Revising a foreign language curriculum: a challenging and enhancing experience at a public school in bogotá

Curriculum design essentially improves education standards; however, for teachers it remains a taboo kept for academics. Nevertheless, curriculum design begins with teacher’s reflections. It goes from examining situations to piloting and adjusting proposals. This project involved teachers interested in improving the English learning process at a technical public school. The objective was designing a curriculum that conveyed community interests. First, documents describing existing curricular guidelines were analyzed, then surveys were applied, they evidenced strengths and weaknesses of the current program. Data interpretation showed mixed perceptions regarding the English programme among community members. Even teachers had different perceptions about curricular elements presented in school documents. This phenomenon leads us to consider the implications of a project regarding curriculum design. Key words: Curriculum, curriculum design, community interests, data analysis El diseño curricular es esencial para el mejoramiento educativo, pero los docentes lo creen exclusivo de académicos. Éste parte de la reflexión docente, implica entre otras cosas el diagnóstico de una situación y la implementación de una propuesta. El proyecto fue realizado por docentes interesados en mejorar los procesos de aprendizaje del inglés en un colegio técnico. Se pretendió diseñar un currículo acorde con los intereses de la comunidad. Inicialmente se analizaron los documentos escolares existentes, se aplicaron encuestas que evidenciaron fortalezas y debilidades del programa. La interpretación de datos mostró las diferentes percepciones de la comunidad respecto al programa de inglés; incluso los profesores concebían de manera diferente los elementos curriculares. Esto impulsó la reflexión sobre el diseño curricular. Palabras claves: Currículo, diseño curricular, intereses de la comunidad, análisis de dato

Genotyping squamous cell lung carcinoma in Colombia (Geno1.1-CLICaP)

Background: Lung cancer is a public health problem, and squamous cell carcinoma (SCC) is the second most prevalent subtype of this neoplasm. Compared to other subtypes, including adenocarcinoma, SCC is less well understood in terms of molecular pathogenesis, limiting therapeutic options among targeted agents approved for other disease subgroups. In this study, we sought to characterize the SCC genomic profile using a validated Next Generation Sequencing (NGS) platform. Methods: The comprehensive NGS assay (TruSight Tumor 170) was used in order to target the full coding regions of 170 cancer-related genes on SCC samples. PD-L1 expression in tumor cells (TCs) was assessed using clone 22C3 (Dako). Clinical outcomes were correlated with molecular profile, including progression free survival (PFS), overall response rate (ORR), and overall survival (OS). Results: A total of 26 samples were included, median age was 67 years (r, 33–83) and 53.8% were men. Tobacco consumption was identified in all subjects (mean 34-year package). For first-line treatment 80.8% of patients received cisplatin or carboplatin plus gemcitabine. In terms of molecular profile, we identified a high prevalence of inactivating mutations in TP53 (61.5%), PIK3CA (34.6%), MLL2 (34.6%), KEAP1 (38.4%), and NOTCH1 (26.9%). PD-L1 expression ranged from negative, 1, 2–49, and ≥50% in 23.1, 38.5, 26.9, and 11.5%, respectively. Interestingly, the genetic alterations did not have an effect in PFS, OS or ORR in this study. However, PDL1 expression was higher among those who had mutations in TP53 (p = 0.037) and greater expression of PDL1 was related to PIK3CA alterations (p = 0.05). Conclusions: The genomic profile of SCC encompasses important genes including TP53, PIK3CA and KEAP1. TP53 mutations could be associated with PDL1 expression, generating hypothesis regarding specific treatment options

Revising a Foreign Language Curriculum: A Challenging and Enhancing Experience at a Public School in Bogotá Revisión del currículo de lengua extranjera: Un reto y una experiencia motivante en un colegio público en Bogotá

Curriculum design essentially improves education standards; however, for teachers it remains a taboo kept for academics. Nevertheless, curriculum design begins with teacher’s reflections. It goes from examining situations to piloting and adjusting proposals. This project involved teachers interested in improving the English learning process at a technical public school. The objective was designing a curriculum that conveyed community interests. First, documents describing existing curricular guidelines were analyzed, then surveys were applied, they evidenced strengths and weaknesses of the current program. Data interpretation showed mixed perceptions regarding the English programme among community members. Even teachers had different perceptions about curricular elements presented in school documents. This phenomenon leads us to consider the implications of a project regarding curriculum design.<br>El diseño curricular es esencial para el mejoramiento educativo, pero los docentes lo creen exclusivo de académicos. Éste parte de la reflexión docente, implica entre otras cosas el diagnóstico de una situación y la implementación de una propuesta. El proyecto fue realizado por docentes interesados en mejorar los procesos de aprendizaje del inglés en un colegio técnico. Se pretendió diseñar un currículo acorde con los intereses de la comunidad. Inicialmente se analizaron los documentos escolares existentes, se aplicaron encuestas que evidenciaron fortalezas y debilidades del programa. La interpretación de datos mostró las diferentes percepciones de la comunidad respecto al programa de inglés; incluso los profesores concebían de manera diferente los elementos curriculares. Esto impulsó la reflexión sobre el diseño curricular

Revising a Foreign Language Curriculum: A Challenging and Enhancing Experience at a Public School in Bogotá

Curriculum design essentially improves education standards; however, for teachers it remains a taboo kept for academics. Nevertheless, curriculum design begins with teacher’s reflections. It goes from examining situations to piloting and adjusting proposals. This project involved teachers interested in improving the English learning process at a technical public school. The objective was designing a curriculum that conveyed community interests. First, documents describing existing curricular guidelines were analyzed, then surveys were applied, they evidenced strengths and weaknesses of the current program. Data interpretation showed mixed perceptions regarding the English programme among community members. Even teachers had different perceptions about curricular elements presented in school documents. This phenomenon leads us to consider the implications of a project regarding curriculum design.El diseño curricular es esencial para el mejoramiento educativo, pero los docentes lo creen exclusivo de académicos. Éste parte de la reflexión docente, implica entre otras cosas el diagnóstico de una situación y la implementación de una propuesta. El proyecto fue realizado por docentes interesados en mejorar los procesos de aprendizaje del inglés en un colegio técnico. Se pretendió diseñar un currículo acorde con los intereses de la comunidad. Inicialmente se analizaron los documentos escolares existentes, se aplicaron encuestas que evidenciaron fortalezas y debilidades del programa. La interpretación de datos mostró las diferentes percepciones de la comunidad respecto al programa de inglés; incluso los profesores concebían de manera diferente los elementos curriculares. Esto impulsó la reflexión sobre el diseño curricular

Laboratorio escénico de técnicas performativas

Los objetivos de este proyecto continúan los establecidos en el proyecto anterior (Convocatoria 2021/2022 Proyecto Nº380) y están relacionados con la docencia del teatro en las distintas enseñanzas de que forma parte, desde los Seminarios del Doctorado en Estudios Teatrales y el Máster en Estudios Literarios hasta las asignaturas que se imparten en distintos Grados de la UCM, especialmente en los departamentos a los que pertenecen los solicitantes. La línea definitoria de nuestro trabajo es la investigación dramatúrgica compleja y el proceso de escenificación.Depto. de Lengua Española y Teoría de la LiteraturaFac. de FilologíaFALSEsubmitte

STK11 and KEAP1 mutations in non-small cell lung cancer patients: Descriptive analysis and prognostic value among Hispanics (STRIKE registry-CLICaP)

Mutations in STK11 (STK11Mut) and, frequently co-occurring, KEAP1 mutations (KEAP1Mut) are associated with poor survival in metastatic Non-small Cell Lung Cancer (mNSCLC) patients treated with immunotherapy. However, there are limited data regarding the prognostic or predictive significance of these genomic alterations among Hispanics

Genomic Landscape of Primary Resistance to Osimertinib Among Hispanic Patients with EGFR-Mutant Non-Small Cell Lung Cancer (NSCLC): Results of an Observational Longitudinal Cohort Study

Background: Epidermal growth factor receptor (EGFR) mutations (EGFRm) represent one of the most common genomic alterations identified among patients with non-small cell lung cancer (NSCLC). Several targeted agents for patients with EGFRm have been proven safe and effective, including the third-generation tyrosine kinase inhibitor (TKI) osimertinib. Nonetheless, some patients will present with or develop EGFR-TKI resistance mechanisms. Objective: We characterized the genomic landscape of primary resistance to osimertinib among Hispanic patients with EGFR-mutant NSCLC. Methods: An observational longitudinal cohort study was conducted with two groups of patients, those with intrinsic resistance (cohort A) and those with long-term survival (cohort B). All patients were treated and followed between January 2018 and May 2022. All patients were assessed for Programmed Cell Death Ligand 1 (PD-L1) expression and Bcl-2-like protein 11 (BIM)/AXL mRNA expression before starting TKI. After 8 weeks of treatment, a liquid biopsy was performed to determine the presence of circulating free DNA (cfDNA), and next-generation sequencing (NGS) was used to identify mutations at the time of progression. In both cohorts, overall response rate (ORR), progression-free survival (PFS), and overall survival (OS) were evaluated. Results: We found a homogeneous distribution of EGFR-sensitizing mutations in both cohorts. For cohort A, exon 21 mutations were more common than exon 19 deletions (ex19dels) for cohort B (P = 0.0001). The reported ORR for osimertinib was 6.3% and 100% for cohorts A and B, respectively (P = 0.0001). PFS was significantly higher in cohort B (27.4 months vs. 3.1 months; P = 0.0001) and ex19del patients versus L858R (24.5 months, 95% confidence interval [CI] 18.2-NR), vs. 7.6 months, 95% CI 4.8-21.1; P = 0.001). OS was considerably lower for cohort A (20.1 months vs. 36.0 months; P = 0.0001) and was better for patients with ex19del, no brain metastasis, and low tumor mutation burden. At the time of progression, more mutations were found in cohort A, identifying off-target alterations more frequently, including TP53, RAS, and RB1. Conclusion: EGFR-independent alterations are common among patients with primary resistance to osimertinib and significantly impact PFS and OS. Our results suggest that among Hispanic patients, other variables associated with intrinsic resistance include the number of commutations, high levels AXL mRNA, and low levels of BIM mRNA, T790M de novo, EGFR p.L858R presence, and a high tumoral mutational burden

Mechanisms of Resistance to First-Line Osimertinib in Hispanic Patients With EGFR Mutant Non-Small Cell Lung Cancer (FRESTON-CLICaP)

Osimertinib is a third generation EGFR-TKI inhibitor approved in the first-line setting for patients with advanced non-small cell lung cancer (NSCLC). Additionally, it represents the treatment of choice in patients who present with T790M mutations and evidence of relapse of the disease. Effectiveness and safety of this drug have been studied in multiple clinical trials and observational studies, however, information regarding outcomes among Hispanic patients treated with Osimertinib is scarce. The objective of this study was to examine real-world effectiveness and safety of first-line Osimertinib in a cohort of Hispanic patients with NSCLC, emphasizing post-progression outcomes

Design of an algorithm for the diagnostic approach of patients with joint pain

Background Rheumatic diseases are a reason for frequent consultation with primary care doctors. Unfortunately, there is a high percentage of misdiagnosis. Objective To design an algorithm to be used by primary care physicians to improve the diagnostic approach of the patient with joint pain, and thus improve the diagnostic capacity in four rheumatic diseases. Methods Based on the information obtained from a literature review, we identified the main symptoms, signs, and paraclinical tests related to the diagnosis of rheumatoid arthritis, spondyloarthritis with peripheral involvement, systemic lupus erythematosus with joint involvement, and osteoarthritis. We conducted 3 consultations with a group of expert rheumatologists, using the Delphi technique, to design a diagnostic algorithm that has as a starting point “joint pain” as a common symptom for the four diseases. Results Thirty-nine rheumatologists from 18 countries of Ibero-America participated in the Delphi exercise. In the first consultation, we presented 94 items to the experts (35 symptoms, 31 signs, and 28 paraclinical tests) candidates to be part of the algorithm; 74 items (25 symptoms, 27 signs, and 22 paraclinical tests) were chosen. In the second consultation, the decision nodes of the algorithm were chosen, and in the third, its final structure was defined. The Delphi exercise lasted 8 months; 100% of the experts participated in the three consultations. Conclusion We present an algorithm designed through an international consensus of experts, in which Delphi methodology was used, to support primary care physicians in the clinical approach to patients with joint pain

Ética y ciudadanía - HU316 201801

Descripción: Ética y Ciudadanía es un curso de formación general, de carácter teórico-práctico, dirigido a estudiantes de ciclos iniciales de distintas carreras; que busca contribuir al desarrollo una de las competencias generales de nuestro modelo educativo: Ciudadanía en el nivel 1. Propósito: El curso pretende contribuir con el aprendizaje ético y ciudadano de los estudiantes invitándolos a conocer y explicar problemas éticos y de su vida cotidiana. Teniendo en cuenta que este curso se realiza bajo la modalidad semipresencial, se proponen diversas actividades educativas de tipo individual y grupal, tanto en las sesiones presenciales como en las sesiones virtuales, lo que supone una participación activa, organizada y permanente por parte de los estudiantes. Las estrategias a utilizarse incluyen: lectura y discusión de textos, análisis y evaluación de películas y documentales, resolución de casos, debates y exposiciones, foros virtuales. Siendo el docente la pieza clave para este proceso de aprendizaje, cumple con el rol de promover un ambiente colaborativo a través del diálogo, el respeto y la reflexión, partiendo del conocimiento previo y las fortalezas de los estudiantes para generar nuevas capacidades y desarrollar la competencia asociada al curso