Percepción universitaria de las clases virtuales durante la COVID-19

As a result of the declaration of the global pandemic due to COVID-19, universities around the world had to adapt their classes to the online mode for long periods or alternate this mode with face-to-face. The lack of planning related to this change could have consequences on teaching. This study aimed to know the perception of university students about online classes during this pandemic period and to analyze some variables associated with the degree of acceptance of these classes. To do this, 266 students belonging to 20 different degrees and 14 Spanish universities have been surveyed. A questionnaire was developed based on previous studies to collect information on the experience of the students with the online modality, the comparison between the online and face-to-face modality in terms of advantages and disadvantages, and satisfaction with the online modality. The results indicate that more than half of the students surveyed prefer face-to-face training, although they perceive some advantages associated with online training. Students also perceived face-to-face training as more effective in achieving learning objectives. Satisfaction with online teaching was related to greater interaction with peers, greater student involvement in training, and better perception of the role the teacher.A raíz de la declaración de la pandemia mundial debida a la COVID-19, las universidades de todo el mundo tuvieron que adaptar sus clases a la modalidad en línea durante largos períodos o alternar esta modalidad con la presencialidad. La escasa planificación con la que se pudo afrontar este cambio pudo tener consecuencias sobre la enseñanza. Este estudio se ha dirigido a conocer la percepción del alumnado universitario sobre las clases en línea durante este período de pandemia y a analizar algunas variables asociadas al grado de aceptación de estas clases. Para ello se ha encuestado a 266 estudiantes pertenecientes a 20 titulaciones distintas y a 14 universidades españolas. Se elaboró un cuestionario a partir de estudios previos para recoger información sobre la experiencia que los estudiantes tenían con la modalidad en línea, ventajas e inconvenientes respecto a la presencial y el grado de satisfacción. Los resultados señalan que más de la mitad de los estudiantes encuestados prefiere la formación presencial, aunque perciban algunas ventajas de la modalidad en línea. Los estudiantes también percibieron como más eficaz la formación presencial para conseguir los objetivos de aprendizaje. La satisfacción con la enseñanza en línea se relacionó con la mayor interacción con los compañeros, la mayor implicación del estudiante en la formación y la mejor percepción del rol desempeñado por el docente

Integrating Curriculum-Based Dynamic Assessment in Computerized Adaptive Testing: Development and Predictive Validity of the EDPL-BAI Battery on Reading Competence

In recent decades there have been significant changes in the conceptualization of reading as well as in the perception of how this activity should be assessed. Interest in the analysis of reading processes has led to the emergence of new explanatory models based primarily on the contributions of cognitive psychology. In parallel, there have been notable advances in measurement procedures, especially in models based on Item Response Theory (IRT), as well as in the capacity and performance of specific software programs that allow data to be managed and analyzed. These changes have contributed significantly to the rise of testing procedures such as computerized adaptive tests (CATs), whose fundamental characteristic is that the sequence of items presented in the tests is adapted to the level of competence that the subject manifests. Likewise, the incorporation of elements of dynamic assessment (DA) as the prompts are gradually offered allows for obtaining information about the type and degree of support required to optimize the subject’s performance. In this sense, the confluence of contributions from DA and CATs offers a new possibility for approaching the assessment of learning processes. In this article, we present a longitudinal research developed in two phases, through which a computerized dynamic adaptive assessment battery of reading processes (EDPL-BAI) was configured. The research frame involved 1,831 students (46% girls) from 13 public schools in three regions of Chile. The purpose of this study was to analyze the differential contribution on reading competence of dynamic scores obtained in a subsample composed of 324 (47% girls) students from third to sixth grade after the implementation of a set of adaptive dynamic tests of morpho-syntactic processes. The results achieved in the structural equation modeling indicate a good global fit. Individual relationships show a significant contribution of calibrated score that reflects estimated knowledge level on reading competence, as well as dynamic scores based on the assigned value of graduated prompts required by the students. These results showed significant predictive values on reading competence and incremental validity in relation to predictions made by static criterion tests

Screening mutations in myosin binding protein C3 gene in a cohort of patients with Hypertrophic Cardiomyopathy

<p>Abstract</p> <p>Background</p> <p><it>MyBPC3 </it>mutations are amongst the most frequent causes of hypertrophic cardiomyopathy, however, its prevalence varies between populations. They have been associated with mild and late onset disease expression. Our objectives were to establish the prevalence of <it>MyBPC3 </it>mutations and determine their associated clinical characteristics in our patients.</p> <p>Methods</p> <p>Screening by Single Strand Conformation Polymorphisms (SSCP) and sequencing of the fragments with abnormal motility of the <it>MyBPC3 </it>gene in 130 unrelated consecutive HCM index cases. Genotype-Phenotype correlation studies were done in positive families.</p> <p>Results</p> <p>16 mutations were found in 20 index cases (15%): 5 novel [D75N, V471E, Q327fs, IVS6+5G>A (homozygous), and IVS11-9G>A] and 11 previously described [A216T, R495W, R502Q (2 families), E542Q (3 families), T957S, R1022P (2 families), E1179K, K504del, K600fs, P955fs and IVS29+5G>A]. Maximum wall thickness and age at time of diagnosis were similar to patients with <it>MYH7 </it>mutations [25(7) vs. 27(8), p = 0.16], [46(16) vs. 44(19), p = 0.9].</p> <p>Conclusions</p> <p>Mutations in <it>MyBPC3 </it>are present in 15% of our hypertrophic cardiomyopathy families. Severe hypertrophy and early expression are compatible with the presence of <it>MyBPC3 </it>mutations. The genetic diagnosis not only allows avoiding clinical follow up of non carriers but it opens new possibilities that includes: to take preventive clinical decisions in mutation carriers than have not developed the disease yet, the establishment of genotype-phenotype relationship, and to establish a genetic diagnosis routine in patients with familial HCM.</p

Clinical course of sepsis, severe sepsis, and septic shock in a cohort of infected patients from ten Colombian hospitals

ABSTARCT: Sepsis has several clinical stages, and mortality rates are different for each stage. Our goal was to establish the evolution and the determinants of the progression of clinical stages, from infection to septic shock, over the first week, as well as their relationship to 7-day and 28-day mortality

EDUCORE project: a clinical trial, randomised by clusters, to assess the effect of a visual learning method on blood pressure control in the primary healthcare setting

<p>Abstract</p> <p>Background</p> <p>High blood pressure (HBP) is a major risk factor for cardiovascular disease (CVD). European hypertension and cardiology societies as well as expert committees on CVD prevention recommend stratifying cardiovascular risk using the SCORE method, the modification of lifestyles to prevent CVD, and achieving good control over risk factors. The EDUCORE (Education and Coronary Risk Evaluation) project aims to determine whether the use of a cardiovascular risk visual learning method - the EDUCORE method - is more effective than normal clinical practice in improving the control of blood pressure within one year in patients with poorly controlled hypertension but no background of CVD;</p> <p>Methods/Design</p> <p>This work describes a protocol for a clinical trial, randomised by clusters and involving 22 primary healthcare clinics, to test the effectiveness of the EDUCORE method. The number of patients required was 736, all between 40 and 65 years of age (n = 368 in the EDUCORE and control groups), all of whom had been diagnosed with HBP at least one year ago, and all of whom had poorly controlled hypertension (systolic blood pressure ≥ 140 mmHg and/or diastolic ≥ 90 mmHg). All personnel taking part were explained the trial and trained in its methodology. The EDUCORE method contemplates the visualisation of low risk SCORE scores using images embodying different stages of a high risk action, plus the receipt of a pamphlet explaining how to better maintain cardiac health. The main outcome variable was the control of blood pressure; secondary outcome variables included the SCORE score, therapeutic compliance, quality of life, and total cholesterol level. All outcome variables were measured at the beginning of the experimental period and again at 6 and 12 months. Information on sex, age, educational level, physical activity, body mass index, consumption of medications, change of treatment and blood analysis results was also recorded;</p> <p>Discussion</p> <p>The EDUCORE method could provide a simple, inexpensive means of improving blood pressure control, and perhaps other health problems, in the primary healthcare setting;</p> <p>Trial registration</p> <p>The trial was registered with ClinicalTrials.gov, number NCT01155973 [<url>http://ClinicalTrials.gov</url>].</p

Universidad, género, docencia e igualdad

La Red de investigación en docencia universitaria “Universidad, docencia, genero e igualdad” persigue avanzar en la calidad e innovación de las enseñanzas universitarias a partir de la inclusión de la perspectiva de género. Se busca dar cumplimiento a las directrices generales de los nuevos planes de estudio respecto del principio de igualdad de oportunidades entre hombres y mujeres en la formación universitaria (Real Decreto 1393/2007. BOE nº 260, 30 de octubre de 2007). En la cuarta edición de la Red, y dada su composición multidisciplinar, se desarrollaron tres líneas de investigación: 1) mantenimiento del “Portal web con recursos docentes con perspectiva de género”, proyecto financiado por el Instituto de la Mujer (PACUI, 2012) e iniciado en el curso 2012-2013; 2) desarrollo (primera versión) de “iLengUA”, una herramienta informática para un discurso inclusivo e igualitario; y 3) diseño de la Guía para una orientación universitaria inclusiva

Inducción a la formación profesional

Desarrolla a manera de módulos, la forma y la información que de se debe entregar a los aprendices al momento de que estos ingresen a la institución para conocer el contexto, deberes, derechos, entre otros, que los estarán rodeando en el ámbito académico.It develops as a module, the form and the information that must be given to the apprentices when they enter the institution to know the context, duties, rights, among others, that will be surrounding them in the academic field.Conocimiento e Integración Grupal -- Inducción al SENA -- Inducción a la Formación Profesional Integral -- Inducción al Centro, Programa o Proyecto -- Inducción al Programa de Formación Profesional -- Inducción a los Servicios al Alumnado -- Servicios al Alumnado: Biblioteca -- Servicios al Alumnado: Promoción y contratación de Aprendices -- Servicios al Alumnado: Trabajo Social -- Servicios al Alumnado: Capellanía -- Servicios al Alumnado: Registro y Certificación -- Servicios al Alumnado: Validación -- Servicios al Alumnado: Actividades Recreativas, Culturales y Deportivas.naPara sujetos de formación40 página

Anales de Edafología y Agrobiología Tomo 36 Número 1-2

Duración efectiva del índice de sequedad, por M. P. Garmendía y J. Garmendía.-- Adsorción y evolución de manganeso en arcillas, por O. Carpena, I. Tovar, A. Lax y F. Costa.-- Ecología de leguminosas en relación con algunos factores ambientales en Guadalajara. I. Aspectos florísticos y relación con la clase ele suelo, por M. Morey.-- Variaciones del contenido de nitrógeno en una plantación de Lolium perenne,por Esther Simón Martínez.-- Predicción de temperaturas máximas diarias, por E. Hernández, J. A. Hernández, J. F. Sánchez y J. Garmendía.-- Efectos del almacenaje sobre las propiedades físicas y biológicas de muestras tamizadas de suelos orgánicos, por F. Díaz-Fierros Viqueiro.-- Morfometría del cuarzo y circón aplicada al estudio genético de un suelo policíclico, por M. C. Villar Celorio.-- Contribución al estudio de la terra rossa española. II. Mineralogía de la fracción arcilla, por L. J. Alías, M. Nieto y J. Albaladejo.-- Entisoles del Campo de Cartagena (Murcia). Características generales y mineralógicas, por L. J. Alías y R. Ortiz Silla.-- Estudio sobre la composición química de variedades de almendra del sureste español, por F. Romojaro, J. F. García y F. J. López Andreu.-- Componentes del plátano canario y sus variaciones durante la maduración, por A. Carlos Blesa, M. A. Rodríguez Raymond y A. Maestre.-- Contribución al estudio de la platanera canaria. Relación entre la actividad respiratoria y la maduración de los plátanos, por A. Carlos Blesa, M. A Rodríguez Raymoud, C. D. Lorenzo e Isabel López.-- Notas.-- Reestructuración del C. S. I. C.-- Nombramiento del Prof. Casas Peláez como Presidente del C. S. I. C. 1.-- Carta del Presidente del C. S. I. C. al personal del mismo.-- Nombramiento del Prof. Snárez y Suárez como Director general de Educación Bastea.-- 6.° Curso Internacional de Fertilidad de Suelos y Nutrición Vegetal.—8ª Reunión Internacional de Micromorfología de Suelos.—19ª Conferencia General de la UNESCO.-- Sociedad Española de Ciencia del Suelo.-- Nombramiento de Secretario del Centro de Edafología y Biología Aplicada de Salamanca.-- Dimisión del Director del Centre de Edafología y Biología Aplicada del Cuarto (Sevilla).-- Propuesta de Director del Centro de Edafología y Biología Aplicada del Cuarto.-- Viaje del Prof. Troncoso.-- Grupo Español de Trabajo del Cuaternario.-- Autorizaciones para realizar función docente.-- Invitaciones a Profesores extranjeros.-- Programa de cooperación internacional con lberoamérica: bolsas de estudio y viaje .-- Conferencia del Prof. Salerno.-- Viaje realizado a Hispanoamérica por el Dr. D. Francisco Girela Vilchez.-- Creación del Centro de Formaci.ón y Promoción de Personal del C. S. I. C. (C. F. P. P.)Peer reviewed2019-08.- CopyBook.- Libnova.- Biblioteca ICA