Aplication of active-learning cooperation strategy in the course of Principles, Instrumentation and Methods in Ecology and Soil Science

La sociedad actual requiere la formación de profesionales capaces de integrarse en grupos de trabajo que se autogestionen. Así, dentro del proceso de convergencia universitaria europea destaca como uno de sus objetivos el desarrollo de titulados capaces de integrarse en equipos de trabajo con la capacidad para la construcción individual y colectiva del conocimiento. Un aspecto importante de la adaptación de la enseñanza superior al Espacio Europeo de Educación Superior (EEES) es el cambio de modelos basados en la enseñanza a modelos basados en el aprendizaje. Este trabajo presenta una experiencia en la asignatura de ‘Principios Instrumentación y Métodos en Ecología y Edafología’ del primer curso del Grado en Biología (Facultad de Biología de la Universidad de Sevilla, 2010-2011), sustentada en la metodología del aprendizaje cooperativo entre los alumnos, con un enfoque de aprendizaje basado en problemas. Para obtener una valoración sobre el porcentaje de éxito conseguido en la aplicación de esta metodología se consideraron dos indicadores: 1) grado de asistencia/abandono y de aprobados de los alumnos de la parte práctica de la asignatura y 2) encuesta de satisfacción del alumnado sobre la metodología docente empleada. Con respecto al primer indicador se observó un alto nivel de implicación y compromiso por los alumnos en el proceso de aprendizaje, de forma que los niveles de abandono de la parte práctica de la asignatura fueron mínimos. Por otro lado, más de un 90% de los alumnos que habían optado por la asistencia continúa a las clases y por la participación en las dinámicas de grupo superaron esta parte de la asignatura. Finalmente, existió una valoración muy positiva por parte de los alumnos en la aplicación de este tipo de métodos docentes y los estudiantes fueron capaces de encontrarles numerosos aspectos positivos para su formación.Today's society requires the training of professionals able to integrate into working groups. So within the European university convergence process stands out as one of its objectives the development of graduates capable of integrating into teams with the capacity for individual and collective construction of knowledge. An important aspect of the adaptation of higher education to European Higher Education Area (EHEA) is the change of models based on teaching to a model learning-based. This paper presents an experience in the subject of 'Principles, Instrumentation and Methods in Ecology and Soil Science' of the first year of Biology (Faculty of Biology, University of Seville, 2010- 2011), based on the methodology of cooperative learning among students, with a focus on problem-based learning. For review of the success rate achieved in the implementation of this methodology was considered two indicators: 1) degree of attendance/dropout and students who approved the practice of the subject and 2) Student satisfaction on the teaching methodology used (surveys). Regarding the first indicator was observed a high level of involvement and commitment by students in the learning process. So, the levels of abandonment of the practices subject were minimal. Furthermore, over 90% of students who opted for the assistance continues to classes and participated in group dynamics, exceeded this part of the course. Finally, students were capable of finding many positive aspects for his training and they had a very positive evaluation in applying these types of teaching methods

Biomarkers and polymorphisms in pancreatic neuroendocrine tumors treated with sunitinib

Several circulating biomarkers and single nucleotide polymorphisms (SNPs) have been correlated with efficacy and tolerability to antiangiogenic agents. These associations remain unexplored in well-differentiated, metastatic pancreatic neuroendocrine tumors treated with the multitargeted tyrosine kinase inhibitor sunitinib. We have assessed the effect on tumor response at 6 months, overall survival, progression-free survival and safety of 14 SNPs, and 6 soluble proteins. Forty-three patients were recruited. Two SNPs in the vascular endothelial growth factor receptor 3 (VEGFR-3) gene predicted lower overall survival: rs307826 with hazard ratio (HR) 3.67 (confidence interval [CI] 95%, 1.35-10.00) and rs307821 with HR 3.84 (CI 95%, 1.47-10.0). Interleukin-6 was associated with increased mortality: HR 1.06 (CI 95%, 1.01-1.12), and osteopontin was associated with shorter PFS: HR 1.087 (1.01-1.16), independently of Ki-67. Furthermore, levels of osteopontin remained higher at the end of the study in patients considered non-responders: 38.5 ng/mL vs. responders: 18.7 ng/mL, p-value=0.039. Dynamic upward variations were also observed with respect to IL-8 levels in sunitinib-refractory individuals: 28.5 pg/mL at baseline vs. 38.3 pg/mL at 3 months, p-value=0.024. In conclusion, two VEGFR-3 SNPs as well as various serum biomarkers were associated with diverse clinical outcomes in patients with well-differentiated pancreatic neuroendocrine tumors treated with sunitinib

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

Mortality and pulmonary complications in patients undergoing surgery with perioperative SARS-CoV-2 infection: an international cohort study

Background: The impact of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) on postoperative recovery needs to be understood to inform clinical decision making during and after the COVID-19 pandemic. This study reports 30-day mortality and pulmonary complication rates in patients with perioperative SARS-CoV-2 infection. Methods: This international, multicentre, cohort study at 235 hospitals in 24 countries included all patients undergoing surgery who had SARS-CoV-2 infection confirmed within 7 days before or 30 days after surgery. The primary outcome measure was 30-day postoperative mortality and was assessed in all enrolled patients. The main secondary outcome measure was pulmonary complications, defined as pneumonia, acute respiratory distress syndrome, or unexpected postoperative ventilation. Findings: This analysis includes 1128 patients who had surgery between Jan 1 and March 31, 2020, of whom 835 (74·0%) had emergency surgery and 280 (24·8%) had elective surgery. SARS-CoV-2 infection was confirmed preoperatively in 294 (26·1%) patients. 30-day mortality was 23·8% (268 of 1128). Pulmonary complications occurred in 577 (51·2%) of 1128 patients; 30-day mortality in these patients was 38·0% (219 of 577), accounting for 81·7% (219 of 268) of all deaths. In adjusted analyses, 30-day mortality was associated with male sex (odds ratio 1·75 [95% CI 1·28–2·40], p\textless0·0001), age 70 years or older versus younger than 70 years (2·30 [1·65–3·22], p\textless0·0001), American Society of Anesthesiologists grades 3–5 versus grades 1–2 (2·35 [1·57–3·53], p\textless0·0001), malignant versus benign or obstetric diagnosis (1·55 [1·01–2·39], p=0·046), emergency versus elective surgery (1·67 [1·06–2·63], p=0·026), and major versus minor surgery (1·52 [1·01–2·31], p=0·047). Interpretation: Postoperative pulmonary complications occur in half of patients with perioperative SARS-CoV-2 infection and are associated with high mortality. Thresholds for surgery during the COVID-19 pandemic should be higher than during normal practice, particularly in men aged 70 years and older. Consideration should be given for postponing non-urgent procedures and promoting non-operative treatment to delay or avoid the need for surgery. Funding: National Institute for Health Research (NIHR), Association of Coloproctology of Great Britain and Ireland, Bowel and Cancer Research, Bowel Disease Research Foundation, Association of Upper Gastrointestinal Surgeons, British Association of Surgical Oncology, British Gynaecological Cancer Society, European Society of Coloproctology, NIHR Academy, Sarcoma UK, Vascular Society for Great Britain and Ireland, and Yorkshire Cancer Research

Assessment of the implementation of an active teaching methodology in the subject Drafting and Execution of Projects of the Degree in Biology

La metodología docente de Aprendizaje Basado en el Desarrollo de Proyectos (ABdP) es un método de trabajo activo, centrado en el estudiante y en el que el profesorado adquiere un papel de facilitador-orientador-tutor. El objetivo general de este estudio es analizar el éxito de la metodología ABdP en la asignatura de Redacción y Ejecución de Proyectos en el Grado de Biología. Para ello se compararon los resultados académicos de alumnos que cursaron la asignatura mediante evaluación continua siguiendo la metodología de ABdP frente los que optaron por una evaluación final consistente en un examen sobre los contenidos teóricos-prácticos. Así mismo se analizó el grado de satisfacción general del alumnado con la metodología docente ABdP mediante el análisis de una encuesta de opinión. Los resultados mostraron que los estudiantes que cursaron la asignatura mediante ABdP suspendieron menos y obtuvieron una nota media mayor que los que realizaron un examen final. La encuesta puso de manifiesto la buena valoración del ABdP como herramienta formativa pues la mayoría de los estudiantes mostraron su satisfacción entre el esfuerzo realizado y la nota final obtenida, destacando además la alta valoración sobre el efecto beneficioso del ABdP en la adquisición de competencias tanto específicas de la titulación como generales de carácter instrumental, sistémico y personal.The Project Based Learning (PBL) teaching methodology is an active, student-centred working method in which the teaching staff takes on the role of facilitator-guidance-tutor. The general objective of this study is to analyze the success of the PBL methodology in the subject of Writing and Execution of Projects in the Biology Degree. For this purpose, the academic results of students who took the subject through continuous assessment following the PBL methodology were compared with those who chose a final assessment consisting of an exam on the theoretical-practical contents. Likewise, the degree of general satisfaction of the students with the PBL teaching methodology was analyzed through the analysis of an opinion survey. The results showed that students who took the subject through PBL failed less and obtained a higher average score than those who took a final exam. The survey showed how well the PBL was valued as a training tool, as most students were satisfied with the effort made and the final mark obtained. It also highlighted the high valuation of the beneficial effect of the PBL on the acquisition of both specific skills of the degree and general skills of an instrumental, systemic and personal nature

Implantación de una metodología docente activa en la asignatura de Redacción y Ejecución de Proyectos del Grado en Biología

he Project Based Learning (PBL) teaching methodology is an active, student-centred working method in which the teaching staf takes on the role of facilitator-guidance-tutor. he general objective of this study is to analyze the success of the PBL methodology in the subject of Writing and Execution of Projects in the Biology Degree. For this purpose, the academic results of students who took the subject through continuous assessment following the PBL methodology were compared with those who chose a inal assessment consisting of an exam on the theoretical-practical contents. Likewise, the degree of general satisfaction of the students with the PBL teaching methodology was analyzed through the analysis of an opinion survey. he results showed that students who took the subject through PBL failed less and obtained a higher average score than those who took a inal exam. he survey showed how well the PBL was valued as a training tool, as most students were satisied with the efort made and the inal mark obtained. It also highlighted the high valuation of the beneicial efect of the PBL on the acquisition of both speciic skills of the degree and general skills of an instrumental, systemic and personal nature.La metodología docente de Aprendizaje Basado en el Desarrollo de Proyectos (ABdP) es un método de trabajo activo, centrado en el estudiante y en el que el profesorado adquiere un papel de facilitador-orientador-tutor. El objetivo general de este estudio es analizar el éxito de la metodología ABdP en la asignatura de Redacción y Ejecución de Proyectos en el Grado de Biología. Para ello se compararon los resultados académicos de alumnos que cursaron la asignatura mediante evaluación continua siguiendo la metodología de ABdP frente los que optaron por una evaluación inal consistente en un examen sobre los contenidos teóricos-prácticos. Así mismo se analizó el grado de satisfacción general del alumnado con la metodología docente ABdP mediante el análisis de una encuesta de opinión. Los resultados mostraron que los estudiantes que cursaron la asignatura mediante ABdP suspendieron menos y obtuvieron una nota media mayor que los que realizaron un examen inal. La encuesta puso de maniiesto la buena valoración del ABdP como herramienta formativa pues la mayoría de los estudiantes mostraron su satisfacción entre el esfuerzo realizado y la nota inal obtenida, destacando además la alta valoración sobre el efecto beneicioso del ABdP en la adquisición de competencias tanto especíicas de la titulación como generales de carácter instrumental, sistémico y personal

(4275) Proyectos Zero: activar la comunidad de prácticas para recibir a los nuevos alumnos de Arquitectura reorientando vocaciones y ampliando y diversificando la profesión de Arquitecto

Experiencia de innovación educativa sobre metodologías docentes del proyecto arquitectónico que permitan dirigir las vocaciones dispares de los estudiantes de primer año del Grado en Fundamentos de la Arquitectura llegados desde distintos perfiles de acceso a la Universidad gracias a la diversificación del perfil profesional del Arquitecto con ejemplos de jóvenes arquitectos cuyo ejercicio profesional amplía la imaginación del oficio que traen los estudiantes. Gracias al tema de trabajo común, el turismo, se experimenta y debate de forma lúdica el paradigma de la disciplina del Proyecto Arquitectónico heredado de la Modernidad y algunas de las alternativas contemporáneas

(4275) Proyectos Zero: activar la comunidad de prácticas para recibir a los nuevos alumnos de Arquitectura reorientando vocaciones y ampliando y diversificando la profesión de Arquitecto

Experiencia de innovación educativa sobre metodologías docentes del proyecto arquitectónico que permitan dirigir las vocaciones dispares de los estudiantes de primer año del Grado en Fundamentos de la Arquitectura llegados desde distintos perfiles de acceso a la Universidad gracias a la diversificación del perfil profesional del Arquitecto con ejemplos de jóvenes arquitectos cuyo ejercicio profesional amplía la imaginación del oficio que traen los estudiantes. Gracias al tema de trabajo común, el turismo, se experimenta y debate de forma lúdica el paradigma de la disciplina del Proyecto Arquitectónico heredado de la Modernidad y algunas de las alternativas contemporáneas