No description available.

Information gathering and information overload is an ever growing topic of concernfor Information Technology (IT) experts. The amount of information dealt withon an everyday basis is large enough to take up valuable time having to scatterthrough it all to find the relevant information. As for the application area of IT,time is directly related to money as having to waste valuable production time ininformation gathering and allocation of human resources is a direct loss of profitsfor any given company. Two issues are mainly addressed through this thesis: textsare too lengthy and the difficulty of finding relevant information. Through the useof Natural Language Processes (NLP) methods such as topic modelling and textsummarization, a proposed solution is constructed in the form of a technical basiswhich can be implemented in most business areas. An experiment along with anevaluation session is setup in order to evaluate the performance of the technical basisand enforce the focus of this paper, namely ”How effective is text summarizationcombined with individualized information recommendation in improving informationgathering of IT experts?”. Furthermore, the solution includes a construction of userprofiles in an attempt to individualize content and theoretically present more relevantinformation. The results for this project are affected by the substandard quality andmagnitude of data points, however positive trends are discovered. It is stated thatthe use of user profiles further enhances the amount of relevant articles presentedby the model along with the increasing recall and precision values per iteration andaccuracy per number of updates made per user. Not enough time is spent as for theextent of the evaluation process to confidently state the validity of the results morethan them being inconsistent and insufficient in magnitude. However, the positivetrends discovered creates further speculations on if the project is given enough timeand resources to reach its full potential. Essentially, one can theoretically improveinformation gathering by summarizing texts combined with individualization.

Purpose The objective of this thesis is to establish an evidence-based clinical practice guideline for the primary management of obstetrical brachial plexus injury (OBPI). Four gaps are identified for management of OBPI in Canada: 1) The historic poor use of evidence, 2) Timing of referral to multidisciplinary care, 3) Indications and timing of operative nerve repair, and 4) Distribution of expertise in Canada. Methods The guideline is intended for all providers delivering perinatal care, and all specialists delivering care to OBPI patients. The consensus group was composed of clinicians representing each of Canada’s ten multidisciplinary centres. An original systematic review comparing the effectiveness of primary operative versus nonoperative management, and a review of Canadian OBPI epidemiology were completed. Quality indicators for referral to a multidisciplinary centre were established. Recommendations were based on best evidence, and interpretation of this evidence by clinical experts. An electronic modified Delphi approach was used for consensus, with agreement criteria defined a priori following RAND procedures. Results Nerve repair reduces functional impairment in OBPI versus nonoperative management of similar patients, and modern microsurgery has low incidence of major adverse events. The quality of evidence was low. Residual impairment is underestimated and uncharacterized in nonoperative literature. OBPI incidence was at least 1.24 per 1000 births in Canada, and consistent over the study period. The strongest risk factors for OBPI were comorbid humerus fracture, shoulder dystocia and comorbid clavicle fracture. Most patients were not referred to a multidisciplinary centre. The guideline group approved seven recommendations. Discussion Recommendations address the identified gaps in care, and guide identification, referral, treatment and outcome assessment for OBPI. The process established a new network of opinion leaders and researchers for further guideline development, and multicentre research. The next step is to facilitate the implementation of the recommendations. / Thesis / Master of Science (MSc)

No description available.

Moderating group discussions among humans can often be challenging and require certain skills, particularly in deciding when to ask other participants to elaborate or change the current topic of the discussion. Recent research on Human-Robot Interaction in groups has demonstrated the positive impact of robot behavior on the quality and effectiveness of the interaction and their ability to shape the dynamics of the group and promote social behavior. In light of this, there is the potential of using social robots as discussion moderators to facilitate engaging and productive discussions among humans. Previous work on topic management in conversational agents was predominantly based on human engagement and topic personalization, with the agent having an active/central role in the conversation. This thesis focuses exclusively on the moderation of group discussions; instead of moderating the topic based on evaluated human engagement, the thesis builds upon previous research on non-verbal cues related to discussion topic structure and turntaking to determine whether participants intend to continue discussing the current topic in a content-free manner. This thesis investigates the suitability of machine-learning models and the contribution of different audiovisual non-verbal features in predicting appropriate topic changes. For this purpose, we utilized pre-recorded interactions between a robot moderator and human participants, which we annotated and from which we extracted acoustic and body language-related features. We provide an analysis of the performance of sequential and nonsequential machine learning approaches using different sets of features, as well as a comparison with rule-based heuristics. The results indicate promising performance in classifying between cases when a topic change was inappropriate versus when a topic change could or should change, outperforming rule-based approaches and demonstrating the feasibility of using machine learning models for topic moderation. Regarding the type of models, the results suggest no distinct advantage of sequential over non-sequential modeling approaches, indicating the effectiveness of simpler non-sequential data models. Acoustic features exhibited comparable and, in some cases, improved overall performance and robustness compared to using only body language-related features or a combination of both types. In summary, this thesis provides a foundation for future research in robot-mediated topic moderation in groups using non-verbal cues, presenting opportunities to further improve social robots with topic moderation capabilities. / Att moderera gruppdiskussioner mellan människor kan ofta vara utmanande och kräver vissa färdigheter, särskilt när det gäller att bestämma när man ska be andra deltagare att utveckla eller ändra det aktuella ämnet för diskussionen. Ny forskning om människa-robotinteraktion i grupper har visat den positiva effekten av robotbeteende på interaktionens kvalitet och effektivitet och deras förmåga att forma gruppens dynamik och främja socialt beteende. I ljuset av detta finns det potential att använda sociala robotar som diskussionsmoderatorer för att underlätta engagerande och produktiva diskussioner bland människor. Tidigare arbete med ämneshantering hos konversationsagenter baserades till övervägande del på mänskligt engagemang och ämnesanpassning, där agenten hade en aktiv/central roll i samtalet. Denna avhandling fokuserar uteslutande på moderering av gruppdiskussioner; istället för att moderera ämnet baserat på utvärderat mänskligt engagemang, bygger avhandlingen på tidigare forskning om icke-verbala ledtrådar relaterade till diskussionsämnesstruktur och turtagning för att avgöra om deltagarna avser att fortsätta diskutera det aktuella ämnet på ett innehållsfritt sätt. Denna avhandling undersöker lämpligheten av maskininlärningsmodeller och bidraget från olika audiovisuella icke-verbala funktioner för att förutsäga lämpliga ämnesändringar. För detta ändamål använde vi förinspelade interaktioner mellan en robotmoderator och mänskliga deltagare, som vi kommenterade och från vilka vi extraherade akustiska och kroppsspråksrelaterade funktioner. Vi tillhandahåller en analys av prestandan för sekventiell och ickesekventiell maskininlärningsmetoder med olika uppsättningar funktioner, samt en jämförelse med regelbaserad heuristik. Resultaten indikerar lovande prestation när det gäller att klassificera mellan fall när ett ämnesbyte var olämpligt kontra när ett ämnesbyte kunde eller borde ändras, överträffande regelbaserade tillvägagångssätt och demonstrerar genomförbarheten av att använda maskininlärningsmodeller för ämnesmoderering. När det gäller typen av modeller tyder resultaten inte på någon tydlig fördel med sekventiella metoder framför icke-sekventiella modelleringsmetoder, vilket indikerar effektiviteten hos enklare icke-sekventiella datamodeller. Akustiska funktioner uppvisade jämförbara och, i vissa fall, förbättrade övergripande prestanda och robusthet jämfört med att endast använda kroppsspråksrelaterade funktioner eller en kombination av båda typerna.svis ger denna avhandling en grund för framtida forskning inom robotmedierad ämnesmoderering i grupper som använder icke-verbala ledtrådar, och presenterar möjligheter att förbättra sociala robotar ytterligare med ämnesmodererande förmåga.

No / INTRODUCTION: Care home residents are at particular risk from medication errors, and our objective was to determine the prevalence and potential harm of prescribing, monitoring, dispensing and administration errors in UK care homes, and to identify their causes. METHODS: A prospective study of a random sample of residents within a purposive sample of homes in three areas. Errors were identified by patient interview, note review, observation of practice and examination of dispensed items. Causes were understood by observation and from theoretically framed interviews with home staff, doctors and pharmacists. Potential harm from errors was assessed by expert judgement. RESULTS: The 256 residents recruited in 55 homes were taking a mean of 8.0 medicines. One hundred and seventy-eight (69.5%) of residents had one or more errors. The mean number per resident was 1.9 errors. The mean potential harm from prescribing, monitoring, administration and dispensing errors was 2.6, 3.7, 2.1 and 2.0 (0 = no harm, 10 = death), respectively. Contributing factors from the 89 interviews included doctors who were not accessible, did not know the residents and lacked information in homes when prescribing; home staff's high workload, lack of medicines training and drug round interruptions; lack of team work among home, practice and pharmacy; inefficient ordering systems; inaccurate medicine records and prevalence of verbal communication; and difficult to fill (and check) medication administration systems. CONCLUSIONS: That two thirds of residents were exposed to one or more medication errors is of concern. The will to improve exists, but there is a lack of overall responsibility. Action is required from all concerned.

No / To evaluate the effectiveness of a telehealth system, using digital pen-and-paper technology and a modified smartphone, to remotely monitor and support the effectiveness of wound management in nursing home residents. METHOD: A randomised controlled pilot study was conducted in selected nursing homes in Bradford, which were randomised to either the control or evaluation group. All patients with a wound of any aetiology or severity, resident in the selected nursing homes were considered eligible to participate in the study. Residents in the control homes who had, or developed, a wound during the study period, continued to receive unsupported care directed by the nursing home staff (defined as 'standard care'), while those in the evaluation homes received standard care supported by input from the remote experts. RESULTS: Thirty-nine patients with a wound were identified in the 16 participating Bradford nursing homes. Analysis of individual patient management pathways suggested that the system provided improved patient outcomes and that it may offer cost savings by improving dressing product selection, decreasing inappropriate onward referral and speeding healing. Despite initial anxiety related to the technology most nursing-home staff found the system of value and many were keen to see the trial continue to form part of routine patient management. CONCLUSION: The current study supports the potential value of telemedicine in wound care and indicates the value that such a system may have to nursing-home staff and patients. DECLARATION OF INTEREST: This study was funded by a Regional Innovation Fund grant from the Yorkshire and Humberside Strategic Health Authority. The authors have no conflict of interest to declare with respect to the article or its contents.

[EN] The Bologna process encourages the transition of higher education from knowledge possession to understanding performances and from a teaching-centered to a student centered approach via learning outcomes. A student-centered evaluation means that students analyze actively their own learning with concrete criteria on development levels, in an environment where they obtain immediate, frequently and formative feedback. The rationale of this dissertation consists in introducing the execution of disparate sets of activities into the assessment process in order to enrich the whole procedure keeping it close to the learning process. Continuous assessment seems to be the most accurate mean of executing the assessment process taking into account that competencies are achieved by executing activities. The evaluation process is implemented throughout a discreet number of measurement points called "moments of evaluation" which consist in a set of activities necessary for the development of the process. And based on the existing partial order relationship among specific curricular domains we could draw a directed graph with several chains of topics representing a natural way of progress in order to reach the profile competences. We propose a new procedure in continuous assessment by introducing an active/retroactive model, based on the aforementioned chain(s) of topics, which aims to identify those competences that have and those that have not been adequately achieved. With this in mind we suggest introducing a retroactive impact on the outcome assessment of the concerned competencies evaluated in the corresponding chain(s) of topics. These retroactive impacts might be amplified by the introduction of a grade impact amplifier as continuous assessment procedure based on the greater experience and knowledge of the students as the course advances. In general, any subject is composed by different topics and each topic is developed through the execution, with different relevance, of a number of activities. Relationships between activities, topics and competences can be distributed in a 3D matrix array which we will call ATC cuboid. ATC cuboid uses a binary assessment as a check of an activity in each of the core competencies. In this way, we have a matrix structure of the performance of the student over a course, which is the basis to design individualized curricular strategies with the goal of achieving the required level of development of each competence. We will develop the aforementioned ATC cuboids on a sample of students and a comparison between this method and a more traditional method used with Aerospace Engineering students in the Design Engineering School ETSID at Universitat Politècnica de València (Valencia, Spain). / [ES] El proceso de Bolonia anima la transición de la educación superior desde un modelo basado en la adquisición del conocimiento a un modelo que prima la comprensión del desempeño y desde un modelo centrado en la enseñanza a un modelo centrado en el estudiante a través de los resultados del aprendizaje. Una evaluación centrada en el alumnado significa que el estudiante analiza activamente su propio aprendizaje con criterios concretos sobre niveles de desarrollo en un entorno donde obtiene feedback de forma inmediata, frecuente y formativa. El fundamento de esta tesis consiste en la introducción de conjuntos muy diversos de actividades en el proceso de evaluación con el objetivo de enriquecerlo globalmente y acercarlo al proceso de aprendizaje. La evaluación continua se perfila como uno de los medios más precisos de ejecutar el proceso de evaluación teniendo en cuenta que las competencias pueden adquirirse mediante la realización de actividades. El proceso de evaluación se implementa en una sucesión discreta de puntos de medida que denominamos "momentos de evaluación" y que consisten en un conjunto de actividades que son necesarias para el desarrollo del proceso. Y basándonos en la existencia de una relación de orden parcial entre los distintos contenidos de un dominio curricular, podemos trazar un grafo dirigido con varias cadenas de tópicos que representan, de una forma natural, la progresión del alumnado para alcanzar el perfil de competencias objetivo. Proponemos un nuevo procedimiento de evaluación continua introduciendo un modelo activo/retroactivo, basado en las cadenas de tópicos antes citadas, que favorece la identificación de aquellas competencias que se han y que no se han alcanzado de una forma adecuada. Con esta idea presente, sugerimos la introducción de un impacto retroactivo sobre los conocimientos base de estas competencias ya evaluados en la(s) correspondiente(s) cadena(s) de tópicos diseñadas. Es más, este impacto retroactivo podría ser más relevante mediante la introducción de un amplificador de impacto calificador como un procedimiento de evaluación continua fundamentado en la mayor experiencia y conocimiento acumulado del alumno conforme avanza el desarrollo del curso. En general, cualquier asignatura se compone de distintos tópicos y cada tópico se desarrolla mediante la ejecución, con distinta relevancia, de una serie de actividades. Estas relaciones pueden ser representadas mediante matrices de tres dimensiones a las que hemos llamado cuboides ATC, los cuales se implementan mediante el uso de una evaluación binaria que verifica en las actividades cada una de las competencias básicas y las califica con un indicador verdadero/falso obteniendo una estructura matricial del rendimiento del alumnado en el curso, lo que nos permitirá diseñar estrategias curriculares. Desarrollaremos los mencionados cuboides ATC para una muestra de estudiantes y los compararemos con los resultados obtenidos con un método más tradicional utilizado en el grado de Ingeniería Aeroespacial en la Escuela Técnica Superior de Ingeniería del Diseño, ETSID, en la Universitat Politècnica de València. / [CA] El procés de Bolònia anima la transició de l'educació superior des d'un model basat en l'adquisició del coneixement a un model que prima la comprensió de l'acompliment i des d'un model centrat en l'ensenyament a un model centrat en l'estudiant a través dels resultats de l'aprenentatge. Una avaluació centrada en l'alumne significa que l'estudiant analitza activament el seu propi aprenentatge amb criteris concrets sobre nivells de desenvolupament en un entorn on obté feedback de forma immediata, freqüent i formativa. El fonament d'aquesta tesi consisteix en la introducció de conjunts molt diversos d'activitats en el procés d'avaluació amb l'objectiu d'enriquir-lo globalment i apropar-lo al procés d'aprenentatge. L'avaluació contínua es perfila com un dels mitjans més precisos d'executar el procés d'avaluació tenint en compte que les competències es poden adquirir mitjançant la realització d'activitats. El procés d'avaluació s'implementa en una successió discreta de punts de mesura que denominem "moments d'avaluació" i que consisteixen en un conjunt d'activitats que són necessàries per al desenvolupament del procés. I basant-nos en l'existència d'una relació d'ordre parcial entre els diferents continguts d'un domini curricular, podem traçar un graf dirigit amb diverses cadenes de tòpics que representen, d'una forma natural, la progressió de l'alumne per assolir el perfil de competències objectiu. Proposem un nou procediment d'avaluació contínua introduint-hi un model actiu/retroactiu, basat en les cadenes de tòpics abans esmentades, que afavoreix la identificació d'aquelles competències que s'han assolit i també de les que no s'han assolit d'una manera adequada. Amb aquesta idea present, suggerim la introducció d'un impacte retroactiu sobre els coneixements base d'aquestes competències ja avaluats en la(les) corresponent(-s) cadena(-es) de tòpics dissenyades. I encara més, aquest impacte retroactiu podria ser més rellevant mitjançant la introducció d'un amplificador d'impacte qualificador com un procediment d'avaluació contínua fonamentat en la major experiència i coneixement acumulat de l'alumne a mesura que avança el desenvolupament del curs. En general, qualsevol assignatura es compon de diferents tòpics i cada tòpic es desenvolupa mitjançant l'execució, amb diferent rellevància, d'una sèrie d'activitats. Aquestes relacions entre activitats, tòpics i competències poden ser representades mitjançant matrius de tres dimensions a les que hem anomenat cuboides ATC. Els cuboides ATC s'implementen mitjançant l'ús d'una avaluació binària que verifica en les activitats cadascuna de les competències bàsiques i les qualifica amb un indicador veritable/fals. Així, obtenim una estructura matricial del rendiment de l'alumne en el curs, la qual cosa ens permetrà dissenyar estratègies curriculars individualitzades adaptades a les necessitats particulars de cada estudiant amb l'objectiu que assoleixin el nivell requerit en cadascuna de les competències. Desenvoluparem els esmentats cuboides ATC per a una mostra d'estudiants i els compararem amb els resultats obtinguts amb un mètode més tradicional utilitzat en el grau d'Enginyeria Aeroespacial a l'Escola Tècnica Superior d'Enginyeria del Disseny, ETSED, a la Universitat Politècnica de València. / Mínguez Aroca, FD. (2016). Computational assessing model based on performance and dynamic assignment of curriculum contents [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/61781

The diploma thesis is focused on an analysis of the first sentences of newspaper articles namely from an aspect of the topic-focus articulation, which is expressed in Czech primarily by word order. The word order depending on the increasing communicative dynamism of words in the sentence might be changed from an objective word order if new information follows known or before mentioned information into subjective word order resulting in a reverse order. E.g.: The CEZ group showed record profit of 52 milliard CZK last year, a reverse word order: (literal translation) Record profit (Obj) of 52 milliard CZK the CEZ group(Subj) showed last year. In our thesis, we describe the above mentioned changes and we determine sets of cases comprising the modifications and we attempt to specify kinds of rules and principles resulting in different word orders. The sentence in the case of the subjective word order begins with an object, an adverbial of time, place, or condition. Anyway, not always a sentence constituent at the beginning of the sentence indicates the subjective word order. A significant role in the analysis is played by head- lines, which affect considerably the result. We focus ou attention on sentences expressing a placement on the scene. These sentences are assessed in relation with the head-lines...

INTRODUÇÃO: A alta prevalência da obesidade infantil em diferentes partes do planeta a posiciona como um dos principais focos de atenção da saúde pública, conhecida a associação dos seus agravos às doenças cardiovasculares e à morte prematura. O objetivo do presente trabalho foi avaliar as intervenções escolares que se utilizam das práticas em atividade física e educação nutricional na antropometria e na pressão arterial de crianças e adolescentes. MÉTODOS: Os artigos foram recuperados por buscas sistemáticas em quatorze bases de dados eletrônicas e por busca manual em listas de referências, com atualização até 30 de setembro de 2012. Dois revisores independentes avaliaram os trabalhos e extraíram os dados. Os trabalhos deveriam atender adequadamente aos seguintes critérios de elegibilidade: população dos 6 aos 18 anos de idade; intervenções comunitárias randomizadas no ambiente escolar, fundamentadas nas práticas em atividade física ou educação nutricional, ou nas duas formas combinadas; presença de grupo controle em paralelo, com seguimento concomitante; descrição de pelo menos um dos desfechos: índice de massa corporal, peso corporal e pressão arterial. A meta-análise foi desenvolvida pelo modelo de efeito randômico, com diferença padronizada entre médias pelo método de Hedges. Também foi realizada a meta-análise de regressão para identificação das fontes de heterogeneidade entre os ensaios, envolvendo as variáveis tempo e tipo de intervenção, faixa etária e qualidade. O grau de heterogeneidade entre os estudos foi verificado pelas estatísticas Q de Cochran e I2, e o viés de publicação foi avaliado subjetivamente por meio da distribuição no gráfico funnel plot. RESULTADOS: Dos 5.899 trabalhos inicialmente recuperados, 140 tiveram seus dados extraídos e 60 remanesceram para a composição das sínteses, assim subdivididas: 12 em atividade física, 8 em educação nutricional e 40 com intervenção combinada. A análise das intervenções combinadas apresentou significância estatística a favor do grupo de intervenção no índice de massa corporal, com a magnitude e variabilidade na medida do efeito em diferença padronizada de -0,14 (IC95%: -0,24 a -0,03; p=0,01; n=29471; I2= 94,4%), ao contrário dos resultados obtidos nas duas intervenções em separado, que não foram conclusivos. No desfecho peso corporal, os resultados foram significantes nas intervenções em atividade física (-0,14; IC95%: -0,27 a -0,02; I2= 7,84%) e nas combinadas (-0,65; IC95%: -1,17 a -0,13; I2= 99,3%). As análises da pressão arterial não obtiveram resultados com significância estatística. O conjunto de todas as intervenções com dados em índice de massa corporal, incluindo 55 estudos, mostrou o resultado de -0,02 (IC95%: -0,03 a 0,00; I2= 94,5%), e nenhuma das covariáveis incluídas na meta-regressão, tempo de intervenção, qualidade metodológica do estudo e faixa etária da população mostrou significância para explicar a heterogeneidade observada. A análise de subgrupos mostrou redução do efeito no estrato por tempo de intervenção curto, de até quatro meses, com estimativa de -0,04 (IC95%: -0,06 a -0,03; I2= 96,6%), e na faixa etária dos seis aos dez anos, com estimativa de -0,23 (IC95%: -0,27 a -0,19; I2= 97,9%). CONCLUSÕES: As intervenções escolares que combinaram atividade física e educação nutricional mostraram redução do índice de massa corporal, ao contrário das intervenções que se utilizaram destes elementos em separado. Os efeitos positivos estão associados aos estudos com menor tempo entre as avaliações iniciais e finais e com as faixas populacionais mais jovens. A alta heterogeneidade observada compromete a validade externa dos resultados e sugere cautela quanto à capacidade de generalização para outras populações. / INTRODUCTION: Because of its high prevalence of in different parts of the planet childhood obesity is one of the main public health issues, with obesity worsening known to be associated with cardiovascular diseases and premature death. The aim of this study was to evaluate school interventions that use physical activity and nutrition education practices in anthropometric measurements and blood pressure in children and teenagers. METHODS: The articles were retrieved via a systematic search of fourteen electronic databases and manual search through reference lists updated until September 30, 2012. Two independent reviewers assessed studies and extracted data. The papers should meet the following eligibility criteria: population aged 6 to 18 years old; randomized community interventions targeting the school environment based on physical activity or nutrition education practices, or a combination of the two approaches; placebo- controlled parallel group and concomitant monitoring; description of at least one of the outcomes: body mass index, body weight and blood pressure. Random-effects meta-analysis was used, with Hedges\'g standardized mean differences. Also, meta-analysis was performed to identify sources of heterogeneity between trials, involving the variables such as duration and type of intervention, age group and quality. The degree of heterogeneity between studies was assessed using Cochran\'s Q statistics and I2 tests, and publication bias was subjectively assessed by a funnel plot. RESULTS: Of the 5,899 papers initially retrieved, 140 were data-extracted and 60 were used in synthesis, as follows: 12 in physical activity, 8 in nutrition education and 40 in combined intervention. Analysis of the combined interventions showed that BMI was statistically more significant in the combined intervention group, with magnitude and variability in the measure of the effect size in standardized difference of (-0.14; CI95%: -0.24 to -0.03; p=0.01; n=29471; I2= 94.4%), unlike the results obtained in the two separate interventions, which were not conclusive. Regarding the body weight outcome, the results were significant for physical activity (-0.14; CI95%: -0.27 to -0.02; I2= 7.84%) and in the combined interventions (-0.65; CI95%: -1.17 to -0.13; I2= 99.3%). Blood pressure analyses did not obtain statistically significant results. The set of all interventions with BMI data (55 studies), showed the result of -0.02 (CI95%: -0.03 to 0.00; I2= 94.5%), and none of the covariates included in meta-analysis, intervention duration, methodological quality of the study and population age could explain the heterogeneity observed. Subgroup analysis showed a reduced effect in the short intervention duration stratum (up to four months), with an estimate of -0.04 (CI95%: -0.06 to -0.03; I2= 96.6%), and in the age group of 6-10 years old, with an estimate of -0.23 (CI95%: -0.27 to -0.19; I2= 97.9%). CONCLUSIONS: The school interventions that combined physical activity and nutrition education led to reduced body mass index, unlike the interventions that used these approaches separately. The positive effects are associated with studies with shorter periods of time between the initial and final evaluations and younger populations. The high heterogeneity observed jeopardizes the external validity of the results and suggests caution in generalizing these findings to other populations.