Conceptualización teórico-metodológica para la introducción de la gamificación en el desarrollo de las competencias STEAM en la Educación Superior. Caso: Universidad Ecotec

La presente investigación propone un modelo teórico- metodológico que engloba la incorporación de las Tecnologías de la Información y la Comunicación, TICs, y la gamificación para el desarrollo de competencias STEM en Instituciones de Educación Superior sostenibles. En la consecución de estos objetivos se realizó, en primer lugar, un estudio bibliométrico con el propósito de analizar el impacto de estas herramientas metodológicas, y en el que se manifestaron los aspectos positivos y negativos que se observan de su inclusión en la educación superior. Por otra con el análisis de resultados se proponía determinar la existencia de una tendencia creciente en la última década de modelos de implementación específicos y su adecuada implementación en las IES. A continuación, se realizó un estudio comparativo entre Instituciones de Educación Superior (IES) en Ecuador y España, en el cual se utilizó una encuesta cualitativa previamente validada y distribuida en línea, para determinar los factores de inclusión y uso de las TICs en las IES en dos momentos cruciales de la pandemia sobrevenida en 2019, antes y después del confinamiento. Los resultados mostraron la esencialidad de las TICs para lograr IES sostenibles, destacando el beneficio de su inclusión en el proceso de enseñanza y aprendizaje y en el desarrollo de habilidades TICs en los docentes. También, se evidenció que los docentes carecían de capacitación y modelos específicos para una correcta inclusión y uso de las TICs en el aula, el cual se destacó mucho más en docentes con mayor experiencia. Otras de los resultados obtenidos fue la relación existente entre el uso de las TICs, experiencia de los docentes, y capacitación en su uso, con el bienestar emocional de los profesionales. El siguiente estudio cualitativo se centró en analizar la influencia de la tecnología y el Coivd-19 en docentes con alta experiencia en educación STEM en las IES. Los resultados obtenidos mostraron las dificultades presentadas por los docentes en una situación excepcional como el COVID-19 en la que el cambio en la modalidad de enseñanza, imposición de uso de tics entre otros factores, generaron altos niveles de ansiedad y estrés emocional relacionado con su percepción de la metodología de trabajo online, indistintamente del país de procedencia. También se evidenció que los docentes con mayor formación en los campos STEM y dominio de las TICs eran menos propensos a desarrollar tecnoestrés, por lo que se consideró que esta variable actuaba como un efecto preventivo. Por último se propone un modelo general STEM sostenible para las instituciones de Educación Superior, que concibe a los diferentes actores (estudiantes y docentes) y los beneficios de la inclusión y uso de las TICs en el proceso de enseñanza y aprendizaje que contribuya al desarrollo de sus habilidades tecnológicas y bienestar emocional.This research proposes a theoretical-methodological model that conceives for the incorporation of ICT Information and Communication Technologies and gamification for the development of STEM skills in sustainable Higher Education Institutions. For this, a bibliometric was carried out with the objective of analyzing the impact of ICTs and gamification, highlighting positive and negative aspects of their inclusion in higher education, which would allow determining if there was a growing trend in the last decade or specific implementation models of ICTs. its proper implementation in HEIs. Next, a comparative study was carried out between Higher Education Institutions (HEIs) in Ecuador and Spain, in which a qualitative survey previously validated and distributed online was obtained, to determine the factors of inclusion and use of ICT in HEIs. in two moments before and after confinement. The results showed the essentiality of ICTs to achieve sustainable HEIs, highlighting the benefit of their inclusion in the teaching and learning process and in the development of ICT skills in teachers. Also, it was evident that teachers lacked training and specific models for the correct inclusion and use of ICT in the classroom, which was much more prominent in teachers with more experience other difficulties related to emotional well-being. In the following qualitative study, the influence of technology and Coivd-19 on teachers with high experience in STEM education in HEIs was analyzed. The results obtained showed the exhibitions presented by teachers in an exceptional situation such as COVID-19 in which the change in the teaching modality, the imposition of the use of tics, among other factors, generated high levels of anxiety and emotional stress related to their perception. of the online work methodology, regardless of the country of origin. It was also shown that teachers with more training in the STEM fields and ICT proficiency were less likely to develop technostress, which is why it is considered a preventive effect. Finally, a general sustainable STEM model is proposed for higher education institutions, which conceives the different actors (students and teachers) and the benefits of the inclusion and use of ICTs in the teaching and learning process that already contributes to development. of their technological skills and emotional well-being

The Higher Education Sustainability before and during the COVID-19 Pandemic: A Spanish and Ecuadorian Case

Information and communication technologies (ICTs) are key to create sustainable higher education institutions (HEIs). Most researchers focused on the students’ perspective, especially during the online teaching caused by COVID-19; however, university teachers are often forgotten, having their opinion missing. This study’s objective was to determine the factors that contribute to the inclusion of ICTs. The research based on a comparative study through an online qualitative survey focused on the inclusion and use of ICTs in two HEIs and two different moments (pre-and post-lockdowns). There were differences regarding country and working experience (p < 0.001), being linked to the ICTs use, evaluation of obstacles, and the role given to ICTs (p < 0.05). The COVID-19 caused modifications of the teachers’ perspectives, including an improvement of the opinion of older teachers regarding the essentialness of ICTs in the teaching process (p < 0.001) and worsening their perception about their ICTs skill (p < 0.05). Additionally, an initial model focused only on the university teachers and their use of ICTs has been proposed. In conclusion, the less experienced university teachers used more ICTs, identified more greatly the problematic factors, and considered more important the ICTs, with the perception of all teachers modified by COVID-19

The Influence of Technology on Mental Well-Being of STEM Teachers at University Level: COVID-19 as a Stressor

Stress can result in psychopathologies, such as anxiety or depression, when this risk factor continues in time. One major stressor was the COVID-19 pandemic, which triggered considerable emotional distress and mental health issues among different workers, including teachers, with another stressor: technology and online education. A mixed-method approach is presented in this research, combining a cross-sectional study of university teachers from Ecuador and Spain with a medium of twenty years of working experience (N = 55) and a bibliometric analysis carried out in three databases (161 documents). The levels of anxiety and depression, and therefore the risk of developing them as mental disorders, were high. The lack of training (p < 0.01), time (p < 0.05), or research regarding the use of technology in education (p < 0.01) and stress caused by COVID-19 (p < 0.001) were linked to frequency. The most relevant observational study obtained through the bibliometric analysis (138 citations and over 65% of methodological quality) indicated that previous training and behavioral factors are key in the stress related to technology. The combination of the results indicated that mental health in STEM teachers at university is related to diverse factors, from training to the family and working balance

Gamification as a Promoting Tool of Motivation for Creating Sustainable Higher Education Institutions

Higher Educational Institutions (HEIs) are responsible for creating healthy and sustainable environments for students and teachers through diverse educational paradigms such as gamification. In this sense, the Healthy People 2030 and the Sustainable Development Goals indicated the imperative to provide inclusive and equitable quality education to promote a healthy environment and life. The principal objective was to analyse the impact of gamification on health development in HEIs, highlighting their positive and negative effects. To achieve such an objective, a bibliometric analysis was carried out. The 257 documents showed no significant increasing trend in the last decade (p > 0.05) related to the pandemic. Most of the publications were conferences (45%), and the few published articles were the documents with more citations (p < 0.001). According to their index in Journal Citation Reports, there were significant differences between the citations of articles published in journals (p < 0.001). The analysis of journal co-citations showed that the leading journals (such as Computers in Human Behavior) had a significant part in the clusters formed (p < 0.001), conditioning also the keywords, especially the term “motivation”. These findings were discussed, concluding that the experimental studies focused on the teachers’ adverse effects are yet to come

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

Confinement experiences : informative stories

Experiencias de confinamiento reúne diferentes relatos sobre las prácticas cotidianas que marcaron o transformaron nuestras vidas a causa de la pandemia de la COVID-19, y que permitieron la exploración de nuevos aprendizajes, hábitos y habilidades. En este libro, profesores, estudiantes y egresados relatan las experiencias, miedos y pensamientos que los acompañaron durante el confinamiento y, así mismo, reflexionan acerca de la adaptación a las clases virtuales, al teletrabajo y a una nueva cotidianidad. Estos relatos son el producto de experiencias personales que apelan a vivencias compartidas mediante un lenguaje que interviene los esquemas de la escritura académica para que los sentimientos, las experiencias de vida y las reflexiones fluyan a través de la escritura.Bogot

Revista Temas Agrarios Volumen 26; Suplemento 1 de 2021

1st International and 2nd National Symposium of Agronomic Sciences: The rebirth of the scientific discussion space for the Colombian Agro.1 Simposio Intenacional y 2 Nacional de Ciencias Agronómicas: El renacer del espacio de discusión científica para el Agro colombiano

Global variation in postoperative mortality and complications after cancer surgery: a multicentre, prospective cohort study in 82 countries

© 2021 The Author(s). Published by Elsevier Ltd. This is an Open Access article under the CC BY-NC-ND 4.0 licenseBackground: 80% of individuals with cancer will require a surgical procedure, yet little comparative data exist on early outcomes in low-income and middle-income countries (LMICs). We compared postoperative outcomes in breast, colorectal, and gastric cancer surgery in hospitals worldwide, focusing on the effect of disease stage and complications on postoperative mortality. Methods: This was a multicentre, international prospective cohort study of consecutive adult patients undergoing surgery for primary breast, colorectal, or gastric cancer requiring a skin incision done under general or neuraxial anaesthesia. The primary outcome was death or major complication within 30 days of surgery. Multilevel logistic regression determined relationships within three-level nested models of patients within hospitals and countries. Hospital-level infrastructure effects were explored with three-way mediation analyses. This study was registered with ClinicalTrials.gov, NCT03471494. Findings: Between April 1, 2018, and Jan 31, 2019, we enrolled 15 958 patients from 428 hospitals in 82 countries (high income 9106 patients, 31 countries; upper-middle income 2721 patients, 23 countries; or lower-middle income 4131 patients, 28 countries). Patients in LMICs presented with more advanced disease compared with patients in high-income countries. 30-day mortality was higher for gastric cancer in low-income or lower-middle-income countries (adjusted odds ratio 3·72, 95% CI 1·70–8·16) and for colorectal cancer in low-income or lower-middle-income countries (4·59, 2·39–8·80) and upper-middle-income countries (2·06, 1·11–3·83). No difference in 30-day mortality was seen in breast cancer. The proportion of patients who died after a major complication was greatest in low-income or lower-middle-income countries (6·15, 3·26–11·59) and upper-middle-income countries (3·89, 2·08–7·29). Postoperative death after complications was partly explained by patient factors (60%) and partly by hospital or country (40%). The absence of consistently available postoperative care facilities was associated with seven to 10 more deaths per 100 major complications in LMICs. Cancer stage alone explained little of the early variation in mortality or postoperative complications. Interpretation: Higher levels of mortality after cancer surgery in LMICs was not fully explained by later presentation of disease. The capacity to rescue patients from surgical complications is a tangible opportunity for meaningful intervention. Early death after cancer surgery might be reduced by policies focusing on strengthening perioperative care systems to detect and intervene in common complications. Funding: National Institute for Health Research Global Health Research Unit

Effects of hospital facilities on patient outcomes after cancer surgery: an international, prospective, observational study

© 2022 The Author(s). Published by Elsevier Ltd. This is an Open Access article under the CC BY 4.0 licenseBackground: Early death after cancer surgery is higher in low-income and middle-income countries (LMICs) compared with in high-income countries, yet the impact of facility characteristics on early postoperative outcomes is unknown. The aim of this study was to examine the association between hospital infrastructure, resource availability, and processes on early outcomes after cancer surgery worldwide. Methods: A multimethods analysis was performed as part of the GlobalSurg 3 study—a multicentre, international, prospective cohort study of patients who had surgery for breast, colorectal, or gastric cancer. The primary outcomes were 30-day mortality and 30-day major complication rates. Potentially beneficial hospital facilities were identified by variable selection to select those associated with 30-day mortality. Adjusted outcomes were determined using generalised estimating equations to account for patient characteristics and country-income group, with population stratification by hospital. Findings: Between April 1, 2018, and April 23, 2019, facility-level data were collected for 9685 patients across 238 hospitals in 66 countries (91 hospitals in 20 high-income countries; 57 hospitals in 19 upper-middle-income countries; and 90 hospitals in 27 low-income to lower-middle-income countries). The availability of five hospital facilities was inversely associated with mortality: ultrasound, CT scanner, critical care unit, opioid analgesia, and oncologist. After adjustment for case-mix and country income group, hospitals with three or fewer of these facilities (62 hospitals, 1294 patients) had higher mortality compared with those with four or five (adjusted odds ratio [OR] 3·85 [95% CI 2·58–5·75]; p<0·0001), with excess mortality predominantly explained by a limited capacity to rescue following the development of major complications (63·0% vs 82·7%; OR 0·35 [0·23–0·53]; p<0·0001). Across LMICs, improvements in hospital facilities would prevent one to three deaths for every 100 patients undergoing surgery for cancer. Interpretation: Hospitals with higher levels of infrastructure and resources have better outcomes after cancer surgery, independent of country income. Without urgent strengthening of hospital infrastructure and resources, the reductions in cancer-associated mortality associated with improved access will not be realised. Funding: National Institute for Health and Care Research