Development of Scientific Competences in Chemistry Courses

Enseñar química en los primeros años de educación universitaria es clave en la formación de futuros profesionales, puesto que, además de proveer los conocimientos que aportan las ciencias básicas, contribuye al desarrollo de competencias científicas para que el estudiante resuelva problemas reales, a partir de la búsqueda adecuada de información en fuentes confiables y su lectura, con el propósito de desarrollar habilidades analíticas, críticas y creativas. Es por esto que, como estrategia de innovación pedagógica, el Departamento de Ciencias Básicas de la Universidad de La Salle ha venido implementando desde el año 2016 la formulación de un proyecto de investigación en los cursos de química. En el marco de esta estrategia, desde el II-2018 las autoras se abocaron a la reflexión e implementación de la estrategia didáctica que propende por el desarrollo de competencias científicas en los cursos de Química General, Química Orgánica y Bioquímica desde tareas, investigación y aprendizaje de problemáticas vigentes en Colombia y en el mundo.Abstract: Teaching chemistry in the first years of university education is key in the training of future professionals since, in addition to providing the knowledge of the basic sciences, it contributes to the development of scientific skills that lead to the student to solve real problems, starting from the appropriate search of information in reliable sources and its reading with the purpose of developing analytical, critical and creative skills. Therefore, as a pedagogical innovation strategy, the formulation of a research project in chemistry courses has been implemented since 2016 by the Department of Basic Sciences of the Universidad de La Salle. Within the framework of this strategy, from II-2018 the authors focused on the reflection and implementation of the didactic strategy that depends on the development of scientific competences in the courses of General Chemistry, Organic Chemistry and Biochemistry from tasks, research and learning of current problems in Colombia or in the world

Scoring method of a Situational Judgment Test:influence on internal consistency reliability, adverse impact and correlation with personality?

textabstractSituational Judgment Tests (SJTs) are increasingly used for medical school selection. Scoring an SJT is more complicated than scoring a knowledge test, because there are no objectively correct answers. The scoring method of an SJT may influence the construct and concurrent validity and the adverse impact with respect to non-traditional students. Previous research has compared only a small number of scoring methods and has not studied the effect of scoring method on internal consistency reliability. This study compared 28 different scoring methods for a rating SJT on internal consistency reliability, adverse impact and correlation with personality. The scoring methods varied on four aspects: the way of controlling for systematic error, and the type of reference group, distance and central tendency statistic. All scoring methods were applied to a previously validated integrity-based SJT, administered to 931 medical school applicants. Internal consistency reliability varied between .33 and .73, which is likely explained by the dependence of coefficient alpha on the total score variance. All scoring methods led to significantly higher scores for the ethnic majority than for the non-Western minorities, with effect sizes ranging from 0.48 to 0.66. Eighteen scoring methods showed a significant small positive correlation with agreeableness. Four scoring methods showed a significant small positive correlation with conscientiousness. The way of controlling for systematic error was the most influential scoring method aspect. These results suggest that the increased use of SJTs for selection into medical school must be accompanied by a thorough examination of the scoring method to be used

Responses of Young Tea (Camellia Sinensis) Clones to Drought and Temperature II: Dry Matter Production and Partitioning

The physiological basis for differences in yields from well-watered and droughted plants of four contrasting clones of tea were studied in terms of light interception, dry matter production and partitioning at a high altitude site in Southern Tanzania where there are marked seasonal variations in rainfall and temperature. The plant dry weights, including roots, were measured eight months after field planting and subsequently at intervals of three to four months, corresponding to the different seasons, during the following two years. Fully irrigated plants of one clone (S15/10) were also harvested after four years in the field. Clones differed in the rates of canopy spread and hence in their capacity to intercept solar radiation. The ‘radiation use efficiency’ (the net total dry matter production per unit of intercepted short-wave solar radiation) was similar for the four well-watered clones and ranged from 0.40 to 0.66 g MJ -1 , which corresponds closely to values reported for other woody tropical plants. A 16-week drought treatment imposed two years after planting reduced the mean light interception of the four clones by about 25% and the mean radiation use efficiency by 78% to 0.09 g MJ -1 . Clone S15/10, a cultivar from Kenya which produces large yields, partitioned a greater proportion of dry matter to leaves and harvested shoots than the other clones, and correspondingly less to large structural roots. This resulted in a maximum harvest index of 24%, substantially greater than other values reported in the literature. There were seasonal differences in partitioning with more dry matter being diverted to roots and less to shoots during the cool season. Although the drought treatments had no significant effect on root growth, the amount of dry matter partitioned to leaves, stems and harvested shoots declined by 80-95%. The roots of all four clones extended in depth at similar rates (about 2 mm d -1 ), those of Clone S15/10 reaching 2.8 m after four years. The results are discussed in terms of appropriate field cultural practices and possible selection criteria for high yielding cl

Beyond right or wrong: More effective feedback for formative multiple-choice tests

INTRODUCTION: The role of feedback in test-enhanced learning is an understudied area that has the potential to improve student learning. This study investigates the influence of different forms of post-test feedback on retention and transfer of biomedical knowledge within a test-enhanced learning framework. METHODS: 64 participants from a Canadian and an Australian medical school sat two single-best-answer formative multiple choice tests one week apart. We compared the effects of conceptually focused, response-oriented, and simple right/wrong feedback on a learner's ability to correctly answer new (transfer) questions. On the first test occasion, participants received parent items with feedback, and then attempted items closely related (near transfer) to and more distant (far transfer) from parent items. In a repeat test at 1 week, participants were given different near and far transfer versions of parent items. Feedback type, and near and far transfer items were randomized within and across participants. RESULTS: Analysis demonstrated that response-oriented and conceptually focused feedback were superior to traditional right/wrong feedback for both types of transfer tasks and in both immediate and final retention test performance. However, there was no statistically significant difference between response-orientated and conceptually focused groups on near or far transfer problems, nor any differences in performance between our initial test occasion and the retention test 1 week later. As with most studies of transfer, participants' far transfer scores were lower than for near transfer. DISCUSSION: Right/wrong feedback appears to have limited potential to augment test-enhanced learning. Our work suggests that item-level feedback and feedback that identifies and elaborates on key conceptual knowledge are two important areas for future research on learning, retention and transfer

Calvarial syphilis in an HIV-positive man

Bone involvement in secondary and tertiary syphilis is a well-documented but unusual phenomenon. We report the case of an atypical presentation of secondary syphilis in a 25-year-old HIV-positive man who has sex with men. He presented initially with headaches and an unusual calvarial swelling. The skull findings were consistent with osteitis and he later developed systemic symptoms. Treponema pallidum serology was positive and the lesions and systemic symptoms resolved completely after administration of appropriate antibiotic therapy. </jats:p