DEBATMITAL 2.0: 2ª Edición de los debates sobre mitos en alimentación

[ES] En la segunda edición del DEBATMITAL, se ha vuelto a utilizar el debate como herramienta docente para abordar el tema de los Mitos en la Alimentación, en la asignatura optativa del Grado en Medicina de la Universitat de Valencia, “Alimentación y Dietética”. Como novedad respecto a la edición pasada, este curso se ha debatido sobre temas de actualidad acerca de la alimentación, sobre los que existe controversia real en la comunidad científica. Los alumnos han valorado la actividad aún más positivamente este curso: la vuelven a preferir respecto a la lección magistal y además creen que les ayuda a adquirir varias competencias propias de su grado. En base a esta experiencia, se consolida el uso del debate como herramienta docente en la asignatura.[EN] In the second edition of DEBATMITAL, the debate has been used again as a teaching tool to address the topic of Food Myths, in the optional subject of the Degree in Medicine of the Universitat de Valéncia, "Food and Dietetics". As a novelty compared to the last edition, this year current issues among food, on which there is real controversy in the scientific community, have been debated. The students have valued the activity even more positively this course: they prefer it again with respect to the magistal lesson and also believe that it helps them acquire various skills of their grade. Based on this experience, the use of debate as a teaching tool in the subject is consolidated.Olaso González, G.; Romá Mateo, C.; Piqueras, M. (2021). DEBATMITAL 2.0: 2ª Edición de los debates sobre mitos en alimentación. En IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Editorial Universitat Politècnica de València. 412-420. https://doi.org/10.4995/INRED2020.2020.12001OCS41242

Comics in the classroom: graphic narrative to promote active learning in the teaching of physiology in the Degree in Human Nutrition and Dietetics

[EN] The use of graphic material as support in the teaching of basic disciplines in Health Sciences constitutes a key factor in the teaching-learning process. Traditionally said graphic material have consisted of illustrations and diagrams, although in recent years the availability of audiovisual multimedia materials has boosted the use of these resources in the classroom. In the present work, we propose the use of activities that combine the potential of images with the typical narrative characteristic of comic-books, thus enhancing the narrative potential, the emotional impact and the ability to stimulate critical thinking inherent in said format. For this, we use two specific works for different tutoring activities in subjects from different courses of the Degree in Human Nutrition and Dietetics, and we evaluate the students' perception of their usefulness as academic resources, on the motivation to review concepts of the subjects, as well as on the characteristics of the comics used as teaching materials. The preliminary results obtained show a positive reception by students and suggest an important potential of comics to work on concepts and generate relevant debates in the context of the Degree in Human Nutrition and Dietetics.[ES] La utilización de material gráfico como apoyo en la enseñanza de disciplinas básicas en Ciencias de la Salud constituye un factor clave en el proceso de enseñanza-aprendizaje. Tradicionalmente dicho material gráfico ha consistido en ilustraciones y esquemas, aunque durante los últimos años la disponibilidad de materiales multimedia audiovisuales ha provocado un auge de estos recursos en las aulas. En el presente trabajo, planteamos la utilización de actividades que aúnan el potencial de la imagen con la narrativa típica del formato característico del cómic, potenciando así el carácter narrativo, el impacto emocional y la capacidad de estimular el pensamiento crítico inherentes a dicho formato. Para ello, utilizamos dos obras específicas para diferentes actividades de tutorización en asignaturas de distintos cursos del Grado de Nutrición Humana y Dietética, y evaluamos la percepción de los estudiantes sobre su utilidad como recursos académicos, sobre la motivación para repasar conceptos de las asignaturas, así como sobre las características de los cómics utilizados como material docente. Los resultados preliminares obtenidos muestran una recepción positiva por parte de los estudiantes y sugieren un importante potencial de los cómics para trabajar conceptos y generar debates de relevancia en el contexto del Grado de Nutrición humana y Dietética.Romá-Mateo, C.; González-Cabo, P.; Olaso-González, G. (2022). Cómics en el aula: narrativa gráfica para potenciar el aprendizaje activo en la enseñanza de la fisiología en el Grado en Nutrición Humana y Dietética. Editorial Universitat Politècnica de València. 807-818. https://doi.org/10.4995/INRED2022.2022.1581580781

Implementation of audiovisual narrative resources in a digital educational escape room. “Alimental, querida Watson: The strange case of the mysterious green lights of the Tower of London”

[EN] With the aim of improving the digital escape room "Alimental, querido Watson" designed during the 2020/2021 academic year for the Dietetics and Nutrition subject (3rd course of the Degree in Medicine), we have generated audiovisual material in which the professors of the subject, characterized as Dr. Watson and Mr. Holmes, introduce the students to the resolution of each puzzle and offer feedback to complete the mission. The results of this new version of the escape room show that the audiovisual narrative materials created: 1) encourage greater student participation in the activity (90%), 2) contribute to improve academic performance, since the participants obtained an average grade in the subject 0.77 points higher than the non-participants, and 3) the students evaluate the audiovisual narrative material very positively, since 82.9% of them consider the videos useful for the activity and 36% think that they are the best of the escape room. In addition, all the students who carried out the previous version of the escape room in the 2020/2021 academic year and have also tested the current version consider that the videos improve the experience.[ES] Con el objetivo de mejorar la escape room digital “Alimental, querido Watson” diseñada durante el curso 2020/2021 para la asignatura Alimentación y Dietética (optativa de tercer curso del grado en Medicina de la UV), se generan una serie de recursos narrativos audiovisuales en los que el profesorado, caracterizado como la Dra. Watson y el Sr. Holmes, introduce a los estudiantes en la resolución de cada prueba y le ofrecen retroalimentación para poder completar la misión.Los resultados de esta nueva versión de la escape room muestran que las nuevas herramientas narrativas audiovisuales creadas: 1) fomentan una mayor participación de los estudiantes en la actividad (90%), 2) contribuyen a mejorar el rendimiento académico, ya que los participantes obtienen una nota media en la asignatura 0.77 puntos superior a los no participantes, y 3) tienen una valoración muy positiva por parte de los estudiantes, puesto que el 82.9% de los estudiantes consideran los videos útiles para la actividad y el 36% opina que son lo mejor de la escape room. Además, todos los estudiantes que realizaron la anterior versión de la escape room en el curso académico 2020/2021 y han participado también en la versión actual consideran que los videos mejoran la experiencia.Olaso-González, G.; Piqueras-Franco, M.; Romá-Mateo, C. (2022). Implementación de recursos narrativos audiovisuales en una escape room educacional digital. “Alimental, querida Watson: El extraño caso de las misteriosas luces verdes de la Torre de Londres”. Editorial Universitat Politècnica de València. 922-935. https://doi.org/10.4995/INRED2022.2022.1585192293

«LA FISIOLOGÍA INVISIBLE»: recursos audiovisuales para la enseñanza de la fisiología en ciencias de la salud

[EN] Human physiology is a basic subject during the first courses related to health sciences. Physiology as a discipline is markedly heterogeneous, since it includes anatomical, functional, molecular and biochemical notions, all widely interconnected. For this reason, it is difficult for students to integrate this knowledge, especially in the first years where the rest of related subjects (general biology, biochemistry, etc.) are taken at the same time. To facilitate this learning, the audio-visual material implies a great support when it comes to specifying abstract concepts and data obtained through complex experiments. Currently students are digital natives, and find the audiovisual tools intuitive, facilitating their learning. After using resources of marked visual character (videos and online comics) in General Physiology classes in the Medicine degree, and based on the students' responses to specific surveys on the usefulness of said resources, we have designed a plan for the creation of a series of videos, which could contribute to student motivation, renew the teaching methodology, and also be used as free access content for other subjects and degrees, contributing at the same time to the promotion of 'open' scientific knowledge in society.[ES] La fisiología humana es una asignatura básica en los primeros cursos relacionados con las ciencias de la salud. La fisiología como disciplina es marcadamente heterogénea, pues comprende nociones anatómicas, funcionales, moleculares y bioquímicas, todas ampliamente interconectadas. Por este motivo, es difícil para los estudiantes integrar este conocimiento, especialmente en los primeros años donde el resto de asignaturas de apoyo (biología general, bioquímica, etc) se cursan al mismo tiempo. Para facilitar este aprendizaje, el material audiovisual supone un gran apoyo a la hora de concretar conceptos abstractos y datos obtenidos mediante complejos experimentos. Actualmente los alumnos son nativos digitales, y las herramientas audiovisuales son intuitivas, facilitadoras de su aprendizaje. Tras utilizar recursos de marcado carácter visual (videos y cómics en línea) en clases de Fisiología General en grado de Medicina, y a partir de las respuestas de los alumnos a encuestas específicas sobre la utilidad de dichos recursos, hemos diseñado un plan de realización de una serie de videos, que puedan contribuir a la motivación del estudiante, renovar la metodología docente, y además ser utilizados como contenido de libre acceso para otras asignaturas y titulaciones, contribuyendo al mismo tiempo a la promoción del conocimiento científico ‘en abierto’ en la sociedad.Romá-Mateo, C.; Calvo, CJ.; Olaso-González, G. (2019). «LA FISIOLOGÍA INVISIBLE»: recursos audiovisuales para la enseñanza de la fisiología en ciencias de la salud. En IN-RED 2019. V Congreso de Innovación Educativa y Docencia en Red. Editorial Universitat Politècnica de València. 1064-1075. https://doi.org/10.4995/INRED2019.2019.10531OCS1064107

Laforin, a dual specificity protein phosphatase involved in Lafora disease, is phosphorylated at Ser25 by AMP-activated protein kinase

Carlos Romá-Mateo et alt.Lafora progressive myoclonus epilepsy [LD (Lafora disease)] is a fatal autosomal recessive neurodegenerative disorder caused by loss-of-function mutations in either the EPM2A gene, encoding the dual-specificity phosphatase laforin, or the EPM2B gene, encoding the E3-ubiquitin ligase malin. Previously, we and others showed that laforin and malin form a functional complex that regulates multiple aspects of glycogen metabolism, and that the interaction between laforin and malin is enhanced by conditions activating AMPK (AMP-activated protein kinase). In the present study, we demonstrate that laforin is a phosphoprotein, as indicated by two-dimensional electrophoresis, and we identify Ser25 as the residue involved in this modification. We also show that Ser25 is phosphorylated both in vitro and in vivo by AMPK. Lastly, we demonstrate that this residue plays a critical role for both the phosphatase activity and the ability of laforin to interact with itself and with previously established binding partners. The results of the present study suggest that phosphorylation of laforin-Ser25 by AMPK provides a mechanism to modulate the interaction between laforin and malin. Regulation of this complex is necessary to maintain normal glycogen metabolism. Importantly, Ser25 is mutated in some LD patients (S25P), and our results begin to elucidate the mechanism of disease in these patientsThis work was supported the Spanish Ministry of Education and Science [grant number SAF2008-01907 (to P.S.)]; the Generalitat Valenciana [grant number Prometeo 2009/051 (to P.S.)]; the National Institutes of Health [grant numbers R00NS061803, P20RR020171, R01NS070899 (to M.S.G.)]; and the University of Kentucky College of Medicine startup funds (to M.S.G.)Peer reviewe

Comparative Analysis of Chromatin-Delivered Biomarkers in the Monitoring of Sepsis and Septic Shock: A Pilot Study

[EN] Sepsis management remains one of the most important challenges in modern clinical practice. Rapid progression from sepsis to septic shock is practically unpredictable, hence the critical need for sepsis biomarkers that can help clinicians in the management of patients to reduce the proba-bility of a fatal outcome. Circulating nucleoproteins released during the inflammatory response to infection, including neutrophil extracellular traps, nucleosomes, and histones, and nuclear pro-teins like HMGB1, have been proposed as markers of disease progression since they are related to inflammation, oxidative stress, endothelial damage, and impairment of the coagulation response, among other pathological features. The aim of this work was to evaluate the actual potential for decision making/outcome prediction of the most commonly proposed chromatin-related bi-omarkers (i.e., nucleosomes, citrullinated H3, and HMGB1). To do this, we compared different ELISA measuring methods for quantifying plasma nucleoproteins in a cohort of critically ill pa-tients diagnosed with sepsis or septic shock compared to nonseptic patients admitted to the inten-sive care unit (ICU), as well as to healthy subjects. Our results show that all studied biomarkers can be used to monitor sepsis progression, although they vary in their effectiveness to separate sepsis and septic shock patients. Our data suggest that HMGB1/citrullinated H3 determination in plasma is potentially the most promising clinical tool for the monitoring and stratification of septic patients.This activity received funding from the European Institute of Innovation and Technology (EIT). This body of the European Union receives support from the European Union's Horizon 2020 research and innovation program. C.R-M. thanks GVA for starting grant (GV/2018/127) and Spanish Ministry of Science and Innovation for research project (PID2020-119127RA-I00); J.B-G thanks ISCIII, AES2018 for iPFIS fellowship (IFI18/00015) and GVA for APOTI fellowship (APOTIP/2017/012); CG thanks Spanish Ministry of Universities for fellowship FPU18/03969; J.L.G-G and F.V.P thank INCLIVA, GVA and AES2016 and AES2019 (ISCIII) for starting grant (GV/2014/132), project PI16/01036 and PI19/00994 and project DTS17/00132 (co-financed by the ERDF). The project leading to these results has received funding from "la Caixa" Foundation (ID 100010434), under agreement CI18-0009. C.R-M., F.V.P. and A.M. thank Grand Challenges Canada. : We want to particularly acknowledge the patients and the INCLIVA Biobank (PT17/0015/0049; B.000768 ISCIII) integrated in the Valencian Biobanking Network and the Spanish National Biobanks Network for their collaboration.Beltrán-García, J.; Manclus Ciscar, JJ.; García-López, EM.; Carbonell, N.; Ferreres, J.; Rodríguez-Gimillo, M.; Garcés, C.... (2021). Comparative Analysis of Chromatin-Delivered Biomarkers in the Monitoring of Sepsis and Septic Shock: A Pilot Study. International Journal of Molecular Sciences. 22(18):1-15. https://doi.org/10.3390/ijms22189935115221

Uso del debate como herramienta metodológica docente en estudios del Grado en Medicina: DEBATMITAL

[EN] The main purpose of the DEBATMITAL project is to increase the participation of students in the practical session on "Myths of Food" that is part of the optional subject “Nutrition and Dietetics" of the degree in Medicine of the University of Valencia. In front of the master class, which was basically the tool used in previous courses, students are organized into discussion groups to debate some food-related statements commonly heard. The assessment that students make of this initiative is very positive. They indicate that they have learned, they have had fun while participating in the debates, and that they prefer this tool to the master class. Therefore, the debate is a teaching tool that can not only be used in Social Sciences area, but can also be very useful for certain topics in Health Sciences, as in the case of the degree in Medicine.[ES] El proyecto DEBATMITAL tiene como objetivo principal aumentar la participación de los alumnos en la sesión práctica sobre “Mitos de la Alimentación” que forma parte de la asignatura optativa “Alimentación y Dietética” del grado en Medicina de la Universidad de Valencia. Frente a la clase magistral, que era básicamente la herramienta utilizada en cursos anteriores, se organiza la clase en grupos de debate para tratar diversas afirmaciones relacionadas con la alimentación que se pueden escuchar comúnmente. La valoración que los estudiantes hacen de esta iniciativa es muy positiva. Indican que han aprendido, que se han divertido mientras participaban en los debates, y que prefieren esta herramienta a la clase magistral. Por tanto, el debate es una herramienta docente que no solo se puede utilizar en el área de las Ciencias Sociales, sino que también puede ser muy útil para determinados temas en grados del área de Ciencias de la Salud, como es el caso del grado en Medicina.Olaso-González, G.; Romá-Mateo, C.; Serna García, E.; Gambini, J.; Correas, ÁG.; Gimeno, L.; Escrivá, C.... (2019). Uso del debate como herramienta metodológica docente en estudios del Grado en Medicina: DEBATMITAL. En IN-RED 2019. V Congreso de Innovación Educativa y Docencia en Red. Editorial Universitat Politècnica de València. 1022-1033. https://doi.org/10.4995/INRED2019.2019.10471OCS1022103

Uso de la infografía en la optativa “Alimentación y Dietética” del Grado de Medicina

[ES] Como sustitución de la clase magistral, en la sesión dedicada a tratar las características de “dietas occidentales de moda” de la asignatura optativa 34493-Alimentación y Dietética del Grado en Medicina de la Universitat de Valencia, se utilizaron infografías previamente diseñadas por los estudiantes. Con esta iniciativa se pretendía mejorar la participación del alumnado en la asignatura, además de profundizar en la materia, mejorar sus habilidades digitales y de búsqueda y síntesis de información. Esta propuesta fue bien valorada por el estudiantado, que mostró su preferencia por esta forma de trabajar frente a la clase magistral. Además, opinó que la actividad mejoraba su capacidad de transmitir información, de trabajar en equipo, su capacidad crítica y autocrítica y que resultaba muy entretenida. A partir de esta experiencia se podría concluir que la infografía es una herramienta útil para el abordaje de varios temas dentro del grado de Medicina.[EN] As a substitute for the master class, infographics previously designed by the students were used in the session dedicated to treating the characteristics of "fashionable western diets" of the optional subject 34493-Food and Dietetics of the Bachelor Degree in Medicine at the Universitat de Valencia. This initiative was intended to improve student participation in the subject, in addition to deepening the subject, improving their digital skills and the search and synthesis of information. This proposal was well appreciated by the students, who showed their preference for this way of working compared to the master class. In addition, they said that the activity improved their ability to transmit information, to work as a team, their critical and self-critical capacity and that it was very entertaining. From this experience, it could be concluded that infographics are a useful tool for addressing various topics within the Medicine degree.Olaso González, G.; Borras, C.; Piqueras, M.; Romá Mateo, C.; Gambini, J.; Gomez-Cabrera, MC.; G. Correas, Á.... (2020). Uso de la infografía en la optativa “Alimentación y Dietética” del Grado de Medicina. En IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Editorial Universitat Politècnica de València. 193-207. https://doi.org/10.4995/INRED2020.2020.11954OCS19320

The science of storytelling: different levels of narrative integration in teaching innovation applied to Human Physiology

[EN] The incorporation of narrative features into teaching materials of different formats, such as graphic and audiovisual ones, has proven to be an efficient way of encouraging student motivation. Besides, it strengthens the teaching of abstract concepts like those frequent in experimental sciences, such as Physiology, a basic subject in life sciences studies. From the Department of Physiology of the University of Valencia we present the creation of a teaching innovation group focused on the development of Narrative Physiology, FISIONARR, with the aim of promoting the narrative nature of teaching Physiology through two strategic lines. The first one focuses on graphic narrative and its integration as a teaching tool at different levels; the second deals with the generation of audiovisual narrative. In this sense, specific audiovisual material has been prepared for a series of videos entitled " Invisible Physiology", and as a conductive element of the digital educational escape room "Alimental, querida Watson".[ES] La incorporación de elementos narrativos en material docente de distintos formatos gráficos y audiovisuales es una manera eficiente de incentivar la motivación del estudiantado y de reforzar la docencia de conceptos abstractos como los relacionados con ciencias experimentales como la Fisiología, materia básica en estudios de ciencias de la salud. Desde el Departamento de Fisiología de la Universitat de València presentamos la creación de un grupo de innovación docente centrado en el uso de la Fisiología Narrativa, FISIONARR, con el objetivo de potenciar el carácter narrativo de la docencia en Fisiología a través de dos líneas estratégicas. La primera de ellas se centra en la narrativa gráfica y en su integración como herramienta docente a distintos niveles. La segunda trata sobre la generación de narrativa audiovisual y concretamente de ha elaborado material para una serie de videos titulados “La Fisiología Invisible” y como elemento conductor de la escape room educacional digital “Alimental, querida Watson”.Olaso Gonzalez, G.; Calvo Saiz, C.; González Cabo, P.; García Giménez, JL.; Gómez-Cabrera, MC.; Arribas Rodríguez, S.; Gal Iglesias, B.... (2023). La ciencia de contar historias: distintos niveles de integración narrativa en innovación docente aplicada a la Fisiología Humana. Editorial Universitat Politècnica de València. 1050-1060. https://doi.org/10.4995/INRED2023.2023.166551050106

Laforin, a Dual Specificity Phosphatase Involved in Lafora Disease, Is Present Mainly as Monomeric Form with Full Phosphatase Activity

Lafora Disease (LD) is a fatal neurodegenerative epileptic disorder that presents as a neurological deterioration with the accumulation of insoluble, intracellular, hyperphosphorylated carbohydrates called Lafora bodies (LBs). LD is caused by mutations in either the gene encoding laforin or malin. Laforin contains a dual specificity phosphatase domain and a carbohydrate-binding module, and is a member of the recently described family of glucan phosphatases. In the current study, we investigated the functional and physiological relevance of laforin dimerization. We purified recombinant human laforin and subjected the monomer and dimer fractions to denaturing gel electrophoresis, mass spectrometry, phosphatase assays, protein-protein interaction assays, and glucan binding assays. Our results demonstrate that laforin prevalently exists as a monomer with a small dimer fraction both in vitro and in vivo. Of mechanistic importance, laforin monomer and dimer possess equal phosphatase activity, and they both associate with malin and bind glucans to a similar extent. However, we found differences between the two states' ability to interact simultaneously with malin and carbohydrates. Furthermore, we tested other members of the glucan phosphatase family. Cumulatively, our data suggest that laforin monomer is the dominant form of the protein and that it contains phosphatase activity