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Objetivo: Conocer la influencia de las variables sociodemográficas y socioeducativas sobre el rendimiento académico de los alumnos del Grado en Fisioterapia. Sujetos y métodos: La muestra estaba formada por 151 alumnos matriculados en el Grado en Fisioterapia de la Universidad de Vigo en el curso 2010-2011. Mediante una encuesta se obtuvieron los datos necesarios relativos a las variables sociodemográficas y socioeducativas; para medir el rendimiento académico se tuvo en cuenta, además de la nota media, la tasa de rendimiento, la tasa de intento y la tasa de éxito. Se aplicaron contrastes estadísticos bivariantes para la correlación de dichas variables. Resultados: Variables sociodemográficas como la edad, la residencia, el compaginar estudios y trabajo o tener otras obligaciones, además de los estudios, influyen sobre el rendimiento académico. En cuanto a las variables socioeducativas, se ha comprobado que el curso, la vía de ingreso, la primera opción de matrícula o ser repetidor son variables que se correlacionan con el rendimiento académico. Conclusiones: Existen numerosas variables que afectan al rendimiento académico, pero tan sólo la residencia durante el curso, el curso académico y la vía de ingreso a los estudios afectan finalmente a la nota media

Aim: To determine the influence of socio-demographic and socio-educational variables on the academic performance of students of the Physical Therapy Degree. Subjects and methods: The population was comprised of 151 students enrolled in the Physical Therapy degree. Through a survey, we have obtained the necessary data on socio-demographic and socio-educational variables. In order to measure the academic performance, it has been taken into account, in addition to the grade point average, the rate of return, the rate of attempts and the success rate. Results: Socio-demographic variables such as age, residence, combining studies and work or having other obligations in addition to the studies, impact on academic performance in terms of socio-educational variables. We have found out that the course, the route of entry, the first enrollment option or being a student repeating a year are variables that correlate with academic performance. Conclusions: There are many variables that affect academic performance, however, only the residence during the course, the academic course and the entrance road to the studies ultimately affect the average mark

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El engagement o compromiso con los estudios es un estado afectivo positivo del estudiante con todo lo relacionado con los estudios. Objetivo: El objetivo de este trabajo era conocer el nivel de engagement de los estudiantes de Grado en Enfermería del Centro adscrito de Diputación de Málaga de la UMA, así como su relación con las variables sociodemográficas y socioeducativas. Método: Se ha realizado un estudio descriptivo, transversal y correlacional. Se utilizó el instrumento UWES-S para medir el compromiso o engagement con sus estudios. Los datos se obtuvieron mediante cuestionario enviado on-line. Resultados: Respondieron al cuestionario 170 alumnos y la participación fue del 52,99%. Los valores medios de engagement obtenidos fueron: puntuación global (media 58,52 SD 11,852 ), vigor (media 17,93 SD 5,087 ), dedicación (media 25,54 SD 3,980) y absorción (media 15,09 SD 4,079 ). Conclusiones: Hemos detectado correlaciones entre la puntuación global de engagement, el vigor y la absorción con el rendimiento académico. Así mismo hemos detectado diferencias de medias estadísticamente significativas entre ambos sexos en dedicación y puntuación global. Las medias en absorción son mayores en aquellos alumnos que viven en pareja y en aquellos que tienen otras obligaciones de cuidados. La edad ha correlacionado con la absorción de forma positiva. The engagement or commitment to studies is a positive affective state of the student with everything related to the studies(AU)

Objective: The objective of this work was to determine the level of engagement of students assigned Degree Nursing Council of Malaga Center of UMA and its relationship with socio-demographic and socio-educational variables. Methods: We performed a descriptive, cross-sectional and correlational study. The UWES-S instrument was used to measure the commitment or engagement with their studies. The data were obtained by questionnaire on line. Results: 170 students responded to the questionnaire and the turnout was 52.99% . The mean values of engagement were obtained: overall score (mean 58.52 SD 11,852 ), vigor (mean 17.93 SD 5,087) (mean 25.54 SD 3.980) and dedication (mean 15.09 SD 4,079) absorption. Conclusions: We have detected correlations between the overall score of engagement, vigor and absorption with academic performance. Likewise, we detected statistically significant mean differences between the sexes in dedication and overall score. Means in absorption are higher in those students who live with a partner and those who have other duties of care. The age has been correlated with positive absorption (AU)

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Las tasas, los métodos y algunos de los factores de riesgo en el suicidio parecen depender de las diferencias geográficas y culturales, lo que implica la elaboración de estudios en zonas específicas de alto riesgo cara a la implementación de estrategias preventivas. Este estudio busca determinar los factores de riesgo y protectores en el suicidio en la Comarca de Antequera-Málaga (España). Se realiza en un estudio de caso y controles mediante la autopsia psicológica con 40 casos de suicidio y 80 controles poblacionales emparejados en género, edad y zona de residencia. El modelo multivariante hallado está compuesto por los siguientes factores: el presentar antecedentes familiares de suicidio y agregación de desordenes mentales en la familia, un diagnóstico de trastorno de la personalidad y conflictos familiares en el mes previo al suicidio. Estos factores permiten discriminar poblaciones de riesgo cara a la implementación de programas preventivos (AU)

Rates, methods and some of the risk factors of suicide seem to depend on geographical and cultural differences, which involve conducting research in specific high-risk areas facing the implementation of preventive strategies. This study seeks to determine the risk and protective factors of suicide in the region of Antequera-Málaga (Spain). Is performed on a case-control study using the psychological autopsy of 40 cases of suicide and 80 population controls matched on gender, age and area of residence. The multivariate model found is composed of the following factors: the antecedents of suicide and mental disorders aggregate in families, a diagnosis of personality disorder and family conflict in the month prior to suicide. These factors discriminate risk populations facing the implementation of preventive programs (AU)

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OBJECTIVE: To analyse the feasibility of Basic Body Awareness Therapy in people with eating disorders. DESIGN: A randomized controlled trial; the assessors were not blinded to the group allocation. SETTING: The eating disorders department within a hospital setting. SUBJECTS: Twenty-eight outpatients with eating disorders for less than five years. INTERVENTION: All patients received standard outpatient treatment. The intervention group (n = 14) also received Basic Body Awareness Therapy for seven weeks. MAIN MEASURES: Eating Disorder Inventory, Eating Attitude Test, Body Attitude Test and Quality of Life Scale SF-36. RESULTS: Analysing the differences between both groups, significant differences were found in Eating Disorder Inventory (mean difference: 26.3; P = 0.015) and in its subscales 'drive to thinness' (P = 0.003), 'body dissatisfaction' (P = 0.025) and 'ineffectiveness' (P = 0.014). Also in Body Attitude Test (mean difference: 33.0; P = 0.012), Eating Attitude Test-40 (mean difference: 17.7; P = 0.039) and SF-36 in the section 'mental health' (mean difference: 13.0; P = 0.002). CONCLUSIONS: This study has shown some effectiveness of Basic Body Awareness Therapy in improving some symptoms in outpatients with eating disorders. Further studies should include larger samples, double-blinded and placebo methodologies, and should focus on questions such as which eating disorder diagnoses benefit most from physical therapy.

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