[The perception of teachers and students about clinical reasoning in health care careers]. / Razonamiento clínico en carreras de la salud: percepción de estudiantes y docentes.

BACKGROUND: Clinical reasoning (CR) is a training mainstay in health care careers. AIM: To describe the perception of students and teachers about the development of clinical CR in Kinesiology and Dentistry careers. MATERIAL AND METHODS: Exploratory descriptive qualitative study, with 12 informants (six teachers and six students), applying a script of questions through a semi-structured interview. A thematic inductive data analysis was carried out. RESULTS: Two hundred thirty-five meaning units, 38 codes, seven subcategories and three categories were collected. CR was reported as a basic analysis process in health care training. Its necessary elements are knowledge, a learning environment and a facilitator teacher, among others. Motivation, analysis models, variability and exposure are reported as facilitating factors for the development of CR. Teacher paternalism, resistance to change and few learning opportunities are presented as obstacles. Active strategies such as clinical cases, simulation and clinical practice are perceived as facilitators for the development of CR. Those situations where the student does not assume a leading role such as lectures and activities in large groups, are considered as obstacles. CONCLUSIONS: Both students and teachers point to CR as an analysis process that is indispensable in both careers. Exposure to variable educational experiences through active educational strategies in small groups encourages CR.

The effects of a teaching intervention on weight bias among kinesiology undergraduate students.

OBJECTIVES: Weight bias is present among kinesiology professionals and this may cause a significant negative impact on their clients with obesity. Thus, our objective was to test if learning about uncontrollable cause of obesity and about weight bias would reduce explicit and implicit weight bias among kinesiology undergraduate students compared to the traditional curriculum which is more focused on controllable causes of weight gain. METHODS: We recruited undergraduates from two classes of the same kinesiology major course taught by the same instructor. In-class teaching activities consisted of 80 min lecture on day 1, video watching session and a group activity on day 3 for both groups. Intervention group (n = 33) learned about uncontrollable causes of obesity and about weight bias and had activities to evoke empathy. Control group (n = 34) learned the traditional curriculum where they learned the role of exercise and diet in weight management. We measured explicit and implicit weight bias using Anti-Fat Attitude Test (AFAT) and Implicit Association Test (IAT), respectively pre-intervention, immediate post intervention and 1 month later. RESULTS: In mixed model analysis, AFAT Blame scores had significant group by time interaction (p < 0.001). Blame scores significantly reduced with mean differences (standard error (SE)) of -0.35 (0.08) post intervention (p < 0.001) and persisted to be reduced with mean differences (SE) of -0.39 (0.08) even after 4-week follow-up (p < 0.001) only in the intervention group. Odds of having less implicit weight bias was significantly lower at 4-week follow-up than pre-intervention (odds ratio = 0.4; 95% CI: 0.22-0.73) in the control group but no changes were seen in the intervention group. CONCLUSIONS: "Blame" component of explicit weight bias significantly decreased when students learned about controllable causes of obesity and weight bias, but implicit bias did not reduce. However, implicit weight bias appears to increase when education on obesity is limited to diet and exercise interventions as taught in the traditional curriculum.

Examining the effect of self-explanation on cognitive integration of basic and clinical sciences in novices.

Several studies have shown that cognitive integration of basic and clinical sciences supports diagnostic reasoning in novices; however, there has been limited exploration of the ways in which educators can translate this model of mental activity into sound instructional strategies. The use of self-explanation during learning has the potential to promote and support the development of integrated knowledge by encouraging novices to elaborate on the causal relationship between clinical features and basic science mechanisms. To explore the effect of this strategy, we compared diagnostic efficacy of teaching students (n = 71) the clinical features of four musculoskeletal pathologies using either (1) integrated causal basic science descriptions (BaSci group); (2) integrated causal basic science descriptions combined with self-explanation prompts (SE group); (3) basic science mechanisms segregated from the clinical features (SG group). All participants completed a diagnostic accuracy test immediately after learning and 1-week later. The results showed that the BaSci group performed significantly better compared to the SE (p = 0.019) and SG groups (p = 0.004); however, no difference was observed between the SE and SG groups (p = 0.91). We hypothesize that the structure of the self-explanation task may not have supported the development of a holistic conceptual understanding of each disease. These findings suggest that integration strategies need to be carefully structured and applied in ways that support the holistic story created by integrated basic science instruction in order to foster conceptual coherence and to capitalize on the benefits of cognition integration.

Examination of Lifestyle Behaviors and Cardiometabolic Risk Factors in University Students Enrolled in Kinesiology Degree Programs.

Preventing physical inactivity and weight gain during college is critical in decreasing lifelong obesity and associated disease risk. As such, we sought to compare cardiometabolic risk factors and lifestyle behaviors between college students enrolled in kinesiology and non-kinesiology degree programs to assess whether health and exercise degree programs may influence health behaviors and associated disease risk outcomes. Anthropometrics, fasting blood glucose, insulin, lipid profiles and HbA1c%, blood pressure, and peak oxygen consumption (V[Combining Dot Above]O2peak) were assessed in 247 healthy college students. The homeostasis model assessment of insulin sensitivity (HOMA) was calculated using glucose and insulin levels. Self-reported physical activity from the Paffenbarger questionnaire was collected to estimate the average caloric expenditure due to different types of physical activities. Despite no significant differences in body mass index or waist circumference between groups, kinesiology majors presented with ∼20% lower fasting insulin levels and HOMA (p = 0.01; p < 0.01, respectively) relative to nonmajors. Kinesiology majors reported increased weekly participation in vigorous-intensity sport and leisure activities and, on average, engaged in >300 metabolic equivalent-h·wk, whereas non-kinesiology majors engaged in <300 MET-h wk (p = 0.01). Our data suggest that students enrolled in kinesiology degree programs display improved healthy behaviors and associated outcomes (parameters of glucose homeostasis). Practical outcomes of this research indicate that implementing components of a comprehensive kinesiology curriculum encourages improved health behaviors and associated cardiometabolic risk factors.

Simulating Others' Realities: Insiders Reflect on Disability Simulations.

The purpose of this interpretative phenomenological analysis study was to explore the meaning persons who experience disability ascribed to disability simulations as a pedagogical tool. Reflective writing, one-on-one interviews, and field notes were used to gather information on disability simulation use in a required postsecondary kinesiology course. Seven people who use wheelchairs full time (3 men, 4 women), ranging in age from 28 to 44 yr (average age = 36) shared their perspectives. The thematic analysis revealed 3 themes. The theme "Disability Mentors Required" revealed the participants' collective questioning of their absence from the design and implementation of disability simulations. "Life Is Not a Simulation" illustrated the juxtaposition of disability reality and disability simulations. "Why Are They Laughing?" contrasted the use of fun as a strategy to engage students against the risk of distracting them from deeper reflection. Through the lens of ableism, the importance of disability representation in the development and implementation of disability simulations was affirmed as a means to deepen pedagogical reflexiveness of their intended use.

Does Instruction Affect the Underlying Dimensionality of a Kinesiology Test?

Does effective instruction, which changes students' knowledge and possibly alters their cognitive functions, also affect the dimensionality of an achievement test? This question was examined by the parameterization of kinesiology test items (n = 42) with a Rasch dichotomous model, followed by an investigation of dimensionality in a pre- and post-test quasi-experimental study design. College students (n = 108) provided responses to kinesiology achievement test items. Then the stability of item difficulties, gender differences, and the interaction of item content categories with dimensionality were examined. In addition, a PCA/t-test protocol was implemented to examine dimensionality threats from the item residuals. Internal construct validity was investigated by regressing item content components on calibrated item difficulties. Measurement model item residuals were also investigated with statistical decomposition methods. In general, the results showed significant student achievement between pre and post testing, and dimensionality disturbances were relatively minor. The amount of unexpected item "shift" in an un-equated measurement dimension between pre and post testing was less than ten percent of the total items and largely concentrated among several unrelated items. An unexpected finding was a residual cluster consisting of several items testing related technical content. Complicating interpretation, these items tended to appear near the end of the test, which implicates test position as a threat to measurement equivalence. In general, the results across several methods did not tend to identify common threats and instead pointed to multiple sources of threats with varying degree of prominence. These results suggest conventional approaches to measurement equivalence that emphasize expedient overall procedures such as DIF, IRT, and factor analysis are probably capturing isolated sources of variability. Their implementation probably improves measurement equivalence but with substantial residual sources undetected.

Self-testing produces superior recall of both familiar and unfamiliar muscle information.

Dozens of studies have found learning strategies based on the "testing effect" promote greater recall than those that rely solely on reading; however, the advantages of testing are often only observed after a delay (e.g., 2-7 days later). In contrast, our research, which has focused on kinesiology students learning kinesiology information that is generally familiar to them, has consistently demonstrated that testing-based strategies produce greater recall both immediately and after a delay. In an attempt to understand the discrepancies in the literature, the purpose of the present study was to determine if the time-related advantages of a testing-based learning strategy vary with one's familiarity with the to-be-learned information. Participants used both read-only and testing-based strategies to repeatedly study three different sets of information: 1) previously studied human muscle information (familiar information), 2) a mix of previously studied and previously unstudied human muscle information (mixed information), and 3) previously unstudied muscle information that is unique to sharks (unfamiliar information). Learning was evaluated via free recall assessments administered immediately after studying and again after a 1-wk delay and a 3-wk delay. Across those three assessments, the read-only strategy resulted in mean scores of 29.26 ± 1.43, 15.17 ± 1.29, and 5.33 ± 0.77 for the familiar, mixed, and unfamiliar information, respectively, whereas the testing-based strategy produced scores of 34.57 ± 1.58, 16.90 ± 1.31, and 8.33 ± 0.95, respectively. The results indicate that the testing-based strategy produced greater recall immediately and up through the 3-wk delay regardless of the participants' level of familiarity with the muscle information.

Negotiated meanings of disability simulations in an adapted physical activity course: learning from student reflections.

Disability simulations have been used as a pedagogical tool to simulate the functional and cultural experiences of disability. Despite their widespread application, disagreement about their ethical use, value, and efficacy persists. The purpose of this study was to understand how postsecondary kinesiology students experienced participation in disability simulations. An interpretative phenomenological approach guided the study's collection of journal entries and clarifying one-on-one interviews with four female undergraduate students enrolled in a required adapted physical activity course. The data were analyzed thematically and interpreted using the conceptual framework of situated learning. Three themes transpired: unnerving visibility, negotiating environments differently, and tomorrow I'll be fine. The students described emotional responses to the use of wheelchairs as disability artifacts, developed awareness of environmental barriers to culturally and socially normative activities, and moderated their discomfort with the knowledge they could end the simulation at any time.

Influence of service-learning on kinesiology students' attitudes toward P-12 students with disabilities.

Employing a grounded theory approach, the purpose of this study was to qualitatively examine the influence of service-learning (SL) on undergraduate kinesiology students' attitudes toward and experiences working with P-12 students with disabilities. Fourteen (9 female, 5 male) kinesiology students enrolled in an adapted physical education class participated in one of three focus group interviews regarding their experiences of working with P-12 students with disabilities. All interview data were analyzed following procedures outlined by Strauss and Corbin (1998). The following five themes represent the participants' experiences and attitudes toward P-12 students with disabilities after their involvement in a SL project: (a) initial reactions, (b) selection of P-12 students, (c) preconceived attitudes, (d) the benefits of SL, and (e) positive experience. All 14 of the participants who volunteered to share their experiences indicated that the SL experience positively affected their attitudes toward individuals with disabilities.

[Sauveur-Henri-Victor Bouvier (1799-1877): orthopaedist, surgeon and promoter of physical education]. / Sauveur-Henri-Victor Bouvier (1799-1877): orthopédiste, chirurgien et promoteur de l'education physique.

This article establishes the biography of a little known physician of the 19th century., whose commitment with orthopaedics and formulation of medical gymnastics was important: the surgeon-orthopaedist Sauveur-Henri-Victor Bouvier. Several constitutive processes of the medical field of the 19th century are analysed: specialization (around orthopaedics), professionalization and development of various therapeutic and hygienic methods (among them medical gymnastics). Bouvier's biography is particularly instructive and sheds new light on these different processes, as well as on the institutionalization of orthopaedics from the 1820's up to the 1870's, at the intersection between medical and educative fields, between hospital, medical faculty and teaching of gymnastics.

Differences between African-American and Caucasian students on enrollment influences and barriers in kinesiology-based allied health education programs.

Kinesiology departments have recently started to offer allied health education programs to attract additional students to teacher education units (9). Although allied health professions offer increased work opportunities, insufficient enrollment and training of minority students in these academic fields contribute to underrepresentation in the workforce (3). To improve workforce diversity, kinesiology departments must understand how enrollment influences and barriers differ by race among prospective students. Therefore, the purpose of this study was to identify differences in allied health education enrollment influences and enrollment barriers between minority and Caucasian students. Participants (n = 601) consisted of students enrolled in kinesiology-based allied health education programs. Multivariate ANOVA was used to compare group differences in enrollment decision making. "Personal influence," "career opportunity," and "physical self-efficacy" were all significantly stronger enrollment influences among African-American students than among Caucasian students, and "social influence," "experiential opportunity," "academic preparation," and "physical self-efficacy" were all perceived as significantly greater barriers compared with Caucasian students. Findings support the need to recruit African-American students through sport and physical education settings and to market program-based experiential opportunities.

An examination of personality characteristics related to acquiescence.

Acquiescence, the tendency to agree with statements regardless of content, is often a concern when administering self-report instruments. While there is evidence to support acquiescence as a response style, this reporting tendency may be related to personality factors of individuals. Using a sample of 757 adults, we investigated the Rosenberg Self-Esteem Scale for acquiescence response tendencies by applying the Rasch partial credit model. Results suggested that favorable (i.e., Agree or Strongly Agree) responses were more frequent for the positively worded items than for negatively worded items. Second, the relationship between acquiescence and seven additional personality measures was examined overall and by sex. Among females, acquiescence was correlated with personality measures measuring perceptions by others, whereas acquiescence among males was related to exhibition types of behaviors.

Auxetic structures used in kinesiology tapes can improve form-fitting and personalization.

Each year 65% of young athletes and 25% of physically active adults suffer from at least one musculoskeletal injury that prevents them from continuing with physical activity, negatively influencing their physical and mental well-being. The treatment of musculoskeletal injuries with the adhesive elastic kinesiology tape (KT) decreases the recovery time. Patients can thus recommence physical exercise earlier. Here, a novel KT based on auxetic structures is proposed to simplify the application procedure and allow personalization. This novel KT exploits the form-fitting property of auxetics as well as their ability to simultaneously expand in two perpendicular directions when stretched. The auxetic contribution is tuned by optimizing the structure design using analytical equations and experimental measurements. A reentrant honeycomb topology is selected to demonstrate the validity of the proposed approach. Prototypes of auxetic KT to treat general elbow pains and muscle tenseness in the forearm are developed.

Undergraduate student attitudes and perceptions toward low- and high-level inquiry exercise physiology teaching laboratory experiences.

The purpose of this investigation was to compare student attitudes toward two different science laboratory learning experiences, specifically, traditional, cookbook-style, low-inquiry level (LL) activities and a high-inquiry level (HL) investigative project. In addition, we sought to measure and compare students' science-related attitudes and attitudes toward science. Students participated in 5 wk of LL activities followed by a 5-wk HL project. An open-ended survey administered at the end of the semester and analyzed by a χ(2)-test revealed that 1) students enjoyed the HL project more than the LL activities, 2) high-level inquiry did not have a negative effect on student motivation in the laboratory, and 3) students perceived that they learned more about physiology principles with the LL activities. Most students liked the HL project, particularly the independence, responsibility, freedom, and personal relevance. Of the students who did not like the HL project, many reported being uncomfortable with the lack of structure and guidance. Many students gained a more positive and realistic view about scientific research, often reporting an increased respect for science. Likert scale surveys administered before and after each 5-wk period showed no significant changes in student attitudes to scientific inquiry, adoption of scientific attitudes, enjoyment of science lessons, or motivation toward science when the three time points were compared. The findings in this study have helped to provide suggestions for better implementation of HL projects in the future.

Conceptual physical education: A course for the future.

The conceptual physical education (CPE) innovation began in the mid-20th century as an alternative approach to college-level, activity-only basic instruction classes. In addition to physical activity sessions, CPE courses (classes) use text material and classroom sessions to teach kinesiology concepts and principles of health-related fitness and health-enhancing physical activity. CPE courses are now offered in nearly all college programs as either required or electives classes. Two decades later, the high school CPE innovation began, and Kindergarten-8 programs followed. In this commentary, I argue that historian Roberta Park was correct in her assessment that physical education has the potential to be the renaissance field of the 21st century. Scientific contributions of researchers in kinesiology will lead the way, but science-based CPE and companion fitness education programs that align with physical education content standards and fitness education benchmarks will play a significant role. CPE courses have been shown to be effective in promoting knowledge, attitudes, and out-of-school physical activity and have the potential to elevate physical education as we chart the course of our future.

Guided Hands-On Activities Can Improve Student Learning in a Lecture-Based Qualitative Biomechanics Course.

A qualitative biomechanics (functional anatomy) course is a typical course in kinesiology curriculum. Most evidence suggests that biomechanics learning could be improved with the inclusion of laboratory experiences. However, implementing laboratories into biomechanics curriculum is difficult due to cost and time constraints. This study was conducted to evaluate whether hands-on activities in lecture improve qualitative biomechanics learning. A lecture format was compared to the same course with guided and unguided hands-on activities included during lecture. Test performance and student evaluations were compared between lecture formats to determine if hands-on experiences improve learning. The hands-on group performed better on the same test questions and they evaluated their overall course activities as beneficial to their learning. The findings suggest that guided hands-on experiences may improve learning compared to unguided activities. The hands-on experiences seem to provide an embodied cognitive learning experience, facilitating retention of learned material through three-dimensional and tactile mental representations. Findings from this research are currently shaping how biomechanics is taught to students at this university and could at other universities as well.

Assessing Content Assimilation in Health Research Methodology: A Comparative Study of Lecture and Flipped Classroom Instruction / Evaluación de la asimilación de contenidos en la metodología de investigación en salud: un estudio comparativo de la conferencia y la instrucción en el aula invertida

Virtual education has evolved significantly, driven by the integration of Information and Communication Technology (ICT) resources, particularly during the COVID-19 pandemic. Health Sciences, with their practical components, present unique challenges in virtual education, including maintaining student engagement. This study aimed to compare the effectiveness of the flipped learning methodology with and without in-class content reinforcement in a virtual classroom for previously assimilated materials within Health Sciences. The study involved students in a Kinesiology program using the Blackboard Learn platform. Two groups were established: one completing a questionnaire at the beginning of the virtual class (FLI group) and the other at the end following a content reinforcement session (FLI+TRA group). While no statistically significant score differences were found between the two groups, the FLI+TRA group showed higher pass rates and improved average scores, indicating practical benefits. These results suggest that combining flipped learning with traditional in-class instruction can enhance content assimilation in virtual education, fostering increased student engagement and participation. However, further research is needed to explore the full implications and adaptability of this approach. In conclusion, this study highlights the potential of the FLI+TRA approach to improve learning outcomes in complex subjects like Epistemology and Research Methodology within Health Sciences. As virtual education continues to evolve, educators should consider this hybrid teaching model as a valuable tool to provide a more holistic and effective learning experience (AU)

La educación virtual ha evolucionado significativamente, impulsada por la integración de recursos de Tecnologías de la Información y Comunicación (TIC), especialmente durante la pandemia de COVID-19. Las Ciencias de la Salud, con sus componentes prácticos, presentan desafíos únicos en la educación virtual, incluida la retención del interés de los estudiantes. Este estudio tuvo como objetivo comparar la efectividad de la metodología de aprendizaje invertido (flipped learning) con y sin refuerzo de contenido en clase en un aula virtual para materiales previamente asimilados en Ciencias de la Salud. El estudio involucró a estudiantes de un programa de Kinesiología utilizando la plataforma Blackboard Learn. Se establecieron dos grupos: uno completando un cuestionario al comienzo de la clase virtual (grupo FLI) y otro al final después de una sesión de refuerzo de contenido en clase (grupo FLI+TRA). Aunque no se encontraron diferencias estadísticamente significativas en las puntuaciones entre los dos grupos, el grupo FLI+TRA mostró tasas de aprobación más altas y puntajes promedio mejorados, lo que indica beneficios prácticos. Estos resultados sugieren que la combinación de aprendizaje invertido con instrucción tradicional en clase puede mejorar la asimilación de contenido en la educación virtual, fomentando un mayor compromiso y participación de los estudiantes. Sin embargo, se necesita más investigación para explorar las implicaciones y la adaptabilidad completas de este enfoque. En conclusión, este estudio resalta el potencial del enfoque FLI+TRA para mejorar los resultados de aprendizaje en materias complejas como Epistemología y Metodología de Investigación en Ciencias de la Salud. A medida que la educación virtual continúa evolucionando, los educadores deben considerar este modelo de enseñanza híbrido como una herramienta valiosa para proporcionar una experiencia de aprendizaje más holística y efectiva (AU)

Mejorando la elaboración de las hipótesis iniciales para el razonamiento clínico diagnóstico en estudiantes de kinesiología: una propuesta metodológica / Improving the development of initial hypotheses for clinical diagnostic reasoning in physical therapy students: a methodological proposal

El Razonamiento Clínico es un proceso fundamental para identificar los déficits en un paciente y formular un diagnóstico kinesiológico. El objetivo de este estudio es describir parte de la metodología y sus resultados, en el marco del curso de Razonamiento Clínico de la carrera de Kinesiología en la Universidad Finis Terrae, para mejorar el proceso de formulación de hipótesis iniciales para la evaluación kinesiológica. MUESTRA : MATERIALES Y MÉTODOS Los estudiantes fueron evaluados según la cantidad, coherencia y sintaxis de estas hipótesis iniciales, además de los dominios a los que pertenecían, al inicio y al final de la intervención que consistió en 3 actividades (2 clases presenciales y un informe de actividad de campo clínico). Las clases presenciales tenían como temas la Clasificación Internacional de la Funcionalidad, Salud y Enfermedad (CIF) de la OMS, y su rol en el razonamiento clínico diagnóstico; y la importancia de las hipótesis iniciales dentro del modelo hipotético deductivo de razonamiento y cómo escribirlas, junto con el uso de una herramienta (una "Tabla Hipocrática Modificada") para sistematizar la formulación de hipótesis iniciales con respecto a déficit en estructuras corporales. El informe de campo clínico integró todo lo anterior durante la evaluación de un paciente real. RESULTADOS La evaluación final mostró un aumento significativo en la cantidad (promedio ± DS inicial 10,1 ± 8,57, final 27 ± 9,23, p < 0,001) de hipótesis planteadas y en su coherencia con respecto a la información disponible. CONCLUSIÓN La sistematización descrita para la formulación de hipótesis diagnósticas en los estudiantes de kinesiología resulta en una mayor cantidad y calidad en sus hipótesis, validando esta metodología para la enseñanza inicial del razonamiento clínico diagnóstico en kinesiología

Clinical Reasoning is a fundamental process to identify deficits in a patient and state a diagnosis. The goal of this study is to describe part of the methodology and its results, within the framework of the Clinical Reasoning course of the Kinesiology career at Finis Terrae University, implemented to improve the process of formulating initial hypotheses for kinesiological evaluation. MATERIALS AND METHODS The students were evaluated according to the quantity, coherence and syntax of these initial hypotheses, in addition to the domains to which they belonged, at the beginning and at the end of the intervention that consisted of 3 activities (2 face-to-face classes and an activity report). The face-to-face classes had as topics the International Classification of Functioning, Health and Disease (ICF), WHO, and its role in diagnostic clinical reasoning; and the importance of initial hypotheses within the hypothetical deductive model of reasoning and how to write them, together with the use of a tool (a "Modified Hippocratic Table") to methodize the formulation of initial hypotheses regarding deficits in body structures. The report integrated all of the above during the evaluation of a real patient. RESULTS The final evaluation showed a significant increase in the quantity (mean ± initial SD 10.1±8.57, final 27±9.23, p < 0.001) of hypotheses raised and in their consistency to the available information. Conclusion: The Systematization described for formulating diagnostic hypotheses in kinesiology students results in a greater quantity and quality of their hypotheses, validating this methodology for the initial teaching of diagnostic clinical reasoning in kinesiology.

Percepción de los estudiantes de kinesiología ante el uso de la creación, edición y revisión de vídeos como metodología para el aprendizaje de la anatomía / Kinesiology students' perception of the use of video creation, edition and review as a methodology for learning anatomy

Introducción: La enseñanza de la anatomía humana ha sufrido cambios en las últimas décadas, y ha pasado de métodos tradicionales que se centraban en la disección de cadáveres al uso de las herramientas tecnológicas disponibles en la actualidad. Muchos son los recursos tecnológicos utilizados; sin embargo, no es frecuente incorporar al estudiante en su creación. Aprender haciendo es un método activo para lograr aprendizajes profundos y significativos.Objetivo.Evaluar la incorporación de vídeos creados por los estudiantes como recurso didáctico para el aprendizaje de la anatomía humana.Materiales y métodos.Los estudiantes elaboraron un vídeo en relación con las temáticas trabajadas en el curso de Anatomía Humana II. En la intervención pedagógica participaron 40 estudiantes de kinesiología de la Universidad Católica de la Santísima Concepción, Concepción. La percepción de los estudiantes se obtuvo a través de una encuesta de percepción, que respondió el 82,5% de los participantes. El análisis de los datos se realizó basado en un estudio cuantitativo de carácter descriptivo.Resultados.El 82,8% de los estudiantes percibe que participar en la elaboración y la creación de recursos didácticos, como los vídeos, favorece su aprendizaje; un 72%, que contribuye a la autorregulación; y un 93% valora el papel del docente como facilitador y apoyo para su aprendizaje.ConclusiónLa elaboración y la creación de vídeos por parte de los estudiantes favorecen un aprendizaje activo y la motivación, y desarrollan la autorregulación en el estudiante. (AU)

Introduction: The teaching of human anatomy has undergone changes in recent decades, going from traditional methods that focused on the dissection of cadavers to the use of technological tools available today. There are many technological resources used, however, it is not frequent to incorporate the student in their creation. Learning by doing is an active method of achieving deep and meaningful learning.Objective.Evaluate the incorporation of videos created by students as a didactic resource for learning human anatomy.Materials and methods.The students made a video in relation to the topics covered in the human anatomy course. 40 Kinesiology students from the Universidad Católica de la Santísima Concepción, Concepción participated in the pedagogical intervention. The perception of the students was obtained through a perception survey, which was answered by 82.5% of the participants. The data analysis was carried out based on a descriptive quantitative study.Results.82.8% of students perceive that participating in the development and creation of teaching resources, such as videos, favors their learning, over 72% that it contributes to self-regulation and 93% value the role of the teacher as facilitator and support for their learning.Conclusion.The development and creation of videos by students favors active learning, motivation and develops self-regulation in the student. (AU)

Go tani and his influence on the kinesiology field in the brazilian scientific context / Go tani e sua influência no campo da cinesiologia no contexto científico brasileiro

ABSTRACT This study aimed to group some perspectives on Go Tani's epistemological activity in the context of Brazilian Physical Education (PE), establishing his contributions and reflections on Kinesiology for the structuring of undergraduate and graduate Physical Education in Brazil. This is a bibliographical and exploratory study, which prioritized Tani's production on the most varied platforms and the materials that circulated about Kinesiology in national and international literature. Finally, through the theoretical review, it was possible to identify that the PE field is a scenario full of disputes and that even with the transformations of paradigms that infer the legitimate alternatives in the scientific context, the relationships that are established between the different schools of PE thought have erupted in a process of mutual incomprehension that contributes to the circularity of perspectives and the maintenance of beliefs in the field.

RESUMO O presente estudo objetivou agrupar algumas perspectivas sobre a atividade epistemológica de Go Tani no contexto da Educação Física (EF) brasileira, estabelecendo suas contribuições e reflexões a partir da Cinesiologia para a estruturação da graduação e da pós-graduação em Educação Física no Brasil. Trata-se de um estudo bibliográfico e exploratório, o qual priorizou a produção de Tani nas mais variadas plataformas, bem como os materiais que circularam sobre a Cinesiologia na literatura nacional e internacional. Por fim, através da referida revisão teórica, foi possível identificar que o campo da EF é um cenário repleto de disputas e que mesmo com as transformações dos paradigmas que inferem nas alternativas legítimas no contexto científico, as relações que são estabelecidas entre as distintas escolas de pensamento da EF têm eclodido num processo de interincompreensão que contribui com a circularidade de perspectivas e a manutenção de crenças no campo.