Physical Education Program for university students with intellectual disabilities from service-learning methodology

La experiencia de aprendizaje-servicio que se presenta a continuación se ha desarrollado on el alumnado del Grado de Ciencias de la Actividad Física y el Deporte (9 materias) y el Grado de Magisterio en Educación Primaria con Mención en Educación Física (1 asignatura) de la Universidad Autónoma de Madrid11. La finalidad principal que se persigue es desarrollar las competencias profesionales a través del aprendizaje experiencial, ofreciendo un servicio comprometido y responsable al alumnado universitario con discapacidad intelectual que participa en el Programa Promentor. En concreto, el servicio prestado persigue desarrollar los aprendizajes motrices del alumnado, así como una actitud positiva para la ocupación activa del ocio y la adquisición de hábitos de práctica saludable. Esta metodología requiere llevar a cabo unos protocolos para orientar los procesos de intervención del alumnado del Grado, a través de una serie de acciones formativas sistematizadas y supervisadas por el profesorado universitario (asambleas, diseño e implementación de sesiones, etc.). La evaluación de la experiencia desarrollada se realiza a partir de la información recopilada de los diferentes agentes implicados en el proceso (profesorado y alumnado de Grado y de Promentor)A service-learning experience has been developed with the students of Sport Sciences and Physical Activity Degree (9 subjects) and Primary Education with Physical Education Specialty Degree (1 subject) at Autonomous University of Madrid. The main aim followed is to develop their professional competences through experiential learning offering a committed and responsible service to university students with intellectual disabilities who participate in the Promentor Program. Specifically, the service provided aims to develop student motor skills, as well as a positive attitude for the active occupation of leisure and the acquisition of healthy practice habits. This methology requires carried out some protocols to guide the interventions of Degree students, through some systematized and supervised formative actions by university teachers (conferences, design and implementation of sessions, etc). The experience assessment is carried out with the information gathered from the different agents involved in the process (teachers and Degree and Promentor students

La interdisciplinariedad y el itinerario curricular elegido por el estudiante, ejes fundamentales para desarrollar competencias curriculares en Química

Póster presentado en: V Jornadas de Innovación Docente de la UBU, Burgos, 21-22 de octubre de 2010, organizadas por el Instituto de Formación e Innovación Educativa-IFIE de la Universidad de Burgo

Effectiveness of a strategy that uses educational games to implement clinical practice guidelines among Spanish residents of family and community medicine (e-EDUCAGUIA project):A clinical trial by clusters

This study was funded by the Fondo de Investigaciones Sanitarias FIS Grant Number PI11/0477 ISCIII.-REDISSEC Proyecto RD12/0001/0012 AND FEDER Funding.Background: Clinical practice guidelines (CPGs) have been developed with the aim of helping health professionals, patients, and caregivers make decisions about their health care, using the best available evidence. In many cases, incorporation of these recommendations into clinical practice also implies a need for changes in routine clinical practice. Using educational games as a strategy for implementing recommendations among health professionals has been demonstrated to be effective in some studies; however, evidence is still scarce. The primary objective of this study is to assess the effectiveness of a teaching strategy for the implementation of CPGs using educational games (e-learning EDUCAGUIA) to improve knowledge and skills related to clinical decision-making by residents in family medicine. The primary objective will be evaluated at 1 and 6months after the intervention. The secondary objectives are to identify barriers and facilitators for the use of guidelines by residents of family medicine and to describe the educational strategies used by Spanish teaching units of family and community medicine to encourage implementation of CPGs. Methods/design: We propose a multicenter clinical trial with randomized allocation by clusters of family and community medicine teaching units in Spain. The sample size will be 394 residents (197 in each group), with the teaching units as the randomization unit and the residents comprising the analysis unit. For the intervention, both groups will receive an initial 1-h session on clinical practice guideline use and the usual dissemination strategy by e-mail. The intervention group (e-learning EDUCAGUIA) strategy will consist of educational games with hypothetical clinical scenarios in a virtual environment. The primary outcome will be the score obtained by the residents on evaluation questionnaires for each clinical practice guideline. Other included variables will be the sociodemographic and training variables of the residents and the teaching unit characteristics. The statistical analysis will consist of a descriptive analysis of variables and a baseline comparison of both groups. For the primary outcome analysis, an average score comparison of hypothetical scenario questionnaires between the EDUCAGUIA intervention group and the control group will be performed at 1 and 6months post-intervention, using 95% confidence intervals. A linear multilevel regression will be used to adjust the model. Discussion: The identification of effective teaching strategies will facilitate the incorporation of available knowledge into clinical practice that could eventually improve patient outcomes. The inclusion of information technologies as teaching tools permits greater learning autonomy and allows deeper instructor participation in the monitoring and supervision of residents. The long-term impact of this strategy is unknown; however, because it is aimed at professionals undergoing training and it addresses prevalent health problems, a small effect can be of great relevance. Trial registration: ClinicalTrials.gov: NCT02210442.Publisher PDFPeer reviewe

Patient preferences and treatment safety for uncomplicated vulvovaginal candidiasis in primary health care

<p>Abstract</p> <p>Background</p> <p>Vaginitis is a common complaint in primary care. In uncomplicated candidal vaginitis, there are no differences in effectiveness between oral or vaginal treatment. Some studies describe that the preferred treatment is the oral one, but a Cochrane's review points out inconsistencies associated with the report of the preferred way that limit the use of such data. Risk factors associated with recurrent vulvovaginal candidiasis still remain controversial.</p> <p>Methods/Design</p> <p>This work describes a protocol of a multicentric prospective observational study with one year follow up, to describe the women's reasons and preferences to choose the way of administration (oral vs topical) in the treatment of not complicated candidal vaginitis. The number of women required is 765, they are chosen by consecutive sampling. All of whom are aged 16 and over with vaginal discharge and/or vaginal pruritus, diagnosed with not complicated vulvovaginitis in Primary Care in Madrid.</p> <p>The main outcome variable is the preferences of the patients in treatment choice; secondary outcome variables are time to symptoms relief and adverse reactions and the frequency of recurrent vulvovaginitis and the risk factors. In the statistical analysis, for the main objective will be descriptive for each of the variables, bivariant analysis and multivariate analysis (logistic regression).. The dependent variable being the type of treatment chosen (oral or topical) and the independent, the variables that after bivariant analysis, have been associated to the treatment preference.</p> <p>Discussion</p> <p>Clinical decisions, recommendations, and practice guidelines must not only attend to the best available evidence, but also to the values and preferences of the informed patient.</p

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Experiencia orientada a la integración de la Educación para la Salud en el proyecto curricular, y a favorecer su desarrollo como materia transversal. Se pretende que el alumno reflexione sobre la importancia de la alimentación y la nutrición en la salud, que sepan cómo mejorarla, e intenten modificar aquellos hábitos alimentarios que perjudiquen su salud. La evaluación del alumno será continua a lo largo del curso mediante pruebas, corrección de las prácticas en el laboratorio, y su participación activa y crítica..Madrid (Comunidad Autónoma). Consejería de Sanidad y Servicios SocialesMadridNo disponibleES

Aprender Geografía con la Web 2.0

Se trata de crear materiales sobre Geografía de España utilizando las Tecnologías de la Información Geográfica (TIG)que servirán de ejemplos prácticos en la docencia de grados y masteres y serán utilizados en el Campus Virtual Moodle y en la Web 2.0. El trabajo constituye una de las contribuciones de la UCM, la Universidad de León, la Real Sociedad Geográfica y del Grupo de Didáctica de la Geografía de la AGE al proyecto europeo digital-earth.eu (510010-LLP-1-2010-1-AT-COMENIUS-CNW (2010-2013), que entre sus objetivos, cuenta con el impulso de la utilización de los geo-media en los centros educativos y en la formación del profesorado, fomentando la educación geográfica desde la Nube a partir de una red de centros de excelencia europeos entre los cuales se encuentra el RSG-DE CoE. La información que ahí se presenta está volcada en una página web, en la actualidad pendiente de migración

La evaluación-calificación en educación física

Producción CientíficaEste artículo está organizado en dos partes. En un primer apartado se realiza un análisis crítico de los modelos tradicionales de evaluación-calificaciónen educación física (EF), de un modo muy sintético. En el segundo apartado se presenta una propuesta alternativa, denominada "Evaluación Formativa . y Compartida"; experimentada y desarrollada por un grupo de profesores de EF, desde hace nueve años, a través de diferentes proyectos de investigación educativa". La opción que se plantea es apostar por una evaluación claramente formativa, así como por formas colaborativas de evaluaciónThis article is organized in two parts. In the first section, a critical analysis of the traditional models of evaluation-grading in physical education (PE) is carried out in a very synthetic way.In the second section, an alternative proposal, denominated "Formative and Shared Evaluation" is presented; experienced and developed by a group of PE teachers for nine years, through different projects of educational research. The proposed option biases to clearly formative evaluation, as well as for collaborative types of evaluation

Motivate active and equal participation in online teaching methodologies from a gender perspective

Segunda fase del proyecto de innovación sobre el análisis y diseño de metodologías docentes innovadoras para mejorar la participación desde un enfoque de género. Se pretende incorporar estrategias de mejora de la participación teniendo en cuenta el componente de género y desde un escenario de docencia online.Second phase of the innovation project on the analysis and design of innovative teaching methodologies to improve participation from a gender perspective. It is intended to incorporate strategies to improve participation taking into account the gender component and from an online teaching scenario.Depto. de Estudios EducativosFac. de EducaciónFALSEUniversidad Complutense de Madridsubmitte