Saber pedagógico en innovación, TIC y gamificación

168 p. Libro electronico*) Haciendo visibles las habilidades de pensamiento científico en primera infancia 15 *) Enseñanza de la física de manera no convencional a través de clubes de ciencia. Semillero de investigación escolar. Club de Ciencia y Tecnología: Bicienergía 34. *) Uso del programa GeoGebra con estudiantes de undécimo grado del colegio Llano Oriental 52. *) Voces que Emocionan. Un espacio de participación y construcción colectiva que permite la articulación entre la educación media y la educación inicial 60. *) Articulación Educativa. Las Voces que Emocionan unen generaciones desde la creatividad emocional 75. *) Mediaciones edu-comunicativas en la formación de jóvenes como comunicadores sentipensantes 88. *) FilosoTICS. Filosofía e innovación en tecnología para el siglo XXI 104. *) Arqueoastronomía y la construcción de las nociones de simultaneidad y sucesión histórica en niños entre 10 y 15 años 120 *)Proyectiva: competencias, habilidades, capacidades, intereses y talentos para el siglo XXI 134. *) Plataformas virtuales de aprendizaje en la educación (Mediación TIC en la Educación Física) 154.Primera edicionPublicación resultado del programa Maestros y Maestras que Inspiran, una apuesta para la educación del siglo XXI, adelantada desde la línea Innovación, TIC y Gamificación, por los autores de este texto, con el acompañamiento del siguiente equipo: Maestro mentor Jaime Álvarez López Asistente de línea Andrea del Pilar Lara Maldonado. Las opiniones son responsabilidad de los autores

Evaluation of a quality improvement intervention to reduce anastomotic leak following right colectomy (EAGLE): pragmatic, batched stepped-wedge, cluster-randomized trial in 64 countries

Background Anastomotic leak affects 8 per cent of patients after right colectomy with a 10-fold increased risk of postoperative death. The EAGLE study aimed to develop and test whether an international, standardized quality improvement intervention could reduce anastomotic leaks. Methods The internationally intended protocol, iteratively co-developed by a multistage Delphi process, comprised an online educational module introducing risk stratification, an intraoperative checklist, and harmonized surgical techniques. Clusters (hospital teams) were randomized to one of three arms with varied sequences of intervention/data collection by a derived stepped-wedge batch design (at least 18 hospital teams per batch). Patients were blinded to the study allocation. Low- and middle-income country enrolment was encouraged. The primary outcome (assessed by intention to treat) was anastomotic leak rate, and subgroup analyses by module completion (at least 80 per cent of surgeons, high engagement; less than 50 per cent, low engagement) were preplanned. Results A total 355 hospital teams registered, with 332 from 64 countries (39.2 per cent low and middle income) included in the final analysis. The online modules were completed by half of the surgeons (2143 of 4411). The primary analysis included 3039 of the 3268 patients recruited (206 patients had no anastomosis and 23 were lost to follow-up), with anastomotic leaks arising before and after the intervention in 10.1 and 9.6 per cent respectively (adjusted OR 0.87, 95 per cent c.i. 0.59 to 1.30; P = 0.498). The proportion of surgeons completing the educational modules was an influence: the leak rate decreased from 12.2 per cent (61 of 500) before intervention to 5.1 per cent (24 of 473) after intervention in high-engagement centres (adjusted OR 0.36, 0.20 to 0.64; P < 0.001), but this was not observed in low-engagement hospitals (8.3 per cent (59 of 714) and 13.8 per cent (61 of 443) respectively; adjusted OR 2.09, 1.31 to 3.31). Conclusion Completion of globally available digital training by engaged teams can alter anastomotic leak rates. Registration number: NCT04270721 (http://www.clinicaltrials.gov)