TRANSALUD: A qualitative study of the healthcare experiences of transgender people in Barcelona (Spain)

Transgender people; Social discrimination; Psychological attitudesPersonas transgénero; Discriminación social; Actitudes psicológicasPersones transgènere; Discriminació social; Actituds psicològiquesTransgender identities are still considered a psychiatric pathology in many countries according to the prevailing biomedical model. However, in recent years, this pathologizing vision has begun to shift towards a perspective that focuses on the diversity of transgender peoples’ experiences. However, some transgender people still face denial of services, discrimination, harassment, and even violence by healthcare professionals, causing them to avoid seeking ongoing or preventive healthcare. This article describes the health experiences of transgender people in Barcelona regarding their access and use of non-specialized health services. Semi-structured interviews were conducted using a descriptive phenomenological approach with sixteen transgender people between December 2018 and July 2019. The data were analyzed descriptively and thematically following the method proposed by Colaizzi with the help of the Atlas.ti8 software. Transgender people care experiences were divided into three categories: overcoming obstacles, training queries, and coping strategies. Participants identified negative experiences and difficulties with the health system due to healthcare providers’ lack of competence. Discriminatory, authoritarian, and paternalist behaviors are still present and hinder the therapeutic relationship, care, and access to healthcare services. There is a fundamental need for the depathologization of transgender reality and training for healthcare professionals in the field of sexual diversity. Training in sexual and gender diversity must be included in the curricula of university courses in the health sciences

Guided weekly reflection papers: a strategy for Achieving academic goals

Rapid changes in innovative teaching need multidisciplinary efforts to accomplish a variety of goals through a collaborative tool which inspires and stimulates the students to learn and use the knowledge in a more a critical way. In this context, our team of lecturers concerned by educational innovation had carried out during three academic years a learning tool based on “Weekly Reflection Papers” (WRP). With the experience gained in this process we have implemented an essential modification in the procedure in order to improve the teaching-learning process. The goal of this communication is to show the development of the initial tool and how it has been changed until the actual proposal called Guided Weekly Reflection Papers” (GWRP)

Improving learning environment at different academic Levels throughout guided weekly reflection papers

A group of lecturers from different teaching areas at Alcalá University concern by Innovative Education had implemented during four academic years a learning tool based on “reflective weekly papers”. With the experience gained in this process we have carried out an essential modification in the procedure which provides the students the possibility of a more active and participative learning called Guided Weekly Reflective Papers. In this communication we present the adaptation of this educational method for the first time as a valuable strategy for improving the learning environment in secondary schools, as an extension of its implementation at the University level and as a contribution to the integral formation and meaningful learning of the secondary level students

Bisphenol-A Induces Podocytopathy With Proteinuria in Mice

Bisphenol-A, a chemical used in the production of the plastic lining of food and beverage containers, can be found in significant levels in human fluids. Recently, bisphenol-A has been associated with low-grade albuminuria in adults as well as in children. Since glomerular epithelial cells (podocytes) are commonly affected in proteinuric conditions, herein we explored the effects of bisphenol-A on podocytes in vitro and in vivo. On cultured podocytes we first observed that bisphenol-A?at low or high concentrations?(10?nM and 100?nM, respectively) was able to induce hypertrophy, diminish viability, and promote apoptosis. We also found an increase in the protein expression of TGF-?1 and its receptor, the cyclin-dependent kinase inhibitor p27Kip1, as well as collagen-IV, while observing a diminished expression of the slit diaphragm proteins nephrin and podocin. Furthermore, mice intraperitoneally injected with bisphenol-A (50?mg/Kg for 5 weeks) displayed an increase in urinary albumin excretion and endogenous creatinine clearance. Renal histology showed mesangial expansion. At ultrastructural level, podocytes displayed an enlargement of both cytoplasm and foot processes as well as the presence of condensed chromatin, suggesting apoptosis. Furthermore, immunohistochemistry for WT-1 (specific podocyte marker) and the TUNEL technique showed podocytopenia as well as the presence of apoptosis, respectively. In conclusion, our data demonstrate that Bisphenol-A exposure promotes a podocytopathy with proteinuria, glomerular hyperfiltration and podocytopenia. Further studies are needed to clarify the potential role of bisphenol-A in the pathogenesis as well as in the progression of renal diseases.Ministerio de Ciencia e InnovaciónInstituto de Salud Carlos IIIThe Eugenio Rodríguez Pascual Foundatio

Guided Weekly Reflection Papers

The experience gained by our team of educational innovation with the implementation of the “Weekly Reflection Papers” has led us to diversify and make more flexible the employed methodology. The modified tool, applied during the academic year 2010-2011, was called “Guided Weekly Reflection Papers”. The aim of this modification has been the development of certain abilities and skills of the students, with particular emphasis on their ability to integrate, review and apply knowledge in a critical and reflective way. The professors guide the student´s work through a series of questions on which the students must apply the most significant concepts studied each week, to prove the acquisition of such aptitudes and skills

Guided Weekly Reflection Papers

The experience gained by our team of educational innovation with the implementation of the “Weekly Reflection Papers” has led us to diversify and make more flexible the employed methodology. The modified tool, applied during the academic year 2010-2011, was called “Guided Weekly Reflection Papers”. The aim of this modification has been the development of certain abilities and skills of the students, with particular emphasis on their ability to integrate, review and apply knowledge in a critical and reflective way. The professors guide the student´s work through a series of questions on which the students must apply the most significant concepts studied each week, to prove the acquisition of such aptitudes and skills

An information literacy approach within the "Guided weekly reflection papers"

INTED 2015, 9 th International Technology, Education and Development Conference, March 2 nd-4 th, 2015-Madrid, SpainA group of lecturers from diverse areas of knowledge of the University of Alcalá have implemented an experience of teaching innovation based on “reflective diaries”. The students hand in to the lecturer every week their “Weekly Reflection Papers” (WRP), in which they schematically express the most important ideas related with the topic presented during the classes of the previous week. They must include their reflections about the aspects they found especially interesting. After having applied this tool for some academic years we introduced a modification called “Guided Weekly Reflection Papers” (GWRP), where the professors suggest a series of questions on which the students must apply the most significant concepts studied each week. This modification enhances student’s motivation, encourages them to achieve more significant and reflective knowledge and generates interest in emergent topics. However, we often detect that the information management needed to solve the proposed questions in the GWRP is not the most suitable one. Therefore our present work is aimed at helping students develop the necessary skills and acquire a searching criterion in the framework of the information literacy. The strategy was focussed on some important items for the acquisition of information competencies. In this communication we analyze the progress of the GWRP tool and we explore the response of students to the information literacy approach

Comparison of the renal effects of bisphenol A in mice with and without experimental diabetes. Role of sexual dimorphism.

Bisphenol-A (BPA), a chemical -xenoestrogen- used in the production of the plastic lining of food and beverage containers, is present in the urine of almost the entire population. Recent studies have shown that BPA exposure is associated with podocytopathy, increased urinary albumin excretion (UAE), and hypertension. Since these changes are characteristic of early diabetic nephropathy (DN), we explored the renal effects of BPA and diabetes including the potential role of sexual dimorphism. Male and female mice were included in the following animals' groups: control mice (C), mice treated with 21.2 mg/kg of BPA in the drinking water (BPA), diabetic mice induced by streptozotocin (D), and D mice treated with BPA (D + BPA). Male mice form the D + BPA group died by the tenth week of the study due probably to hydro-electrolytic disturbances. Although BPA treated mice did not show an increase in serum creatinine, as observed in D and D + BPA groups, they displayed similar alteration to those of the D group, including increased in kidney damage biomarkers NGAL and KIM-1, UAE, hypertension, podocytopenia, apoptosis, collapsed glomeruli, as well as TGF-β, CHOP and PCNA upregulation. UAE, collapsed glomeruli, PCNA staining, TGF-β, NGAL and animal survival, significantly impaired in D + BPA animals. Moreover, UAE, collapsed glomeruli and animal survival also displayed a sexual dimorphism pattern. In conclusion, oral administration of BPA is capable of promoting in the kidney alterations that resemble early DN. Further translational studies are needed to clarify the potential role of BPA in renal diseases, particularly in diabetic patients.pre-print3531 K

Inhibitory Effects of Antagonists of Growth Hormone-Releasing Hormone (GHRH) on Growth and Invasiveness of PC3 Human Prostate Cancer

New approaches are needed to the therapy of advanced prostate cancer. This study determined the effect of growth hormone- releasing hormone (GHRH) antagonists, JMR-132 and JV-1-38 on growth of PC3 tumors as well as on angiogenesis and metastasis through the evaluation of various factors that contribute largely to the progression of prostate cancer. Human PC3 androgen-independent prostate cancer cells were injected subcutaneously into nude mice. The treatment with JMR-132 (10 ug/day) or JV-1-38 (20 ug/day) lasted 41 days. We also evaluated the effects of JMR-132 and JV-1-38 on proliferation, cell adhesion and migration in PC-3 cells in vitro. Several techniques (Western blot, reverse transcription polymerase chain reaction, immunohistochemistry, ELISA and zymography) were used to evaluate the expression levels of GHRH receptors and its splice variants, GHRH, vascular endothelial growth factor (VEGF), hypoxia inducible factor (HIF)-1alpha, metalloproteinases (MMPs)-2 and -9, beta-catenin and E-cadherin. GHRH antagonists suppressed the proliferation of PC-3 cells in vitro and significantly inhibited growth of PC3 tumors. After treatment with these analogues, we found an increase in expression of GHRH receptor accompanied by a decrease of GHRH levels, a reduction in both VEGF and HIF-1alpha expression and in active forms of MMP-2 and MMP-9, a significant increase in levels of membrane-associated ?-catenin and a significant decline in E-cadherin. These results support that the blockade of GHRH receptors can modulate elements involved in angiogenesis and metastasis. Consequently, GHRH antagonists could be considered as suitable candidates for therapeutic trials in the management of androgen-independent prostate cancer.Junta de Comunidades de Castilla-La ManchaComunidad de MadridUniversidad de AlcaláMinisterio de Ciencia e Innovacio

Reflective practice applications: "Guided weekly refection papers" excented from Alcalá University (Spain) to the Montfort University (UK)

Edulearn16: 8th International Conference on Education and New Learning Technologies. Barcelona, 4th-6th of july, 2016-Barcelona, SpainKnowledge has to be developed firmly based on reflections and thoughts as much as evidence. Being conscious of this principle, our innovation teaching group from the University of Alcalá has developed a reflective pedagogical approach called Guided Weekly Reflection Papers (GWRP) and implemented it since 2007. In this approach students hand in to the lecturer their “weekly work”, in which they schematically express the most important ideas related with the topic presented during the classes, and their reflections and comments on those aspects which they found especially difficult or interesting. Moreover students have to apply the concepts developed during the week to solve some questions or problems proposed by the lecturers to find solutions to real life situations and to explore beyond the walls of the classroom to discover where in the world around them they can find application of the material presented by the lectures.This innovative pedagogical approach has deeply contributed to the development of the student learning process and consequently been reflected in our teaching practice. The outcomes of the GWRP activity do not depend upon how much students have been studying but upon the level of comprehension of the knowledge we have shared with them. Therefore this strategy is very useful to prove the efficiency and quality of our teaching practice which leads us to continuously improve our way of teaching. Over several years, we have shown our results both in internal meetings in our University and in International Conferences, our colleagues have been caught up by our enthusiasm, which promotes their involvement in our model. Thus, different academics and organizations have adopted our reflective pedagogic strategy. The most recent incorporation of this approach has been implemented by selected academic staff at De Montfort University (DMU), Leicester (United Kingdom). This versatile methodology is being tested in a new university educational environment using a student cohort with a different set of characteristics and academic context compared to previous cohorts. This communication will describe the adaptation of the GWRP to teaching in the Clinical Biochemistry module delivered as part of two different Bachelor degrees taught at DMU: Biomedical Science and Medical Science and the response of students enrolled in this programmes at DMU. The results of the GWRP implemented in new subjects by the teachers of the innovation group at the University of Alcalá (UAH) will be also analysed