Atención a la diversidad del profesorado de Ciencias de la Educación de Sevilla y Burgos : un estudio exploratorio basado en competencias y formación docente para el desarrollo de prácticas inclusivas

El propósito de esta investigación es conocer la manera en la que el profesorado de las facultades de Ciencias de la Educación de Sevilla y Burgos atiende a la diversidad de su alumnado y averiguar qué necesidades de formación presentan para poder desarrollar buenas prácticas inclusivas. La metodología utilizada en este estudio ha sido descriptivo-comparativa, enmarcada en un diseño mixto de investigación. En el estudio ha participado un total de 79 docentes de las facultades de educación de las provincias de Sevilla y Burgos, cumplimentando un cuestionario de tipo Lickert basado en las competencias docentes de Zabalza (2009) y en la formación del profesorado universitario, y respondiendo a una pregunta abierta. Las conclusiones no muestran la existencia de diferencias significativas entre ambos grupos ni en el desarrollo de prácticas destinadas a atender a la diversidad de su alumnado, ni en su formación en educación inclusiva. No obstante, los resultados fueron muy positivos, demostrando que los esfuerzos encaminados a superar las desigualdades en la educación superior están dando sus frutos.The purpose of this research is to know the way in which the universities of Educational Sciences of Seville and Burgos attend to the diversity of their students and try to discover which specific needs of educational support they present, in order to develop good inclusive methodological practices. The methodology used in this study is descriptive-comparative, framed in a mixed research design. In this study, a total of 79 teachers from the universities of Education 3 of Seville and Burgos have participated, completing a Lickert-type questionnaire based on the teaching skills of Zabalza (2009) and on the training of university teachers, and answering to an open question. The conclusions do not show the existence of significant differences between both groups, neither in the development of practices designed to meet the diversity of their students, nor in their education in inclusive methodology. Nonetheless, the results were very positive, demonstrating that efforts aimed at overcoming inequalities in higher education are bearing their fruit.Universidad de Sevilla. Máster en Necesidades Especiales y Atención a la Diversidad en la Escuel

Combination of the natural product capsaicin and docetaxel synergistically kills human prostate cancer cells through the metabolic regulator AMP-activated kinase

Background Current chemotherapy for castration-resistant prostate cancer is established on taxane-based compounds like docetaxel. However, eventually, the development of toxic side effects and resistance limits the therapeutic benefit being the major concern in the treatment of prostate cancer. Combination therapies in many cases, enhance drug efficacy and delay the appearance of undesired effects, representing an important option for the treatment of castration-resistant prostate cancer. In this study, we tested the efficacy of the combination of docetaxel and capsaicin, the pungent ingredient of hot chili peppers, on prostate cancer cells proliferation. Methods Prostate cancer LNCaP and PC3 cell lines were used in this study. Levels of total and phosphorylated forms of Akt, mTOR, S6, LKB1, AMPK and ACC were determined by Western blot. AMPK, LKB1 and Akt knock down was performed by siRNA. PTEN was overexpressed by transient transfection with plasmids. Xenograft prostate tumors were induced in nude mice and treatments (docetaxel and capsaicin) were administered intraperitoneally. Statistical analyses were performed with GraphPad software. Combination index was calculated with Compusyn software. Results Docetaxel and capsaicin synergistically inhibited the growth of LNCaP and PC3 cells, with a combination index lower than 1 for most of the combinations tested. Co-treatment with docetaxel and capsaicin notably decreased Akt and its downstream targets mTOR and S6 phosphorylation. Overexpression of PTEN phosphatase abrogated the synergistic antiproliferative effect of docetaxel and capsaicin. The combined treatment also increased the phosphorylation of AMP-activated kinase (AMPK) and the phosphorylation of its substrate ACC. In addition, pharmacological inhibition of AMPK with dorsomorphin (compound C) as well as knock down by siRNA of AMPK or its upstream kinase LKB1, abolished the synergy of docetaxel and capsaicin. Mechanistically, we showed that the synergistic anti-proliferative effect may be attributed to two independent effects: Inhibition of the PI3K/Akt/mTOR signaling pathway by one side, and AMPK activation by the other. In vivo experiments confirmed the synergistic effects of docetaxel and capsaicin in reducing the tumor growth of PC3 cells. Conclusion Combination of docetaxel and capsaicin represents a therapeutically relevant approach for the treatment of Prostate Cancer

SARS-CoV-2 viral load in nasopharyngeal swabs is not an independent predictor of unfavorable outcome

The aim was to assess the ability of nasopharyngeal SARS-CoV-2 viral load at frst patient’s hospital evaluation to predict unfavorable outcomes. We conducted a prospective cohort study including 321 adult patients with confrmed COVID-19 through RT-PCR in nasopharyngeal swabs. Quantitative Synthetic SARS-CoV-2 RNA cycle threshold values were used to calculate the viral load in log10 copies/mL. Disease severity at the end of follow up was categorized into mild, moderate, and severe. Primary endpoint was a composite of intensive care unit (ICU) admission and/or death (n= 85, 26.4%). Univariable and multivariable logistic regression analyses were performed. Nasopharyngeal SARS-CoV-2 viral load over the second quartile (≥7.35 log10 copies/mL, p = 0.003) and second tertile (≥ 8.27 log10 copies/mL, p = 0.01) were associated to unfavorable outcome in the unadjusted logistic regression analysis. However, in the fnal multivariable analysis, viral load was not independently associated with an unfavorable outcome. Five predictors were independently associated with increased odds of ICU admission and/or death: age≥ 70 years, SpO2, neutrophils > 7.5 × ­103 /µL, lactate dehydrogenase≥ 300 U/L, and C-reactive protein≥ 100 mg/L. In summary, nasopharyngeal SARS-CoV-2 viral load on admission is generally high in patients with COVID-19, regardless of illness severity, but it cannot be used as an independent predictor of unfavorable clinical outcome

Treatment with tocilizumab or corticosteroids for COVID-19 patients with hyperinflammatory state: a multicentre cohort study (SAM-COVID-19)

Objectives: The objective of this study was to estimate the association between tocilizumab or corticosteroids and the risk of intubation or death in patients with coronavirus disease 19 (COVID-19) with a hyperinflammatory state according to clinical and laboratory parameters. Methods: A cohort study was performed in 60 Spanish hospitals including 778 patients with COVID-19 and clinical and laboratory data indicative of a hyperinflammatory state. Treatment was mainly with tocilizumab, an intermediate-high dose of corticosteroids (IHDC), a pulse dose of corticosteroids (PDC), combination therapy, or no treatment. Primary outcome was intubation or death; follow-up was 21 days. Propensity score-adjusted estimations using Cox regression (logistic regression if needed) were calculated. Propensity scores were used as confounders, matching variables and for the inverse probability of treatment weights (IPTWs). Results: In all, 88, 117, 78 and 151 patients treated with tocilizumab, IHDC, PDC, and combination therapy, respectively, were compared with 344 untreated patients. The primary endpoint occurred in 10 (11.4%), 27 (23.1%), 12 (15.4%), 40 (25.6%) and 69 (21.1%), respectively. The IPTW-based hazard ratios (odds ratio for combination therapy) for the primary endpoint were 0.32 (95%CI 0.22-0.47; p < 0.001) for tocilizumab, 0.82 (0.71-1.30; p 0.82) for IHDC, 0.61 (0.43-0.86; p 0.006) for PDC, and 1.17 (0.86-1.58; p 0.30) for combination therapy. Other applications of the propensity score provided similar results, but were not significant for PDC. Tocilizumab was also associated with lower hazard of death alone in IPTW analysis (0.07; 0.02-0.17; p < 0.001). Conclusions: Tocilizumab might be useful in COVID-19 patients with a hyperinflammatory state and should be prioritized for randomized trials in this situatio

Effectiveness of an intervention for improving drug prescription in primary care patients with multimorbidity and polypharmacy:Study protocol of a cluster randomized clinical trial (Multi-PAP project)

This study was funded by the Fondo de Investigaciones Sanitarias ISCIII (Grant Numbers PI15/00276, PI15/00572, PI15/00996), REDISSEC (Project Numbers RD12/0001/0012, RD16/0001/0005), and the European Regional Development Fund ("A way to build Europe").Background: Multimorbidity is associated with negative effects both on people's health and on healthcare systems. A key problem linked to multimorbidity is polypharmacy, which in turn is associated with increased risk of partly preventable adverse effects, including mortality. The Ariadne principles describe a model of care based on a thorough assessment of diseases, treatments (and potential interactions), clinical status, context and preferences of patients with multimorbidity, with the aim of prioritizing and sharing realistic treatment goals that guide an individualized management. The aim of this study is to evaluate the effectiveness of a complex intervention that implements the Ariadne principles in a population of young-old patients with multimorbidity and polypharmacy. The intervention seeks to improve the appropriateness of prescribing in primary care (PC), as measured by the medication appropriateness index (MAI) score at 6 and 12months, as compared with usual care. Methods/Design: Design:pragmatic cluster randomized clinical trial. Unit of randomization: family physician (FP). Unit of analysis: patient. Scope: PC health centres in three autonomous communities: Aragon, Madrid, and Andalusia (Spain). Population: patients aged 65-74years with multimorbidity (≥3 chronic diseases) and polypharmacy (≥5 drugs prescribed in ≥3months). Sample size: n=400 (200 per study arm). Intervention: complex intervention based on the implementation of the Ariadne principles with two components: (1) FP training and (2) FP-patient interview. Outcomes: MAI score, health services use, quality of life (Euroqol 5D-5L), pharmacotherapy and adherence to treatment (Morisky-Green, Haynes-Sackett), and clinical and socio-demographic variables. Statistical analysis: primary outcome is the difference in MAI score between T0 and T1 and corresponding 95% confidence interval. Adjustment for confounding factors will be performed by multilevel analysis. All analyses will be carried out in accordance with the intention-to-treat principle. Discussion: It is essential to provide evidence concerning interventions on PC patients with polypharmacy and multimorbidity, conducted in the context of routine clinical practice, and involving young-old patients with significant potential for preventing negative health outcomes. Trial registration: Clinicaltrials.gov, NCT02866799Publisher PDFPeer reviewe

Democratizando la Educación Superior a través de la Pedagogía Inclusiva: voces docentes que transforman

La creciente presencia de estudiantes con discapacidad en las universidades españolas plantea la necesidad de realizar cambios en la forma en la que se responde a las necesidades de estos estudiantes, pues actualmente presentan tasas de ingreso, permanencia y éxito académico más bajas que sus compañeros y compañeras sin discapacidad. La pedagogía inclusiva se reconoce como un escenario alternativo para organizar el aprendizaje, de manera que acoja a todo el alumnado. Esta investigación está vinculada a un proyecto de I+D financiado por el Ministerio de Economía y Competitividad, dirigido por la profesora Anabel Moriña, titulado Pedagogía Inclusiva en la Universidad: Narrativas del Profesorado (MINECO, ref. EDU2016-765887-R). Con ella, se persigue estudiar al profesorado universitario de 6 universidades públicas españolas que desarrolla una pedagogía inclusiva tanto en el diseño como en el desarrollo de sus proyectos docentes, además de conocer sus creencias y conocimientos sobre discapacidad y atención a la diversidad. Con todo esto, se pretenden ofrecer ejemplos de buenas prácticas para alcanzar una pedagogía inclusiva en el contexto de la Educación Superior. La investigación se llevará a cabo siguiendo una metodología biográfico-narrativa, enmarcada en un diseño de investigación cualitativo. Concretamente, se desarrollará construyendo microhistorias de vida temáticas de docentes que imparten su docencia en Ciencias de la Educación. La investigación se realizará en dos fases: una fase extensiva, que se llevará a cabo mediante dos entrevistas semiestructuradas donde se analizarán las creencias, conocimientos, diseños y acciones del profesorado que desarrolla pedagogía inclusiva; y una fase intensiva, que exige un análisis más profundo de las microhistorias de vida de algunos de los participantes para conocer y comprender su desarrollo personal y profesional enfocado a las prácticas docentes inclusivas. Los resultados de ambas fases permiten obtener una visión holística y compleja sobre el alcance educativo que implica realizar pedagogía inclusiva en la universidad, desde la voz de sus protagonistas.The growing presence of students with disabilities in Spanish universities raises the need to make changes in the way in which the needs of these students are addressed, as they currently have lower admission, retention and academic success rates than their peers without disability. Inclusive pedagogy is recognised as an alternative scenario for organising learning in a way that welcomes all learners. This research is linked to an R+D project funded by the Ministry of Economy and Competitiveness, directed by Professor Anabel Moriña, entitled Inclusive Pedagogy at the University: Faculty Members' Narratives (MINECO, ref. EDU2016-765887-R). The aim of this project is to study the university faculty members of six Spanish public universities who develop inclusive pedagogy in both, the design and development of educational projects, as well as to learn about their beliefs and knowledge about disability and attention to diversity. Thus, the aim is to offer examples of good practices to achieve an inclusive pedagogy in the context of Higher Education. The research will be carried out following a biographical-narrative methodology, framed within a qualitative research design. Specifically, it will be carried out by constructing thematic microhistories of the life of faculty members who teach in the field of Educational Sciences. The research will be conducted in two phases: an extensive phase, which will be carried out through two semi-structured interviews where the beliefs, knowledge, designs and actions of faculty who develop inclusive pedagogy will be analysed; and an intensive phase, which requires a more in-depth analysis of the microhistories of the life of some of the participants in order to know and understand their personal and professional development focused on inclusive pedagogical practices. The results of both phases allow us to obtain a holistic and complex vision of the educational scope of inclusive pedagogy at university, directly from the voice of its protagonists

Democratizing higher education: the use of educational technologies to promote the academic success of university students with disabilities

The rise of information and communication technologies has not gone unnoticed in the university context. An increasing number of university faculty members are using technological resources in their teaching. However, the success of technologies in the teaching and learning process depends on the way they are used. This article analyses the actions of university faculty members who engage in inclusive teaching practices using educational technologies in their classrooms. A qualitative approach was followed using the biographical narrative method. Data collection was carried out through semi-structured individual interviews with 42 inclusive faculty members from 6 Spanish public universities. The results obtained reveal the technological resources used by these faculty members in their classrooms, the main uses they make of virtual learning platforms, as well as the actions that the faculty members implement to facilitate access and participation of students with disabilities through the use of technologies. These results allow us to detect some of the faculty’s training needs related to the use of educational technologies and offer practical keys that contribute to guaranteeing inclusive and quality learning for all students.Ministerio de Ciencia e Innovación EDU2016-76587-R/Feder FundsAgencia Estatal de Investigación EDU2016-76587-R/Feder FundsComisión Europea EDU2016-76587-R/Feder Fund

"With arms wide opened”. Inclusive Pedagogy in Higher Education from the faculty perspective

This study sheds light on how to develop inclusive pedagogy in higher education, from the point of view of 42 inclusive faculty members from 6 Spanish universities. A qualitative methodology was used through semi-structured in-depth interviews. Data analysis was inductive, using a system of categories and topics. The results reveal that the faculty members which develop inclusive pedagogy in general have beliefs linked to the social model of disability and inclusive education approaches. They do not usually have specific training or knowledge about disability. They design their curricula in a flexible and open way to accommodate all students. They show a positive attitude toward students with disabilities and use diverse and participatory teaching meth- odologies, giving prominence to students. These data are consistent with those found in previous studies and offer keys to those faculty members who are interested in devel- oping an inclusive pedagogy at the university

Guía para la evaluación cualitativa de las habilidades motrices básicas por rasgos y categorías en el 1ro. y 2do. grados de la Enseñanza Primaria

Las   habilidades  motrices se   evalúan  sistemáticamente a través dela observación del profesor de los logros de los alumnos. Llama la atención que, aunque constituye un paso de avance en su carácter sistemático, la evaluación está matizada totalmente por un sentido empírico. Estos criterios, basados en la observación empírica, presentan debilidades en la estructuración de los modelos para evaluar, para 1ro  y 2do, el contenido del programa se refiere al desarrollo de habilidades motrices básicas e incluso en su momento óptimo de desarrollo y consolidada de forma muy individual. Por otra parte cada profesor al hacer sus propias comparaciones durante la observación, sin una estructuración de estas, no garantiza homogeneidad de criterios en el subsistema incidiendo negativamente en la recogida de datos para la investigación. Estas reflexiones  hacen  que  las  indicaciones  actuales,  se  reduzcan  a  la calificación del alumno, sin entrar en detalles específicos de la calidad en los movimientos

Guía para la evaluación cualitativa de las habilidades motrices básicas por rasgos y categorías en el 1ro. y 2do. grados de la Enseñanza Primaria

Las   habilidades  motrices se   evalúan  sistemáticamente a través dela observación del profesor de los logros de los alumnos. Llama la atención que, aunque constituye un paso de avance en su carácter sistemático, la evaluación está matizada totalmente por un sentido empírico. Estos criterios, basados en la observación empírica, presentan debilidades en la estructuración de los modelos para evaluar, para 1ro  y 2do, el contenido del programa se refiere al desarrollo de habilidades motrices básicas e incluso en su momento óptimo de desarrollo y consolidada de forma muy individual. Por otra parte cada profesor al hacer sus propias comparaciones durante la observación, sin una estructuración de estas, no garantiza homogeneidad de criterios en el subsistema incidiendo negativamente en la recogida de datos para la investigación. Estas reflexiones  hacen  que  las  indicaciones  actuales,  se  reduzcan  a  la calificación del alumno, sin entrar en detalles específicos de la calidad en los movimientos