Proyecto CEAM: Formación docente para mejorar la Calidad Evaluativa en las Aulas de Moodle.

La evaluación del alumnado es una cuestión sumamente compleja y con múltiples matices pedagógicos y didácticos a tener en cuenta. A menudo, si no se plantea con un diseño y objetivos apropiados, puede producir resultados inadecuados y alejados de la realidad, impidiendo valorar correctamente el rendimiento académico y el grado de adquisición de conocimientos y competencias de los estudiantes. Si a esta enorme complejidad se le suma la que de por sí conlleva la enseñanza y el aprendizaje en entornos educativos a distancia, donde resulta difícil realizar un seguimiento constante del progreso del alumnado, el objetivo de alcanzar una evaluación que refleje de manera fiel y efectiva la adquisición de competencias por parte de los estudiantes resulta una cuestión prioritaria, a la par que compleja y difícil, para los docentes. Esto pone de relieve la necesidad y pertinencia de una formación docente dirigida a mejorar sus habilidades a este nivel, suponiendo un reto al que todos deben hacer frente. Por ello, este proyecto de innovación pretende contribuir a este objetivo capacitando al profesorado para implementar en sus aulas virtuales de Moodle procesos y actividades que permitan valorar adecuadamente el aprendizaje adquirido por el alumnado, velando además por la igualdad de oportunidades y procurando que dicha evaluación se construya bajo parámetros de calidad, equidad y justicia social.2020-2

Formación del profesorado universitario sobre evaluación educativa en enseñanza a distancia

The state of alarm derived from COVID-19 meant for most countries a precipitous leap towards the virtualization of its teachings, lacking enough time to carry out a more leisurely assessment of the context and methodology to be used. This fact produced what some authors have called «emergency remote teaching», emphasizing the difference between traditional online teaching and that derived from the state of alarm, which in many cases meant a mere transposition of face-to-face classes to a virtual environment. This revealed the training deficiencies that most teachers (men and women) have on the pedagogy of distance assessment, being this, precisely, one of the aspects that has most concerned the educational community for being considered, already by itself, a complex challenge to which face. Hence, the present work aims, firstly, to highlight some of the challenges involved in educational evaluation in online environments and the needs that university teachers perceive in this regard, also assessing them in an exploratory study. In addition, this study aims to know their perception about the evaluative at this stage, analyze the process of knowledge and use that they make of the evaluation in Moodle, and explore their interest in expanding their training on this issue.El estado de alarma derivado de la COVID-19 supuso para la mayoría de países un salto precipitado hacia la virtualización de sus enseñanzas, careciendo de tiempo suficiente para realizar una valoración más pausada del contexto y de la metodología que se debía emplear. Este hecho produjo lo que algunos autores han denominado «enseñanza remota de emergencia», enfatizando la diferencia entre la enseñanza online tradicional y la derivada del estado de alarma, que en muchos casos supuso una mera trasposición de las clases presenciales a un entorno virtual. Ello puso de manifiesto las carencias formativas que la mayoría de docentes (hombres y mujeres) tienen sobre la pedagogía de la evaluación a distancia, siendo precisamente esta uno de los aspectos que más ha preocupado a la comunidad educativa por considerarse, ya por sí misma, un reto complejo al que enfrentarse. Por esta razón, el presente trabajo pretende, en primer lugar, poner de manifiesto algunos de los retos que implica la evaluación educativa en los entornos online y las necesidades que en este sentido percibe el profesorado universitario, valorándolas además en un estudio exploratorio. Adicionalmente, dicho estudio pretende conocer su percepción acerca del proceso evaluativo en dicha etapa, analizar el conocimiento y uso que hace de la evaluación en Moodle y explorar su interés en ampliar su formación sobre dicha cuestión

Evaluación educativa en Moodle

Introducción Las investigaciones recientes revelan que los docentes perciben carencias en su capacitación para evaluar a sus estudiantes con éxito, especialmente en los entornos de e-learning. Fruto de esa necesidad, en marzo de 2021 se lanza un curso online dirigido al profesorado universitario con el doble objetivo de ofrecer una formación rigurosa, completa y actualizada sobre evaluación educativa y de proporcionar estrategias y recursos para una evaluación eficaz y de calidad en Moodle. Objetivos A raíz de dicha experiencia, los objetivos planteados para esta comunicación son: • OG1: exponer el proceso de diseño y elaboración de este curso online. • OG2: evaluar la satisfacción de participantes con la formación, así como su percepción de utilidad para su labor educativa. Metodología Desde un punto de vista descriptivo, se explica el proceso de diseño y elaboración del curso. De este modo, el curso se estructuró en cinco bloques atendiendo al modelo 5WH (qué evaluar, por qué evaluar, quién evalúa, cuándo evalúa y cómo evaluar). Cada uno de ellos estaba compuesto por un libro interactivo, una actividad de autocomprobación y actividades complementarias voluntarias. La apertura de cada apartado fue condicionada a la finalización del anterior. Para superar el curso era necesario aprobar una lección ramificada donde cada respuesta llevaba a una situación diferente, creando caminos y feedbacks personalizados. Así, los participantes aplicaron de forma práctica lo aprendido a nivel teórico. Posteriormente, se lanzó una encuesta de satisfacción al profesorado matriculado en el curso, por lo que la muestra fue no aleatoria de tipo intencional. Dicha encuesta recogía información sobre el área de cada docente, el grado de satisfacción, el interés y utilidad en los diferentes elementos del curso, así como los aspectos a mejorar y a destacar del curso. Resultados De los 82 participantes matriculados, el 62.2 % superó el curso (n=51). El resto no realizó la lección final, por lo que aprobó el 100 % de los presentados. Los resultados de la encuesta de satisfacción evidencian que: • El principal motivo por el que un 37.8 % (n=31) del profesorado matriculado en el curso no realizó la prueba final fue la falta de tiempo (97 %). • Al 100 % de los participantes le pareció atractivo el curso y en general considera que ha aprendido algo nuevo sobre evaluación educativa. • El 98.2 % de los encuestados cree que lo aprendido en el curso mejorará su labor profesional entre bastante y mucho. • La mayoría de los participantes considera útiles o muy útiles (90 %) los recursos complementarios propuestos y que el aula se encuentra estructurada de forma clara y organizada (100 %). Conclusiones Los resultados obtenidos, así como la gran acogida del curso, indican que este tipo de formaciones son necesarias y que los docentes las consideran provechosas para desarrollar su labor. Además, el feedback recibido resulta especialmente útil para perfeccionar el curso y así poder elevarlo a título propio, lo que permitirá ampliar la formación a otros colectivos.2021-2

Opportunities and difficulties for evaluation in virtual learning environments

Virtual Learning Environments (VLE) open up new possibilities in education and offer teachers the possibility of using multiple resources to adapt the assessment in their classrooms. The question is how to make proper use of these resources, taking into account the new roles created between teachers and students in these environments to guarantee a fair and quality evaluation system. For this reason, this study focuses on analyzing the opportunities and difficulties that exist in these environments to carry out this type of evaluation. Among its findings, it should be noted that VLE facilitate the realization of «learning analytics», which provide a multitude of data and information from which the individual profile of the student can be identified and predicted, allowing to adapt and improve the quality of their learning experience. However, the problem with "learning analytics" is to determine which data, of all that offered by the system, is really relevant to be examined in greater detail and how it can be used to contribute to a real improvement of learning. Added to these problems is the fact that studying at a distance can lead to certain difficulties, such as the lack of a sense of belonging and commitment, the demotivation of students and the enormous heterogeneity in the profile of the student body, both in terms of knowledge and experience and even age. In addition, the VLE present some obstacles related to communication between teachers and students, the quality of the information offered and the methodological and organizational design that is carried out in them. Also, teachers tend to have a certain predisposition to evaluate objective results instead of paying attention to the process of building knowledge and acquiring skills2020-2

A phase 2 study of panitumumab with irinotecan as salvage therapy in chemorefractory KRAS exon 2 wild-type metastatic colorectal cancer patients

Targeted agents are standard treatment for RAS wild-type metastatic colorectal cancer in the first- and second-line settings. This phase 2 study determined the benefit of targeting the epidermal growth factor receptor (EGFR) with panitumumab plus irinotecan in irinotecan-refractory patients. KRAS exon-2 wild-type patients failing prior irinotecan received panitumumab (6 mg/kg) and irinotecan (180 mg/m²) every 2 weeks. The primary endpoint was the overall response rate (ORR). Secondary endpoints included safety, progression-free survival (PFS) and overall survival (OS). KRAS exon-2 status was evaluated centrally, along with NRAS, BRAF mutations, epiregulin, amphiregulin, PTEN and EGFR copy number status, and correlated with efficacy. Sixty-one patients were treated. Among the 46 wild-type RAS patients, the ORR was 15.2% (seven partial responses), with median PFS of 3.8 months (95% CI 2.7-4.3) and median OS of 12.5 months (95% CI 6.7-15.9). Wild-type BRAF patients showed a 13.0% response rate. No significant correlations between response and baseline biomarker expression were identified. Common grade 3-4 adverse events were diarrhoea and rash (18.0% each), hypomagnesaemia and asthenia (8.2% each). The addition of panitumumab to irinotecan as salvage therapy is feasible but has limited activity in irinotecan-refractory metastatic colorectal cancer. No biomarkers predictive of response were identified

Risk Factors for COVID-19 in Inflammatory Bowel Disease: A National, ENEIDA-Based Case–Control Study (COVID-19-EII)

(1) Scant information is available concerning the characteristics that may favour the acquisition of COVID-19 in patients with inflammatory bowel disease (IBD). Therefore, the aim of this study was to assess these differences between infected and noninfected patients with IBD. (2) This nationwide case-control study evaluated patients with inflammatory bowel disease with COVID-19 (cases) and without COVID-19 (controls) during the period March-July 2020 included in the ENEIDA of GETECCU. (3) A total of 496 cases and 964 controls from 73 Spanish centres were included. No differences were found in the basal characteristics between cases and controls. Cases had higher comorbidity Charlson scores (24% vs. 19%; p = 0.02) and occupational risk (28% vs. 10.5%; p < 0.0001) more frequently than did controls. Lockdown was the only protective measure against COVID-19 (50% vs. 70%; p < 0.0001). No differences were found in the use of systemic steroids, immunosuppressants or biologics between cases and controls. Cases were more often treated with 5-aminosalicylates (42% vs. 34%; p = 0.003). Having a moderate Charlson score (OR: 2.7; 95%CI: 1.3-5.9), occupational risk (OR: 2.9; 95%CI: 1.8-4.4) and the use of 5-aminosalicylates (OR: 1.7; 95%CI: 1.2-2.5) were factors for COVID-19. The strict lockdown was the only protective factor (OR: 0.1; 95%CI: 0.09-0.2). (4) Comorbidities and occupational exposure are the most relevant factors for COVID-19 in patients with IBD. The risk of COVID-19 seems not to be increased by immunosuppressants or biologics, with a potential effect of 5-aminosalicylates, which should be investigated further and interpreted with caution

Choice of the initial antiretroviral treatment for HIV-positive individuals in the era of integrase inhibitors

BACKGROUND: We aimed to describe the most frequently prescribed initial antiretroviral therapy (ART) regimens in recent years in HIV-positive persons in the Cohort of the Spanish HIV/AIDS Research Network (CoRIS) and to investigate factors associated with the choice of each regimen. METHODS: We analyzed initial ART regimens prescribed in adults participating in CoRIS from 2014 to 2017. Only regimens prescribed in >5% of patients were considered. We used multivariable multinomial regression to estimate Relative Risk Ratios (RRRs) for the association between sociodemographic and clinical characteristics and the choice of the initial regimen. RESULTS: Among 2874 participants, abacavir(ABC)/lamivudine(3TC)/dolutegavir(DTG) was the most frequently prescribed regimen (32.1%), followed by tenofovir disoproxil fumarate (TDF)/emtricitabine (FTC)/elvitegravir(EVG)/cobicistat(COBI) (14.9%), TDF/FTC/rilpivirine (RPV) (14.0%), tenofovir alafenamide (TAF)/FTC/EVG/COBI (13.7%), TDF/FTC+DTG (10.0%), TDF/FTC+darunavir/ritonavir or darunavir/cobicistat (bDRV) (9.8%) and TDF/FTC+raltegravir (RAL) (5.6%). Compared with ABC/3TC/DTG, starting TDF/FTC/RPV was less likely in patients with CD4100.000 copies/mL. TDF/FTC+DTG was more frequent in those with CD4100.000 copies/mL. TDF/FTC+RAL and TDF/FTC+bDRV were also more frequent among patients with CD4<200 cells//muL and with transmission categories other than men who have sex with men. Compared with ABC/3TC/DTG, the prescription of other initial ART regimens decreased from 2014-2015 to 2016-2017 with the exception of TDF/FTC+DTG. Differences in the choice of the initial ART regimen were observed by hospitals' location. CONCLUSIONS: The choice of initial ART regimens is consistent with Spanish guidelines' recommendations, but is also clearly influenced by physician's perception based on patient's clinical and sociodemographic variables and by the prescribing hospital location

The Changing Landscape for Stroke\ua0Prevention in AF: Findings From the GLORIA-AF Registry Phase 2

Background GLORIA-AF (Global Registry on Long-Term Oral Antithrombotic Treatment in Patients with Atrial Fibrillation) is a prospective, global registry program describing antithrombotic treatment patterns in patients with newly diagnosed nonvalvular atrial fibrillation at risk of stroke. Phase 2 began when dabigatran, the first non\u2013vitamin K antagonist oral anticoagulant (NOAC), became available. Objectives This study sought to describe phase 2 baseline data and compare these with the pre-NOAC era collected during phase&nbsp;1. Methods During phase 2, 15,641 consenting patients were enrolled (November 2011 to December 2014); 15,092 were eligible. This pre-specified cross-sectional analysis describes eligible patients\u2019 baseline characteristics. Atrial fibrillation&nbsp;disease characteristics, medical outcomes, and concomitant diseases and medications were collected. Data were analyzed using descriptive statistics. Results Of the total patients, 45.5% were female; median age was 71 (interquartile range: 64, 78) years. Patients were from Europe (47.1%), North America (22.5%), Asia (20.3%), Latin America (6.0%), and the Middle East/Africa (4.0%). Most had high stroke risk (CHA2DS2-VASc [Congestive heart failure, Hypertension, Age&nbsp; 6575 years, Diabetes mellitus, previous Stroke, Vascular disease, Age 65 to 74 years, Sex category] score&nbsp; 652; 86.1%); 13.9% had moderate risk (CHA2DS2-VASc&nbsp;= 1). Overall, 79.9% received oral anticoagulants, of whom 47.6% received NOAC and 32.3% vitamin K antagonists (VKA); 12.1% received antiplatelet agents; 7.8% received no antithrombotic treatment. For comparison, the proportion of phase 1 patients (of N&nbsp;= 1,063 all eligible) prescribed VKA was 32.8%, acetylsalicylic acid 41.7%, and no therapy 20.2%. In Europe in phase 2, treatment with NOAC was more common than VKA (52.3% and 37.8%, respectively); 6.0% of patients received antiplatelet treatment; and 3.8% received no antithrombotic treatment. In North America, 52.1%, 26.2%, and 14.0% of patients received NOAC, VKA, and antiplatelet drugs, respectively; 7.5% received no antithrombotic treatment. NOAC use was less common in Asia (27.7%), where 27.5% of patients received VKA, 25.0% antiplatelet drugs, and 19.8% no antithrombotic treatment. Conclusions The baseline data from GLORIA-AF phase 2 demonstrate that in newly diagnosed nonvalvular atrial fibrillation patients, NOAC have been highly adopted into practice, becoming more frequently prescribed than VKA in&nbsp;Europe and North America. Worldwide, however, a large proportion of patients remain undertreated, particularly in&nbsp;Asia&nbsp;and North America. (Global Registry on Long-Term Oral Antithrombotic Treatment in Patients With Atrial Fibrillation [GLORIA-AF]; NCT01468701

Impact of opioid-free analgesia on pain severity and patient satisfaction after discharge from surgery: multispecialty, prospective cohort study in 25 countries

Background: Balancing opioid stewardship and the need for adequate analgesia following discharge after surgery is challenging. This study aimed to compare the outcomes for patients discharged with opioid versus opioid-free analgesia after common surgical procedures.Methods: This international, multicentre, prospective cohort study collected data from patients undergoing common acute and elective general surgical, urological, gynaecological, and orthopaedic procedures. The primary outcomes were patient-reported time in severe pain measured on a numerical analogue scale from 0 to 100% and patient-reported satisfaction with pain relief during the first week following discharge. Data were collected by in-hospital chart review and patient telephone interview 1 week after discharge.Results: The study recruited 4273 patients from 144 centres in 25 countries; 1311 patients (30.7%) were prescribed opioid analgesia at discharge. Patients reported being in severe pain for 10 (i.q.r. 1-30)% of the first week after discharge and rated satisfaction with analgesia as 90 (i.q.r. 80-100) of 100. After adjustment for confounders, opioid analgesia on discharge was independently associated with increased pain severity (risk ratio 1.52, 95% c.i. 1.31 to 1.76; P &lt; 0.001) and re-presentation to healthcare providers owing to side-effects of medication (OR 2.38, 95% c.i. 1.36 to 4.17; P = 0.004), but not with satisfaction with analgesia (beta coefficient 0.92, 95% c.i. -1.52 to 3.36; P = 0.468) compared with opioid-free analgesia. Although opioid prescribing varied greatly between high-income and low- and middle-income countries, patient-reported outcomes did not.Conclusion: Opioid analgesia prescription on surgical discharge is associated with a higher risk of re-presentation owing to side-effects of medication and increased patient-reported pain, but not with changes in patient-reported satisfaction. Opioid-free discharge analgesia should be adopted routinely

Spatiotemporal Characteristics of the Largest HIV-1 CRF02_AG Outbreak in Spain: Evidence for Onward Transmissions

Background and Aim: The circulating recombinant form 02_AG (CRF02_AG) is the predominant clade among the human immunodeficiency virus type-1 (HIV-1) non-Bs with a prevalence of 5.97% (95% Confidence Interval-CI: 5.41–6.57%) across Spain. Our aim was to estimate the levels of regional clustering for CRF02_AG and the spatiotemporal characteristics of the largest CRF02_AG subepidemic in Spain.Methods: We studied 396 CRF02_AG sequences obtained from HIV-1 diagnosed patients during 2000–2014 from 10 autonomous communities of Spain. Phylogenetic analysis was performed on the 391 CRF02_AG sequences along with all globally sampled CRF02_AG sequences (N = 3,302) as references. Phylodynamic and phylogeographic analysis was performed to the largest CRF02_AG monophyletic cluster by a Bayesian method in BEAST v1.8.0 and by reconstructing ancestral states using the criterion of parsimony in Mesquite v3.4, respectively.Results: The HIV-1 CRF02_AG prevalence differed across Spanish autonomous communities we sampled from (p &lt; 0.001). Phylogenetic analysis revealed that 52.7% of the CRF02_AG sequences formed 56 monophyletic clusters, with a range of 2–79 sequences. The CRF02_AG regional dispersal differed across Spain (p = 0.003), as suggested by monophyletic clustering. For the largest monophyletic cluster (subepidemic) (N = 79), 49.4% of the clustered sequences originated from Madrid, while most sequences (51.9%) had been obtained from men having sex with men (MSM). Molecular clock analysis suggested that the origin (tMRCA) of the CRF02_AG subepidemic was in 2002 (median estimate; 95% Highest Posterior Density-HPD interval: 1999–2004). Additionally, we found significant clustering within the CRF02_AG subepidemic according to the ethnic origin.Conclusion: CRF02_AG has been introduced as a result of multiple introductions in Spain, following regional dispersal in several cases. We showed that CRF02_AG transmissions were mostly due to regional dispersal in Spain. The hot-spot for the largest CRF02_AG regional subepidemic in Spain was in Madrid associated with MSM transmission risk group. The existence of subepidemics suggest that several spillovers occurred from Madrid to other areas. CRF02_AG sequences from Hispanics were clustered in a separate subclade suggesting no linkage between the local and Hispanic subepidemics