Psychometric Properties of the Spanish Version of Psychosocial Impact of Assistive Devices Scale in a Large Sample of People With Neuromuscular, Neurological, or Hearing Disabilities

Brief research report[Abstract] Assistive technology (AT) is any device, software, or equipment designed for and used by individuals with disabilities to engage in everyday activities and achieve independence. However, the usefulness of those technology-based or supported treatments is a complex issue that has led to the development of various conceptual models for assistive technology outcomes research and practice as well as different assessment tools that help to explore the effect of technology on people's lives. One of those instruments is the Psychosocial Impact of Assistive Device Scale (PIADS), a 26-item questionnaire that measures the psychosocial impact of interventions, using assistive devices in three quality-of-life domains: competence, adaptability, and self-esteem. PIADS scale has been translated and adapted to several languages, and it has been successfully used to measure AT outcomes in different disability profiles to predict abandonment or even as a relevant determinant of future adoption of eHealth. Quinteiro (2010) adapted PIADS to Spanish for the first time, although no studies have yet been published to systematically study its psychometric properties. Therefore, the purpose of this study was to evaluate measurement properties of the Spanish version of PIADS scale by means of a dataset obtained from its application to a large sample (n = 417) of people with neuromuscular, neurological, or hearing disabilities that used different assistive devices. The results will provide valuable indicators about the measurement quality of the Spanish PIADS scale and will help to promote the use of reliable and valid AT outcome assessment tools for research and clinical purposes.Fundación Memoria Samuel Solórzano; FS/16-2015Xunta de Galicia; ED431G 2019/01Partial support was received from Fundación Memoria Samuel Solórzano (Grant FS/16-2015) and Centro de Investigación de Galicia CITIC, funded by Xunta de Galicia and the European Union (European Regional Development Fund- Galicia 2014-2020 Program) by Grant ED431G 2019/01

Experiencia de aprendizaxe interdisciplinar entre estudantes de terapia ocupacional e odontoloxía, no deseño de sistemas de comunicación alternativos

[Resumo] Contextualización: O proxecto, interdisciplinar e interuniversitario, foi proposto por docentes de terapia ocupacional e odontoloxía das universidades da Coruña e Salamanca. Contemplou a elaboración de cinco unidades didácticas, baseadas na aprendizaxe colaborativa, presentando aquí a unidade adicada á comunicación cos doentes. Metodoloxía: Concretáronse obxectivos e resultados de aprendizaxe, metodoloxías e forma de aplicación da unidade. Na planificación tivéronse en conta aspectos relacionados coa valoración, e uso dos SAAC, e a aplicación dos principios do Deseño Universal no proceso comunicativo. Realizáronse tres sesións teórico–prácticas, complementadas co traballo non presencial. Desenvolvemento: A primeira sesión está dirixida aos alumnos do Grado en Odontoloxía que, a través de varios casos propostos, deberían detectar e determinar as dificultades na comunicación, que poderían acontecer na consulta odontolóxica. O resultado do traballo é transmitido posteriormente aos alumnos de terapia ocupacional, sendo o punto de partida da segunda sesión. Os estudantes de TO consideran estes supostos para o deseño de solucións aos problemas plantexados, elaborando propostas co uso dos SAAC e aplicación do deseño para todas as persoas. A derradeira sesión é a posta en común dos traballos dos alumnos de ambas titulacións, nunha clase conxunta e presencial, cun compoñente virtual. Invítase ós estudantes a razoar, deseñar e elaborar solucións de accesibilidade e deseño universal, para aplicar no entorno físico dun centro de odontoloxía e nos seus materiais, baseadas no uso de pictogramas. A avaliación dos alumnos basease no emprego de rúbricas (hetero-avaliación) e de listados de comprobación (auto-avaliación).[Abstract] Background: The project, interdisciplinary and interuniversity, has been proposed by professors of occupational therapy and odontology at the universities of A Coruña and Salamanca. It included the development of five didactic units, based on collaborative learning. The unit focused to communication with patients is presented in this communication. Method: Professors determined learning goals and results, as well as the methodologies and the way to apply the unit. Factors related to AAC’s assessment and use, and the application of Universal Design Principles during communicative process were taken into account in planning. Three practical theoretical sessions were held, complementing the non-contact work. Development: The first session is directed to students of Odontology Bachelor, who, through few case studies, have to detect and determine the difficult in communication that could be appear during dental consultation. The finished work, then, is transmitted to students of Occupational Therapy, being the start point to second session. Occupational therapy’s students consider that work to design solutions to solve the detected problems. To do that, they indicate proposals about AAC’s use and application of Universal Design. The last session is dedicated to the sharing of students’ works, during a joined lesson attendance, with a virtual component. Students participate in rezoning, designing and creating solutions to promote accessibility and universal design, and to apply it in a dentistry clinic and in its material resources, based on pictograms’s use. The students’ assessment contemplates the use of rubrics (heteroevaluation), and of Checklists (Self- Assessment

Modelo Matching Person and Technology (MPT)

El modelo MPT Person & Technology persigue orientar en el proceso de selección del producto de apoyo más adecuado identifcando los dispositivos que se ajustan a las capacidades, necesidades y preferencias personales y al estilo de vida del usuario, considerando el nivel de motivación y la disposición potencial hacia el uso de productos de apoyo, así como las expectativas sobre el dispositivo

A Q-Method Approach to Perceptions of Professional Reasoning in Occupational Therapy Undergraduates

[Abstract] Background. Professional reasoning provides a firm basis for the development of teaching and assessment strategies to support the acquisition of skills by healthcare students. Nevertheless, occupational therapy educators should use diverse methods of learning assessment to examine student learning outcomes more fully with an evaluation that supports the overall complexity of the process, particularly learners’ subjective experience. The aim of this article is to identify the range of perspectives among occupational therapy undergraduates regarding terms or concepts that are key for improving their professional reasoning. Methods. Q-methodology was used to address the aim of the study. A concourse relating to a series of ideas, phrases, terminology, and concepts associated with various studies on professional reasoning in occupational therapy, specifically on students in this field, was generated. The terms that had the clearest evidence, the most relevance or the greatest number of citations in the literature were collected (n = 37). The P-set was assembled by non-probabilistic sampling for convenience. It comprised undergraduate university students in occupational therapy. Factor analysis was conducted using Ken-Q Analysis v.1.0.6, reducing the number of Q-sets to smaller groups of factors representing a common perspective. Results. Through statistical analysis of the Q-sorts of 37 occupational therapy students, 8 default factors were identified. The four factors in accordance with the selection criteria were rotated by varimax rotation to identify variables that could be grouped together. Each viewpoint was interpreted, discussed and liked to different aspects of professional reasoning in occupational therapy. Conclusions. The observed perceptions were linked to the various aspects of professional reasoning that have been widely discussed in the occupational therapy literature. For most of the students, there was a strong correspondence between the narrative, interactive and conditional aspects of the various components

La actitud hacia el trabajo en equipo en estudiantes universitarios

[Resumen] El trabajo en equipo se considera una competencia valiosa en la enseñanza universitaria para adquirir destrezas interpersonales y cognitivas. El objetivo es analizar las perspectivas y experiencias que cada estudiante ha tenido en relación con los grupos para orientar la metodología activa que se aplicará en el proceso enseñanza aprendizaje de la asignatura. Se trata de una investigación cuantitativa, descriptiva interpretativa. El alumnado de primer curso de grado (n= 69) contesta al principio de la asignatura a un cuestionario sobre actitudes grupales. Los resultados confirman la importancia que tiene el trabajo en equipo para los estudiantes, la percepción sobre su actitud hacia el trabajo en equipo es buena, aunque solo el 55,1% se inclina más a actitudes positivas ante los equipos. Los datos aportados ayudan en el diseño de una experiencia de innovación aplicando una metodología activa en la que se deben incluir conocimiento sobre cuáles son las actitudes positivas para trabajar en equipo y aplicarlas en las diferentes tareas. La adquisición de estas competencias debe ser continua y progresiva por parte del estudiante y requiere retroalimentación específica sobre las correctas conductas para trabajar eficazmente en equipo y una evaluación que acompañe el proceso de aprendizaje.[Abstract] Teamwork is considered a valuable competence in university teaching to acquire interpersonal and cognitive skills. The main objective is to analyze the perspectives and experiences that each student has had in relation to the groups to guide the active methodology that will be applied in the teachinglearning process of the subject. It is a quantitative, descriptive, interpretative investigation. The students of the first grade level (n = 69) answer a questionnaire about group attitudes at the beginning of the subject. The results confirm the importance of teamwork for students, the perception of their attitude towards teamwork is good, although only 55.1% is more inclined towards positive attitudes towards teams. The data provided help in the design of an innovation experience by applying an active methodology in which knowledge about positive attitudes to work in a team and apply them in different tasks must be included. The acquisition of these competences must be continuous and progressive on the part of the student and requires specific feedback on the correct behaviors to work effectively as a team and an evaluation that accompanies the learning process

Development of an assessment app for case reports from an international cooperation context

[EN] Case-based learning (CBL) is a methodology that involves the presentation of a well-designed clinical problem, through a case of a real patient. This system allows the student to acquire autonomy, manage and synthesize relevant information to implement individualized solutions for each case. Based on this, in the Occupational Therapy Degree we have developed an international cooperation project to collaborate with disability care centers in southern countries. We have created an assessment app that allows you to collect relevant patient data, receive it immediately from anywhere in the world. Teachers and students value them and propose treatments, interacting in real time with care centers or with the patients themselves. The students have very positively valued this learning system that brings them closer from the first years to the reality of professional performance and that the transversality in the study by involving several teaching subjects.[ES] El aprendizaje basado en casos (case-based learning o CBL) es una metodología que implica la presentación de un problema clínico bien diseñado, a través de un caso de un paciente real. Este sistema permite al estudiante adquirir autonomía, gestionar y sintetizar información relevante para implementar soluciones individualizadas a cada caso.En base a esto en el Grado de Terapia Ocupacional hemos desarrollado un proyecto de cooperación internacional para colaborar con centros asistenciales de discapacidad en países del sur. Hemos creado una app de valoración que permite recoger datos relevantes de pacientes, recibirlos de forma inmediata desde cualquier parte del mundo. Profesores y alumnos los valoran y proponer tratamientos, interactuando en tiempo real con centros asistenciales o con los propios pacientes.Los alumnos han valorado muy positivamente este sistema de aprendizaje que les acerca desde los primeros cursos a la realidad del desempeño profesional y que la transversalidad en el estudio al implicar varias materias docentes.Ruíz Fernández, ML.; Márquez Álvarez, L.; Fernández Méndez, I.; Jiménez Arberas, E. (2022). Desarrollo de una app de evaluación para casos clínicos en un contexto de cooperación internacional. Editorial Universitat Politècnica de València. 761-772. https://doi.org/10.4995/INRED2022.2022.1580476177

Cross-Cultural Validation of Quebec User Satisfaction with Assistive Technology 2.0 for Spanish Population (QUEST-2.0 ES)

[Abstract] Background: Assistive technologies (ATs) are resources to promote the independence and participation of people with a disability. The use of standardized tools, based on outcome measures, is essential for guaranteeing high-quality rates. The Quebec User Evaluation of Satisfaction with AT-2.0 (QUEST) is a scale to assess the satisfaction of people using any AT. Objectives: To translate and culturally validate the QUEST-2.0 for the Spanish population (QUEST 2.0-ES). Methods: A validation cross-design and descriptive study. The test-retest reliability, validity, and internal consistency of QUEST 2.0-ES were studied. It was divided into two phases: Sample 1 was formed by 26 persons; in sample 2, 30 persons participated. The conditions included neurological conditions, amputations, rare diseases, and deafness. Results: Thirty-five men and 21 women participated in total. The majority of AT used were those for mobility. QUEST 2.0-ES analysis showed internal consistency values between the test (α = 0.87) and retest versions (α = 0.89). The internal consistency was high for AT (test, α = 0.83; retest, α = 0.87) and Service (test, α = 0.80; retest, α = 0.80). The temporal reliability (1-2 weeks) for test-retest was 0.88. Conclusion: QUEST 2.0-ES showed good psychometric properties in terms of validity and test-retest reliability, and it is a good tool to assess the user's satisfaction with ATs and services.Ministerio de Ciencia e Innovación (España); PID2019-104323RB-C3

Modelo Matching Person and Technology (MPT)

[ES]El modelo MPT Person & Technology persigue orientar en el proceso de selección del producto de apoyo más adecuado identificando los dispositivos que se ajustan a las capacidades, necesidades y preferencias personales y al estilo de vida del usuario, considerando el nivel de motivación y la disposición potencial hacia el uso de productos de apoyo, así como las expectativas sobre el dispositivo

Anatomía radiológica y realidad aumentada: metodología basada en la ludificación para su aprendizaje

[ES] En los últimos años, la ludificación en el aula ha pasado de ser usada exclusivamente en el ámbito escolar hast a llegar a la universidad. El presente trabajo muestra y compara una experiencia de ludificación llevada a cabo en alumnado perteneciente tanto a Educación Superior universitaria como no universitaria. Se trata de un juego tipo quizz basado en casos clínicos reales de Radiología y Anatomía Radiológica, en los que el estudiante va avanzando a medida que acierta la respuesta mostrada a través de realidad aumentada. Tras el juego, se analizaron los conocimientos teórico-prácticos adquiridos y se observaron mejoras estadísticamente significativas. Por último, las encuestas de satisfacción indican que ambos perfiles de alumnado prefieren usar herramientas de ludificación en su aprendizaje y en el desarrollo de sus competencias.[EN] In recent years, gamification in the classroom has gone from being used primarily in the school environments to also being used at universities. The present work shows and compares a gamification experience carried out in students belonging to both higher education and non-university higher education. It is a questionnaire-type game based on real clinical cases of Radiology and Radiological Anatomy, in which the student advances as the answer shown through augmented reality is correct. After playing, the theoretical-practical knowledge acquired will be analyzed and statistically significant improvements will be observed. Finally, satisfaction surveys indicate that both student profiles prefer to use gamification tools in their learning and the development of their skills.Dugnol Menéndez, J.; Jiménez Arberas, E.; Ruiz Fernandez, M.; Fernández Valera, D.; Merayo-Lloves, J. (2021). Anatomía radiológica y realidad aumentada: metodología basada en la ludificación para su aprendizaje. En IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Editorial Universitat Politècnica de València. 128-141. https://doi.org/10.4995/INRED2020.2020.11935OCS12814

Naphthyridine Derivatives Induce Programmed Cell Death in Naegleria fowleri

Primary amoebic encephalitis (PAM) caused by the opportunistic pathogen Naegleria fowleri is characterized as a rapid and lethal infection of the brain which ends in the death of the patient in more than 90% of the reported cases. This amoeba thrives in warm water bodies and causes infection after individuals perform risky activities such as splashing or diving, mostly in non-treated water bodies such as lakes and ponds. Moreover, the infection progresses very fast and no fully effective molecules have currently been found to treat PAM. In this study, naphthyridines fused with chromenes or chromenones previously synthetized by the group were tested in vitro against the trophozoite stage of two strains of N. fowleri. In addition, the most active molecule was evaluated in order to check the induction of programmed cell death (PCD) in the treated amoebae. Compound 3 showed good anti-Naegleria activity (61.45 ± 5.27 and 76.61 ± 10.84 µM, respectively) against the two different strains (ATCC® 30808 and ATCC® 30215) and a good selectivity compared to the cytotoxicity values (>300 µM). In addition, it was able to induce PCD, causing DNA condensation, damage at the cellular membrane, reduction in mitochondrial membrane potential and ATP levels, and ROS generation. Hence, naphthyridines fused with chromenes or chromenones could be potential therapeutic agents against PAM in the near future.This work was funded by PI18/01380 from the Instituto de Salud Carlos III, Spain; RICET (project RD16/0027/0001) from the Programa Redes Temáticas de Investigación Cooperativa, FIS (Ministerio Español de Salud, Madrid, Spain); and CB21/13/00100 Consorcio Centro De Investigacion Biomedica En Red M.P. (CIBER) de Enfermedades Infecciosas, Inst. de Salud Carlos III, Madrid, Spain. A.R.L. and I.A.J. were funded by the Agencia Canaria de Investigación, Innovación y Sociedad de la Información (ACIISI). Additionally, financial support from the Ministerio de Ciencia, Innovación y Universidades (MCIU), Agencia Estatal de Investigación (AEI), and Fondo Europeo de Desarrollo Regional (FEDER; RTI2018-101818-B-I00, UE) and from Gobierno Vasco, Universidad del País Vasco (GV, IT 992-16; UPV) is gratefully acknowledged. Technical and human support provided by IZO-SGI, SGIker (UPV/EHU, MICINN, GV/EJ, ERDF, and ESF) is gratefully acknowledged