Media Literacy in Secondary Education Uses and strategies in the province of Malaga (Spain)

El creciente protagonismo de las nuevas tecnologías y los medios de comunicación en la sociedad ha motivado que la alfabetización mediática suponga uno de los desafíos más urgentes por acometer en el panorama educativo actual. En este estudio se aborda la visión del profesorado de Educación Secundaria de la provincia de Málaga (España) sobre la alfabetización mediática y sus implicaciones. Los resultados de las entrevistas revelan que la necesidad de una mayor formación de los docentes, la escasez de recursos tecnológicos, la falta de apoyos y la rigidez de las guías docentes constituyen los principales obstáculos para desarrollar iniciativas mediáticas en las aulas. Asimismo, la investigación arroja que el profesorado titulado en carreras de Ciencias Sociales dispone de un mayor conocimiento sobre estas prácticas educativas. Mayor semejanza se observa en lo referido a las motivaciones y metodologías empleadas: principalmente se pretende estimular el interés del alumnado y adaptar las clases al contexto actual; para ello, se recurre preponderantemente al aprendizaje cooperativo y, en menor medida, otros métodos como el aprendizaje basado en proyectos, el taller o el learning by doing.The growing role of new technologies and the media in society has led to media literacy being one of the most urgent challenges to tackle in the current educational landscape. In this paper we analyse the vision of Secondary Education teachers in the province of Malaga (Spain) about media literacy and its implications. The results of the interviews reveal that the need for greater teacher training, the scarcity of technological resources, the lack of support and the rigidity of the teaching guides are the main obstacles to developing media initiatives in the classrooms. Likewise, the research shows that teachers with degrees in Social Sciences have greater knowledge about these educational practices. Greater similarity is observed with regard to the motivations and methodologies used: it is mainly intended to stimulate the interest of the students and adapt the classes to the current context; for this, cooperative learning is predominantly used and, to a lesser extent, other methods such as project-based learning, workshops or learning by doing.Facultad de Periodismo y Comunicación Socia

Media Literacy in Secondary Education : Uses and strategies in the province of Malaga (Spain)

The growing role of new technologies and the media in society has led to media literacy being one of the most urgent challenges to tackle in the current educational landscape. In this paper we analyse the vision of Secondary Education teachers in the province of Malaga (Spain) about media literacy and its implications. The results of the interviews reveal that the need for greater teacher training, the scarcity of technological resources, the lack of support and the rigidity of the teaching guides are the main obstacles to developing media initiatives in the classrooms. Likewise, the research shows that teachers with degrees in Social Sciences have greater knowledge about these educational practices. Greater similarity is observed with regard to the motivations and methodologies used: it is mainly intended to stimulate the interest of the students and adapt the classes to the current context; for this, cooperative learning is predominantly used and, to a lesser extent, other methods such as project-based learning, workshops or learning by doing.El creciente protagonismo de las nuevas tecnologías y los medios de comunicación en la sociedad ha motivado que la alfabetización mediática suponga uno de los desafíos más urgentes por acometer en el panorama educativo actual. En este estudio se aborda la visión del profesorado de Educación Secundaria de la provincia de Málaga (España) sobre la alfabetización mediática y sus implicaciones. Los resultados de las entrevistas revelan que la necesidad de una mayor formación de los docentes, la escasez de recursos tecnológicos, la falta de apoyos y la rigidez de las guías docentes constituyen los principales obstáculos para desarrollar iniciativas mediáticas en las aulas. Asimismo, la investigación arroja que el profesorado titulado en carreras de Ciencias Sociales dispone de un mayor conocimiento sobre estas prácticas educativas. Mayor semejanza se observa en lo referido a las motivaciones y metodologías empleadas: principalmente se pretende estimular el interés del alumnado y adaptar las clases al contexto actual; para ello, se recurre preponderantemente al aprendizaje cooperativo y, en menor medida, otros métodos como el aprendizaje basado en proyectos, el taller o el learning by doing

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Resumen basado en el de la publicaciónTítulo, resumen y palabras clave en español y en inglésAnte la creciente importancia de la tecnología y los medios de comunicación en la sociedad, la alfabetización mediática constituye uno de los principales retos del panorama educativo. Se exploran las iniciativas mediáticas llevadas a cabo en la etapa de Educación Secundaria en la provincia de Málaga. Mediante dos muestreos no probabilísticos se seleccionaron un total de 506 estudiantes y 18 docentes —ambos conjuntos pertenecientes a 15 institutos públicos—. Al primer grupo se le distribuyó un cuestionario, mientras que el segundo fue sometido a una entrevista. El perfil del profesorado se aprecia predominantemente femenino de edad joven y media, con formación mediática y tecnológica adquirida de manera autodidacta. Los resultados reflejan el protagonismo de los recursos audiovisuales y la notable atención a las dimensiones del lenguaje y la tecnología, si bien influyen respectivamente las variables curso y sexo. La utilización de los medios —en menor medida, en esta investigación también se presta atención a las TIC—reportan una serie de beneficios al docente y al alumnado, tales como aumento de la motivación, la empatía o la adquisición de competencias clave. Estas herramientas suponen un instrumento eficaz para fomentar el aprendizaje significativo y optimizar la acción educativa, aunque las carencias formativas del profesorado en materia de educomunicación y TIC y la escasez de programas formativos permiten dilucidar que la alfabetización mediática en Secundaria está aún en fase embrionaria.ES

Global variation in postoperative mortality and complications after cancer surgery: a multicentre, prospective cohort study in 82 countries

© 2021 The Author(s). Published by Elsevier Ltd. This is an Open Access article under the CC BY-NC-ND 4.0 licenseBackground: 80% of individuals with cancer will require a surgical procedure, yet little comparative data exist on early outcomes in low-income and middle-income countries (LMICs). We compared postoperative outcomes in breast, colorectal, and gastric cancer surgery in hospitals worldwide, focusing on the effect of disease stage and complications on postoperative mortality. Methods: This was a multicentre, international prospective cohort study of consecutive adult patients undergoing surgery for primary breast, colorectal, or gastric cancer requiring a skin incision done under general or neuraxial anaesthesia. The primary outcome was death or major complication within 30 days of surgery. Multilevel logistic regression determined relationships within three-level nested models of patients within hospitals and countries. Hospital-level infrastructure effects were explored with three-way mediation analyses. This study was registered with ClinicalTrials.gov, NCT03471494. Findings: Between April 1, 2018, and Jan 31, 2019, we enrolled 15 958 patients from 428 hospitals in 82 countries (high income 9106 patients, 31 countries; upper-middle income 2721 patients, 23 countries; or lower-middle income 4131 patients, 28 countries). Patients in LMICs presented with more advanced disease compared with patients in high-income countries. 30-day mortality was higher for gastric cancer in low-income or lower-middle-income countries (adjusted odds ratio 3·72, 95% CI 1·70–8·16) and for colorectal cancer in low-income or lower-middle-income countries (4·59, 2·39–8·80) and upper-middle-income countries (2·06, 1·11–3·83). No difference in 30-day mortality was seen in breast cancer. The proportion of patients who died after a major complication was greatest in low-income or lower-middle-income countries (6·15, 3·26–11·59) and upper-middle-income countries (3·89, 2·08–7·29). Postoperative death after complications was partly explained by patient factors (60%) and partly by hospital or country (40%). The absence of consistently available postoperative care facilities was associated with seven to 10 more deaths per 100 major complications in LMICs. Cancer stage alone explained little of the early variation in mortality or postoperative complications. Interpretation: Higher levels of mortality after cancer surgery in LMICs was not fully explained by later presentation of disease. The capacity to rescue patients from surgical complications is a tangible opportunity for meaningful intervention. Early death after cancer surgery might be reduced by policies focusing on strengthening perioperative care systems to detect and intervene in common complications. Funding: National Institute for Health Research Global Health Research Unit

Effects of hospital facilities on patient outcomes after cancer surgery: an international, prospective, observational study

© 2022 The Author(s). Published by Elsevier Ltd. This is an Open Access article under the CC BY 4.0 licenseBackground: Early death after cancer surgery is higher in low-income and middle-income countries (LMICs) compared with in high-income countries, yet the impact of facility characteristics on early postoperative outcomes is unknown. The aim of this study was to examine the association between hospital infrastructure, resource availability, and processes on early outcomes after cancer surgery worldwide. Methods: A multimethods analysis was performed as part of the GlobalSurg 3 study—a multicentre, international, prospective cohort study of patients who had surgery for breast, colorectal, or gastric cancer. The primary outcomes were 30-day mortality and 30-day major complication rates. Potentially beneficial hospital facilities were identified by variable selection to select those associated with 30-day mortality. Adjusted outcomes were determined using generalised estimating equations to account for patient characteristics and country-income group, with population stratification by hospital. Findings: Between April 1, 2018, and April 23, 2019, facility-level data were collected for 9685 patients across 238 hospitals in 66 countries (91 hospitals in 20 high-income countries; 57 hospitals in 19 upper-middle-income countries; and 90 hospitals in 27 low-income to lower-middle-income countries). The availability of five hospital facilities was inversely associated with mortality: ultrasound, CT scanner, critical care unit, opioid analgesia, and oncologist. After adjustment for case-mix and country income group, hospitals with three or fewer of these facilities (62 hospitals, 1294 patients) had higher mortality compared with those with four or five (adjusted odds ratio [OR] 3·85 [95% CI 2·58–5·75]; p<0·0001), with excess mortality predominantly explained by a limited capacity to rescue following the development of major complications (63·0% vs 82·7%; OR 0·35 [0·23–0·53]; p<0·0001). Across LMICs, improvements in hospital facilities would prevent one to three deaths for every 100 patients undergoing surgery for cancer. Interpretation: Hospitals with higher levels of infrastructure and resources have better outcomes after cancer surgery, independent of country income. Without urgent strengthening of hospital infrastructure and resources, the reductions in cancer-associated mortality associated with improved access will not be realised. Funding: National Institute for Health and Care Research