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- Quadro referencial teórico do raciocínio clínico em fisioterapia neurológica: NeuroQRPublication . Santos, Hugo; Baleia, Isabel; Almeida, Patrícia; Brandão, RA Fisioterapia Neurológica (FN), intervém nos indivíduos que sofrem de doenças que afetam o sistema nervoso e que provocam distúrbios motores, que se traduzem em alterações complexas do movimento e da funcionalidade. A FN é uma área científica que evoluiu fortemente nas últimas décadas. O conhecimento adquirido ao longo dos anos exige um raciocínio clínico sólido e uma gestão bem estruturada para a sua incorporação adequada na prática clínica. Embora a literatura atual forneça muitas informações sobre o raciocínio clínico e a tomada de decisão em fisioterapia, são poucos os artigos que discutem o raciocínio clínico específico da FN. O objetivo deste artigo é apresentar um quadro referencial teórico para o raciocínio clínico do fisioterapeuta que atua junto aos utentes com disfunções motoras e funcionais decorrentes de distúrbios neurológicos. O modelo descrito está dividido em 4 níveis – conceitos, abordagens, métodos e técnicas, foi construído pelo grupo de FN do departamento da ESSAlcoitão e tem por base outros quadros referenciais previamente publicados.
- Categorização CIF de instrumentos de medida e intervenções utilizados na Fisioterapia em sujeitos com AVCPublication . Almeida, Patrícia; Pereira, Carla; Santos, Hugo; Martins, Anabela; Vital, Emanuel; Noronha, Teresinha; Costa, Rui; Jacobsohn, Lia; Castro-Caldas, AlexandreDe forma a melhor programar e obter resultados em investigação e planos de intervenção clínicos, no contexto da Fisioterapia, é necessária uma relação clara entre tipologias de intervenção, problemas a resolver, resultados esperados e instrumentos de avaliação aplicados. A Classificação Internacional de Funcionalidade (CIF) e os Core Sets já desenvolvidos são uma estrutura que facilita esta relação e organização. A aplicação das regras de correspondência entre as categorias da CIF, as intervenções e os instrumentos de medida poderão ser a forma facilitadora para este processo. O objetivo deste estudo é propor a categorização dos instrumentos de medida e intervenções da Fisioterapia, no contexto da reabilitação de sujeitos com Acidente Vascular Cerebral (AVC). Quarenta e três intervenções e 65 instrumentos de medida foram categorizados em 43 categorias e códigos relacionados com o movimento, pertencentes ao Core Set para AVC, de acordo com as regras de correspondência. Foi feita uma proposta inicial de categorização e a sua validação foi feita por sete Fisioterapeutas peritos no uso da CIF e em neurologia, através do método de Delphi modificado. Os resultados demonstram que os instrumentos de medida foram categorizados num total de 243 categorias de 2.º nível da CIF: “funções” – 86; “estruturas” – 11; “atividade” – 125, e “participação” – 20. As intervenções foram categorizadas num total de 223 categorias de 2.º nível da CIF: “funções” – 97; “estruturas” – 18; “atividade” – 106, e “participação” – 2. Conclui-se que é consensual, para este painel de peritos, que são os construtos das “funções do corpo” e “atividades” que melhor expressam a caracterização dos instrumentos de medida e as intervenções realizadas no contexto da Fisioterapia a sujeitos que sofreram AVC. Esta categorização deve ser validada ao nível internacional.
- Use of ICT: tools in helping networksPublication . Alves Lopes, António; Freitas, Tiago; Santos, Hugo
- Educational strategies to increase student knowledge and reflexion about physiotherapy intervention in the context of covid-19Publication . Alves Lopes, António; Santos, Hugo; Vieira, Ana Isabel; Barreto, Guilherme; Lopes, António M F; Baleia, Isabel; Rosado, Maria Da Lapa; Martins, Maria Elisabete; Esteves, José Manuel; Araújo, PauloBackground: In the context of the COVID-19 pandemic, the Alcoitão School of Health Sciences (ESSA) interrupted on March 16, 2020, all classroom activities, including clinical activities. This situation created the need to transfer all activities and classes to an online format (synchronous and asynchronous) and to promote in students new knowledge/skills/attitudes related to the new professional reality. Purpose: To increase students literacy and reflection concerning the pandemic and to adapt, as a profession to the new needs of society, the Department of Physiotherapy decided to implement an online activity that could facilitate this process. Methods: The online activity was created with a duration of 3 weeks integrated into the clinical curricular units. It involved 218 Physiotherapy students from the 4 curricular years, the Department lecturers and guests speakers. This activity included the creation of an updated repository of information related to the pandemic COVID-19, namely national (DGS) and international (WHO) guidelines, professional guidelines (WCPT, APFISIO, Professional Interest Groups) and multimedia material (videos and podcasts). As part of the activity, students were asked to complete the Coronavirus Disease Program developed by Pysiopedia (Physioplus), according to the academic year, in whole or only some of the modules. To support the activity, several online sessions were promoted, where, with the participation of guests, the pandemic and its impact on the various contexts of Physiotherapy were discussed. To evaluate the activity, students were asked to submit certificates of completion of the Coronavirus Disease Program course and an individual reflection on the institutional e-learning platform. To assess the impact on student satisfaction, an online questionnaire with several dimensions (34 questions) was used. Results: 96% of the Students (n= 211) completed this course, submitting the certificates of completion and the individual reflection. Concerning the student satisfaction, with a response rate of 96% distributed evenly across the various academic years, 78.7% considered that the activity, in general, was clear and was well structured, having reached the general objectives of the activity (79.6%), 83.4% also considered that it was an overall positive experience and reinforcing the importance of carrying out this type of activities (76.3%). Conclusion(s): From the results we can conclude that is important to develop updated activities adapted to current needs, using online approaches and involving all the partners in the educational process. It is important that Physiotherapy educators, create and implement activities that facilitate the development of students competencies that allow them to play a proactive role in global and local efforts to reduce the impact health and social effects of this pandemic.
- Developing clinical skills using peermentoring: perception of studentsPublication . Santos, Hugo; Alves Lopes, AntónioBackground In the context of health care is necessary a constant evolution in all the scope of professional competences. However for this continuous development is necessary that professionals develop a series of features, like the capacity of teaching and learning in multidisciplinary contexts (Chaves et al, 2014). Peer mentoring has been wildly used in the health professional education to improve student engagement and the quality of the learning experience (Colvin, 2015). 2. Methodology 2nd and 3rd year students of the Physiotherapy Bachelor Course participated in this study. During one semester 2nd year students where organized in small groups with a student mentor from 3rd year. Peer-Mentoring process was developed using an approach with three different objectives: Development of Theoretical Knowledge, Development of Clinical Reasoning, and Development of Practical Skills. The mentorship support was given at least 3 times during these process. Both groups were obliged to register all outputs from the activities performed. An online questionnaire was developed and used to access the perceptions about the outcomes and satisfaction of the all the participants in the Peer-Mentoring process. 3. Objectives The aim of this study was to identify the perception of students on how PeerMentoring promote the development of mentorship and Physiotherapy clinical skills. 4. Results e discussion The main results of the questionnaire showed a high satisfaction towards the process from both groups. Students refer the importance that tutor had in the consolidation of the theoretical knowledge, clinical reasoning and also practical skills. Both groups expressed that the process was very rewarding and are looking forward to repeat this experience. The promotion of peer-mentoring facilitate peer-to-peer learning opportunities for 2nd year students in the topics addressed and could also increase leadership and teaching skills of 3rd year students, both outcomes have the potential to benefit elements outside of this process, including future co-workers or patients.
- Trazer as neurociências para a educação: usando um método inovador – o Método “Brain” – para ensinar o controlo motor humano em estudantes de FisioterapiaPublication . Santos, Hugo; Martins, Maria Elisabete; Baleia, IsabelIntrodução: Todas as habilidades humanas, incluindo a aprendizagem, são o resultado da nossa atividade cerebral. Portanto, um melhor entendimento de como os nossos cérebros operam pode resultar num melhor entendimento do processo de aprendizagem [1]. A década passada viu um interesse no potencial de aplicar as neurociências à educação. Esse campo emergente é chamado de "neuro educação" ou "neurociência educacional" [2]. Métodos: Após uma revisão da literatura sobre o assunto, criámos um método combinado dos princípios mais citados: Priming; Atenção; Motivação; Poder de escolha; Trabalho cooperativo e autoavaliação. Por isso, criamos o método BRAIN, o que significa - (BR) da BRing o que já se sabe / (A) de Adquirir novo conhecimento / (I) de Inquirir sobre o que se aprendeu / (N) de analisar o que se aprendeu. Utilizámos esta metodologia na disciplina de controlo motor humano do 2º ano do curso de fisioterapia da Escola Superior de Saúde do Alcoitão. Os temas foram distribuídos por módulos de 2 aulas (uma teórica e outra prática) e cada módulo foi planeado levando em consideração o modelo BRAIN. Para as aulas, pequenas atividades preparatórias foram construídas para ativar o conhecimento prévio dos alunos e prepará-los para a aula. Durante as aulas, o conteúdo foi apresentado pelo professor através de uma combinação do método expositivo com métodos interativos. Para as aulas práticas, foram criadas atividades para serem realizadas em pequenos grupos. Para todos os módulos, os objetivos de aprendizagem foram divididos em 3 níveis, básico, avançado e avançado +. Os alunos fora da sala de aula realizavam atividades de consolidação que lhes davam pontos extras que poderiam ser aproveitados na nota final. Durante o curso foram aplicados 2 testes e no final foi realizado um teste oral. Aplicámos um questionário de satisfação e fizemos um grupo focal para avaliar a satisfação dos alunos. Resultados: Os alunos ficaram muito satisfeitos com a metodologia implementada. Em relação às notas, o desempenho da turma atingiu um nível muito bom. Conclusões: Com base nas notas obtidas e nos questionários de satisfação, podemos concluir que a implementação desse método foi bem-sucedida.
- Projeto SIENHA – Rede europeia estratégica e inovadora para a educação no envelhecimento saudávelPublication . Martins, Maria Elisabete; Alves Lopes, António; Santos, Hugo; Rosado, Maria Da Lapa; Guimarães, Isabel; Paquete, Patrícia; Almeida, Patrícia; Lopes, António M F; Carrillo, Elena; Vilaró, Jordi; Tuomi, Sirpa; Jarvinen, Sari; Kozakiewicz, Mariusz; Kedziora-Kornatowska, Kornelia; Hoxha, Adnan; Pekaric, Jasmin; Gruneberg, ChristianIntrodução e Objetivos: Os desafios em saúde relacionados com o envelhecimento da população, que a Europa enfrenta, obrigam a mudança das medidas e políticas sociais e de saúde nos seus estados-membros. O paradigma de Envelhecimento Saudável (ES) exige a inovação dos ambientes educacionais, sociais e de saúde e a preparação dos seus profissionais, nomeadamente os Fisioterapeutas, para a atuação com foco na promoção e da saúde e bem-estar ao longo do ciclo de vida. Assim torna-se essencial promover o ES no espaço europeu através do desenvolvimento de competências dos estudantes, profissionais de saúde e de serviço social. Material e Métodos: Com esse objetivo estabeleceu-se um projeto de cooperação académica multilateral, com a duração de 36 meses, com a participação de sete Instituições de Ensino Superior (IES), financiado pelo programa ERASMUS+, constituído pelos seguintes produtos intelectuais: identificação de um quadro de competências profissionais em ES; desenvolvimento de um currículo em ES; desenvolvimento de um toolkit de inovação e investigação em ES. Resultados: Prevê-se assim no período de vigência do projeto, a criação de um currículo educativo, centrado no envelhecimento saudável ao longo da vida, dirigido à comunidade educativa das IES parceiras, onde se incluem os cursos da ESSAlcoitão. Os conteúdos desenvolvidos podem ser adaptados a vários níveis de educação para assegurar a sustentabilidade e impacto. Tem como objetivo a longo prazo o desenvolvimento de um mestrado conjunto pelas IES parceiras. Conclusões: O projeto SIENHA poderá contribuir assim para: (i) a expansão do conhecimento sobre o envelhecimento saudável; (ii) O desenvolvimento contínuo de competências de estudantes, professores e profissionais; (iii) Inovação, desenvolvimento e a utilização das tecnologias para suportar a promoção da saúde na Europa; (iv) O desenvolvimento da investigação aplicada em contexto internacional, e a transferência efetiva da teoria na prática; (v) O intercâmbio de conhecimentos entre os setores sociais e os cuidados de saúde europeus para o desenvolvimento de práticas de qualidade.
- Using peer-mentoring to increase clinical skills in physiotherapy education: a comparison of 3 approachesPublication . Alves Lopes, António; Santos, HugoPurpose / hypothesis: The aim of this study was to compare 3 different approaches to Peer-Mentoring in relation to the perception of the students how Peer-Mentoring could promote the development of Physiotherapy clinical skills in undergraduate Physiotherapy students. Subjects: This Peer-Mentoring was developed among students of the 2nd and 3rd years of undergraduate Physiotherapy course Material / Methods: During one semester, the students of the second year were organized in small groups and distributed to them a group of mentors of the third year. Each mentor had a specific area and a specific mentoring style. Orientation support was given at least 3 times during this process. All the groups registered all the activities carried out in the meetings. An online questionnaire was developed and used to perceive perceptions about the outcomes and satisfaction of all participants in the mentoring process Results: The main results of the questionnaire showed great satisfaction with the mentoring process in both groups. The students refer to the importance that the tutor had in consolidating theoretical knowledge, clinical reasoning and practical skills. Both groups expressed that the process was very rewarding and are eager to repeat this experience. Regarding the comparison between mentoring styles, students preferred mentoring with more directed than free styles. Conclusions: Mentoring promotion facilitates learning opportunities for 2nd graders in the topics covered and can also increase the leadership and teaching skills of 3rd graders, both outcomes have the potential to benefit elements outside this process, including future work or patients. In relation to the process of Peer-Mentoring a good organization and objectives/tasks well established by the responsible teacher seems to be fundamental to the overall success. The promotion of peer-mentoring could facilitate peer-to-peer learning opportunities for students, and promote leadership and teaching skills.
- Peer-mentoring in physiotherapy education: comparation of 3 approachesPublication . Alves Lopes, António; Santos, HugoPurpose The aim of this study was to compare 3 different approaches to Peer-Mentoring in relation to the perception of the students how Peer-Mentoring could promote the development of Physiotherapy clinical skills in undergraduate Physiotherapy students. Subjects This Peer-Mentoring was developed among students of the 2nd and 3rd years of undergraduate Physiotherapy course during the academic year of 2016-2017. Material / Methods During one semester, the students of the second year were organised in small groups and were allocated to them a group of mentors of the third year. Each mentor had a specific area (Cardiorespiratory, Neuromuscular and musculoskeletal) and a specific mentoring style. Orientation support was given at least 3 times during this process. All the groups registered all the activities carried out in the meetings. An online questionnaire was developed and used to identify the participants perceptions about the outcomes and satisfaction the mentoring process. Results The main results of the questionnaire showed great satisfaction with the mentoring process in all the groups. The students refer to the importance that the tutor had in consolidating theoretical knowledge, clinical reasoning and practical skills. All the groups expressed that the process was very rewarding and are eager to repeat this experience. Regarding the comparison between mentoring styles, students preferred mentoring with more directed than free styles. Conclusions Mentoring promotion facilitates learning opportunities for 2nd graders in the topics covered and can also increase the leadership and teaching skills of 3rd graders, both outcomes have the potential to benefit elements outside this process, including future work or patients. In relation to the process of Peer-Mentoring a good organisation and objectives/tasks well established by the responsible teacher and tutor seems to be fundamental to the overall success. Educational / Clinical relevance The promotion of peer-mentoring could facilitate peer-to-peer learning opportunities for students, and promote leadership and teaching skills.
- Effectiveness of the flipped classroom methodology In the performance of higher education students: systematic review with meta-analysisPublication . Santos, Hugo; Santos, A; Rodrigues, C; Valeriano, J; Lopes, L; Freitas, M J; Esteves, R; Silva, CIntroduction: The methodology Flipped Classroom (FC) consists in individual activities that the student has to do at home through the use of technologies which help the student to prepare for class, and during classes, activities are performed as more dynamic classes centered on the student. Through the years, the success has reached the maximum levels of performance and satisfaction in the teaching sessions in different areas of education compared to the classical methods, and there are no conclusive and considerable studies that compile and analyze this information succinctly. Objective: To analyze experimental and quasi-experimental studies that evaluate the methodology database in FC in performance and student satisfaction in comparison with the expository methodology. Methodology: This article is a systematic review that analyzes the randomized controlled trial (RCT) and Quasi-experimental studies selected with the methodology FC, which measures the efficacy through the results achieved in the realization and evaluation of the students. These articles were found in EBSCOhost and PubMed. Results: We selected 41 articles, that fulfilled all inclusion criteria established by the authors, for the accomplishment of this systematic review. Discussion: The results of our meta-analysis, both RCTs and quasi-experimental studies, point to a better effectiveness of the FC methodology compared to the expository methodology in academic performance. However, there is a heterogeneity in planned and developed activities during class, which means that our conclusions can’t be generalized. The poor methodological quality of the included studies, especially quasi-experimental studies, does not allow our conclusions about efficacy to be vigorous. Nevertheless, based on these first promising data, it seems to us that this methodology offers learning opportunities that aren’t possible in a classroom based on lectures and subject matter exposition. Conclusion: Although the articles selected have poor methodological quality, and it is necessary more rigorous investigations on this methodology, we believe that the FC methodology could revolutionize teaching methods and replace traditional teaching, which is so deeply rooted in today's society and doesn’t seems to favor the achievement of transversal competences.