新冠疫情期间在线教学教师的肌肉骨骼问题和心理社会状况，以及肌肉骨骼问题的远程预防康复。

The musculoskeletal problems and psychosocial status of teachers giving online education during the COVID-19 pandemic and preventive telerehabilitation for musculoskeletal problems.

机构信息

Department of Therapy and Rehabilitation, Nevşehir Hacı Bektaş Veli University, Nevşehir, Turkey.

Department of Physiotherapy and Rehabilitation, Faculty of Physical Therapy and Rehabilitation, Hacettepe University, Ankara, Turkey.

出版信息

Work. 2021;68(1):33-43. doi: 10.3233/WOR-203357.

DOI:10.3233/WOR-203357

PMID:33459678

Abstract

BACKGROUND

Musculoskeletal and psychosocial problems have tended to increase during the COVID-19 pandemic.

OBJECTIVE

To evaluate the changes in musculoskeletal problems and psychosocial status of teachers during the COVID-19 pandemic due to online education and to investigate the effects of preventive telerehabilitation applications for musculoskeletal problems.

METHODS

Forty teachers who conducted online education during the pandemic volunteered to participate in the study. All assessments were performed via online methods. The Cornell Musculoskeletal Discomfort Questionnaire (CMDQ), ProFitMap-Neck questionnaire, Oswestry Disability Index (ODI), and Upper Extremity Functional Index (UEFI) were used to evaluate musculoskeletal problems; the Beck Anxiety Inventory (BAI) and the Beck Depression Inventory (BDI) were used to evaluate anxiety and depression, respectively; and the Work-Life Balance Scale (WLBS) was used to evaluate how well individuals achieve this balance. Information about before online education, during online education, and after training was obtained with the assessments. After the first assessment, telerehabilitation, which involved presentations and brochures, was applied to 18 participants willing to participate in the training.

RESULTS

The ProFitMap, UEFI, and WLBS scores during the online education decreased significantly, while the scores of the CMDQ, ODI, BDI, and BAI during the online education increased significantly compared to the pre-online education scores (p < 0.05). In addition, the total CMDQ, ProFitMap, and ODI scores improved significantly after the training (p < 0.05).

CONCLUSION

Musculoskeletal and psychosocial problems increased in teachers during online education. Preventive telerehabilitation methods will be beneficial for individuals who do not have access to face-to-face physiotherapy.

摘要

背景

肌肉骨骼和心理社会问题在 COVID-19 大流行期间趋于增加。

目的

评估由于在线教育，教师在 COVID-19 大流行期间肌肉骨骼问题和心理社会状况的变化，并探讨预防远程康复应用对肌肉骨骼问题的影响。

方法

40 名在大流行期间进行在线教育的教师自愿参加了这项研究。所有评估均通过在线方法进行。使用康奈尔肌肉骨骼不适问卷（CMDQ）、ProFitMap-Neck 问卷、Oswestry 残疾指数（ODI）和上肢功能指数（UEFI）评估肌肉骨骼问题；使用贝克焦虑量表（BAI）和贝克抑郁量表（BDI）分别评估焦虑和抑郁；使用工作-生活平衡量表（WLBS）评估个人实现平衡的程度。通过评估获得在线教育前、在线教育期间和培训后的信息。在第一次评估后，对 18 名愿意参加培训的参与者进行了涉及演示和宣传册的远程康复应用。