Co-assessment in higher education: The perception of first-year students

Es imprescindible implicar al alumnado en la evaluación para fomentar su aprendizaje. La modalidad participativa más desconocida es la coevaluación o evaluación compartida. Teniendo en consideración el uso polisémico del concepto coevaluación en español, en este estudio se entiende como aquella evaluación negociada entre docentes y estudiantes donde la responsabilidad es compartida y en la que es imprescindible el diálogo. En la literatura específica se destaca que esta modalidad favorece el aprendizaje autónomo y la autorregulación. Para contrastar con la realidad las consecuencias de la evaluación compartida se ha desarrollado una experiencia que implicó a 192 estudiantes universitarios de primer curso durante tres años académicos. Tras su implantación, se realizó un estudio descriptivo mediante un cuestionario on-line para analizar la potencialidad para el aprendizaje, comprobar el grado de satisfacción del alumnado y conocer los aspectos positivos y negativos que detectaron los estudiantes. En los resultados se puede comprobar la elevada satisfacción del alumnado con la coevaluación. Los participantes consideran que la mayor potencialidad para el aprendizaje proviene de la importancia de la retroalimentación que se ofrece, ya que permite ser más conscientes de los errores y aprender de ellos. Igualmente, otros elementos positivos detectados fueron la colaboración y la comunicación entre docente y estudiantes, así como la formación sobre el proceso de evaluación. Es imprescindible continuar con la implantación e indagación de evaluaciones basadas en el diálogo y en compartir significados en el contexto universitario, que permitan a los estudiantes mejorar sus aprendizajes y a los docentes optimizar y flexibilizar sus estrategias de enseñanzaParticipative assessment strategies such as self-assessment, peer assessment and co-assessment enhance student learning. Co-assessment is the least known participative strategy. Considering the polysemous use of the word co-assessment in the Spanish literature in this study the concept is defined and understood as a teacher-student negotiated assessment where the responsibility of assessment is shared and dialogue is key. Co-assessment promotes self-regulated and autonomous learning according to the specific literature. To analyse the consequences of co-assessment a three-year study involving 192 first-year students was implemented. An on-line survey was applied to analyse the learning potentialities of co-assessment, students’ satisfaction with the experience and the positive and negative aspects perceived. The results show high student satisfaction. Most participants consider a learning potentiality the importance of the feedback provided when implementing co-assessment since it allows them to find out their mistakes and learn from them. Likewise, other positive aspects mentioned include the collaboration and communication established among teachers and students and an increasing of assessment literacy. The authors of the study believe it is important to continue with the implementation and research of dialogue-based assessment practices and in sharing meanings in Higher Education, which might allow students to enhance their learning and teachers to optimise and increase the adaptability of their teaching and learning strategie

Resiliencia y estrés percibido por el personal asistencial de un hospital castrense de Lima, 2022

El presente trabajo de investigación tuvo como objetivo determinar la relación entre la resiliencia y el estrés percibido en el personal asistencial de un hospital castrense de Lima, 2022. Para ello, se realizó un estudio de enfoque cuantitativo, de tipo básica, de nivel correlacional y transversal, donde se aplicó la Escala de Resiliencia de Wagnild y Young y la Escala de Estrés Percibido PSS-14, adaptado y validado en la realidad peruana por Atuncar, G; a un grupo de 80 profesionales de la salud. Se obtuvo como resultados descriptivos que el nivel de resiliencia del 36,3% de profesionales de la salud fue bajo; además, respecto al grado de estrés laboral, el 48,8% presentó un nivel bajo de estrés percibido. En función a los resultados inferenciales, se logró determinar a través de la prueba de Rho de Spearman que existe relación entre resiliencia y el estrés percibido del personal asistencial de un hospital castrense de Lima, 2022, siendo el nivel de significancia bilateral p= 0.004 <0.05. En conclusión, ambas variables de estudio de encuentran relacionadas significativamente de forma inversa y baja (Rho=-0.319), afirmando que a mayor resiliencia habrá menor estrés percibido en el personal asistencial

The structural coverage of the human proteome before and after AlphaFold

The protein structure field is experiencing a revolution. From the increased throughput of techniques to determine experimental structures, to developments such as cryo-EM that allow us to find the structures of large protein complexes or, more recently, the development of artificial intelligence tools, such as AlphaFold, that can predict with high accuracy the folding of proteins for which the availability of homology templates is limited. Here we quantify the effect of the recently released AlphaFold database of protein structural models in our knowledge on human proteins. Our results indicate that our current baseline for structural coverage of 48%, considering experimentally-derived or template-based homology models, elevates up to 76% when including AlphaFold predictions. At the same time the fraction of dark proteome is reduced from 26% to just 10% when AlphaFold models are considered. Furthermore, although the coverage of disease-associated genes and mutations was near complete before AlphaFold release (69% of Clinvar pathogenic mutations and 88% of oncogenic mutations), AlphaFold models still provide an additional coverage of 3% to 13% of these critically important sets of biomedical genes and mutations. Finally, we show how the contribution of AlphaFold models to the structural coverage of non-human organisms, including important pathogenic bacteria, is significantly larger than that of the human proteome. Overall, our results show that the sequence-structure gap of human proteins has almost disappeared, an outstanding success of direct consequences for the knowledge on the human genome and the derived medical applications.E.P-P and V.R-S are supported by the La Caixa Junior Leader Fellowship LCF/BQ/PI18/11630003 from La Caixa Foundation (https://fundacionlacaixa.org/ca/home). E.P-P is also supported by a Ramon y Cajal fellowship from the Spanish Ministry of Science (RYC2019-026415-I). A.V. is supported by Institució Catalana de Recerca Avançada (ICREA - https://www.icrea.cat) The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.Peer ReviewedPostprint (published version

Student voice in learning assessment: a pathway not yet developed at university

During 2009/2010, the current research was conducted with the aim of analysing student and teaching staff on regarding student participation in assessment. A content analysis of 76 subject outlines was carried out, and then 40 member of the teaching staff and 614 university students were surveyed. The results of the content analysis prove there is a shortage of information about and programming for student participation in assessment

El trabajo en equipo del profesorado universitario en procesos de Innovación Docente

Tradicionalmente, la cultura española en cuanto a docencia en educación superior ha sido muy individualista, existiendo en muchas ocasiones una falta de coordinación en cuanto a contenidos, metodología de enseñanza-aprendizaje y de evaluación desarrolladas. Con el Espacio Europeo de Educación Superior se fomentan prácticas cooperativas y colaborativas para superar estas limitaciones. Con el fin de mejorar y superar las reticencias al respecto se están desarrollando distintas iniciativas que sirven como medio para la colaboración y cooperación del profesorado universitario de diferentes áreas de conocimiento. En nuestro caso concreto, el trabajo que se presenta está basado en un proyecto de innovación docente de la Universidad de Cádiz en el que 9 profesores y profesoras, de diferentes áreas de conocimiento, trabajan conjuntamente para diseñar e implementar un procedimiento de evaluación participativo en sus respectivas asignaturas. Los resultados presentados ponen el énfasis en el desarrollo profesional producido gracias a la colaboración y el trabajo en equipo, los aprendizajes adquiridos en el marco del proyecto en colaboración con compañeros y, finalmente, en la propuesta de líneas estratégicas a seguir para un mayor desarrollo de la coordinación

¿Cómo sistematizar la evaluación en la universidad? Procedimientos de evaluación en LMS

Durante el proceso de evaluación es importante sistematizar el proceso a seguir, planificando y coordinando sus distintos elementos. Por ello, es necesario establecer procedimientos de evaluación que nos permitan clarificar e identificar en un documento público y consensuado los criterios, el objeto de evaluación, las tareas a realizar, los productos esperados, las personas que evalúan y los métodos, técnicas e instrumentos de evaluación (Ibarra, 2008; Rodríguez, 2009). Junto a este planteamiento, y teniendo en cuenta que la incorporación de las Tecnologías de la Información y la Comunicación (TIC) al proceso de aprendizaje universitario es un hecho, sobre todo a través de los denominadas Aulas Virtuales (basadas en LMS –Learning Management System- como Moodle o WebCT), nuestro objetivo es realizar la modelización de procedimientos de evaluación a entornos virtuales, creando unidades de evaluación reutilizables e intercambiables, que faciliten la adaptación de las prácticas docentes a nuevos entornos

Inhibition of fatty acid synthesis induces differentiation and reduces tumor burden in childhood neuroblastoma

Many metabolic pathways, including lipid metabolism, are rewired in tumors tosupport energy and biomass production and to allow adaptation to stressful en-vironments. Neuroblastoma is the second deadliest solid tumor in children. Ge-netic aberrations, as the amplification of theMYCN-oncogene, correlate stronglywith disease progression. Yet, there are only a few molecular targets successfullyexploited in the clinic. Here we show that inhibition of fatty acid synthesis led toincreased neural differentiation and reduced tumor burden in neuroblastomaxenograft experiments independently ofMYCN-status. This was accompaniedby reduced levels of the MYCN or c-MYC oncoproteins and activation of ERKsignaling. Importantly, the expression levels of genes involved inde novofattyacid synthesis showed prognostic value for neuroblastoma patients. Our findingsdemonstrate that inhibition ofde novofatty acid synthesis is a promising pharma-cological intervention strategy for the treatment of neuroblastoma indepen-dently ofMYCN-status

A structural biology community assessment of AlphaFold2 applications

Most proteins fold into 3D structures that determine how they function and orchestrate the biological processes of the cell. Recent developments in computational methods for protein structure predictions have reached the accuracy of experimentally determined models. Although this has been independently verified, the implementation of these methods across structural-biology applications remains to be tested. Here, we evaluate the use of AlphaFold2 (AF2) predictions in the study of characteristic structural elements; the impact of missense variants; function and ligand binding site predictions; modeling of interactions; and modeling of experimental structural data. For 11 proteomes, an average of 25% additional residues can be confidently modeled when compared with homology modeling, identifying structural features rarely seen in the Protein Data Bank. AF2-based predictions of protein disorder and complexes surpass dedicated tools, and AF2 models can be used across diverse applications equally well compared with experimentally determined structures, when the confidence metrics are critically considered. In summary, we find that these advances are likely to have a transformative impact in structural biology and broader life-science research

Updating the Food-Based Dietary Guidelines for the Spanish Population: The Spanish Society of Community Nutrition (SENC) Proposal

Diet-related risk factors and physical inactivity are among the leading risk factors for disability and are responsible for a large proportion of the burden of chronic non-communicable diseases. Food-based dietary guidelines (FBDGs) are useful tools for nutrition policies and public health strategies to promote healthier eating and physical activity. In this paper, we discuss the process followed in developing the dietary guidelines for the Spanish population by the Spanish Society of Community Nutrition (SENC) and further explain the collaboration with primary healthcare practitioners as presented in the context of the NUTRIMAD 2018 international congress of SENC. From a health in all policies approach, SENC convened a group of experts in nutrition and public health to review the evidence on diet-health, nutrient intake and food consumption in the Spanish population, as well as food preparation, determinants and impact of diet on environmental sustainability. The collaborative group drafted the document and designed the graphic icon, which was then subject to a consultation process, discussion, and qualitative evaluation. Next, a collaborative group was established to plan a dissemination strategy, involving delegates from all the primary healthcare scientific societies in Spain. A product of this collaboration was the release of an attractive, easy-to-understand publication