Rol del fisioterapeuta en el entorno escolar Hoyos-Quintero, Angela Maria; Sandoval, Daniel; Palacios, Felipe ...
Iatreia (Medellín, Colombia),
04/2022, Volume:
35, Issue:
2
Journal Article
Peer reviewed
Open access
Introducción: el rol del fisioterapeuta en el entorno escolar, como profesional partícipe en el desarrollo neuromotor del niño y su proceso de aprendizaje, se observa como un campo profesional desde ...un enfoque no clínico, convirtiéndose en una oportunidad de generación de nuevas alternativas laborales y conocimientos disciplinares. Esta investigación se orienta con el objetivo de analizar el rol del fisio-terapeuta en el entorno escolar. Metodología: se realizó una búsqueda sistemática en las bases de datos PubMed, Scopus, PEDro, Lilacs y Google Scholar, desde el inicio de las bases de datos hasta octubre del 2019. Los criterios de selección fueron previamente definidos según la edad de la población y el tema del artículo. Resultados: de los 9 artículos incluidos, las principales actividades encontradas se refieren a la promoción de la actividad física, psico-motricidad, inclusión escolar, rehabilitación en la escuela y asesoría a los docentes. De los roles encontrados, el de mayor frecuencia es el de facilitador de la inclusión escolar, dado que es la actividad más visibilizada. Conclusiones: de las 5 actividades identificadas del fisioterapeuta en la escuela, se destaca, principalmente, la inclusión escolar y la asesoría al docente. Sin embargo, la labor como promotor de la actividad física cobra importancia en la intervención del fisioterapeuta en la salud pública. REGISTRO PROSPERO CRD42020160617. Role of the physiotherapist in the school environment. Systematic review Introduction: The role of the physiotherapist in the school environment as a professional participates in the neuromotor development of the child and their learning process, it is observed as a professional field from a non-clinical approach, becoming an opportunity to generate new work alternatives and disciplinary knowledge. This research is oriented with the objective of analyzing the role of the physiotherapist in the school environment. Methodology: A systematic search was carried out in the databases PUBMED, Scopus, PeDRO, Lylacs and google scholar, from the beginning until October 2019. The selection criteria were previously defined regarding the age of the population and the subject of the article. Results: Of the 9 articles included, the main activities found refer to the promotion of physical activity, psychomotor skills, school inclusion, rehabilitation at school and advice to teachers. Of the roles found, the one with the highest frequency is that of facilitator of school inclusion, since it is the most visible activity. Conclusions: Of the 5 activities identified by the physiotherapist in the school, school inclusion and teacher counseling stand out mainly. However, the work as a promoter of physical activity becomes important in the intervention of the physiotherapist in public health. REGISTER PROSPERO CRD42020160617.
The Arcade Learning Environment (ALE) is an evaluation platform that poses the challenge of building AI agents with general competency across dozens of Atari 2600 games. It supports a variety of ...different problem settings and it has been receiving increasing attention from the scientific community, leading to some high-profile success stories such as the much publicized Deep Q-Networks (DQN). In this article we take a big picture look at how the ALE is being used by the research community. We show how diverse the evaluation methodologies in the ALE have become with time, and highlight some key concerns when evaluating agents in the ALE. We use this discussion to present some methodological best practices and provide new benchmark results using these best practices. To further the progress in the field, we introduce a new version of the ALE that supports multiple game modes and provides a form of stochasticity we call sticky actions. We conclude this big picture look by revisiting challenges posed when the ALE was introduced, summarizing the state-of-the-art in various problems and highlighting problems that remain open.
Several research have studied how school management impacts cognitive and non-cognitive components of students’ lives. However, less is known about what district level administrators do when dealing ...with issues concerning school climate. This study aims a comprehensive review of the literature on school district level involvement in school climate, with focus on the underlying school climate construct, methods, and associated outcomes. The results show four dominant dimensions: community, safety, risk, and academic performance. District level administrators are concerned not only of students’ but also of teachers’ wellbeing, with special focus placed on teacher stress and burnout. Despite the positive impact of informed decision making on school performance, accountability pressures involved in meeting evaluation criteria may offset the benefits. Our review confirms the need to support district leadership to set the goals and measure the progress of successful strategies to manage school climate issues.
Currently, there is a great interest in the influence of environmental content on the efficiency of education. New technologies and their introduction into the learning process allow creating new ...content and new conditions for this process. However, against the background of modern achievements, the engineering and psychological, pedagogical and ergonomic components of effective ergatic environments based on traditional methodology are not sufficiently developed. Despite the accumulated experience in designing human-machine-artificial environment systems, it should be admitted that many issues still remain unclear. Such issues include the problem of organizing ergatic learning environments. The organization of ergatic learning environments and their widespread introduction into the educational space involves the use of simulators to make the learning process not only more exciting, but also contributes to the feeling of presence, which, ultimately, will allow students accumulating the subjective experience necessary to perform their professional activities. The creation and widespread introduction of ergatic learning environments into the learning process enriches the content of educational information and regulates the actions of students to master it. The assimilation of information in ergatic learning environments is determined not only by the volume and content of information, but also by the form of their pedagogical support. The feasibility of regular advanced training courses for those teachers who work directly on simulators is justified. The main issues to be analyzed and considered are highlighted, including: organizational support (organization of learning and teaching); methodical support (selection of education content) and technical support (ability to work on a specific simulator). It was shown that the efficiency of the utilized technology is determined not only by high-quality equipment, but also by the preparation of all participants in the educational process: students, teachers, instructors, etc. Taking into account the principles of ergatic learning environments and observing the conditions of their functioning allows improving the ergatic learning environment and the educational process as a whole.
In the context of building Child-Friendly Cities in China, child-friendly school environments are considered as having a profound impact on children's development and growth. This study presents the ...development and validation of the Child-Friendly School Environment Questionnaire for assessing a child-friendly school environment. Utilizing open-ended questions and interviews, an initial questionnaire on the child-friendly school environment was compiled. An exploratory factor analysis of the preliminary test results with 696 primary school children in grades three to six was conducted to refine the questionnaire into a formal 19-item questionnaire. Subsequently, a confirmatory factor analysis was performed to analyze the evaluation results of 807 primary school children in grades three to six. The results indicated that a child-friendly school environment is a multi-dimensional construct encompassing Environment Friendly, Teaching Friendly, Peer Friendly, and Children Participation, with good reliability and validity. The promising outcomes of this study suggest that the Child-Friendly School Environment Questionnaire can be widely used as a powerful evaluation tool for the child-friendly school education practice in the future.
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