Interculturalidad y pedagogía diferenciada: senderos compartidos

A partir del reconocimiento de problemas curriculares y pedagógicos que presentan instituciones educativas observadas en la ciudad de Bogotá, se da a conocer la justificación y la trascendencia de la educación intercultural y su correspondiente pedagogía diferenciada para abordar problemas de calidad, integración, participación, pertinencia y democratización de dichas escuelas.A partir de la reconnaissance  des problèmes programmatiques et pédagogiques que présentent les institutions éducatives observées dans la ville de Bogota, la justification et transcendance de l’éducation interculturelle et sa pédagogie différenciée sont défendues afin d’aborder les problèmes de qualité, d’intégration, de participation, de pertinence et de démocratisation de ces écoles.From the recognition of curricular and pedagogical problems presented by educative institutions observed in the city of Bogota, this essay discloses the justification and the importance of intercultural education and its corresponding differentiated pedagogy for the approach to problems of quality, integration, participation, relevance and democratization of these schools.Após do reconhecimento de problemas curriculares e pedagógicas que as instituições educacionais têm visto na cidade de Bogotá, revela-se a justificativa ea importância da educação intercultural ea correspondente pedagogia diferenciada para tratar de questões de qualidade, integração, participação, relevância e democratização das escolas

Innovación en las clases de matemáticas: experiencias metodológicas

Comparación entre los procesos de argumentación deductiva y demostración en un grupo de alumnos -- La solución de problemas reales y la competencia en la medida -- La estimación y el cálculo de una integral definida -- Impacto de clases interactivas con tarjetas de respuesta inmediata (citri) en el aprendizaje de las matemáticas -- Impacto del método “instrucción por pares” con el apoyo de “clickers” en el aprendizaje de matemáticas básicas.Editorial Universidad del Nort

Clinical characteristics and outcomes of thymoma-associated myasthenia gravis

[Background and purpose] Prognosis of myasthenia gravis (MG) in patients with thymoma is not well established. Moreover, it is not clear whether thymoma recurrence or unresectable lesions entail a worse prognosis of MG.[Methods] This multicenter study was based on data from a Spanish neurologist-driven MG registry. All patients were aged >18 years at onset and had anti-acetylcholine receptor antibodies. We compared the clinical data of thymomatous and nonthymomatous patients. Prognosis of patients with recurrent or nonresectable thymomas was assessed.[Results] We included 964 patients from 15 hospitals; 148 (15.4%) had thymoma-associated MG. Median follow-up time was 4.6 years. At onset, thymoma-associated MG patients were younger (52.0 vs. 60.4 years, p < 0.001), had more generalized symptoms (odds ratio [OR]: 3.02, 95% confidence interval [CI]: 1.95–4.68, p < 0.001) and more severe clinical forms according to the Myasthenia Gravis Foundation of America (MGFA) scale (OR: 1.6, 95% CI: 1.15–2.21, p = 0.005). Disease severity based on MGFA postintervention status (MGFA-PIS) was higher in thymomatous patients at 1 year, 5 years, and the end of follow-up. Treatment refractoriness and mortality were also higher (OR: 2.28, 95% CI: 1.43–3.63, p = 0.001; hazard ratio: 2.46, 95% CI: 1.47–4.14, p = 0.001). Myasthenic symptoms worsened in 13 of 27 patients with recurrences, but differences in long-term severity were not significant. Fifteen thymomatous patients had nonresectable thymomas with worse MGFA-PIS and higher mortality at the end of follow-up.[Conclusions] Thymoma-associated MG patients had more severe myasthenic symptoms and worse prognosis. Thymoma recurrence was frequently associated with transient worsening of MG, but long-term prognosis did not differ from nonrecurrent thymoma. Patients with nonresectable thymoma tended to present severe forms of MG.This work is supported by Fondo de Investigaciones Sanitarias (FIS) grant FIS19/01774, Instituto de Salud Carlos III and cofunded by the European Union (ERDF/ESF, A Way to Make Europe/Investing in Your Future). Rodrigo Álvarez-Velasco was supported by a PhD for Medical Doctors grant from the Pla Estratègic de Recerca i Innovació en Salut (PERIS), Generalitat de Catalunya (SLT008/18/00207). Elena Cortés-Vicente was supported by a Juan Rodés grant (JR19/00037) from the Fondo de Investigación en Salud, Instituto de Salud Carlos III, Ministry of Health (Spain).Peer reviewe

PERSPECTIVA PSICOSOCIAL DE LOS DERECHOS HUMANOS

Hoy en día es imprescindible abordar el problema de los derechos desde una perspectiva holística que integre la posición que el individuo ocupa en la sociedad y el impacto de los hechos sociales sobre su persona. Esta perspectiva va por lo tanto más allá del enfoque clásico de las violaciones a los derechos civiles y políticos de los ciudadanos sino, también incluye sus derechos económicos, sociales y culturales. Cualquier enfoque de tipo holístico debe entender al ser humano en su ambiente, social, cultural, natural y en función a todas las estructuras existentes, por más sutiles que sean o invisibles que parezcan. Precisamente este libro permite apreciar la dimensión amplia y compleja del ser en sociedad y las interacciones que de ambas partes se generan y las ramificaciones que producen. No es un ejercicio fácil y los editores de este volumen han logrado un salto cuántico al poder congregar en un solo espacio miradas que en otras circunstancias podrían haber sido opuestas y hasta contrarias a nuestra comprensión de problemas que, en efecto, tienen raíces comunes. El libro está dividido en 5 secciones, El espíritu de los tiempos actuales y los Derechos Humanos, Construcción ciudadana y ejercicio de los Derechos Humanos, Violaciones a Derechos Humanos, victimizaciones y su atención, Ejercicio de los Derechos Humanos y situaciones disruptivas y Defensa y defensores de Derechos Humanos.Manuel Gutiérrez Romero Jessica Ruiz Magañ

Effectiveness of a strategy that uses educational games to implement clinical practice guidelines among Spanish residents of family and community medicine (e-EDUCAGUIA project):A clinical trial by clusters

This study was funded by the Fondo de Investigaciones Sanitarias FIS Grant Number PI11/0477 ISCIII.-REDISSEC Proyecto RD12/0001/0012 AND FEDER Funding.Background: Clinical practice guidelines (CPGs) have been developed with the aim of helping health professionals, patients, and caregivers make decisions about their health care, using the best available evidence. In many cases, incorporation of these recommendations into clinical practice also implies a need for changes in routine clinical practice. Using educational games as a strategy for implementing recommendations among health professionals has been demonstrated to be effective in some studies; however, evidence is still scarce. The primary objective of this study is to assess the effectiveness of a teaching strategy for the implementation of CPGs using educational games (e-learning EDUCAGUIA) to improve knowledge and skills related to clinical decision-making by residents in family medicine. The primary objective will be evaluated at 1 and 6months after the intervention. The secondary objectives are to identify barriers and facilitators for the use of guidelines by residents of family medicine and to describe the educational strategies used by Spanish teaching units of family and community medicine to encourage implementation of CPGs. Methods/design: We propose a multicenter clinical trial with randomized allocation by clusters of family and community medicine teaching units in Spain. The sample size will be 394 residents (197 in each group), with the teaching units as the randomization unit and the residents comprising the analysis unit. For the intervention, both groups will receive an initial 1-h session on clinical practice guideline use and the usual dissemination strategy by e-mail. The intervention group (e-learning EDUCAGUIA) strategy will consist of educational games with hypothetical clinical scenarios in a virtual environment. The primary outcome will be the score obtained by the residents on evaluation questionnaires for each clinical practice guideline. Other included variables will be the sociodemographic and training variables of the residents and the teaching unit characteristics. The statistical analysis will consist of a descriptive analysis of variables and a baseline comparison of both groups. For the primary outcome analysis, an average score comparison of hypothetical scenario questionnaires between the EDUCAGUIA intervention group and the control group will be performed at 1 and 6months post-intervention, using 95% confidence intervals. A linear multilevel regression will be used to adjust the model. Discussion: The identification of effective teaching strategies will facilitate the incorporation of available knowledge into clinical practice that could eventually improve patient outcomes. The inclusion of information technologies as teaching tools permits greater learning autonomy and allows deeper instructor participation in the monitoring and supervision of residents. The long-term impact of this strategy is unknown; however, because it is aimed at professionals undergoing training and it addresses prevalent health problems, a small effect can be of great relevance. Trial registration: ClinicalTrials.gov: NCT02210442.Publisher PDFPeer reviewe

Colombian consensus recommendations for diagnosis, management and treatment of the infection by SARS-COV-2/ COVID-19 in health care facilities - Recommendations from expert´s group based and informed on evidence

La Asociación Colombiana de Infectología (ACIN) y el Instituto de Evaluación de Nuevas Tecnologías de la Salud (IETS) conformó un grupo de trabajo para desarrollar recomendaciones informadas y basadas en evidencia, por consenso de expertos para la atención, diagnóstico y manejo de casos de Covid 19. Estas guías son dirigidas al personal de salud y buscar dar recomendaciones en los ámbitos de la atención en salud de los casos de Covid-19, en el contexto nacional de Colombia

Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries

Abstract Background Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres. Methods This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was co-prioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and low–middle-income countries. Results In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of ‘single-use’ consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for low–middle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia. Conclusion This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both high– and low–middle–income countries

Polémicas en torno a lo cognitivo y la educación

Today, there are a lot of researches about the so-called study of neuroscience, which put in discussion many assumptions psychological. The reflection done in this review article exposes part of the debate on the relationship between cognitive development and learning. We present some recent research on the subject and observations made by some leading theorists in this field. Finally, we show succinctly that UNESCO guidelines promulgated from the cognitive domain to be taken into account in education. We conclude that the relationship between cognitive and education remains controversial.En la actualidad existen un gran número de investigaciones sobre el denominado campo de las neurociencias, que ponen en discusión muchos supuestos psicológicos. La reflexión que se hace en este artículo de revisión parte de poner en evidencia el debate sobre la relación entre el desarrollo cognitivo y el aprendizaje. Se presentan algunas investigaciones recientes sobre el tema, observaciones que hacen algunos destacados teóricos en este campo. Finalmente, se muestra en forma sucinta las orientaciones que la UNESCO promulga desde el campo cognitivo, para que se tengan en cuenta en la educación. Se concluye que la relación entre lo cognitivo y lo educativo sigue en discusión

Polémicas en torno a lo cognitivo y la educación

Abstract Today, there are a lot of researches about the so-called study of neuroscience, which put in discussion many assumptions psychological. The reflection done in this review article exposes part of the debate on the relationship between cognitive development and learning. We present some recent research on the subject and observations made by some leading theorists in this field. Finally, we show succinctly that UNESCO guidelines promulgated from the cognitive domain to be taken into account in education. We conclude that the relationship between cognitive and education remains controversial. Resumen En la actualidad existen un gran número de investigaciones sobre el denominado campo de las neurociencias, que ponen en discusión muchos supuestos psicológicos. La reflexión que se hace en este artículo de revisión parte de poner en evidencia el debate sobre la relación entre el desarrollo cognitivo y el aprendizaje. Se presentan algunas investigaciones recientes sobre el tema, observaciones que hacen algunos destacados teóricos en este campo. Finalmente, se muestra en forma sucinta las orientaciones que la UNESCO promulga desde el campo cognitivo, para que se tengan en cuenta en la educación. Se concluye que la relación entre lo cognitivo y lo educativo sigue en discusión