Nomenclatura en química orgánica

[EN] This work shows various activities carried out during the 2018-2019 academic year to improve the competences in "Nomenclature in organic chemistry" of the students of the degree in Pharmacy of the Universidad San Jorge. Activities are linked to the subjects "Organic Chemistry" and “Biochemistry and Molecular Biology I” corresponding to two different courses. The activities have been based on student-centered learning with the aim of facilitating the learning of organic nomenclature and improving the attitude of students regarding these contents. The activities carried out by the students include the elaboration of a book of activities to practice organic nomenclature and the design and elaboration of resources that can be used both for study and for support in the examination of this part of the subject.[ES] En este trabajo se muestran diversas actividades realizadas en durante el curso 2018-2019 para mejorar las competencias en “Nomenclatura en química orgánica” de los alumnos del grado en Farmacia de la Universidad San Jorge. Se han realizado actividades en las asignaturas “Química Orgánica” y Bioquímica y Biología Molecular I correspondientes a dos cursos diferentes. Las actividades se han basado en el aprendizaje centrado en el alumno con el objetivo de facilitar el aprendizaje de la nomenclatura orgánica y mejorar la actitud de los alumnos respecto a estos contenidos. Las actividades realizadas por los alumnos incluyen la elaboración de un libro de actividades para practicar la nomenclatura orgánica y el diseño y elaboración de recursos que pueden ser utilizados tanto para el estudio como de apoyo en el examen de esta parte de la materia.Giner, B.; Lomba, L.; Ballestero, D.; Ribate, MP. (2019). Nomenclatura en química orgánica. En IN-RED 2019. V Congreso de Innovación Educativa y Docencia en Red. Editorial Universitat Politècnica de València. 918-927. https://doi.org/10.4995/INRED2019.2019.10460OCS91892

Feeling in Covid time

[EN] In this work, a Learning-Service project that consists of working on somatosensory and special senses stimulation in people with intellectual and/or developmental disabilities is shown. This experience has been made through small and simple exercises, games or activities that allow these people to experience new sensations. In this activity, the participants have been students of Pharmacy and Education Degree and children of a special education school. The main aim is to develop the sensory and physical faculties and promoted the functionality of the person. University students had to encourage the students of special school to use their senses. For this task Pharmacy students had the help and advice of Education students. The sanitary situation obligates to develop this activity with a video calls. For both groups of students, this experience has been a different mechanism to learn and practice using a new way of communication. All Pharmacy degree students think that this experience is has been good for their future professional activity. The teachers from the Special Education Center indicated that these initiatives are very important for their collective.Ribate, MP.; Sangüesa, E.; Giner, B.; Lomba, L.; Llanas, C.; García, CB. (2021). Feeling in Covid time. En 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. 307-315. https://doi.org/10.4995/HEAd21.2021.13118OCS30731

"Y ahora cómo lo digo", la asignatura pendiente en educación superior

[EN] An inclusive society assures that all people have the same opportunities and resources necessary to participate fully in economic, social, political and cultural life. A vulnerable person is who has a weakness (family, relational, socio-economic ...) that makes it at risk of social exclusion. People with intellectual disabilities are a group that would be included in this population at risk reducing their participation in social life, increasing their insecurity and low self-esteem. The education projects focused on values allow to generate positive expectations in these groups and these people can develop in a more autonomous environment. The Learning-Service activities are a tool to acquire learning through experience because students must plan, develop and evaluate the activities aimed at improving the community. With these experiences the students of different courses of the Degree in Pharmacy and Infant and Primary Education participated in different activities to improve communication skills between people with intellectual disabilities and health professionals. Likewise, the students were able to deepen more in the contents of the subjects involved and put into practice their communication skills, as well as becoming aware of the problems that surround this population.[ES] Una sociedad inclusiva asegura a todas las personas las oportunidades y recursos necesarios para participar plenamente en la vida económica, social, política y cultural. Una persona vulnerable es aquella que padece una debilidad (familiar, relacional, socio-económica…) que hace que se encuentre en una situación de riesgo de exclusión social. Las personas con discapacidad intelectual es un colectivo que estaría incluido dentro de esta población en situación de riesgo reduciendo su participación en la vida social, aumentando su inseguridad y baja autoestima. Los proyectos de educación en valores permiten generar expectativas positivas en estos colectivos permitiendo a estas personas desarrollarse en un entorno más autónomo. Las actividades de Aprendizaje-Servicio son una herramienta que permite adquirir aprendizajes a través de la experiencia, los alumnos deben planificar, desarrollar y evaluar las actividades destinadas a la mejora de la comunidad. Con estas experiencias los alumnos de diferentes cursos del Grado en Farmacia y Educación Infantil y Primaria participaron en distintas actividades para mejorar la comunicación entre personas con discapacidad intelectual y los profesionales sanitarios. Igualmente los alumnos consiguieron profundizar más en los contenidos de las asignaturas implicadas y pusieron en práctica sus habilidades comunicativas, además de sensibilizarse con la problemática que rodea a esta población.Ribate, MP.; Llanas, C.; Lomba, L.; Zuriaga, E.; Lopez, V.; Giner, B.; Garcia, CB. (2019). "Y ahora cómo lo digo", la asignatura pendiente en educación superior. En IN-RED 2019. V Congreso de Innovación Educativa y Docencia en Red. Editorial Universitat Politècnica de València. 894-905. https://doi.org/10.4995/INRED2019.2019.10458OCS89490

The role of psychosis and clozapine load in excessive checking in treatment-resistant schizophrenia: longitudinal observational study.

BACKGROUND: A significant proportion of people with clozapine-treated schizophrenia develop 'checking' compulsions, a phenomenon yet to be understood. AIMS: To use habit formation models developed in cognitive neuroscience to investigate the dynamic interplay between psychosis, clozapine dose and obsessive-compulsive symptoms (OCS). METHOD: Using the anonymised electronic records of a cohort of clozapine-treated patients, including longitudinal assessments of OCS and psychosis, we performed longitudinal multi-level mediation and multi-level moderation analyses to explore associations of psychosis with obsessiveness and excessive checking. Classic bivariate correlation tests were used to assess clozapine load and checking compulsions. The influence of specific genetic variants was tested in a subsample. RESULTS: A total of 196 clozapine-treated individuals and 459 face-to-face assessments were included. We found significant OCS to be common (37.9%), with checking being the most prevalent symptom. In mediation models, psychosis severity mediated checking behaviour indirectly by inducing obsessions (r = 0.07, 95% CI 0.04-0.09; P < 0.001). No direct effect of psychosis on checking was identified (r = -0.28, 95% CI -0.09 to 0.03; P = 0.340). After psychosis remission (n = 65), checking compulsions correlated with both clozapine plasma levels (r = 0.35; P = 0.004) and dose (r = 0.38; P = 0.002). None of the glutamatergic and serotonergic genetic variants were found to moderate the effect of psychosis on obsession and compulsion (SLC6A4, SLC1A1 and HTR2C) survived the multiple comparisons correction. CONCLUSIONS: We elucidated different phases of the complex interplay of psychosis and compulsions, which may inform clinicians' therapeutic decisions

The role of psychosis and clozapine load in excessive checking in treatment-resistant schizophrenia: longitudinal observational study

© The Author(s), 2024. Published by Cambridge University Press on behalf of Royal College of Psychiatrists. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY), https://creativecommons.org/licenses/by/4.0/BackgroundA significant proportion of people with clozapine-treated schizophrenia develop ‘checking’ compulsions, a phenomenon yet to be understood.AimsTo use habit formation models developed in cognitive neuroscience to investigate the dynamic interplay between psychosis, clozapine dose and obsessive–compulsive symptoms (OCS).MethodUsing the anonymised electronic records of a cohort of clozapine-treated patients, including longitudinal assessments of OCS and psychosis, we performed longitudinal multi-level mediation and multi-level moderation analyses to explore associations of psychosis with obsessiveness and excessive checking. Classic bivariate correlation tests were used to assess clozapine load and checking compulsions. The influence of specific genetic variants was tested in a subsample.ResultsA total of 196 clozapine-treated individuals and 459 face-to-face assessments were included. We found significant OCS to be common (37.9%), with checking being the most prevalent symptom. In mediation models, psychosis severity mediated checking behaviour indirectly by inducing obsessions (r = 0.07, 95% CI 0.04–0.09; P < 0.001). No direct effect of psychosis on checking was identified (r = −0.28, 95% CI −0.09 to 0.03; P = 0.340). After psychosis remission (n = 65), checking compulsions correlated with both clozapine plasma levels (r = 0.35; P = 0.004) and dose (r = 0.38; P = 0.002). None of the glutamatergic and serotonergic genetic variants were found to moderate the effect of psychosis on obsession and compulsion (SLC6A4, SLC1A1 and HTR2C) survived the multiple comparisons correction.ConclusionsWe elucidated different phases of the complex interplay of psychosis and compulsions, which may inform clinicians’ therapeutic decisions.Peer reviewe