Criterios de diseño para un motor de reluctancia autoconmutada operando a 42v en una aplicación automotriz

Este documento presenta un conjunto de criterios y restricciones para el diseño de un motor de reluctancia autoconmutado de 4 fases operando a 42V para una aplicación automotriz. El estudio de las variables y su parametrización en el caso de motores de pequeño voltaje fue desarrollado utilizando el software analítico RMxprt-Ansoft. Por otra parte, los requerimientos de la aplicación automotriz en particular son discutidos. Finalmente se aplican dichas restricciones a un programa de diseño realizado en MATLAB verificándose su desempeño de acuerdo a los requerimientos deseados

Criterios de diseño para un motor de reluctancia autoconmutada operando a 42v en una aplicación automotriz

Este documento presenta un conjunto de criterios y restricciones para el diseño de un motor de reluctancia autoconmutado de 4 fases operando a 42V para una aplicación automotriz. El estudio de las variables y su parametrización en el caso de motores de pequeño voltaje fue desarrollado utilizando el software analítico RMxprt-Ansoft. Por otra parte, los requerimientos de la aplicación automotriz en particular son discutidos. Finalmente se aplican dichas restricciones a un programa de diseño realizado en MATLAB verificándose su desempeño de acuerdo a los requerimientos deseados

Criterios de diseño para un motor de reluctancia autoconmutada operando a 42v en una aplicación automotriz

Este documento presenta un conjunto de criterios y restricciones para el diseño de un motor de reluctancia autoconmutado de 4 fases operando a 42V para una aplicación automotriz. El estudio de las variables y su parametrización en el caso de motores de pequeño voltaje fue desarrollado utilizando el software analítico RMxprt-Ansoft. Por otra parte, los requerimientos de la aplicación automotriz en particular son discutidos. Finalmente se aplican dichas restricciones a un programa de diseño realizado en MATLAB verificándose su desempeño de acuerdo a los requerimientos deseados

Actividades de aprendizaje activo para una evaluación sostenible en el ámbito universitario

Desde que se inició la pandemia del COVID19, la docencia de nuestras asignaturas ha pasado por diversos modelos (virtual, híbrido y de nuevo presencial) de manera muy abrupta. Esto nos ha llevado a realizar una tarea continua de adaptación y detectar la necesidad de disponer de nuevas estrategias para conseguir una tutorización y evaluación continua del estudiantado que sea sostenible para el profesorado y, a su vez, útil para el estudiantado. Aunque existen múltiples herramientas en las plataformas de aprendizaje que utiliza el profesorado, se necesita integrar las actividades en una metodología conjunta que garantice el aprendizaje activo y autónomo, que fomente la metacognición en el alumnado, y asegure que reciben realimentaciones pertinentes a lo largo del curso. En este trabajo, analizamos qué actividades de aprendizaje activo pueden ser adecuadas para el alumnado y el profesorado. En lo que se refiere al estudiantado analizamos si le ha ayudado a reflexionar sobre su aprendizaje, el aprendizaje en sí, su implicación y su motivación. Para el profesorado, si percibe que estas actividades cumplen con su objetivo de aprendizaje, y además si la carga de trabajo relacionada con la evaluación es sostenible. Los resultados obtenidos de este estudio son relevantes para la comunidad educativa, ya que nos servirán para seleccionar las actividades de aprendizaje activo que cumplan con las dos premisas antes señaladas, que nos lleven a optimizar el trabajo del profesorado y a obtener una mayor satisfacción del estudiantado, mejorando o al menos manteniendo el aprendizaje.Since the COVID19 pandemic began, the teaching of our subjects has gone through different models (virtual, hybrid and again face-to-face) in a very abrupt manner. This has led us to carry out a continuous task of adaptation and to detect the need for new strategies to achieve continuous tutoring and assessment of students that is sustainable for the teaching staff and, at the same time, useful for the students. Although there are multiple tools in the learning platforms used by teachers, there is a need to integrate the activities into a joint methodology that guarantees active and autonomous learning, encourages metacognition in students, and ensures that they receive relevant feedback throughout the course. In this paper, we analyse which active learning activities are satisfactory for students and teachers. For the students, we analyse whether it has helped them to reflect on their learning, the learning itself, their involvement, and their motivation. For the teaching staff, whether they perceive these activities as fulfilling their learning objective, and whether the workload related to assessment will be less in the future. The results obtained from this study are relevant for the educational community, as they will help us to select active learning activities that comply with the two aforementioned premises, which will lead us to optimise the work of the teaching staff and to obtain greater student satisfaction, improving or at least maintaining learning.Este trabajo está financiado por UV-SFPIE_PID-1642016 y UV-SFPIE_PID-1642041 del Servei de Formació Permanent i Innovació Educativa de la UV

Diseño e implementación de juegos en el aula utilizando herramientas de respuesta de audiencia

El aprendizaje basado en juegos se basa en introducir el juego en las aulas para mejorar aspectos como el rendimiento, la concentración y el esfuerzo del alumnado. En la actualidad, proporciona un recurso muy útil para incrementar la motivación del alumnado universitario, generando un mejor clima entre compañeros y entre alumno y profesor, el cual en muchas ocasiones se traduce en mejores resultados académicos. Sin embargo, diseñar juegos que consigan con éxito los objetivos de enseñanza-aprendizaje deseados no es una tarea trivial. Este trabajo propone tres juegos basados en la participación por equipos que pueden ser fácilmente implementados utilizando plataformas online existentes. En el diseño de los mismos, se ha tenido en cuenta la experiencia previa de los alumnos en el uso de herramientas de respuesta de audiencia, así como en su participación en juegos en el aula. Tras llevar a cabo los juegos en distintas asignaturas relacionadas con el campo de las TIC, se ha evaluado el impacto de esta actividad mediante encuestas de satisfacción cumplimentadas por el alumnado.The so-called game-based learning strategies are based on introducing games in the classrooms to improve aspects such as student performance, concentration and effort. Currently, they provide a very useful resource to increase the motivation of university students, generating a better atmosphere among peers and between student and teacher, which in turn is generally translated into better academic results. However, the design of games that successfully achieve the desired teaching-learning objectives is not a trivial task. This paper proposes three games based on team participation that can be easily implemented using existing online platforms. The design of these games has taken into account the previous experience of the students in the use of audience response tools, as well as their participation in games in the classroom. After carrying out the games in different ICT-related subjects, we evaluated the impact of this activity using questionnaires collecting students’ assessments.Este proyecto ha sido financiado por la UV (Servei de Formació Permanent i Innovació Educativa) en el contexto del proyecto UV-SFPIE_GER18-848990

Quality indicators for patients with traumatic brain injury in European intensive care units

Background: The aim of this study is to validate a previously published consensus-based quality indicator set for the management of patients with traumatic brain injury (TBI) at intensive care units (ICUs) in Europe and to study its potential for quality measur

Changing care pathways and between-center practice variations in intensive care for traumatic brain injury across Europe

Purpose: To describe ICU stay, selected management aspects, and outcome of Intensive Care Unit (ICU) patients with traumatic brain injury (TBI) in Europe, and to quantify variation across centers. Methods: This is a prospective observational multicenter study conducted across 18 countries in Europe and Israel. Admission characteristics, clinical data, and outcome were described at patient- and center levels. Between-center variation in the total ICU population was quantified with the median odds ratio (MOR), with correction for case-mix and random variation between centers. Results: A total of 2138 patients were admitted to the ICU, with median age of 49 years; 36% of which were mild TBI (Glasgow Coma Scale; GCS 13–15). Within, 72 h 636 (30%) were discharged and 128 (6%) died. Early deaths and long-stay patients (> 72 h) had more severe injuries based on the GCS and neuroimaging characteristics, compared with short-stay patients. Long-stay patients received more monitoring and were treated at higher intensity, and experienced worse 6-month outcome compared to short-stay patients. Between-center variations were prominent in the proportion of short-stay patients (MOR = 2.3, p < 0.001), use of intracranial pressure (ICP) monitoring (MOR = 2.5, p < 0.001) and aggressive treatme

Machine learning algorithms performed no better than regression models for prognostication in traumatic brain injury

Objective: We aimed to explore the added value of common machine learning (ML) algorithms for prediction of outcome for moderate and severe traumatic brain injury. Study Design and Setting: We performed logistic regression (LR), lasso regression, and ridge regression with key baseline predictors in the IMPACT-II database (15 studies, n = 11,022). ML algorithms included support vector machines, random forests, gradient boosting machines, and artificial neural networks and were trained using the same predictors. To assess generalizability of predictions, we performed internal, internal-external, and external validation on the recent CENTER-TBI study (patients with Glasgow Coma Scale <13, n = 1,554). Both calibration (calibration slope/intercept) and discrimination (area under the curve) was quantified. Results: In the IMPACT-II database, 3,332/11,022 (30%) died and 5,233(48%) had unfavorable outcome (Glasgow Outcome Scale less than 4). In the CENTER-TBI study, 348/1,554(29%) died and 651(54%) had unfavorable outcome. Discrimination and calibration varied widely between the studies and less so between the studied algorithms. The mean area under the curve was 0.82 for mortality and 0.77 for unfavorable outcomes in the CENTER-TBI study. Conclusion: ML algorithms may not outperform traditional regression approaches in a low-dimensional setting for outcome prediction after moderate or severe traumatic brain injury. Similar to regression-based prediction models, ML algorithms should be rigorously validated to ensure applicability to new populations

Variation in Structure and Process of Care in Traumatic Brain Injury: Provider Profiles of European Neurotrauma Centers Participating in the CENTER-TBI Study.

INTRODUCTION: The strength of evidence underpinning care and treatment recommendations in traumatic brain injury (TBI) is low. Comparative effectiveness research (CER) has been proposed as a framework to provide evidence for optimal care for TBI patients. The first step in CER is to map the existing variation. The aim of current study is to quantify variation in general structural and process characteristics among centers participating in the Collaborative European NeuroTrauma Effectiveness Research in Traumatic Brain Injury (CENTER-TBI) study. METHODS: We designed a set of 11 provider profiling questionnaires with 321 questions about various aspects of TBI care, chosen based on literature and expert opinion. After pilot testing, questionnaires were disseminated to 71 centers from 20 countries participating in the CENTER-TBI study. Reliability of questionnaires was estimated by calculating a concordance rate among 5% duplicate questions. RESULTS: All 71 centers completed the questionnaires. Median concordance rate among duplicate questions was 0.85. The majority of centers were academic hospitals (n = 65, 92%), designated as a level I trauma center (n = 48, 68%) and situated in an urban location (n = 70, 99%). The availability of facilities for neuro-trauma care varied across centers; e.g. 40 (57%) had a dedicated neuro-intensive care unit (ICU), 36 (51%) had an in-hospital rehabilitation unit and the organization of the ICU was closed in 64% (n = 45) of the centers. In addition, we found wide variation in processes of care, such as the ICU admission policy and intracranial pressure monitoring policy among centers. CONCLUSION: Even among high-volume, specialized neurotrauma centers there is substantial variation in structures and processes of TBI care. This variation provides an opportunity to study effectiveness of specific aspects of TBI care and to identify best practices with CER approaches