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The effect of brief, repetitive balance training on balance and fall risk in older people with stroke: A randomized controlled trial
Full text linkObjective: To evaluate the effect of integrating a specific balance-training program focused on static balance to the conventional rehabilitation program on dynamic balance, risk of falls, and activities of daily living (ADLs) in older adults post-stroke. Design: A single-blinded randomized controlled trial. Setting: Institutional Intermediate Care Hospital. Subjects: Post-stroke older adults in a subacute phase without cognitive impairment, aged 65 years and older, exhibiting trunk control in a seated position for 30 seconds without supporting the arms. Intervention: The control group underwent the usual treatment, consisting of 60-minute physiotherapy sessions, 5 days per week, for 30 days. The experimental group integrated into the usual treatment 15 minutes of the balance-training program (45 min + 15 min). Main measures: Balance impairment (Mini-BESTest and Berg Balance Scale (BBS), risk of falls (BBS), and independence for ADLs (Barthel Index)) were assessed at baseline, 15 and 30 days after the start of interventions. Results: Seventy-one post-stroke patients (77.7 ± 9.0 years, 49.2% women) were randomized into the experimental (n = 35) or control (n = 36) groups. The experimental group showed improved dynamic balance at day 15 (Mini-BESTest: 2.90 [1.05-4.77], p = 0.003; BBS: 4.31 [1.41-7.23], p = 0.004) and day 30 (Mini-BESTest: 6.06 [2.85-9.27], p < 0.001; BBS: 8.24 [2.96-13.53], p = 0.003), as well as greater independence levels (11 [2.75-19.23], p = 0.010) compared to the control group. The control group showed higher risk of falls on day 15 (p = 0.035) and day 30 (p = 0.003) than the experimental group. Conclusions: A simple, easily reproducible approach designed by and for the older adult to rehabilitate post-stroke impairments effectively improved balance, functional gait, risk of falls, and ADLs
Aprendizaje colaborativo e intercultural con el uso de tecnologías digitales
Full text linkEste estudio analiza cómo las instituciones de educación superior en Iberoamérica están incorporando tecnologías digitales para fomentar prácticas pedagógicas colaborativas e interculturales en los programas de Administración de Empresas y Gestión de Negocios. A través de una metodología cualitativa, se recopilaron datos de diez universidades destacadas en rankings internacionales. Los resultados revelan una creciente integración de herramientas tecnológicas y metodologías como COIL y Global Classroom, así como el compromiso institucional con la formación docente y la internacionalización de la enseñanza. El estudio también identifica desafíos como la brecha digital, la escasez de recursos y la gestión de la inteligencia artificial en entornos educativos. Finalmente, se subraya la importancia de un enfoque estratégico y culturalmente consciente para la incorporación efectiva de las TIC en la educación superior.
This study examines how higher education institutions in Ibero-America are integrating digital technologies to foster collaborative and intercultural pedagogical practices in Business Administration and Management programs. Using a qualitative methodology, data were collected from ten universities listed in international rankings. The findings highlight the increasing adoption of technological tools and methodologies such as COIL and Global Classroom, as well as institutional commitment to faculty training and the internationalization of teaching. The study also identifies key challenges, including the digital divide, limited resources, and the management of artificial intelligence in educational contexts. Ultimately, it emphasizes the need for a strategic and culturally aware approach to the effective integration of ICT in higher education
Effects of Immersive Virtual Reality on Balance in People With Parkinson’s Disease: A Case Series
No full textFive people with Parkinson's disease (PD) participated in an immersive virtual reality (IVR) program focused on improving their ability to balance. Over a four-week period, they participated in eight IVR sessions, two per week. Standing balance, functional mobility, gait speed, lower limb strength, incidence of adverse events, quality of life and participant-reported satisfaction were assessed. By comparing pre- and postintervention outcomes with recognized thresholds of minimal detectable change, improvements in balance, functional mobility, and quality of life were observed. The results of this small case series of five participants suggest that an IVR program intervention seems to have an effect for improving balance, functional mobility, and quality of life in people with PD, warranting further investigation in larger controlled trials
Analysis of an intergenerational service-learning experience based on physical exercise in a community setting: a mixed-method study
No full textIntroduction: Physical activity offers numerous benefits that improve psychological well-being, reduce dependency, and foster intergenerational relationships. Universities play a key role in promoting the health of students by proposing actions that contribute to a sustainable future, fostering a mature society and reducing ageism. This service-learning project aimed to assess the impact of an intergenerational cane-walking program on older adults and physiotherapy students in a community setting. The project focused on promoting health and fostering intergenerational relationships.
Methods: A concurrent, nested mixed-methods design was used for the intervention, involving intergenerational group walks during the 2022–2023 academic year. The program was designed and supervised by faculty members and three fourth-year fellows. Data collection was based on adherence to the intervention, the Behavioral Regulation in Exercise Questionnaire (BREQ-3), interviews with older adults and feedback questionnaires completed by them and participating students.
Results: Satisfactory adherence was evidenced among older adults, with 65.79% of participants who completed the project and 72% who adhered to the intervention, although there were no statistically significant differences in terms of motivation to exercise taking that adherence into account. The project’s ability to foster intergenerational relationships was rated by the seniors at 9.50 ± 0.6, and 100% answered affirmatively about its capacity of contribute to improving their health and well-being. Student feedback also reflected high scores for fostering intergenerational relationships, with scores of 10 (fellows), 8.7 ± 1.2 (third-year students), and 8.27 ± 1.2 (second-year students). The project’s contribution to skills development was rated positively by 100% of the fellows, 88.6% of the second-year students, and 74.1% of the third-year students. In the nested study, three key themes related to exercise emerged by older adults: (1) perceptions of exercise, (2) barriers to exercise and (3) motivations for exercise. Regarding satisfaction with the program, three main themes emerged: (1) intergenerational relationships, (2) strengths of the program and (3) suggestions for improvement.
Conclusion: The program appears to improve the well-being of older adults and provide valuable experiential learning for students. Thus, service-learning projects could effectively promote sustainable health practices, highlighting the important role of universities in community health initiatives
The person in Simone Weil: an idea in transformation?
No full textAl final de su vida, en Londres, Simone Weil escribe el que para muchos de sus estudiosos es su testamento espiritual: La persona y lo sagrado. Se trata de un texto corto —unas veinte páginas— que contiene una noción de persona muy diferente de la defendida entonces por los llamados personalistas. La filósofa no comprende la persona como la entendían Mou-nier y los miembros del círculo de la revista Esprit. Para ella, por ejemplo, lo sagrado en el ser humano no es la persona, sino lo impersonal. En el texto indicado aparecen muchas otras afirmaciones de este tenor. Tales considera-ciones llevan a preguntar por cómo entendió Simone Weil la idea de persona y cuáles fueron sus fuentes para interpretarla. El artículo trata sobre la idea de persona en la pensadora, en aquel contexto londinense de la Segunda Guerra Mundial. Y ofrece claves para descifrar cierta evolución de la noción de persona en la filosofía weiliana, como su relación estrecha con la realidad de la desgracia en nuestro mundo.At the end of her life, in London, Simone Weil wrote what many of the specialists in her work consider her spiritual testa-ment: The Person and the Sacred. This is a short text —about twenty pages— that presents a notion of the person which is very different from that defended at the time by the so-called personalists. The philoso-pher does not conceive of the person as Mounier and the members of the Esprit magazine circle did. For her, for example, what is sacred in the human being is not the person but the impersonal, as evidenced in many passages of the aforementioned text. Such considerations lead to the question of how Simone Weil understood the idea of the person and which sources influenced her interpretation. This article explores Weil’s concept of the person within the context of wartime London during World War II. It also provides keys to perceiving a certain evolution of the notion of the person in Weil’s philosophy, particularly its close relationship with the reality of affliction in our world
Una experiencia de aprendizaje basado en proyectos (ABP) en la enseñanza de Psicología de Intervención Comunitaria
Full text linkEn este capítulo se presenta una experiencia de Aprendizaje Basado en Proyectos (ABP) en la asignatura de Psicología de Intervención Comunitaria en el Grado en Psicología de la Universidad San Jorge. Dada la realidad de la intervención comunitaria, se emuló una convocatoria de subvenciones públicas de proyectos en la que los alumnos debían participar, situándolos en el contexto de la realidad laboral de las entidades del tercer sector. La estructura de contenidos del curso se adaptó a los conocimientos que debían aplicarse en el proyecto. Así mismo, se dedicaron espacios de tiempo en las sesiones para que los alumnos pudiesen avanzar en la elaboración de los productos con la tutorización de los docentes. Los proyectos presentados por los alumnos evidenciaron el aprendizaje efectivo de conocimientos y habilidades. En resumen, la experiencia proporcionó a los estudiantes herramientas tanto para su desempeño laboral como para su desarrollo personal.
This chapter presents a Project-Based Learning (PBL) experience in the course of Community Intervention Psychology within the Bachelor's Degree in Psychology at San Jorge University. Given the realities of community intervention, a public grant call for projects was simulated, in which students were required to participate, placing them in the context of the working environment of third sector organizations. The course content structure was adapted to the knowledge that needed to be applied in the project. Additionally, time was allocated during the sessions for students to progress in the development of their outputs under the supervision of the instructors. The projects submitted by the students demonstrated the effective acquisition of knowledge and skills. In summary, the experience provided students with tools for both their professional performance and personal development
Valoración de la eficacia de los abordajes y tratamientos de fisioterapia en pacientes con síndromes de pinzamientos subacromial: una revisión bibliográfica
Full text linkIntroducción: El síndrome de pinzamiento subacromial es el estrechamiento del espacio subacromial y se produce debido a que las estructuras que se encuentran en ese espacio comienzan a degenerarse e inflamarse. Es común que aparezca en personas que realizan movimientos repetitivos de hombro por encima de la cabeza. Sus síntomas suelen ser dolor al acostarse sobre el lado afecto, dolor al elevar el brazo y pérdida de movimiento. El abordaje principal para el tratamiento de este síndrome es el tratamiento conservador, basado en la educación, ejercicios de fortalecimiento y estabilidad.
Objetivos: Este proyecto tiene como objetivo valorar la eficacia de los diferentes abordajes y tratamientos de fisioterapia en pacientes que presentan síndrome de pinzamiento subacromial, valorando la influencia de estos en las variables de dolor, funcionalidad y rango de movimiento.
Metodología: Se buscaron en las bases de datos Pubmed, WOS y PEDro ensayos controlados aleatorizados con una antigüedad máxima de cinco años. Se establecieron como criterios de inclusión pacientes hombres y mujeres con edades comprendidas entre los 25 y 55 años, que sufriesen dolores musculoesqueléticos en la zona del hombro, en los que fuese necesario valorar el dolor, la funcionalidad y el rango de movimiento. Se empleó la escala PEDro para valorar la calidad metodológica de los artículos seleccionados.
Resultados: Se encontraron 112 artículos en las distintas bases de datos, de los cuales finalmente 6 fueron incluidos en la revisión. De los seis artículos seleccionados, todos evaluaban las variables dolor y funcionalidad, mientras que la variable rango de movimiento era evaluada en cinco artículos. Todos los estudios mostraron mejoras en sus variables tanto en el grupo control como en el grupo experimental. Sin embargo, en general el grupo experimental mostraba mejores resultados
Conclusión: Los abordajes y tratamientos de fisioterapia han sido claves en la disminución del dolor, en la mejora de la funcionalidad y en el aumento del rango de movimiento en pacientes con síndrome de pinzamiento subacromial
Parque Goya on the move. Plan de innovación en el IES Clara Campoamor Rodríguez
Full text linkEl IES Clara Campoamor Rodríguez de Zaragoza cuenta con 16 años de experiencia y se destaca por su enfoque innovador y dinámico. Entre sus programas destacan el Programa Bilingüe BRIT-MECD, el proyecto de mediación escolar Ciberayudantes y desarrollo de capacidades en Secundaria. Ciberayudantes fomenta la resolución pacífica de conflictos, el uso responsable de la tecnología y previene el ciberacoso. El centro ha implementado Chromebooks en las aulas y una versión del Aula del Futuro, combinando metodologías activas con nuevas tecnologías. Este enfoque ha sido reconocido con varios premios, reflejando el compromiso del centro con la equidad. El plan de innovación "Parque Goya on the Move", busca transformar metodologías y gestión organizativa, asegurando una educación de calidad para el alumnado.
The IES Clara Campoamor Rodríguez from Zaragoza boasts 16 years of experience and is recognized for its innovative and dynamic approach. Notable programs include the BRIT-MECD Bilingual Program, the Ciberayudantes school mediation project, and Skills Development in Secondary Education. Ciberayudantes encourages peaceful conflict resolution, the responsible use of technology, and plays a key role in preventing cyberbullying. The school has integrated Chromebooks in the classroom and implemented a version of the Future Classroom, blending active learning methodologies with cutting-edge technology. This forward-thinking approach has earned the school numerous awards, highlighting its commitment to equity. Through its innovation plan, Parque Goya on the Move, the school seeks to transform both its methodology and organizational structure, ensuring that all students benefit from a high-quality education
Cristina de Diego-Alonso; Julia Blasco-Abadía; Víctor Doménech-García; Pablo Bellosta-López
Full text linkLa infografía muestra los resultados de un estudio psicométrico del International Physical Activity Questionnaire-Short Form (IPAQ-SF) Cuestionario de percepción sobre la realización de actividad física en supervivientes de un accidente cerebrovascular.
El IPAQ-SF recoge la actividad física autopercibida durante los 7 días anteriores en bloques de ≥ 10 minutos. Los 7 ítems están organizados en cuatro grupos: Actividades vigorosas, actividades moderadas, tiempo sentado y tiempo caminando.
La infografía aporta datos sobre la interpretación de los resultados del cuestionario para conocer si los valores de actividad física autopercibida son altos, moderados o bajos.
Los resultados de las propiedades psicométricas respaldan el uso del cuestionario IPAQ-SF a nivel clínico por su bajo coste, rápida administración y utilidad en el entorno clínico y de investigación como herramienta de cribado del cumplimiento de recomendaciones de la Organización Mundial de la Salud sobre el nivel de actividad física. Los datos aportados por IPAQ-SF están correlacionados con los aportados por dispositivos objetivos.
Para más información sobre el estudio de investigación:
de Diego-Alonso, C., Blasco-Abadía, J., Doménech-García, V., & Bellosta-López, P. (2024). Validity and stability of the international physical activity questionnaire short-form for stroke survivors with preserved walking ability. Topics in Stroke Rehabilitation, 32(5), 562–571.
https://doi.org/10.1080/10749357.2024.2417645
Artículo disponible en:
https://www.tandfonline.com/doi/full/10.1080/10749357.2024.2417645
https://repositorio.usj.es/handle/20.500.14888/161
Benefits of musculoskeletal health promotion in school communities through service-learning: a mixed-method approach
Full text linkBackground: Service-learning (S-L) is an educational method that enhances social and civic engagement among health science students, addressing unmet community needs. Musculoskeletal disorders (MSKD) represent a public health issue with increasing prevalence among school-aged population as reported by at least 1 on 5 children. Prevention programs for MSKD in schools are scarce, although evidence supports the efficacy of health education provided by physical therapists. This study aimed to evaluate the impact of a musculoskeletal health promotion program through S-L on school students, teachers, and physical therapy students.
Methods: A mixed-methods approach was used. A quasi-experimental design assessed the learning and satisfaction of school students and teachers using pre-and post-intervention questionnaires. Additionally, qualitative data from reflective diaries of fourth-year physical therapy students were analyzed to capture their experiences. The intervention was conducted in 10 schools in Spain over two academic years, targeting children aged 10–14 and their teachers.
Results: A total of 1,051 school students and 32 teachers participated. Pre-post evaluations revealed significant learnings on MSKD prevention and body awareness in both groups (p < 0.05), highlighting the increase in knowledge about MSKD prevention and self-treatment for school students and on MSKD derived from inadequate postures for schoolteachers. Satisfaction was high, with students and teachers rating the program 4.4/5. Teachers highlighted the value of training for their professional practice, while students appreciated learning about self-care. Physical therapy students were 4 and reflected on their motivation for the project, learning experiences, as well as positive and negative aspects of the service.
Discussion: The S-L community-based intervention effectively increased awareness of musculoskeletal health and self-management skills. The peer learning environment and participatory approach encouraged engagement and knowledge retention in both students and teachers.
Conclusion: S-L is a valuable strategy for promoting musculoskeletal health in schools while improving health education skills among the future physical therapists through experiential learning