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- Pedagogical and technical-scientific creativity in higher education in health technologies: An action planPublication . Tavares, Diana; Mota, Sandra; Sousa, MariaAfter pandemic period, it is urgent to create a facilitating means of internal cogitation and to identify creative strategies that can overcome the less positive aspects of distance learning. There is an increasingly constant problem—the lack of motivation and identity in the academic-scientific environment with a lack of proactivity and resistance of interaction with others. It is necessary to work with traditional teaching–learning methodologies and create out of the box grafts that are attractive and productive. This year we will implement a set of strategies: clinical cases, health literacy training sessions, cultural tools, escape room and others. We will carry out a diagnostic assessment of knowledge, before and after the intervention; as well as an interview that will allow us to understand the personal evolution and the degree of satisfaction. In this phase, the intention is to share the methodological strategies in a constructive and enriching manner, using creative and active learning methodologies by the teacher.
- Biosensors, biofeedback, and neurofeedbackPublication . Monteiro, Pedro; Tavares, Diana; Mourão, Luís; Nouws, Henri P. A.; Maia, GiselaIn this chapter, the authors write about the processes of biofeedback, giving an insight about the sensors that might be used, the overall concept of biofeedback, as well as the evidence regarding the effectiveness of neurofeedback for the treatment of mental disorders.The main goal is to provide those introducing to the biofeedback as a self-regulation technique, used now for more than 50 years, with concise information about the sensors that might be used to detect the most common measured responses, the main types of physiological biofeedback, and the state-of-the-art evidence about neurofeedback as a form of brain training for individuals with the most prevalent mental disorders. Biofeedback and neurofeedback are guided therapies that include a vast and rowing variety of methodologies aimed to return information to the individual, regarding the physiological functions of the organism itself, in order to enable the modification of those otherwise considered unconscious physiological responses, designed to improve the individual’s health and wellness
- The multiplicities of an ethics committee in higher educationPublication . Tavares, Diana; Cruz, Agostinho; Cabral, Ana Paula; Machado, Alberto; Sousa, Helena; Curado, Henrique; Faria, Isabel; Amorim, Manuela; Gonçalves, Maria João; Lopes, Paula Maria da Costa; Monteiro, Pedro R.In the academic context, the main activity of ethics committees is evidently to regulate and monitor any investigation carried out within the institution, if the object of study is a person or biological material. However, it is important to note that ethics committee activity does not end, and cannot end, in this sphere of action. These entities are fundamental in raising awareness of the academic community for the assumption and incorporation of certain principles and values in their practices and in those of their members. Those principles and values include professional secrecy, respect for integrity and privacy, principles that become even more relevant when they refer to vulnerable people, such as health users. In a constantly changing world, ethics committees must identify new challenges and anticipate, as far as possible, action strategies. Having an ethics committee in a higher educational institution provides opportunities to, in a timely manner, be aware of the state of the art in bioethics or have access to recent research in healthcare.
- Students’ perception of self-efficacy and academic engagement in School of Health of the Polytechnic Institute of Porto: an observational studyPublication . Amorim, Manuela; Tavares, Diana; Lamas, MC; Mota, Sandra; Salgado, Ana IsabelThe intense increase in students in Higher Education, observed in recent decades, has promoted profound changes quantitative and qualitative in demand, frequency, and student profile. In the context of these changes, we conducted a study to evaluate the self-efficacy and academic engagement of students using an online questionnaire. It includes some sociodemographic variables and the Self-Efficacy Scale in Higher Education (AEFS) and University Student Engagement Inventory (USEI). It was possible to verify that students had a score for academic engagement above the average, revealing an overall high level of academic engagement, an indicator of student success. Regarding self-efficacy, the score obtained is above 4 (on a scale of 1 to 5), close to 5, in social interaction, which indicates that these students overall have relatively robust self-efficacy beliefs. In all cases, the low values of standard deviation reveal a good degree of agreement between responses.