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This article describes a post-fellowship preceptorship training program to train sub-specialty colorectal surgeons in gaining proficiency in robotic colorectal surgery using a dual-surgeon model in the Australian private sector. The Australian colorectal surgeon faces challenges in gaining robotic colorectal surgery proficiency with limited exposure and experience in the public setting where the majority of general and colorectal surgery training is currently conducted. This training model uses graded exposure with a range of simulation training, wet lab training, and clinical operative cases to progress through both competency and proficiency in robotic colorectal surgery which is mutually beneficial to surgeons and patients alike. Ongoing audit of practice has shown no adverse impacts.
Subject(s)
Clinical Competence , Colorectal Surgery , Preceptorship , Robotic Surgical Procedures , Robotic Surgical Procedures/education , Robotic Surgical Procedures/methods , Humans , Australia , Colorectal Surgery/education , Preceptorship/methods , Private SectorSubject(s)
Delivery of Health Care , Leadership , Humans , Female , Professional Competence , Health FacilitiesABSTRACT
This conference was convened by the Chiropractic Educators Research Forum (CERF) on December 2, 2023. This conference took a closer look at what chiropractic programs are doing to identify burnout and build student, faculty, and staff resilience in the psychosocial domain. During the meeting, presenters and panelists took an in-depth look at research related to how chiropractic programs are addressing issues in mental health of students, faculty, and staff as this relates to burnout and resilience in the chiropractic program and practice.
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Excipients , Hypersensitivity , Humans , Excipients/adverse effects , Zea mays/adverse effects , Starch/adverse effectsABSTRACT
O estágio supervisionado é uma disciplina obrigatória para a formação e proporciona ao aluno vivenciar a prática profissional do enfermeiro. O objetivo foi avaliar a percepção do discente a respeito da prática do estágio supervisionado para a formação do enfermeiro. Pesquisa transversal, exploratória com abordagem qualitativa, realizada com acadêmicos do quinto ano do curso de enfermagem, de uma universidade pública do interior do Paraná. A coleta ocorreu em junho/2019 por meio de um roteiro semiestruturado. Os dados foram analisados pela análise de conteúdo de Bardin (2011). Dez alunas participaram da pesquisa. A partir da análise dos dados emanaram duas categorias: categoria 1 - desenvolvendo habilidades e competências e categoria 2 - aprendendo com as dificuldades. O estágio supervisionado permite ao acadêmico ampliar a visão do papel do enfermeiro nos aspectos assistencial e gerencial. Estas situações colocam à prova a capacidade do acadêmico lançar mão de competências para a resolução de problemas, de estar aberto a capacidade de aprender a aprender, e de tornar-se um enfermeiro autônomo e independente.
The supervised internship is a mandatory subject for training and allows the student to experience the professional practice of nurses. The objective was to evaluate the student's perception regarding the practice of supervised training for nursing education. Cross-sectional, exploratory research with a qualitative approach, carried out with fifth-year nursing students from a public university in the interior of Paraná. The collection took place in June/2019 through a semi-structured script. Data were analyzed using Bardin's (2011) content analysis. Ten students participated in the research. From the data analysis, two categories emerged: category 1 - developing skills and competences and category 2 - learning from difficulties. The supervised internship allows the student to broaden the view of the nurse's role in care and management aspects. These situations put to the test the ability of the academic to use skills to solve problems, to be open to the ability to learn to learn, and to become an autonomous and independent nurse.
La pasantía tutelada es una asignatura obligatoria de formación y permite al estudiante experimentar el ejercicio profesional de la enfermería. El objetivo fue evaluar la percepción del estudiante sobre la práctica de la pasantía supervisada para la formación de enfermería. Investigación transversal, exploratoria, con enfoque cualitativo, realizada con estudiantes de quinto año de enfermería de una universidad pública del interior de Paraná. La recopilación se realizó en junio/2019 a través de un guión semiestructurado. Los datos fueron analizados mediante el análisis de contenido de Bardin (2011). Diez estudiantes participaron en la investigación. Del análisis de datos surgieron dos categorías: categoría 1 - desarrollo de habilidades y competencias y categoría 2 - aprendizaje de las dificultades. La práctica tutelada permite al estudiante ampliar la visión del rol del enfermero en los aspectos asistenciales y de gestión. Estas situaciones ponen a prueba la capacidad del académico para utilizar habilidades de resolución de problemas, estar abierto a la capacidad de aprender a aprender y convertirse en una enfermera autónoma e independiente.
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Introducción: estudiar la realidad educativa en el campo de la integración de los contenidos permite diseñar acciones para perfeccionar el proceso enseñanza aprendizaje en las universidades. Objetivo: fundamentar las bases teóricas que sustentan la integración en el proceso de enseñanza aprendizaje de las ciencias básicas biomédicas, así como aspectos relativos a su concepción. Métodos: se realizó una revisión bibliográfica sobre la integración de los contenidos, se consideraron artículos originales y de revisión publicados entre 2017 y 2022 en español, portugués e inglés, en revistas nacionales e internacionales indexadas y en bases de datos reconocidas: Scopus, Scielo y Google Académico. Fueron revisados 59 artículos y se seleccionaron 23. Las palabras claves utilizadas fueron: integración, enseñanza aprendizaje y ciencias básicas biomédicas. Desarrollo: la integración de los contenidos potencia el dominio de estos, unido al desarrollo de métodos investigativos y los impactos de la ciencia, la tecnología, la sociedad y el ambiente. El logro de un profesional preparado para desempeñarse con éxito depende del proceso de enseñanza aprendizaje desarrollado por todas las asignaturas integralmente, desde lo académico, lo laboral y lo investigativo. La integración de las dimensiones esenciales: instructiva, educativa y desarrolladora promueve la motivación por el estudio y asegura la formación integral del estudiante. Conclusiones: la integración de las ciencias básicas biomédicas constituye una tarea de primer orden, el estudio y determinación de los referentes y fundamentos teórico-metodológicos que la sustentan requiere redimensionar su definición y la caracterización de integración en el proceso enseñanza aprendizaje.
Introduction: studying the educational reality in the field of content integration allows us to designer actions to improve the teaching-learning process in universities. Objective: to support the theoretical bases that allows the integration in the teaching-learning process of basic biomedical sciences, as well as aspects related to its conception. Methods: a bibliographic review was carried out on the integration of the contents, original and review articles published from 2017 to 2022 in Spanish, Portuguese, and English in indexed national and international journals and in recognized databases were considered: Scopus, Scielo and Academic google. 59 articles were reviewed and 23 were selected. The key words used were integration, teaching-learning and basic biomedical sciences. Development: the integration of content enhances their mastery, together with the development of researching methods and the impacts of science, technology, society, and the environment. The achievement of a professional prepared to perform successfully depends on the teaching-learning process developed by all subjects comprehensively, from academic, work and research. The integration of the essential dimensions: instructional, educational, and developmental promotes motivation for study and ensures the comprehensive training of the student. Conclusions: the integration of basic biomedical sciences constitutes a first-order task, the study and determination of the theoretical-methodological references and foundations that support it requires resizing its definition and the characterization of integration in the teaching-learning process.
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Teaching , Curriculum , Education, Medical , Education, Professional , LearningABSTRACT
Fundamento: La labor docente en la Misión Médica Cubana en Venezuela está encaminada a garantizar el cumplimiento de las exigencias y necesidades sociales en la formación de profesionales en pre y posgrado, orientada a la preparación de los profesores y a la ejecución del proceso de enseñanza aprendizaje con bases sólidas. Objetivo: Identificar los conocimientos que poseen los coordinadores docentes relacionados con los procedimientos metodológicos de la superación profesional en el Estado Táchira de Venezuela, en el I Trimestre de 2020. Metodología: Se realizó un estudio descriptivo de corte transversal sobre superación profesional durante el primer trimestre de 2022 que incluyó los 25 vicecoordinadores docentes nombrados en las Áreas de Salud Integral Comunitaria de la Misión Barrio Adentro del Estado Táchira. Se diseñó y aplicó un cuestionario encaminado a medir conocimientos sobre procedimientos metodológicos de superación profesional. Resultados: Se observaron dificultades en la identificación de las necesidades de aprendizaje, con relación a otras formas organizativas de superación, modalidades de las actividades de posgrado, comparecencia del cuerpo docente y de evaluación final. Conclusiones: La caracterización realizada permitió determinar las necesidades de aprendizaje, principalmente en el área de la didáctica general y fundamenta la necesidad de elaborar para su ejecución un programa de superación profesional dirigido a los docentes noveles.
Background: The teaching labor for the Cuban Medical Mission in Venezuela is aimed to guarantee the accomplishment of the demands and social needs for professionals in undergraduate and postgraduate preparation, oriented to the preparation of teachers and to the execution with solid foundations of the teaching and learning process. Objective: To identify the knowledge possessed by the teaching coordinators related to the methodological procedures in professional upgrading in Táchira State, Venezuela, during the first quarter in 2020. Methodology: A descriptive cross-sectional study was conducted about professional upgrading, and included the 25 teaching vice coordinators named in the Integral Community Health Areas of the Barrio Adentro Mission in the Táchira State. A questionnaire was designed and applied in order to measure knowledge on professional upgrading methodological procedures. Results: Difficulties were observed in the learning needs identification, in relation to other organizational forms of improvement, modalities of postgraduate activities, teaching staff appearance and final evaluation. Conclusions: The conducted characterization made it possible to determine the learning needs, mainly in the general didactic area and substantiates the necessity to elaborate for its execution, a professional upgrading program for novice teachers.
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Consumer and community involvement (also referred to as patient and public involvement) in health-related curricula involves actively partnering with people with lived experience of health and social care systems. While health professions education has a long history of interaction with patients or consumers, a shift in the way consumer and community engage in health-related education has created novel opportunities for mutual relationships valuing lived experience expertise and shifting traditional education power relations. Drawing on a mixed methods design, we explored consumer and community involvement practices in the design and delivery of health-related education using the capability, opportunity, motivation and behaviour framework (COM-B). In our results, we describe educator capabilities, opportunities and motivations, including identifying barriers and enablers to consumer and community involvement in health-related education. Educators have varying philosophical reasons and approaches for involving consumers and community. There is a focus on augmenting student learning through inclusion of lived and living experience, and on mutual transformative learning through embedding lived experience and co-creating learning. How these philosophical positionings and motivations shape the degree by which educators involve consumers and community members in health-related curricula is important for further understanding these educational partnerships within universities.
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This conference was convened by the Chiropractic Educators Research Forum (CERF) on June 24, 2023. This meeting provided a forum for the presentation of scholarly works in education theory and practice. This conference specifically focused on research related to developing competency in practice-relevant skills, knowledge, and attitudes. As educators, we help our students develop their cognitive, psychomotor, and affective abilities. Throughout this process, we must keep in mind what we are producing: health care providers. Our graduates must demonstrate competency in relevant knowledge, skills, and attitudes to practicing health care in a professional and evidence-based manner (ie, intersection of best evidence, clinical expertise, and patient values). Therefore, integrating practice-relevant skills, knowledge, and attitudes is essential throughout our programs. During the June 2023 CERF meeting, presenters and panelists took an in-depth look at education research and how chiropractic programs work to deliver practice-relevant education.
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El presente ensayo explora diversas perspectivas y preocupaciones relacionadas con el impacto de la inteligencia artificial (IA) en la experiencia médico paciente y la educación. El ensayo combina reflexiones narrativas y análisis crítico del problema, utilizando como recurso la novela "Fahrenheit 451" de Ray Bradbury. El autor plantea que la IA, representada, entre otros desarrollos, por los modelos de lenguaje de gran tamaño (Large Language Models LLMs) como ChatGPT, tiene un impacto significativo en la medicina y la educación. A partir de la novela descrita propone preguntas fundamentales en relación con los atributos que constituyen la experiencia médicopaciente, la práctica profesional y, en general, la experiencia humana. Se analizan algunas diferencias entre los modos de razonamiento de seres humanos y sistemas algorítmicos, y se insiste en la importancia de preservar los atributos humanos en la interacción con la inteligencia artificial, como el rol de las emociones y la reflexión crítica. El artículo afirma la importancia de promover prácticas educativas fundadas en la deliberación sobre valores, el pensamiento crítico y la pedagogía sentimental, como alternativas a una relación automática con la tecnología, como expresión de una pérdida de sentido y significado: el nihilismo automático
This essay explores various perspectives and concerns related to the impact of artificial intelligence (AI) on the doctor-patient relationship and education. The essay combines narrative reflections and critical analysis of the issue, using Ray Bradbury's novel "Fahrenheit 451" as a resource. The author argues that AI, represented by developments such as Large Language Models (LLMs) like ChatGPT, has a significant impact on medicine and education. Drawing from the described novel, fundamental questions are posed regarding the attributes that constitute the doctor patient experience, professional practice, and the overall human experience. Some differences between human reasoning and algorithmic systems are analyzed, emphasizing the importance of preserving human attributes in interactions with artificial intelligence, such as the role of emotions and critical reflection. The article asserts the importance of promoting educational practices grounded in deliberation on values, critical thinking, and sentimental pedagogy as alternatives relationship with technology, as an expression of a loss of meaning and significance: automatic nihilism.
Subject(s)
Humans , Physician-Patient Relations , Artificial Intelligence , Professional Practice , EducationABSTRACT
OBJECTIVE: Rigorously trained physical therapy researchers are essential for the generation of knowledge that guides the profession. However, there is a current and projected dearth of physical therapy researchers capable of sustaining research programs in part due to perceived financial barriers associated with pursuit of a doctor of philosophy (PhD) degree, with and without postdoctoral training, following doctor of physical therapy (DPT) degree completion. This study aimed to evaluate the financial impact of PhD and postdoctoral training, including opportunity cost, years to break even, and long-term earnings. METHODS: Clinical and academic salaries were obtained via the 2016 APTA Median Income of Physical Therapist Summary Report and 2019 CAPTE Annual Accreditation Report. Salaries were adjusted to total compensation to account for benefits and compared over a 30-year period starting after DPT education. Total compensations were also adjusted to the present value, placing greater weight on early career earnings due to inflation and potential investments. RESULTS: Relative to work as a clinical physical therapist, 4 years of PhD training result in an earnings deficit of $264,854 rising to $357,065 after 2 years of additional postdoctoral training. These deficits do not persist as evidenced by a clinical physical therapist career earning $449,372 less than a nonmajority scholarship academic career (DPT to PhD to academia pathway) and $698,704 less than a majority scholarship academic career (DPT to PhD to postdoctoral training to academia pathway) over a 30-year period. Greater long-term earnings for PhD careers persist when adjusting to present value. CONCLUSIONS: Although there is an initial opportunity cost of PhD and postdoctoral training represented by a relative earnings deficit, advanced research training results in greater long-term earnings. IMPACT: The findings of this study allow physical therapists interested in pursuing PhD and postdoctoral training to be better informed about the associated financial ramifications.
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Physical Therapists , Humans , Career Choice , Income , Salaries and Fringe Benefits , Fellowships and ScholarshipsABSTRACT
Fundamento: La cultura informacional en las universidades desarrolla en los docentes universitarios buenas prácticas educativas con el uso de la información mediante herramientas infotecnológicas. Objetivo: Proponer una estrategia de superación profesional para potenciar la cultura informacional del docente universitario, con el uso de herramientas infotecnológicas. Metodología: Investigación pedagógica realizada en la universidad de Sancti Spíritus "José Martí Pérez" durante el periodo de tiempo comprendido entre el año 2020 y el 2021. Se utilizó el método histórico lógico y el inductivo deductivo para determinar los fundamentos teóricos y metodológicos que sustentan la cultura informacional en el proceso de superación profesional. La modelación, además de permitir estructurar la estrategia que se propone; permitió determinar los objetivos, etapas y la selección de las formas organizativas de las acciones propuestas. El criterio de expertos para evaluar la pertinencia de la propuesta mediante la comparación por pares. Resultados: Una estrategia de superación profesional estructurada en 4 etapas (diagnóstico, planeación estratégica, instrumentación, evaluación), que sustentada en el uso de herramientas infotecnológicas se orienta a potenciar la cultura informacional del docente universitario. Conclusiones: La estrategia de superación profesional propuesta resulta viable para potenciar la cultura informacional del docente universitario; la misma tiene una adecuada correspondencia entre sus etapas y acciones, los fundamentos y exigencias pedagógicas.
Background: The information culture in universities develops in university teachers good pedagogical practices with the use of information through info-technological tools. Objective: To propose a professional improvement strategy to enhance the information culture of university teachers through the use of information technology tools. Methodology: Pedagogical research conducted at the University of Sancti Spíritus "José Martí Pérez" during the period from 2020 to 2021. The historical-logical and inductive-deductive methods were used to determine the theoretical and methodological foundations that support the information culture in the professional development process. Modeling not only allowed the proposed strategy to be structured, but also allowed the objectives to be defined, stages and the selection of organizational forms for the proposed actions. Expert assessment of the proposal's relevance through peer comparison. Results: A professional development strategy structured in 4 stages (diagnosis, strategic planning, instrumentation, evaluation), based on the use of information technology tools, aimed at reinforcing the information culture of university teachers. Conclusions: The proposed professional development strategy is feasible to promote the information culture of university teachers; it has an adequate correspondence between its stages and actions, the pedagogical foundations and requirements.
Subject(s)
Information LiteracyABSTRACT
BACKGROUND: Critical reflection is an effective learning strategy that enhances clinical nurses' reflective practice and professionalism. Therefore, training programs for nurse educators should be implemented so that critical reflection can be applied to nursing education. This study aimed to investigate the effects of a critical reflection competency program for clinical nurse educators on improving critical thinking disposition, nursing reflection competency, and teaching efficacy. METHODS: A pilot study was conducted using a pre- and post-test control-group design. Participants were clinical nurse educators recruited using a convenience sampling method. The program was conducted once a week for 90 min, with a total of four sessions. The effectiveness of the developed program was verified by analyzing pre- and post-test results of 26 participants in the intervention group and 27 participants in the control group, respectively. The chi-square test, independent t-test, Mann-Whitney U test, and analysis of covariance with age as a covariate were conducted. RESULTS: The critical thinking disposition and teaching efficacy of the intervention group improved after the program, and the differences between the control and intervention groups were statistically significant (F = 14.751, p < 0.001; F = 11.047, p < 0.001). There was no significant difference in the change in nursing reflection competency between the two groups (F = 2.674, p = 0.108). CONCLUSION: The critical reflection competency program was effective in improving the critical thinking disposition and teaching efficacy of nurse educators. Therefore, it is necessary to implement the developed program for nurse educators to effectively utilize critical reflection in nursing education.
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This conference was convened by the Chiropractic Educators Research Forum (CERF) on December 3, 2022. This meeting provided a forum for the presentation of scholarly works in education theory and practice. This conference specifically focused on research related to education research and building faculty scholarship and research capacity. During the December 2022 CERF meeting, presenters and panelists took an in-depth look at education research and how chiropractic programs work to enhance research and scholarship capacity.
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Adaptive functioning of autistic children is traditionally measured through informant-report, often from parents. Behaviour varies across settings though, and context-specific reports should be considered. Limited and inconsistent results show low parent-education professional concordance, but no research has yet explored item level response variation. We investigated Vineland Adaptive Behaviour Scales-II concordance using 233 lower ability autistic children from the PACT-G sample. Domain and item level agreement was low, but better on objectively measured behaviours. Higher child nonverbal ability improved concordance. Where disagreements occurred, education professionals identified emergent skills more and parents were more likely to rate present/absent. Parents and education professionals view the adaptive abilities of autistic children differently and both should be considered when developing personalised interventions and support.
Subject(s)
Autism Spectrum Disorder , Autistic Disorder , Humans , Child , Autistic Disorder/diagnosis , Adaptation, Psychological , Parents/education , Educational StatusABSTRACT
BACKGROUND: Education guidelines and professional practice standards inform the design of postgraduate critical care nursing curricula to develop safety and quality competencies for high-quality care in complex environments. Alignment between nurses' motivations for undertaking postgraduate critical care education, and intended course learning outcomes, may impact students' success and satisfaction with programs. OBJECTIVES: The objectives of this study were to explore nurses' motivations and desired learning outcomes on commencement of a postgraduate critical care course and determine how these align with safety and quality professional attributes. METHODS: In this exploratory descriptive study, qualitative data were extracted from survey responses of four cohorts of students enrolled in a graduate certificate-level critical care course between 2013 and 2016 (N = 390, 93%), at one Australian university. Summative qualitative content analysis was used to code and quantify textual content followed by synthesis to identify themes and subthemes. RESULTS: Five themes of motivations were identified: (i) Knowledge development; (ii) Skill development, (iii) Personal outcomes, (iv) Personal professional behaviours, and (v) Interpersonal professional behaviours. Most frequently, students' motivations and desired learning outcomes included 'Understanding' (329 participants [84%], 652 references), 'Development of technical skills' (241 participants [62%], 384 references), 'Development of confidence' (178 participants [46%], 220 references), and 'Career progression' (149 participants [38%], 168 references). Less frequent were motivations related to safety and quality competencies including teamwork, communication, reflective practice, and research skills. CONCLUSION: Findings suggest students' motivations to undertake postgraduate studies most often related to acquisition of new knowledge and technical skills. Desired skills and behaviours were consistent with many, but not all, of the key course outcomes and attributes specified by health professional education guidelines and nurses' professional practice standards. Understanding the differences between students' motivations and desired safety- and quality-related course learning outcomes informs course orientation, teaching activities, and student support to optimise achievement of essential learning outcomes.
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Education, Nursing, Graduate , Nurses , Humans , Motivation , Australia , CommunicationABSTRACT
OBJECTIVE: We developed a Research Readiness Survey (RRS) to identify students' information literacy needs prior to instruction by a team of faculty members and librarians in our doctor of chiropractic program clinical research literacy courses. In addition to describing students' responses to our RRS, we explored associations between (1) students' overall performance on the RRS and their prior earned degrees and (2) their self-reported ability and performance on questions pertaining to evaluating information quality (standard 3 of the Association of College and Research Libraries [ACRL] Information Literacy Competency Standards for Higher Education). METHODS: The RRS is composed of 50 questions, of which 22 pertain to information literacy knowledge assessment per ACRL standards. We calculated means and standard deviations for summary scores on 4 ACRL standards and for a total RRS score. We used analysis of variance to assess whether standard 3 scores differed by students' self-reported ability to judge health information quality and whether there was an association between total RRS scores and students' previously earned degrees. RESULTS: In 2017-2018, 245 students (70% of matriculates) completed the RRS. Students performed best on standard 3 (average score 67%) and worst on standard 2, the ability to access information (average score = 59%). Students who reported an average ability to judge information quality had higher standard 3 scores than students who reported poor ability (p = .003). Students with bachelor's degrees had higher total RRS scores than students with associate's degrees (p = .004). CONCLUSION: Matriculating students had the most difficulty with accessing information, supporting the need to include librarians on the teaching team.
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ABSTRACT Introduction: Basketball has become popular, and important basketball groups have been created for fun and training. However, many athletes do not acquire a professional education, creating a gap between athletes and sports enthusiasts. Objective: Study the technical characteristics of the jump shot in basketball and explore its training methods. Methods: Intra-group control was selected to train the volunteer enthusiasts. The experiment was conducted twice a week for 6 weeks. Data regarding physical performance were acquired before and after the experiment, subjected to analysis, and discussed confronting the literature. Results: After six weeks of training, the total time of the three phases on the sports enthusiasts was 1.14378s, and the average time of the ball preparation phase was 0.72262s, representing 63.178% of the total time. The average time spent in the take-off phase was 0.2011s, representing 17.582% of the total time; the average time spent in the vacancy phase was 0.22006s, representing 19.240% of the total time. Conclusion: The jump-throw training protocol showed benefits over 6 weeks of training. The technical characteristics of the participants in the sports enthusiast group were improved statistically. Level of evidence II; Therapeutic studies - investigation of treatment outcomes.
RESUMO Introdução: O basquetebol tem se tornado popular, e importantes grupos de basquetebol foram criados para diversão e treinamento. No entanto, muitos esportistas não adquirem um ensino profissionalizante, gerando uma lacuna entre os atletas e os entusiastas do esporte. Objetivo: Estudar as características técnicas do salto para arremesso no basquetebol e explorar seus métodos de treinamento. Métodos: O controle intra-grupo foi selecionado para treinar os entusiastas voluntários. O experimento foi realizado duas vezes por semana durante 6 semanas. Os dados referentes ao desempenho físico foram adquiridos antes e após o experimento, submetidos a análise e discutidos confrontando a literatura. Resultados: Após seis semanas de treinamento, o tempo total das três fases sobre os entusiastas do esporte foi de 1.14378s, e o tempo médio da fase de preparação da bola foi de 0,72262s, representando 63,178% do tempo total. O tempo médio gasto na fase de decolagem foi de 0,2011s, representando 17,582% do tempo total; o tempo médio gasto na fase de vacância foi de 0,22006s, representando 19,240% do tempo total. Conclusão: O protocolo de treinamento de salto para arremesso apresentou benefícios ao longo de 6 semanas de treinamento. As características técnicas dos participantes no grupo de entusiastas do esporte foram aprimoradas estatisticamente. Nível de evidência II; Estudos terapêuticos - investigação dos resultados do tratamento.
RESUMEN Introducción: El baloncesto se ha popularizado y se han creado importantes grupos de baloncesto para divertirse y entrenar. Sin embargo, muchos deportistas no adquieren una formación profesionalizante, lo que genera una brecha entre los atletas y los aficionados al deporte. Objetivo: Estudiar las características técnicas del salto para lanzar en baloncesto y explorar sus métodos de entrenamiento. Métodos: Se seleccionó un control intragrupo para entrenar a los voluntarios entusiastas. El experimento se realizó dos veces por semana durante 6 semanas. Los datos relativos al rendimiento físico se adquirieron antes y después del experimento, se sometieron a análisis y se discutieron confrontándolos con la bibliografía. Resultados: Tras seis semanas de entrenamiento, el tiempo total de las tres fases en los entusiastas del deporte fue de 1,14378s, y el tiempo medio de la fase de preparación del balón fue de 0,72262s, lo que representa el 63,178% del tiempo total. El tiempo medio empleado en la fase de despegue fue de 0,2011s, lo que representa el 17,582% del tiempo total; el tiempo medio empleado en la fase de vacante fue de 0,22006s, lo que representa el 19,240% del tiempo total. Conclusión: El protocolo de entrenamiento de salto para lanzamiento presentó beneficios a lo largo de 6 semanas de entrenamiento. Las características técnicas de los participantes del grupo de entusiastas del deporte mejoraron estadísticamente. Nivel de evidencia II; Estudios terapéuticos - investigación de los resultados del tratamiento.
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O objetivo desse texto é contribuir para o debate sobre a formação em Educação Física, analisando as novas DCNs para área, assim como a reedição da Lei 9696/98 sobre a regulamentação da profissão, que sob a nova roupagem da Lei 14.386/2022, insere novos atores e regras que modificam e ao mesmo tempo perpetuam os sistemas de controle e poder no campo de disputa. Pode-se verificar que as mudanças nas novas DCNs trouxeram novo fôlego para a formação, contudo, o processo de compreensão da estrutura formativa foi simplificado adequando a realidade da área ao panorama do mercado de trabalho. Nesse ínterim, a promulgação da Lei 14.386/2022 acentuou o poder legalista e punitivo do sistema CONFEF/CREF conferindo-o amplos poderes nos ditames concernentes ao exercício profissional, o que pode ser entendido como um cerceamento do princípio fundamental da liberdade natural dos indivíduos.
The purpose of this text is to contribute to the debate on training in Physical Education, analyzing the new DCNs for the area, as well as the reissue of Law 9696/98 on the regulation of the profession, which under the new guise of Law 14.386/2022, inserts new actors and rules that modify and at the same time perpetuate the systems of control and power in the field of dispute. It can be seen that the changes in the new DCNs brought new impetus to training, however, the process of understanding the training structure was simplified, adapting the reality of the area to the panorama of the labor market. In the meantime, the enactment of Law 14.386/2022 accentuated the legalistic and punitive power of the CONFEF/CREF system, granting it broad powers in the dictates concerning professional practice, which can be understood as a restriction of the fundamental principle of the natural freedom of individuals.
El objetivo de este texto es contribuir al debate sobre la formación en Educación Física, analizando las nuevas DCN para el área, así como la reedición de la Ley 9.696/98 sobre regulación de la profesión, que bajo la nueva forma de la Ley 14.386 /2022, inserta nuevos actores y reglas que modifican ya la vez perpetúan el sistema de control y poder en el campo de disputa. Se puede apreciar que los cambios en las nuevas DCN dieron un nuevo impulso a la formación, sin embargo, se simplificó el proceso de comprensión de la estructura formativa, adaptando la realidad del área al panorama del mercado laboral. Mientras tanto, la sanción de la Ley 14.386/2022 acentuó el poder legalista y punitivo del sistema CONFEF/CREF, otorgándole amplias facultades en los dictados relativos al ejercicio profesional, lo que puede ser entendido como una restricción del principio fundamental de la libertad natural de individuos.
