Learning Cooperative Learning. An experience in a university classroom

El siguiente artículo presenta la experiencia llevada a cabo en una asignatura de la Mención en Necesidades Educativas Especiales de los Grados de Magisterio en Educación infantil y Educación Primaria del Centro Universitario Cardenal Cisneros. La asignatura “Intervención en Discapacidad Intelectual, Altas Capacidades y Trastornos Generalizados del Desarrollo” se desarrolló siguiendo estrategias de Aprendizaje Cooperativo (AC) que engloba una organización del espacio, distribución de roles entre los diferentes miembros del grupo, planificación de actividades que favorezcan una interacción positiva y dinámicas de evaluación grupales e individuales. El objetivo de implantar esta metodología es doble: por un lado, aprovechar los beneficios del AC en cualquier proceso de enseñanza y aprendizaje y por otro, proporcionar a los estudiantes una experiencia real y completa de AC (no basada en la teoría) que puedan trasladar fácilmente a su práctica profesional futura, fundamentalmente como herramienta de trabajo en la Atención a la Diversidad.The following article presents the experience carried out in a subject of the Mention in Special Educational Needs of the Teaching Degrees in Early Childhood Education and Elementary Education from Cardenal Cisneros University College. The subject “Intervention in Intellectual Disabilities, High Ability and Pervasive Developmental Disorders” was developed following the methodology of Cooperative Learning (CL) which includes an organization of space, distribution of roles between the different members of the group, planning activities that encourage positive interaction and dynamics of individual and group assessment. The objective of implementing this approach is twofold: first, the benefits of any CL in teaching and learning process and secondly, to provide students with a real and complete experience of CL (not based on theory) that can move easily to their future professional practice primarily as a tool in the Attention to Diversity

Optimismo y pesimismo. Variables asociadas en el contexto escolar

l optimismo ha cobrado importancia en los últimos años y contamos con investigación suficiente para poder definirlo, evaluarlo e intervenir sobre él. En este artículo se presentan las ideas principales acerca de los términos optimismo y pesimismo y los resultados más relevantes encontrados al respecto. El objetivo es acercar esos contenidos al profesorado, relacionándolos con algunos de los conceptos más importantes del ámbito educativo. El profesor puede reflexionar sobre ello con el fin de descubrir pautas para intervenir en el aula

Optimismo y pesimismo: variables asociadas en el contexto escolar

El optimismo ha cobrado importancia en los últimos años y contamos con investigación suficiente para poder definirlo, evaluarlo e intervenir sobre él. En este artículo se presentan las ideas principales acerca de los términos optimismo y pesimismo y los resultados más relevantes encontrados al respecto. El objetivo es acercar esos contenidos al profesorado, relacionándolos con algunos de los conceptos más importantes del ámbito educativo. El profesor puede reflexionar sobre ello con el fin de descubrir pautas para intervenir en el aula.Optimism has achieved greater importance in recent years and, nowadays, we possess enough pieces of research to be able to define it, evaluate it and work with it. This article deals with the main ideas regarding the terms ‘optimism’ and ‘pessimism’ as well as with the most relevant findings concerning to them. The aim of this article is to enable teachers to access these findings building a connection between optimism and some of the most important concepts in the educational system. The teacher, then, can reflect upon them with the aim of discovering strategies to use in the classroom

Revisiting the usefulness of the short acute octreotide test to predict treatment outcomes in acromegaly

Acromegaly; Acute octreotide test; PredictionAcromegalia; Test agudo de octreotida; PredicciónAcromegàlia; Test agut d'octreòtid; PrediccióIntroduction: We previously described that a short version of the acute octreotide test (sAOT) can predict the response to first-generation somatostatin receptor ligands (SRLs) in patients with acromegaly. We have prospectively reassessed the sAOT in patients from the ACROFAST study using current ultra-sensitive GH assays. We also studied the correlation of sAOT with tumor expression of E-cadherin and somatostatin receptor 2 (SSTR2) . Methods: A total of 47 patients treated with SRLs for 6 months were evaluated with the sAOT at diagnosis and correlated with SRLs’ response. Those patients whose IGF1 decreased to <3SDS from normal value were considered responders and those whose IGF1 was ≥3SDS, were considered non-responders. The 2 hours GH value (GH2h) after s.c. administration of 100 mcg of octreotide was used to define predictive cutoffs. E-cadherin and SSTR2 immunostaining in somatotropinoma tissue were investigated in 24/47 and 18/47 patients, respectively. Results: In all, 30 patients were responders and 17 were non-responders. GH2h was 0.68 (0.25-1.98) ng/mL in responders vs 2.35 (1.59-9.37) ng/mL in non-responders (p<0.001). GH2h = 1.4ng/mL showed the highest ability to identify responders (accuracy of 81%, sensitivity of 73.3%, and specificity of 94.1%). GH2h = 4.3ng/mL was the best cutoff for non-response prediction (accuracy of 74%, sensitivity of 35.3%, and specificity of 96.7%). Patients with E-cadherin-positive tumors showed a lower GH2h than those with E-cadherin-negative tumors [0.9 (0.3-2.1) vs 3.3 (1.5-12.1) ng/mL; p<0.01], and patients with positive E-cadherin presented a higher score of SSTR2 (7.5 ± 4.2 vs 3.3 ± 2.1; p=0.01). Conclusion: The sAOT is a good predictor tool for assessing response to SRLs and correlates with tumor E-cadherin and SSTR2 expression. Thus, it can be useful in clinical practice for therapeutic decision-making in patients with acromegaly.The author(s) declare financial support was received for the research, authorship, and/or publication of this article. This research was funded by the Instituto de Salud Carlos III (PMP15/00027, co-funded by the European Union-ERDF; and PMP22/00021, funded by the European Union -NextGenerationEU); and Novartis through the REMAH (Registro Español Molecular de Adenomas Hipofisarios) consortium of the SEEN (Sociedad Española de Endocrinología y Nutrición). Novartis was not involved in the study design, analysis, interpretation of data, the writing of this article, or the decision to submit it for publication

Does bullying exist at university? Approach to this reality with a sample of spanish undergraduate students

Este artículo analiza la incidencia y las características del bullying en una muestra de estudiantes universitarios en población española. La muestra es de 776 universitarios de cuatro titulaciones de grado relacionadas con educación y psicología (Educación Infantil, Educación Primaria, Educación Social y Psicología). Se utilizó el cuestionario EBIP-Q (Ortega-Ruiz, Del Rey y Casas, 2016) para evaluar la implicación del bullying, adaptándolo a un formato on line. También se evaluó la percepción del ambiente social del aula. Se utilizó una metodología cuantitativa. Se analizaron diferencias de porcentajes en la distribución de los roles de implicación en función del curso (χ2), diferencias de medias entre los roles en la percepción del ambiente social del aula (Anova) y los porcentajes de las formas de agresión y de victimización. Los resultados apuntan que existe el bullying en el contexto estudiado: el 12,4 % se considera víctima; el 5 %, agresores, y el 2,7 % agresor-victimizado, encontrando mayor porcentaje de bullying en los cursos superiores y más agresores entre los estudiantes de cuarto que de primero. Las formas más frecuentes de victimización son: ser insultado por otro indirectamente, ser excluido o ignorado, ser insultado directamente o ser el blanco de rumores. Las formas más frecuentes de agresión son: insultar a través de terceras personas o directamente, excluir o ignorar y difundir rumores. Las víctimas expresan menos bienestar en el aula que los agresores y los no implicados. Los resultados apuntan la necesidad de seguir avanzando para conocer las posibles dinámicas universitarias que pueden estar favoreciendo este tipo de relaciones.In this paper, we analyze the impact and characteristics of bullying of Spanish University students. We have a sample of 776 students, distributed in the four academic courses of the degree programs in Teaching Training, Social Education and Psychology. The EBIP-Q (Ortega-Ruiz, Del Rey and Casas, 2016) was used to evaluate the instances of bullying, in an on-line adapted format. The perception of the social environment of the classroom was also evaluated. A quantitative methodology was used. We analyzed percentage differences in the distribution of involvement roles according to the course (χ2), mean differences between the roles in the perception of the social environment of the classroom (Anova) and the percentages of the forms of aggression and victimization. The results indicate that there are examples of bullying in the University: 12.4 % consider themselves victims; 5 %, aggressors and 2.7 % aggressor-victimized, finding a higher percentage of bullying in the upper grades and more aggressors among the 4th grade students when compared with the 1st grade. We did not find differences according to gender in the different roles. The most frequent forms of victimization are: being insulted by another, being excluded or ignored, being insulted directly or being the target of rumors. The most frequent forms of aggression are: insulting through third parties or directly, excluding or ignoring and spreading rumors. Victims express less well-being in the classroom than aggressors and non-involved people. The results point to the need to continue researching in order to know the possible university dynamics that may be favoring this type of relationship.Educació

Cyberbulling en una muestra universitaria española

The study of cyberbullying has focused on the educational stages prior to university, especially in Compulsory Secondary Education. The aim of this work is to provide data on the prevalence and the most frequent forms of cyberbullying in the university context. The sample is made up of 776 students from 4 Bachelor's degrees (Early Childhood Education, Primary Education, Social Education, and Psychology), enrolled in grades 1 to 4 (131 men and 654 women). The ECIP-Q questionnaire by Del Rey et al. (2015) was administered, adapted to an online format, which identifies the roles of victim, aggressor/offender, victimized aggressor and not involved. A quantitative methodology was used. Results: 4% of the participants identify themselves as victims; 7.9% as aggressor and 1.4% as aggressor victimized. Roles are distributed in the four courses and the percentage of victims and offenders is significantly higher in the last year. The most frequent forms of victimization are being insulted through the mobile phone or the Internet and being excluded or ignored from a social network, followed by threats, spreading rumors, or posting personal information. To conclude, cyberbullying is present in university and it is necessary for university guidance services to implement intervention programs to prevent and reduce cyberbullying and promote good practices in social networks, since cyberbullying does not seem to remit with the greater maturity of young people.El estudio del cyberbulling se ha centrado en las etapas educativas previas a la universitaria, sobre todo en educación secundaria. El objetivo del trabajo es aportar datos sobre la prevalencia y las formas más frecuentes de cyberbulling en el contexto universitario. La muestra está formada por 776 estudiantes de 4 titulaciones de Grado (Magisterio en Educación Infantil, Magisterio en Educación Primaria, Educación Social y Psicología), matriculados de 1º a 4º curso (131 varones y 654 mujeres). Se utilizó el cuestionario ECIP-Q, de Del Rey et al. (2015), adaptado a un formato online, que identifica los roles de víctima, agresor, agresor victimizado y no implicado. Se utilizó una metodología cuantitativa. Los resultados muestran que el 4% de los participantes se identifica como víctima; el 7,9% como agresor y el 1,4% como agresor-victimizado. Los roles de implicación se encuentran en los cuatro cursos, siendo mayor el porcentaje de víctimas y de agresores en el último curso. Las formas más frecuentes de victimización son: ser insultado a través del móvil o internet y ser excluido o ignorado de una red social, seguidas, a cierta distancia de las amenazas, la difusión de rumores o colgar información personal. Se concluye que el cyberbulling está presente en la universidad con todos los roles y que es necesario que los servicios de orientación universitarios implementen programas de intervención para prevenir y reducir el cyberbulling y potenciar buenas prácticas en las redes sociales, ya que el ciberacoso no parece remitir con la mayor madurez de los jóvenes

The relationship between bullying and cyberbullying in the university context

Most research on the relationship between bullying and cyberbullying has focused on educational stages prior to university, especially on secondary education. This study aims to investigate the relationship between bullying and cyberbullying in university students analyzing the connection among roles in the involvement in both phenomena. The sample is made up of 776 university students who completed the Spanish version of European Bullying Intervention Project Questionnaire (EBIPQ) and European Cyberbullying Intervention Project Ques-tionnaire (ECIPQ) (Ortega-Ruiz et al., 2016), adapted to an online format, which identifies the roles of the victim, victimized aggressor and those non-involved. Quantitative methodology was used. Results indicate that those students who were classified as being a victim, or an aggressor of bullying, tend to be classified in the same way on the cyberbullying scale. It is concluded that there is a relationship between both being a victim of bullying and cyberbullying and also being an aggressor of bullying and cyberbullying. The impact of the results and how to use them to improve the university context is discussed.La mayoría de las investigaciones sobre la relación entre acoso y ciberacoso se han centrado en las etapas educativas previas a la universitaria, sobre todo en educación secundaria. Este artículo pretende estudiar la relación entre bullying y ciberbullying en estudiantes de universidad analizando las coincidencias en los roles de implicación en ambos fenómenos. La muestra la forman 776 estudiantes universitarios, los cuales respondieron a la validación española del European Bullying Intervention Project Questionnaire y del European Cyberbullying Intervention Project Questionnaire (Ortega-Ruiz et al., 2016), adaptados a un formato online, que identifican los roles de víctima, agresor, agresor victimizado y no implicado. Se utilizó una metodología cuantitativa. Los resultados muestran que los y las estudiantes clasificados como víctimas o como agresores de bullying tradicional tienden a aparecer clasificados del mismo modo en la escala de ciberbullying. Se concluye que existe relación entre ser víctima de bullying y ciberbullying, por un lado, y ser agresor en bullying y ciberbullying, por otro. Se discute la repercusión de los resultados y cómo utilizarlo para la mejora del contexto universitario

Reducing the duration of antibiotic therapy in surgical patients through a specific nationwide antimicrobial stewardship program. A prospective, interventional cohort study

Background: Guidelines recommend 5-7 days of antibiotic treatment in patients with surgical infection and adequate source control. This nationwide stewardship intervention aimed to reduce the duration of treatments in surgical patients to 7 days were evaluated using a linear regression model and Pearson's correlation coefficients. Results: A total of 32,499 patients were included. Of these, 13.7% had treatments ≥7 days. In all, 3,912 stewardship interventions were performed, primarily in general surgery (90.7%) and urology (8.1%). The main types of infection were intra-abdominal (73.4%), skin/soft tissues (9.8%) and urinary (9.2%). The septic focus was considered controlled in 59.9% of cases. Out of 5,458 antibiotic prescriptions, the most frequently analysed drugs were piperacillin/tazobactam (21.7%), metronidazole (11.2%), amoxicillin/clavulanate (10.3%), meropenem (10.7%), ceftriaxone (9.3%) and ciprofloxacin (6.7%). The main recommendations issued were: treatment discontinuation (35.0%), maintenance (40.0%) or de-escalation (15.5%), and the overall adherence rate was 91.5%. With adequate source control, the most frequent recommendation was to terminate treatment (51.2%). Throughout the study period, a significant decrease in the percentage of prolonged treatments was observed (Pc=-0.69;p<0.001). Conclusions: This stewardship programme reduced the duration of treatments in surgical departments. Preference was given to general surgery services, intra-abdominal infection, and beta-lactam antibiotics, including carbapenems. Adherence to the issued recommendations was high

Revisiting the usefulness of the short acute octreotide test to predict treatment outcomes in acromegaly

Introduction: We previously described that a short version of the acute octreotide test (sAOT) can predict the response to first-generation somatostatin receptor ligands (SRLs) in patients with acromegaly. We have prospectively reassessed the sAOT in patients from the ACROFAST study using current ultra-sensitive GH assays. We also studied the correlation of sAOT with tumor expression of E-cadherin and somatostatin receptor 2 (SSTR2) .Methods: A total of 47 patients treated with SRLs for 6 months were evaluated with the sAOT at diagnosis and correlated with SRLs' response. Those patients whose IGF1 decreased to = 3SDS, were considered non-responders. The 2 hours GH value (GH2h) after s.c. administration of 100 mcg of octreotide was used to define predictive cutoffs. E-cadherin and SSTR2 immunostaining in somatotropinoma tissue were investigated in 24/47 and 18/47 patients, respectively.Results: In all, 30 patients were responders and 17 were non-responders. GH(2h) was 0.68 (0.25-1.98) ng/mL in responders vs 2.35 (1.59-9.37) ng/mL in non-responders (p<0.001). GH(2h) = 1.4ng/mL showed the highest ability to identify responders (accuracy of 81%, sensitivity of 73.3%, and specificity of 94.1%). GH(2h) = 4.3ng/mL was the best cutoff for non-response prediction (accuracy of 74%, sensitivity of 35.3%, and specificity of 96.7%). Patients with E-cadherin-positive tumors showed a lower GH(2h) than those with E-cadherin-negative tumors [0.9 (0.3-2.1) vs 3.3 (1.5-12.1) ng/mL; p<0.01], and patients with positive E-cadherin presented a higher score of SSTR2 (7.5 +/- 4.2 vs 3.3 +/- 2.1; p=0.01).Conclusion: The sAOT is a good predictor tool for assessing response to SRLs and correlates with tumor E-cadherin and SSTR2 expression. Thus, it can be useful in clinical practice for therapeutic decision-making in patients with acromegaly

Exploring APOE genotype effects on Alzheimer's disease risk and amyloid β burden in individuals with subjective cognitive decline: The FundacioACE Healthy Brain Initiative (FACEHBI) study baseline results

Introduction: Subjective cognitive decline (SCD) has been proposed as a potential preclinical stage of Alzheimer's disease (AD). Nevertheless, the genetic and biomarker profiles of SCD individuals remain mostly unexplored. Methods: We evaluated apolipoprotein E (APOE) ε4's effect in the risk of presenting SCD, using the Fundacio ACE Healthy Brain Initiative (FACEHBI) SCD cohort and Spanish controls, and performed a meta-analysis addressing the same question. We assessed the relationship between APOE dosage and brain amyloid burden in the FACEHBI SCD and Alzheimer's Disease Neuroimaging Initiative cohorts. Results: Analysis of the FACEHBI cohort and the meta-analysis demonstrated SCD individuals presented higher allelic frequencies of APOE ε4 with respect to controls. APOE dosage explained 9% (FACEHBI cohort) and 11% (FACEHBI and Alzheimer's Disease Neuroimaging Initiative cohorts) of the variance of cerebral amyloid levels. Discussion: The FACEHBI sample presents APOE ε4 enrichment, suggesting that a pool of AD patients is nested in our sample. Cerebral amyloid levels are partially explained by the APOE allele dosage, suggesting that other genetic or epigenetic factors are involved in this AD endophenotype