Identificación de nuevas dianas de los represores JAZ y caracterización de su papel en la activación de respuestas a la fitohormona jasmonato en Arabidopsis thaliana

Tesis doctoral inédita. Universidad Autónoma de Madrid, Facultad de Ciencias, Departamento de Biología Molecular. Fecha de lectura: 11-11-201

Implant Stability of Biological Hydroxyapatites Used in Dentistry

The aim of the present study was to monitor implant stability after sinus floor elevation with two biomaterials during the first six months of healing by resonance frequency analysis (RFA), and how physico-chemical properties affect the implant stability quotient (ISQ) at the placement and healing sites. Bilateral maxillary sinus augmentation was performed in 10 patients in a split-mouth design using a bobine HA (BBM) as a control and porcine HA (PBM). Six months after sinus lifting, 60 implants were placed in the posterior maxilla. The ISQ was recorded on the day of surgery from RFA at T1 (baseline), T2 (three months), and T3 (six months). Statistically significant differences were found in the ISQ values during the evaluation period. The ISQ (baseline) was 63.8 ± 2.97 for BBM and 62.6 ± 2.11 for PBM. The ISQ (T2) was ~73.5 ± 4.21 and 67 ± 4.99, respectively. The ISQ (T3) was ~74.65 ± 2.93 and 72.9 ± 2.63, respectively. All of the used HAs provide osseointegration and statistical increases in the ISQ at baseline, T2 and T3 (follow-up), respectively. The BBM, sintered at high temperature with high crystallinity and low porosity, presented higher stability, which demonstrates that variations in the physico-chemical properties of a bone substitute material clearly influence implant stability.Odontologí

Comparison of Two Xenograft Materials Used in Sinus Lift Procedures: Material Characterization and In Vivo Behavior

This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).Abstract: Detailed information about graft material characteristic is crucial to evaluate their clinical outcomes. The present study evaluates the physico-chemical characteristics of two xenografts manufactured on an industrial scale deproteinized at different temperatures (non-sintered and sintered) in accordance with a protocol previously used in sinus lift procedures. It compares how the physico-chemical properties influence the material’s performance in vivo by a histomorphometric study in retrieved bone biopsies following maxillary sinus augmentation in 10 clinical cases. An X-ray diffraction analysis revealed the typical structure of hydroxyapatite (HA) for both materials. Both xenografts were porous and exhibited intraparticle pores. Strong differences were observed in terms of porosity, crystallinity, and calcium/phosphate. Histomorphometric measurements on the bone biopsies showed statistically significant differences. The physic-chemical assessment of both xenografts, made in accordance with the protocol developed on an industrial scale, confirmed that these products present excellent biocompatibilitity, with similar characteristics to natural bone. The sintered HA xenografts exhibited greater osteoconductivity, but were not completely resorbable (30.80 ± 0.88% residual material). The non-sintered HA xenografts induced about 25.92 ± 1.61% of new bone and a high level of degradation after six months of implantation. Differences in the physico-chemical characteristics found between the two HA xenografts determined a different behavior for this material.Odontologí

Sistema de b-learning en Farmacología (II): Valorando

El b-learning (formación combinada, del inglés blended learning) es un sistema pedagógico basado en actividades presenciales paralelas a la formación online. Este trabajo valora un sistema de b-learning, basado en el plan Keller, aplicado a la asignatura de “Farmacología, Farmacia y Terapéutica” de la Licenciatura en Veterinaria. Se evaluaron la herramienta y los resultados obtenidos de su utilización, por comparación del grupo b-learning (n=6) con el grupo presencial (n=174). La sincronización de la virtualización/presencialidad, la utilización de materiales y el trabajo de alumnos y profesores fueron valorados positivamente. El número de participantes y el breve recorrido de la experiencia limitan la interpretación de los resultados, si bien se apreció una tendencia de mejora en los resultados académicos del grupo b-learning (nota=5,59±0,35 y aprobados=83,3%) frente al grupo presencial (nota=4,79±0,08 y aprobados=52,3%). En conclusión, este sistema puede resultar útil en la transición hacia las estrategias docentes propuestas por el Espacio Europeo de Educación Superior.B-learning is a pedagogical system based on face-to-face activities, complemented with online training. This work assesses a b-learning system, based on the Keller plan, applied to the subject ‘Pharmacology, Pharmacy and Therapeutics’ included in the Veterinary Medicine degree. The elements of this tool were evaluated and so were the outcomes obtained from its use, by means of comparing a b-learning group (n=6) with a face-to-face group (n=174). The synchronization of virtualization/face-to-face instruction, the level of use of materials and the subjective students and teachers’ evaluations were positive. The number of participants and the short life of this experience limit the comparison of the results, although the academic outcomes tend to improve in the b-learning group (mark=5,59±0,35 and pass=83,3%) vs. face-to-face group (mark=4,79±0,08 and pass=52,3%). The outcomes suggest that a b- learning system could be useful in the transition to new teaching strategies suggested by the European Higher Education Area

Radon Mitigation Approach in a Laboratory Measurement Room

[Abstract] Radon gas is the second leading cause of lung cancer, causing thousands of deaths annually. It can be a problem for people or animals in houses, workplaces, schools or any building. Therefore, its mitigation has become essential to avoid health problems and to prevent radon from interfering in radioactive measurements. This study describes the implementation of radon mitigation systems at a radioactivity laboratory in order to reduce interferences in the different works carried out. A large set of radon concentration samples is obtained from measurements at the laboratory. While several mitigation methods were taken into account, the final applied solution is explained in detail, obtaining thus very good results by reducing the radon concentration by 76%.Ministerio de Economía y Competitividad; AYA2014-57648-PAsturias (Comunidad Autónoma). Consejería de Economía y Empleo; FC-15-GRUPIN14-01

Surgical treatment for recurrent cholangiocarcinoma: a single-center series

Purpose: The present study aims to assess the results obtained after surgical treatment of cholangiocarcinoma (CC) recurrences. Methods: We carried out a single-center retrospective study, including all patients with recurrence of CC. The primary outcome was patient survival after surgical treatment compared with chemotherapy or best supportive care. A multivariate analysis of variables affecting mortality after CC recurrence was performed. Results: Eighteen patients were indicated surgery to treat CC recurrence. Severe postoperative complication rate was 27.8% with a 30-day mortality rate of 16.7%. Median survival after surgery was 15 months (range 0-50) with 1- and 3-year patient survival rates of 55.6% and 16.6%, respectively. Patient survival after surgery or CHT alone, was significantly better than receiving supportive care (p< 0.001). We found no significant difference in survival when comparing CHT alone and surgical treatment (p=0.113). Time to recurrence of <1 year, adjuvant CHT after resection of the primary tumor and undergoing surgery or CHT alone versus best supportive care were independent factors affecting mortality after CC recurrence in the multivariate analysis. Conclusion: Surgery or CHT alone improved patient survival after CC recurrence compared to best supportive care. Surgical treatment did not improve patient survival compared to CHT alone

Transcultural Adaptation and Validation of the Spanish Bristol Foot Score (BFS-S)

[Abstract] The Bristol Foot Score is considered an instrument for measuring the impact of foot problems and pain. It was developed and validated in United Kingdom. Therefore, this aim was to perform the transcultural adaptation and validation of the Spanish version. The recommended forward/backward translation protocol was applied for the procedure of translation, transcultural adaptation and validation to Spain. Considering each domain and question, internal consistency and reliability were analyzed through the Crombach alpha (α) and intraclass correlation coefficient (ICC) with a 95% confidence interval (95% CI). A very good internal consistency was shown for the 3 domains: concern and pain showed a Cronbach of 0.896, footwear and general foot health of 0.790, mobility 0.887. Each question had a very good test-retest reliability, ranged from 0.721 to 0.963 with no systematic differences (P>0.05) in each question of the Spanish Bristol Foot Score (BFS-S) questionnaire. The test-retest reliability was excellent (ICC 95%): concern and foot pain 0.950 (0.913-0971); footwear and general foot health 0.914 (0.851-0.950), mobility 0.973 (0.953-0.984) and there were no sistematic differences in any domain (P > 0.05). The BFS-S was shown to be a valid and reliable tool with an acceptable use in the Spanish population

The regulation of inclusive education of students with intellectual disability: a pending reform

Background: Students with intellectual disability need good practices under holistic approaches regarding assessment and intervention for guaranteeing their right for inclusive education. These practices are settled in Spain by the state-level educational policies which are specified via the regulations developed by each autonomous community. The variety of regulations existing, demands its individualized and critic review with the aim of knowing if regulations offer scientifically-updated frameworks that support the decision making-process. Method: state-level educational policies and their developments in the regulations-in-force in each autonomous community that regulate attention to diversity have been analyzed using a checklist that includes the variables that define each stage of attention to diversity process and also the research-based models for assessment and intervention within the field of intellectual disability. Results: the attention to diversity aims assessment and intervention at organizational and curricular aspects and there is a lack of strategies regarding assessment and intervention in self-determination and quality of life, which are transcendental in the inclusion of students with intellectual disability. Conclusions: understanding of special educational needs in the regulations and the lack of developments related to the UN Convention on the Rights of Persons with Disabilities are barriers for inclusive practices regarding students with intellectual disability, being necessary adopting scientifically-based models of assessment and intervention in the development of legal frameworks that guarantee the inclusion and are aimed at the full development and improvement of quality of life of students with intellectual disability.Antecedentes: los alumnos con discapacidad intelectual precisan de buenas prácticas de evaluación e intervención desde enfoques holísticos para garantizar su derecho a la educación inclusiva. Estas prácticas se ordenan por la legislación educativa estatal que se concreta en la normativa de cada comunidad autónoma. La variedad de regulaciones existentes demanda su revisión crítica individualizada para valorar si ofrecen marcos científicamente avalados que respalden las decisiones que se toman. Método: se ha analizado la legislación educativa estatal y las concreciones normativas vigentes que regulan la atención a la diversidad en cada comunidad empleando una lista de comprobación que recoge las variables que definen cada fase de atención a la diversidad y los procedimientos de evaluación e intervención en discapacidad intelectual. Resultados: la atención a la diversidad pone el foco de evaluación e intervención en aspectos organizativos-curriculares descuidándose la evaluación e intervención en autodeterminación y calidad de vida, esenciales en el desarrollo e inclusión de los alumnos con discapacidad intelectual. Conclusiones: las necesidades educativas especiales como las entiende la normativa vigente y la falta de desarrollos vinculados a la Convención de la ONU sobre los Derechos de las Personas con Discapacidad son barreras a las prácticas inclusivas de los alumnos con discapacidad intelectual, siendo necesario adoptar modelos científicos de evaluación-intervención en los que se apoye el desarrollo de marcos legales que garanticen la inclusión y se orienten al máximo desarrollo posible y mejora de la calidad de vida de este alumnado

La regulación de la inclusión educativa del alumnado con discapacidad intelectual: una reforma pendiente

Antecedentes: los alumnos con discapacidad intelectual precisan de buenas prácticas de evaluación e intervención desde enfoques holísticos para garantizar su derecho a la educación inclusiva. Estas prácticas se ordenan por la legislación educativa estatal que se concreta en la normativa de cada comunidad autónoma. La variedad de regulaciones existentes demanda su revisión crítica individualizada para valorar si ofrecen marcos científicamente avalados que respalden las decisiones que se toman. Método: se ha analizado la legislación educativa estatal y las concreciones normativas vigentes que regulan la atención a la diversidad en cada comunidad empleando una lista de comprobación que recoge las variables que definen cada fase de atención a la diversidad y los procedimientos de evaluación e intervención en discapacidad intelectual. Resultados: la atención a la diversidad pone el foco de evaluación e intervención en aspectos organizativos-curriculares descuidándose la evaluación e intervención en autodeterminación y calidad de vida, esenciales en el desarrollo e inclusión de los alumnos con discapacidad intelectual. Conclusiones: las necesidades educativas especiales como las entiende la normativa vigente y la falta de desarrollos vinculados a la Convención de la ONU sobre los Derechos de las Personas con Discapacidad son barreras a las prácticas inclusivas de los alumnos con discapacidad intelectual, siendo necesario adoptar modelos científicos de evaluación-intervención en los que se apoye el desarrollo de marcos legales que garanticen la inclusión y se orienten al máximo desarrollo posible y mejora de la calidad de vida de este alumnado

Magnetic resonance imaging reference values for cardiac morphology, function and tissue composition in adolescents.

BACKGROUND Cardiovascular magnetic resonance (CMR) is a precise tool for the assessment of cardiac anatomy, function, and tissue composition. However, studies providing CMR reference values in adolescence are scarce. We aim to provide sex-specific CMR reference values for biventricular and atrial dimensions and function and myocardial relaxation times in this population. METHODS Adolescents aged 15-18 years with no known cardiovascular disease underwent a non-contrast 3-T CMR scan between March 2021 and October 2021. The imaging protocol included a cine steady-state free-precession sequence for the analysis of chamber size and function, as well as T2-GraSE and native MOLLI T1-mapping for the characterization of myocardial tissue. FINDINGS CMR scans were performed in 123 adolescents (mean age 16 ± 0.5 years, 52% girls). Mean left and right ventricular end-diastolic indexed volumes were higher in boys than in girls (91.7 ± 11.6 vs 78.1 ± 8.3 ml/m2, p < 0.001; and 101.3 ± 14.1 vs 84.1 ± 10.5 ml/m2, p < 0.001), as was the indexed left ventricular mass (48.5 ± 9.6 vs 36.6 ± 6.0 g/m2, p < 0.001). Left ventricular ejection fraction showed no significant difference by sex (62.2 ± 4.1 vs 62.8 ± 4.2%, p = 0.412), whereas right ventricular ejection fraction trended slightly lower in boys (55.4 ± 4.7 vs. 56.8 ± 4.4%, p = 0.085). Indexed atrial size and function parameters did not differ significantly between sexes. Global myocardial native T1 relaxation time was lower in boys than in girls (1215 ± 23 vs 1252 ± 28 ms, p < 0.001), whereas global myocardial T2 relaxation time did not differ by sex (44.4 ± 2.0 vs 44.1 ± 2.4 ms, p = 0.384). Sex-stratified comprehensive percentile tables are provided for most relevant cardiac parameters. INTERPRETATION This cross-sectional study provides overall and sex-stratified CMR reference values for cardiac dimensions and function, and myocardial tissue properties, in adolescents. This information is useful for clinical practice and may help in the differential diagnosis of cardiac diseases, such as cardiomyopathies and myocarditis, in this population. FUNDING Instituto de Salud Carlos III (PI19/01704).Instituto de Salud Carlos III (PI19/01704). The authors are indebted to the adolescents who participated in this study. Rodrigo Fernández-Jiménez is recipient of grant PI19/01704 by the Instituto de Salud Carlos III (ISCIII) - Fondo de Investigación Sanitaria and the European Regional Development Fund/European Social Fund (A way to make Europe/Investing in your future), which funded the EnIGMA (Early ImaGing Markers of unhealthy lifestyles in Adolescents) study. Jesús Martínez-Gómez was a postgraduate fellow of the Ministerio de Ciencia e Innovación at the Residencia de Estudiantes (2020–2022) and is a recipient of grant FPU21/04891 (Ayudas para la formación de profesorado universitario, FPU-2021) from the Ministerio de Educación, Cultura y Deporte Gloria Santos-Beneit is recipient of grant LCF/PR/MS19/12220001 funded by ““la Caixa” Foundation (ID 100010434). The SHE Foundation is supported by “la Caixa” Foundation (LCF/PR/CE16/10700001). The CNIC is supported by the ISCIII, the Ministerio de Ciencia e Innovación (MCIN) and the Pro CNIC Foundation and is a Severo Ochoa Center of Excellence (grant CEX2020-001041-S funded by MICIN/AEI/10.13039/501100011033). Simon Bartlett (CNIC) provided English editing.S