Using Interactive Response Systems in Economics: utility and factors influencing students’ attitudes

[EN] The European Higher Education Area (EHEA) involves changing traditional methods to promote innovative teaching experiences. This paper has two main aims: a) to show evidence of the use of Interactive Response Systems (IRS) to identify gaps in the understanding of the course contents and b) to investigate factors influencing students’ attitudes towards the use of IRS. The experience was developed through a collective tutoring session in the subject of Economics using IRS. Economics is a first-year subject in the Degree of Business Administration and Management offered by the University of Cadiz, which includes contents of Microeconomics and Macroeconomics and uses economic models to explain the function of the economy and the behaviour of economic agents. Results show that IRS technique allows detecting gaps in learning and comprehension. From our econometric estimations, we also identify two strongly significant variables affecting students’ attitudes towards IRS: gender and received explanations regarding the use of IRS. Variables such as first enrolment in the subject and the number of hours devoted to studying have a positive and significant effect on the attitude to IRS, but at a lower level of significance (from 5% to 10%).Bares López, L.; Fernández Pérez, AM.; Ferrándiz León, E.; Flores Varo, ME.; León Rodríguez, MD. (2017). Using Interactive Response Systems in Economics: utility and factors influencing students’ attitudes. Multidisciplinary Journal for Education, Social and Technological Sciences. 4(1):16-36. doi:10.4995/muse.2017.5476.SWORD163641Anthis, K. (2011). Is It the Clicker, or Is It the Question? Untangling the Effects of Student Response System Use. Teaching of Psychology, 38(3), 189-193. doi:10.1177/0098628311411895Butler, J. A. (1992). Use of teaching methods within the lecture format. Medical Teacher, 14(1), 11-25. doi:10.3109/01421599209044010Camacho-Mi-ano, M. D. M. and del Campo, C. (2014). Useful interactive teaching tool for learning: clickers in higher education. Interactive Learning Environments, 1-18.Cabrer, B., Sancho, A. and Serrano, G. (2001). Microeconometría y Decisión. Pirámide, Madrid.Caldwell, J. E. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE—Life Sciences Education, 6(1), 9-20. doi:10.1187/cbe.06-12-0205Carnaghan, C., & Webb, A. (2007). Investigating the Effects of Group Response Systems on Student Satisfaction, Learning, and Engagement in Accounting Education. Issues in Accounting Education, 22(3), 391-409. doi:10.2308/iace.2007.22.3.391Dallaire, D. H. (2011). Effective Use of Personal Response «Clicker» Systems in Psychology Courses. Teaching of Psychology, 38(3), 199-204. doi:10.1177/0098628311411898Emenike, M. E., & Holme, T. A. (2012). Classroom Response Systems Have Not «Crossed the Chasm»: Estimating Numbers of Chemistry Faculty Who Use Clickers. Journal of Chemical Education, 89(4), 465-469. doi:10.1021/ed200207pFallon, M., & Forrest, S. L. (2011). High-Tech Versus Low-Tech Instructional Strategies. Teaching of Psychology, 38(3), 194-198. doi:10.1177/0098628311411896Fies, C., & Marshall, J. (2006). Classroom Response Systems: A Review of the Literature. Journal of Science Education and Technology, 15(1), 101-109. doi:10.1007/s10956-006-0360-1Gebru, M. T., Phelps, A. J., & Wulfsberg, G. (2012). Effect of clickers versus online homework on students’ long-term retention of general chemistry course material. Chem. Educ. Res. Pract., 13(3), 325-329. doi:10.1039/c2rp20033cGül, H., Gül, S. S., Kaya, E., & Alican, A. (2010). Main trends in the world of higher education, internationalization and institutional autonomy. Procedia - Social and Behavioral Sciences, 9, 1878-1884. doi:10.1016/j.sbspro.2010.12.417Han, J. H., & Finkelstein, A. (2013). Understanding the effects of professors’ pedagogical development with Clicker Assessment and Feedback technologies and the impact on students’ engagement and learning in higher education. Computers & Education, 65, 64-76. doi:10.1016/j.compedu.2013.02.002Kay, R., & Knaack, L. (2009). Exploring the Use of Audience Response Systems in Secondary School Science Classrooms. Journal of Science Education and Technology, 18(5), 382-392. doi:10.1007/s10956-009-9153-7Kennedy, G. E., & Cutts, Q. I. (2005). The association between students’ use of an electronic voting system and their learning outcomes. Journal of Computer Assisted Learning, 21(4), 260-268. doi:10.1111/j.1365-2729.2005.00133.xKing, S. O., & Robinson, C. L. (2009). ‘Pretty Lights’ and Maths! Increasing student engagement and enhancing learning through the use of electronic voting systems. Computers & Education, 53(1), 189-199. doi:10.1016/j.compedu.2009.01.012Lasry, N. (2008). Clickers or Flashcards: Is There Really a Difference? The Physics Teacher, 46(4), 242-244. doi:10.1119/1.2895678Liu,T., Liang, J., Wang, H., Chan, T. and Wei, L. (2003). Embedding Educlick in Classroom to Enhance Interaction. In Lee, K., Mitchell, K. (eds.) Proceedings International Conference Computers in Education (ICCE), 117-125. Hong Kong (China).Ludvigsen, K., Krumsvik, R., & Furnes, B. (2015). Creating formative feedback spaces in large lectures. Computers & Education, 88, 48-63. doi:10.1016/j.compedu.2015.04.002MacGeorge, E. L., Homan, S. R., Dunning, J. B., Elmore, D., Bodie, G. D., Evans, E., … Geddes, B. (2007). Student evaluation of audience response technology in large lecture classes. Educational Technology Research and Development, 56(2), 125-145. doi:10.1007/s11423-007-9053-6Morling, B., McAuliffe, M., Cohen, L., & DiLorenzo, T. M. (2008). Efficacy of Personal Response Systems («Clickers») in Large, Introductory Psychology Classes. Teaching of Psychology, 35(1), 45-50. doi:10.1177/009862830803500112Moss, K., & Crowley, M. (2011). Effective learning in science: The use of personal response systems with a wide range of audiences. Computers & Education, 56(1), 36-43. doi:10.1016/j.compedu.2010.03.021Palmer, E. J., Devitt, P. G., De Young, N. J., & Morris, D. (2005). Assessment of an electronic voting system within the tutorial setting: A randomised controlled trial [ISRCTN54535861]. BMC Medical Education, 5(1). doi:10.1186/1472-6920-5-24Poirier, C. R., & Feldman, R. S. (2007). Promoting Active Learning Using Individual Response Technology in Large Introductory Psychology Classes. Teaching of Psychology, 34(3), 194-196. doi:10.1080/00986280701498665Schackow, T., Milton, C., Loya, L. and Friedman, M. (2004). Audience Response Systems: Effect on Learning in Family Medicine Residents. Family Medicine, 36, 496-504.Siau, K., Sheng, H., & Nah, F. F.-H. (2006). Use of a Classroom Response System to Enhance Classroom Interactivity. IEEE Transactions on Education, 49(3), 398-403. doi:10.1109/te.2006.879802Stowell, J. R., & Nelson, J. M. (2007). Benefits of Electronic Audience Response Systems on Student Participation, Learning, and Emotion. Teaching of Psychology, 34(4), 253-258. doi:10.1080/00986280701700391Van Dijk, L. A., Van Der Berg, G. C., & Van Keulen, H. (2001). Interactive lectures in engineering education. European Journal of Engineering Education, 26(1), 15-28. doi:10.1080/03043790123124White, P., Syncox, D., & Alters, B. (2011). Clicking for grades? Really? Investigating the use of clickers for awarding grade-points in post-secondary education. Interactive Learning Environments, 19(5), 551-561. doi:10.1080/10494821003612638Wooldridge, J.M. (2003). Introductory econometrics, a modern approach. Second ed. South-Western College Publishing, Cincinnati, OH

Efectos adversos de las vacunas frente al SARS-CoV-2 en farmacéuticos comunitarios de Pontevedra

Objetivo: analizar los registros de sospechas de efectos adversos (EA) de las vacunas frente al SARSCoV-2 administradas a farmacéuticos comunitarios (FC) y personal auxiliar. Métodos. Diseño: estudio observacional transversal, en febrero-abril de 2021. Sujetos: farmacéuticos, técnicos y auxiliares de la provincia de Pontevedra que ejercen en contacto con los pacientes, vacunados con la primera dosis frente al SARS-CoV-2. Variables: número, tipo y frecuencia de EA, características demográficas. Procedimiento: se habilitó un formulario en la web del Colegio de Farmacéuticos de Pontevedra. Se anunció a los FC colegiados de la provincia su existencia y la conveniencia de cumplimentarlo. Resultados: 167 participantes, de los que 153 manifestaron síntomas compatibles con reactividad a la vacuna, 122 (93,1 %) mujeres y 31 (86,1 %) hombres. 146 (95,4 %) habían recibido Vaxzevria®, 116(79,4 %) mujeres y 30 (20,6 %) hombres, y 7 (4,6 %) Comirnaty®, 6 (85,7 %) mujeres y 1 (14,3 %) hombre. Se comunicaron 823 EA, 811 (5,3 DE=2,8 EA, 0-12 por paciente) con Vaxzevria® y 12 (0,9 DE=1,0 EA, 0-3 por paciente) con Comirnaty®. EA más frecuentes: dolor en punto de inyección, 128 (87,7 %); escalofríos, 107 (73,3 %); dolor muscular, 106 (72,6 %). En los tres casos, mayor proporción de mujeres (p<0,01). El número máximo de EA manifestados por un participante fue 12. 132 (86,3 %) vacunados que refirieron EA, 106 (86,9 %) mujeres y 26 (83,9 %) hombres, necesitaron medicamentos para aliviar los síntomas. 77 (46,1 %) no pudieron desarrollar sus actividades diarias y 47 (28,1 %) no pudieron trabajar el día siguiente. Conclusiones: el número de EA comunicados por farmacéuticos y personal auxiliar vacunados fue alto. Aunque no fueron graves, afectaron de manera considerable a su actividad diaria y laboral

Role of age and comorbidities in mortality of patients with infective endocarditis

[Purpose]: The aim of this study was to analyse the characteristics of patients with IE in three groups of age and to assess the ability of age and the Charlson Comorbidity Index (CCI) to predict mortality. [Methods]: Prospective cohort study of all patients with IE included in the GAMES Spanish database between 2008 and 2015.Patients were stratified into three age groups:<65 years,65 to 80 years,and ≥ 80 years.The area under the receiver-operating characteristic (AUROC) curve was calculated to quantify the diagnostic accuracy of the CCI to predict mortality risk. [Results]: A total of 3120 patients with IE (1327 < 65 years;1291 65-80 years;502 ≥ 80 years) were enrolled.Fever and heart failure were the most common presentations of IE, with no differences among age groups.Patients ≥80 years who underwent surgery were significantly lower compared with other age groups (14.3%,65 years; 20.5%,65-79 years; 31.3%,≥80 years). In-hospital mortality was lower in the <65-year group (20.3%,<65 years;30.1%,65-79 years;34.7%,≥80 years;p < 0.001) as well as 1-year mortality (3.2%, <65 years; 5.5%, 65-80 years;7.6%,≥80 years; p = 0.003).Independent predictors of mortality were age ≥ 80 years (hazard ratio [HR]:2.78;95% confidence interval [CI]:2.32–3.34), CCI ≥ 3 (HR:1.62; 95% CI:1.39–1.88),and non-performed surgery (HR:1.64;95% CI:11.16–1.58).When the three age groups were compared,the AUROC curve for CCI was significantly larger for patients aged <65 years(p < 0.001) for both in-hospital and 1-year mortality. [Conclusion]: There were no differences in the clinical presentation of IE between the groups. Age ≥ 80 years, high comorbidity (measured by CCI),and non-performance of surgery were independent predictors of mortality in patients with IE.CCI could help to identify those patients with IE and surgical indication who present a lower risk of in-hospital and 1-year mortality after surgery, especially in the <65-year group

RICORS2040 : The need for collaborative research in chronic kidney disease

Chronic kidney disease (CKD) is a silent and poorly known killer. The current concept of CKD is relatively young and uptake by the public, physicians and health authorities is not widespread. Physicians still confuse CKD with chronic kidney insufficiency or failure. For the wider public and health authorities, CKD evokes kidney replacement therapy (KRT). In Spain, the prevalence of KRT is 0.13%. Thus health authorities may consider CKD a non-issue: very few persons eventually need KRT and, for those in whom kidneys fail, the problem is 'solved' by dialysis or kidney transplantation. However, KRT is the tip of the iceberg in the burden of CKD. The main burden of CKD is accelerated ageing and premature death. The cut-off points for kidney function and kidney damage indexes that define CKD also mark an increased risk for all-cause premature death. CKD is the most prevalent risk factor for lethal coronavirus disease 2019 (COVID-19) and the factor that most increases the risk of death in COVID-19, after old age. Men and women undergoing KRT still have an annual mortality that is 10- to 100-fold higher than similar-age peers, and life expectancy is shortened by ~40 years for young persons on dialysis and by 15 years for young persons with a functioning kidney graft. CKD is expected to become the fifth greatest global cause of death by 2040 and the second greatest cause of death in Spain before the end of the century, a time when one in four Spaniards will have CKD. However, by 2022, CKD will become the only top-15 global predicted cause of death that is not supported by a dedicated well-funded Centres for Biomedical Research (CIBER) network structure in Spain. Realizing the underestimation of the CKD burden of disease by health authorities, the Decade of the Kidney initiative for 2020-2030 was launched by the American Association of Kidney Patients and the European Kidney Health Alliance. Leading Spanish kidney researchers grouped in the kidney collaborative research network Red de Investigación Renal have now applied for the Redes de Investigación Cooperativa Orientadas a Resultados en Salud (RICORS) call for collaborative research in Spain with the support of the Spanish Society of Nephrology, Federación Nacional de Asociaciones para la Lucha Contra las Enfermedades del Riñón and ONT: RICORS2040 aims to prevent the dire predictions for the global 2040 burden of CKD from becoming true

Çédille, revista de estudios franceses

Presentació

All-cause mortality in the cohorts of the Spanish AIDS Research Network (RIS) compared with the general population: 1997Ł2010

Abstract Background: Combination antiretroviral therapy (cART) has produced significant changes in mortality of HIVinfected persons. Our objective was to estimate mortality rates, standardized mortality ratios and excess mortality rates of cohorts of the AIDS Research Network (RIS) (CoRIS-MD and CoRIS) compared to the general population. Methods: We analysed data of CoRIS-MD and CoRIS cohorts from 1997 to 2010. We calculated: (i) all-cause mortality rates, (ii) standardized mortality ratio (SMR) and (iii) excess mortality rates for both cohort for 100 personyears (py) of follow-up, comparing all-cause mortality with that of the general population of similar age and gender. Results: Between 1997 and 2010, 8,214 HIV positive subjects were included, 2,453 (29.9%) in CoRIS-MD and 5,761 (70.1%) in CoRIS and 294 deaths were registered. All-cause mortality rate was 1.02 (95% CI 0.91-1.15) per 100 py, SMR was 6.8 (95% CI 5.9-7.9) and excess mortality rate was 0.8 (95% CI 0.7-0.9) per 100 py. Mortality was higher in patients with AIDS, hepatitis C virus (HCV) co-infection, and those from CoRIS-MD cohort (1997. Conclusion: Mortality among HIV-positive persons remains higher than that of the general population of similar age and sex, with significant differences depending on the history of AIDS or HCV coinfection

Bibliografía

Relación bibliográfica de la materia de Microeconomí

Using Interactive Response Systems in Economics: utility and factors influencing students’ attitudes

The European Higher Education Area (EHEA) involves changing traditional methods to promote innovative teaching experiences. This paper has two main aims: a) to show evidence of the use of Interactive Response Systems (IRS) to identify gaps in the understanding of the course contents and b) to investigate factors influencing students’ attitudes towards the use of IRS. The experience was developed through a collective tutoring session in the subject of Economics using IRS. Economics is a first-year subject in the Degree of Business Administration and Management offered by the University of Cadiz, which includes contents of Microeconomics and Macroeconomics and uses economic models to explain the function of the economy and the behaviour of economic agents. Results show that IRS technique allows detecting gaps in learning and comprehension. From our econometric estimations, we also identify two strongly significant variables affecting students’ attitudes towards IRS: gender and received explanations regarding the use of IRS. Variables such as first enrolment in the subject and the number of hours devoted to studying have a positive and significant effect on the attitude to IRS, but at a lower level of significance (from 5% to 10%)

Validity of intake of some nutrients with DH-E2 (at 12 months from baseline) versus biomarkers (mean of measurements at 0, 6 and 12 months).

<p>Validity of intake of some nutrients with DH-E2 (at 12 months from baseline) versus biomarkers (mean of measurements at 0, 6 and 12 months).</p

Cross-classification of subjects by food and nutrient intake estimated with DH-E2 (at 12 months from baseline) and mean of seven 24-hour recalls during one year.

<p>Cross-classification of subjects by food and nutrient intake estimated with DH-E2 (at 12 months from baseline) and mean of seven 24-hour recalls during one year.</p