Factors associated with cognitive impairment in Latin American older adults: A cross-sectional observational study of COVID-19 confinement.

INTRODUCTION: The effects of COVID-19 confinement have been severe, especially in older adults. Therefore, we analyzed the factors associated with cognitive impairment (CI) in Latin America (LA). METHODS: We conducted a cross-sectional observational study with a total of 5245 older adults from 10 countries in LA. Measurement: We used the Telephone Montreal Cognitive Assessment (T-MoCA) and the Eight-item Informant Interview to Differentiate Aging and Dementia (AD8) scale. RESULTS: We found that age, depressive symptomatology, bone fractures, being widowed, having a family member with dementia, and unemployment were associated with an increased risk of CI. In contrast, higher education, hypertension with continuous treatment, quarantine, and keeping stimulating cognitive and physical activities were associated with a lower probability of CI. No significant association was found between suffering from diabetes or being retired and CI. DISCUSSION: It is essential to conduct follow-up studies on these factors, considering their relationship with CI and the duration of confinement.

Evaluación formativa en Proyectos de Aprendizaje Psicomotor Co-Tutorados (PAPCoT): percepciones del estudiantado sobre adquisición de competencias profesionales / Formative assessment in Project of Co-Oriented Psychomotor Learning (PCo-OPL): student perceptions on acquisition of professional skills

Este artículo describe un estudio realizado en dos asignaturas de dos universidades catalanas, donde se ha llevado a cabo un Proyecto de Aprendizaje Psicomotor Co-Tutorado (PAPCo-T) a través de una tutorización compartida entre el profesorado de la universidad y maestrospsicomotricistas. El objetivo de esta investigación es el de analizar las percepciones del estudiantado sobre la evaluación formativa en PAPCo-T para facilitar la adquisición de competencias profesionales psicomotrices en la formación inicial de maestros. La muestra del estudio ha sido de 170 estudiantes. Es una investigación de metodología mixta y los instrumentos utilizados han sido un grupo de discusión con 12 participantes y un cuestionario tipo Likert con una escala de 1 a 4, analizando las puntuaciones medias (M) y las desviaciones estándar (S). Se presentan los resultados del grupo de discusión sobre la evaluación y los resultados de dos de las 16 preguntas del cuestionario: 3ª) ¿La evaluación que se ha planteado favorece la adquisición de competencias profesionales? (M: 3,41 sobre 4 y S: 0,72); 9ª) Señala la satisfacción global en relación con la evaluación de la experiencia (M: 3,14 sobre 4 y S: 0,75). Las conclusiones muestran que los estudiantes están satisfechos de forma global con la evaluación y coevaluación realizada en el PAPCo-T y que ésta ha favorecido la adquisición de competencias profesionales. Así como, la retroalimentación permite a los estudiantes ser más conscientes de su proceso de aprendizaje y de sus errores. Como mejora se apunta la necesidad de que la calificación recaiga sobre todo en el profesorado universitario

This article describes a research realised on two subjects of two Catalan Universities, where a Project of Co-Oriented Psychomotor Learning (PCo-OPL) has been carried out through a shared tutoring between lectures and psychomotricity teachers. The goal of this study is analyse the student's perception about formative assessment in PCo-OPL to facilitate the acquisition of psychomotor professional skills in teacher training. The sample includes 170 students. It is a mixed methodology research and there are two instruments: a focus group formed with 12 participants and a Likert questionnaire with a scale of 1 to 4, analysing the average scores (M) and standard deviations (S). The results of the focus group on the assessment and the results of two of the 16 questions of the questionnaire are presented: 3) Does the assessment that has been proposed favour the acquisition of professional skills? (M: 3.41 over 4 and S: 0.72); 9) It indicates the overall satisfaction in relation to assessment of this experience (M:3.14 out of 4 and S: 0.75). The conclusions show that students are satisfied in a global way with assessment and co-assessment carried out in the PCo-OPL and this assessment has favoured the acquisition of professional skills, as well as, the feedback allows students to be more aware of their learning process and of their mistakes. As an improvement, the need for the qualification falls mainly on lecturers