Telerehabilitation following fast-track total knee arthroplasty is effective and safe: a randomized controlled trial with the ReHub® platform.

PURPOSE: After a total knee arthroplasty (TKA), ensuring rehabilitation is continued at home is essential for a successful recovery. The aim of this randomized clinical trial (NCT04155957) was to demonstrate the safety and efficacy of an interactive telerehabilitation system (ReHub®) to guide and provide feedback during exercise in the postoperative period of a fast-track TKA program. METHODS: Fifty-two patients who underwent TKA were randomized to intervention (N = 26) or control (N = 26). Upon discharge, they followed a 4-week plan of 5 daily exercises and up to 10 physiotherapy home visits. The intervention group performed exercises with ReHub® autonomously, control did not use any auxiliary device. Data were collected 1) on the day of discharge, 2) after 2 weeks and 3) after 4 weeks. RESULTS: Telerehabilitation patients showed higher adherence to exercise (p = 0.002) and greater quadriceps strength (p = 0.028). No significant differences between groups were found in other outcomes. Only 1 adverse event was linked to ReHub®. Patients gave the platform high System Usability Scale scores (83/100). CONCLUSION: Interactive telerehabilitation with ReHub® during a post-TKA exercise program is effective, safe, and well-received by patients. It provides real-time performance feedback and ensures communication. Quadriceps strength and adherence to the exercise plan are improved with ReHub®.IMPLICATIONS FOR REHABILITATIONTelerehabilitation platforms can be introduced into fast-track total knee arthroplasty protocols to monitor home-based exercise programmes without compromising efficacy and safety.Telerehabilitation and remote patient monitoring contribute to obtaining high levels of adherence to exercise plans, which is a current challenge faced by rehabilitation professionals.Real-time biofeedback on exercise performance facilitates correct exercise performance and motivates the patient.This technology allows professionals to monitor and adjust the patient's therapy remotely and avoid unnecessary travel.

Niveles de fertilización con calcio, magnesio y azufre en genotipos de arveja voluble (Pisum sativum L.) en Nariño

Nariño es el principal productor de arveja de Colombia. En su cultivo, se fertiliza con nitrógeno, fósforo y potasio, pero no se conoce el efecto de otros nutrimentos. Esta investigación tuvo como objetivo evaluar el efecto de diferentes niveles de calcio, magnesio y azufre sobre los componentes de rendimiento de arveja voluble, en los municipios de Gualmatán, Pupiales y Puerres, en suelos Andisoles y, en Ipiales y Potosí, en suelos Inceptisoles. En cada localidad, se utilizó un diseño de bloques completos al azar, con arreglo en parcelas divididas y tres repeticiones, donde el factor A correspondió a cinco genotipos de arveja y el factor B, a cinco niveles de fertilización con calcio, magnesio y azufre. Los resultados indicaron respuesta positiva de los rendimientos a la aplicación de estos elementos. El nivel de fertilización 112,5-50-25 kg.ha-1 de Ca, Mg y S, respectivamente, presentó mayor rendimiento que el nivel establecido por la información del análisis de suelos o testigo en Gualmatán, Pupiales y Potosí, mientras que, en Puerres, hubo respuesta al nivel más alto, 135-60-30, de los mismos elementos. Los otros niveles de fertilización fueron similares al testigo. En Ipiales, la variedad Sureña presentó rendimientos similares para todos los niveles de fertilización. San Isidro presentó su mayor rendimiento, con el nivel 112,5-50-25 kg.ha-1, de calcio magnesio y azufre. Las líneas con gen afila L3 y L18 igualaron los rendimientos de las variedades comerciales Sureña, Alcalá y San Isidro, en Potosí y en Pupiales.

Nariño is the main pea producer in Colombia. The crop is fertilizer with nitrogen, phosphorus, and potassium, but the effect of other nutrients is unknown. The objective of this research was to evaluate the effect of different levels of calcium, magnesium, and sulfur on the performance components of voluble pea in the municipalities of Gualmatán, Pupiales, and Puerres on Andisols, and in Ipiales and Potosí on Inceptisols soils. A randomized complete block design was used with divided plots and three replications, where factor A corresponded to five pea genotypes and factor B to five levels of fertilization with calcium, magnesium, and sulfur. The results indicated positive response of the yields to the application of these elements. The level of fertilization 112.5-50-25 kg.ha-1 of Ca, Mg, and S respectively, presented a higher yield than the level established by information from the soil analysis or control in Gualmatán, Pupiales and Potosí, while in Puerres there was a response at the highest level 135-60-30 of the same elements. The other levels of fertilization were similar to the control. In Ipiales Sureña variety presented similar yields for all fertilization levels. San Isidro presented its highest yield with a level of 112.5-50-25 kg.ha-1 of calcium, magnesium and sulfur. The lines with the L3 and L18 genes matched the yield of the commercial varieties Sureña, Alcalá and San Isidro in Potosí and Pupiales.

Grade Retention, Academic Performance and Motivational Variables in Compulsory Secondary Education: A Longitudinal Study.

BACKGROUND: Grade retention in compulsory secondary education is a commonly adopted action when students have academic achievement problems, but research has shown conflicting results. This study analyzes the relationship of school retention with academic performance, academic self-concept and goal orientation. METHOD: A longitudinal design was carried out, with a representative sample (N = 1326) of secondary school students from the Canary Islands (Spain), randomly selected and evaluated for 18 months in four different waves. RESULTS: The results showed the negative effects of grade retention on academic performance and motivational variables. The capacity of previous performance, academic self-concept and goal orientation to predict the grade retention from six months before was also shown. CONCLUSIONS: These findings show the ineffectiveness of this strategy for the academic development of students, which should lead to educational authorities rethinking its use.

Grade Retention, Academic Performance and Motivational Variables in Compulsory Secondary Education: A Longitudinal Study / Repetición de Curso, Rendimiento Académico y Variables Motivacionales en Educación Secundaria Obligatoria: un Estudio Longitudinal

Background: Grade retention in compulsory secondary education is a commonly adopted action when students have academic achievement problems, but research has shown conflicting results. This study analyzes the relationship of school retention with academic performance, academic self-concept and goal orientation. Method: A longitudinal design was carried out, with a representative sample (N = 1326) of secondary school students from the Canary Islands (Spain), randomly selected and evaluated for 18 months in four different waves. Results: The results showed the negative effects of grade retention on academic performance and motivational variables. The capacity of previous performance, academic self-concept and goal orientation to predict the grade retention from six months before was also shown. Conclusions: These findings show the ineffectiveness of this strategy for the academic development of students, which should lead to educational authorities rethinking its use.(AU)

Antecedentes: La repetición de curso en educación secundaria obligatoria es una acción comúnmente adoptada cuando los estudiantes tienen problemas de rendimiento académico, pero las investigaciones han mostrado resultados contradictorios sobre la eficacia de esta medida. Este estudio analiza la relación de la repetición de curso con el rendimiento académico, el autoconcepto académico y la orientación a metas. Método: Se realizó un diseño longitudinal, con una muestra representativa (N = 1326) de estudiantes de secundaria de Canarias (España), seleccionados aleatoriamente y evaluados durante 18 meses en cuatro momentos temporales diferentes. Resultados: Los resultados mostraron los efectos negativos de la repetición de curso sobre el rendimiento académico y las variables motivacionales. También se demostró la buena capacidad del rendimiento previo, el autoconcepto académico y la orientación a metas para predecir la repetición de curso desde seis meses antes. Conclusiones: Estos hallazgos evidencian la ineficacia de esta estrategia para el desarrollo académico de los estudiantes, lo que debe llevar a un replanteamiento de su uso desde las administraciones educativas.(AU)

Academic performance of secondary education students in socio-familial risk contexts / Rendimiento académico de estudiantes de educación secundaria en contextos sociofamiliares de riesgo

Abstract Introduction: The relationship that socio-familial and non-cognitive variables have on students in regards to their academic performance is a very important element for success in Secondary Education. In this study the influence of non-cognitive variables (academic self-concept, self-efficacy and perceived family affective support) and socio-familial variables (educational level and expectations of each parent) on the academic performance of secondary school students were analysed. Method: Students were grouped according to their accumulated socio-familial risk index (at-risk students, n = 305; not-at-risk students, n = 991). To measure the variables, the scales What do you think of yourself, General Self-Efficacy and Perceived Family Support were used. Socio-family variables were measured with an ad hoc questionnaire, and academic performance with the end-of-course evaluation scores. Results: The receiver operating characteristic curve showed a decrease in students' academic performance from three or more accumulated risks. Structural Equation Modelling (SEM) was performed for each group. The results showed that for at-risk students, academic performance was mainly determined by two variables: academic self-concept and self-concept; in contrast to the not-at-risk students in which self-efficacy was the one that had the greatest effect on performance. In both groups, the parents' expectations were the family variable with the highest incidence being performance, although, for the at-risk group, the effect was greater. Conclusions: The relevance of the identification of non-cognitive and socio-familial variables on the academic performance of at-risk students in regards to secondary education due to socio-familial factors is discussed.

Resumen: Introducción: La relación que las variables sociofamiliares y no cognitivas de los estudiantes tienen con el rendimiento académico es un elemento muy importante para el éxito escolar en la educación secundaria. En este estudio se analizó la influencia de variables no cognitivas (autoconcepto académico, autoeficacia y apoyo afectivo familiar percibido) y variables sociofamiliares (nivel educativo y expectativas de cada progenitor) en el rendimiento académico de los estudiantes de secundaria. Método: El alumnado fue agrupado de acuerdo con su índice de riesgo sociofamiliar acumulado (estudiantes en riesgo, n = 305; estudiantes sin riesgo, n = 991). Para medir las variables se utilizaron las escalas Qué opinas de ti mismo, Autoeficacia general y Apoyo familiar percibido. Las variables sociofamiliares se midieron con un cuestionario ad hoc, y el rendimiento académico con las calificaciones de la evaluación de final de curso. Resultados: La curva ROC mostró una disminución en el rendimiento académico de los estudiantes de tres o más riesgos acumulados. Se realizó un modelo de ecuación estructural (SEM) para cada grupo. Los resultados mostraron que en los estudiantes en riesgo el rendimiento académico estuvo determinado principalmente por dos variables: el autoconcepto académico y el autoconcepto; a diferencia de los estudiantes sin riesgo en los que la autoeficacia fue la que tuvo un mayor efecto en el rendimiento. En ambos grupos, las expectativas de los progenitores fueron las variables familiares con mayor incidencia en el rendimiento, aunque en el grupo de riesgo el efecto fue mayor. Conclusiones: Se discute la relevancia de la identificación de variables no cognitivas y sociofamiliares para el desempeño académico de estudiantes de educación secundaria en riesgo por factores sociofamiliares.

Emotional intelligence profiles at the end of primary education and academic performance / Perfiles de inteligencia emocional al finalizar la educación primaria y rendimiento académico

Abstract Emotional intelligence (EI) has been one of the topics with the most repercussion in the last decades in the fields of psychology and education, but its relationship with the academic performance of students has generated a lot of controversy in scientific research. The objective of the present study was to check the EI profiles of students when they finished primary school, and if there were any differences in the grade point average (GPA) between the EI profiles. The sample consisted of 1253 students (681 males; 572 females) from Tenerife (Spain) in the 6th grade of primary education, with an age range between 10 to 13 years old. The students' EI was evalu ated with the Emotional Quotient Inventory Young Version (EQi-YV). Academic performance was obtained from end-of-course grades. Cluster analysis identified the existence of five EI profiles at the end of primary education. There were no statistically significant differences in the GPA between the five groups of students, and trait EI had no influence on performance. These findings are in line with other research that questions the existence of a significant positive relationship between trait EI and academic performance.

Resumen La inteligencia emocional (IE) ha sido uno de los tópicos con más repercusión en las últimas décadas en los campos de la psicología y la educación, pero su relación con el rendimiento académico de los estudiantes ha generado mucha controversia en la investigación científica. El objetivo del presente estudio fue comprobar cuáles son los perfiles de IE de los estudiantes cuando terminan la educación primaria, y si existían diferencias en el rendimiento académico promedio entre los distintos perfiles de IE. La muestra fue de 1253 estudiantes (681 niños; 572 niñas) de Tenerife (España) de 6º curso de educación primaria, con un rango de edad de 10 a 13 años. La IE de los estudiantes fue evaluada con el Inventario de Cociente Emocional Versión Joven (EQi-YV). El rendimiento académico fue obtenido de las calificaciones de final de curso. El análisis de conglome rados identificó la existencia de cinco perfiles de IE al finalizar la educación primaria. No existían diferencias estadísticamente significativas en el rendimiento académico promedio entre los cinco grupos de estudiantes, y la IE de rasgo no tuvo influencia en el rendimiento. Estos hallazgos van en la línea de otras investigaciones que cuestionan la existencia de una relación positiva significativa entre la IE de rasgo y el rendimiento académico.

Socio-familial risk factors and personal protective variables of academic performance in secondary education students / Factores de riesgo socio-familiares y variables personales protectoras del rendimiento académico de estudiantes de Educación Secundaria

Background: Socio-familial risk factors negatively affect the academic performance of students. The objective of this study consisted in analyzing which personal variables can reduce the negative relationship between socio-familial risk factors and academic performance. Method: A sample of 1268 Secondary students was selected, of which 443 had two or more risk factors. The examined variables were the following: Socio-familial, academic goals, causal attributions, academic self-concept, self-efficacy and academic performance. Results: The incidence of accumulation of risk factors in the performance was confirmed. We distinguished at-risk students with good and poor performance from the personal variables analyzed, and showed the protective effect of these variables on performance against risk accumulation. Conclusions: Based on the identification of risk factors that may hinder performance, the findings offer information to develop both educational intervention strategies that improve performance and personal variables that mediate positively in school outcomes

Antecedentes: los factores sociofamiliares de riesgo afectan negativamente al rendimiento académico de los estudiantes. Este estudio analizó qué variables personales pueden reducir la relación negativa entre factores sociofamiliares de riesgo y rendimiento académico. Método: se seleccionó una muestra de 1.268 estudiantes de Secundaria, de los cuales 443 tenían dos o más factores de riesgo. Se examinaron variables sociofamiliares, metas académicas, atribuciones casuales, autoconcepto académico, autoeficacia y rendimiento académico. Resultados: se confirmó la incidencia de la acumulación de factores de riesgo en el rendimiento. Se diferenció a los estudiantes en riesgo con buen y bajo rendimiento a partir de las variables personales analizadas, y se mostró el efecto protector de las mismas en el rendimiento frente a la acumulación de riesgos. Conclusiones: los hallazgos ofrecen información para desarrollar estrategias de intervención educativa que mejoren el rendimiento, a partir de la identificación de factores de riesgos que puedan obstaculizarlo, y el desarrollo de variables personales que medien positivamente en los resultados escolares

Socio-familial risk factors and personal protective variables of academic performance in Secondary Education students.

BACKGROUND: Socio-familial risk factors negatively affect the academic performance of students. The objective of this study consisted in analyzing which personal variables can reduce the negative relationship between socio-familial risk factors and academic performance. METHOD: A sample of 1268 Secondary students was selected, of which 443 had two or more risk factors. The examined variables were the following: Socio-familial, academic goals, causal attributions, academic self-concept, self-efficacy and academic performance. RESULTS: The incidence of accumulation of risk factors in the performance was confirmed. We distinguished at-risk students with good and poor performance from the personal variables analyzed, and showed the protective effect of these variables on performance against risk accumulation. CONCLUSIONS: Based on the identification of risk factors that may hinder performance, the findings offer information to develop both educational intervention strategies that improve performance and personal variables that mediate positively in school outcomes.