Determinants of physical activity in daily life in candidates for lung transplantation.

BACKGROUND: Participation in daily physical activity (PA) has never been objectively assessed in candidates for lung transplantation (LTx). The main research questions were: 1) How active are LTx-candidates in daily life? 2) What are determinants of activity behavior before LTX? METHODS: Ninety-six candidates for LTx (diagnosis of COPD or interstitial lung disease; mean age 55 ± 7 years) underwent measurements of PA, pulmonary function, 6-min walking distance (6MWD), muscle force and health-status (SF-36 scale). RESULTS: Patients were markedly inactive (5% of waking hours walking, 26% standing and 69% sedentary). Backward multiple regression identified 6MWD (expressed as % of predicted value; ß = 73.0 steps, partial r(2) = 0.36, p = 0.00), a higher score on the energy/fatigue scale of the SF-36 (ß = 28.6 steps, partial r(2) = 0.09, p = 0.00) and a higher expiratory muscle force (expressed as % of predicted value; ß = 11.8 steps, partial r(2) = 0.05, p = 0.02) as determinants of daily steps. Minutes of mild to moderate (≥2 METs) activity were determined by 6MWD (expressed as % of predicted value; ß = 2.14 min, partial r(2) = 0.30, p = 0.00), inspiratory muscle force (expressed as % of predicted value; ß = 0.33 min, partial r(2) = 0.04, p = 0.05) and seasonal influences (spring/summer vs. autumn/winter: ß = 18.95 min, partial r(2) = 0.04, p = 0.05). The overall fit of the models was r(2) = 0.50 and r(2) = 0.38, respectively. CONCLUSIONS: The 6MWD was the main determinant of an inactive lifestyle in these patients. Respiratory muscle force, energy and fatigue and seasonal variations explained some additional variability in activity behavior. Patients should be encouraged to participate in interventions aimed at improving physical fitness and participation in daily physical activity before LTx.

Título de grado en Fisioterapia: valoración de las competencias por parte del estudiante / Physiotherapy Degree: student evaluation of competences

ObjetivoEste estudio pretende valorar la opinión que los estudiantes de fisioterapia tienen en relación a la importancia y el grado de formación recibido en las competencias recogidas en el Libro blanco del título de grado en Fisioterapia.Material y métodosEl estudio se realizó mediante una encuesta pasada a un total de 45 estudiantes de segundo y tercer curso de la titulación de Fisioterapia.Material y métodosPor cada uno de los bloques en los que se distribuyeron los ítems de la encuesta, se analizaron 4 aspectos: las competencias valoradas como más y menos importantes, las competencias con mejor formación recibida, y las competencias con necesidad de una mayor formación.ResultadosEn relación a estos aspectos, observamos que: a) las competencias relacionadas con la asistencia clínica son las valoradas como más importantes; b) las competencias menos valoradas son las referidas a la gestión en la práctica profesional; c) las competencias que destacan por su buena formación son aquellas relativas al enfoque biopsicosocial del paciente, y d) las competencias en las que consideran necesaria una mayor formación son las metodologías de la investigación, la evaluación y la comunicación.ConclusionesLa formación en competencias contemplada en el Grado en Fisioterapia incluye el desarrollo profesional del fisioterapeuta en los ámbitos asistencial, investigador, gestor y docente. La opinión del estudiante permite conocer cuáles son los puntos a reforzar para que la implementación del Grado en Fisioterapia cumpla con los objetivos establecidos por la comunidad de fisioterapeutas europea, en respuesta a la demanda social actual(AU)

ObjectiveThe primary goal of this study is to evaluate physiotherapy students’ assessment about the importance of their competences training level during their Academic Years. These competences have been taken from the “Libro blanco del Título de Grado en Fisioterapia”.Material and methodsA survey was given to our Physiotherapy students to gather as much information as possible about their training development. 45 Physiotherapy Degree students, second and third academic year, participated in this study.Material and methodsThe survey was designed in different blocks. In each block, we tried to gather different information so as to evaluate if the competences planned had been developed properly. Therefore, the different items in each block have helped as to assess which competences have been considered the most or less important, which of these competences have been better training, and which competences needed more training.ResultsReferring to the four blocks planned and described, in the previous chapter, we can manage to display the following information results: A) Students considered practical clinical attendance as the most important; B) However, those competences applied to professional practice management were considered as the less important; C) Also, they underlined as very relevant for their Physiotherapy education those competences focused on patients bio-psychosocial aspects; D) Finally, they considered necessary for their Physiotherapy education the training in aspects as research methodologies, patients’ assessment and communication.ConclusionsAccording to the information gathered, training competences in Physiotherapy Degree includes: physiotherapy professional development, research strategies, management and teaching development. The information given by our students let us know which are the most relevant and significant points to (..) (AU)