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VITABalance-Med (iVBM): um conceito educativo inovador em saúde global e inclusiva
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Introdução: Na sequência das cinco fases do projeto/Poster VITABALANCE-Med (2012) e dos eixos de ação da OMS para o envelhecimento (2021-2030), analisam-se os resultados quantitativos e qualitativos de estudo randomizado e controlado realizado em Escolas Básicas e sua versão atualizada, apresentada no Congresso "Handi-Capacités, Sport et Travail", na UNESCO (9-9-2024). Métodos e Resultados: Com base no poster de cinco pirâmides: Prevenção (Cardiovascular), Alimentação, Exercício, Comportamento e Ecossistema, foram comparados os resultados de dois tipos de formação a docentes do 1.º Ciclo do Ensino Básico: uma informal de 3h (n=11) e outra certificada de 25+50h (n=34), envolvendo 642 alunos e 40 Escolas. A avaliação utilizou dois questionários (Estilo de Vida e VITABalance-Med) e os relatórios pedagógicos. Os resultados revelaram que os conhecimentos aumentaram de 36,3% para 55,3% e a avaliação qualitativa demonstrou que a formação certificada produziu intervenções inovadoras importantes. O custo-efetividade cifrou-se em 18€ vs 66€ por professor e 1,5 € vs 4,5€ por aluno. Discussão e Conclusão: As duas intervenções são cost-effective, mas a formação certificada garante maior adesão e impacto coletivo. A recente inclusão de quatro novas pirâmides relativas ao meio-envolvente (campo ou cidade) e “amigas” do idoso e do “handicapé”, permite uma visão inclusivo-multicultural. Esta complementa-se com o novo manual “EKO-Piramidal”. As fases 4 e 5, envolvendo novas parcerias, pretendem contribuir para o desenvolvimento deste novo conceito de “Saúde Global e Inclusiva”, desde a Escola Básica até à 4ª fase da vida, cumprindo os objetivos da OMS: Intrinsic Capacity + Environments + Functional Ability+ Healthy Ageing.
We analyze here the five phases of the VITABALANCE-Med project/Poster (2012) and the WHO action axes for aging (2021-2030), the quantitative and qualitative results of a randomized, controlled study carried out in Basic Schools and its updated version, presented at the Congress "Handi-Capacités, Sport et Travail", at UNESCO (9-9-2024). Based on the five-pyramid poster: Prevention (Cardiovascular), Nutrition, Exercise, Behavior and Ecosystem, the results of two types of training for 1st Cycle of Basic Education teachers were compared: an informal 3-hour training (n=11) and a certified 25+50-hour training (n=34), involving 642 students and 40 schools. The evaluation used two questionnaires (Lifestyle and VITABalance-Med) and pedagogical reports. The results revealed that knowledge increased from 36.3% to 55.3% and the qualitative assessment demonstrated that the certified training produced important innovative interventions. The cost-effectiveness was €18 vs €66 per teacher and €1.5 vs €4.5 per student. Both interventions are cost-effective, but the certified training ensures greater adherence and collective impact. The recent inclusion of four new pyramids related to the environment (countryside or city) and consideration to the “elderly” and the “handicaped”, allows an inclusive-and multicultural vision. This is complemented by the new “Pyramidal Manual”. Phases 4 and 5, involving new partnerships, aim to contribute to the development of this new concept of “Global and Inclusive Health”, from Primary School to the 4th stage of life, fulfilling the WHO objectives: Intrinsic Capacity + Environments + Functional Ability + Healthy Ageing.
We analyze here the five phases of the VITABALANCE-Med project/Poster (2012) and the WHO action axes for aging (2021-2030), the quantitative and qualitative results of a randomized, controlled study carried out in Basic Schools and its updated version, presented at the Congress "Handi-Capacités, Sport et Travail", at UNESCO (9-9-2024). Based on the five-pyramid poster: Prevention (Cardiovascular), Nutrition, Exercise, Behavior and Ecosystem, the results of two types of training for 1st Cycle of Basic Education teachers were compared: an informal 3-hour training (n=11) and a certified 25+50-hour training (n=34), involving 642 students and 40 schools. The evaluation used two questionnaires (Lifestyle and VITABalance-Med) and pedagogical reports. The results revealed that knowledge increased from 36.3% to 55.3% and the qualitative assessment demonstrated that the certified training produced important innovative interventions. The cost-effectiveness was €18 vs €66 per teacher and €1.5 vs €4.5 per student. Both interventions are cost-effective, but the certified training ensures greater adherence and collective impact. The recent inclusion of four new pyramids related to the environment (countryside or city) and consideration to the “elderly” and the “handicaped”, allows an inclusive-and multicultural vision. This is complemented by the new “Pyramidal Manual”. Phases 4 and 5, involving new partnerships, aim to contribute to the development of this new concept of “Global and Inclusive Health”, from Primary School to the 4th stage of life, fulfilling the WHO objectives: Intrinsic Capacity + Environments + Functional Ability + Healthy Ageing.
Descrição
Palavras-chave
Saúde global Pirâmides da saúde Fases da vida Inovação educativa Handicap Global health Health pyramids Life phases Educational Innovation
Contexto Educativo
Citação
Editora
Associação Nacional de Gerontologia Social