Learning paths in synthesis writing: which learning path contributes most to which learning outcome?

This paper presents a secondary analysis of data collected during an intervention study in which students learnt to synthesise pairs of texts presenting opposite views on controversial issues. The original intervention study included two treatments and examined the effects of two instruction conditions when instructional materials and tasks were held constant. The participants were 114 undergraduate psychology students. The object of the instruction was a guide on strategies for writing an argumentative synthesis text. However, the instruction varied between explicit strategy instruction, consisting of explaining each of the process’s four phases (exploring and identifying arguments and counterarguments, contrasting positions, drawing an integrative conclusion, and organising and revising the final draft), modelled via videos, versus self-study of the written strategy guide. After the initial instruction session, the students in both groups practiced collaboratively writing synthesis texts over two sessions with access to the strategy guide. The primary study compared the individually written pre- and posttest syntheses and found statistically significant differences favouring explicit instruction in both dependent variables: the argumentation coverage and the level of integration. The secondary analysis reported in the current paper involved scoring additional written syntheses produced during two practice sessions and then analysing the data for all time points (pretest, posttest, and the two practice sessions) using structural equation modelling (SEM) to test whether explicit instruction directly or indirectly affected the two indicators of good argumentative synthesis texts—argument coverage and integration—via the following collaborative practice. The results suggested two different learning paths for both dependent variables: explicit instruction is effective for both variables, while collaborative practice only has an additional indirect effect on argument coverageThis research project was funded under the National Program for Basic Research Projects 2014–2016 by the Spanish Ministry of Economy and Competitiveness (EDU2013-46606-C2-1) and Mobility Stays Salvador Madariaga 2015 by the Spanish Ministry of Education, Culture and Sport (PRX15/00042

Collaborative writing of argumentative syntheses by low-performing undergraduate writers: explicit instruction and practice

In writing argumentative syntheses from multiple and contradictory sources, students must contrast and integrate different perspectives on a topic or issue. This complex task of source-based argumentation has been shown to be effective for learning, but it has also been shown to be quite challenging. Because of the challenges, educational interventions have been developed to facilitate performance through such means as explicit instruction of strategies and students’ engagement in collaborative writing. Whereas these interventions have been beneficial for many writers, some students continue to perform poorly. The present study builds on prior research into collaborative writing of source-based argumentative syntheses by focusing on these students who experience difficulty with this academic task. Undergraduate psychology students who had previously underperformed on the argumentative task were organized into 56 pairs to participate in one of four versions of an intervention program, which differed in terms of the extent of support provided. The most complete program included collaboration as well as explicit instruction in argumentative synthesis writing and in the collaboration process. Statistical analyses were carried out with two ANOVAs with planned comparisons as well as two mediation models. Results showed that the pairs of students who received this most complete program significantly improved the quality of their synthesis in two dimensions, argument identification and argument analysis. The quality of their performance exceeded the performance of students in the three other intervention programs. The combination of explicit instruction and practice in pairs had positive effects on argument identification; but, for argument integration, effectiveness could be attributed solely to the explicit instruction component of the intervention. The study contributes to prior research by showing how the components of an intervention can make differential contributions to its effectiveness for a particular group of studentsThe present study was supported by the Ministerio de Ciencia e Innovación State program oriented to the challenges of society (I + D + i) (PID2019-105250RB-I00

A922 Sequential measurement of 1 hour creatinine clearance (1-CRCL) in critically ill patients at risk of acute kidney injury (AKI)

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Effectiveness of an intervention for improving drug prescription in primary care patients with multimorbidity and polypharmacy:Study protocol of a cluster randomized clinical trial (Multi-PAP project)

This study was funded by the Fondo de Investigaciones Sanitarias ISCIII (Grant Numbers PI15/00276, PI15/00572, PI15/00996), REDISSEC (Project Numbers RD12/0001/0012, RD16/0001/0005), and the European Regional Development Fund ("A way to build Europe").Background: Multimorbidity is associated with negative effects both on people's health and on healthcare systems. A key problem linked to multimorbidity is polypharmacy, which in turn is associated with increased risk of partly preventable adverse effects, including mortality. The Ariadne principles describe a model of care based on a thorough assessment of diseases, treatments (and potential interactions), clinical status, context and preferences of patients with multimorbidity, with the aim of prioritizing and sharing realistic treatment goals that guide an individualized management. The aim of this study is to evaluate the effectiveness of a complex intervention that implements the Ariadne principles in a population of young-old patients with multimorbidity and polypharmacy. The intervention seeks to improve the appropriateness of prescribing in primary care (PC), as measured by the medication appropriateness index (MAI) score at 6 and 12months, as compared with usual care. Methods/Design: Design:pragmatic cluster randomized clinical trial. Unit of randomization: family physician (FP). Unit of analysis: patient. Scope: PC health centres in three autonomous communities: Aragon, Madrid, and Andalusia (Spain). Population: patients aged 65-74years with multimorbidity (≥3 chronic diseases) and polypharmacy (≥5 drugs prescribed in ≥3months). Sample size: n=400 (200 per study arm). Intervention: complex intervention based on the implementation of the Ariadne principles with two components: (1) FP training and (2) FP-patient interview. Outcomes: MAI score, health services use, quality of life (Euroqol 5D-5L), pharmacotherapy and adherence to treatment (Morisky-Green, Haynes-Sackett), and clinical and socio-demographic variables. Statistical analysis: primary outcome is the difference in MAI score between T0 and T1 and corresponding 95% confidence interval. Adjustment for confounding factors will be performed by multilevel analysis. All analyses will be carried out in accordance with the intention-to-treat principle. Discussion: It is essential to provide evidence concerning interventions on PC patients with polypharmacy and multimorbidity, conducted in the context of routine clinical practice, and involving young-old patients with significant potential for preventing negative health outcomes. Trial registration: Clinicaltrials.gov, NCT02866799Publisher PDFPeer reviewe

Expression of functional chemokine receptors CXCR3 and CXCR4 on human melanoma cells.

Contains fulltext : 186804.pdf (Publisher’s version ) (Open Access)Chemokines are secreted into the tumor microenvironment by tumor-infiltrating inflammatory cells as well as by tumor cells. Chemokine receptors mediate agonist-dependent cell responses, including migration and activation of several signaling pathways. In the present study we show that several human melanoma cell lines and melanoma cells on macroscopically infiltrated lymph nodes express the chemokine receptors CXCR3 and CXCR4. Using the highly invasive melanoma cell line BLM, we demonstrate that the chemokine Mig, a ligand for CXCR3, activates the small GTPases RhoA and Rac1, induces a reorganization of the actin cytoskeleton, and triggers cell chemotaxis and modulation of integrin VLA-5- and VLA-4-dependent cell adhesion to fibronectin. Furthermore, the chemokine SDF-1alpha, the ligand of CXCR4, triggered modulation of beta(1) integrin-dependent melanoma cell adhesion to fibronectin. Additionally, Mig and SDF-1alpha activated MAPKs p44/42 and p38 on melanoma cells. Expression of functional CXCR3 and CXCR4 receptors on melanoma cells indicates that they might contribute to cell motility during invasion as well as to regulation of cell proliferation and survival

Cytomegalovirus infection management in solid organ transplant recipients across European centers in the time of molecular diagnostics: An ESGICH survey

Background: Scant information is available about how transplant centers are managing their use of quantitative molecular testing (QNAT) assays for active cytomegalovirus (CMV) infection monitoring in solid organ transplant (SOT) recipients. The current study was aimed at gathering information on current practices in the management of CMV infection across European centers in the era of molecular testing assays. Methods: A questionnaire-based cross-sectional survey study was conducted by the European Study Group of Infections in Immunocompromised Hosts (ESGICH) of the Society of Clinical Microbiology and Infectious Diseases (ESCMID). The invitation and a weekly reminder with a personal link to an Internet service provider (https://es.surveymonkey.com/) was sent to transplant physicians, transplant infectious diseases specialists, and clinical virologists working at 340 European transplant centers. Results: Of the 1181 specialists surveyed, a total of 173 responded (14.8%): 73 transplant physicians, 57 transplant infectious diseases specialists, and 43 virologists from 173 institutions located at 23 different countries. The majority of centers used QNAT assays for active CMV infection monitoring. Most centers preferred commercially available real-time polymerase chain reaction (RT-PCR) assays over laboratory-developed procedures for quantifying CMV DNA load in whole blood or plasma. Use of a wide variety of DNA extraction platforms and RT-PCR assays was reported. All programs used antiviral prophylaxis, preemptive therapy, or both, according to current guidelines. However, the centers used different criteria for starting preemptive antiviral treatment, for monitoring systemic CMV DNA load, and for requesting genotypic assays to detect emerging CMV-resistant variants. Conclusions: Significant variation in CMV infection management in SOT recipients still remains across European centers in the era of molecular testing. International multicenter studies are required to achieve commutability of CMV testing and antiviral management procedures

La expresión corporal en educación física : propuesta curricular desde la administración educativa

Resumen basado en el de la publicaciónSe analiza la expresión corporal en la Educación Física y se presenta un estudio de caso de un Match de improvisación. La expresión corporal es el instrumento con el cual se producen las variadas formas del arte del movimiento. Es fundamental en el proceso de comunicación y éste debe ser interactivo y dinámico. Se analiza la expresión corporal como medio educativo para la formación integral del alumnado. En el estudio del caso, se muestra cómo se aplica al marco escolar y en qué puede ayudar.AndalucíaBiblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín 5 -3 Planta; 28014 Madrid; Tel. +34917748000; [email protected]