The establishment of the ECTS (European Credit Transfer System) is one of the pillars of the European Space of Higher Education. This way of accounting for the time spent in training has two essential parts, classroom teaching (work with the professor) and distance learning (work without the professor, whether in an individual or collective way). Much has been published on the distance learning part, but less on the classroom teaching section. In this work, the authors investigate didactic strategies and associated aids for distance learning work in a concept based on flipped classroom where transmitting information is carried out with aids that the professor prepares, so that the student works in an independent way before the classes, thus being able to dedicate the classroom teaching time to more complex learning and being able to count on the professor’s help. Three teaching aids applied to the study of anatomy have been compared: Notes with images, videos, and augmented reality. Four dimensions have been compared: the time spent, the acquired learnings, the metacognitive perception, and the prospects of the use of augmented reality for study. The results show the effectiveness, in all aspects, of augmented reality when compared with the rest of aids. The questionnaire assessed the acquired knowledge through a course exam, where 5.60 points were obtained for the notes group, 6.54 for the video group, and 7.19 for the augmented reality group. That is 0.94 more points for the video group compared with the notes and 1.59 more points for the augmented reality group compared with the notes group. This research demonstrates that, although technology has not been sufficiently developed for education, it is expected that it can be improved in both the autonomous work of the student and the academic training of health science students and that we can teach how to learn. Moreover, one can see how the grades of the students who studied with augmented reality are more grouped and that there is less dispersion in the marks compared with other materials.

Background: The global impact of the COVID-19 pandemic has significantly influenced elderly functionality, particularly in terms of balance, gait, and independence in daily activities. This study sought to evaluate how these aspects have changed over the course of the health crisis. Methods: We employed the Tinetti scale for assessing balance and gait, and the Barthel Index for measuring functional independence, conducting a comparative analysis of scores before and after the onset of the pandemic in a sample of elderly individuals. Results: Our findings indicated an increase in Tinetti scores, suggesting some improvement in balance and mobility, albeit with marked variability across participants. On the other hand, Barthel scores showed a significant decline, pointing to a reduction in functional independence. Conclusions: These results suggest that the impact of COVID-19 on elderly functionality is not uniform, highlighting the need for personalized rehabilitation strategies. Such strategies should not only focus on physical recovery but also consider the psychological and social repercussions of the pandemic to fully address the diverse needs of this vulnerable population.

Background: Fibromyalgia (FM) is a chronic disorder causing widespread musculoskeletal pain, often leading to physical deconditioning that affects posture and gait. This study evaluates the effects of a manual therapy protocol targeting dorsal muscles in the lower back on plantar pressure modifications, considering body mass index (BMI) influence. Methods: A single-arm, non-randomized clinical trial included 24 women diagnosed with FM for at least three years. They underwent an eight-session manual therapy protocol over four weeks, applying moderate pressure to dorsal muscles in the lower back. Baropodometric analyses were conducted pre- and post-intervention under dynamic conditions. Statistical analyses used paired t-tests and effect size calculations to assess intervention effects and BMI impact. Results: Significant improvements in plantar pressure distribution were observed in both the left foot (p = 0.01, d = −0.54) and the right foot (p = 0.008, d = −0.59). However, strength and peak pressure metrics showed no significant changes. Patients with normal BMI exhibited greater improvements than those in the overweight category. Conclusions: Preliminary findings suggest that manual therapy positively influenced plantar pressure distribution in FM patients, particularly in those with normal BMI. Further research is needed to explore long-term effects and broader clinical applications.

Evidence for flipped-classroom learning in the health professions is growing, yet its advantage over lectures when transferable learning is tested remains unclear. We conducted a cross-sectional, inter-institutional comparison of two European programs (anonymized as Center A—lecture-based; Center B—flipped classroom). Students in Years 1 to 3 completed two anatomy examinations (0–10 scale): their own institutional exam and the partner’s exam. A 10-item Likert questionnaire produced a 0 to 10 Global Satisfaction Index. Analyses included Welch’s t test, effect sizes, and 95% confidence intervals. Own scores were comparable between centers (mean difference ≈ +0.10; p = 0.66; Hedges’ g ≈ 0.07). Cross scores strongly favored Center B [difference ≈ −2.40; 95% CI −2.72 to −2.07; p < 10⁻³²; g ≈ −1.87]. By course, the Own → Cross drop was large in Center A across Years 1 to 3, moderate in Center B, and nearly absent in Year 3. Satisfaction was higher in Center B; internal consistency of the 10-item scale was modest overall (α ≈ 0.61). When assessment demands transfer to an unfamiliar format, flipped-classroom exposure confers a large performance advantage and higher satisfaction, while differences vanish on familiar exams. The findings support aligning anatomy curricula with active, application-focused learning and mixed-format assessment to promote durable, transferable learning.

Background. Accurate assessment of lower limb alignment is critical in diagnostic decision-making for musculoskeletal disorders. This study aimed to validate the PAViR (Posture Analyzing and Virtual Reconstruction) system, a non-invasive device based on artificial vision and 2D photogrammetry, for measuring the Hip–Knee–Ankle (HKA) angle. Method. A total of sixty-one adult participants were evaluated using the PAViR system, and the results were compared against Kinovea, a validated open-source software commonly used for 2D kinematic and angular analysis in clinical and sports biomechanics. Statistical analyses included the Shapiro–Wilk test, Pearson correlation, and Bland–Altman plots. Results. The correlation between both systems was perfect (r = 0.999; p < 0.001). The Bland–Altman analysis showed differences of 0.03° (left) and 0.04° (right), with limits of agreement between −0.25° and +0.75°, within the clinically acceptable margin of ±2°. These findings demonstrate that the PAViR system shows excellent agreement with a validated 2D photogrammetry reference method for measuring the Hip-Knee-Ankle angle in asymptomatic adults. The narrow limits of agreement (−0.25° to +0.75°) and minimal systematic bias (0.03–0.04°) support the technical validity of PAViR for static coronal plane alignment assessment under controlled conditions. Conclusions. Further validation studies in clinical populations and dynamic contexts are necessary to establish broader applicability and clinical utility. Its integration could enhance lower limb assessment in orthopedic, sports, and preventive care. Further validation studies in clinical populations with musculoskeletal pathology, dynamic functional contexts, and direct comparison with radiographic gold standards are necessary to establish broader applicability and clinical utility.