El profesorado universitario desde una perspectiva de género

En este artículo presentamos un estudio de las instituciones universitarias de Castilla y León, y más concretamente de su personal docente, desde una perspectiva de género. Con la finalidad de que sirva como marco de referencia efectuamos, en primer lugar, algunas reflexiones sobre la relación entre el género, la formación y las posibilidades de acceso laboral; en segundo lugar recogemos y comentamos algunos datos en torno a la evolución experimentada por la Universidad Española, en relación con la participación de la mujer entre su profesorado. Este mismo aspecto es revisado también en un otro epígrafe del artículo, en el que nos centramos ya propiamente en las instituciones universitarias de Castilla y León. Por último, describimos la investigación que sobre género y función docente hemos desarrollado durante el curso académico 2001-2002 en la citada comunidad autónoma, presentando los principales resultados al respect

Da integração à escola inclusiva na espanha

This paper attempts to describe the process of in trod uction and development of the integration of the disable in Spanish regular schools. Starting from the new concept of special education, we continue throughout the aspects of the legal prescriptions that lead this process of educative innovations to nowadays. We also collect and analyze opinions about the pros and cons of the process of educative innovations.No presente trabalho tenta-se descrever o processo de implantação e evolução que seguiu na Espanha a integração do deficiente à escola comum. Assim, partindo do novo conceito da educação especial, realiza-se um percurso pelos aspectos das normas legais que regem este processo de inovação educativa até a atualidade, além de se refletir e oferecerem-se opiniões sobre suas vantagens e inconvenientes

Training of University Lecturers in Information and Communication Technology at the University of Salamanca

En el presente artículo analizamos y presentamos los principales resultados de una revisión realizada sobre tres temáticas relacionadas con la formación del profesorado en Tecnologías de la Información y Comunicación (TIC). La primera se centra en los planes de formación docente universitaria organizados por la Universidad de Salamanca (USAL), en torno a este tema. La segunda se orienta a conocer la importancia que se concede a las TIC en los Proyectos de Innovación diseñados y desarrollados por los profesores universitarios a lo largo de los últimos años en dicha universidad. Finalmente, presentamos los principales resultados extraídos de una investigación amplia, en la que se estudió, entre otras múltiples variables, la relacionada con la formación del profesorado universitario para la integración curricular de las tecnologías.This article shows the main results out of a documentary research study that analyzes three interrelated topics in the field of Teacher Education and ICT. The first analysis focuses on the University Teacher Training programs organized by the University of Salamanca (USAL). The second one examines the status and importance that is given to the use of ICT in Innovation Projects that have been designed and implemented by the university teaching staff during the last five years. Finally, and as part of a broader research project, the last study reports on University Lecturers’ training for ICT integration in the curriculum.peerReviewe

Aprendizaje basado en proyectos en el aula: un estudio de caso en Bachillerato

En este trabajo se presentan los resultados de un estudio de caso en el que se analiza el proyecto “Atocha Solidaria”, desarrollado en un centro educativo de Madrid, España, en el que han participado 114 estudiantes de primero de Bachillerato. El objetivo principal de este estudio es analizar la experiencia de los estudiantes que han participado en dicho proyecto, comprender cómo lo valoran y su satisfacción en el mismo. Para ello, se ha utilizado una metodología mixta, y se han empleado técnicas cuantitativas y cualitativas. Para recoger la información se ha utilizado un diferencial semántico y una entrevista semiestructurada, ambos instrumentos construidos y validados por los investigadores. Los resultados obtenidos muestran, en general, una valoración muy positiva por parte de los estudiantes, relacionada principalmente con el trabajo en equipo y el uso de herramientas digitales. Sin embargo, se encuentran algunas dificultades respecto al tiempo invertido y la orientación durante el trabajo. Los análisis inferenciales han puesto de manifiesto diferencias significativas entre los grupos de trabajo.2020-2

Therapeutic Alliance and Treatment Expectations: Predicting Outcomes in Exposure Treatments for Specific Phobia

Background Exposure-based treatments have demonstrated some of the largest effect sizes in the treatment of specific phobias (SP). There are different ways of delivering exposure such as Augmented Reality Exposure which has become an interesting alternative to In Vivo Exposure for treating SP. The present study aimed to investigate the therapeutic alliance and treatment expectations as possible predictors of treatment outcomes in these two exposure treatment conditions. Methods Participants were 63 adults who met diagnostic criteria for the diagnosis of a SP of cockroaches or spiders (animal subtype). Patients were randomized to receive a one-session treatment of either In Vivo Exposure (N = 31) or Augmented Reality Exposure (N = 32). The assessment protocol included diagnostic, as well as primary-, and secondary outcome measures. Materials included the Behavioral Avoidance Test for measuring symptoms and outcomes, the Expectations and Satisfaction Questionnaire, and the Working Alliance Inventory. We ran multilevel analyses for the study of predictors controlling for the treatment effect conditions. Results Results showed a significant effect of expectations on treatment outcomes (specifically avoidance and beliefs scores). The therapeutic alliance did not have a significant effect on treatment outcome. Patients reduced their symptoms of phobia. Conclusion These results empirically support treatment expectations as a relevant predictor of change in exposure treatments for SP

Design of the EBE-ST questionnaire among nursing students: mnulticenter study from eight universities in Spain

Background: Twenty years after the degree in nursing was introduced in Spain, the subject of evidence-based nursing is still unstructured and unestablished in most faculties. Moreover, there are hardly any rigorous studies at a national level that evaluate the current state of this competence in our faculties. Understanding the starting point is essential for the curricular design to ensure that evidence-based practice is implemented among future professionals. Aim: To design and validate an evidence-based nursing competency questionnaire for fourth-year nursing students. Methods: A specific questionnaire was developed and validated (EBE-ST). A cross-sectional survey design with psychometric validation of an instrument. Participants were 304 senior year nursing students from eight universities in Spain (2020). Results: The EBE-ST questionnaire is composed of 33 items that determine eight factors. It presents adequate reliability and validity (alpha = 0.882), measuring knowledge, attitudes and the practical application of evidence-based practice. Conclusions: We have created an instrument with good psychometric properties to measure evidence-based practice competence among senior nursing students. The heterogeneity of knowledge regarding evidence-based nursing in our country suggests that further reflection is warranted on the incorporation of this topic during undergraduate training. We have designed and validated an evidence-based nursing competency questionnaire specific to nursing student

Elaboración y validación de una rúbrica para la evaluación de los Trabajos de Fin de Máster (TFM) pertenecientes al Máster “Las TIC en educación. Análisis y diseño de procesos, recursos y prácticas formativas

Memoria ID-0113. Ayudas de la Universidad de Salamanca para la innovación docente, curso 2016-2017

Planificación y diseño de recursos para poner en marcha la versión on-line del Máster oficial las TIC en Educación

Memoria ID-0180. Ayudas de la Universidad de Salamanca para la innovación docente, curso 2014-2015

Análisis del prácticum y las sesiones de tutoría en las carreras de Odontología, Informática y Educación de la Universidad de Salamanca

Memoria ID-0158. Ayudas de la Universidad de Salamanca para la innovación docente, curso 2014-2015

Expression of HMGCS2 in intestinal epithelial cells is downregulated in inflammatory bowel disease associated with endoplasmic reticulum stress.

INTRODUCTION The Unfolded Protein Response, a mechanism triggered by the cell in response to Endoplasmic reticulum stress, is linked to inflammatory responses. Our aim was to identify novel Unfolded Protein Response-mechanisms that might be involved in triggering or perpetuating the inflammatory response carried out by the Intestinal Epithelial Cells in the context of Inflammatory Bowel Disease. METHODS We analyzed the transcriptional profile of human Intestinal Epithelial Cell lines treated with an Endoplasmic Reticulum stress inducer (thapsigargin) and/or proinflammatory stimuli. Several genes were further analyzed in colonic biopsies from Ulcerative Colitis patients and healthy controls. Lastly, we generated Caco-2 cells lacking HMGCS2 by CRISPR Cas-9 and analyzed the functional implications of its absence in Intestinal Epithelial Cells. RESULTS Exposure to a TLR ligand after thapsigargin treatment resulted in a powerful synergistic modulation of gene expression, which led us to identify new genes and pathways that could be involved in inflammatory responses linked to the Unfolded Protein Response. Key differentially expressed genes in the array also exhibited transcriptional alterations in colonic biopsies from active Ulcerative Colitis patients, including NKG2D ligands and the enzyme HMGCS2. Moreover, functional studies showed altered metabolic responses and epithelial barrier integrity in HMGCS2 deficient cell lines. CONCLUSION We have identified new genes and pathways that are regulated by the Unfolded Protein Response in the context of Inflammatory Bowel Disease including HMGCS2, a gene involved in the metabolism of Short Chain Fatty Acids that may have an important role in intestinal inflammation linked to Endoplasmic Reticulum stress and the resolution of the epithelial damage.This work was supported by grants from Ministerio de Ciencia e Innovación (MCIN) from Spain [SAF2016-78711R and PID202-11794 to EM-N and FJC]; Comunidad de Madrid [B2017/BMD-3727 to EMN and FJC]; Comunidad de Madrid (REACT-UE, ANTICIPA-CM Ref. PR38/21-24) to E.M-N and HORIZON-HLTH-2022-STAYHLTH-02 under agreement No 101095679 to FJC the European Union’s Horizon 2020 research and innovation program [ERC-2016- Consolidator Grant 725091 to DS]; MCIN/AEI/10.13039/ 501100011033 [PID2019-108157RB to DS]; la Caixa Foundation (ID 100010434) [LCF/BQ/PR20/11770008 to SW]; Instituto de Salud Carlos III (ISCIII) [PI18/00348 to VE]; ISCIII [PI21/01641 to RT-R]; Spanish National Research and Development Plan, ISCIII and FEDER [PI17/02303 and PI20/01837 to SR-P]; Proyecto Desarrollo Tecnológico [DTS19/00111 to SR-P], AEI/MICIU EXPLORA Project [BIO2017-91272-EXP to SR-P]; Programa Estratégico Instituto de Biologıa y Gene ́ ́ tica Molecular (IBGM), Junta de Castilla y León (CCVC8485) [PID2019-104218RB-I00 to DB]; NIH [DK088199 to RB] and Universidad Complutense de Madrid (UCM 920631) [CT42/ 18-CT43/18 and EB15/21 to BM-A].S