Microbes, good or bad? : “Microorganisms in our lifes” board game

[ES] El eje central de la propuesta didáctica descrita en esta contribución es el abordaje educativo de la pregunta: ¿los microbios son buenos o malos? Los escolares de todos los niveles sufren un bombardeo constante familiar, social y, especialmente, mediático sobre los peligros de los microbios y la necesidad de eliminarlos. Esto genera una biofobia hacia los microbios sobredimensionada, que no se contrarresta con los exiguos contenidos de microbiología de los currículos educativos. Dada esta situación, es necesario desarrollar nuevos materiales educativos innovadores para la enseñanza de los microorganismos y su relación (tanto positiva como negativa) con los seres humanos. En esta contribución se describe un juego de mesa didáctico sobre microbiología, que aborda, además de los virus, diferentes tipos de microorganismos, tanto beneficiosos como perjudiciales y oportunistas, así como sus características y su relación con el ser humano. Esta relación se aborda a través de una serie de eventos que comprenden vacunas, antibióticos, sexo, higiene, alimentación, medio ambiente, biotecnología, etc. Se trata de un recurso educativo versátil, fácilmente adaptable a distintos niveles de enseñanza, con el que es posible abordar los microorganismos desde la Educación Primaria hasta la Educación Superior, incluyendo dentro de esta la formación inicial del profesorado.[EN] The central axis of the didactic proposal described in this contribution is the educational approach to the question: are microbes good or bad? Schoolchildren of all levels suffer a constant family, social and, especially media, bombardment about the dangers of microbes and the need to eliminate them. This generates an oversized biophobia towards microbes, which is not counteracted by the meager content of microbiology in educational curricula. Given this situation, it is necessary to develop new innovative educational materials for the teaching of microorganisms and their relationship (both positive and negative) with human beings. This contribution describes a didactic board game on microbiology, which addresses, in addition to viruses, different types of microorganisms, both beneficial and harmful, and opportunistic, as well as their characteristics and their relationship with humans. This relationship is addressed through a series of events that include vaccines, antibiotics, sex, hygiene, food, environment, biotechnology, etc. It is a versatile educational resource, easily adaptable to different levels of education, with which it is possible to approach microorganisms from Primary Education to Higher Education, including initial teacher training

Microbes, good or bad?: “Microorganisms in our lifes” board game

El eje central de la propuesta didáctica descrita en esta contribución es el abordaje educativo de la pregunta: ¿los microbios son buenos o malos? Los escolares de todos los niveles sufren un bombardeo constante familiar, social y, especialmente, mediático sobre los peligros de los microbios y la necesidad de eliminarlos. Esto genera una biofobia hacia los microbios sobredimensionada, que no se contrarresta con los exiguos contenidos de microbiología de los currículos educativos. Dada esta situación, es necesario desarrollar nuevos materiales educativos innovadores para la enseñanza de los microorganismos y su relación (tanto positiva como negativa) con los seres humanos. En esta contribución se describe un juego de mesa didáctico sobre microbiología, que aborda, además de los virus, diferentes tipos de microorganismos, tanto beneficiosos como perjudiciales y oportunistas, así como sus características y su relación con el ser humano. Esta relación se aborda a través de una serie de eventos que comprenden vacunas, antibióticos, sexo, higiene, alimentación, medio ambiente, biotecnología, etc. Se trata de un recurso educativo versátil, fácilmente adaptable a distintos niveles de enseñanza, con el que es posible abordar los microorganismos desde la Educación Primaria hasta la Educación Superior, incluyendo dentro de esta la formación inicial del profesorado.The central axis of the didactic proposal described in this contribution is the educational approach to the question: are microbes good or bad? Schoolchildren of all levels suffer a constant family, social and, especially media, bombardment about the dangers of microbes and the need to eliminate them. This generates an oversized biophobia towards microbes, which is not counteracted by the meager content of microbiology in educational curricula. Given this situation, it is necessary to develop new innovative educational materials for the teaching of microorganisms and their relationship (both positive and negative) with human beings. This contribution describes a didactic board game on microbiology, which addresses, in addition to viruses, different types of microorganisms, both beneficial and harmful, and opportunistic, as well as their characteristics and their relationship with humans. This relationship is addressed through a series of events that include vaccines, antibiotics, sex, hygiene, food, environment, biotechnology, etc. It is a versatile educational resource, easily adaptable to different levels of education, with which it is possible to approach microorganisms from Primary Education to Higher Education, including initial teacher training

Accumulation of Long-Chain Glycosphingolipids during Aging Is Prevented by Caloric Restriction

Chronic kidney disease and end-stage renal disease are major causes of morbidity and mortality that are seen far more commonly in the aged population. Interestingly, kidney function declines during aging even in the absence of underlying renal disease. Declining renal function has been associated with age-related cellular damage and dysfunction with reports of increased levels of apoptosis, necrosis, and inflammation in the aged kidney. Bioactive sphingolipids have been shown to regulate these same cellular processes, and have also been suggested to play a role in aging and cellular senescence.We hypothesized that alterations in kidney sphingolipids play a role in the declining kidney function that occurs during aging. To begin to address this, the sphingolipid profile was measured in young (3 mo), middle aged (9 mo) and old (17 mo) C57BL/6 male mice. Interestingly, while modest changes in ceramides and sphingoid bases were evident in kidneys from older mice, the most dramatic elevations were seen in long-chain hexosylceramides (HexCer) and lactosylceramides (LacCer), with C14- and C16-lactosylceramides elevated as much as 8 and 12-fold, respectively. Increases in long-chain LacCers during aging are not exclusive to the kidney, as they also occur in the liver and brain. Importantly, caloric restriction, previously shown to prevent the declining kidney function seen in aging, inhibits accumulation of long-chain HexCer/LacCers and prevents the age-associated elevation of enzymes involved in their synthesis. Additionally, long-chain LacCers are also significantly elevated in human fibroblasts isolated from elderly individuals.This study demonstrates accumulation of the glycosphingolipids HexCer and LacCer in several different organs in rodents and humans during aging. In addition, data demonstrate that HexCer and LacCer metabolism is regulated by caloric restriction. Taken together, data suggest that HexCer/LacCers are important mediators of cellular processes fundamental to mammalian aging

Involvement of stanniocalcins in the deregulation of glycaemia in obese mice and type 2 diabetic patients

Las estanniocalcinas se expresan en el tejido del páncreas, y se sugirió una correlación directa entre la insulina circulante y las concentraciones de STC2 en el ser humano. Aquí, mostramos una correlación significativa entre STC1 y tanto la glucemia como la hemoglobina glicosilada entre los pacientes con DM2, mientras que los pacientes con DM2 que presentan los mayores valores de hemoglobina glicosilada exhibieron la menor expresión de STC2. Sin embargo, el tratamiento de los pacientes con fármacos antiglicémicos no modifica significativamente la expresión de ambas STC. Por otra parte, los ratones STC2-/- que mostraron sobrepeso neonatal y adulto presentaron además una glucemia desregulada cuando fueron alimentados con una dieta hipercalórica (pellet de cría, BP). Esta alteración es más evidente en las primeras etapas de la vida animal. La glucemia desregulada en estos ratones se confirmó mediante una prueba oral de glucosa. Además, los ratones STC2-/- presentan un aumento del tamaño del páncreas; así, el análisis histológico revela que los ratones WT responden a la dieta BP aumentando el tamaño de los islotes pancreáticos a través de la inducción de la división celular, y los ratones STC2-/- carecen de este mecanismo compensatorio. Contrariamente, los ratones alimentados con STC2-/- muestran un mayor número de islotes pero de tamaño similar a los alimentados con el pellet regular. El análisis histopatológico demuestra la alteración de la estructura de los tejidos y las infiltraciones de eritrocitos en los ratones STC2-/-, posiblemente debido al estrés evocado por la dieta BP. Por último, se observó una mayor inmunotinción de glucagón en el islote de los ratones STC2-/-, y el ensayo ELISA de glucagón confirmó el aumento del glucagón circulante. En resumen, presentamos pruebas del papel de los STC, principalmente el STC2, como posible marcador temprano durante el desarrollo de la diabetes mellitus.Stanniocalcins are expressed in the pancreas tissue, and it was suggested a direct correlation between circulating insulin and STC2 concentrations in human. Here, we show a significant correlation between STC1 and both glycaemia and glycosylated haemoglobin among DM2 patients, while DM2 patients who present the greatest glycosylated haemoglobin values exhibited the lowest STC2 expression. However, treatment of patients with antiglycaemic drugs does not significantly modify the expression of both STCs. On the other hand, STC2-/- mice that exhibited neonatal and adult overweight further presented deregulated glycaemia when they were feed with a hypercaloric diet (breeding pellet, BP). This alteration is more evident at the early stages of the animal life. Deregulated glycaemia in these mice was confirmed using glucose oral test. In addition, STC2-/- mice present enhanced pancreas size; thus, the histological analysis reveals that WT mice respond to BP diet by increasing the size of the pancreatic islets through inducing cell division, and STC2-/- mice lack this compensatory mechanism. Contrary, BP fed STC2-/- mice show enhanced number of islets but of similar size than those fed with regular pellet. Histopathological analysis demonstrates tissue structure disruption and erythrocytes infiltrations in STC2-/- mice, possibly due to the stress evoked by the BP diet. Finally, enhanced glucagon immunostaining was observed in the islet of STC2-/- mice, and the glucagon ELISA assay confirmed the increase in the circulating glucagon. Summarizing, we present evidence of the role of STCs, mainly STC2, as a possible early marker during development of diabetes mellitus.• Ministerio de Economía y Competitividad. Becas 2013‐45564C2‐1‐P, BFU‐2016‐74932‐C2‐1‐P • Programa Juan de la Cierva. Becas IJCI‐2015‐25665, JC‐2012‐ 2934 • Junta de Extremadura. Beca PRIIB16046peerReviewe

Post-Hospital Syndrome and Hyponatremia

Introduction: Post-hospital syndrome (PHS) is defined as a period of vulnerability during the first 30 days after a patient is discharged from hospital, in which multiple factors come into play. Hyponatremia is the most frequent hydroelectrolytic disorder in hospitalized patients and may be related to the appearance of PHS. Objective: The objective is to estimate the prevalence of PHS that is assessed as the rate of readmissions in the first 30 days after discharge, in patients with hyponatremia. Material and Methods: It is a descriptive observational study of patients with hyponatremia who were discharged from 1 September 2010 to 2 February 2020 at the Internal Medicine Service of the Hospital University of San Juan (Alicante, Spain). Results: Of the 25 included patients, 5 (20%) were readmitted within a month of discharge, after a mean of 11.4 days (standard deviation [SD] 5.1). The overall mortality of the study was 20% (n = 5), with one case of death in the first 30 days post-hospitalization (4%). In 12 patients (48%) the origin of the hyponatremia was undetermined. The most frequently recorded etiology for the condition was pharmacological (n = 7, 28%), and there was pronounced variability in its clinical and laboratory study. The most widely used corrective measure was drug withdrawal, in 16 patients (64%). Water intake restriction was the most common treatment after discharge (5 patients, 20%), followed by urea (2 patients, 8%), while tolvaptan was not used. Conclusion: Hyponatremia may be the cause of PHS, which could increase the rate of early readmission. Hyponatremia is an underdiagnosed and undertreated entity, so it is necessary to apply an appropriate system to optimize its management and, in future studies, to assess its impact on PHS

Prospective individual patient data meta-analysis of two randomized trials on convalescent plasma for COVID-19 outpatients

Data on convalescent plasma (CP) treatment in COVID-19 outpatients are scarce. We aimed to assess whether CP administered during the first week of symptoms reduced the disease progression or risk of hospitalization of outpatients. Two multicenter, double-blind randomized trials (NCT04621123, NCT04589949) were merged with data pooling starting when = 50 years and symptomatic for <= 7days were included. The intervention consisted of 200-300mL of CP with a predefined minimum level of antibodies. Primary endpoints were a 5-point disease severity scale and a composite of hospitalization or death by 28 days. Amongst the 797 patients included, 390 received CP and 392 placebo; they had a median age of 58 years, 1 comorbidity, 5 days symptoms and 93% had negative IgG antibody-test. Seventy-four patients were hospitalized, 6 required mechanical ventilation and 3 died. The odds ratio (OR) of CP for improved disease severity scale was 0.936 (credible interval (CI) 0.667-1.311); OR for hospitalization or death was 0.919 (CI 0.592-1.416). CP effect on hospital admission or death was largest in patients with <= 5 days of symptoms (OR 0.658, 95%CI 0.394-1.085). CP did not decrease the time to full symptom resolution

Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries

Abstract Background Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres. Methods This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was co-prioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and low–middle-income countries. Results In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of ‘single-use’ consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for low–middle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia. Conclusion This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both high– and low–middle–income countries

Los microbios, ¿buenos o malos?: el juego de mesa “Los microorganismos en nuestra vida”

El eje central de la propuesta didáctica descrita en esta contribución es el abordaje educativo de la pregunta: ¿los microbios son buenos o malos? Los escolares de todos los niveles sufren un bombardeo constante familiar, social y, especialmente, mediático sobre los peligros de los microbios y la necesidad de eliminarlos. Esto genera una biofobia hacia los microbios sobredimensionada, que no se contrarresta con los exiguos contenidos de microbiología de los currículos educativos. Dada esta situación, es necesario desarrollar nuevos materiales educativos innovadores para la enseñanza de los microorganismos y su relación (tanto positiva como negativa) con los seres humanos. En esta contribución se describe un juego de mesa didáctico sobre microbiología, que aborda, además de los virus, diferentes tipos de microorganismos, tanto beneficiosos como perjudiciales y oportunistas, así como sus características y su relación con el ser humano. Esta relación se aborda a través de una serie de eventos que comprenden vacunas, antibióticos, sexo, higiene, alimentación, medio ambiente, biotecnología, etc. Se trata de un recurso educativo versátil, fácilmente adaptable a distintos niveles de enseñanza, con el que es posible abordar los microorganismos desde la Educación Primaria hasta la Educación Superior, incluyendo dentro de esta la formación inicial del profesorado. Palabras clave: Microbiología; ABJ; Juego de mesa; Enseñanza activa; Educación Primaria; Formación del profesorado. Microbes, good or bad?: “Microorganisms in our lifes” board game Abstract: The central axis of the didactic proposal described in this contribution is the educational approach to the question: are microbes good or bad? Schoolchildren of all levels suffer a constant family, social and, especially media, bombardment about the dangers of microbes and the need to eliminate them. This generates an oversized biophobia towards microbes, which is not counteracted by the meager content of microbiology in educational curricula. Given this situation, it is necessary to develop new innovative educational materials for the teaching of microorganisms and their relationship (both positive and negative) with human beings. This contribution describes a didactic board game on microbiology, which addresses, in addition to viruses, different types of microorganisms, both beneficial and harmful, and opportunistic, as well as their characteristics and their relationship with humans. This relationship is addressed through a series of events that include vaccines, antibiotics, sex, hygiene, food, environment, biotechnology, etc. It is a versatile educational resource, easily adaptable to different levels of education, with which it is possible to approach microorganisms from Primary Education to Higher Education, including initial teacher training. Keywords: Microbiology; GBL, Board game; Active teaching; Primary education; Teacher training.El eje central de la propuesta didáctica descrita en esta contribución es el abordaje educativo de la pregunta: ¿los microbios son buenos o malos? Los escolares de todos los niveles sufren un bombardeo constante familiar, social y, especialmente, mediático sobre los peligros de los microbios y la necesidad de eliminarlos. Esto genera una biofobia hacia los microbios sobredimensionada, que no se contrarresta con los exiguos contenidos de microbiología de los currículos educativos. Dada esta situación, es necesario desarrollar nuevos materiales educativos innovadores para la enseñanza de los microorganismos y su relación (tanto positiva como negativa) con los seres humanos. En esta contribución se describe un juego de mesa didáctico sobre microbiología, que aborda, además de los virus, diferentes tipos de microorganismos, tanto beneficiosos como perjudiciales y oportunistas, así como sus características y su relación con el ser humano. Esta relación se aborda a través de una serie de eventos que comprenden vacunas, antibióticos, sexo, higiene, alimentación, medio ambiente, biotecnología, etc. Se trata de un recurso educativo versátil, fácilmente adaptable a distintos niveles de enseñanza, con el que es posible abordar los microorganismos desde la Educación Primaria hasta la Educación Superior, incluyendo dentro de esta la formación inicial del profesorado. Palabras clave: Microbiología; ABJ; Juego de mesa; Enseñanza activa; Educación Primaria; Formación del profesorado. Microbes, good or bad?: “Microorganisms in our lifes” board game Abstract: The central axis of the didactic proposal described in this contribution is the educational approach to the question: are microbes good or bad? Schoolchildren of all levels suffer a constant family, social and, especially media, bombardment about the dangers of microbes and the need to eliminate them. This generates an oversized biophobia towards microbes, which is not counteracted by the meager content of microbiology in educational curricula. Given this situation, it is necessary to develop new innovative educational materials for the teaching of microorganisms and their relationship (both positive and negative) with human beings. This contribution describes a didactic board game on microbiology, which addresses, in addition to viruses, different types of microorganisms, both beneficial and harmful, and opportunistic, as well as their characteristics and their relationship with humans. This relationship is addressed through a series of events that include vaccines, antibiotics, sex, hygiene, food, environment, biotechnology, etc. It is a versatile educational resource, easily adaptable to different levels of education, with which it is possible to approach microorganisms from Primary Education to Higher Education, including initial teacher training. Keywords: Microbiology; GBL, Board game; Active teaching; Primary education; Teacher training

Proyecto de formación en centro : cuatro unidades didácticas

Publicación en la que se recogen cuatro unidades didácticas: 'Nuestro amigo piecitos' destinado a alumnos de Educación Infantil, 'Medios de comunicación' para alumnos de primer ciclo de Primaria, 'El parque de Talayuela' para el segundo ciclo de Primaria y 'Los deportes' para alumnos del tercer ciclo de Primaria.ExtremaduraES