Nonlinear, Multicomponent Physical Exercise With Heart Rate Variability-Guided Prescription in Women With Breast Cancer During Treatment: Feasibility and Preliminary Results (ATOPE Study)

The study is funded by the Fondo de Investigación Sanitaria del Instituto de Salud Carlos III and the Fondos Estructurales de la Unión Europea (FEDER) (PI18/01840). Á.G.S. has received funding for its training with the grant FPU18/03575 by the Spanish Ministry of Education Cultura y Deporte. M.L.G. has received funding for its training with the grant FI19/00230 by the Fondo de Investigación Sanitaria del Instituto de Salud Carlos III. R.G.G. has received funding for its training with the grant FPU20/05674 by the Spanish Ministry of Education Cultura y Deporte. Additional funding is provided by the European Regional Development Fund (ERDF, SOMM17/6107/UGR), “Plan Propio de Investigación 2021” University of Granada (PPJIB2021–13) and the Spanish Ministry of Economy and Competitiveness (Plan Estatal de I + D + I 2013–2016).Objective. The purpose of this study was to examine the feasibility, safety, adherence, and preliminary efficacy of the ATOPE program during radiotherapy (RT) or chemotherapy (CT) for women with breast cancer. Methods. This single-blind, pretest–posttest feasibility study included 38 women with breast cancer at the beginning of their treatment. The ATOPE program consisted of 12 to 18 sessions of a multimodal physical exercise program, prescribed based on daily heart rate variability and clinimetric assessments using the ATOPE+ mHealth system. Overall health was assessed with quality of life, autonomous balance, and body composition, whereas health-related fitness was measured through functional capacity, physical activity levels, and upper and lower limb strength. Results. The rates of recruitment, retention, and adherence were 52.35, 73.68, and 84.37%, respectively, and the satisfaction rating was 9.2 out of a possible 10 points. The perceived health status change score was 3.83 points, scored on a −5 to 5 point scale. No adverse effects were found. Compliance results showed that the ATOPE+ mHealth system was used on 73.38% of the days, and the Fitbit bracelet (Google, Mountain View, CA, USA) was used on 84.91% of the days. Women stayed physically active 55% of days. Regarding preliminary results, for overall health, the percentage of body fat in the RT group decreased by 1.93%, whereas it increased by 5.03% in the CT group. Lower limb strength increased in the RT group, specifically knee extensor isometric strength (6.07%), isokinetic knee flexors 180 degree/second (1.53%), and isokinetic knee extensors 300 degree/second (4.53%), in contrast with the reductions found in the CT group (11.07, 18.67, and 14.89%, respectively). Conclusion. The ATOPE program, through nonlinear prescription based on daily monitoring with the ATOPE+ mHealth system, is feasible and safe for application during breast cancer treatment. The results suggest that the overall health can be maintained or even improved regarding most variables. Impact. This study focused on the feasibility, safety, and completion of a physical therapist-led program at early diagnosis for adults with breast cancer. The multimodal, supervised, tailored, nonlinear physical exercise program is feasible and safe, showed a good completion rate, and was able to prevent the quality-of-life deficits that are often triggered by systemic breast cancer treatment. This study highlights the importance of daily morning assessments using the ATOPE+ mHealth system in patients with breast cancer to prescribe nonlinear physical exercise.Fondos Estructurales de la Unión Europea (FEDER) (PI18/01840)Fondo de Investigación Sanitaria del Instituto de Salud Carlos III FI19/00230Spanish Ministry of Education Cultura y Deporte FPU18/03575, FPU20/05674European Regional Development Fund (ERDF, SOMM17/6107/UGR)University of Granada (PPJIB2021–13)Spanish Ministry of Economy and Competitivenes

mHealth system (ATOPE+) to support exercise prescription in breast cancer survivors: a reliability and validity, cross‑sectional observational study (ATOPE study)

Physical exercise is known to be beneficial for breast cancer survivors (BCS). However, avoiding nonfunctional overreaching is crucial in this population, as they are in physiological dysregulation. These factors could decrease their exercise capacity or facilitate nonfunctional overreaching, which can increase their risk of additional morbidities and even all-cause mortality. The focus of this study is to evaluate the reliability and validity of the ATOPE+ mHealth system to estimate autonomic balance and specific wellness parameters associated with BCS’ perceived load, thereby informing nonlinear prescriptions in individualized physical exercise programs for BCS.Twenty-two BCS were included in the reliability and validity analysis. Measures were taken for four days, including morning autonomic balance by heart rate variability, self-reported perception of recovery from exercise, sleep satisfaction, emotional distress and fatigue after exertion. Measures were taken utilizing the ATOPE+ mHealth system application. The results of these measures were compared with criterion instruments to assess validity.The reliability results indicated that the intraclass correlation coefficient (ICC) showed an excellent correlation for recovery (0.93; 95% CI 0.85–0.96) and distress (0.94, 95% CI 0.89–0.97) as well as good correlation for the natural logarithm of the mean square root differences of the standard deviation (LnRMSSD) (0.87; 95% CI 0.74–0.94). Sleep satisfaction also showed an excellent correlation with a weighted kappa of 0.83. The validity results showed no significant differences, except for fatigue. ATOPE+ is reliable and valid for remotely assessing autonomic balance, perception of recovery, sleep satisfaction and emotional distress in BCS; however, it is not for fatigue. This highlights that ATOPE+ could be an easy and efficient system used to assess readiness in BCS, and could help to improve their health by supporting the prescription of optimal and safe physical exercise. Trial registration NCT03787966 ClinicalTrials.gov, December 2019 [ATOPE project]. https:// clini caltr ials. gov/ ct2/ show/ NCT03 787966.Spanish Ministry of Economy and Competitiveness (Plan Estatal de I + D + I 2013– 2016)Fondo de Investigación Sanitaria del Instituto de Salud Carlos III (PI18/01840)Fondos Estructurales de la Unión Europea (FEDER)European Social fund the Carlos III Health Institute (FI19/00230)Spanish Ministry of Education Cultura y Deporte (FPU17/00939, FPU16/04201, FPU18/0357)ERDF, SOMM17/6107/UG

Effectiveness of video-assisted debriefing versus oral debriefing in simulation-based interdisciplinary health professions education: A randomized trial

* Corresponding author at: Department of Nursing, Faculty of Health Sciences, University of Granada, Granada 18016, Spain. E-mail address: [email protected] (R. Gil-Gutiérrez).Aim We aimed to compare the debriefing experience, simulation assessment, reflection, anxiety and simulation satisfaction of using oral debriefing versus video-assisted debriefing after a simulated clinical session in an interdisciplinary cohort of health sciences students. Background Debriefing is a reflective process that takes place after a clinical simulation and that can be performed either in a traditional way (oral) or using video-assisted debriefing. Design A randomized controlled trial was conducted in 143 health sciences students (35.7% male, 61.5% female). Methods The simulation scenario was designed to evaluate the procedure for donning and doffing personal protective equipment. Differences in debriefing experience, simulation assessment, reflection, anxiety and satisfaction were assessed. Results Regarding debriefing experience, significant differences were observed for the category “learning” (34.9 (6.13) vs. 36.7 (3.89); p = 0.039). For simulation assessment, significantly higher scores for all categories were identified in video-assisted debriefing compared with oral debriefing (p<0.001). There were also significant differences between the oral debriefing versus video-assisted debriefing for the overall score of reflection ability (86.97 (10.55) vs. 90.74 (9.67); p=0.028) as well as for the category “reflective communication” (24.72 (3.77) vs 26.04 (4.07); p=0.047). Perceived satisfaction was significantly higher in the video-assisted debriefing group compared with oral debriefing group (p <0.001). For anxiety, no significant differences were observed between debriefing groups. Conclusion Video-assisted debriefing after a simulated clinical session improves debriefing experience, simulation assessment, reflection and simulation satisfaction, but does not increase anxiety compared with oral debriefing among health sciences students.*Funding for open access charge: Univeresidad de Granada/CBUA

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

Geodivulgar: Geología y Sociedad

Con el lema “Geología para todos” el proyecto Geodivulgar: Geología y Sociedad apuesta por la divulgación de la Geología a todo tipo de público, incidiendo en la importancia de realizar simultáneamente una acción de integración social entre estudiantes y profesores de centros universitarios, de enseñanza infantil, primaria, de educación especial y un acercamiento con público con diversidad funcional

Innovación en las enseñanzas universitarias: experiencias presentadas en las III Jornadas de Innovación Educativa de la ULL

En este libro se recoge un conjunto de experiencias de innovación educativa desarrolladas en la ULL en el curso 2011-12. Se abordan distintos ámbitos y ramas del conocimiento, y ocupan temáticas variadas que han sido desarrolladas con rigor, y con un claro potencial para su extrapolación a efectos de la mejora educativa en el ámbito universitario. Esta publicación constituye una primera edición de una serie que irá recogiendo las experiencias de innovación educativa de la ULL. Este es un paso relevante para su impulso en nuestra institución, como lo es el de su vinculación con la investigación educativa, para potenciar su publicación en las revistas científicas en este ámbito cada vez más pujante y relevante para las universidades. Sobre todo representan el deseo y el compromiso del profesorado de la ULL para la mejora del proceso educativo mediante la investigación, la evaluación y la reflexión compartida de nuestras prácticas y planteamientos docentes

Miss Llerina in bookland es emocionante

El trabajo obtuvo un Premio Tomás García Verdejo a las buenas prácticas educativas en la Comunidad Autónoma de Extremadura para el curso 2018/2019, Modalidad ASe describe un proyecto llevado a cabo en el CEIP Ciudad de Badajoz en el que, partiendo de un grupo de trabajo relacionado con la biblioteca escolar, se pretendían trabajar las emociones a través de la lectura, aunando de esta manera objetivos específicos para trabajar las emociones y aspectos relacionados con la lectura como la expresión y comprensión oralExtremaduraES

Punto de fuga. Punto de encuentro : aproximación interdisciplinar a las Vanguardias Artísticas de la segunda mitad del siglo XX

Resumen basado en el del proyecto. Premiado en la convocatoria: Premios para proyectos de innovación concluidos durante el curso 2007-2008, en los centros educativos no universitarios sostenidos con fondos públicos de la Comunidad Autónoma de Castilla-La Mancha (Orden 12-12-2008, de la Consejería de Educación y Ciencia de la Junta de Comunidades de Castilla-La Mancha. Resolución de 5-5-2009, de la Viceconsejería de Educación)El proyecto se desarrolla entre cinco centros: la Escuela de Arte de Guadalajarara, la Escuela de Hostelería y Turismo del IES Antonio Buero Vallejo de Guadalajara, el Conservatorio Provincial de Música de Guadalajara, el IES Profesor Domínguez Ortiz de Azuqueca de Henares y el Colegio Infantil y Primaria Castillo de Pioz. La idea central es la de abordar de forma interdisciplinar un tema común entre centros de distinta naturaleza armonizando el calendario de realización. Se buscan elementos integradores que permitan que el alumno se involucre activamente en un aprendizaje significativo con uno de los elementos clave en la educación, la motivación. Los objetivos son: fomentar la idea de que todas las áreas de conocimiento y creación humanas son producto de épocas y situaciones concretas englobadas en un todo; fomentar la participación activa en el proceso educativo; descubrir que el arte es algo vivo y que puede formar parte de la propia personalidad; fomentar el espíritu colectivo, la relevancia en el cumplimiento de los plazos y la valoración de la mirada del espectador sobre lo realizado; descubrir nuevos modos de comunicación y de relación; promover la reflexión anti-racista, anti-sexista, pacifista y solidaria. El tema elegido, la segunda mitad del siglo XX, especialmente las décadas de los 50, 60 y 70. Años de grandes transformaciones sociales y económicas en Europa. Su aproximación es multidisciplinar, desde la música, las artes plásticas, la literatura, la gastronomía, y el desarrollo del turismo como una industria potente que contribuirá además económicamente a sacar del ostracismo al pais.Castilla La ManchaConsejería de Educación, Ciencia y Cultura. Viceconsejería de Educación y Cultura. Servicio de Documentación; Bulevar del Río Alberche, s. n. - 1 Planta; 45071 Toledo; Tel. +34925286045; Fax +34925247410; [email protected]

I.amAble: Apprendre la science au service de l'inclusion scolaire

I.amAble es un proyecto que nació con una filosofía centrada en la utilización de acciones de solidaridad como método de aprendizaje. Se diseñan y organizan talleres científicos inclusivos para realizarlos en parejas formadas por personas con discapacidad cognitiva y de educación secundaria ordinaria. Se pretende aprender a la vez que se da un servicio a la universidad y a la sociedad, y ese es el espíritu que se ha seguido manteniendo durante esta tercera edición del curso 2018-2019.I.amAble is a project that was born with a philosophy focused on the use of solidarity actions as a learning method. Inclusive scientific workshops are designed and organized to conduct them in pairs formed by people with cognitive disabilities and ordinary secondary education. It is intended to learn while providing a service to the university and society, and that is the spirit that has continued to be maintained during this third edition of the 2018-2019 course.I.amAble est un projet né d'une philosophie axée sur l'utilisation des actions de solidarité comme méthode d'apprentissage. Des ateliers scientifiques inclusifs sont conçus et organisés pour les animer par paires formées de personnes ayant une déficience cognitive et un enseignement secondaire ordinaire. Son objectif est d'apprendre tout en offrant un service à l'université et à la société. C'est l'esprit qui a continué à être préservé lors de cette troisième édition du cours 2018-2019.Depto. de Química InorgánicaFac. de Ciencias QuímicasFALSEConsejería de Educación de la Comunidad de MadridSección Territorial de la Real Sociedad Española de Químicasubmitte