Evaluación como aprendizaje en la formación inicial de los docentes: desafíos y posibilidades del portafolio digital

González Muñoz, L. y Soto Gómez, E. (2017) Evaluación como aprendizaje en la formación inicial de los docentes: desafíos y posibilidades del portafolio digital. CIMIE 17. Sixth Multidisciplinary International Congress of Educational Research. 29-30 Junio. BilbaoEsta comunicación describe los retos y fortalezas del portafolio digital Mahara como herramien-ta de aprendizaje y evaluación en una experiencia de prácticas externas del Grado de Educa-ción Infantil de la Facultad de Educación de Málaga. Para ello se expone el testimonio de va-rios estudiantes de distintas promociones (2010-2016) que utilizaron esta herramienta durante sus prácticum, tutorizados por la misma profesora. El análisis de la información, recogida a través de grupos focales, refleja algunos de los retos iniciales que tuvieron que enfrentar los estudiantes cuando comenzaron a utilizar la herramienta, las dificultades de adaptación y dis-posición inicial; así como las ventajas que encontraron una vez superado esos desafíos, tradu-cidas en el desarrollo del pensamiento reflexivo y la adquisición de competencias profesiona-les.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Estudios de caso. El desarrollo de competencias en la formación inicial de docentes en Andalucía después de Bolonia (EEES). Facultad de Ciencias de la Educación (Universidad de Almería)

Esta colección tiene una serie de informes generales y 8 estudios de casos. Este volumen es el informe del Estudio de casos desarrollado en la Facultad de Ciencias de la Educación de la Universidad de Sevilla. Todos los autores y autoras de este documento autorizan a Encarnación Soto Gómez a depositarlo en RIUMA.Los hallazgos de esta investigación se recogen en diferentes informes que componen una mirada compleja y contrastada a la formación inicial de Andalucía en el Grado de Educación Infantil y Educación Primaria 10 años después de la puesta en marcha del Espacio Europeo de Educación Superior y 30 años después de la investigación desarrollada por el mismo Grupo de investigación: (1991-1993) del Plan Nacional de Investigación “Las prácticas de enseñanza en la formación inicial en las escuelas universitarias de formación de profesorado de Andalucía” (PB90-0813). La colección se compone de: • Un informe documental de las estructuras, condiciones y planes de estudio de las 8 Facultades implicadas. • Un informe de grandes muestras recogiendo la opinión de estudiantes y profesorado implicado en cada uno de los Títulos • 8 estudios de caso, uno por cada una de las Facultades implicadas. Investigadores principales: Ángel I. Pérez y Encarna Soto Investigadores: Noelia Alcaraz; Javier Barquin; Nieves Blanco; Ester Caparrós; Soledad de la Blanca; Manuel Fernandez; Isabel Fernández; Monsalud Gallardo; Elena García; Rosario Gutíerrez; Gonzalo Maldonado; Diego Martín; Ana Márquez; Mª Jose Mayorga; Laura; Muñoz; Laura Pañagua; Noemí Peña; Laura Pérez; Cristina Rodríguez; Mª del Pilar Sepúlveda; Mª José Serván; Eduardo SierraProyecto de investigación financiado: UMA18-FEDERJA-127. El desarrollo de competencias en la formación inicial de docentes en Andalucía después de Bolonia (EEES). Un estudio comparativo 25 años después. Grupo de Investigación HUM 311. Web. http://repensarlaeducacion.e

Mahara como red social y portafolio digital en los nuevos contextos de formación inicial docente. Un estudio de casos

The objective of this research is to understand the virtualities and limitations of the Mahara social network and digital portfolio in initial teacher training. In recent years, digital media, among which social networks stand out, have increased their influence in different areas of daily life. The classrooms, already occupied by digital natives, highlight the need to incorporate into education tools that allow transferring the functionalities that attract us so much from social networks (interactivity, sociability, ease to create spaces of intimacy, personalization and access to information unlimited) to the academic field, especially in the training of new teachers. Mahara seems to favor the development of teaching competencies through the integration of the formal and the social. In this sense, a case study has been carried out consisting of a group of students of Early Childhood Education of the University of Malaga and its teaching staff, who use Mahara in various subjects. The analysis and triangulation of the data gave rise to seven emerging categories that allow us to better understand the potential and challenges of the tool through the uniqueness of what could be considered as a good teacher training experience.El objetivo de esta investigación es comprender las virtualidades y limitaciones de la red social y portafolio digital Mahara en la formación inicial docente. En los últimos años, los medios digitales, entre los que destacan las redes sociales, han incrementado su influencia en los distintos ámbitos de la vida cotidiana. Las aulas, ocupadas ya por nativos digitales, ponen de manifiesto la necesidad de incorporar en la educación herramientas que permitan transferir las funcionalidades que tanto nos atraen de las redes sociales (interactividad, sociabilidad, facilidad para crear espacios de intimidad, personalización y acceso a información ilimitada) al ámbito académico, especialmente en la formación del profesorado novel. Mahara parece favorecer el desarrollo de competencias docentes a través de la integración de lo formal y lo social. En este sentido, se ha llevado a cabo un estudio de casos conformado por un grupo de estudiantes de Educación Infantil de la Universidad de Málaga y su profesorado, quienes utilizan Mahara en varias asignaturas. El análisis y triangulación de los datos dio lugar a siete categorías emergentes que nos permiten conocer mejor las potencialidades y desafíos de la herramienta a través de la singularidad de lo que podría considerarse como una buena experiencia formativa

Teaching competencies and the digital portfolio: Creating learning and evaluation spaces in the initial teacher training. A case study

El propósito de este artículo es compartir las virtualidades educativas del portafolio digital como herramienta de aprendizaje y evaluación en la formación inicial del profesorado a fin de comprender cómo su uso, vinculado a una metodología activa, favorece el desarrollo de las competencias docentes para el siglo XXI. Un reto no exento de dificultades, pero ineludible para atender los nuevos desafíos pedagógicos. A través de un estudio de casos, se investiga la experiencia promovida por un grupo de docentes de la Universidad de Málaga en un conjunto de asignaturas de 1º de Educación Infantil. Un Proyecto innovador con nueve años de vida que sitúa el eje en el aprendizaje, transformando los procesos de enseñanza y evaluación. Tras un minucioso análisis de los datos, recogidos a partir de observaciones, cuestionarios, entrevistas y análisis documental del diario del alumnado, se descubrió que el uso del portafolio digital ayuda, en gran medida, a focalizar el proceso de enseñanza-aprendizaje en el alumnado, promover la reflexión y el desarrollo del espíritu crítico, favorecer la reconstrucción del conocimiento práctico y facilitar la evaluación educativa, formativa y auténtica. Los resultados de esta investigación cualitativa proporcionan información sobre una experiencia particular y, además, impulsan el estudio de buenas prácticas de evaluación en la universidad, así como la aplicación de estrategias metodológicas que favorezcan el desarrollo de competencias docentes adaptadas a los nuevos tiemposThe purpose of this article is to share the educational potentialities of the digital portfolio as a tool for learning and evaluation during the initial teacher training in order to understand how its use, linked to an active methodology, helps the development of new teaching skills for the century XXI. A challenge not without difficulties, but unavoidable in this change of time from which new pedagogical needs emerge. Through a case study, the experience promoted by a group of teachers from the University of Malaga is investigated in a set of subjects of 1st Child Education. An innovative project with nine years of life that places the axis in learning, transforming the teaching and evaluation processes. After a thorough analysis of the data, collected from observations, questionnaires, interviews and documentary analysis of the students' diary, it was discovered that the use of the digital portfolio helps, to a large extent, to focus the teaching-learning process on the students, promote reflection and development of the critical spirit, favor the reconstruction of practical knowledge and facilitate educational, formative and authentic evaluation. The results of this qualitative research provide information on a particular experience and, in addition, promote the study of good evaluation practices in the university, as well as the application of methodological strategies that favor the development of teaching skills adapted to the new time

Treatment with tocilizumab or corticosteroids for COVID-19 patients with hyperinflammatory state: a multicentre cohort study (SAM-COVID-19)

Objectives: The objective of this study was to estimate the association between tocilizumab or corticosteroids and the risk of intubation or death in patients with coronavirus disease 19 (COVID-19) with a hyperinflammatory state according to clinical and laboratory parameters. Methods: A cohort study was performed in 60 Spanish hospitals including 778 patients with COVID-19 and clinical and laboratory data indicative of a hyperinflammatory state. Treatment was mainly with tocilizumab, an intermediate-high dose of corticosteroids (IHDC), a pulse dose of corticosteroids (PDC), combination therapy, or no treatment. Primary outcome was intubation or death; follow-up was 21 days. Propensity score-adjusted estimations using Cox regression (logistic regression if needed) were calculated. Propensity scores were used as confounders, matching variables and for the inverse probability of treatment weights (IPTWs). Results: In all, 88, 117, 78 and 151 patients treated with tocilizumab, IHDC, PDC, and combination therapy, respectively, were compared with 344 untreated patients. The primary endpoint occurred in 10 (11.4%), 27 (23.1%), 12 (15.4%), 40 (25.6%) and 69 (21.1%), respectively. The IPTW-based hazard ratios (odds ratio for combination therapy) for the primary endpoint were 0.32 (95%CI 0.22-0.47; p < 0.001) for tocilizumab, 0.82 (0.71-1.30; p 0.82) for IHDC, 0.61 (0.43-0.86; p 0.006) for PDC, and 1.17 (0.86-1.58; p 0.30) for combination therapy. Other applications of the propensity score provided similar results, but were not significant for PDC. Tocilizumab was also associated with lower hazard of death alone in IPTW analysis (0.07; 0.02-0.17; p < 0.001). Conclusions: Tocilizumab might be useful in COVID-19 patients with a hyperinflammatory state and should be prioritized for randomized trials in this situatio

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

Clonal chromosomal mosaicism and loss of chromosome Y in elderly men increase vulnerability for SARS-CoV-2

The pandemic caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2, COVID-19) had an estimated overall case fatality ratio of 1.38% (pre-vaccination), being 53% higher in males and increasing exponentially with age. Among 9578 individuals diagnosed with COVID-19 in the SCOURGE study, we found 133 cases (1.42%) with detectable clonal mosaicism for chromosome alterations (mCA) and 226 males (5.08%) with acquired loss of chromosome Y (LOY). Individuals with clonal mosaic events (mCA and/or LOY) showed a 54% increase in the risk of COVID-19 lethality. LOY is associated with transcriptomic biomarkers of immune dysfunction, pro-coagulation activity and cardiovascular risk. Interferon-induced genes involved in the initial immune response to SARS-CoV-2 are also down-regulated in LOY. Thus, mCA and LOY underlie at least part of the sex-biased severity and mortality of COVID-19 in aging patients. Given its potential therapeutic and prognostic relevance, evaluation of clonal mosaicism should be implemented as biomarker of COVID-19 severity in elderly people. Among 9578 individuals diagnosed with COVID-19 in the SCOURGE study, individuals with clonal mosaic events (clonal mosaicism for chromosome alterations and/or loss of chromosome Y) showed an increased risk of COVID-19 lethality

Gestión del conocimiento. Perspectiva multidisciplinaria. Volumen 17

El libro “Gestión del Conocimiento. Perspectiva Multidisciplinaria”, Volumen 17 de la Colección Unión Global, es resultado de investigaciones. Los capítulos del libro, son resultados de investigaciones desarrolladas por sus autores. El libro es una publicación internacional, seriada, continua, arbitrada, de acceso abierto a todas las áreas del conocimiento, orientada a contribuir con procesos de gestión del conocimiento científico, tecnológico y humanístico. Con esta colección, se aspira contribuir con el cultivo, la comprensión, la recopilación y la apropiación social del conocimiento en cuanto a patrimonio intangible de la humanidad, con el propósito de hacer aportes con la transformación de las relaciones socioculturales que sustentan la construcción social de los saberes y su reconocimiento como bien público

Spatiotemporal Characteristics of the Largest HIV-1 CRF02_AG Outbreak in Spain: Evidence for Onward Transmissions

Background and Aim: The circulating recombinant form 02_AG (CRF02_AG) is the predominant clade among the human immunodeficiency virus type-1 (HIV-1) non-Bs with a prevalence of 5.97% (95% Confidence Interval-CI: 5.41–6.57%) across Spain. Our aim was to estimate the levels of regional clustering for CRF02_AG and the spatiotemporal characteristics of the largest CRF02_AG subepidemic in Spain.Methods: We studied 396 CRF02_AG sequences obtained from HIV-1 diagnosed patients during 2000–2014 from 10 autonomous communities of Spain. Phylogenetic analysis was performed on the 391 CRF02_AG sequences along with all globally sampled CRF02_AG sequences (N = 3,302) as references. Phylodynamic and phylogeographic analysis was performed to the largest CRF02_AG monophyletic cluster by a Bayesian method in BEAST v1.8.0 and by reconstructing ancestral states using the criterion of parsimony in Mesquite v3.4, respectively.Results: The HIV-1 CRF02_AG prevalence differed across Spanish autonomous communities we sampled from (p &lt; 0.001). Phylogenetic analysis revealed that 52.7% of the CRF02_AG sequences formed 56 monophyletic clusters, with a range of 2–79 sequences. The CRF02_AG regional dispersal differed across Spain (p = 0.003), as suggested by monophyletic clustering. For the largest monophyletic cluster (subepidemic) (N = 79), 49.4% of the clustered sequences originated from Madrid, while most sequences (51.9%) had been obtained from men having sex with men (MSM). Molecular clock analysis suggested that the origin (tMRCA) of the CRF02_AG subepidemic was in 2002 (median estimate; 95% Highest Posterior Density-HPD interval: 1999–2004). Additionally, we found significant clustering within the CRF02_AG subepidemic according to the ethnic origin.Conclusion: CRF02_AG has been introduced as a result of multiple introductions in Spain, following regional dispersal in several cases. We showed that CRF02_AG transmissions were mostly due to regional dispersal in Spain. The hot-spot for the largest CRF02_AG regional subepidemic in Spain was in Madrid associated with MSM transmission risk group. The existence of subepidemics suggest that several spillovers occurred from Madrid to other areas. CRF02_AG sequences from Hispanics were clustered in a separate subclade suggesting no linkage between the local and Hispanic subepidemics