Background: Effective communication is a fundamental competency in veterinary medicine that shapes the quality of veterinarian–client relationships, shared decision-making, and animal welfare. However, consistent and systematic integration of communication training across veterinary curricula remains uneven worldwide. Methods: This scoping review mapped and analyzed educational programs aimed at developing communication competencies in veterinary education and professional practices. A systematic search was conducted according to PRISMA-ScR guidelines, identifying 37 eligible studies published between 2005 and 2024. Results: Most publications were in English and originated from North America, particularly Canada (n = 15) and the United States (n = 8). Regarding target populations, 15 studies (40.5%) focused on veterinary students, 12 (32.4%) on practicing veterinarians, 8 (21.6%) on animal owners or clients, and 2 on veterinary educators. 18 studies (48.7%) described structured programs that used active learning strategies such as role-play, clinical simulations, peer-assisted learning, and formative feedback. The competencies frequently emphasized include empathy, active listening, nonverbal communication, conflict resolution, and rapport building. Notable best practices included the Calgary–Cambridge model, Objective Structured Clinical Examination (OSCE), and reflective video analysis. Conclusions: The available evidence indicates a growing emphasis on clinical communication within veterinary education, primarily implemented through experiential and practice-based approaches. However, substantial gaps persist in the representation of Latin American contexts and in the systematic, longitudinal integration of communication skills across veterinary curricula. Addressing these gaps may contribute to more coherent, equitable, and context-sensitive communication training in veterinary education.

Introduction Antioxidants have emerged as potentially beneficial options. Present in both foods and supplements, these molecules can neutralize free radicals and modulate inflammatory processes, both of which are implicated in the pathophysiology of osteoarthritis. Although the results of antioxidants have been promising, the current evidence remains heterogeneous and sometimes inconsistent. Therefore, it is necessary to integrate and critically analyze the available data. Objective This systematic review protocol with meta-analysis aims to describe the methodology necessary to analyze the effects of antioxidant intervention compared with usual medical care on pain, physical function, and quality of life in people with osteoarthritis. Methods In conducting this literature synthesis, a comprehensive search will be executed across the Medline databases via PubMed, Scopus, Web of Sciences, ScienceDirect, and EBSCO to identify randomized clinical trials that satisfy the predetermined eligibility criteria. Primary outcomes, including pain, physical function, and quality of life, and secondary outcomes, such as clinical modifications, will be analyzed. The quality of the selected studies will be evaluated using the ROB-2 risk of bias tool, and the certainty of the evidence will be assessed through the GRADE method. A meta-analysis will be conducted using either a fixed- or random-effects model, depending on the degree of heterogeneity. Heterogeneity will be assessed using the I 2 statistic. If the outcome assessment method is homogeneous, the mean difference (MD) with a 95% confidence interval will be utilized; otherwise, the standardized mean difference (SMD) will be employed to calculate the effect size. Discussion Osteoarthritis imposes a substantial clinical and socioeconomic burden, and antioxidants are increasingly recognized as potential adjuvants owing to their safety and anti-inflammatory properties. The findings of this systematic review and meta-analysis based on this protocol will aid in determining the extent of the impact of antioxidant consumption in pertinent clinical practice. PROSPERO registration: CRD420251035393

Serving students with special educational needs (SENs) involves recognising that their learning is closely linked to their emotional needs. Self-esteem and socio-emotional well-being play a key role in their motivation and adaptation to school. In this context, physical activity-based interventions at school emerge as a possible way to strengthen their self-esteem and socio-emotional well-being. The aim of this study was to analyse the effects of a web-based active break programme on self-esteem in students aged 6 to 10 years with SENs and on socio-emotional well-being in the subgroup of first–second-grade students. A pre-specified sub-analysis was conducted of a multicentre randomised controlled trial with a sample of 161 students with special educational needs (7.8 ± 1.1 years, 32% girls), divided into a control group (85 students) and an experimental group (76 students). A programme of video-guided active breaks was implemented in the classroom, applied twice a day, five days a week for 12 weeks, via a web platform. Self-esteem was assessed using the School Self-Esteem Test (SSET), and socio-emotional well-being was assessed using the Self-Report of Socio-Emotional Well-Being (SRSEWB). A significant Time × Group interaction was observed for self-esteem, F_{(1, 157)} = 5.43, p = 0.021, η²_p = 0.033, but no statistically significant effects were detected for socio-emotional well-being. These findings suggest that active break interventions may help strengthen self-esteem in students with SENs. Future research should examine the temporal stability of these improvements, determine the optimal intervention duration required to generate sustained changes, and evaluate longer-term socio-emotional outcomes.

BACKGROUND Ecological momentary assessment (EMA) enables repeated, real-time measurements in naturalistic contexts and may help address key challenges in physiotherapy rehabilitation, including treatment adherence and symptom monitoring in context. OBJECTIVE To map and synthesize the available evidence on clinical, methodological, and technological applications of EMA in physiotherapy-related rehabilitation research METHODS A scoping review was conducted following Joanna Briggs Institute and PRISMA-ScR guidelines. PubMed, Cochrane Library, Scopus, and Google Scholar were searched, and empirical studies implementing EMA in clinical, community, or home settings were included. Data were charted on populations, EMA design features (sampling window, prompts/day, instruments), sensor integration, target variables, and compliance reporting. RESULTS Twenty-seven studies were included, mainly on musculoskeletal and neurological conditions. Most studies used smartphone-based mHealth platforms, and a substantial proportion integrated objective sensors (primarily accelerometry). Reported compliance ranged from moderate to high across protocols. However, substantial heterogeneity was observed in EMA schedules, variables assessed, compliance definitions, and reporting practices, limiting cross-study comparability. CONCLUSIONS EMA appears feasible and promising for physiotherapy rehabilitation research. It may support context-sensitive assessment and personalization. Greater standardization of EMA reporting (including compliance metrics and missing-data handling) and more rigorous designs are needed to consolidate clinical implementation and facilitate integration into real-time adaptive interventions. CLINICALTRIAL https://inplasy.com/inplasy-2026-1-0084/ https://inplasy.com/wp-content/uploads/2026/01/INPLASY-Protocol-8732.pdf

Introduction: Reading comprehension is a fundamental process in school learning; however, it is particularly challenging for students with special educational needs (SEN). In this context, video-guided active breaks emerge as an innovative pedagogical strategy that integrates movement and learning. Objective: To evaluate the effects of a video-guided active break (AB) program, implemented through the online platform "Active Classes," on the cognitive skills involved in reading comprehension in school-aged children with special educational needs (SEN). Methodology: A sub-analysis of a multi-center randomized controlled trial (2022–2024) was conducted in public schools in the Biobío region (Chile). 161 students aged 6 to 10 years, enrolled in the School Integration Program (Programa de Integración Escolar, PIE), with diagnoses of intellectual disability, language disorders, and autism spectrum disorder, among other conditions, participated. The study consisted of incorporating active breaks with curricular content, lasting between five and ten minutes, twice a day for twelve weeks. Reading comprehension was assessed using the Comprehensive Learning Assessment (Diagnóstico Integral del Aprendizaje, DIA) in its three dimensions: locating, interpreting, and reflecting. Results: ANCOVA analyses, adjusted for covariates (school, gender, age, and participation in team sports), revealed significant improvements in the experimental group for "locating" (p = 0.002) and "reflecting" (p < 0.001), but not for "interpreting." Conclusions: Video-guided active breaks could improve specific reading comprehension skills in students with special educational needs and promote inclusive education through active and accessible pedagogical strategies.