Aprendizaje Integrado de Contenidos y Lengua (AICLE) en un programa de Medicina en Colombia: Resultados de una encuesta de percepción de estudiantes

This study collected the perception of medical students about the use of English for teaching through the use of a strategy based in Content and Language Integrated Learning (CLIL) approach at Universidad Tecnológica de Pereira (UTP) Colombia. A descriptive observational quantitative research was conducted in a group of 128 students of medicine who agreed to participate in the strategy called “Strategy for Paper’s Bilingual Presentation (SPBP)” in the subjects of Surgical Clinic I and II. Of this group, 98.5% (126) considered learning English important in their training and 86% (110) essential to advance without difficulties in their studies. In addition, there was a 52.3% (67) of students who stated that the University should foster the use of English integrated with contents in specific programs. In reference to the teaching of English at the University, 85.9% (110) of the students considered that it should be integrated into the content of the academic programs. The didactic strategy was positively evaluated by 86.7% (111), and 61% (78) used English exclusively or preferentially. Scenic fear and lack of knowledge of technical language were arguments for the preferential use of Spanish in the session. Among the recommendations made by the students were the extension of the preparation time for the activity, the inclusion of clinical cases, and the selection of the assigned topics with the teacher. The didactic strategy used proved to be very useful and replicable in other semesters and training levels of the Medicine program. It is imperative to design and promote bilingual spaces that allow the use of English as a strategy to integrate contents and language in the teaching of Medicine.Este estudio recopiló la percepción de un grupo de estudiantes de medicina sobre el uso del inglés en la enseñanza mediante una estrategia basada en la metodología de Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) en la Universidad Tecnológica de Pereira (UTP) (Colombia). Se realizó un estudio observacional descriptivo de corte cuantitativo en un grupo de 128 estudiantes de medicina, quienes aceptaron participar en la estrategia didáctica llamada “Estrategia bilingüe para la presentación de artículos” (EBPA) en las asignaturas Clínicas Quirúrgicas I y II. De este grupo, el 98,5 % (126) de los participantes consideró muy importante el inglés en su formación y el 86 % (110) lo consideró esencial para avanzar sin dificultades en sus estudios. Adicionalmente, un 52,3 % (67) de los estudiantes afirmó que la universidad debe fomentar el uso del inglés integrado a los contenidos específicos del programa. Con referencia a la enseñanza del inglés en la universidad, el 85,9 % (110) de los estudiantes consideró que esta debería estar integrada al contenido de los programas académicos. La estrategia didáctica fue valorada positivamente por el 86,7 % (111) y el 61 % (78) utilizó el inglés de manera exclusiva o preferente. El temor escénico y el desconocimiento del lenguaje técnico fueron argumentos para optar por el uso preferente del español en la sesión. Dentro de las recomendaciones realizadas por los estudiantes se destacan la ampliación del tiempo de preparación de la actividad, la inclusión de casos clínicos y la selección de los temas asignados con el profesor. La estrategia didáctica utilizada demostró ser muy útil y replicable en otros semestres y niveles de formación del Programa. Es imperativo diseñar y promover espacios bilingües que permitan el uso del inglés como una estrategia de integración de contenidos y lenguaje en la enseñanza de la Medicina

Aprendizaje Integrado de Contenidos y Lengua (AICLE) en un programa de Medicina en Colombia: Resultados de una encuesta de percepción de estudiantes

This study collected the perception of medical students about the use of English for teaching through the use of a strategy based in Content and Language Integrated Learning (CLIL) approach at Universidad Tecnológica de Pereira (UTP) Colombia. A descriptive observational quantitative research was conducted in a group of 128 students of medicine who agreed to participate in the strategy called “Strategy for Paper’s Bilingual Presentation (SPBP)” in the subjects of Surgical Clinic I and II. Of this group, 98.5% (126) considered learning English important in their training and 86% (110) essential to advance without difficulties in their studies. In addition, there was a 52.3% (67) of students who stated that the University should foster the use of English integrated with contents in specific programs. In reference to the teaching of English at the University, 85.9% (110) of the students considered that it should be integrated into the content of the academic programs. The didactic strategy was positively evaluated by 86.7% (111), and 61% (78) used English exclusively or preferentially. Scenic fear and lack of knowledge of technical language were arguments for the preferential use of Spanish in the session. Among the recommendations made by the students were the extension of the preparation time for the activity, the inclusion of clinical cases, and the selection of the assigned topics with the teacher. The didactic strategy used proved to be very useful and replicable in other semesters and training levels of the Medicine program. It is imperative to design and promote bilingual spaces that allow the use of English as a strategy to integrate contents and language in the teaching of Medicine.Este estudio recopiló la percepción de un grupo de estudiantes de medicina sobre el uso del inglés en la enseñanza mediante una estrategia basada en la metodología de Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) en la Universidad Tecnológica de Pereira (UTP) (Colombia). Se realizó un estudio observacional descriptivo de corte cuantitativo en un grupo de 128 estudiantes de medicina, quienes aceptaron participar en la estrategia didáctica llamada “Estrategia bilingüe para la presentación de artículos” (EBPA) en las asignaturas Clínicas Quirúrgicas I y II. De este grupo, el 98,5 % (126) de los participantes consideró muy importante el inglés en su formación y el 86 % (110) lo consideró esencial para avanzar sin dificultades en sus estudios. Adicionalmente, un 52,3 % (67) de los estudiantes afirmó que la universidad debe fomentar el uso del inglés integrado a los contenidos específicos del programa. Con referencia a la enseñanza del inglés en la universidad, el 85,9 % (110) de los estudiantes consideró que esta debería estar integrada al contenido de los programas académicos. La estrategia didáctica fue valorada positivamente por el 86,7 % (111) y el 61 % (78) utilizó el inglés de manera exclusiva o preferente. El temor escénico y el desconocimiento del lenguaje técnico fueron argumentos para optar por el uso preferente del español en la sesión. Dentro de las recomendaciones realizadas por los estudiantes se destacan la ampliación del tiempo de preparación de la actividad, la inclusión de casos clínicos y la selección de los temas asignados con el profesor. La estrategia didáctica utilizada demostró ser muy útil y replicable en otros semestres y niveles de formación del Programa. Es imperativo diseñar y promover espacios bilingües que permitan el uso del inglés como una estrategia de integración de contenidos y lenguaje en la enseñanza de la Medicina

Formation of Nitrogen-Doped Graphene Nanoribbons <i>via</i> Chemical Unzipping

In this work, we carried out chemical oxidation studies of nitrogen-doped multiwalled carbon nanotubes (CNx-MWCNTs) using potassium permanganate in order to obtain nitrogen-doped graphene nanoribbons. Reaction parameters such as oxidation reaction, reaction time, the oxidizer to nanotube mass ratio, and the temperature were varied, and their effect was carefully analyzed. The presence of nitrogen atoms makes CNx-MWCNTs more reactive toward oxidation when compared to undoped multiwalled carbon nanotubes (MWCNTs). High-resolution transmission electron microscopy studies indicate that the oxidation of the graphitic layers within CNx-MWCNTs results in the unzipping of large diameter nanotubes and the formation of a disordered oxidized carbon coating on small diameter nanotubes. The nitrogen content within unzipped CNx-MWCNTs decreased as a function of the oxidation time, temperature, and oxidizer concentration. By controlling the degree of oxidation, the N atomic % could be reduced from 1.56% in pristine CNx-MWCNTs down to 0.31 atom % in nitrogen-doped oxidized graphene nanoribbons. A comparative thermogravimetric analysis reveals a lower thermal stability of the (unzipped) oxidized CNx-MWCNTs when compared to MWCNT samples. The oxidized graphene nanoribbons were chemically and thermally reduced and yielded nitrogen-doped graphene nanoribbons (N-GNRs). The thermal reduction at relatively low temperature (300 °C) results in graphene nanoribbons with 0.37 atom % of nitrogen. This method represents a novel route to preparation of bulk quantities of nitrogen-doped unzipped carbon nanotubes, which is able to control the doping level in the resulting reduced GNR samples. Finally, the electrochemical properties of these materials were evaluated

Development and validation of a scoring system to predict response to obeticholic acid in primary biliary cholangitis

Background & aims: Obeticholic acid (OCA) is the only licensed second-line therapy for primary biliary cholangitis (PBC). With novel therapeutics in advanced development, clinical tools are needed to tailor the treatment algorithm. We aimed to derive and externally validate the OCA response score (ORS) for predicting the response probability of individuals with PBC to OCA. Methods: We used data from the Italian RECAPITULATE (N 441) and the IBER-PBC (N 244) OCA real-world prospective cohorts to derive/validate a score including widely available variables obtained either pre-treatment (ORS), or also after 6 months of treatment (ORS+). Multivariable Cox's regressions with backward selection were applied to obtain parsimonious predictive models. The predicted outcomes were biochemical response according to POISE (ALP/ULN<1.67 with a reduction of at least 15%, and normal bilirubin), or ALP/ULN<1.67, or NORMAL RANGE criteria (NR: normal ALP, ALT and bilirubin) up to 24 months. Results: Depending on the response criteria, ORS included age, pruritus, cirrhosis, ALP/ULN, ALT/ULN, GGT/ULN and bilirubin. ORS+ also included ALP/ULN and bilirubin after 6 months of OCA therapy. Internally validated c-statistics for ORS were of 0.75, 0.78 and 0.72 for POISE, ALP/ULN<1.67 and NR response, which raised to 0.83, 0.88, 0.81 with ORS+, respectively. The respective performances in validation were of 0.70, 0.72 and 0.71 for ORS, and 0.80, 0.84, 0.78 for ORS+. Results were consistent across groups with mild/severe disease. Conclusions: We developed and externally validated a scoring system capable to predict OCA response according to different criteria. This tool will enhance a stratified second-line therapy model to streamline standard care and trial delivery in PBC

Clean Nanotube Unzipping by Abrupt Thermal Expansion of Molecular Nitrogen: Graphene Nanoribbons with Atomically Smooth Edges

We report a novel physicochemical route to produce highly crystalline nitrogen-doped graphene nanoribbons. The technique consists of an abrupt N₂ gas expansion within the hollow core of nitrogen-doped multiwalled carbon nanotubes (CN_<i>x</i>-MWNTs) when exposed to a fast thermal shock. The multiwalled nanotube unzipping mechanism is rationalized using molecular dynamics and density functional theory simulations, which highlight the importance of open-ended nanotubes in promoting the efficient introduction of N₂ molecules by capillary action within tubes and surface defects, thus triggering an efficient and atomically smooth unzipping. The so-produced nanoribbons could be few-layered (from graphene bilayer onward) and could exhibit both crystalline zigzag and armchair edges. In contrast to methods developed previously, our technique presents various advantages: (1) the tubes are not heavily oxidized; (2) the method yields sharp atomic edges within the resulting nanoribbons; (3) the technique could be scaled up for the bulk production of crystalline nanoribbons from available MWNT sources; and (4) this route could eventually be used to unzip other types of carbon nanotubes or intercalated layered materials such as BN, MoS₂, WS₂, <i>etc.</i

Clean Nanotube Unzipping by Abrupt Thermal Expansion of Molecular Nitrogen: Graphene Nanoribbons with Atomically Smooth Edges

We report a novel physicochemical route to produce highly crystalline nitrogen-doped graphene nanoribbons. The technique consists of an abrupt N₂ gas expansion within the hollow core of nitrogen-doped multiwalled carbon nanotubes (CN_<i>x</i>-MWNTs) when exposed to a fast thermal shock. The multiwalled nanotube unzipping mechanism is rationalized using molecular dynamics and density functional theory simulations, which highlight the importance of open-ended nanotubes in promoting the efficient introduction of N₂ molecules by capillary action within tubes and surface defects, thus triggering an efficient and atomically smooth unzipping. The so-produced nanoribbons could be few-layered (from graphene bilayer onward) and could exhibit both crystalline zigzag and armchair edges. In contrast to methods developed previously, our technique presents various advantages: (1) the tubes are not heavily oxidized; (2) the method yields sharp atomic edges within the resulting nanoribbons; (3) the technique could be scaled up for the bulk production of crystalline nanoribbons from available MWNT sources; and (4) this route could eventually be used to unzip other types of carbon nanotubes or intercalated layered materials such as BN, MoS₂, WS₂, <i>etc.</i