Family caregiver mistreatment of the elderly : prevalence of risk and associated factors

The detection of elder mistreatment is emerging as a public health priority; however, abusive behaviors exercised by caregivers are little known and rarely detected among primary health care professionals. This study aims to estimate the prevalence of risk of abuse against community-residing elderly with moderate to severe dependency whose caregivers are relatives. In addition, we aim to describe the association between such a risk and socio-demographic variables, cognitive and dependency state of the victim, and the scale of the caregiver's anxiety, depression, and burden. Cross-sectional study developed in 72 Primary Health Care teams from Barcelona, Spain. Participants were caregivers and their dependent care recipients (N = 829). Home interviews included the Caregiver Abuse Screen (CASE); self-reported abuse from care recipient; activities of daily living and cognitive state of the care recipient; anxiety and depression in caregivers and Caregiver Burden Scale. The relationship prior to the dependency, positive aspects of caregiving, and social support for the caregiver were also assessed. Multivariate analysis was performed using logistic regression with risk of abuse as dependent variable. Caregivers were mainly women (82.8%) with a mean age of 63.3 years. Caregivers and care recipients lived in the same household in 87.4% of cases, and 86.6% had enjoyed a good previous relationship. Care recipients were women (65.6%), with a mean age of 84.2 years, and 64.2% had moderate to severe cognitive impairment. CASE demonstrated a prevalence of 33.4% (95% CI: 30.3-36.7) of abuse risk by the caregiver. Logistic regression showed as statistically significant: caregiver burden (OR = 2.75; 95% CI: 1.74-4.33), caregiver anxiety (OR = 2.06; 95% CI: 1.40-3.02), caregiver perception of aggressive behavior in the care recipient (OR = 7.24; 95% CI: 4.99-10.51), and a bad previous relationship (OR = 4.66; 95% CI: 1.25-17.4). Prevalence of risk of abuse is high among family caregivers. Our study has found risk factors in family caregivers that are preventable to an extent, namely: anxiety and feelings of burden. It is essential to become aware of these risk factors and their causes to intervene and help primary as well secondary prevention

Relación entre el enfoque inductivo o deductivo del aprendizaje basado en casos en el rendimiento académico, la autoeficacia y la satisfacción de los estudiantes de trabajo social

Introduction: Case-Based Learning (CBL) teaching methodology is an active learning methodology that generates a higher level of student participation and significant learning. The aim of this study was to analyse and compare a CBL activity using deductive reasoning (analyse and extract theoretical concepts in a case provided for this purpose) and a CBL activity using inductive reasoning (create a case by implicitly introducing theoretical concepts) in terms of academic performance and student satisfaction, as well as to analyse the relationship of the latter with the perception of self-efficacy. Methodology: A descriptive cross-sectional study was developed. 111 students performed both CBL activities (deductive and inductive). Each learning activity dealt with theoretical contents of group psychology. The variables collected were: activity grade, satisfaction with each activity, theoretical exam grade and perception of self-efficacy. A descriptive, correlational, and comparative analysis was conducted using T-Student of related samples. Results: The gradesfor the inductive CBL activity were significantly higher than those for the deductive CBL activity (p=0.042). The students ́ level of satisfaction in the item “helps to think critically” was evaluated more favourably for the deductive CBL activity (p=0.029). The relationship between the grade of the inductive CBL activity and that obtained in the theoretical exam was significant. There was no correlation between any of the activities and the perceived self-efficacy of the students. Conclusions: The CBL activity with inductive reasoning is more effective to achieve academic performance and the satisfaction with the activities evaluated by the students is high

Primary health care research in COVID-19: analysis of the protocols reviewed by the ethics committee of IDIAPJGol, Catalonia

Abstract Background Since March of 2020, the scientific community has been engaged a marathon to answer the different questions that COVID-19 pandemic has brought. During this time, Ethics Committees played an important role in reviewing the research protocols, COVID-19 or not, ensuring that the quality of scientific research is not relaxed by the hasty need for answers. Methods Descriptive study from January 2019 to December 2021, comparing COVID-19 protocols to those not COVID-19 related protocols and comparing the work overload. Variables related to the characteristics of the research protocols (i.e. study design, funding…), the principal investigators (gender, PhD degree, professional role…) and outcomes of the Ethics Committee process (requirements of modifications and time until approval) were analyze. Results The number of sessions increased during COVID-19 pandemics (12 in 2019, 25 in 2020 and 18 in 2021). In total 751 protocols were evaluated during the study period; 513 (68.3%) had an observational design and 434 (57.8%) had no funding. The principal investigator was a woman in 491 (65.4%) studies and a General Practitioner in 330 (43.9%). The mean of the days until the protocol approval was 42.09 days (SD 60.2) with a decrease of 20.1 days from 2019 to 2021. A total of 614 (81.7%) protocols were approved, 336 (54.7%) within the first month after their initial evaluation. Less than half of the protocols were COVID-19 related (208, 44.3%). The COVID-19 protocols main topics were impact on the population (71, 34.1%); and COVID-19 pharmacological treatments (including vaccines) showed a higher increase in 2021 (37, 30.3%). Conclusions Despite the work overload during the pandemic due to the increase in the number of meetings and protocols, the IDIAPJGol EC reviewed all of them (COVID-19 or not) adapting to the new situation but according to its criteria of good practices to provide a quick response in the EC opinion. In Primary Health Care the most study designs have been observational studies, many of them with no funding and led by GPs. In 2021 there was an increase in the number of protocols focused on drugs, most likely related to COVID-19 vaccines studies

Relación entre el enfoque inductivo o deductivo del aprendizaje basado en casos en el rendimiento académico, la autoeficacia y la satisfacción de los estudiantes de trabajo social

Introduction: Case-Based Learning (CBL) teaching methodology is an active learning methodology that generates a higher level of student participation and significant learning. The aim of this study was to analyse and compare a CBL activity using deductive reasoning (analyse and extract theoretical concepts in a  case provided for this purpose) and a CBL activity using inductive reasoning (create a case by implicitly introducing theoretical concepts) in terms of academic performance and student satisfaction, as well as to analyse the relationship of the latter with the perception of self-efficacy. Methodology: A descriptive cross-sectional study was developed. 111 students performed both CBL activities (deductive and inductive). Each learning activity dealt with theoretical contents of group psychology. The variables collected were: activity grade, satisfaction with each activity, theoretical exam grade and perception of self-efficacy. A descriptive, correlational, and comparative analysis was conducted using T-Student of related samples. Results: The grades for the inductive CBL activity were significantly higher than those for the deductive CBL activity (p=0.042). The students´ level of satisfaction in the item “helps to think critically” was evaluated more favourably for the deductive CBL activity (p=0.029). The relationship between the grade of the inductive CBL activity and that obtained in the theoretical exam was significant. There was no correlation between any of the activities and the perceived self-efficacy of the students. Conclusions: The CBL activity with inductive reasoning is more effective to achieve academic performance and the satisfaction with the activities evaluated by the students is high.Introducción: La metodología docente del Aprendizaje Basado en Casos (ABC) es una metodología de aprendizaje activo que genera un mayor nivel de participación de los estudiantes y aprendizajes significativos. El objetivo del presente estudio fue analizar y comparar una actividad de ABC utilizando un razonamiento deductivo (analizar y extraer conceptos teóricos en un caso proporcionado) frente a una actividad de ABC utilizando un razonamiento inductivo (crear un caso introduciendo de forma implícita conceptos teóricos) respecto al rendimiento académico y satisfacción de los estudiantes, así como analizar la relación con la percepción de autoeficacia. Metodología: Se desarrolló un estudio descriptivo transversal. 111 alumnos realizaron ambas actividades ABC (deductivo e inductivo). Ambas actividades de aprendizaje versaron sobre con contenidos teóricos de psicología de grupos. Las variables recogidas fueron: puntuación de la actividad, satisfacción con cada actividad, calificación del examen teórico y percepción de autoeficacia. Se realizó un análisis descriptivo, correlacional y comparativo mediante T-Student de muestras relacionadas. Resultados: Las calificaciones de la actividad ABC inductiva fueron significativamente más elevadas frente a las calificaciones de la actividad ABC deductiva (p=0,042). El nivel de satisfacción de los alumnos en el ítem de ayuda a pensar críticamente fue evaluado más favorablemente en la actividad de ABC deductivo (p=0,029). La relación entre la calificación de la actividad de ABC inductiva y la calificación obtenida en el examen teórico fue significativa. No hubo correlación de ninguna de las actividades con la autoeficacia percibida de los estudiantes. Conclusiones: La actividad de ABC con un razonamiento inductivo es más efectivas para lograr el rendimiento académico y la satisfacción con las actividades evaluadas por parte de los estudiantes es alta

La Red de Investigación en Actividades Preventivas y Promoción de la Salud (redIAPP): una red de referencia e impulsora de la investigación en atención primaria

Resumen: La Red de Investigación en Actividades Preventivas y Promoción de la Salud (redIAPP), una red de referencia e impulsora de la investigación en atención primaria fue creada en 2003 gracias al programa Redes Temáticas de Investigación Cooperativa en Salud (RETICS) del Instituto de Salud Carlos III (ISCIII). Su creación ha supuesto un cambio radical en la situación de la investigación en atención primaria. A lo largo de sus 19 años (2003-2021) han participado distintos grupos de investigación y comunidades autónomas, y se han desarrollado distintas líneas de investigación con numerosos proyectos y publicaciones. A pesar de las dificultades sufridas, ha creado una experiencia de investigación colaborativa entre distintas comunidades autónomas con gran vitalidad y con importantes resultados para la atención primaria. La redIAPP, por tanto, ha sido un gran referente para la investigación en atención primaria y para la profundización de su área de conocimiento. Se sugieren varias líneas de mejora para el futuro de la investigación en atención primaria. Summary: The Research Network on Preventive Activities and Health Promotion (redIAPP), a reference network and promoter of primary care research was created in 2003 thanks to the program Thematic Networks for Cooperative Research in Health (RETICS) of the Instituto de Salud Carlos III (ISCIII). Its creation has meant a radical change in the situation of research in primary care. Throughout its 19 years (2003-2021), different research groups and autonomous communities have participated, and different lines of research have been developed with numerous projects and publications. Despite the difficulties suffered, it has created a collaborative research experience between different autonomous communities with great vitality and with important results for primary care. The redIAPP, therefore, has been a great reference for research in primary care and for the deepening of its area of knowledge. Several lines of improvement are suggested for the future of primary care research