Analysis of Fear Post COVID in First-Year Students after the Incorporation to the Classroom: Descriptive Study in University Students of Health Sciences

Background: After the onset of the COVID-19 pandemic, social restriction measures were implemented, among them, the adaptation of university teaching to online modality until the end of the 2019–2020 school year in order to stop the spread of the SARS-CoV-2 virus. At the beginning of the 2020–2021 school year, the Spanish universities opted for face-to-face teaching. To that end, different special measures and adaptations were implemented in higher education facilities, aimed at minimizing the risk of infection and ensuring safe face-to-face learning. The objective was to explore and describe the level of fear of first-year students after the start of in-person classes in the context of the COVID-19 pandemic. Methods: The sample was 185 first-year students who were evaluated on the first day of class. For that purpose, an ad-hoc questionnaire was administered to collect demographic information and to find the level of fear and concern. The Fear of COVID-19 Scale was used to assess the severity of the participants’ fear of the pandemic situation. Results: The results indicate that participating university population does not report fear of the virus, but they describe various psychosomatic characteristics, such as increased pulse rate and heart palpitations (p = 0.008) and insomnia (p = 0.05) when they think about infection with coronavirus. Nevertheless, when data are disaggregated by gender, we observe differences specifically in women (83.2%), such as fear (p = 0.006) and sweaty hands when they think of the virus (p = 0.023). Conclusions: Incoming university freshmen do not express concern or fear of potential infection with COVID-19, but they are concerned about family transmission after beginning face-to-face classes.

Download Full-text

The Effect of Learning Model and Self Regulated Learning towards Students’ English Writing Skill

Studies in English Language Teaching ◽

10.22158/selt.v5n2p203 ◽

2017 ◽

Vol 5 (2) ◽

pp. 203

Author(s):

W. Syuhida ◽

Zainal Rafli ◽

Ninuk Lustyantie

Keyword(s):

Hybrid Learning ◽

Learning Model ◽

First Year ◽

First Year Students ◽

Face To Face ◽

English Writing ◽

Self Regulated Learning ◽

Writing Skill ◽

Regulated Learning ◽

Face To Face Learning

This research aimed to find out the effect of learning model and self-regulated learning toward English writing skill. It was an experimental study by using treatment by level 2 x 2 design. The population was the first year students with the sample was 32 students. The data were collected through the questionnaire of self-regulated learning and the test of English writing skill. The data were analyzed by two way ANOVA and Tukey test. The result of the data analysis showed that (1) the students’ English writing skill who were taught by using hybrid learning was higher than the writing skill students’ score who were taught by using face-to-face learning; (2) there was an interaction effect between hybrid learning model and self-regulated learning toward English writing skill; (3) the students’ English writing skill who were taught by using hybrid learning was higher than the writing skill students’ score who were taught by using face-to-face learning for group of students who have higher self-regulated learning; (4) the students’ English writing skill who were taught by using face-to-face learning was higher than the writing skill students’ score who were taught by using hybrid learning for group of students who have low self-regulated learning.

Download Full-text

University Teaching in Times of Confinement: The Light and Shadows of Compulsory Online Learning

Sustainability ◽

10.3390/su13010375 ◽

2021 ◽

Vol 13 (1) ◽

pp. 375

Author(s):

Isabel del Arco ◽

Patricia Silva ◽

Oscar Flores

Keyword(s):

Ad Hoc ◽

Self Regulation ◽

Well Being ◽

University Teaching ◽

Limited Attention ◽

Teaching Staff ◽

Student Body ◽

Face To Face ◽

Spanish Universities ◽

June July

A quantitative study was carried out with the aim of analyzing the perspective of the students in relation to the factors that have influenced quality teaching during the confinement period resulting from the SARS-CoV-2 pandemic. To do this, an ad hoc questionnaire was designed and conducted in the months of June–July 2020. The sample consisted of 893 people who were studying at various Spanish universities. The results show little diversity in teaching methodologies; virtual teaching was carried out with the same parameters as face-to-face teaching. The role of the student body was one of passivity, consisting of little interaction with the teachers. Although it is true that there were no difficulties in following the course, there was limited attention paid to the emotional well-being of the students. Amongst the conclusions garnered significant, we point out the need to develop the adaptability of university teaching staff to unforeseen situations, as well as a continuing reflection on the model used in the teaching process mediated by digital technologies and the importance of promoting greater autonomy and self-regulation during learning.

Download Full-text

E-Learning vs. Face-To-Face Learning: Analyzing Students’ Preferences and Behaviors

Sustainability ◽

10.3390/su13084381 ◽

2021 ◽

Vol 13 (8) ◽

pp. 4381

Author(s):

Vasile Gherheș ◽

Claudia E. Stoian ◽

Marcela Alina Fărcașiu ◽

Miroslav Stanici

Keyword(s):

Educational Process ◽

Return To School ◽

First Year ◽

First Year Students ◽

Ripple Effects ◽

Face To Face ◽

Advantages And Disadvantages ◽

Teachers And Students ◽

E Learning ◽

Face To Face Learning

Educational life worldwide has been shaken by the closure of schools due to the outbreak of the coronavirus pandemic. The ripple effects have been felt in the way both teachers and students have adapted to the constraints imposed by the new online form of education. The present study focuses exclusively on the beneficiaries of the educational process and aims to find out their perceptions of face-to-face and e-learning and their desire to return, or not, to the traditional form of education. These perceptions are represented by 604 students of the Politehnica University of Timisoara, who were asked to respond anonymously to an 8-question questionnaire between December 2020 and February 2021. The results show the respondents’ levels of desire to return to school (especially of those who have only benefited from e-learning) and their degree of involvement during online classes. The results also specify the advantages and disadvantages of the two forms of education from a double perspective, namely that of first-year students (beneficiaries of e-learning exclusively), and of upper-year students (beneficiaries of both face-to-face and e-learning). The study points out key information about e-learning from the students’ perspectives, which should be considered to understand the ongoing changes of the educational process and to solve its specific problems, thus ensuring its sustainability.

Download Full-text

INFLUENCE OF EXAMINATION STRESS ON PSYCHOLOGICAL STATE AND HEMODYNAMIC INDICATORS ON FIRST-YEAR STUDENTS

Vestnik ◽

10.53065/kaznmu.2021.19.55.060 ◽

2021 ◽

pp. 339-342

Author(s):

А.М. Жукембаева ◽

А. Есенханкызы ◽

З.Т. Жумалиева ◽

Д.Ж. Данабекова ◽

К.А. Исаханова ◽

...

Keyword(s):

Blood Pressure ◽

Pulse Rate ◽

Personal Data ◽

Well Being ◽

Psychological State ◽

First Year ◽

Predisposing Factor ◽

First Year Students ◽

School Year ◽

Examination Stress

Жалпы медициналық факультетінің 1 -курс 50 студентінің психологиялық жағдайы мен гемодинамикалық көрсеткіштерінің динамикасы зерттелді. Барлық қатысушылар жеке деректерді зерттеу және құпиялық бағдарламасына қатысуға ақпараттандырылған келісімге қол қойды. Талдау критерийлері САН тестінің нәтижелері ( көңіл - күй,белсенділік, сезімталдық). Импульсің жиілігі мен қан қысымы болды. Оқу жылының басында денсаулық, белсенділік және көңіл - күй шкаласы бойынша бағалар едәуір көп екендігі, ал жүрек соғу жиілігі мен қан қысымының көрсеткіштері емтихан қарсаңындағыдан аз екендігі анықталды. Алынған нәтижелер емтихан стрессінің әсерінен эмоциональды шиеленістің қарқындылығының артуы аясында психологиялық жағдайдың ғана емес, сонымен қатар соматикалық жағдайдың, атап айтқанда гемодинамикалық көрсеткіштердің теріс өзгерісі байқалғанын көрсетті. Бұл болашақта жүрек-қан тамыр ауруларының дамуына ықпал ететін фактор болуы мүмкін. The dynamics of the psychological state and hemodynamic indicators of 50 first-year students of the general medical faculty was studied. All participants signed informed consent to participate in the research and confidentiality of personal data. The criteria for the analysis were the results of the WAM test (well-being, activity, mood), pulse rate and blood pressure at the beginning of the school year and, directly, on the eve of the exam. It was found that at the beginning of the school year, the scores on the scales of health, activity and mood were significantly higher, and the indicators of pulse rate and blood pressure were significantly lower than on the eve of the exam. The results indicated that, amid increase in the intensity of emotional tension under the influence of examination stress, there was a negative change not only in the psychological state, but also in the somatic state, in particular, hemodynamic parameters, which may be a predisposing factor for the development of cardiovascular diseases in the future.

Download Full-text

Habits, preferences and culinary skills of first-year students at the university of Huelva

Enfermería Global ◽

10.6018/eglobal.18.3.332791 ◽

2019 ◽

Vol 18 (3) ◽

Cited By ~ 1

Author(s):

Gema López Nieves ◽

Elena Sosa Cordobés ◽

Almudena Garrido Fernández ◽

Gabriel Travé González ◽

Francisca María García-Padilla

Keyword(s):

Mediterranean Diet ◽

Ad Hoc ◽

Eating Habits ◽

First Year ◽

Arithmetic Means ◽

First Year Students ◽

The Mediterranean ◽

The University ◽

Dieta Mediterranea ◽

Dieta Mediterránea

Introducción: Los estudiantes universitarios se encuentran en un periodo crítico para el desarrollo y consolidación de estilos de vida futuros. El objetivo fue conocer los hábitos alimentarios, preferencias alimentarias y habilidades culinarias del alumnado de primer curso de las distintas titulaciones de la Universidad de Huelva.Material y Método: Estudio descriptivo transversal durante el año académico 2015-2016 de una muestra final de 756 alumnos. La adherencia a la Dieta Mediterránea se ha medido a través del cuestionario KIDMED. El resto de variables se han recogido mediante un cuestionario ad hoc. El análisis de datos se realizó mediante el PSPP, calculándose medias, desviaciones típicas y porcentajes para el análisis descriptivo, prueba de Chi-cuadrado y ANOVA para el análisis relacional.Resultados: El 20,4% del alumnado tiene un nivel óptimo de adherencia a la Dieta Mediterránea, frente al 65,3% que posee un nivel medio y un 14,3% bajo. Los alimentos preferidos son pollo (62,2%), pasta (58,2%), cerdo (50,4%) y las patatas fritas (45,9%). Entre los alimentos que saben preparar están la pasta, (93,8%), patatas con huevo (90.2 %), pizza precocinada (88.7 %), zumo (86.1 %) y carne a la plancha (85.8 %).Conclusiones: La dieta de los estudiantes onubenses es muy similar a la de otras poblaciones universitarias estudiadas. Se encontró preferencia por las carnes y alimentos ricos en glúcidos, en detrimento de la fruta y la verdura. Se observó un déficit en las habilidades culinarias, lo cual podría explicar el deterioro del patrón alimentario de éstos y orientar futuras intervenciones. Introduction: Students attending university are at a critical period for the development and consolidation of future lifestyles. The objective of this study was to know the eating habits, food preferences and culinary skills of first-year students on different degree courses at the University of Huelva.Material and Method: Cross-sectional descriptive study in academic year 2015-2016 of a sample of 756 students. Adherence to the Mediterranean Diet was measured by the KIDMED questionnaire. The rest of the variables were measured by an ad hoc questionnaire. Data analysis was performed using the PSPP programme, calculating arithmetic means, standard deviations and percentages for the descriptive analysis, with Chi-square test and ANOVA for the relational analysis.Results: 20.4% of students have an optimal level of adherence to the Mediterranean Diet, compared to 65.3% % with an average level and 14.3% with low adherence. Favourite foods cited were chicken (62.2%), pasta (58.2%), pork (50.4%) and chips (45.9%). The types of food the students knew how to prepare included pasta (93.8%), egg and chips (90.2%), precooked pizza (88.7%), fruit juices (86.1%) and grilled meat (85.8%).Conclusions: Huelva university students diet is very similar to that of other university populations studied. We found a preference for meat and foods rich in carbohydrates, to the detriment of fruit and vegetables. A lack of culinary skills was observed, which could explain the deterioration in eating habits; this is a pointer to future interventions.

Download Full-text

From studio practice to online design education: Can we teach design online? | De l’enseignement pratique en studio à l’enseignement en ligne : peut-on enseigner le design en ligne ?

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie ◽

10.21432/cjlt27849 ◽

2019 ◽

Vol 45 (1) ◽

Author(s):

Katja Fleischmann

Keyword(s):

Design Education ◽

Virtual Classroom ◽

Future Research ◽

First Year ◽

First Year Students ◽

Art And Design ◽

Face To Face ◽

Online Design ◽

Studio Practice ◽

Is Design

Digital technology is reshaping the way higher education subjects are taught, including design. Various design disciplines use studio teaching as a pedagogy to educate students for professions in art and design. Studio teaching bases a high premium on face-to-face interactions which guide learning through dialogue and feedback on individual work. Many design educators believe it is difficult or even impossible to teach design online because of studio-based interactions. Is design one of those disciplines that cannot be taught online because of the studio culture? This study explores that question by investigating the effectiveness of teaching design subjects that employ a virtual classroom to manage peer-to-peer critiques, instructor feedback, and assignments. Twenty-eight first-year students participated in two online design subjects that required them to interact with fellow students and the design instructor via a Learning Management System. The experienced benefits and challenges of students and instructors are presented, and future research is highlighted.La technologie numérique transforme la façon dont sont enseignées les disciplines de l’éducation postsecondaire, y compris le design. Différentes branches du design se servent de l’enseignement en studio comme pédagogie permettant de former les étudiants pour les métiers des arts et du design. L’enseignement en studio accorde une importance considérable aux interactions en personne qui orientent l’apprentissage par l’entremise du dialogue et de la rétroaction offerte sur le travail individuel. De nombreux enseignants de design croient qu’il est difficile, voire impossible, d’enseigner le design en ligne à cause des interactions en studio. Le design est-il l’une de ces disciplines que l’on ne peut pas enseigner en ligne à cause de la culture des studios? Cette étude explore la question en investiguant l’efficacité de sujets qui étudient le design à l’aide d’une salle de classe virtuelle, qui sert à gérer les critiques entre les pairs, les rétroactions de l’instructeur, ainsi que les travaux à effectuer. Vingt-huit étudiants de première année ont pris part à deux cours de design en ligne qui exigeaient d’eux qu’ils interagissent avec leurs camarades et avec l’instructeur par l’entremise d’un système de gestion de l'apprentissage. Les avantages et les défis dont les étudiants et les instructeurs ont fait l’expérience sont présentés, et des pistes sont proposées pour des études futures.

Download Full-text

Assessment of the Quality Education Awareness Competence of Pre-Service Educators Using Vignettes

Sustainability ◽

10.3390/su122310203 ◽

2020 ◽

Vol 12 (23) ◽

pp. 10203

Author(s):

Ana-Inés Renta-Davids ◽

Marta Camarero-Figuerola ◽

Juana-María Tierno-García

Keyword(s):

Sustainable Development ◽

Quality Education ◽

First Year ◽

Socially Responsible ◽

First Year Students ◽

University Curriculum ◽

Spanish Universities ◽

The University ◽

Sustainability Principles ◽

High Degree

For decades, higher education institutions have been incorporating sustainability principles. Spanish universities have considered it important that sustainability principles are integrated into the university curriculum, in order to contribute to the education of socially-responsible professionals. The present research aims to estimate pre-service educators’ awareness of selected challenges posed by Sustainable Development Goal 4 (SDG 4), and it identifies the learning experiences that contribute the most to these students’ awareness of quality education. Moreover, the study aims to explore the potential of the use of the vignettes approach for the evaluation of students’ awareness. The study drew on a sample of n = 202 first year students pursuing education-related degrees at a Spanish university. The data was collected using a vignette survey, and the data analysis was conducted using quantitative and qualitative techniques. The results show a high degree of awareness within the context of most of the challenges posed by SDG 4 and, in the search for the factors that contributed to the degree of awareness in the students, personal interests and classes taken at the university stand out. In addition, the study provides the methodological implications of the use of the vignette approach in the assessment of students’ awareness. This paper discusses the practical implications for universities of the integration of Education for Sustainable Development (ESD) competences into the curriculum.

Download Full-text

THE IMPLEMENTATION OF HOTS IN TEACHINGENGLISHPROCESS AT TENTH GRADE OF MTI PASIA

ACITYA Journal of Teaching & Education ◽

10.30650/ajte.v3i1.2155 ◽

2021 ◽

Vol 3 (1) ◽

pp. 117-130

Author(s):

Sesmiyanti Sesmiyanti ◽

Melyann Melani

Keyword(s):

Learning Process ◽

Document Analysis ◽

English Teacher ◽

Teaching English ◽

Face To Face ◽

School Year ◽

Technological Advances ◽

Tenth Grade ◽

Qualitative Descriptive ◽

Face To Face Learning

This research was conducted because HOTS is a significant factor in achieving the learning process in accordance with the 2013 curriculum, HOTS is a solution that students become active and participatory in the learning process, teachers not only explain learning in front of the class, but students must be more active to describe the problems that were found during learning, therefore, the researcher wanted to investigate how the HOTS process was implemented in teaching English at X grade of MTI Pasia in the 2019/2020 school year. The purpose of this research to know how the English teacher at X grade of MTI Pasia apply HOTS in Teaching english process, especially in developing productive and receptive skills according to the level of critical thinking.This type of this research was a qualitative descriptive study, the instruments of this study were documentation (document analysis) and observation sheets to collected the data. The subjects in this study was X grade English teachers at MTI Pasia in the 2019/2020 academic year. The results of this study obtained from the document analysis and observation sheets found that, the English teacher at X gradeof MTI pasia did not apply HOTS in teaching English and learning process. The English teacher only applied HOTS to the learning design, it was not apply to the process in learning, this happened not because it was caused by online learning due to COVID 19 pandemic, but it was happened because the teacher did not encourage learning to be effective during thepandemic, the teacher should still be able to improved the learning process using technological advances,even though it was still a long of perfection than face-to-face learning.

Download Full-text

PENINGKATAN KEMAMPUAN MEMAHAMI TEKS NARATIVE DENGAN METODE LEARNING BY DOING DI MASA PANDEMI SECARA DARING

TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan ◽

10.51878/teaching.v1i4.777 ◽

2021 ◽

Vol 1 (4) ◽

pp. 323-329

Author(s):

MIFTAHUL HIDAYAH

Keyword(s):

Cognitive Abilities ◽

Learning By Doing ◽

New Paradigm ◽

Narrative Texts ◽

New Era ◽

Face To Face ◽

School Year ◽

Home Learning ◽

Face To Face Learning ◽

The Government

The COVID-19 pandemic has forced the world of education to change its system and use a new paradigm to deal with emerging problems. The government made a policy that ratified the independence of learning in the new era. All levels of society must prepare themselves to do face-to-face learning through online activities by utilizing technology within the framework of learning from home. Learning held using online media provides opportunities for students to develop themselves independently, guided by teachers in distance learning (PJJ) through online classes. Many new problems arise, not only faced by students but also by parents and teachers. This is due to not being familiar with PJJ. The problem faced by teachers is that it is difficult to control students let alone make them study seriously and effectively. The problem faced by parents is that not only do they not have the financial ability to provide information technology tools to carry out learning activities but also they do not have sufficient cognitive abilities to assist their sons and daughters in solving problems in lessons, so interesting methods are needed to solve this problem. . English as a foreign language is a big problem for students and parents to carry out learning without direct teacher assistance. Moreover, narrative text is a difficult material for students of SMP Negeri 2 Kepanjen to master. The researcher found that the learning by doing method initiated by Dewey would help students to better understand narrative texts. The researcher tried to apply this method to students in grade 9 ASMP N 2 Kepanjen for the 2020-2021 school year. After applying the method initiated by Dewey, there was a significant improvement in the ability to understand narrative texts. This can be seen from the value they get. The increase in value reached 31.4%. ABSTRAKMasa pandemi covid 19 telah membuat dunia pendidikan harus mengubah sistemnya dan menggunakan paradigma baru untuk menghadapi masalah yang mulai muncul. Pemerintah membuat kebijakan yang mengesahkan kemerdekaan dalam belajar di era baru. Semua lapisan masyarakat harus menyiapkan diri untuk melakukan pembelajaran tanpa tatap muka melalui kegiatan online dengan memanfaatkan teknologi dalam kerangka belajar dari rumah. Pembelajaran di selenggarakan dengan menggunakan media online memberikan kesempatan kepada siswa untuk mengembangkan diri secara mandiri dengan dipandu oleh guru dalam pembelajaran jarak jauh (PJJ) melalui kelas online. Banyak masalah baru yang muncul, bukan hanya dihadapi siswa tapi juga oleh orang tua siswa dan guru. Hal ini disebabkan oleh belum terbiasa dengan PJJ. Masalah yang dihadapi guru adalah sulitnya mengontrol siswa apalagi membuat mereka belajar dengan serius dan efektif. Masalah yang dihadapi orang tua siswa adalah bukan hanya mereka tidak mempunyai kemampuan secara finansial untuk menyediakan perangkat teknologi informasi untuk melakukan kegiatan belajar tapi juga mereka tidak memiliki kemampuan kognitif yang cukup untuk mendampingi putra putrinya menyelesaikan masalah dalam pelajaran, Sehingga metode menarik diperlukan untuk menyelesaikan masalah ini. Bahasa Inggris sebagai bahasa asing adalah masalah besar bagi siswa dan orang tua untuk melakukan pembelajaran tanpa pendampingan guru secara langsung. Apalagi teks naratif adalah materi sulit untuk siswa SMP Negeri 2 Kepanjen kuasai. Peneliti menemukan bahwa metode learning by doing yang digagas oleh Dewey akan membantu peserta didik untuk lebih memahami teks naratif.Peneliti mencoba menerapkan metode ini kepada siswa kelas 9ASMP N 2 kepanjen tahun pelajaran 2020-2021. Setelah menerapkan metode yang digagas oleh Dewey ini ada peningkatan yang cukup signifikan dalam kemampuan memahami teks naratif. Ini bisa di lihat dari nilai yang mereka dapatkan. Kenaikan nilai mencapai 31,4%.

Download Full-text

Epidemiología de las lesiones en los estudiantes de Ciencias del Movimiento Humano de la Universidad de Costa Rica (Epidemiology of injuries in students of Human Movement Sciences at the University of Costa Rica)

Retos ◽

10.47197/retos.v0i31.47659 ◽

2016 ◽

pp. 171-175

Author(s):

Willy Gálvez Aguilar ◽

Cinthya Campos Salazar ◽

Yamileth Chacón Araya

Keyword(s):

Costa Rica ◽

Incidence Rate ◽

Injury Risk ◽

Human Movement ◽

Student Population ◽

Self Report ◽

First Year ◽

First Year Students ◽

School Year ◽

The University

El propósito del estudio fue determinar la tasa de incidencia de lesiones y el de riesgo de lesión en el estudiantado de primer año de la Carrera Ciencias del Movimiento Humano de la Universidad de Costa Rica durante el año lectivo 2014. Es un estudio prospectivo en el que participaron 47 estudiantes, quienes voluntariamente completaron el consentimiento informado y un cuestionario de autoreporte para conocer la presencia de lesiones y hábitos de actividad física. A los participantes se les indicó que cada lunes del semestre debían reportar la presencia de alguna lesión ocurrida durante la semana anterior y que debían sacar una cita médica para un diagnóstico preciso. Se encontró que el 31.8% de los estudiantes (80% mujeres y 20% hombres) ingresaron lesionados a la carrera (p < 0.001). Durante el año de seguimiento, 59.5% de la población estudiantil presentó una lesión nueva. Hubo 37 lesiones nuevas, 24 (64.9%) en mujeres y 13 (35.1%) en hombres, siendo las de rodilla y muslo las más frecuentes. Estas lesiones ocurren principalmente en el contexto extracurricular. El riesgo de lesión para la población fue de 0.79 y la tasa de incidencia 2.00 lesiones/1000 h de exposición. Se concluye que la población estudiantil masculina y femenina de primer año de la carrera de Ciencias del Movimiento Humano de la Universidad de Costa Rica es vulnerable a la presencia de lesiones en el tren inferior, mostrando una mayor cantidad de lesiones en el segundo semestre del año. Se necesitan estudios longitudinales para conocer la evolución y atención de las lesiones a lo largo de la carrera.Abstract. The purpose of the study was to determine the incidence rate of injuries and the risk of injury on first-year students of the Human Movement Sciences Program from the University of Costa Rica during the school year 2014. In this prospective study, 47 students voluntarily completed an informed consent and a self-report questionnaire to determine injuries and physical activity habits. Participants were instructed that every Monday of the semester should report any injury that occurred during the previous week, and to make a doctor’s appointment for an accurate diagnostic. Results indicated that 31.8% of the first-year students (80% women, 30% men) entered the program already injured (p < 0.001). During the follow-up year, 59.5% of the student population reported a new injury. There were 37 new lesions, 24 (64.9%) in women and 13 (35.1%) in men, being the knee and thigh the most frequent injuries. These lesions occurred mainly in the extracurricular context. The injury risk for the population was 0.79 and the incidence rate of 2.00 injuries/1000-h of exposure. In conclusion, the first-year male and female student population of the Human Movement Sciences Program at the University Costa Rica is vulnerable to injuries in the lower body, with a greater number of injuries in the second semester of the year. Longitudinal studies are needed to determine the evolution and care of injuries throughout the program.

Download Full-text