Body composition changes after covering on foot the Way of Saint James

Con este estudio, se pretende comprobar la existencia de cambios y variaciones en la composición corporal de un grupo de adultos después de la realización a pie de 5 etapas del Camino Primitivo de Santiago de Compostela que discurre por la Provincia de Lugo. En él participaron 22 personas de edades comprendidas entre los 21 y los 48 años, siendo el 22,72% varones y el 77,27% mujeres. Se realizaron medidas de bioimpedancia eléctrica con la TANITA BC-418 en dos momentos diferentes (antes y después de realizar las etapas del Camino de Santiago). Las modificaciones de las diferentes variables medidas se analizaron y trataron con el paquete estadístico SPSS 20.0. Los resultados encontrados muestran que con este tipo de trabajo aeróbico y esta duración, en cierta medida se modificó la composición corporal de los sujetos participantes. Sin embargo, se propone que para futuros estudios el tiempo de trabajo sea mayor y que la intensidad varíe, con el fin de comprobar si se obtienen más resultados significativosWith this research, we want to check body composition changes and variations in a group of adults after covering on foot 5 stages of the Primitive Way of Saint James, which runs through the Lugo province. This research involved 22 people between 21-48 years-old, 22.72% males and 77.27% females. Measurements were performed with the bio-impedance TANITA BC-418 at two different moments (before and after covering the Saint James` Way stages). Changes in different measured variables were analyzed and treated with the SPSS Statistics 20.0. Results show that, with this type of aerobic work and this duration, body composition of people involved had some changes. However, it is propose to increase work time and to vary intensity in future researches, with the intention of prove if more significant results are obtainedS

Reflective practice applications: "Guided Weekly Reflection Papers" extended from Alcalá University (Spain) to De Montfort University (UK).

Knowledge has to be developed firmly based on reflections and thoughts as much as evidence. Being conscious of this principle, our innovation teaching group from the University of Alcalá has developed a reflective pedagogical approach called Guided Weekly Reflection Papers (GWRP) and implemented it since 2007. In this approach students hand in to the lecturer their “weekly work”, in which they schematically express the most important ideas related with the topic presented during the classes, and their reflections and comments on those aspects which they found especially difficult or interesting. Moreover students have to apply the concepts developed during the week to solve some questions or problems proposed by the lecturers to find solutions to real life situations and to explore beyond the walls of the classroom to discover where in the world around them they can find application of the material presented by the lectures. This innovative pedagogical approach has deeply contributed to the development of the student learning process and consequently be reflected in our teaching practice. The outcomes of the GWRP activity do not depend upon how much students have been studying but upon the level of comprehension of the knowledge we have shared with them. Therefore this strategy is very useful to prove the efficiency and quality of our teaching practice which lead us to continuously improve our way of teaching. When along this years we have shown our results both in internal meetings in our University and in International Conferences, our colleagues have been caught up by our enthusiasm, which promotes their involvement in our model. Thus, different academics and organizations have adopted our reflective tool. The most recent incorporation of this approach has been implemented by selected academic staff at De Montfort University (DMU), Leicester (United Kingdom). This versatile methodology is being tested in a new university educational environment using a student cohort with a different set of characteristics and academic context in the academic course for 2015/16. This communication will describe the adaptation of the GWRP to teaching in the Clinical Biochemistry module delivered as part of two different Bachelor degrees taught at DMU: Biomedical and Medical Sciences. The response of students enrolled in this programmes at DMU will be also analysed