Aim: The aim of this study was to compare balance performance and electromyographic activity in individuals with COPD, with and without sarcopenia. Method: Thirty-five patients with COPD were classified with and without sarcopenia according to EWGSOP criteria. Balance was assessed using a force platform under four conditions: standing with feet apart and eyes opened (FHEO), eyes closed (FHEC), on an unstable surface (US), and on one leg (OLS). The surface electromyography activity of lower limb muscles and trunks was recorded. Additionally, the timed up and go test (TUG) and the Brief Balance Evaluation Systems Test (Brief-BESTest) were also utilized. Results: Under the FHEO, FHEC, and US conditions, individuals with sarcopenia demonstrated increased velocities, larger oscillation amplitudes, and greater center of pressure displacements under the US condition (p ≤ 0.02). They also showed a higher activation of the scalene, sternocleidomastoid, and abdominal muscles during OLS, along with a reduced activation of the tibialis anterior during OLS and US, and a decreased activation of the vastus medialis during FHEC and US (p ≤ 0.04). Furthermore, sarcopenic COPD patients exhibited poorer performance on the TUG and Brief-BESTest compared to their non-sarcopenic counterparts (p ≤ 0.02). Conclusions: Individuals with COPD and sarcopenia demonstrated greater instability in both bipedal stances and on unstable surfaces, as well as poorer performance in both dynamic and static balance assessments. Furthermore, these individuals exhibited reduced muscular activation in the lower limbs compared to those without sarcopenia.

Visuospatial ability is associated with clinical skills in medical education, as it predicts the academic performance of anatomy students. Objective: To determine whether visuospatial processing generates changes in the teaching of medical anatomy and predicts academic performance in that subject. Methods: 140 students were evaluated at the beginning of the semester and before final exams with the Rey Complex Figure Test (CRFT). Student's t-tests were performed to contrast pre- and post-test differences, Cohen's d to measure effect size, and linear regression to evaluate prediction with final grades. Results: Mean age 20.22 years (SD=1.12), mean grade point average 4.96 (SD=1.20). Seventy percent of the students passed the course. The t-test reports significant differences of TFCR (Memory recall: t=-17.383; p<0.001; Delayed recall: t=-16.547, p<0.001) with a medium effect size (d=0.59 and d=0.56), respectively. The scores obtained in the post-test on the TFCR deferred recall task explained up to 90% of the students' academic performance. Conclusions: The instrument's deferred memory predicted academic performance and anatomy learning improved students' visuospatial function performance. La capacidad visoespacial se asocia con habilidades clínicas en la educación médica, ya que predice el desempeño académico de los estudiantes de anatomía. Objetivo: Determinar si el procesamiento visoespacial genera cambios en la enseñanza de la anatomía médica y predice el desempeño académico en esa asignatura. Método: 140 estudiantes evaluados al inicio de semestre y antes de exámenes finales con el Test de la Figura Compleja de Rey. Se realizaron análisis t de Student para contrastar las diferencias pre y pos-test, d de Cohen para medir el tamaño de efecto y regresión lineal para evaluar la predicción con las notas finales. Resultados: Edad promedio 20.22 años (DE=1.12), media de calificaciones 4.96 (DE=1.20). El 70% de los estudiantes aprobó la asignatura. La prueba t reporta diferencias significativas del TFCR (Evocación de Memoria: t=-17.383; p<0.001; Evocación diferida: t=-16.547, p<0.001) con un tamaño del efecto mediano (d=0.59 y d=0.56), respectivamente. Las puntuaciones obtenidas en el post-test en la tarea de memoria diferida del TFCR, explicaron hasta en un 90% el desempeño académico de los estudiantes. Conclusiones: La memoria diferida del instrumento predijo el rendimiento académico y el aprendizaje de anatomía mejoró el desempeño en la función visoespacial de los estudiantes.