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OBJECTIVES: To analyze the association between occupational ergonomic risk, personal characteristics, and working conditions with the biomechanical properties of stiffness and muscular tone in the paravertebral muscles of electric pallet jack and forklift operators in the industrial sector. METHODS: A total of 75 industrial sector machine operators were evaluated in 2021. Personal characteristics and working conditions were assessed through a questionnaire. Ergonomic risk was assessed using the Rapid Entire Body Assessment (REBA) method, and biomechanical properties of stiffness and muscular tone were obtained using the Myoton Pro device. Stiffness in paravertebral muscles was compared based on the operated machine and observed ergonomic risk. A multilevel linear regression model was employed to quantify the relationship, with mean differences and 95% CI calculated. RESULTS: Very high ergonomic risk was found in 75% of the electric pallet truck drivers. In this group with the highest ergonomic risk, an association between biomechanical properties and older workers was observed. Additionally, among electric pallet truck drivers, stiffness (mean difference 335.9 N/m, 95% CI: 46.4 (3.4 to 110.0), P < 0.05) and paravertebral muscle tone (mean difference 17.5 Hz, 95% CI: 1.4 (0.1 to 3.4), P < 0.05) showed statistically significant differences in the very high ergonomic risk category compared to the high-risk category. No significant differences were observed in any of the analyzed variables among forklift drivers. CONCLUSIONS: Workers operating electric pallet trucks with very high ergonomic risk according to the REBA method and aged over 40 yr are associated with increased muscle stiffness and tone.
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This study aimed to analyze the scientific evidence available in the literature addressing the relationship between mental fatigue and burnout associated with teleworking during the COVID-19 pandemic through an integrative review. This review searched the following databases: PubMed, Scopus, Taylor & Francis, Embase, ScienceDirect, and SciELO using the DeCS and MeSH health sciences descriptors. The included articles were published between March and December 2021, during the pandemic. Of a total of 224 results, 215 articles were excluded and 9 were considered for the preparation of this integrative review. Mental fatigue was related to technostress, somatic symptoms such as anxiety and insomnia (p < 0.05), and loss of motivation (p < 0.05). Burnout was positively associated with work overload, high interdependence, and lower role clarity. The presence of a stressful factor and a protective factor was evidenced in burnout: intrusive leadership and workaholism, respectively. Greater exhaustion was observed in workers belonging to generation X (41 to 55 years old). Mental fatigue is related to exhaustion in the productive, physical, and psychological dimensions of individuals. Addiction to work has moderated this phenomenon, however, it is urgent to limit and optimize work hours as well as promote disconnection and rest among workers within the framework of a healthy work policy.
Este estudo pretendeu analisar as evidências científicas disponíveis na literatura sobre a relação entre fadiga mental e esgotamento associados ao teletrabalho em tempos de pandemia de covid-19 mediante uma revisão integrativa. Esta revisão incluiu a pesquisa nos seguintes bancos de dados: PubMed, Scopus, Taylor & Francis, Embase, Science Direct e SciELO. Usando os descritores DeCs e MeSH de ciências da saúde, os artigos incluídos foram datados entre março e dezembro de 2021, durante a pandemia. De um total de 224 resultados, 215 artigos foram excluídos, e 9 foram considerados para a elaboração desta revisão integrativa. A fadiga mental foi relacionada ao tecnoestresse, à presença de sintomas somáticos, como ansiedade e insônia (p < 0,05) e à perda de motivação (p < 0,05). O esgotamento foi positivamente associada à sobrecarga, alta interdependência e falta de clareza quanto à função do trabalhador. Evidenciou-se a presença de um fator estressante e de um fator protetor em relação ao esgotamento, como a liderança intrusiva e o vício no trabalho, respectivamente. Observou-se maior exaustão nos trabalhadores da geração X (41 a 55 anos). Concluiu-se que a fadiga mental está relacionada à exaustão nas dimensões produtiva, física e psicológica dos sujeitos. A dependência do trabalho moderou esse fenômeno, porém, é urgente limitar e otimizar as horas de trabalho, bem como promover a desconexão e o descanso dos trabalhadores no âmbito de uma política de trabalho saudável.
ABSTRACT
Introducción: El actual escenario por pandemia ha promovido la rápida migración de asignaturas a la modalidad virtual y a la interacción mediante recursos pedagógicos tecnológicos sincrónicos y asincrónicos. Aunque los estudiantes presentan afinidad con el uso de herramientas virtuales, se requiere recoger la retroalimentación respecto de fortalezas y debilidades en la modalidad empleada. El objetivo fue evaluar la estructura de un curso de morfología y fisiología en un entorno virtual de acuerdo con dimensiones pedagógicas, tecnológicas, y de materiales y recursos.Sujetos y métodos.Estudio descriptivo de corte transversal en el cual participaron 125 estudiantes de la Escuela de Ciencias de la Salud que cursaban la asignatura de Estructura y Función. Se implementó la asignatura en modalidad virtual en la plataforma Moodle © , incluyendo recursos sincrónicos y asincrónicos. Se evaluó la retroalimentación de los estudiantes mediante un cuestionario y el rendimiento.Resultados.Se evaluaron positivamente las dimensiones pedagógicas y tecnológicas, y los materiales empleados, y se obtuvo una puntuación de 3 ± 0,15. Sin embargo, un 67% de los estudiantes consideró excesiva la demanda temporal requerida y un 61% no cursaría otra asignatura en formato virtual. La aprobación promedio fue de un 76%, y las notas finales oscilaron entre un 4,4 y un 5,2 para las carreras evaluadas.Conclusiones.Es necesario evaluar si el rendimiento obtenido se consolida en el mediano plazo e incorporar herramientas de la plataforma para monitorizar los tiempos que los estudiantes invierten en la resolución de actividades. Se propone implementar capacitaciones previas en los estudiantes sobre el uso de la plataforma, así como priorizar recursos de mayor síntesis y menor duración. (AU)
Introduction: The current pandemic scenario has promoted the rapid migration of subjects to the virtual modality and to interaction through synchronous and asynchronous technological pedagogical resources. Although students have an affinity with the use of virtual tools, it is required to collect feedback regarding strengths and weaknesses in the modality used. The objective was evaluate the structure of a morphology and physiology course in a virtual environment according to pedagogical, technological, and material and resource dimensions.Subjects and methods.Descriptive cross-sectional study, in which 125 students from the School of Health Sciences participated, taking the subject of Structure and Function. The subject was implemented in virtual mode on the Moodle © platform, including synchronous and asynchronous resources. Student feedback was assessed using a questionnaire and performance.Results.The pedagogical technological, and material dimensions used were positively evaluated, obtaining a score of 3.0 ± 0.15 However, 67% of the students considered the required temporary demand excessive and 61% would not take another subject in virtual format. The average approval was 76% and the final grades ranged between 4.4 and 5.2 for the evaluated careers.Conclusions.It is necessary to evaluate whether the performance obtained is consolidated in the medium term and to incorporate platform tools to monitor the time that students invest in solving activities. It is proposed to implement prior training in students on the use of the platform, as well as prioritize resources of greater synthesis and shorter duration. (AU)
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Humans , Education, Medical , Physiology , Health Sciences , Pandemics , Coronavirus Infections/epidemiology , Epidemiology, Descriptive , Cross-Sectional StudiesABSTRACT
Introducción: Las dificultades presentes en la educación en ciencias de la salud son experimentadas por docentes y estudiantes en las asignaturas disciplinares. Los profesores requieren entregar y evaluar gran volumen de contenidos y los alumnos deben asimilar estos rápidamente para obtener un adecuado rendimiento. Objetivo: Evaluar la efectividad de la creación de mapas conceptuales sobre el rendimiento, en la asignatura Razonamiento Clínico de la carrera de kinesiología de una universidad privada de la V región, Chile. Métodos: Estudio cuasi experimental, en el que participaron dos grupos: control y experimental. En el grupo experimental se aplicó la intervención con la incorporación de la herramienta de creación de mapas conceptuales en dos unidades temáticas. Se evaluó el rendimiento pre- y posintervención. La población de estudio estuvo constituida por dos grupos de estudiantes de Kinesiología (n = 55), que cursaron la asignatura Razonamiento Clínico del séptimo semestre, correspondiente al primer semestre de 2017 de la malla curricular en la carrera de kinesiología, en una universidad privada de la ciudad de la V región, Chile. Resultados: El rendimiento pre- y posintervención indicó una diferencia significativa en las calificaciones correspondientes a las unidades II y III en el grupo experimental (t-test pareado p < 0,0001). Al comparar el desempeño entre ambos grupos: control y experimental, este último obtuvo un promedio de notas significativamente superior al grupo control en las unidades II y III (t-test, p < 0,0001). La unidad I no presentó diferencias notables entre el grupo control con respecto al experimental (ANOVA/Bonferroni post hoc test, p > 0,05). Conclusiones: La estrategia de crear mapas conceptuales incrementa el rendimiento en la asignatura Razonamiento Crítico para abordar problemas clínicos. La creación de mapas conceptuales favorece el aprendizaje y permite identificar habilidades que denotan mayor dificultad en los estudiantes. Se propone la incorporación de estos mapas en formación sistemática como herramienta de enseñanza y evaluación(AU)
Introduction: The difficulties present in health sciences education are experienced by teachers and students in disciplinary subjects. Teachers need to deliver and evaluate large volumes of content and students must assimilate these quickly in order to obtain adequate performance. Objective: To evaluate the effectiveness of creating conceptual maps on performance, in the subject Clinical Reasoning of the Kinesiology major of a private university of the V Region, Chile. Methods: Quasiexperimental study with the participation of two groups, a control group and an experimental group. In the experimental group, the intervention was applied with the incorporation of the tool for creating conceptual maps in two thematic units. Pre- and post-intervention performance was evaluated. The study population consisted of two groups of students of Kinesiology (n=55), who attended the subject Clinical Reasoning of the seventh semester, corresponding to the first semester of 2017, of the curriculum in the Kinesiology major at a private university in the city of the V region, Chile. Results: The pre- and post-intervention performance indicated a significant difference in the qualifications corresponding to units II and III in the experimental group (paired t-test p<0.0001). When comparing the performance between both groups, control and experimental, the latter obtained an average of significantly higher scores than the control group in units II and III (t-test, p < 0.0001). Unit I did not show notable differences between the control group and the experimental group (ANOVA/Bonferroni post hoc test, p > 0.05). Conclusions: The strategy of creating conceptual maps increases the performance in the subject Critical Reasoning, for the addressing of clinical problems. The creation of conceptual maps favors learning and allows the identification of skills that denote greater difficulty in students. The incorporation of these maps in systematic training is proposed as a teaching and evaluation tool(AU)
Subject(s)
Humans , Teaching , Health Sciences , Academic Performance , LearningABSTRACT
Introducción: Se ha descrito que una favorable percepción de los estudiantes sobre un proceso de enseñanza y aprendizaje constituye un aspecto relevante que favorece el desempeño académico. Sin embargo, existe escasa información sobre otros factores de riesgo académico de los estudiantes que ingresan en la educación superior. Objetivo: Conocer la experiencia académica previa de los estudiantes de cinesiología, su percepción sobre las metodologías de enseñanza y su relación con el rendimiento. Sujetos y métodos: Estudio descriptivo de corte transversal, en el cual se estudiaron 108 alumnos de la Escuela de Cinesiología de la asignatura 'Anatomía del aparato locomotor'. Se diseñó y validó un cuestionario para evaluar la percepción de satisfacción y la experiencia académica previa. Posteriormente se aplicó a los estudiantes y se registraron sus calificaciones durante el semestre. Resultados: Los estudiantes evaluaron positivamente la gestión docente en metodología y enseñanza en sus tres dimensiones, obteniendo una puntuación de 3,5 ± 0,3. Sin embargo, el 65,7% de los estudiantes reprobó la asignatura. Los resultados indican que no hay una relación directa entre la metodología de enseñanza y el rendimiento académico. No obstante, la experiencia académica previa parece ser de gran importancia. Conclusión: Es necesario debatir sobre variables de índole académica, como la experiencia previa de los estudiantes, que constituyen factores de predicción del éxito académico y también aquellas que favorecen el burnout académico, e incorporar estrategias de apoyo a estudiantes que presentan estas características para un mejor desempeño académico
Introduction: It is known that a positive student perception about the teaching and learning process is a relevant aspect which improves academic performance. However, there are few studies that consider other academic factors acting upon students who enroll in higher education. Aim: To find out about the academic background of physical therapy students, their perception about teaching methods and its relation to academic performance. Subjects and methods: A descriptive cross sectional study was conducted. Sample consisted of 108 physical therapy students who enrolled in a Locomotor Anatomy course. A questionnaire to assess perceived satisfaction and academic background was designed, which was validated and then applied to students. In addition, students' grades were register during semester. Results: Students gave positive ratings to teachers' performance about teaching methods in all three dimensions, with a score above 3.5 ± 0.3. Yet, 65.7% of alumni failed the course. Results showed no direct relationship between teaching methods and academic performance. However, academic background seems very important. Conclusion: Variables such as students' academic background, which are considered predicting factors associated with academic success, should be discussed as well as those associated with academic burnout. It is recommended to incorporate supporting strategies for students with such characteristics in order to improve their academic performance
