Modelos y tendencias en la investigación sobre efectividad, impacto y transferencia de la formación docente en educación superior

En la actualidad, hay poca evidencia empírica acerca de si lo que se ha aprendido en los programas de desarrollo del profesorado realmente se aplica y, si se hace, si estas adquisiciones de conocimientos ejercen algún impacto en la optimización pedagógica, en la mejora de la calidad de los aprendizajes de los estudiantes y, finalmente, en el clima y en la cultura institucionales. El objetivo de este artículo es revisar las aportaciones más significativas de la literatura actual acerca de los estudios científicos sobre efectividad, impacto y transferencia de los programas de desarrollo docente del profesorado universitario y mostrar las tendencias investigativas sobre el tema. En primer lugar, definimos estos conceptos; en segundo lugar, exponemos los principales modelos de evaluación de la efectividad, el impacto y la transferencia de la formación docente y, finalmente, examinamos las tendencias internacionales, aproximándonos al estudio de la influencia del desarrollo docente en los contextos o en las comunidades pedagógicas y en las microculturas de enseñanza y aprendizaje. El estudio del impacto también se centra en la mejor integración del desarrollo docente con el desarrollo curricular, profesional y organizacional en las universidades.Actualment, hi ha poca evidència empírica sobre si el que s'ha après als programes de desenvolupament del professorat s'aplica realment i, si es fa, si aquestes adquisicions de coneixements exerceixen algun impacte en l'optimització pedagògica, en la millora de la qualitat dels aprenentatges dels estudiants i, finalment, en el clima i en la cultura institucionals. L'objectiu d'aquest article és revisar les aportacions més significatives de la literatura actual sobre els estudis científics d'efectivitat, impacte i transferència dels programes de desenvolupament docent del professorat universitari i mostrar les tendències investigatives sobre el tema. En primer lloc, definim aquests conceptes; en segon lloc, exposem els models principals d'avaluació de l'efectivitat, l'impacte i la transferència de la formació docent i, finalment, examinem les tendències internacionals, aproximant-nos a l'estudi de la influència del desenvolupament docent en els contextos o en les comunitats pedagògiques i en les microcultures d'ensenyament i aprenentatge. L'estudi de l'impacte també se centra en una integració millor del desenvolupament docent amb el desenvolupament curricular, professional i organitzacional a les universitats.At present there is little empirical evidence about whether what has been learned in academic development programs is actually being applied and, if so, if this learning has an impact in improving the quality of teaching, the quality of students' learning and ultimately on the institutional climate and culture. The aim of this article is to review the most significant contributions of the current scientific literature on effectiveness, impact and transfer of faculty development programs and show the research trends in the field. We first define these concepts and then discuss the main models for evaluating the effectiveness, impact and transfer of academic development. Finally, we examine international trends through the study of the influence of teacher development in teaching contexts and communities, as well as teaching and learning microcultures. The study of the impact additionally focuses on the best integration of teaching development with the curricular, professional and organizational development in HEIs

Adherence to Direct Oral Anticoagulants in Patients With Non-Valvular Atrial Fibrillation: A Cross-National Comparison in Six European Countries (2008–2015)

Anticoagulants; Europe; Non valvular atrial fibrillationAnticoagulants; Europa; Fibril·lació auricular no valvularAnticoagulantes; Europa; Fibrilación auricular no valvularAims: To describe and compare the adherence to different direct oral anticoagulants (DOACs) in eight European databases representing six countries. Methods: Longitudinal drug utilization study of new users (≥18 years) of DOACs (dabigatran, rivaroxaban, apixaban) with a diagnosis of non-valvular atrial fibrillation (2008–2015). Adherence was examined by estimating persistence, switching, and discontinuation rates at 12 months. Primary non-adherence was estimated in BIFAP and SIDIAP databases. Results: The highest persistence rate was seen for apixaban in the CPRD database (81%) and the lowest for dabigatran in the Mondriaan database (22%). The switching rate for all DOACs ranged from 2.4 to 13.1% (Mondriaan and EGB databases, respectively). Dabigatran had the highest switching rate from 5.0 to 20.0% (Mondriaan and EGB databases, respectively). The discontinuation rate for all DOACs ranged from 16.0 to 63.9% (CPRD and Bavarian CD databases, respectively). Dabigatran had the highest rate of discontinuers, except in the Bavarian CD and AOK NORDWEST databases, ranging from 23.2 to 64.6% (CPRD and Mondriaan databases, respectively). Combined primary non-adherence for examined DOACs was 11.1% in BIFAP and 14.0% in SIDIAP. There were differences in population coverage and in the type of drug data source among the databases. Conclusion: Despite the differences in the characteristics of the databases and in demographic and baseline characteristics of the included population that could explain some of the observed discrepancies, we can observe a similar pattern throughout the databases. Apixaban was the DOAC with the highest persistence. Dabigatran had the highest proportion of discontinuers and switchers at 12 months in most databases (EMA/2015/27/PH).The project has received support from the European Medicines Agency under the Framework service contract (nr EMA/2015/27/PH) with regard to the reopening of competition no. 3. K. Janhsen (Witten/Herdecke University, Alfred-Herrhausen-Straße 50, 58448 Witten, Germany (UW/GH)) and A. Heeke (AOK NORDWEST, Kopenhagener Straße 1, 44269 Dortmund, Germany). R. Gerlach and M. Tauscher (National Association of Statutory Health Insurance Physicians of Bavaria, Elsenheimerstr. 39, MD-80687 Munich, Germany). The authors from the BIFAP database would like to acknowledge the excellent collaboration of the primary care general practitioners and pediatricians, and also the support of the regional governments to the database. This study is based in part on data from the ‘base de datos para la investigación Farmacoepidemiológica en Atención Primaria’ (BIFAP) fully financed by the Spanish Agency on Medicines and Medical Devices (AEMPS). The views and opinions expressed in this article are those of the authors and do not necessarily reflect the official policy or position of the EMA (European Medicines Agency) or one of its committees or working parties, or AEMPS (Agencia Española de Medicamentos y Productos Sanitarios). The authors thank Alethea Charlton for her support reviewing and editing the English. The authors thank SIDIAP (Sistema d’informació per al Desenvolupament de Investigació en Atenció Primària) for providing the data with respect to CPRD, approval of the study protocol was granted by the Independent Scientific Advisory Committee of the Medicines and Healthcare Products Regulatory Agency (protocol 17_089R)

Indications related to antidepressant prescribing in the Nivel-PCD database and the SIDIAP database

Altres ajuts: Acord transformatiu CRUE-CSICAntidepressant drug consumption has increased, mainly in the elderly. This trend could be explained by the use for indications other than depression. We aimed to describe the indications related to antidepressant drug new users in two primary care settings

Cross-National comparison of antiepileptic drug use: Catalonia, Denmark and Norway, 2007-2011

Background: Antiepileptic drug  (AED)consumption has increased in recent years mainly from those AEDs marketed since 1990. The purpose is to describe and compare AED consumption in Catalonia, Denmark and Norway. Methods: Population-based descriptive study set in the outpatient healthcare sector. Data were retrieved from the Norwegian Prescription Register, Danish Register of Medicinal Product Statistics and DATAMART® in Catalonia, for 2007-2011. We calculated defined daily doses/1000 inhabitants/day (DID), by age and gender. AEDs were defined according to the Anatomical Therapeutic Chemical classification (N03A). We reviewed the population covered by the databases, the drug data source and the definition of outpatient healthcare sector to compare the results across the three settings. Results: Total AED use steadily increased over the study period in the three settings. In 2011, consumption was highest in Catalonia (15.20 DID), followed by Denmark (15.06 DID) and Norway (14.24 DID). The “other AEDs” (N03AX) subgroup represented 60% of all AED use. The N03A pattern by gender did not differ across the three settings. Marked differences by age and gender appeared when studying lamotrigine, topiramate, gabapentin, pregabalin and levetiracetam.  Differences among the databases were mainly in the definition of outpatient healthcare setting. Conclusions: There was a rapid increase in “other AEDs” in all three settings. Although we did not have information on the indication for the use of AEDs, the drug data source, population coverage of the database and definition of the healthcare setting helped us interpret the results

Impact of the 2018 revised Pregnancy Prevention Programme by the European Medicines Agency on the use of oral retinoids in females of childbearing age in Denmark, Italy, Netherlands, and Spain: an interrupted time series analysis

Acne; Oral retinoids; Pregnancy preventionAcné; Retinoides orales; Prevención del embarazoAcné; Retinoides orals; Prevenció de l'embaràsBackground: In March 2018, the European pregnancy prevention programme for oral retinoids was updated as part of risk minimisation measures (RMM), emphasising their contraindication in pregnant women. Objective: To measure the impact of the 2018 revision of the RMMs in Europe by assessing the utilisation patterns of isotretinoin, alitretinoin and acitretin, contraceptive measures, pregnancy testing, discontinuation, and pregnancy occurrence concomitantly with a retinoid prescription. Methods: An interrupted time series (ITS) analysis to compare level and trend changes after the risk minimisation measures implementation was conducted on a cohort of females of childbearing age (12–55 years of age) from January 2010 to December 2020, derived from six electronic health data sources in four countries: Denmark, Netherlands, Spain, and Italy. Monthly utilisation figures (incidence rates [IR], prevalence rates [PR] and proportions) of oral retinoids were calculated, as well as discontinuation rates, contraception coverage, pregnancy testing, and rates of exposed pregnancies to oral retinoids, before and after the 2018 RMMs. Results: From 10,714,182 females of child-bearing age, 88,992 used an oral retinoid at any point during the study period (mean age 18.9–22.2 years old). We found non-significant level and trend changes in incidence or prevalence of retinoid use in females of child-bearing age after the 2018 RMMs. The reason of discontinuation was unknown in >95% of cases. Contraception use showed a significant increase trend in Spain; for other databases this information was limited. Pregnancy testing was hardly recorded thus was not possible to model ITS analyses. After the 2018 RMM, rates of pregnancy occurrence during retinoid use, and start of a retinoid during a pregnancy varied from 0.0 to 0.4, and from 0.2 to 0.8, respectively. Conclusion: This study shows a limited impact of the 2018 RMMs on oral retinoids utilisation patterns among females of child-bearing age in four European countries. Pregnancies still occur during retinoid use, and oral retinoids are still prescribed to pregnant women. Contraception and pregnancy testing information was limited in most databases. Regulators, policymakers, prescribers, and researchers must rethink implementation strategies to avoid any pregnancy becoming temporarily related to retinoid use.The research leading to these results was conducted as part of the activities of the EU PE&PV (Pharmacoepidemiology and Pharmacovigilance) Research Network which is a public academic partnership coordinated by the Utrecht University, Netherlands. The project has received support from the European Medicines Agency under the Framework service contract nr EMA/2017/09/PE (Lot 4). The content of this manuscript expresses the opinion of the authors and may not be understood or quoted as being made on behalf of or reflecting the position of the European Medicines Agency or one of its committees or working parties

Sales of macrolides, lincosamides, streptogramins, and amoxicillin/clavulanate in the in- and outpatient setting in 10 European countries, 2007-2010

Monitoring the use of antibiotics is relevant due to the public health impact of microbial resistance, adverse effects, and costs. We present data on the consumption of macrolides, lincosamides, streptogramins and amoxicillin/clavulanate (AMC) between 2007 and 2010 in the in-and outpatient healthcare setting in 10 European countries provided by IMS Health. Antibiotics were classified according to the anatomical therapeutic chemical classification and consumption was expressed in defined daily doses/1000 inhabitants/day (DIDs). We analysed the number of prescriptions by diagnostic codes between 2008 and 2010, based on the International Classification of Diseases, 10th revision (ICD-10). These ICD-10 codes were grouped into four main categories: respiratory infections, genitourinary infections, other infections and other diagnoses. In 2010, the consumption of macrolides and lincosamides ranged from 0.45 DIDs (Sweden) to 5.46 DIDs (Italy),and from 0.04 DIDs (Denmark) to 1.00 DID (Germany),respectively. Streptogramins were available in France, Germany, Italy, Norway, Spain and United Kingdom with a consumption of < 0.001 DID exclusively in the hospital setting. The consumption of AMC ranged from < 0.001 DIDs (Norway) to 11.67 DIDs (Spain). During the study period, the consumption of macrolides decreased, the consumption of AMC increased in most of European countries, and lincosamides varied very slightly. Macrolides and AMC were mainly prescribed for respiratory infections in all countries but United Kingdom, where most of the prescriptions were assigned to diagnostic codes not clearly related with an infection. Lincosamides were prescribed for the respiratory infections and other infections groups. There was a wide inter-country variability in the percentage of the prescriptions assigned to each of the diagnostic categories. The inter-country differences in the consumption of these antibiotics and their prescription by diagnostic categories point to an inappropriate use of antibiotics

Evaluation of a support system for health professionals confined by COVID-19

OBJETIVOS: Evaluar la implementación de un circuito telefónico de apoyo a profesionales sanitarios confinados por COVID-19 en una dirección de Atención Primaria de Barcelona, en España.  MÉTODOS: Estudio observacional, descriptivo y transversal, realizado con profesionales confinados en domicilio entre el 11 de marzo y el 31 de mayo de 2020. Se envió por correo electrónico un cuestionario con 18 preguntas cerradas y una abierta. Se realizó un análisis descriptivo de las respuestas cerradas y un análisis del contenido temático de la pregunta abierta. RESULTADOS: 398 profesionales puntuaron globalmente el circuito con 6,54 en una escala de 1 a 10. El formato de las llamadas realizadas en el circuito de apoyo se estimó con las puntuaciones máximas, la unidad de apoyo psicológico y la coordinación por diferentes colectivos se evaluaron con las puntuaciones más bajas. El análisis del contenido de la pregunta abierta ofrece argumentos explicativos de los resultados cuantitativos.  CONCLUSIONES: El estudio permitió evaluar de manera válida y fiable la implementación de un circuito de apoyo a profesionales confinados, además de reconocer áreas de mejora. OBJECTIVE: To evaluate the implementation of a telephone system in a department of Primary Care in Barcelona, Spain, supporting health professionals confined by COVID-19.  METHODS: We conducted an observational, descriptive, cross-sectional study with confined professionals, between March 11 and May 31, 2020. We emailed a questionnaire with 18 closed-ended questions and one open-ended question and performed a descriptive analysis of the closed-ended answers and an analysis of the thematic content of the open-ended question.  RESULTS: Thirty-nine hundred and ninety-eight professionals evaluated the system overall with a score of 6.54 on a scale of 1 to 10. The evaluation of the format of calls made in the support system had higher scores, while the psychological support unit and the coordination of the different groups had lower scores. The content analysis of the open-ended question provides explanatory arguments for the quantitative results.  CONCLUSIONS: The study allowed a valid and reliable evaluation of the implementation of a support system for confined professionals, in addition to recognizing areas for improvement.

Incidence and characteristics of adverse drug reactions in a cohort of patients treated with PD-1/PD-L1 inhibitors in real-world practice

Adverse reaction; Immunotherapy; PharmacovigilanceReacción adversa; Inmunoterapia; FarmacovigilanciaReacció adversa; Immunoteràpia; FarmacovigilànciaBackground: Data related to adverse drug reactions (ADRs), specifically immune-related adverse events (irAEs), in long-term treatment with immunotherapy in real-world practice is scarce, as is general information regarding the management of ADRs. Objectives: To characterize and describe the incidence of ADRs in patients who began immunotherapy treatment in clinical practice. Methods: In a prospective observational study cancer patients ≥18 years of age who were treated with a monotherapy regime of PD-1/PD-L1 inhibitors were evaluated. The study period was from November 2017 to June 2019 and patients were followed up until June 2021. Patients were contacted monthly by telephone and their electronic health records were reviewed. Each ADR was graded according to the Common Terminology Criteria for Adverse Events (CTCAE 5.0). Results: Out of 99 patients, 86 met the inclusion criteria. Most were male (67.4%), with a median age of 66 (interquartile range, IQR: 59–76). The most frequent cancer was non-small cellular lung cancer (46 cases, 53.5%), followed by melanoma (22, 25.6%). A total of 74 patients (86%) were treated with anti-PD-1 drugs and 12 (14%) were treated with anti-PD-L1 drugs. The median treatment durations were 4.9 (IQR: 1.9–17.0) and 5.9 months (IQR: 1.2–12.3), respectively. Sixty-three patients (73%) developed from a total of 156 (44% of the total number of ADR) irADRs, wherein the most frequent were skin disorders (50 cases, 32%, incidence = 30.5 irADRs/100 patients per year [p-y]), gastrointestinal disorders (29, 19%, 17.7 irADRs/100 p-y), musculoskeletal disorders (17, 11%, 10.4 irADRs/100 p-y), and endocrine disorders (14, 9%, 8.6 irADRs/100 p-y). A total of 22 irADRs (14%) had a latency period of ≥12 months. Twelve irADRs (7.7%) were categorized as grade 3–4, and while 2 (1.3%) were categorized as grade 5 (death). Sixty-one irADRs (39.1%) in 36 patients required pharmacological treatment and 47 irADRs (30.1%) in 22 patients required treatment with corticosteriods. Conclusion: The majority of patients treated with anti-PD1/PDL1-based immunotherapy experienced adverse reactions. Although most of these reactions were mild, 11.5% were categorized as grade 3 or above. A high percentage of the reactions were immune-related and occurred throughout the treatment, thereby indicating that early identification and close monitoring is essential

How to measure transfer of training in Higher Education: the questionnaire of transfer factors

[ES] Este artículo tiene por objetivo presentar los principales resultados de una investigación acerca de los factores que influyen en la transferencia de la formación docente del profesorado universitario. Basádose en un estudio previo (Feixas y Zellweger, 2010), se diseña el Cuestionario de Factores de Transferencia Docente y se analizan e interpretan los resultados tras su aplicación en contextos de desarrollo docente del profesorado universitario. Complementariamente, se realiza un análisis de las acciones formativas de dichas universidades y se llevan a cabo tres grupos de discusión con expertos en planificación y desarrollo de estas acciones formativas. La aplicación del instrumento a 18 universidades (n=1.026) y el correspondiente análisis factorial exploratorio que nos ha permitido examinar la validez de constructo del modelo (alpha de Cronbach: .91), han dado como resultado la emergencia de ocho factores que inciden en la transferencia: factores de la formación (el diseño de la formación y aprendizaje realizado), factores del entorno (apoyo del responsable docente, predisposición al cambio, recursos del entorno, feedback del estudiante, reconocimiento institucional, cultura docente del equipo de trabajo) y factores del individuo (organización personal del trabajo). El análisis de las acciones formativas nos arroja una tendencia predominantemente técnica, prescriptiva y concebida para el desarrollo puntual de habilidades.[EN] This article aims to present the main outcomes of a research about the factors influencing the transfer potential of university teachers’ training into the daily practice. Based on a previous study (Feixas and Zellweger, 2010), a Questionnaire on Factors Conditioning Learning Transfer of Teacher’s Training has been designed and applied to participants of academic development activities of Spanish universities. Additionally, an analysis of the training activities of Spanish universities and three focus groups with experts, trainers and participants have been conducted. The application of the instrument to 18 universities (n=1.026) and the corresponding exploratory factor analysis allowed us to examine the model’s construct validity (Cronbach’s alpha: .91) and have resulted in the emergence of eight factors that affect learning transfer: factors related to the training design (training design and learning achieved), environmental factors (support of the study program’s coordinator, readiness to change, environment resources, student feedback , institutional recognition, teaching culture of the teachers’ team) and individual factor (personal organization of the work). The analysis of the training designs informs us of a trend predominantly technical and prescriptive which is conceived for the punctual development of skills.Feixas, M.; Duran, MDM.; Fernández, I.; Fernández, A.; Garcia San Pedro, MJ.; Márquez, MD.; Pineda, P.... (2013). ¿Cómo medir la transferencia de la formación en Educación Superior?: el Cuestionario de Factores de Transferencia. REDU. Revista de Docencia Universitaria. 11(3):219-248. https://doi.org/10.4995/redu.2013.5527OJS219248113Baldwin, T. T. & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41 (1), 63-105.Blume, B. D., Ford, J. K., Baldwin, T. T. & Huang, J. L. (2010). Transfer of training: A meta-analytic review. Journal of Management, 36(4), 1065-1105.Burke, L. A. & Hutchins, H. M. (2008). A study of Best Practices in Training Transfer and Proponed Model of Transfer. Human Resource Development Quarterly, 19 (2), 107-128.Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.De Rijdt, C.; Stes, A.; Van der Vleuten, C. & Dochy, F. (2013). Influencing variables and moderators of transfer of learning to the workplace within the area of staff development in higher education: research review. Educational Research Review, 8, 48-74.Dearn, J., Fraser, K. & Ryan, Y. (2002). Investigation into the provision of professional development for university teaching in Australia: A discussion paper. A DEST commissioned project funded through the HEIP program. www.dest.gov.au/NR/rdonlyres/D8BDFC55-1608-4845-B172- 3C2B14E79435/935/uni_teaching.pdf.EU High Level Group (2013). Improving the quality of teaching and learning in Europe's higher education institutions. Report to the European Commission. Junio 2013. http://ec.europa.eu/education/higher-education/doc/modernisation_en.pd. Consultado el 20-7-2013.Feixas, M. & Euler, D. (2013). Academics as teachers: New approaches to teaching and learning and implications for professional development programmes. International HETL Review, Volume 2, Article 12, http://hetl.org/allcategories/academics-as-teachers-new-approaches-to-teaching-and-learning.Feixas, M. & Zellweger, F. (2010). Faculty development in context: changing learning cultures in higher education. En Ehlers, U. & Schneckenberg, D. (Eds.) Changing cultures in higher education- moving ahead to future learning. A Handbook for strategic change. Netherlands: Springer.Fernández, I.; Gisasola, J.; Garmendia, M.; Alkorta, I. & Madinabeitia, A. (2013). ¿Puede la formación tener efectos globales en la universidad? Desarrollo docente, metodologías activas y curriculum híbrido. Infancia y aprendizaje, 36 (3), 387- 400.Gibbs, G., Habeshaw, T. & Yorke, M. (2000) Institutional Learning and Teaching Strategies in English Higher Education. Higher Education. 40 (3), 351-372.GIFD - Grup Interuniversitari de Formació Docent (2011). Memoria del Proyecto: Identificación, desarrollo y evaluación de competencias docentes en la aplicación de planes de formación dirigidos a profesorado universitario (EA2010-0099). Programa estudios y análisis destinado a la mejora de la calidad de la enseñanza superior y de la actividad del profesorado universitario, Ministerio de Educación, España.Gilbert, A. & Gibbs, G. (1999). A proposal for an international collaborative research programme to identify the impact of initial training on university teachers. Research and Development in Higher Education. 21, 131-143.Guskey, T. (2002). Does it make a difference? Evaluating professional development. Educational Leadership, 59 (6), 45-51.Hicks, M., Smigiel, H., Wilson, G. & Luzeckyj, A. (2010). Preparing academics to teach in higher education: final report. Australian Learning and Teaching Council, Sydney, NSW.Hicks, O. (1999). Integration of central and departmental development - reflections from Australian universities. International Journal for Academic Development, 4,1, 43-51.Holton, E. F. III, Bates R. A. & Ruona, W. E. A. (2000). Development of a generalized learning transfer system inventory. Human Resource Development Quarterly, 11(4), 333-360.Kirkpatrick D. L. (1998). Evaluating training programs. The four levels. (2nd edition). San Francisco: Berrett-Koehler Publishers, Inc.Kreber, C. & Brook, P. (2001). Impact evaluation of educational development programmes. International Journal for Academic Development, 6 (2), 96-108.McAlpine, L., & Weston, C. (2000). Reflection: Issues related to improving professors' teaching and students' learning. Instructional Science, 28, 363-385.Olsen, J. H. (1998). The evaluation and enhancement of training transfer. International Journal of Training and Development, 2 (1), 61-75.Parsons, D.J., Hill, I., Holland, J. & Willis, D. (2012). Impact of teaching development programmes in higher education. The Higher Education Academy. HEA research series.Pineda, P.; Quesada, C. & Ciraso, M. (2011). Evaluating training effectiveness: results of the FET model in the public administration in Spain. The 7th International Conference on Researching Work and Learning. Shanghai, China.Stefani, L. (Ed.) (2011). Evaluating the effectiveness of academic development: Principles and practice. New York: Routledge.Stes, A., Min-Leliveld M., Gijbels, D. & Van Petegem, P. (2010). The impact of instructional development in Higher Education: The state-of-the-art of the research. Educational Research Review. 5, 25-49.Viskovic, A. (2006). Becoming a tertiary teacher: learning in communities of practice. Higher Education Research & Development, 25 (4), 323-339.Zabalza, M.A. (2011). Evaluación de los planes de formación docente de las universidades. Educar, 47, 181-197