Medical students learning styles in Latin American and Spanish universities: relation with geographical and curricular contexts

Objetivo. Determinar si los estilos de aprendizaje (EA) de los estudiantes de medicina se correlacionan con el contexto geográfico, con el contexto curricular o con el nivel de la carrera. Sujetos y métodos. El estudio se realizó en 490 estudiantes de las Escuelas de Medicina de las Universidades de Chile (Santiago, Chile), Nacional de Cuyo (Mendoza, Argentina), San Francisco Xavier (Sucre, Bolivia), Zaragoza y País Vasco (España). Se aplicó el cuestionario Honey-Alonso, que valora la preferencia por cada uno de cuatro EA: activo, reflexivo, teórico y pragmático. También se evaluó el EA de acuerdo al modelo de Kolb. Resultados. Al relacionar el EA con el contexto geográfico se observó que mientras los estudiantes de universidades españolas muestran un estilo preferentemente asimilador, siguiendo la denominación de Kolb, para Chile fue el acomodador y para Bolivia los estudiantes se distribuyen entre los estilos asimilador y divergente. Al comparar la distribución de los EA durante el tercer curso de medicina en dos facultades que poseen diferente currículo, no se observaron diferencias significativas. Los EA en una Facultad de Medicina con un currículo basado en asignaturas (Chile) no mostraron diferencias en los tres cursos del estudio (1.o, 3.o y 5.o), siendo preferentes los estilos reflexivo y teórico. Conclusiones. El estudio permitió establecer diferencias significativas entre los estilos de aprendizaje de los estudiantes de Medicina en relación con el contexto geográfico, más que con los diferentes currículos, o a lo largo de los distintos cursos de la carrera.Aim. To establish a correlation between medical student learning styles (LS) and the geographical context, the curricular context and different academic levels. Subjects and methods. The study was performed in 490 undergraduate students from Medical Schools of the Universities of Chile (Santiago, Chile), Nacional de Cuyo (Mendoza, Argentina), San Francisco Xavier (Sucre, Bolivia), Zaragoza and País Vasco (Spain). The instrument used was the Honey-Alonso learning style questionnaire that assesses the student preference for one of four LS: active, reflexive, theoretic and pragmatic. In addition, LS according to the Kolb inventory were also assessed. Results. Using the Kolb inventory, significant differences were found when the LS were correlated with the geographical context. While Spanish students showed a high preference for the assimilator style of learning, Chilean students resulted to be mainly accommodators, and Bolivian students were both assimilators and divergent. Comparing the LS distribution during the third course in two universities with different curricula (problem and lecture based learning), there were no significant differences. LS of medical students from a Medical School with a lecture based curriculum (University of Chile) were not significantly different during the first, the third and the fifth level of their undergraduate students. They showed a significant preference for reflexive and theoretic styles of learning. Conclusions. The present study allowed demonstrating that significant differences among the styles of learning of medical students correlated with the geographical context more than with the different curricula, or along the different courses of the career.Fil: Diaz Veliz, G.. Universidad de Chile; ChileFil: Mora, S.. Universidad Nacional de Cuyo. Facultad de Ciencias Médicas; ArgentinaFil: Lafuente Sanchez, J. V.. Universidad del País Vasco; EspañaFil: Gargiulo, Pascual Angel. Universidad Nacional de Cuyo. Facultad de Ciencias Médicas; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza; ArgentinaFil: Bianchi, R.. Universidad Nacional de Cuyo. Facultad de Ciencias Médicas; ArgentinaFil: Teran, C.. Universidad Andina Simón Bolívar; BoliviaFil: Gorena, D.. Universidad Andina Simón Bolívar; BoliviaFil: Arce, J.. Universidad San Francisco Xavier; BoliviaFil: Escanero Marcen, J. F.. Universidad de Zaragoza; Españ

Wage inequality, segregation by skill and the price of capital in an assignment model

Some pieces of empirical evidence suggest that in the U.S., over the last few decades, (i) wage inequality between-plants has risen much more than wage inequality within-plants and (ii) there has been an increase in the segregation of workers by skill into separate plants. This paper presents a frictionless assignment model in which these two features can be explained simultaneously as the result of the decline in the relative price of capital. Additional implications of the model regarding the skill premium and the dispersion in labor productivity across plants are also consistent with the empirical evidence. [resumen de autor

E6-mediated activation of JNK drives EGFR signalling to promote proliferation and viral oncoprotein expression in cervical cancer

Human papillomaviruses (HPV) are a major cause of malignancy worldwide, contributing to ~5% of all human cancers including almost all cases of cervical cancer and a growing number of ano-genital and oral cancers. HPV-induced malignancy is primarily driven by the viral oncogenes, E6 and E7, which manipulate host cellular pathways to increase cell proliferation and enhance cell survival, ultimately predisposing infected cells to malignant transformation. Consequently, a more detailed understanding of viral-host interactions in HPV-associated disease offers the potential to identify novel therapeutic targets. Here, we identify that the c-Jun N-terminal kinase (JNK) signalling pathway is activated in cervical disease and in cervical cancer. The HPV E6 oncogene induces JNK1/2 phosphorylation in a manner that requires the E6 PDZ binding motif. We show that blockade of JNK1/2 signalling using small molecule inhibitors, or knockdown of the canonical JNK substrate c-Jun, reduces cell proliferation and induces apoptosis in cervical cancer cells. We further demonstrate that this phenotype is at least partially driven by JNK-dependent activation of EGFR signalling via increased expression of EGFR and the EGFR ligands EGF and HB-EGF. JNK/c-Jun signalling promoted the invasive potential of cervical cancer cells and was required for the expression of the epithelial to mesenchymal transition (EMT)-associated transcription factor Slug and the mesenchymal marker Vimentin. Furthermore, JNK/c-Jun signalling is required for the constitutive expression of HPV E6 and E7, which are essential for cervical cancer cell growth and survival. Together, these data demonstrate a positive feedback loop between the EGFR signalling pathway and HPV E6/E7 expression, identifying a regulatory mechanism in which HPV drives EGFR signalling to promote proliferation, survival and EMT. Thus, our study has identified a novel therapeutic target that may be beneficial for the treatment of cervical cancer

Search for dark matter produced in association with bottom or top quarks in √s = 13 TeV pp collisions with the ATLAS detector

A search for weakly interacting massive particle dark matter produced in association with bottom or top quarks is presented. Final states containing third-generation quarks and miss- ing transverse momentum are considered. The analysis uses 36.1 fb−1 of proton–proton collision data recorded by the ATLAS experiment at √s = 13 TeV in 2015 and 2016. No significant excess of events above the estimated backgrounds is observed. The results are in- terpreted in the framework of simplified models of spin-0 dark-matter mediators. For colour- neutral spin-0 mediators produced in association with top quarks and decaying into a pair of dark-matter particles, mediator masses below 50 GeV are excluded assuming a dark-matter candidate mass of 1 GeV and unitary couplings. For scalar and pseudoscalar mediators produced in association with bottom quarks, the search sets limits on the production cross- section of 300 times the predicted rate for mediators with masses between 10 and 50 GeV and assuming a dark-matter mass of 1 GeV and unitary coupling. Constraints on colour- charged scalar simplified models are also presented. Assuming a dark-matter particle mass of 35 GeV, mediator particles with mass below 1.1 TeV are excluded for couplings yielding a dark-matter relic density consistent with measurements

Discutindo a educação ambiental no cotidiano escolar: desenvolvimento de projetos na escola formação inicial e continuada de professores

A presente pesquisa buscou discutir como a Educação Ambiental (EA) vem sendo trabalhada, no Ensino Fundamental e como os docentes desta escola compreendem e vem inserindo a EA no cotidiano escolar., em uma escola estadual do município de Tangará da Serra/MT, Brasil. Para tanto, realizou-se entrevistas com os professores que fazem parte de um projeto interdisciplinar de EA na escola pesquisada. Verificou-se que o projeto da escola não vem conseguindo alcançar os objetivos propostos por: desconhecimento do mesmo, pelos professores; formação deficiente dos professores, não entendimento da EA como processo de ensino-aprendizagem, falta de recursos didáticos, planejamento inadequado das atividades. A partir dessa constatação, procurou-se debater a impossibilidade de tratar do tema fora do trabalho interdisciplinar, bem como, e principalmente, a importância de um estudo mais aprofundado de EA, vinculando teoria e prática, tanto na formação docente, como em projetos escolares, a fim de fugir do tradicional vínculo “EA e ecologia, lixo e horta”.Facultad de Humanidades y Ciencias de la Educació