Studies conducted in educational settings show that animals attract and maintain the attention of children. The calming effects of animals are especially valuable in children with attention deficit, hyperactivity and behavioral disorders. The primary goal was to improve the emotional well-being, in a special education school, of children with intellectual disabilities, attention problems and/or hyperactivity and behavioral disorders. A Longitudinal, Observational Study was designed, which consisted of a community intervention based on animal-assisted therapy (AAT), and performed at a Primary Care Center (PCC). Twelve weekly group sessions were held with therapy dogs; a nurse and a doctor from the PCC participated with training in AAT as well as teachers. The intervention was carried out in two classrooms at the school. The sample size was 12 children with an average age of 12.7 (SD±4.4) years. Variables studied: attention, happiness, relaxed, respect of turn. The overall improvement of the four variables was statistically significant (p <0.001), evolving in an ascending and progressive way. Throughout the sessions, a work dynamic was achieved with improved attention and respect of turns; happiness and relaxation that reflect emotional well-being remain at high levels, with the dog acting as a facilitator of the therapy. Primary Health Care can contribute to improving the quality of life of children with special needs and at risk of social exclusion by means of community interventions.

en representación del grupo AP-UDL Introducción. Las desigualdades en salud son injustas, innecesarias y evitables. La etapa de educación médica del grado es una oportunidad ideal para reflexionar en las prácticas y poder desarrollar habilidades y actitudes médicas basadas en el respeto, la equidad y la ecuanimidad de los futuros profesionales de la salud. Aprovechando la mejora del plan de estudios de nuestra facultad, diseñamos el presente estudio para comprobar si los estudiantes de medicina propondrían diferentes enfoques de la gestión del mismo hipotético caso clínico en función de la etnia del paciente. Sujetos y métodos.Primera etapa: comparación de las respuestas de los dos grupos de alumnos a un cuestionario sobre un caso clínico hipotético; la única variable discriminatoria entre los grupos fue la fotografía del paciente que se adjuntó: un joven negro en un caso, y un joven blanco, en el otro. Segunda etapa: el trabajo en casa y en una sesión de feedback. Tercera etapa: en grupos pequeños se realizó un taller centrado en el tema con actividades de sensibilización del problema.Resultados. Cuando el paciente era negro, se solicitaban un menor número de pruebas, el paciente tenía menos probabilidades de ser enviado a un hospital y había una percepción de que tendía a exagerar los síntomas para obtener un beneficio personal.Conclusiones. Se encuentran diferencias en el tratamiento del paciente por los estudiantes de medicina. Estamos a favor de la incorporación de los conceptos de las desigualdades en salud y la competencia cultural en los estudios de medicina, con el fin de minimizar el efecto de estas ideas preconcebidas desde el inicio de la formación de los futuros profesionales de la salud.Palabras clave. Aprendizaje basado en problemas. Educación de pregrado. Facultad de Medicina. Medicina familiar y comunitaria.Introduction. Health inequalities are multiple and complex and they are avoidable. Educating Medical student training is an ideal opportunity for reflecting on practices and for engendering skills and attitudes of respect, equity and equanimity among future health professionals. Coinciding with a modification of the teaching program at our faculty, we designed the present study to ascertain whether second-year medical students might propose different approaches to the management of the same hypothetical clinical case depending on the patient's ethnicity.Subjects and methods. 1st stage: comparison of the responses of two groups of students to a questionnaire regarding a hypothetical clinical case. The only discriminatory variable between the groups was the photograph of the patient attached: a black youth in one case, and a white youth in the other. 2nd stage: home work and in a feedback session. 3rd stage: small-group workshop focused on the need for retraining and activities to heighten awareness of the problem.Results. When the patient was black, fewer tests were requested, the patient was less likely to be sent to hospital, and there was a perception that he tended to exaggerate the symptom...