RESUMEN
En el cruce entre la revolución tecnológica y la educación en ciencias de la rehabilitación y del movimiento humano, la inteligencia artificial (IA) emerge como herramienta transformadora en los cursos de metodología de investigación. Este artículo destaca su potencial para optimizar la experiencia de aprendizaje y personalizar la instrucción, pero enfatiza la necesidad crucial de abordar desafíos éticos y pedagógicos. Propone orientaciones para equilibrar la innovación educativa y la responsabilidad académica, resaltando la importancia de la implementación consciente y planificada de la IA en los equipos de investigación en ciencias de la rehabilitación y del movimiento humano, garantizando así la integridad científica y ética en este campo en constante evolución.
In the intersection between technological advancements and education in rehabilitation science, artificial intelligence (AI) emerges as a transformative tool in research methodology. This article navigates the ethical and academic considerations tied to the incorporation of AI in rehabilitation and movement science courses. While acknowledging its potential to enhance learning experiences, it critically addresses the imperative to tackle ethical and pedagogical challenges. The paper offers guidance to strike a balance between educational innovation and academic responsibility. It emphasizes the need for a conscientious and planned implementation of AI, ensuring both scientific integrity and ethical adherence in this dynamically evolving field.
RESUMEN
Este artículo se enfoca en entregar una guía el la clasificación y la operacionalización de variables en las ciencias de la rehabilitación. Destaca la diversidad de variables cualitativas y cuantitativas en este ámbito, resaltando la complejidad asociada con la medición de la funcionalidad humana. La clasificación precisa de estas variables proporciona un marco conceptual sólido para la elección adecuada de métodos de medición. Se examina a fondo el proceso de operacionalización, enfatizando la necesidad de traducir conceptos abstractos en medidas observables. La distinción entre variables conceptuales y operacionales se subraya como crucial para garantizar la validez en investigación y práctica clínica. En conclusión, el artículo destaca la importancia de la claridad conceptual y la aplicación rigurosa de la operacionalización de variables en la rehabilitación, no solo para mejorar la toma de decisiones clínicas, sino también para contribuir al avance del conocimiento en este campo, fortaleciendo la base teórica y práctica de las ciencias de la rehabilitación.
This article delves into classification of variables and their operationalization within the context of rehabilitation sciences. Exploring the intricate landscape of qualitative and quantitative variables inherent in this field, the study emphasizes the complexities associated with measuring human functionality. Precise classification of these variables establishes a robust conceptual framework for the judicious selection of measurement methods. The operationalization process is examined in-depth, underscoring the imperative to translate abstract concepts into observable metrics. The pivotal distinction between conceptual and operational variables is highlighted as crucial for ensuring validity in both research and clinical practice. In conclusion, the article underscores the significance of conceptual clarity and rigorous application of variable operationalization in rehabilitation, not only to enhance clinical decision-making but also to contribute to advancing knowledge in the field, fortifying the theoretical and practical foundation of rehabilitation sciences.
RESUMEN
Este artículo aborda los principios esenciales para la estimación del tamaño muestral en estudios cuantitativos de ciencias de la rehabilitación y movimiento humano. Además, proporciona una guía práctica y accesible sobre el diseño de investigaciones rigurosas, abordando conceptos clave como la precisión, nivel de confianza, nivel de significancia y potencia estadística, fundamentales para obtener resultados válidos y confiables. También se explora cómo estos parámetros influyen en la generalización de hallazgos y la detección de diferencias significativas, así como la importancia de un tamaño muestral adecuado para que los futuros investigadores mejoren la calidad de sus estudios en campos de la rehabilitación y el movimiento humano.
This article addresses the essential principles for sample size estimation in quantitative studies of rehabilitation sciences and human movement. In addition, it provides a practical and accessible guide on the design of rigorous investigations, addressing key concepts such as precision, confidence level, significance level and statistical power, essential to obtain valid and reliable results. It also explores how these parameters influence the generalization of findings and the detection of significant differences, as well as the importance of an adequate sample size for future researchers to improve the quality of their studies in the fields of rehabilitation and human movement.
RESUMEN
Introducción. El Estudio Nacional de la Discapacidad y Dependencia (ENDIDE) y el III Estudio Nacional de la Discapacidad (ENDISC) son investigaciones de relevancia en Chile que utilizan la estadística para comprender la situación de las personas con discapacidad en el país. Estos estudios recopilan datos cuantitativos y cualitativos sobre la discapacidad, permitiendo obtener información actualizada sobre su prevalencia, tipos de discapacidad, acceso a servicios y barreras enfrentadas. La utilización de la estadística en estos estudios es crucial para identificar necesidades, diseñar políticas inclusivas y evaluar el impacto de las intervenciones en la calidad de vida de las personas con discapacidad en Chile. Es relevante comprender las metodologías y pertinencia de estos datos para el desarrollo de la kinesiología, según indica la Convención sobre los Derechos de las Personas con discapacidad.
Background. The National Study on Disability and Dependency (ENDIDE) and the III National Study on Disability (ENDISC) are relevant investigations in Chile that use statistics to understand the situation of people with disabilities in the country. These studies collect quantitative and qualitative data on disability, allowing to obtain updated information on its prevalence, types of disability, access to services and barriers faced. The use of statistics in these studies is crucial to identify needs, design inclusive policies and assess the impact of explosions on the quality of life of people with disabilities in Chile. It is important to understand the methodologies and relevance of these data for the development of kinesiology, as indicated by the Convention on the Rights of Persons with Disabilities.
RESUMEN
PURPOSE: This study aimed to assess the educational environment (EE) among students in a physical therapy undergraduate program, to identify patterns in EE perceptions among the students by year, and to determine issues that should be addressed. METHODS: The Dundee Ready Education Environment Measure (DREEM) questionnaire was used to explore the relationships among the total mean score, subscales, and items in a competency-based curriculum in the physical therapy program at the University of Chile. The DREEM questionnaire was filled out by 166 of 244 students (68.03%), of whom 56.6% were men and 43.4% were women, with 75.9% between 19 and 23 years of age. RESULTS: The total mean score (120.9/200) indicated that the EE was perceived as 'more positive than negative.' There were significant differences (P<0.05) between first-year students (113.41), who reported the lowest total mean score, and fourth-year students (126.60), who had the highest total mean score. Students rated their EE favorably on each subscale except social self-perceptions, which second-year students rated as 'not too bad,' and for which first-, third-, and fourth-year students gave a rating corresponding to 'not a nice place.' On the perceptions of teachers subscale, there were significant differences (P<0.05) between first-year students (28.05/44) and fourth-year students (32.24/44) and between second-year students (28.72/44) and fourth-year students (32.24/44). On the academic self-perceptions subscale, there were significant differences (P<0.05) between first-year students (18.12/32) and second-year (21.68/32), third-year (22.33/32), and fourth-year students (21.87/32). CONCLUSION: Physical therapy students at the University of Chile had positive perceptions of their EE. First-year students rated the largest number of items as problematic. Improvements are required across the program in the specific subscales mentioned above.
Asunto(s)
Educación Basada en Competencias , Percepción , Especialidad de Fisioterapia/educación , Estudiantes del Área de la Salud/psicología , Adulto , Estudios Transversales , Curriculum , Educación de Pregrado en Medicina , Femenino , Humanos , Masculino , Encuestas y Cuestionarios , Universidades , Adulto JovenRESUMEN
Purpose@#This study aimed to assess the educational environment (EE) among students in a physical therapy undergraduate program, to identify patterns in EE perceptions among the students by year, and to determine issues that should be addressed. @*Methods@#The Dundee Ready Education Environment Measure (DREEM) questionnaire was used to explore the relationships among the total mean score, subscales, and items in a competency-based curriculum in the physical therapy program at the University of Chile. The DREEM questionnaire was filled out by 166 of 244 students (68.03%), of whom 56.6% were men and 43.4% were women, with 75.9% between 19 and 23 years of age. @*Results@#The total mean score (120.9/200) indicated that the EE was perceived as ‘more positive than negative.’ There were significant differences (P<0.05) between first-year students (113.41), who reported the lowest total mean score, and fourth-year students (126.60), who had the highest total mean score. Students rated their EE favorably on each subscale except social self-perceptions, which second-year students rated as ‘not too bad,’ and for which first-, third-, and fourth-year students gave a rating corresponding to ‘not a nice place.’ On the perceptions of teachers subscale, there were significant differences (P<0.05) between first-year students (28.05/44) and fourth-year students (32.24/44) and between second-year students (28.72/44) and fourth-year students (32.24/44). On the academic self-perceptions subscale, there were significant differences (P<0.05) between first-year students (18.12/32) and second-year (21.68/32), third-year (22.33/32), and fourth-year students (21.87/32). @*Conclusion@#Physical therapy students at the University of Chile had positive perceptions of their EE. First-year students rated the largest number of items as problematic. Improvements are required across the program in the specific subscales mentioned above.