Building social justice from education: An experience of innovation in higher university studies

En el curso 2016/17, ha iniciado su andadura el Máster oficial de Educación para la Justicia Social en la Universidad Autónoma de Madrid, una formación que nace como proyecto pionero en nuestro país. Presentamos este Máster como experiencia innovadora y de cambio educativo, considerando que las vivencias de este postgrado suponen un nuevo camino en la formación de profesionales del ámbito educativo hacia el compromiso social. La presente publicación expone las nociones y principios del máster poniendo en relación las ideas de Justicia Social y de escuela. Proyectando una imagen de Justicia Social como redistribución, reconocimiento y representación, la escuela se esboza como un espacio de formación en y desde la Justicia Social. Un postgrado de estas características proporciona una formación de maestros y maestras como intelectuales críticos, dispuestos a luchar por una escuela de calidad, inclusiva y participativa, que se aleje de los cánones tradicionales. Esta comunicación pretende recopilar las reflexiones en torno a la Educación para la Justicia Social, con el fin último de intercambiar conocimientos con profesionales del campo educativo y social. Nuestra visión pretende transformar las escuelas en espacios justos, que trabajen en y desde la Justicia Social, libres de discriminación y opresión, y donde la reflexión y el diálogo tengan un papel protagonistaIn the 2016/17 academic year, the official Masters’ Degree in Education for Social Justice at Universidad Autónoma de Madrid, was started as a pioneer project in Spain. We present this Master's Degree as an innovational experience in educational change, considering that the experiences of this postgraduate course represent a new path in the training of professionals in the educational field towards social commitment. This publication presents the ideas and principles of the masters’ programme, linking the ideas of Social Justice and the ideas of what the school means. Projecting an image of Social Justice such as redistribution, recognition and representation, school is outlined as a space of Social Justice. Studies of this nature provides teachers training as critical intellectuals, who are willing to fight for a quality, inclusive and participative school that move away from traditional canons. This communication seeks to gather the reflections in a way of understanding Education for Social Justice, with the ultimate aim being to share knowledge with professionals from the educational and social field. Our vision is to transform schools into fair spaces, working in and from Social Justice, free from discrimination and oppression, and where reflection and dialogue play a main rol

Pharmacogenetic Guided Opioid Therapy Improves Chronic Pain Outcomes and Comorbid Mental Health: A Randomized, Double-Blind, Controlled Study

Interindividual variability in analgesic response is at least partly due to well-characterized polymorphisms that are associated with opioid dosing and adverse outcomes. The Clinical Pharmacogenetics Implementation Consortium (CPIC) has put forward recommendations for the CYP2D6 phenotype, but the list of studied drug-gene pairs continues to grow. This clinical trial randomized chronic pain patients (n = 60), referred from primary care to pain unit care into two opioid prescribing arms, one guided by CYP2D6, μ-opioid receptor (OPRM1), and catechol-O-methyl transferase (COMT) genotypes vs. one with clinical routine. The genotype-guided treatment reduced pain intensity (76 vs. 59 mm, p < 0.01) by improving pain relief (28 vs. 48 mm, p < 0.05), increased quality of life (43 vs. 56 mm p < 0.001), and lowered the incidence of clinically relevant adverse events (3 [1-5] vs. 1 [0-2], p < 0.01) and 42% opioid dose (35 [22-61] vs. 60 [40-80] mg/day, p < 0.05) as opposed to usual prescribing arm. The final health utility score was significantly higher (0.71 [0.58-0.82] vs. 0.51 [0.13-0.67] controls, p < 0.05) by improving sleepiness and depression comorbidity, with a significant reduction of 30-34% for headache, dry mouth, nervousness, and constipation. A large-scale implementation analysis could help clinical translation, together with a pharmaco-economic evaluation

β2‑adrenergic receptor functionality and genotype in two different models of chronic inflammatory disease: Liver cirrhosis and osteoarthritis

The present study was designed to investigate the functional status of β2 adrenoceptors (β2AR) in two models of chronic inflammatory disease: liver cirrhosis (LC) and osteoarthritis (OA). The β2AR gene contains three single nucleotide polymorphisms at amino acid positions 16, 27 and 164. The aim of the present study was to investigate the potential influence of lymphocyte β2AR receptor functionality and genotype in LC and OA patients. Blood samples from cirrhotic patients (n=52, hepatic venous pressure gradient 13±4 mmHg, CHILD 7±2 and MELD 11±4 scores), OA patients (n=30, 84% Kellgren‑Lawrence severity 4 grade, 14% knee replacement joint) and healthy volunteers as control group (n=26) were analyzed. Peripheral blood mononuclear cells (PBMC) were isolated from whole blood and basal and isoproterenol induced adenylate cyclase activity (isoproterenol stimulus from 10‑9 to 10‑4 mM), and β2AR allelic variants (rs1042713, rs1042714, rs1800888) were determined. β2AR functionality was decreased in the two different models of chronic inflammatory disease studied, OA (50% vs. control) and LC (85% vs. control). In these patients, the strength of the β2AR response to adrenergic stimulation was very limited. Adrenergic modulation of PBMC function through the β2AR stimulus is decreased in chronic inflammatory processes including LC and OA, suggesting that the adrenergic system may be important in the development of these processes

Study Approaches of Life Science Students Using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F)

[EN] Students' approaches to learning can vary between students of different ages, genders, years, degrees, or cultural contexts. The aim of this study was to assess the approaches to learning of different students of life science degrees. The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) has been used to assess the approaches to learning of 505 students of thirteen different subjects of four different degrees at Universitat Politecnica de Valencia in order to study the factors that influence their approaches. Results show a higher deep approach of the students. Differences were observed between subjects and gender, not related to level (bachelor or master) or year. The item reliability analysis showed a high consistency for the main scales, but not for the secondary scales of the R-SPQ-2F questionnaire. High correlation between the deep and surface scales were observed. These data can provide more information to the teachers, which may help them to develop strategies focused on promoting a deeper approach to learning for the students, more adapted to their subject, level, and year.This research was partially funded by innovation educative projects (PIME/2017/A/016/A and PIME/19-20/168) by Vice-Rectorate for Studies, Quality and Accreditation of Universitat Politecnica de Valencia (UPV, Valencia, Spain).Leiva-Brondo, M.; Cebolla Cornejo, J.; Peiró Barber, RM.; Andrés-Colás, N.; Esteras Gómez, C.; Ferriol Molina, M.; Merle Farinós, HB.... (2020). Study Approaches of Life Science Students Using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F). Education Sciences. 10(7):1-18. https://doi.org/10.3390/educsci10070173S118107Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). The Challenges of Defining and Measuring Student Engagement in Science. Educational Psychologist, 50(1), 1-13. doi:10.1080/00461520.2014.1002924Jeong, J. S., González-Gómez, D., Conde-Núñez, M. C., & Gallego-Picó, A. (2019). EXAMINATION OF STUDENTS’ ENGAGEMENT WITH R-SPQ-2F OF LEARNING APPROACH IN FLIPPED SUSTAINABLE SCIENCE COURSE. Journal of Baltic Science Education, 18(6), 880-891. doi:10.33225/jbse/19.18.880Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109. doi:10.3102/00346543074001059Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579-595. doi:10.1037/a0032690Montenegro, A. (2017). Understanding the Concept of Agentic Engagement. Colombian Applied Linguistics Journal, 19(1), 117. doi:10.14483/calj.v19n1.10472QS Enrolment Solutions https://www.internationalstudentsurvey.com/international-student-survey-2017/Biggs, J., Kember, D., & Leung, D. Y. P. (2001). The revised two-factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71(1), 133-149. doi:10.1348/000709901158433MARTON, F., & SÄLJÖ, R. (1976). ON QUALITATIVE DIFFERENCES IN LEARNING: I-OUTCOME AND PROCESS*. British Journal of Educational Psychology, 46(1), 4-11. doi:10.1111/j.2044-8279.1976.tb02980.xMARTON, F., & SÄALJÖ, R. (1976). ON QUALITATIVE DIFFERENCES IN LEARNING-II OUTCOME AS A FUNCTION OF THE LEARNER’S CONCEPTION OF THE TASK. British Journal of Educational Psychology, 46(2), 115-127. doi:10.1111/j.2044-8279.1976.tb02304.xGrabinger, R. S., & Dunlap, J. C. (2011). Rich environments for active learning: a definition. Research in Learning Technology, 3(2). doi:10.3402/rlt.v3i2.9606Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11(4), 307-313. doi:10.1016/0361-476x(86)90027-5BIGGS, J. B. (1978). INDIVIDUAL AND GROUP DIFFERENCES IN STUDY PROCESSES. British Journal of Educational Psychology, 48(3), 266-279. doi:10.1111/j.2044-8279.1978.tb03013.xSchmeck, R. R., Ribich, F., & Ramanaiah, N. (1977). Development of a Self-Report Inventory for Assessing Individual Differences in Learning Processes. Applied Psychological Measurement, 1(3), 413-431. doi:10.1177/014662167700100310Booth, P., Luckett, P., & Mladenovic, R. (1999). The quality of learning in accounting education: the impact of approaches to learning on academic performance. Accounting Education, 8(4), 277-300. doi:10.1080/096392899330801Eley, M. G. (1992). Differential adoption of study approaches within individual students. Higher Education, 23(3), 231-254. doi:10.1007/bf00145015Abhayawansa, S., & Fonseca, L. (2010). Conceptions of Learning and Approaches to Learning—A Phenomenographic Study of a Group of Overseas Accounting Students from Sri Lanka. Accounting Education, 19(5), 527-550. doi:10.1080/09639284.2010.502651Zhang, L.-F. (2000). 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European Journal of Psychology of Education, 23(3), 355-372. doi:10.1007/bf03173004Fryer, L. K., Ginns, P., Walker, R. A., & Nakao, K. (2011). The adaptation and validation of the CEQ and the R-SPQ-2F to the Japanese tertiary environment. British Journal of Educational Psychology, 82(4), 549-563. doi:10.1111/j.2044-8279.2011.02045.xGurpinar, E., Kulac, E., Tetik, C., Akdogan, I., & Mamakli, S. (2013). Do learning approaches of medical students affect their satisfaction with problem-based learning? Advances in Physiology Education, 37(1), 85-88. doi:10.1152/advan.00119.2012Parpala, A., Lindblom-Ylänne, S., Komulainen, E., Litmanen, T., & Hirsto, L. (2010). Students’ approaches to learning and their experiences of the teaching-learning environment in different disciplines. British Journal of Educational Psychology, 80(2), 269-282. doi:10.1348/000709909x476946Gijbels, D., Van de Watering, G., Dochy, F., & Van den Bossche, P. (2005). 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Describing conceptions of the world around us. Instructional Science, 10(2), 177-200. doi:10.1007/bf00132516Graham, N. C., Entwistle, N., & Ramsden, P. (1984). Understanding Student Learning. British Journal of Educational Studies, 32(3), 284. doi:10.2307/3121589Wilson, K. L., Smart, R. M., & Watson, R. J. (1996). Gender differences in approaches to learning in first year psychology students. British Journal of Educational Psychology, 66(1), 59-71. doi:10.1111/j.2044-8279.1996.tb01176.xBoyle, E. A., Duffy, T., & Dunleavy, K. (2003). Learning styles and academic outcome: The validity and utility of Vermunt’s Inventory of Learning Styles in a British higher education setting. British Journal of Educational Psychology, 73(2), 267-290. doi:10.1348/00070990360626976Fox, R. A., McManus, I. C., & Winder, B. C. (2001). The shortened Study Process Questionnaire: An investigation of its structure and longitudinal stability using confirmatory factor analysis. British Journal of Educational Psychology, 71(4), 511-530. doi:10.1348/000709901158659Zeegers, P. (2001). Approaches to learning in science: A longitudinal study. British Journal of Educational Psychology, 71(1), 115-132. doi:10.1348/000709901158424Snelgrove, S., & Slater, J. (2003). Approaches to learning: psychometric testing of a study process questionnaire. Journal of Advanced Nursing, 43(5), 496-505. doi:10.1046/j.1365-2648.2003.02747.xROSSUM, E. J., & SCHENK, S. M. (1984). THE RELATIONSHIP BETWEEN LEARNING CONCEPTION, STUDY STRATEGY AND LEARNING OUTCOME. British Journal of Educational Psychology, 54(1), 73-83. doi:10.1111/j.2044-8279.1984.tb00846.xTrigwell, K., Prosser, M., & Waterhouse, F. (1999). Higher Education, 37(1), 57-70. doi:10.1023/a:1003548313194Crawford, K., Gordon, S., Nicholas, J., & Prosser, M. (1998). Qualitatively different experiences of learning mathematics at university. Learning and Instruction, 8(5), 455-468. doi:10.1016/s0959-4752(98)00005-xApproaches and Study Skills Inventory for Students (ASSIST) (Incorporating the Revised Approaches to Studying Inventory—RASI) https://www.researchgate.net/publication/260291730_Approaches_and_Study_Skills_Inventory_for_Students_ASSIST_incorporating_the_Revised_Approaches_to_Studying_Inventory_-_RASIImmekus, J. C., & Imbrie, P. K. (2009). A Test and Cross-Validation of the Revised Two-Factor Study Process Questionnaire Factor Structure Among Western University Students. Educational and Psychological Measurement, 70(3), 495-510. doi:10.1177/0013164409355685Socha, A., & Sigler, E. A. (2014). Exploring and «reconciling» the factor structure for the Revised Two-factor Study Process Questionnaire. Learning and Individual Differences, 31, 43-50. doi:10.1016/j.lindif.2013.12.010Chamorro-Premuzic, T., Furnham, A., & Lewis, M. (2007). Personality and approaches to learning predict preference for different teaching methods. Learning and Individual Differences, 17(3), 241-250. doi:10.1016/j.lindif.2006.12.001Furnham, A., Monsen, J., & Ahmetoglu, G. (2009). Typical intellectual engagement, Big Five personality traits, approaches to learning and cognitive ability predictors of academic performance. British Journal of Educational Psychology, 79(4), 769-782. doi:10.1348/978185409x412147Phan, H. P. (2017). Multiple regression analysis of epistemological beliefs, learning approaches, and self-regulated learning. Electronic Journal of Research in Education Psychology, 6(14). doi:10.25115/ejrep.v6i14.1262Stes, A., De Maeyer, S., & Van Petegem, P. (2013). Examining the Cross-Cultural Sensitivity of the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) and Validation of a Dutch Version. PLoS ONE, 8(1), e54099. doi:10.1371/journal.pone.0054099Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). 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Does higher education promote independent learning? Higher Education, 19(3), 307-322. doi:10.1007/bf00133895Richardson, J. T. E., & King, E. (1998). Adult Students in Higher Education. The Journal of Higher Education, 69(1), 65-88. doi:10.1080/00221546.1998.11775125Richardson, J. T. E. (2013). Approaches to studying across the adult life span: Evidence from distance education. Learning and Individual Differences, 26, 74-80. doi:10.1016/j.lindif.2013.04.012Harper, G., & Kember, D. (1986). Approaches to Study of Distance Education Students. British Journal of Educational Technology, 17(3), 212-222. doi:10.1111/j.1467-8535.1986.tb00510.xLeung, D. Y. P., Ginns, P., & Kember, D. (2008). Examining the Cultural Specificity of Approaches To Learning in Universities in Hong Kong and Sydney. Journal of Cross-Cultural Psychology, 39(3), 251-266. doi:10.1177/0022022107313905Entwistle, N., & Tait, H. (1990). Approaches to learning, evaluations of teaching, and preferences for contrasting academic environments. Higher Education, 19(2), 169-194. doi:10.1007/bf00137106Leung, S. F., Mok, E., & Wong, D. (2008). The impact of assessment methods on the learning of nursing students. Nurse Education Today, 28(6), 711-719. doi:10.1016/j.nedt.2007.11.004Shuell, T. J. (1986). Cognitive Conceptions of Learning. Review of Educational Research, 56(4), 411-436. doi:10.3102/00346543056004411Biggs, J. (1999). What the Student Does: teaching for enhanced learning. Higher Education Research & Development, 18(1), 57-75. doi:10.1080/0729436990180105Berger, J.-L., & Karabenick, S. A. (2011). Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms. Learning and Instruction, 21(3), 416-428. doi:10.1016/j.learninstruc.2010.06.002Zakariya. (2019). Study Approaches in Higher Education Mathematics: Investigating the Statistical Behaviour of an Instrument Translated into Norwegian. Education Sciences, 9(3), 191. doi:10.3390/educsci9030191Munshi, F., Al-Rukban, M., & Al-Hoqail, I. (2012). Reliability and validity of an Arabic version of the revised two-factor study process questionnaire R-SPQ-2F. Journal of Family and Community Medicine, 19(1), 33. doi:10.4103/2230-8229.94010Shaik, S. A., Almarzuqi, A., Almogheer, R., Alharbi, O., Jalal, A., & Alorainy, M. (2017). Assessing Saudi medical students learning approach using the revised two-factor study process questionnaire. International Journal of Medical Education, 8, 292-296. doi:10.5116/ijme.5974.7a06Watkins, D. (1986). The Approaches to Learning of Australian Tertiary Students: A Replication. Higher Education Research & Development, 5(2), 185-190. doi:10.1080/0729436860050207Jeong, J. S., González-Gómez, D., & Cañada-Cañada, F. (2019). How does a flipped classroom course affect the affective domain toward science course? Interactive Learning Environments, 29(5), 707-719. doi:10.1080/10494820.2019.1636079Wolf, E. J., Harrington, K. M., Clark, S. L., & Miller, M. W. (2013). Sample Size Requirements for Structural Equation Models. Educational and Psychological Measurement, 73(6), 913-934. doi:10.1177/0013164413495237Moulaye M’Hamed Taher, A., Chen, J., & Yao, W. (2011). Key predictors of creative MBA students’ performance. Journal of Technology Management in China, 6(1), 43-68. doi:10.1108/17468771111105659Dong, N., Bai, M., Zhang, H., & Zhang, J. (2019). Approaches to learning IFRS by Chinese accounting students. Journal of Accounting Education, 48, 1-11. doi:10.1016/j.jaccedu.2019.04.002Selectividad 2018: Estas Son las Carreras Con las Notas de Corte Más Altas https://www.abc.es/sociedad/abci-selectividad-2018-estas-diez-carreras-notas-corte-mas-altas-201806041503_noticia.htmlUniversitat Politècnica de València. Notas de Corte Curso 2018-19 http://www.upv.es/pls/oalu/sic_futuroalumno.notascorte?p_idioma=cNotas de Corte 2018 https://elpais.com/especiales/universidades/titulacion/notas/biotecnologia/36Fryer, L. K., & Vermunt, J. D. (2017). Regulating approaches to learning: Testing learning strategy convergences across a year at university. British Journal of Educational Psychology, 88(1), 21-41. doi:10.1111/bjep.12169Mujeres Matriculadas y Egresadas en Enseñanza de Grado y de Primer y segundo Ciclo por Rama de Enseñanza https://www.ine.es/jaxiT3/Datos.htm?t=12722Vermunt, J. D. (2005). Relations between student learning patterns and personal and contextual factors and academic performance. Higher Education, 49(3), 205-234. doi:10.1007/s10734-004-6664-2Chan, Y.-K., & Kan, A. C. N. (2017). The Interplay between Gender, Learning Approaches and Academic Performance in Chinese Sub-Degree and Degree Students. Global Journal of Educational Studies, 3(1), 10. doi:10.5296/gjes.v3i1.10781Scouller, K. (1998). Higher Education, 35(4), 453-472. doi:10.1023/a:1003196224280Bobe, B. J., & Cooper, B. J. (2017). The effect of language proficiency on approaches to learning and satisfaction of undergraduate accounting students. Accounting Education, 28(2), 149-171. doi:10.1080/09639284.2017.1396481Hundleby, J. D., & Nunnally, J. (1968). Psychometric Theory. American Educational Research Journal, 5(3), 431. doi:10.2307/1161962Vergara-Hernández, C., Simancas-Pallares, M., & Carbonell-Muñoz, Z. (2019). Psychometric properties of the revised two-factor study process questionnaire r-spq-2f - spanish version. Duazary, 16(2), 205-218. doi:10.21676/2389783x.2744Vaughan, B. (2018). A Rasch analysis of the Revised Study Process Questionnaire in an Australian osteopathy student cohort. Studies in Educational Evaluation, 56, 144-153. doi:10.1016/j.stueduc.2017.12.003Martyn, J., Terwijn, R., Kek, M. Y. C. A., & Huijser, H. (2014). 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Accuracy and Survival Outcomes after National Implementation of Sentinel Lymph Node Biopsy in Early Stage Endometrial Cancer

Background. Sentinel lymph node (SLN) biopsy has recently been accepted to evaluate nodal status in endometrial cancer at early stage, which is key to tailoring adjuvant treatments. Our aim was to evaluate the national implementation of SLN biopsy in terms of accuracy to detect nodal disease in a clinical setting and oncologic outcomes according to the volume of nodal disease. Patients and Methods. A total of 29 Spanish centers participated in this retrospective, multicenter registry including patients with endometrial adenocarcinoma at preoperative early stage who had undergone SLN biopsy between 2015 and 2021. Each center collected data regarding demographic, clinical, histologic, therapeutic, and survival characteristics. Results. A total of 892 patients were enrolled. After the surgery, 12.9% were suprastaged to FIGO 2009 stages III-IV and 108 patients (12.1%) had nodal involvement: 54.6% macrometastasis, 22.2% micrometastases, and 23.1% isolated tumor cells (ITC). Sensitivity of SLN biopsy was 93.7% and false negative rate was 6.2%. After a median follow up of 1.81 years, overall surivial and disease-free survival were significantly lower in patients who had macrometastases when compared with patients with negative nodes, micrometastases or ITC. Conclusions. In our nationwide cohort we obtained high sensitivity of SLN biopsy to detect nodal disease. The oncologic outcomes of patients with negative nodes and low-volume disease were similar after tailoring adjuvant treatments. In total, 22% of patients with macrometastasis and 50% of patients with micrometastasis were at low risk of nodal metastasis according to their preoperative risk factors, revealing the importance of SLN biopsy in the surgical management of patients with early stage EC

Safety and Revisit Related to Discharge the Sixty-one Spanish Emergency Department Medical Centers Without Hospitalization in Patients with COVID-19 Pneumonia. A Prospective Cohort Study UMC-Pneumonia COVID-19

Background: Information is needed on the safety and efficacy of direct discharge from the emergency department (ED) of patients with COVID-19 pneumonia. Objectives: The objectives of the study were to study the variables associated with discharge from the ED in patients presenting with COVID-19 pneumonia, and study ED revisits related to COVID-19 at 30 days (EDR30d). Methods: Multicenter study of the SIESTA cohort including 1198 randomly selected COVID patients in 61 EDs of Spanish medical centers from March 1, 2020, to April 30, 2020. We collected baseline and related characteristics of the acute episode and calculated the adjusted odds ratios (aOR) for ED discharge. In addition, we analyzed the variables related to EDR30d in discharged patients. Results: We analyzed 859 patients presenting with COVID-19 pneumonia, 84 (9.8%) of whom were discharged from the ED. The variables independently associated with discharge were being a woman (aOR 1.890; 95%CI 1.176-3.037), age 1200/mm(3) (aOR 4.667; 95%CI 1.045-20.839). The EDR30d of the ED discharged group was 40.0%, being lower in women (aOR 0.368; 95%CI 0.142-0.953). A total of 130 hospitalized patients died (16.8%) as did two in the group discharged from the ED (2.4%) (OR 0.121; 95%CI 0.029-0.498). Conclusion: Discharge from the ED in patients with COVID-19 pneumonia was infrequent and was associated with few variables of the episode. The EDR30d was high, albeit with a low mortality

Social mobility and healthy behaviours from a gender perspective in the Spanish multicase-control study (MCC-Spain)

There is evidence for the influence of socioeconomic status (SES) on healthy behaviours but the effect of social mobility (SM) is not yet well known. This study aims to analyse the influence of origin and destination SES (O-SES and D-SES) and SM on healthy behaviours and co-occurrence, from an integrated gender and age perspective. Data were obtained from the controls of MCC-Spain between 2008-2013 (3,606 participants). Healthy behaviours considered: healthy diet, moderate alcohol consumption, non-smoking and physical activity. SM was categorized as stable high, upward, stable medium, downward or stable low. Binary and multinomial logistic regression models were adjusted. Those aged <65, with a low O-SES, D-SES and stable low SM are less likely to have healthy behaviours in the case of both women (physically active: OR = 0.65 CI = 0.45-0.94, OR = 0.71 CI = 0.52-0.98, OR = 0.61 CI = 0.41-0.91) and men (non-smokers: OR = 0.44 CI = 0.26-0.76, OR = 0.54 CI = 0.35-0.83, OR = 0.41 CI 0.24-0.72; physically active: OR = 0.57 CI = 0.35-0.92, OR = 0.64 CI = 0.44-0.95, OR = 0.53 CI = 0.23-0.87). However, for those aged ≥65, this probability is higher in women with a low O-SES and D-SES (non-smoker: OR = 8.09 CI = 4.18-15.67, OR = 4.14 CI = 2.28-7.52; moderate alcohol consumption: OR = 3.00 CI = 1.45-6.24, OR = 2.83 CI = 1.49-5.37) and in men with a stable low SM (physically active: OR = 1.52 CI = 1.02-1.26). In the case of men, the same behaviour pattern is observed in those with a low O-SES as those with upward mobility, with a higher probability of co-occurring behaviours (three-to-four behaviours: OR = 2.00 CI = 1.22-3.29; OR = 3.13 CI = 1.31-7.48). The relationship of O-SES, D-SES and SM with healthy behaviours is complex and differs according to age and gender.This research was supported by the “Acción Transversal del Cancer”, approved by the Spanish Council of Ministers on 11th October 2007, by the Instituto de Salud Carlos III-FEDER [grant number:PI08/1770, PI08/0533, PI08/1359, PS09/00773-Cantabria, PS09/01286-León, PS09/01903-Valencia, PS09/02078-Huelva, PS09/ 01662-Granada, PI11/01403, PI11/01889-FEDER, PI11/00226, PI11/01810, PI11/02213, PI12/00488, PI12/00265, PI12/01270, PI12/00715, PI12/00150, PI14/01219, PI14/0613, PI15/00069, PI15/00914, PI15/01032, PI11/01810, PI14/01219, PI11/02213, PIE16/00049, PI17/01179, PI17-00092], by the Fundación Marqués de Valdecilla [grant number: API 10/09], by the ICGC International Cancer Genome Consortium CLL (The ICGC CLL-Genome Project is funded by Spanish Ministerio de Economía y Competitividad (MINECO) through the Instituto de Salud Carlos III (ISCIII)), by the Red Temática de Investigación del Cáncer (RTICC) del ISCIII [grant number: RD12/0036/0036], by the Junta de Castilla y León [grant number: LE22A10-2], by the Consejería de Salud of the Junta de Andalucía [grant number: PI-0571-2009, PI-0306-2011, salud201200057018tra], by the Conselleria de Sanitat of the Generalitat Valenciana [grant number: AP_061/10], by the Recercaixa [grant number: 2010ACUP00310], by the Regional Government of the Basque Country, by the Consejería de Sanidad de la Región de Murcia, by the European Commission [grant number: FOOD-CT-2006-036224-HIWATE], by the Spanish Association Against Cancer (AECC) Scientific Foundation [grant number: GCTRA18022MORE], by the Catalan Government-Agency for Management of University and Research Grants (AGAUR) [grant number: 2014SGR647, 2014SGR850 and 2017SGR723], by the Fundación Caja de Ahorros de Asturias and by the University of Oviedo. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.S

Gut Microbiota Dysbiosis Is Associated with Inflammation and Bacterial Translocation in Mice with CCl4-Induced Fibrosis

BACKGROUND: Gut is the major source of endogenous bacteria causing infections in advanced cirrhosis. Intestinal barrier dysfunction has been described in cirrhosis and account for an increased bacterial translocation rate. HYPOTHESIS AND AIMS: We hypothesize that microbiota composition may be affected and change along with the induction of experimental cirrhosis, affecting the inflammatory response. ANIMALS AND METHODS: Progressive liver damage was induced in Balb/c mice by weight-controlled oral administration of carbon tetrachloride. Laparotomies were performed at weeks 6, 10, 13 and 16 in a subgroup of treated mice (n = 6/week) and control animals (n = 4/week). Liver tissue specimens, mesenteric lymph nodes, intestinal content and blood were collected at laparotomies. Fibrosis grade, pro-fibrogenic genes expression, gut bacterial composition, bacterial translocation, host's specific butyrate-receptor GPR-43 and serum cytokine levels were measured. RESULTS: Expression of pro-fibrogenic markers was significantly increased compared with control animals and correlated with the accumulated dose of carbon tetrachloride. Bacterial translocation episodes were less frequent in control mice than in treated animals. Gram-positive anaerobic Clostridia spp count was decreased in treated mice compared with control animals and with other gut common bacterial species, altering the aerobic/anaerobic ratio. This fact was associated with a decreased gene expression of GPR43 in neutrophils of treated mice and inversely correlated with TNF-alpha and IL-6 up-regulation in serum of treated mice along the study protocol. This pro-inflammatory scenario favoured blood bacterial translocation in treated animals, showing the highest bacterial translocation rate and aerobic/anaerobic ratio at the same weeks. CONCLUSIONS: Gut microbiota alterations are associated with the development of an inflammatory environment, fibrosis progression and bacterial translocation in carbon tetrachloride-treated mice

Population-based multicase-control study in common tumors in Spain (MCC-Spain): rationale and study design

Introduction: We present the protocol of a large population-based case-control study of 5 common tumors in Spain (MCC-Spain) that evaluates environmental exposures and genetic factors. Methods: Between 2008-2013, 10,183 persons aged 20-85 years were enrolled in 23 hospitals and primary care centres in 12 Spanish provinces including 1,115 cases of a new diagnosis of prostate cancer, 1,750 of breast cancer, 2,171 of colorectal cancer, 492 of gastro-oesophageal cancer, 554 cases of chronic lymphocytic leukaemia (CLL) and 4,101 population-based controls matched by frequency to cases by age, sex and region of residence. Participation rates ranged from 57% (stomach cancer) to 87% (CLL cases) and from 30% to 77% in controls. Participants completed a face-to-face computerized interview on sociodemographic factors, environmental exposures, occupation, medication, lifestyle, and personal and family medical history. In addition, participants completed a self-administered food-frequency questionnaire and telephone interviews. Blood samples were collected from 76% of participants while saliva samples were collected in CLL cases and participants refusing blood extractions. Clinical information was recorded for cases and paraffin blocks and/or fresh tumor samples are available in most collaborating hospitals. Genotyping was done through an exome array enriched with genetic markers in specific pathways. Multiple analyses are planned to assess the association of environmental, personal and genetic risk factors for each tumor and to identify pleiotropic effects. Discussion: This study, conducted within the Spanish Consortium for Biomedical Research in Epidemiology & Public Health (CIBERESP), is a unique initiative to evaluate etiological factors for common cancers and will promote cancer research and prevention in Spain.The study was partially funded by the “Accion Transversal del Cancer”, approved on the Spanish Ministry Council on the 11th October 2007, by the Instituto de Salud Carlos III-FEDER (PI08/1770, PI08/0533, PI08/1359, PS09/00773, PS09/01286, PS09/01903, PS09/02078, PS09/01662, PI11/01403, PI11/01889, PI11/00226, PI11/01810, PI11/02213, PI12/00488, PI12/00265, PI12/01270, PI12/00715, PI12/00150), by the Fundación Marqués de Valdecilla (API 10/09), by the ICGC International Cancer Genome Consortium CLL, by the Junta de Castilla y León (LE22A10-2), by the Consejería de Salud of the Junta de Andalucía (PI-0571), by the Conselleria de Sanitat of the Generalitat Valenciana (AP 061/10), by the Recercaixa (2010ACUP 00310), by the Regional Government of the Basque Country by European Commission grants FOOD-CT- 2006-036224-HIWATE, by the Spanish Association Against Cancer (AECC) Scientific Foundation, by the The Catalan Government DURSI grant 2009SGR1489

Evaluación de la competencia transversal “Responsabilidad ética, medioambiental y profesional” a través de una e-rúbrica en el laboratorio

[ES] El proceso de convergencia hacia el Espacio Europeo de Enseñanza Superior ha puesto de relieve la importancia del dominio de competencias transversales (CTs) durante la formación universitaria. Dichas competencias confieren al estudiante la capacidad de innovación y de adaptación a los cambios, siendo su adquisición necesaria para la vida profesional. En la Universidad Politécnica de Valencia, se han redactado 13 CTs que aúnan las competencias de la normativa vigente y las de las agencias de acreditación. En nuestro grupo de innovación educativa estudiamos diferentes métodos de enseñanza-aprendizaje y evaluación de las competencias transversales en asignaturas relacionadas con las ciencias de la vida. En concreto, en este trabajo presentamos una propuesta para evaluar la CT “Responsabilidad ética, medioambiental y profesional”. Esta competencia pretende la obtención de conocimientos, habilidades, destrezas y actitudes útiles para interactuar con el entorno, de forma ética, responsable y sostenible, ante uno mismo y los demás. Las asignaturas relacionadas con las ciencias de la vida y, en particular, sus créditos de laboratorio, resultan un marco idóneo para la adquisición de dicha competencia. Nuestra propuesta de evaluación de la misma se basa en una rúbrica que ha de ser cumplimentada por los pares a través de una aplicación telemática.Este trabajo ha sido financiado por un Proyecto de Innovación y Mejora Educativa concedido por el Vicerrectorado de Estudios, Calidad y Acreditación de la Universitat Politècnica de València.Bañuls Polo, M.; López Gresa, MP.; Cebolla Cornejo, J.; Díez Niclós, MJTDJ.; Esteras Gómez, C.; Ferriol Molina, M.; González Martínez, MÁ.... (2015). Evaluación de la competencia transversal “Responsabilidad ética, medioambiental y profesional” a través de una e-rúbrica en el laboratorio. En In-Red 2015 - CONGRESO NACIONAL DE INNOVACIÓN EDUCATIVA Y DE DOCENCIA EN RED. Editorial Universitat Politècnica de València. https://doi.org/10.4995/INRED2015.2015.154