for repeated measures (ANOVA) for group comparisons and Pearson correlation, linear and logistic regression to assess associations between variables. The findings indicate that the ETK, three times a day, significantly decreases the level of cortisol in saliva (p = 0.023). SatO2 significantly increases (p = 0.000) in the 2nd, 3rd and 4th day of surgery, favoring discontinuation of supplemental oxygen between the 4th and 5th day of ETK. No significant difference was observed in the values of HR, FR, and weight gain . The state of consciousness before ETK, in both groups, was sleep (p = 0.009) and then was somnolence (p = 0.009) and active (p = 0.017) without the presence of tears. During the intervention significantly decreased bodily signs of stress (p = 0.034) was demonstrated. These results suggest that the practice of ETK reduces the physiological and behavioral stress in preterm newborn response to UCN

How different are students and their learning styles.

Introduction: Students, like anybody else differ from each other. As students they differ in their preferred mode of learning, i.e. their preferred modes in gathering, organizing and thinking about information. A recent classification proposed by Neil Fleming and associates state that students learning styles can be divided into Visual/graphic, Aural, Read/write and Kinesthetic types, VARK. Aim: The aim of the recent study is to investigate learning styles among dental students in two different dental colleges of India. Method: The VARK-questionnaire contains 15 multiple-choice- questions with four possibilities to select an answer. Each possibility represents one of the four modes of perception. But, one can select more than one answer to each question, which is necessary for the identification of poly modal modes of perception and learning. This is also a psychometric problem when trying to state a measure of the reliability of the questionnaire. The VARK-questionnaire was distributed among 200 students and was collected back. This sample size represents 100% response rate from the students in the class and is markedly above the level required to make conclusions about student preferences for receiving and processing information. The students spent about 10 minutes in an ordinary lesson to fill in the questionnaire. Students register number and name were used in the study and there was no blinding practiced. Study Design: Questionnaire based clinical study Results: The responses from the students in our University where classified into multi-modal (VARK), tri-modal (VRK, VAK, VAR, ARK), bi-modal (VR, VA, VK, RK) and uni-modal (V, A, R.K) categories. Results showed that subjects had a higher preference for multimodal learning. Conclusion: We conclude that students in our set up prefer multimodal and more of Kinesthetic of learning. To meet their needs, a variation in teaching, learning and examination must be implemented. If not, these students with a high kinesthetic preference for perception and learning may be at the losing end.

Estimulação tátil-cinestésica em bebês prematuros / Tactile-kinesthetic stimulation in preterm babies

Nos últimos anos, vem crescendo a taxa de prematuridade no Brasil, assim como pesquisas com o intuito de traçar melhores condutas, aumentar a sobrevida, diminuir comorbidades, favorecer o desenvolvimento mais adequado desses bebês e, sobretudo, proporcionar melhor qualidade de vida para essa população. A estimulação tátil-cinestésica pode ser uma ferramenta de baixo custo, de fácil aplicação, não invasiva e não farmacológica que auxilia nos cuidados e na evolução dos prematuros que necessitam permanecer internados em centros de terapia intensiva neonatal, privados de contato adequado com os pais e, consequentemente, de toques positivos e aconchegantes. Nesse contexto, o objetivo deste estudo foi verificar, por meio de revisão de literatura publicada nos últimos 10 anos, os efeitos da estimulação tátil-cinestésica em relação ao ganho de peso de bebês prematuros, no intuito de contribuir para possíveis modificações futuras, já baseadas em evidências, nas rotinas e cuidados desses bebês. A estimulação tátil-cinestésica parece favorecer o ganho de peso de bebês prematuros estáveis, sem causar prejuízos, e, sobretudo, pode ser um instrumento de humanização nos centros de terapia intensiva neonatal e de fortalecimento de vínculo dos país como o bebê...

In the last few years the prematurity rate has been growing in Brazil, as well as researches which aim at establishing better conducts, increasing survival, reducing comorbidities, favoring the most adequate development for these babies and, foremost, promoting a better quality of life for this population. The tactile-kinesthetic stimulation in preterm may be a low cost tool, easy to use non-invasive and non-pharmacological intervention which assists the care and evolution of premature babies who need to stay in neonatal intensive care unit, deprived of adequate contact with parents, and, consequently, of positive and comforting touch. In this context, the aim of this study was to review 10 years of literature on the effects of the tactile-kinesthetic stimulation on preterm babies in relation to weight gain, contributing for possible future based on evidence modifications in routine and care of these babies. The tactile-kinesthetic stimulation seems to favor weight gain in stable premature babies, with no risk for them. Moreover, it can be a humanizing tool in neonatal intensive care units and strengthen the bond of parents with the baby...

Memória visuoespacial e cinestésica de curto prazo em crianças de 7 a 10 anos / Visuospatial and kinesthetic short-term memory in children between 7 and 10 years old

Nós investigamos a memória visuoespacial e cinestésica de curto prazo em crianças entre 7 e 10 anos utilizando a tarefa de Blocos de Corsi. O desempenho melhora com a idade, é afetado pela extensão das séries e pelo número de cruzamentos. O desempenho é melhor na modalidade visual do que na cinestésica; ambas as modalidades são afetadas da mesma forma pela extensão e pelo número de cruzamentos. As curvas de posição serial apresentam forte efeito de primazia; o efeito de recência está presente apenas na modalidade visual. Nas séries com seis e sete blocos, quando considerado o número de cruzamentos, o desempenho tende a melhorar numa taxa mais elevada para a modalidade visual do que para cinestésica. Os resultados não permitem supor um sistema de memória cinestésico independente do espacial, mas sugere que ambos contribuem para o desempenho na tarefa de Corsi.

We investigated the visuo-spatial and kinesthetic short term memory in children aged between 7 and 10 years through the Corsi Block test. The results showed that performance gets better with age that it is affected by sequence extension and by number of crossings paths. The performance is better in the visual modality than in the kinesthetic one; both modalities are affected in the same way by the sequence extension and number of crossing paths. Serial position curves are marked by primacy effect; recency effect is present just in visual modality. In sequences with six and seven blocks, when considered the number of crossing paths, the performance tends to get better in a higher tax for visual modality than for kinesthetic. The results do not support a kinesthetic memory independent of the spatial system, but suggests that both components contribute to the performance in the Corsi block test.