Convertirse en grupo de trabajo: Un modelo de didáctica universitaria

Knowing how to work ‘as part of a group’ and ‘with a group’ is an essential competence in education. In this light, we developed an educational model –in the context of the undergraduate degree in Educational Science at the University of Verona (Italy)– that is designed to encourage group-based learning processes and the acquisition of competencies related to group work. In the model devised, the group is not only a space for learning; it is also a context that is conducive to the process of reflecting on one’s own practice and meta-reflexive processes.Saber trabajar en grupo y con los grupos es una competencia fundamental en el ámbito educativo. Por ello, desde la Facultad de Educación de​ ​la Universidad de Verona (Italia), se ha puesto en marcha un modelo formativo innovador para la gestión de grupos-clase que, además de conseguir el aprendizaje del alumnado, permita que éstos adquirieran competencias esenciales para el trabajo en grupo. El modelo elaborado considera el grupo no solamente como lugar de aprendizaje, sino también como contexto favorable de activación de procesos reflexivos y meta-reflexivos, en aras de generar un aprendizaje significativo que parte de la experiencia y que está guiado, en todo momento, por el docente

Turning a Group into a Working Group: A Model for University Teaching

Saber trabajar en grupo y con los grupos es una competencia fundamental en el ámbito educativo. Por ello, desde la Facultad de Educación de la Universidad de Verona (Italia), se ha puesto en marcha un modelo formativo innovador para la gestión de grupos-clase que, además de conseguir el aprendizaje del alumnado, permita que estos adquirieran competencias esenciales para el trabajo en grupo. El modelo elaborado considera el grupo no solamente como lugar de aprendizaje, sino también como contexto favorable de activación de procesos reflexivos y meta-reflexivos, en aras de generar un aprendizaje significativo que parte de la experiencia y que está guiado, en todo momento, por el docente.Knowing how to work ‘as part of a group’ and ‘with a group’ is an essential competence in education. In this light, we developed an educational model –in the context of the undergraduate degree in Educational Science at the University of Verona (Italy)– that is designed to encourage group-based learning processes and the acquisition of competencies related to group work. In the model devised, the group is not only a space for learning; it is also a context that is conducive to the process of reflecting on one’s own practice and meta-reflexive processes

Revista interuniversitaria de formación del profesorado

Resumen tomado de la publicaciónMonográfico con el título: “Ocio: escenario educativo y social”Saber trabajar en grupo y con los grupos es una competencia fundamental en el ámbito educativo. Por ello, desde la Facultad de Educación de la Universidad de Verona (Italia), se ha puesto en marcha un modelo formativo innovador para la gestión de grupos-clase que, además de conseguir el aprendizaje del alumnado, permita que éstos adquirieran competencias esenciales para el trabajo en grupo. El modelo elaborado considera el grupo no solamente como lugar de aprendizaje, sino también como contexto favorable de activación de procesos reflexivos y meta-reflexivos, en aras de generar un aprendizaje significativo que parte de la experiencia y que está guiado, en todo momento, por el docente.Madrid (Comunidad Autónoma). Subdirección General de Formación del Profesorado. CRIF Las Acacias; Calle General Ricardos 179; 28025 Madrid; Tel. +34915250893; Fax +34914660991; [email protected]

Convertirse en grupo de trabajo: Un modelo de did\ue1ctica universitaria

Saber trabajar en grupo y con los grupos es una competencia fundamental en el \ue1mbito educativo. Por ello, desde la Facultad de Educaci\uf3n de la Universidad de Verona (Italia), se ha puesto en marcha un modelo formativo innovador para la gesti\uf3n de grupos-clase que, adem\ue1s de conseguir el aprendizaje del alumnado, permita que estos adquirieran competencias esenciales para el trabajo en grupo. El modelo elaborado considera el grupo no solamente como lugar de aprendizaje, sino tambi\ue9n como contexto favorable de activaci\uf3n de procesos reflexivos y meta-reflexivos, en aras de generar un aprendizaje significativo que parte de la experiencia y que est\ue1 guiado, en todo momento, por el docente

The subjective experience of living with haemophilia in the transition from early adolescence to young adulthood: the effect of age and the therapeutic regimen

The main aim of the research is to study how youths affected by haemophilia, a congenital hemorrhagic chronic disease, make sense of their condition, with particular reference to the transition from early adolescence to early adulthood. We administered face-to-face semi-structured interviews to 20 Italian youths with haemophilia, aged 11–25 years, in on-demand treatment or prophylaxis therapy. A thematic analysis was performed with the help of software for textual data to figure out the main topics and the role of the two selected variables in the emergence of the themes (age and type of therapy). The results highlight how the experience of suffering from haemophilia is organized around five core themes (fragmented body, intimacy, family history, autonomy, dreams), that are more or less typical of some age group or kind of treatment. These results may be useful for designing appropriate and differentiated interventions for psychosocial support

Diagnostic Accuracy of a New d -Dimer Assay (Sclavo Auto d -Dimer) for Exclusion of Deep Vein Thrombosis in Symptomatic Outpatients

In patients presenting non-high clinical pretest probability (PTP), a negative d-dimer can exclude venous thromboembolism without imaging tests. However, each d-dimer assay should be validated in prospective studies. We evaluated an automated d-dimer immunoassay using the Sclavo Auto d-dimer (Sclavo Diagnostics Int, Sovicille, Italy) provided by Dasit Diagnostica (Cornaredo, Milan, Italy). Three hundred two consecutive outpatients suspected of leg deep vein thrombosis (DVT) with non-high PTP were included. The Sclavo Auto d-dimer assay was evaluated on 2 analyzers (Sysmex CA-7000 and Sysmex CS-2100; Sysmex Corporation, Kobe, Japan, provided by Dasit). The cutoff value (200 ng/mL) was established a priori. Prevalence of DVT was 11.9%. Since no false-negative patients were detected, the sensitivity and negative predictive values (NPVs) were 100% (sensitivity = CA-7000: 100% [95% confidence interval, CI: 93.3-100], CS-2100: 100% [95% CI: 93.3-100]; NPV = CA-7000: 100% [95% CI: 97.9-100], CS-2100: 100% [95% CI: 98.0-100]). Specificity was 65.4% (95% CI: 59.4-71.1) and 69.2% (95% CI: 63.3-74.7) for CA-7000 and CS-2100, respectively. Specificity increased when a higher cutoff value (234 ng/mL) was used for patients aged 6560 years without compromising the safety. Assay reproducibility was satisfactory at concentrations near the cutoff value (total coefficient of variations <10%). In conclusion, the Sclavo Auto d-dimer assay was accurate when used for DVT diagnostic workup in outpatients with non-high PTP. Based on its high sensitivity and NPV, it can be used as a stand-alone test in outpatients with non-high PTP. Given its high specificity, the number of patients in whom further imaging techniques can be avoided increased, improving the yield of the test

Measurement of factor XIII (FXIII) activity by an automatic ammonia release assay using iodoacetamide blank-procedure: no more overestimation in the low activity range and better detection of severe FXIII deficiencies

Background: Laboratory investigation with specific factor XIII (FXIII) assays plays a crucial role in diagnosis of FXIII deficiency. According to the International Society on Thrombosis and Hemostasis (ISTH), it is necessary a blank sample with iodoacetamide, provided by the kit or locally prepared, when the ammonia release assays are used, to avoid FXIII activity overestimation. Methods: In this study we set up a modification of the Berichrom FXIII chromogenic assay, in which iodoacetamide was added by the BCS analyzer in the reaction mixture of the blank sample, without modifications of the original reagents. We analyzed 100 plasma samples of outpatients with clinical symptoms suggestive of a bleeding diathesis (20 samples had FXIII activity <20%). Results: In all samples blank subtraction significantly reduced FXIII activity, mostly in the low activity range group (from 10.1% to 2.4%, p<0.0001). In this group correction with iodoacetamide also increased the agreement with the immunoassay and allowed FXIII activity measure up to 0%. Conclusions: Despite the low number of samples included in the study, the described automatic procedure seemed to decrease FXIII activity overestimation and, especially for low activity range samples (<20%), to improve the agreement between FXIII activity and concentration. Our data suggested that iodoacetamide correction could allow the detection of severe FXIII deficiencies (activity <5%) otherwise undiagnosed using the original method