Your browser doesn't support javascript.
loading
Mostrar: 20 | 50 | 100
Resultados 1 - 20 de 13.765
Filtrar
1.
Rev Med Chil ; 149(2): 268-273, 2021 Feb.
Artigo em Espanhol | MEDLINE | ID: mdl-34479273

RESUMO

BACKGROUND: A central aspect of professional identity is occupational commitment, which has a significant relationship with motivation and positive mental states in healthcare environments. However, it is not clear how occupational commitment is related to teaching practices in universities. AIM: To apply the Occupational Commitment Questionnaire (OCQ) to university teachers and relate its results with the Teaching Practices Questionnaire. MATERIAL AND METHODS: OCQ and Teaching Practices Questionnaire were answered by 319 university teachers from 13 Chilean regions, who were selected through a non-probabilistic volunteer sampling. Data collection was done after informed consent. An exploratory factor analysis was performed for OCQ. The internal consistency of each factor was calculated with Cronbach's Alpha. Spearman correlations were used to explore the relationship between the two questionnaires. RESULTS: Two factors were identified in OCQ, namely Teacher Commitment and Ethical-Professional Commitment. Cronbach's Alpha was 0.85 for both factors. A moderate direct relationship between teacher commitment, ethical-professional commitment, and the Teaching Practices Questionnaire was found. CONCLUSIONS: OCQ showed an adequate internal consistency, and it was directly related with teaching practices. Committed teachers had better teaching practices. This confirms the importance of teachers' values and perceptions on their professional performance.


Assuntos
Docentes , Motivação , Atenção à Saúde , Humanos , Inquéritos e Questionários , Ensino , Universidades
2.
Adv Physiol Educ ; 45(4): 679-684, 2021 Dec 01.
Artigo em Inglês | MEDLINE | ID: mdl-34498932

RESUMO

Small group learning (SGL) is a discussion-based teaching strategy that can improve critical thinking, analytical skills, problem-solving, and interpersonal skills. This study aimed to evaluate student satisfaction in two SGL models among third-year medical students enrolled in a blood and lymphoid systems II course at the Faculty of Medicine Siriraj Hospital, Mahidol University in Bangkok, Thailand. A total of 318 students were divided into 12 groups, and each group had one facilitator. All included students and groups were exposed to both the central summary (CS) model and the individual facilitator summary (IFS) model (both SGLs). A questionnaire was developed to evaluate student rating of learning activities, perceived benefit, timing, workload, and satisfaction. Medical students rated the IFS model superior to the CS model for four of five parameters [confidence in performing and interpreting a laboratory test (83.6% vs. 78.8%), guidance for self-learning (52% vs. 39.5%), increased understanding of a disease (87.7% vs. 72.1%), and application of knowledge (77.4% vs. 70.2%), respectively]. Moreover, the IFS model was rated as having more suitable timing and workload and better satisfaction than the CS model. The results of this study suggest a strong preference for the IFS model over the CS model among medical students.


Assuntos
Educação de Graduação em Medicina , Estudantes de Medicina , Currículo , Docentes , Docentes de Medicina , Hospitais , Humanos , Aprendizagem Baseada em Problemas , Ensino , Tailândia , Universidades
3.
Adv Physiol Educ ; 45(4): 720-729, 2021 Dec 01.
Artigo em Inglês | MEDLINE | ID: mdl-34498936

RESUMO

The current heightened social awareness and anxiety triggered by escalating violence against Black Americans in the United States demands a safe space for reflection, education, and civil discourse within the academic setting. Too often there is an unmet need paired with a collective urgent desire to better understand the chronic existing structural, social, educational, and health inequities affecting disadvantaged populations, particularly Black Americans. In this perspective, the authors provide insight into a shared learning approach that provided a forum to discuss Perspectives Against Racism (PAR). Unlike existing top-down approaches, faculty, trainees, and staff were engaged in leading a series of focused discussions to examine unconscious bias, promote awareness of implicit biases, and reflect on individual and collective roles and responsibilities in working toward becoming antiracist. An existing 1-h graduate elective seminar course was dedicated to creating a space for learning, discussion, and exchange of ideas related to the experience and existence of racism (personal and institutional/systemic). A goal of each session was to go beyond didactics and identify mechanisms to implement change, at the level of the individual, department, and institution. This perspective of the shared experience may provide an adaptable framework that can be implemented in an academic setting at the departmental, center, or institutional level.


Assuntos
Racismo , Afro-Americanos , Docentes , Humanos , Socialização , Estados Unidos
4.
An. psicol ; 37(2): 298-310, mayo-sept. 2021. tab
Artigo em Espanhol | IBECS | ID: ibc-202553

RESUMO

En el marco del Espacio Europeo de Educación Superior, el profesorado ha de contar con capacidades profesionales para impulsar en el alumnado la competencia aprender a aprender, que hace referencia a la capacidad de autorregulación del propio proceso de aprendizaje. El objetivo del presente trabajo consistió en diseñar y validar un cuestionario para medir los contextos facilitadores de aprendizaje que el profesorado universitario activa para el desarrollo de la competencia aprender a aprender, el CAA. En primer lugar, en base a la revisión teórica y empírica, se definieron 86 ítems. A continuación, se examinaron la validez de contenido (n = 20 expertos), la validez basada en los procesos de respuesta (n = 10 docentes), la validez basada en la estructura interna (n = 415 docentes), la validez concurrente y la validez externa. Los resultados mostraron una adecuada calidad psicométrica, consistencia interna, fiabilidad y bondad de ajuste. La versión final del CAA comprendió 4 dimensiones y 39 ítems. Este instrumento puede ser una herramienta de rápida aplicación, válida y fiable, para conocer el desarrollo de los contextos facilitadores de aprendizaje de la competencia aprender a aprender. Asimismo, puede servir para detectar necesidades de formación profesional en el desarrollo de dicha competencia


Within the European Higher Education Area framework, educators must have acquired professional skills in order to promote the learning to learn competence, which refers to the ability to self-regulate the learning process itself, in their students. The objective of this work was to design and validate a questionnaire, the learning to learn questionnaire (LLQ), to measure the facilitative learning contexts implemented by university educators to develop the learning to learn competence. First, based on a theoretical and empirical review, 86 items belonging to 7 dimensions were de-fined. Next, content validity (n = 20 experts), validity based on response processes (n = 10 teachers), validity based on internal structure (n = 415 teachers), and concurrent validity were examined. Our results showed sufficient psychometric quality, reliability of scores and goodness of fit. The final version of the LLQ consisted of 4 dimensions and 39 items. This instrument can be considered a valid and reliable tool that can be quickly ap-plied in order to identify the development of facilitative learning contexts in the evolution of the learning to learn competence. Likewise, it can also serve to detect training needs in the development of this competence in university educators


Assuntos
Humanos , Masculino , Feminino , Adulto , Pessoa de Meia-Idade , Aprendizagem , Inquéritos e Questionários/normas , Docentes/psicologia , Competência Profissional , Psicometria , Qualidade de Vida , Reprodutibilidade dos Testes , Análise Fatorial , Escolaridade , Fatores de Tempo , Fatores Sexuais
5.
Artigo em Inglês | MEDLINE | ID: mdl-34399569

RESUMO

This study presents the design, implementation, and lessons learned from 2 fit-for-purpose online interprofessional faculty development programs for educational practice improvement in the health professions in Chile and the United Kingdom from 2018 to 2021. Both programs were designed to enhance teaching and learning practices in an interprofessional environment based on 4 pillars: professional diversity, egalitarianism, blended/online learning, and active learning strategies. A multidisciplinary mix of educators participated, showing similar results. The 3 main lessons learned were that the following factors facilitated an interprofessional environment: a professions-inclusive teaching style, a flexible learning climate, and interprofessional peer work. These lessons may be transferable to other programs seeking to enhance and support interprofessionality. Faculty development initiatives preparing educators for interprofessional practice should be an integral component of health professions education, as delivering these courses within professional silos is no longer justifiable. As the relevance of interprofessional education grows, an effective way of promoting interprofessonal education is to train the trainers in formal interprofessional settings.


Assuntos
Currículo , Relações Interprofissionais , Chile , Docentes , Ocupações em Saúde , Humanos
6.
BMC Med Educ ; 21(1): 433, 2021 Aug 17.
Artigo em Inglês | MEDLINE | ID: mdl-34404388

RESUMO

BACKGROUND: Communication skills learned in the classroom do not transfer easily into clinical practice because they are not reinforced by teachers in the workplace setting and because lack of faculty training restricts the transfer of communication skills in real patient encounters. Trained university-based communication skills teachers often work simultaneously as doctors in clinics. This study explored if and how the skills of these teachers play a role in communication skills training in the clinical workplace. METHODS: We used an exploratory sequential design: a mixed method approach that combined a survey with communication skills teachers, and qualitative individual interviews with these teachers and their educational leaders in clinical departments. The questionnaire was analysed using descriptive statistics. The interviews were analysed using content analysis. RESULTS: The response rate was 34 %. A majority (93 %) used their communication skills when communicating with patients and relatives. Less than half taught communication in clinical departments. Approximately half of the respondents stated that encouragement from their leaders or colleagues would inspire them to use their teaching skills in the workplace. However, only 20 % had told their leaders about their competencies in teaching communication. One third thought that they needed further teacher training to teach in the clinical workplace. Qualitative analysis showed that teaching opportunities existed but mainly consisted of random, one-off sessions that came about through the initiative of the communication skills teachers themselves. The teachers described several barriers, such as the challenge of teaching colleagues, as communication relates to identity and hierarchical structures, as well as a lack of requests from colleagues or management, and department culture prioritizing topics relating to medical expertise. None of the educational leaders made use of the teachers' specific communication skills in a structured way: some saw it as unimportant, while others saw it as a potential resource. CONCLUSION: Transfer of the teaching skills of communication skills teachers trained for university-based clinical communication training happened, but to a limited degree. Although both opportunities and barriers for transferring communication skills existed, barriers seemed to dominate, and opportunities for communication skills training in the workplace setting were not used to their full potential.


Assuntos
Pessoal de Educação , Local de Trabalho , Comunicação , Docentes , Humanos , Ensino , Universidades
7.
Work ; 69(4): 1153-1161, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34420997

RESUMO

BACKGROUND: Strict strategies including lockdowns and working from home were adopted worldwide during the coronavirus (COVID-19) pandemic. University professors suddenly shifted to work from home adopting distance teaching. OBJECTIVES: This study aimed to investigate Health-Related Quality of Life (HRQoL) and its associated occupational and health factors during COVID-19 among university professors. METHODS: A cross-sectional design targeted university professors of all majors in Jordan. The study self-administered survey included demographics and lifestyle data, 12-item Short Form health survey (SF-12), Depression Anxiety Stress Scale (DASS 21), professor' evaluation of distance teaching, Neck Disability Index (NDI), and International Physical Activity Questionnaire (IPAQ). Descriptive analyses were conducted to demonstrate primary outcome measures data. Factors associated with HRQoL were determined using a multiple variable linear regression analysis. RESULTS: A total of 299 university professors successfully completed the study. Participants' SF-12 physical health component score was 74.08 (±18.5) and 65.74 (±21.4) for mental health component. Higher depression, stress, neck disability, and weight change were significantly associated with lower HRQoL level. While higher satisfaction with distance teaching, health self-evaluation, and work load change were significantly associated with higher HRQoL level. The regression model explained 66.7%of the variance in professors' HRQoL (r2 = 0.667, F = 82.83, P < 0.001). CONCLUSIONS: Jordanian university professors demonstrated good HRQoL and mental health levels during COVID-19 lockdown. Factors associated with professors' HRQoL should be considered by academic institutions in determining the best occupational setup of teaching activities in future pandemics.


Assuntos
COVID-19 , Pandemias , Ansiedade , Controle de Doenças Transmissíveis , Estudos Transversais , Depressão , Docentes , Humanos , Qualidade de Vida , SARS-CoV-2 , Inquéritos e Questionários
8.
J Pak Med Assoc ; 71(7): 1761-1767, 2021 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-34410242

RESUMO

OBJECTIVE: To provide basic life support training to the staff, students and faculty of higher educational institutions in urban areas through pre-trained medical students, and to record the qualitative impact of community training on student facilitators. METHODS: The mixed-method quasi-experimental study was conducted at the Foundation University, Islamabad, Pakistan, in collaboration with the Higher Education Commission of Pakistan from 2015 to 2018. Trained volunteer medical students were divided into teams to visit and provide hands-on basic life support training to 15 educational institutions in Rawalpindi and Islamabad with each batch having 45-50 participants. The participants completed pre- and post-training questionnaires, whereas the trainers went through post-training, semi-structured interviews. Quantitative analysis of pre and post-training responses was done using SPSS 21. Qualitative assessment of the impact of learning experience was done through constant comparative analysis of transcripts. RESULTS: There were 120 volunteers and 675 participants subjects. The participants' knowledge about basic life support showed significant improvement (p<0.001) post-training. There were two main recurring themes identified in the interviews; an opportunity to improve self-confidence, and technical skill. CONCLUSIONS: Hands-on training sessions conducted by pre-trained medical students not only resulted in an improvement in Basic Life Support knowledge of the participants, but also had a substantial impact on student trainers' self-confidence and technical skills.


Assuntos
Estudantes de Medicina , Docentes , Humanos , Aprendizagem , Inquéritos e Questionários , Universidades
9.
Artigo em Inglês | MEDLINE | ID: mdl-34444317

RESUMO

During the COVID-19 pandemic, learning management systems have become the primary channel for lecturing and learning in higher education contexts. The present study investigates the development of user acceptance behavior toward a learning management system through use of the extended technology acceptance model. Moreover, this research identified differences between faculty and student behavior in a university environment. Based on a quantitative approach, the analysis results revealed that the main triggers of user acceptance behavior are self-efficacy, enjoyment, and computer anxiety. This study also documented the different influencing factors between faculty members and student groups, respectively. This work is expected to add to existing knowledge and help guide those working in higher education settings to establish more effective strategies for the optimization of learning management systems.


Assuntos
COVID-19 , Pandemias , Docentes , Humanos , SARS-CoV-2 , Estudantes
10.
Medicine (Baltimore) ; 100(34): e26963, 2021 Aug 27.
Artigo em Inglês | MEDLINE | ID: mdl-34449461

RESUMO

BACKGROUND: This study determined the effects of rational emotive occupational health coaching on the management of work stress among academic staff of science and social science education in south east Nigerian universities. METHOD: A randomized controlled trial experimental design was adopted for the study with a sample size of 63 participants who were randomized into an intervention group (n = 32) and control group (n = 31). Occupational stress index and perceived stress scale were used for data collection. The intervention program was administered for 12 weeks after which posttest was administered and a 2-month follow-up measure followed. Mixed-design repeated analysis of variance was used to determine the within-groups and between-groups effects. RESULTS: The findings of the study revealed that there was no significant difference between the baseline, and the nonintervention group did not change over time in their management of work stress. However, the mean stress of the intervention group decreased over time than that of the control group. CONCLUSION: Rational emotive occupational health coaching had significant effects on the management of work stress among academic staff of science and social science education.


Assuntos
Terapia Cognitivo-Comportamental/organização & administração , Docentes/psicologia , Tutoria/organização & administração , Estresse Ocupacional/terapia , Adulto , Feminino , Humanos , Masculino , Nigéria , Saúde do Trabalhador , Ciência/educação , Ciências Sociais/educação , Universidades , Adulto Jovem
11.
BMC Med Educ ; 21(1): 442, 2021 Aug 20.
Artigo em Inglês | MEDLINE | ID: mdl-34416885

RESUMO

BACKGROUND: To support the development of social medicine curricula that empower medical school graduates to redress health inequities, we conducted a mixed methods student and faculty evaluation of an expanded and innovative preclinical social medicine curriculum. METHODS: We implemented a longitudinal, interactive preclinical social medicine curriculum that was closely integrated with foundational science teaching then conducted a survey-based mixed methods student and faculty curriculum evaluation. Based on these results, we propose a novel conceptual roadmap for social medicine curriculum design. RESULTS: Student and faculty evaluations of an expanded and innovative longitudinal preclinical social medicine curriculum were strongly favorable. Both student and faculty respondents indicated a particular desire for deeper coverage of race and poverty among other social medicine domains. Qualitative student evaluations highlighted the importance of faculty champions to social medicine teaching as well as the educational impact of stories that exemplify the practical impact of the social determinants of health on specific patient experiences. Qualitative faculty evaluations pointed to the challenges of curriculum integration and the need for faculty career development in social medicine teaching. CONCLUSIONS: Based on mixed methods student and faculty curriculum evaluation data, we propose a novel conceptual roadmap for the design of social medicine curricula at other institutions.


Assuntos
Educação de Graduação em Medicina , Medicina Social , Estudantes de Medicina , Currículo , Docentes , Humanos
13.
Med Educ Online ; 26(1): 1964933, 2021 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-34427550

RESUMO

PROBLEM: Research productivity is expected of academic faculty, and mentoring can facilitate it. This paper presents a framework for using mentoring to develop researchers in health disciplines. APPROACH: We utilized recent literature reviews, and experience developing researchers at an emerging research institution within the Research Centers for Minority Institutions (RCMI) program, to propose a precision mentoring (PM) framework for research development. OUTCOMES: Although we cannot precisely determine how much improvement was due to the PM framework, over the 4 years of our program, the quality and quantity of pilot project proposals (PPP) has increased, the number of external proposals submitted and funded by PPP investigators has increased, and the number of faculty participating in our program has increased. Surveys distributed to our 2021-22 PPP applicants who did not receive funding (n = 5/6 or 86.7%) revealed that new investigators most frequently sought mentoring related to career guidance (e.g., institutional culture, pre-tenure survival strategies), grant proposal basics (e.g., working with funding agencies, reviewing aims, balancing priorities, and enhancing scientific rigor), and identifying funding opportunities. NEXT STEPS: We recommend shifting the mentoring paradigm such that: (a) mentees are pre-screened and re-screened for their current skill set and desired areas of growth; (b) mentoring occurs in teams vs. by individuals; (c) mentors are trained and rewarded, and (d) attention is paid to enhancing institutional culture.


Assuntos
Tutoria , Docentes , Humanos , Mentores , Grupos Minoritários , Projetos Piloto
14.
JAMA ; 326(8): 699-700, 2021 Aug 24.
Artigo em Inglês | MEDLINE | ID: mdl-34427597
15.
MedEdPORTAL ; 17: 11172, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34395853

RESUMO

Introduction: Methadone is an effective medication for treating pain and has unique characteristics that require specialized knowledge to prescribe safely. Palliative care providers use methadone for analgesia in patients with a wide range of prognoses, goals of care, and comorbid conditions. New consensus guidelines for methadone use released in 2019 by the American Academy of Hospice and Palliative Medicine provide guidance for safe use in patients who have potentially life-limiting illnesses. A needs assessment of palliative care fellows and faculty at our institution highlighted lack of knowledge and confidence with regard to prescribing methadone. Methods: We created a virtual, flipped classroom, interactive learning module intended for palliative care fellows and practicing clinicians that emphasized updated practice recommendations. Participants took a pretest, reviewed an article and lecture, and completed practice cases prior to an interactive session conducted via videoconference. Following the session, participants completed a posttest to assess knowledge and confidence regarding the learning objectives. Results: A total of 28 clinicians at the fellow and faculty/staff levels completed the intervention during two sessions in 2020. Self-reported confidence in all educational objectives improved following the intervention. Participants demonstrated improved skill in calculating methadone doses, converting between modes of drug administration, and identifying safety guidelines during and after the intervention. Discussion: Following the intervention, participants reported improved confidence and demonstrated improved skills in prescribing methadone for pain. Additional benefits of this training model include ease of implementation, engaging format, and time and resource efficiency given its virtual format.


Assuntos
Metadona , Cuidados Paliativos , Docentes , Humanos , Metadona/uso terapêutico , Dor , Manejo da Dor , Estados Unidos
16.
MedEdPORTAL ; 17: 11173, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34395854

RESUMO

Introduction: Preparation for oral board examination is an important part of residency training. Anesthesiology programs provide mock oral exams for their trainees, but often, faculty have little guidance on the conduct of these exams. We describe a faculty development workshop for anesthesiology faculty to enhance their familiarity with the American Board of Anesthesiology Standardized Oral Examination (SOE). Methods: We created a faculty development workshop to administer to a live audience. The session consisted of didactic and practical components. A one-page tip sheet was also included to distribute to all faculty administering mock SOEs, for review and reference prior to administering an exam. Faculty and residents were surveyed before and after the session. Results: Eleven faculty participated in the live session. Eighty-two percent of faculty (nine of 11) committed to making a change in the way they delivered mock SOE as a result of attending the session. Fifty-eight percent of faculty (32 of 55) who responded to the postintervention survey reported that they used the tip sheet prior to administering a subsequent mock SOE. Residents described improvement in the clarity and organization of feedback following the intervention. Discussion: Faculty members play a vital role in preparing residents for board certification. It is therefore important that faculty are appropriately oriented to the goals and conduct of the mock SOE. After taking this workshop, faculty members will be more likely to adapt their examiner style to focus on the ABA-defined examinee attributes and to provide feedback after the mock SOE.


Assuntos
Anestesiologia , Anestesiologia/educação , Competência Clínica , Diagnóstico Bucal , Avaliação Educacional , Docentes , Humanos , Estados Unidos
17.
Artigo em Inglês | MEDLINE | ID: mdl-34360273

RESUMO

Universities face challenges on a number of levels. In this scenario, university professors play an important role as facilitators of knowledge. The main objective of this study was to analyse the motivations that influence the professional performance in a sample of 102 university professors from nine Spanish public universities (Male: 54 (52.9%); Female: 48 (47.1%)). For this purpose, a questionnaire of 22 closed-ended Likert-type questions was designed, in which scores ranged from 0 to 10 (do not agree at all, strongly agree). Following analysis, the final questionnaire was composed of 17 items, and showed good internal consistency (Cronbach's alpha = 0.858). The validity analysis showed a value of 0.822 (>0.5) in the sample adequacy measure of Kaiser-Meyer-Olkin and Bartlett's sphericity test (p < 0.0001). The exploratory factor analysis showed a clustering in four factors (two for intrinsic motivations and two for extrinsic motivations), explaining 64.33% of the total variance. Comparisons between each factor score by gender (male and female) showed statistically significant differences for factor F1 (higher for females) and F2 (higher for males). Finally, Q1 and Q13 showed a statistically significant correlation (p ≤ 0.05) with years of teaching experience. The motivations of Spanish university professors appear to be associated with the age and gender of the teacher.


Assuntos
Motivação , Universidades , Análise Fatorial , Docentes , Feminino , Humanos , Masculino , Reprodutibilidade dos Testes , Autoimagem , Inquéritos e Questionários
18.
J Grad Med Educ ; 13(4): 569-575, 2021 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-34434518

RESUMO

Background: Previous faculty-driven residents-as-teachers (RAT) models have had limited efficacy and sustainability. Objective: To evaluate the acceptability and effects of a resident-led RAT program on resident teaching. Methods: In October 2016, obstetrics and gynecology (OB/GYN) residents at a large academic institution implemented a resident-led RAT program, consisting of a steering committee of peer-selected residents with 2 faculty mentors who planned education-focused resident didactics and journal clubs, organized resident involvement in clerkship activities, and recognized residents who excelled in teaching as Distinguished Educators (DEs). From July 2016 through June 2019, using the Kirkpatrick Model, we evaluated the program with annual resident surveys assessing self-perception of 13 teaching skills (5-point Likert scale) and value of RAT program, institutional end-of-clerkship student evaluations of resident teaching, and resident participation in DE award. Results: Annual resident survey response rates ranged from 63% to 88%. Residents' self-reported teaching skills improved significantly in 11 of 13 domains from 2016 to 2018 (improvements ranging from 0.87-1.42; 5-point Likert scale; P < .05). Of the 2018 respondents, 80% agreed that the resident-led RAT program added value to the residency. For 2017-2018 and 2018-2019 academic years, 47% and 48% of medical students (100% response rate) strongly agreed that residents provided effective teaching compared to 30% in 2016-2017 (P < .05). Ten residents have graduated as DEs during this time period. Conclusions: A resident-led RAT program increased residents' self-reported teaching skills, improved medical student perceptions of teaching quality, and was sustainable and acceptable over a 3-year period.


Assuntos
Ginecologia , Internato e Residência , Estudantes de Medicina , Docentes , Seguimentos , Humanos
19.
Artigo em Chinês | MEDLINE | ID: mdl-34218557

RESUMO

Objective: To study the association of health-related physical fitness (HPF) with kidney function and blood lipid to provide a basis to prevent chronic diseases and making exercise prescriptions. Methods: This study was conducted in December 2019 with 299 faculty members of a university in Shaanxi, testing HPF indicators (muscle mass, body fat percentage, grip, sit-and-reach, vital capacity) , kidney function indicators (creatinine, uric acid, urea) , and blood lipid indicators[triglyceride (TG) , total cholesterol (TC) , high-density lipoprotein cholesterol (HDL-C) and low-density lipoprotein cholesterol (LDL-C) ]. Spearman correlation analysis and binary logistic regression were used to analyze the association between HPF with kidney function and blood lipid indicators. Results: In men, muscle mass and grip strength were positively correlated with uric acid, body fat percentage was positively correlated with TG, sit-and-reach and vital capacity were negatively correlated with TG (r(s)=0.266, 0.337, 0.300, -0.339, -0.239, P<0.05) . In women, body fat percentage was positively correlated with uric acid, TG, TC and LDL-C, negatively correlated with creatinine and HDL-C, grip strength was positively correlated with creatinine, sit-and-reach was positively correlated with HDL-C and negatively correlated with TG, vital capacity was negatively correlated with urea (r(s)=0.240, 0.349, 0.214, 0.249, -0.254, -0.209, 0.186, 0.207, -0.255, -0.154, P<0.05) . Logistic regression showed that high body fat percentage was risk factor for abnormal uric acid and dyslipidemia in female faculty members (OR=1.114, 95%CI:1.023-1.213; OR=1.116, 95%CI: 1.034-1.208; P<0.05) . And high body fat percentage was risk factor for dyslipidemia in male faculty members (OR=1.129, 95%CI: 1.017-1.252, P<0.05) . Conclusion: High body fat percentage is associated with dyslipidemia and uric acid abnormalities in university faculty. HPF fitness assessment may be important for the prevention of chronic diseases related to kidney function or lipids.


Assuntos
Lipídeos , Universidades , Docentes , Feminino , Humanos , Rim , Masculino , Aptidão Física
SELEÇÃO DE REFERÊNCIAS
DETALHE DA PESQUISA
...