Sistema de desarrollo y evaluación en línea del profesorado universitario (SDELPU): un estudio de aprendizaje académico.

El rápido crecimiento del aprendizaje en línea ha incrementado el número de modelos de evaluación del perfeccionamiento del profesorado universitario orientados a garantizar la calidad de titulaciones universitarias de pregrado. Basándonos en las mejores prácticas de la evaluación en línea por medio de estudiantes universitarios, el Sistema de Desarrollo y Evaluación del Profesorado Universitario en Línea (SDELPU), creado en Islas Canarias, ha servido el doble propósito de perfeccionar al profesorado universitario y de evaluar el ambiente de aprendizaje en clase. Los resultados de los análisis mostraron que SDELPU extendió el potencial intelectual del profesorado universitario estimulando su reflexión sobre capacidades curriculares y didácticas (CCD). Este estudio ha significado examinar atentamente procesos de aprendizaje de CCDs en línea e incorporar una visión comprensiva de actitudes del profesorado universitario hacia su enseñanza y su asociación con percepciones de ambiente de aprendizaje en clase por estudiantes.The quick growth of online learning had developed faculty in service evaluation models geared toward the demands of improvement of degree programs quality. With a foundation in the best practices of university student online assessment, the Online Faculty Development and Assessment System (OFDAS) created at the Canary Islands served the dual purpose of faculty development and classroom learning environment assessment. Results of analyses showed that OFDAS maximized the potential of online faculty development to inspire Curriculum and Teaching Capacity (CTC) reflection. Implications were discussed in terms of emphasizing the process of online CTC learning and incorporating perspectives to capture a comprehensive view of faculty teaching attitudes and associations with student classroom learning perceptions

Racial differences in systemic sclerosis disease presentation: a European Scleroderma Trials and Research group study

Objectives. Racial factors play a significant role in SSc. We evaluated differences in SSc presentations between white patients (WP), Asian patients (AP) and black patients (BP) and analysed the effects of geographical locations.Methods. SSc characteristics of patients from the EUSTAR cohort were cross-sectionally compared across racial groups using survival and multiple logistic regression analyses.Results. The study included 9162 WP, 341 AP and 181 BP. AP developed the first non-RP feature faster than WP but slower than BP. AP were less frequently anti-centromere (ACA; odds ratio (OR) = 0.4, P < 0.001) and more frequently anti-topoisomerase-I autoantibodies (ATA) positive (OR = 1.2, P = 0.068), while BP were less likely to be ACA and ATA positive than were WP [OR(ACA) = 0.3, P < 0.001; OR(ATA) = 0.5, P = 0.020]. AP had less often (OR = 0.7, P = 0.06) and BP more often (OR = 2.7, P < 0.001) diffuse skin involvement than had WP.AP and BP were more likely to have pulmonary hypertension [OR(AP) = 2.6, P < 0.001; OR(BP) = 2.7, P = 0.03 vs WP] and a reduced forced vital capacity [OR(AP) = 2.5, P < 0.001; OR(BP) = 2.4, P < 0.004] than were WP. AP more often had an impaired diffusing capacity of the lung than had BP and WP [OR(AP vs BP) = 1.9, P = 0.038; OR(AP vs WP) = 2.4, P < 0.001]. After RP onset, AP and BP had a higher hazard to die than had WP [hazard ratio (HR) (AP) = 1.6, P = 0.011; HR(BP) = 2.1, P < 0.001].Conclusion. Compared with WP, and mostly independent of geographical location, AP have a faster and earlier disease onset with high prevalences of ATA, pulmonary hypertension and forced vital capacity impairment and higher mortality. BP had the fastest disease onset, a high prevalence of diffuse skin involvement and nominally the highest mortality

Sistema de desarrollo y evaluación en línea del profesorado universitario (SDELPU): un estudio de aprendizaje académico

El rápido crecimiento del aprendizaje en línea ha incrementado el número de modelos de evaluación del perfeccionamiento del profesorado universitario orientados a garantizar la calidad de titulaciones universitarias de pregrado. Basándonos en las mejores prácticas de la evaluación en línea por medio de estudiantes universitarios, el Sistema de Desarrollo y Evaluación del Profesorado Universitario en Línea (SDELPU), creado en Islas Canarias, ha servido el doble propósito de perfeccionar al profesorado universitario y de evaluar el ambiente de aprendizaje en clase. Los resultados de los análisis mostraron que SDELPU extendió el potencial intelectual del profesorado universitario estimulando su reflexión sobre capacidades curriculares y didácticas (CCD). Este estudio ha significado examinar atentamente procesos de aprendizaje de CCDs en línea e incorporar una visión comprensiva de actitudes del profesorado universitario hacia su enseñanza y su asociación con percepciones de ambiente de aprendizaje en clase por estudiantes

Evaluación del aprendizaje de capacidades curriculares y didácticas: carpetas de actuaciones del profesorado

RESUMEN: Introducción. Este artículo indaga un procedimiento apropiado para la valoración de carpetas usadas en el desarrollo del profesorado de las dos universidades canarias. El estudio incluye una definición comprensiva de capacidades docentes en enseñanza superior y una revisión formativa de colegas en un Programa de Mejora (Iniciación) (PMI) como modelo de desarrollo de profesorado. Método. Por medio de un muestreo intencionado, 29 profesores se implicaron en un curso por un periodo de 11 semanas durante el año académico 2004-2005. Los criterios usados para el análisis fueron medidas de percepciones de profesores y pruebas de aprendizaje. Comparamos las experiencias de aprendizaje de los participantes. Resultados. En su conjunto, el profesorado mostró un cambio en su estilo de enseñanza, haciendo comentarios más reflexivos sobre sus capacidades curriculares y didácticas.Discusión. Se recomienda la incorporación de sistemas de entrenamiento basados en Internet en el diseño y aplicación de Programas de Desarrollo de Profesorado Universitario.ABSTRACT: Introduction. This article addresses the choice of an appropriate procedure for the assessment of portfolios used in academic staff development at the two Canary universities. The study includes a comprehensive definition of teaching capabilities in higher education and a formative peer review on an Improvement Program (Initiation) (PMI) as a model for faculty development. Methods. Using purposive sampling, twenty nine professors were involved in a course over an 11-week period during the academic year 2004-2005. Criteria used for analysis were measures of professors' perceptions and learning tests. We compare the learning experiences of participants. Results. Overall, faculty reported a change in their teaching style, toward more reflective commentaries on their teaching capabilities.Discussion. It is important to incorporate the characteristics of web-based training systems into the design and implementation of on-line Faculty Development Programs.RÉSUMÉ: Introduction. Cet article étudie une procédure appropriée pour l'évaluation de dossiers utilisés dans le développement du professorat des deux universités canariennes. L'étude inclut une définition comprehensive de capacités d'enseignement dans l'enseignement supérieur et une révision formative des collègues dans un Programme d'Amélioration (Initiation) (PMI) comme modèle de développement du professorat. Méthode. Grace à l'utilisation d'un échantillonnage intentionné, 29 professeurs ont été impliqués dans un stage pendant une période de 11 semaines de l'année académique 2004-2005. Les critères utilisés pour l'analyse ont été des mesures de perceptions des professeurs et des essais d'apprentissage. Nous avons aussi comparé les expériences d'apprentissage des participants. Résultats. Dans son ensemble, le professorat a montré un changement dans son style d'enseignement, en faisant des commentaires plus réfléchis sur ses capacités curriculaires et didactiques.Discussion. On recommande l'incorporation de systèmes d'entraînement basés en Internet, dans la conception et l'application de Programmes de Développement du Professorat Universitaire.</p

Un programa innovador de desarrollo del profesorado universitario principiante en línea

RESUMEN: Este estudio examina si dos cursos en línea que ofrecen apoyo educativo al profesorado universitario principiante tienen un efecto positivo en sus actitudes y en el aprendizaje de capacidades curriculares y didácticas (CCD). Los ciatos usados en este análisis procecien de dos cursos de entrenamiento universitario en línea de la Universidad de Jaén (UJA). Las tareas propuestas al profesorado de los dos cursos en línea, los recursos curriculares proporcionados, el ambiente de aprendizaje creado y las conversaciones mantenidas han sido consecuentes con el modelado de actitudes del profesorado. Los resultados también han indicado que el profesorado universitario principiante que participó realizando actividades de desarrollo profesional en línea de carácter individual y colectivo, como la construcción de episodios docentes y la comunicación con otros colegas, consiguió una mejor comprensión de cómo se enseñan las materias de una titulación.ABSTRACT: This study examines whether two online courses offering educatio nal support for júnior faaalty have a positive effect on their attitudes and curriculum and teaching capacities (CCD) learning. The data used in the analysis are from two online University training courses at the University of Jaén (UJA). The tasks the online courses assign to faculty, the resources they provide, the learning environment they créate, and the conversations they provoke proved to be consequential in shaping the faculty's attitudes. The results also indicate that júnior faculty who participate in individual and collective online developing activities, such as constructing teaching episodes and communicating with other colleagues, are more likely to gain a better understanding of how to teach their scientific disciplines.RÉSUMÉ: Cette étude vise a déterminer si deux cours proposés en ligne -offrant un support éducatif aux professeurs universitaires débutants- ont des effets positifs sur leurs attitudes ainsi que sur leur apprentissage des compétences en matiére de curriculum et de didactique (CCD). Les données servant de base á l'analyse proviennent de deux cours d'entraínement universitaire en ligne par l'Université de Jaén (UJA). Or, les taches proposées au corps enseignant qui suit ees deux cours, les ressources relatives au cursus mises á disposition, l'atmosphére d'apprentissage créée ainsi que les entretiens réalisés ont effectivement contribué a conformer les attitudes des professeurs. En outre, les resultats ont également montré que les professeurs universitaires débutants qui participent a des activités de développement des capacites professionnelles en ligne -de caractére individuel et collectif- telles que l'élaboration de situations d'enseignement et la communication avec d'autres collégues, sont plus enclins a acquérir une meilleure compréhension quant a la maniere d'enseigner les matiéres englobées dans le cadre d'un dipióme.</p

A cross-disease meta-GWAS identifies four new susceptibility loci shared between systemic sclerosis and Crohn’s disease

Abstract: Genome-wide association studies (GWASs) have identified a number of genetic risk loci associated with systemic sclerosis (SSc) and Crohn’s disease (CD), some of which confer susceptibility to both diseases. In order to identify new risk loci shared between these two immune-mediated disorders, we performed a cross-disease meta-analysis including GWAS data from 5,734 SSc patients, 4,588 CD patients and 14,568 controls of European origin. We identified 4 new loci shared between SSc and CD, IL12RB2, IRF1/SLC22A5, STAT3 and an intergenic locus at 6p21.31. Pleiotropic variants within these loci showed opposite allelic effects in the two analysed diseases and all of them showed a significant effect on gene expression. In addition, an enrichment in the IL-12 family and type I interferon signaling pathways was observed among the set of SSc-CD common genetic risk loci. In conclusion, through the first cross-disease meta-analysis of SSc and CD, we identified genetic variants with pleiotropic effects on two clinically distinct immune-mediated disorders. The fact that all these pleiotropic SNPs have opposite allelic effects in SSc and CD reveals the complexity of the molecular mechanisms by which polymorphisms affect diseases

Switching TNF antagonists in patients with chronic arthritis: An observational study of 488 patients over a four-year period

The objective of this work is to analyze the survival of infliximab, etanercept and adalimumab in patients who have switched among tumor necrosis factor (TNF) antagonists for the treatment of chronic arthritis. BIOBADASER is a national registry of patients with different forms of chronic arthritis who are treated with biologics. Using this registry, we have analyzed patient switching of TNF antagonists. The cumulative discontinuation rate was calculated using the actuarial method. The log-rank test was used to compare survival curves, and Cox regression models were used to assess independent factors associated with discontinuing medication. Between February 2000 and September 2004, 4,706 patients were registered in BIOBADASER, of whom 68% had rheumatoid arthritis, 11% ankylosing spondylitis, 10% psoriatic arthritis, and 11% other forms of chronic arthritis. One- and two-year drug survival rates of the TNF antagonist were 0.83 and 0.75, respectively. There were 488 patients treated with more than one TNF antagonist. In this situation, survival of the second TNF antagonist decreased to 0.68 and 0.60 at 1 and 2 years, respectively. Survival was better in patients replacing the first TNF antagonist because of adverse events (hazard ratio (HR) for discontinuation 0.55 (95% confidence interval (CI), 0.34-0.84)), and worse in patients older than 60 years (HR 1.10 (95% CI 0.97-2.49)) or who were treated with infliximab (HR 3.22 (95% CI 2.13-4.87)). In summary, in patients who require continuous therapy and have failed to respond to a TNF antagonist, replacement with a different TNF antagonist may be of use under certain situations. This issue will deserve continuous reassessment with the arrival of new medications. © 2006 Gomez-Reino and Loreto Carmona; licensee BioMed Central Ltd

Guidelines for the use and interpretation of assays for monitoring autophagy

In 2008 we published the first set of guidelines for standardizing research in autophagy. Since then, research on this topic has continued to accelerate, and many new scientists have entered the field. Our knowledge base and relevant new technologies have also been expanding. Accordingly, it is important to update these guidelines for monitoring autophagy in different organisms. Various reviews have described the range of assays that have been used for this purpose. Nevertheless, there continues to be confusion regarding acceptable methods to measure autophagy, especially in multicellular eukaryotes. A key point that needs to be emphasized is that there is a difference between measurements that monitor the numbers or volume of autophagic elements (e.g., autophagosomes or autolysosomes) at any stage of the autophagic process vs. those that measure flux through the autophagy pathway (i.e., the complete process); thus, a block in macroautophagy that results in autophagosome accumulation needs to be differentiated from stimuli that result in increased autophagic activity, defined as increased autophagy induction coupled with increased delivery to, and degradation within, lysosomes (in most higher eukaryotes and some protists such as Dictyostelium) or the vacuole (in plants and fungi). In other words, it is especially important that investigators new to the field understand that the appearance of more autophagosomes does not necessarily equate with more autophagy. In fact, in many cases, autophagosomes accumulate because of a block in trafficking to lysosomes without a concomitant change in autophagosome biogenesis, whereas an increase in autolysosomes may reflect a reduction in degradative activity. Here, we present a set of guidelines for the selection and interpretation of methods for use by investigators who aim to examine macroautophagy and related processes, as well as for reviewers who need to provide realistic and reasonable critiques of papers that are focused on these processes. These guidelines are not meant to be a formulaic set of rules, because the appropriate assays depend in part on the question being asked and the system being used. In addition, we emphasize that no individual assay is guaranteed to be the most appropriate one in every situation, and we strongly recommend the use of multiple assays to monitor autophagy. In these guidelines, we consider these various methods of assessing autophagy and what information can, or cannot, be obtained from them. Finally, by discussing the merits and limits of particular autophagy assays, we hope to encourage technical innovation in the field