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- 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
- 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.
- 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.
- Effectiveness of intensive physiotherapy for gait improvement in stroke: systematic reviewPublication . Santos, Hugo; Baleia, Isabel; Brás, B; Santos, F; Pereira, M; Lucas, R; Henriques, SIntroduction: Stroke is one of the leading causes of functional disability worldwide. Approximately 80% of post-stroke subjects have motor changes. Improvement of gait pattern is one of the main objectives of physiotherapists intervention in these cases. The real challenge in the recovery of gait after stroke is to understand how the remaining neural networks can be modified, to be able to provide response strategies that compensate for the function of the affected structures. There is evidence that intensive training, including physiotherapy, positively influences neuroplasticity, improving mobility, pattern and gait velocity in post-stroke recovery. Objectives: Review and analyze in a systematic way the experimental studies (RCT) that evaluate the effects of Intensive Physiotherapy on gait improvement in poststroke subjects. Methodology: Were only included all RCT performed in humans, without any specific age, that had a clinical diagnosis of stroke at any stage of evolution, with sensorimotor deficits and functional gait changes. The databases used were: Pubmed, PEDro (Physiotherapy Evidence Database) and CENTRAL (Cochrane Center Register of Controlled Trials). Results: After the application of the criteria, there were 4 final studies that were included in the systematic review. 3 of the studies obtained a score of 8 on the PEDro scale and 1 obtained a score of 4. The fact that there is clinical and methodological heterogeneity in the studies evaluated, supports the realization of the current systematic narrative review, without meta-analysis. Discussion: Although the results obtained in the 4 studies are promising, it is important to note that the significant improvements that have been found, should be carefully considered since pilot studies with small samples, such as these, are not designed to test differences between groups, in terms of the effectiveness of the intervention applied. Conclusion: Intensive Physiotherapy seems to be safe and applicable in post-stroke subjects and there are indications that it is effective in improving gait, namely speed, travelled distance and spatiotemporal parameters. However, there is a need to develop more RCTs with larger samples and that evaluate the longterm results
- The flipped classroom improves physiotherapy students performance and satisfaction in the discipline of physiology: a quasi-experimental studyPublication . Santos, HugoIntroduction: In a flipped classroom (FC) approach, students study instructional material before class (e.g., by watching online lectures) while traditional class time is reserved for discussion and/or problem solving of the relevant topics. The popularity of this pedagogical approach, also known as flipped learning or the inverted classroom, has been growing rapidly during the last decade. Objective: The objective of this work is to compare FC class (CF) with an expositive approach (EA) in academic performance and satisfaction with the discipline of physiology in physiotherapy students of the School of Health of Alcoitão (ESSA). Methodology: In the year 2013/2014 the discipline of Physiology was taught according to the EA, the students were subjected to two evaluation moments, a first test, which evaluated the first part of the subject taught in the classes, and the second test, which evaluated the knowledge about the second part of the subject. At the end of the disicpline, a questionnaire was applied that evaluated students' satisfaction with the discipline and the teacher's performance. In the following academic year (2014/2015) in the same discipline the FC approach was used and the same evaluation instruments were used. Results: Student's t-test revealed the existence of a significant difference between the EA group(n = 53) and the FC group(n = 57) at the means of the tests. The FC group (mean = 17.096) had a significantly higher mean compared to the EA group (mean = 14.953). Student's t-test revealed the existence of a significant difference between the EA group (n = 53) and the FC group (n = 57) in the satisfaction with the discipline. The group submitted to the FC approach has a significantly higher satisfaction, compared to the group submitted to the expository method, with the discipline (FC average = 6.466, EA average = 5,714) and with the teacher (FC average = 6.462, EA average = 5.849). Discussion and conclusion: This demonstrates that FC, if properly implemented with cooperative learning, can lead to increased academic performance and student satisfaction and is an effective mean to disseminate key physiological concepts to graduate students.
- O uso de mapas conceptuais no ensino da neurologiaPublication . Santos, Hugo; Almeida, Patrícia
- Mentorado na formação em Fisioterapia 3 estilos de aplicaçãoPublication . Santos, Hugo; Alves Lopes, AntónioIntrodução No contexto das ciências da saúde é necessária uma evolução constante em todas as competências profissionais e para que isto aconteça os profissionais têm que desenvolver uma série de características, como as capacidades de ensinar e aprender. O mentorado tem vindo a ser utilizado na formação em Fisioterapia de forma a melhorar o envolvimento dos alunos e a qualidade das experiências de aprendizagem. Existem várias formas de aplicar e desenvolver o mentorado, desde percursos mais dirigidos aos mais abertos e livres. Objectivos Comparar a satisfação dos alunos em relação a 3 estilos diferentes de aplicação do mentorado. Um dos estilos foi direcionado para a realização de tarefas específicas, o segundo foi direcionado para objectivos de aprendizagem específicos e o terceiro estilo foi livre, sem tarefas ou objetivos prédefinidos. Amostra O Mentorado foi desenvolvido entre os alunos do 2º (quem recebeu o mentorado) e 3º ano (mentores), sob a supervisão de dois professores. Todos os elementos envolvidos eram do Curso de Licenciatura em Fisioterapia da Escola Superior de Saúde do Alcoitão no ano lectivo de 2016/2017. Métodos: Durante um semestre os alunos do 2º ano organizaram-se em pequenos grupos e foi-lhes distribuído um grupo de mentores do 3º ano. Cada mentor tinha uma área determinada (cardiorrespiratória, neuromuscular ou musculo-esquelética) e um estilo específico de mentorado. O mentorado foi dado pelo menos 3 vezes durante este processo em cada umadas áreas. No final do semestre, foi usado um questionário on-line (com 17 itens) para perceber a satisfação dos participantes no processo de mentorado e para comparar o grau de satisfação entre os estilos de mentorado. Resultados: Responderam ao questionário 49 alunos do 2º ano e47 alunos do 3º ano. Os resultados mostraram que os alunos de ambos os grupos consideraram a experiência como sendo positiva. Ambos os grupos expressaram que o processo ajudou a consolidar os conhecimentos teóricos e técnicos. Na comparação entre os estilos de mentorado, existem diferenças significativas na satisfação dos alunos favorecendo os estilos mais dirigidos (com orientação de um professor responsável da respectiva área) em comparação com o livre (sem orientação do professor), no que diz respeito à organização e implementação do processo de mentorado. Discussão: Os alunos ficaram, na generalidade, muito satisfeitos com esta metodologia de ensino e aprendizagem. Na perspectiva dos alunos o mentorado facilita a aprendizagem e o ganho de competências teóricas e técnicas. De acordo com a percepção dos alunos parece ser fundamental para o processo de mentorato o acompanhamento e a organização didática de um professor responsável de forma a orientá-los adequadamente no processo de tutoria. Este estudo tem como principal limitação o facto deter utilizado um questionário não validado. Conclusão: A promoção do mentorado na formação em Fisioterapia, orientado por um professor, pode facilitar a aquisição de competências transversais e específicas nos alunos.
- O uso da metodologia "flipped classroom" no ensino da fisiologiaPublication . Santos, Hugo