Experiencias en la aplicación de la gamificación en 1º Curso de Grado de Ciencias de la Salud

[EN] This paper analyzes the use of gamification in university education. Gamification is the term used to refer to the application of game mechanics in areas in which gaming is not typically used. Our working hypothesis is based on the idea that gaming can be a tool to promote the reinforcement of the concepts taught in the lecture. One of our objectives was to know the features that a game targeted at university students should include. To figure it out, we proposed two game types and a third option that combines both games. In order to assess whether the game is effective on consolidating concepts and improving attentiveness compared to the lecture, we did a survey on students and we analyzed their responses. Our conclusions are that the game should be competitive, dynamic and developed in groups. So, lecture supporting gamification sessions can be really effective in the learning process[ES] El presente trabajo analiza el uso de la gamificación en la enseñanza universitaria. La gamificación es el término utilizado para referirnos a la aplicación de mecánicas de juego en ámbitos que normalmente no son lúdicos. Nuestra hipótesis de trabajo se basa en que el juego puede ser una herramienta que favorezca el asentamiento e interiorización de los conceptos impartidos en la clase magistral, haciendo que el proceso de aprendizaje no sea meramente memorístico. La primera cuestión que nos planteamos es ¿qué características debe tener el juego destinado a alumnos de primer curso de ciencias de la Salud?. Para ello hemos planteado dos tipos de juego y una tercera opción que combina ambos. Con el fin de valorar si realmente el juego es eficaz para asentar los conocimientos y si el grado de atención de los alumnos aumenta durante estas sesiones comparado con la clase magistral, hemos pasado una encuesta a los alumnos y hemos analizado sus respuestas. Nuestra conclusión es que el juego destinado a estos alumnos debe ser grupal, competitivo y dinámico y que la gamificación como apoyo a la clase magistral puede considerarse una herramienta eficaz en el aprendizaje activo.Mauricio, M.; Serna, E.; Vallés, S. (2015). Experiencias en la aplicación de la gamificación en 1º Curso de Grado de Ciencias de la Salud. En In-Red 2015 - CONGRESO NACIONAL DE INNOVACIÓN EDUCATIVA Y DE DOCENCIA EN RED. Editorial Universitat Politècnica de València. https://doi.org/10.4995/INRED2015.2015.1583OC

Material multimedia en español, valenciano e inglés para la clase práctica de Auscultación Cardíaca

En los últimos años, el uso de material multimedia se ha convertido en una práctica habitual en las aulas, ya que permite que los estudiantes mantengan y mejoren la atención en clase, así como una mayor comprensión de los conceptos adquiridos. Es por ello, que hemos llevado a cabo un vídeo en español, valenciano e inglés de la clase práctica de Auscultación Cardíaca en el Grado de Medicina y otros grados afines dentro de las Ciencias de la Salud. El vídeo se realizó en los tres idiomas utilizados (español, inglés y valenciano) en los grupos del Grado de Medicina. Se trata un procedimiento clínico de exploración física ampliamente utilizado en clínica, pero que al mismo tiempo presenta cierta dificultad para el estudiante. Los objetivos son aprender a localizar exactamente los focos de auscultación cardíaca (mitral, aórtico, tricuspídeo y pulmonar) y el reconocimiento de cada uno de los ruidos cardíacos. Este material multimedia permite que los estudiantes mantengan y mejoren la atención en clase y aumente su capacidad de aprendizaje, tal y como ha sido mostrado en las encuestas realizadas. Su uso en la actualidad supone una ayuda para los estudiantes que tengan que realizar esta práctica de modo no presencial

Aprendiendo de forma cooperativa a través del método científico

[EN] Usually, students tend to divide tasks unequally when they have to work in groups, everyone prepares a part of the manuscript and later they bind all parts together and deliver it. In this way, learning is fragmented and the desired goal is not achieved: to work cooperatively. In our experience we proposed students to work as a group of scientists. From a brief background they had to write an introduction, design a protocol using the indicated experimental technique and finally they had to speculate and discuss on the expected results. The activity should have raised the cooperation among all group members, because the correct understanding of a section required of the understanding of the preceding sections. The results showed that our students have problems working as a team, because only students with high motivation for the subject showed an improvement in learning by this method. This is probably due to an education system that qualifies students based on their individual effort. However, the activity encouraged many positive aspects such as doubts clarification, discussion of ideas among them, the correct search for information and also offered quality manuscripts.[ES] Habitualmente cuando se plantea una actividad en grupo los alumnos tienden a dividir de forma desigual las tareas, reúnen lo realizado individualmente y lo entregan. De esta manera, el aprendizaje se fragmenta y no se consigue el objetivo deseado: trabajar cooperativamente. Nuestra experiencia consistió en proponer a los estudiantes que trabajasen como un grupo de científicos. A partir de unos breves antecedentes se les pedía que escribieran una introducción, elaborasen un protocolo experimental usando la técnica indicada y por último que especulasen y discutiesen sobre los resultados esperados según el protocolo diseñado. La actividad planteada debía fomentar la cooperación de todos los integrantes del grupo, pues el correcto entendimiento de un apartado del trabajo requería de la comprensión de los apartados anteriores. Los resultados evidenciaron que el aprendizaje de los conceptos trabajados en grupo mejoró en aquellos alumnos que tenían mayor motivación por la asignatura. En general, trabajar en equipo entraña dificultad para nuestros estudiantes, habituados a un sistema educativo que califica en base al esfuerzo individual. Sin embargo la actividad fomentó diversos aspectos positivos como la resolución de dudas, el debate de ideas entre iguales, la búsqueda correcta de la información y además ofreció manuscritos de calidad.Mauricio, M.; Serna, E.; Vallés, S.; Aldasoro, M.; Vila, J. (2016). Aprendiendo de forma cooperativa a través del método científico. En In-Red 2016. II Congreso nacional de innovación educativa y docencia en red. Editorial Universitat Politècnica de València. https://doi.org/10.4995/INRED2016.2016.4289OC

Diseño de una rúbrica para evaluar trabajos en grupo: revisión y reflexión

[EN] Rubrics are scoring guides that, when done right, offer teachers some advantages while qualifying. Our experience consisted in elaborate a rubric to evaluate the group work and analyze the qualifications obtained, broken down by sections and compare them with weight given to each section within the rubric. The aim of our study was to analyze whether the rubric used was discriminatory, as well as, to detect strengths and weaknesses in the designed rubric. The results showed a wide range of qualifications once evaluated with our rubric. 80% of rubric featured well-defined descriptors and of the remaining 20%, 10% was evaluated by students and the other 10% was too subjective because evaluation criteria were not well-defined. In conclusion, our rubric was discriminatory and therefore suitable to evaluate the goup work of our students. Sections with fewer descriptors were less discriminatory than those with defined criteria. Generally a wide range of qualifications demonstrate the suitability of the rubric used.[ES] Las rúbricas de evaluación son guías de puntuación que bien elaboradas ofrecen al profesorado unas ventajas a la hora de calificar. En nuestra experiencia hemos diseñado una rúbrica para evaluar trabajos en grupo y hemos analizado las calificaciones obtenidas, desglosadas por apartados y comparándolas con el peso otorgado a cada apartado dentro de la rúbrica. La finalidad de este estudio era analizar si la rúbrica diseñada era discriminatoria, así como detectar los puntos débiles de la misma para reflexionar sobre las mejoras que se le podrían practicar. Los resultados mostraron un amplio abanico de calificaciones evaluando con la rúbrica diseñada. El 80% de la rúbrica contó con descriptores bien definidos y del 20% restante, un 10% fue evaluado por los alumnos y el otro 10% resultó demasiado subjetivo por no tener bien definidos los criterios de evaluación, considerándose éste un punto débil de la misma y susceptible de mejora. En términos generales, la rúbrica utilizada ofreció notas discriminatorias entre grupos demostrando la idoneidad de su diseño.Mauricio, M.; Serna, E.; Vallés, S.; Aldasoro, M.; Vila, J. (2016). Diseño de una rúbrica para evaluar trabajos en grupo: revisión y reflexión. En In-Red 2016. II Congreso nacional de innovación educativa y docencia en red. Editorial Universitat Politècnica de València. https://doi.org/10.4995/INRED2016.2016.4291OC

Oxidative Stress, Neuroinflammation and Mitochondria in the Pathophysiology of Amyotrophic Lateral Sclerosis

Amyotrophic lateral sclerosis (ALS) is a progressive motor neuron (MN) disease. Its primary cause remains elusive, although a combination of different causal factors cannot be ruled out. There is no cure, and prognosis is poor. Most patients with ALS die due to disease-related complications, such as respiratory failure, within three years of diagnosis. While the underlying mechanisms are unclear, different cell types (microglia, astrocytes, macrophages and T cell subsets) appear to play key roles in the pathophysiology of the disease. Neuroinflammation and oxidative stress pave the way leading to neurodegeneration and MN death. ALS-associated mitochondrial dysfunction occurs at different levels, and these organelles are involved in the mechanism of MN death. Molecular and cellular interactions are presented here as a sequential cascade of events. Based on our present knowledge, the discussion leads to the idea that feasible therapeutic strategies should focus in interfering with the pathophysiology of the disease at different steps

Function of Glia in Aging and the Brain Diseases.

Microglia cells during aging, neurodegeneration and neuroinflammation show different morphological and transcriptional profiles (related to axonal direction and cell adhesion). Furthermore, expressions of the receptors on the surface and actin formation compared to young are also different. This review delves into the role of glia during aging and the development of the diseases. The susceptibility of different regions of the brain to disease are linked to the overstimulation of signals related to the immune system during aging, as well as the damaging impact of these cascades on the functionality of different populations of microglia present in each region of the brain. Furthermore, a decrease in microglial phagocytosis has been related to many diseases and also has been detected during aging. In this paper we also describe the role of glia in different illness, such as AD, ALS, pain related disorders, cancer, developmental disorders and the problems produced by opening of the blood brain barrier. Future studies will clarify many points planted by this review

Action of low doses of Aspirin in Inflammation and Oxidative Stress induced by aβ1-42 on Astrocytes in primary culture

Aspirin has been used as anti-inflammatory and anti-aggregate for decades but the precise mechanism(s) of action after the presence of the toxic peptide Aβ1-42 in cultured astrocytes remains poorly resolved. Here we use low-doses of aspirin (10-7 M) in astrocytes in primary culture in presence or absence of Aβ1-42 toxic peptide. We noted an increase of cell viability and proliferation with or without Aβ1-42 peptide presence in aspirin treated cells. In addition, a decrease in apoptosis, determined by Caspase 3 activity and the expression of Cyt c and Smac/Diablo, were detected. Also, aspirin diminished necrosis process (LDH levels), pro-inflammatory mediators (IL-β and TNF-α) and NF-ᴋB protein expression, increasing anti-inflammatory PPAR-γ protein expression, preventing Aβ1-42 toxic effects. Aspirin inhibited COX-2 and iNOS without changes in COX-1 expression, increasing anti-oxidant protein (Cu/Zn-SOD and Mn-SOD) expression in presence or absence of Aβ1-42. Taken together, our results show that aspirin, at low doses increases cell viability by decreasing inflammation and oxidative stress, preventing the deleterious effects of the Aβ1-42 peptide on astrocytes in primary culture. The use of low doses of aspirin may be more suitable for Alzheimer's disease

Functions of Astrocytes under Normal Conditions and after a Brain Disease

In the central nervous system (CNS) there are a greater number of glial cells than neurons (between five and ten times more). Furthermore, they have a greater number of functions (more than eight functions). Glia comprises different types of cells, those of neural origin (astrocytes, radial glia, and oligodendroglia) and differentiated blood monocytes (microglia). During ontogeny, neurons develop earlier (at fetal day 15 in the rat) and astrocytes develop later (at fetal day 21 in the rat), which could indicate their important and crucial role in the CNS. Analysis of the phylogeny reveals that reptiles have a lower number of astrocytes compared to neurons and in humans this is reversed, as there have a greater number of astrocytes compared to neurons. These data perhaps imply that astrocytes are important and special cells, involved in many vital functions, including memory, and learning processes. In addition, astrocytes are involved in different mechanisms that protect the CNS through the production of antioxidant and anti-inflammatory proteins and they clean the extracellular environment and help neurons to communicate correctly with each other. The production of inflammatory mediators is important to prevent changes in brain homeostasis. On the contrary, excessive, or continued production appears as a characteristic element in many diseases, such as Alzheimer's disease (AD), amyotrophic lateral sclerosis (ALS), multiple sclerosis (MS), and in neurodevelopmental diseases, such as bipolar disorder, schizophrenia, and autism. Furthermore, different drugs and techniques have been developed to reverse oxidative stress and/or excess of inflammation that occurs in many CNS diseases, but much remains to be investigated. This review attempts to highlight the functional relevance of astrocytes in normal and neuropathological conditions by showing the molecular and cellular mechanisms of their role in the CNS

Facilitation of Insulin Effects by Ranolazine in Astrocytes in Primary Culture

Ranolazine (Rn) is a drug used to treat persistent chronic coronary ischemia. It has also been shown to have therapeutic benefits on the central nervous system and an anti-diabetic effect by lowering blood glucose levels; however, no effects of Rn on cellular sensitivity to insulin (Ins) have been demonstrated yet. The present study aimed to investigate the permissive effects of Rn on the actions of Ins in astrocytes in primary culture. Ins (10−8 M), Rn (10−6 M), and Ins + Rn (10−8 M and 10−6 M, respectively) were added to astrocytes for 24 h. In comparison to control cells, Rn and/or Ins caused modifications in cell viability and proliferation. Rn increased protein expression of Cu/Zn-SOD and the pro-inflammatory protein COX-2 was upregulated by Ins. On the contrary, no significant changes were found in the protein expression of NF-κB and IκB. The presence of Rn produced an increase in p-ERK protein and a significant decrease in COX-2 protein expression. Furthermore, Rn significantly increased the effects of Ins on the expression of p-AKT, p-eNOS, p-ERK, Mn-SOD, and PPAR-γ. In addition, Rn + Ins produced a significant decrease in COX-2 expression. In conclusion, Rn facilitated the effects of insulin on the p-AKT, p-eNOS, p-ERK, Mn-SOD, and PPAR-γ signaling pathways, as well as on the anti-inflammatory and antioxidant effects of the hormone