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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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Objetivo: Determinar el nivel de competencia digital en académicos que ejercen la docencia entre el primer y el quinto año en carreras del área de la salud mediante un cuestionario basado en la autopercepción durante el primer semestre del año 2023. Materiales y métodos: El diseño de investigación aplicado en este estudio fue descriptivo y transversal. La muestra estuvo conformada por 63 profesores que realizan docencia en carreras del área de la salud de la Universidad Viña del Mar, Chile. Se aplicó el cuestionario "DigCompEdu Chek-in" para valorar las competencias digitales docentes, con un formato de respuesta en escala de Likert. El instrumento considera las dimensiones compromiso profesional, recursos/pedagogía digital, evaluación y retroalimentación, empoderamiento a los estudiantes y facilitar la competencia digital de los estudiantes. La recolección de datos se realizó mediante un formulario virtual en Google Forms. Los datos se analizaron utilizando estadística descriptiva, que incluyó promedios, desviación estándar, coeficiente de variación, porcentajes y frecuencias. Resultados: Los resultados muestran que los docentes, en su conjunto, obtuvieron una calificación promedio de 3,4 en el instrumento completo, con una desviación estándar de 1,2. Esto indica que los profesores se sitúan en un rango intermedio en términos de competencia digital docente (CDD), lo que sugiere que tienen una percepción moderada de su competencia digital. Conclusiones: Los profesionales, en su rol docente, deben sentirse habilitados para abordar cuestiones de seguridad en línea, emplear herramientas de evaluación digital y personalizar la enseñanza mediante la tecnología. Al hacerlo, podrán proporcionar una educación más completa y relevante en la era digital actual. Por tanto, la formación en CDC en los profesores puede constituir un criterio de calidad educativa y de mejora en la preparación de los estudiantes para un mundo marcado por la competencia digital.
Objective: To determine the level of digital skills among academics who teach firstto fifth-year students of health sciences programs using a self-perception questionnaire during the first semester 2023. Materials and methods: The study used a descriptive and cross-sectional research design. The sample consisted of 63 professors of health sciences programs at Universidad de Viña del Mar, Chile. Digital teaching skills were assessed using the DigCompEdu CheckIn questionnaire and a Likert scale response format. The instrument considered the dimensions professional commitment, digital resources/pedagogy, evaluation and feedback, student empowerment and facilitating students' digital skills. Data were collected using Google Forms and analyzed with descriptive statistics that included means, standard deviation, coefficient of variation, percentages and frequencies. Results: The results show that the professors, as a whole, achieved an average score of 3.4 in the complete instrument, with a standard deviation of 1.2. This indicates that professors are in an intermediate range in terms of digital teaching skills, thus suggesting that they have a moderate perception of their digital skills. Conclusions: Professionals, in their teaching role, should feel empowered to address online security issues, use digital assessment tools and customize teaching through technology. By doing so, they will be able to provide a more comprehensive and high-quality education in today's digital age. Therefore, training in digital teaching skills among professors may be a criterion for improving educational quality and students' training in a world where digital skills play a key role.
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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.
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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
Introduction: Within the occupational field, changes in the characteristics of work have revealed risks associated with static, repetitive work and litle physical activity, which together with individual health conditions of workers can trigger diseases and musculoskeletal disorders. Objectives: To obtain a preliminary characterization of workers in an industrial area, including their health and working conditions. Methods: This is a cross-sectional study with a quantitative approach, developed with 69 men who worked in the industrial area of Viña del Mar, Chile. A clinical and occupational evaluation was carried out with the application of the International Physical Activity Questionnaire as well as the Standardized Nordic Questionnaire. Results: The following risk factors were identified: 53.6% of the workers were smokers, 92.8% presented low levels of physical activity, and 70.3% reported feeling pain in body segments that were physically required during their work tasks. Among all workers, 63% were overweight according to their body mass index and 62% presented high systolic pressure. Pain was mostly detected in the spine, and it was slightly associated with forklif operation by older workers (t-test p < 0.05). Conclusions: Workers were in the presence of cardiovascular and occupational risks. It is necessary to promote timely education and training on health conditions and to evaluate risks associated with machinery operation in order to prevent work-related pain.
Introdução: No âmbito ocupacional, as mudanças no estilo de trabalho têm mostrado riscos associados ao trabalho estático, repetitivo e à pouca atividade física, fatores que, somados às condições individuais de saúde dos trabalhadores, podem favorecer o aparecimento de doenças e distúrbios musculoesqueléticos. Objetivos: Obter uma caracterização preliminar dos trabalhadores da indústria, incluindo a saúde e as condições de trabalho. Métodos: Estudo transversal, com abordagem quantitativa, realizado com 69 homens que trabalham na indústria de Viña del Mar, Chile. Realizaram-se avaliação clínica e ocupacional e aplicaram-se o Questionário Internacional de Atividade Física juntamente com o Questionário Nórdico de Sintomas Osteomusculares. Resultados: Identificaram-se os seguintes fatores de risco: 53,6% dos trabalhadores era tabagista, 92,8% apresentava baixo nível de atividade física, 70,3% declarou sentir dor em segmentos corporais necessários à realização de tarefas do trabalho. Dos trabalhadores, 63% tinha sobrepeso, de acordo com o índice de massa corporal, e 62% apresentava pressão sistólica alta. As dores foram detectadas principalmente na coluna vertebral e estavam ligeiramente associadas à operação de empilhadeira por trabalhadores mais velhos (teste t p < 0,05). Conclusões: Os trabalhadores encontravam-se diante de riscos cardiovasculares e ocupacionais. É necessário promover educação e treinamento adequados em relação às condições de saúde e avaliar os riscos associados à operação de equipamentos, a fim de evitar dores relacionadas ao trabalho.
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Resumen: Los trabajadores del área industrial están expuestos a desórdenes músculo esqueléticos (DME). Objetivos: Evaluar los factores de riesgo de una actividad laboral valorando los efectos de una intervención sobre los trabajadores. Material y Métodos: Estudio experimental sobre 69 trabajadores varones. Se aplicó cuestionario nórdico y ortopedia, lista chequeo TMERT, OCRA y RULA. Se implementó aplicación móvil para capacitar a trabajadores en manejo de signos-síntomas sugerentes de DME. Resultados: Un 89,6% de los trabajadores presentó dolor. Factores de riesgo considerados por la lista de chequeo, fueron alto, elevado y crítico respectivamente para los puestos de trabajo examinados. Un 54,35% de los trabajadores utilizó la aplicación móvil. Evolución positiva fue en promedio un 40% para mano y hombro, 80% para compromiso bicipital y túnel carpiano y 100% de epicondilitis. Conclusiones: Se sugiere promover programas de intervención preventiva y profundizar estudio sobre efecto de pausas y rotación de puestos de trabajo (AU)
Objectives: Evaluate the risk of work activity evaluating the effects of an intervention on workers. Material and Methods: Experimental study on 69 male workers. Nordic and orthopedic questionnaire, TMERT, OCRA and RULA check list were applied. A mobile application was implemented to train workers in the management of signs and symptoms suggestive of musculoskeletal disorder. Results: 89.6% of the workers presented pain. Risk factors considered by the TMERT, OCRA, and RULA check list were high, elevated, and critical respectively for the jobs examined. 54.35% of the workers used the mobile application. Positive evolution was on average 40% for hand and shoulder, 80% for bicipital involvement and carpal tunnel and 100% for epicondylitis. Conclusions: It is suggested to promote preventive intervention programs and to deepen the study on the effect of breaks and job rotation (AU)
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Humans , Occupational Health , Ergonomics , Musculoskeletal Diseases , Industry , Surveys and Questionnaires , Risk FactorsABSTRACT
Resumen Introducción: una tendencia actual en la educación superior es fusionar materias y articular las asignaturas integradas; sin embargo, hay menor rendimiento y un incremento de la reprobación. Se ha descrito como favorable la aplicación de evaluaciones de procesos como instrumentos de enseñanza y aprendizaje en ciencias de la salud, criterio pertinente de considerar en asignaturas de gran volumen de contenidos. El objetivo de este trabajo fue valorar el efecto de la evaluación del proceso sobre una asignatura integrada de anatomía y fisiología en estudiantes de ciencias de la salud y su relación con el rendimiento. Materiales y métodos: estudio experimental con 144 estudiantes de la Escuela de Ciencias de la Salud en la asignatura de Estructura y Función, distribuidos en dos grupos: control y experimental. Se diseñó e implementó una intervención metodológica para evaluar su efecto en el rendimiento académico. Resultados: la intervención del proceso en el grupo control experimental mejoró el rendimiento comparado con el grupo control tanto en el promedio como en las evaluaciones parciales de cada unidad (t-test < 0.05). En el grupo experimental se registró un incremento del rendimiento entre el 59 % y el 83 % de los estudiantes. Adicionalmente, la mejora progresiva modificó la condición de reprobación a aprobación en un 27 % de los estudiantes tras la intervención (Anova: p < 0.05). Conclusión: la incorporación de evaluaciones de proceso parece ser una favorable herramienta para descomprimir las materias, aplicar lo aprendido, realizar seguimiento a las metodologías de estudio y mejorar el rendimiento de los estudiantes.
Abstract Introduction: A current trend in higher education is to merge subjects together to create one integrated or joint subject. However, an important effect of this integration has been reduced student performance and an increase in subject failures. A possible way to combat this issue may be through a favorable relationship that has been described between the application of process evaluations as teaching and learning instruments in health sciences, especially for the subjects that have a large volume of content. The objective of this study was to assess the effect that this evaluation may have on students' performance in the integrated subject of anatomy and physiology in Health Sciences. Materials and methods: This was an experimental study consisting of 144 students from the School of Health Sciences who were studying the subject of Structure and Function and were distributed amongst two groups: control and experimental. A methodological intervention was designed and implemented to assess its effect on academic performance. Results: The intervention of this process in the experimental control group showed an improvement in students' performance compared to that of the control group both in the average and in the partial evaluations of each unit (t-test < 0.05). In the experimental group, there was an increase in performance between 59% and 83% of the total number of students. Additionally, the progressive improvement modified the condition of disapproval to that of approval in 27% of the students after the intervention, Anova p < 0.05. Conclusion: The incorporation of process evaluations seems to be a favorable tool to decompress subjects taught in schools, to apply what students have initially learned, to follow up on the study methodologies, and improve overall student performance.
Resumo Introdução: uma tendência atual na educação superior é fusionar disciplinas e articular as disciplinas integradas; no entanto, há menor desempenho e um incremento da reprovação. Se tem descrito como favorável a aplicado de avaliações de processos como instrumentos de ensino e aprendizagem em ciências da saúde, critério pertinente de considerar em disciplinas de grande volume de conteúdo. O objetivo é valorar o efeito da avaliação do processo sobre uma disciplina integrada de anatomia e fisiologia em estudantes de ciências da saúde e sua relação com o desempenho. Materiais e métodos: estudo experimental com 144 estudantes da Escola de Ciências da Saúde na disciplina de Estrutura e Função, distribuídos em dois grupos: controle e experimental. Se desenhou e implementou uma intervenção metodológica para avaliar seu efeito no desempenho académico. Resultados: a intervenção do processo no grupo controle experimental melhorou o desempenho comparado com o grupo controle tanto na média quanto nas avaliações parciais de cada unidade (t-test < 0.05). No grupo experimental se registrou um incremento do desempenho entre o 59% e o 83% dos estudantes. Adicionalmente, a melhora progressiva modificou a condição de reprovação a aprovação em um 27% dos estudantes após a intervenção (Anova: p < 0.05). Conclusão: a incorporado de avaliações de processo parece ser uma ferramenta favorável para descomprimir as matérias, aplicar o aprendido, realizar seguimento as metodologias de estudo e melhorar o rendimento dos estudantes.
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Humans , Students, Health Occupations , Education, Medical , Educational Measurement , Academic PerformanceABSTRACT
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)
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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
