92516 research outputs found
Sort by
Cost‐Utility Analysis of Left Bundle Branch Area Versus Biventricular Pacing for Cardiac Resynchronization Therapy: A Multicenter, Prospective, Quasi‐Experimental Study
No full textIntroduction: Cardiac resynchronization therapy (CRT) is a well‐established treatment for patients with heart failure (HF).
Recently, left bundle branch area pacing (LBBAP) has emerged as a more physiological alternative to biventricular pacing (BVP)
for CRT. This study aimed to evaluate the cost‐utility of LBBAP CRT compared with BVP CRT.
Methods: A cost‐utility, non‐randomized, prospective, multicenter, quasi‐experimental study was performed in four
referral centers. Patients eligible for CRT were treated with LBBAP or BVP, depending on the participating center. The
primary health outcome was quality‐adjusted life years (QALYs) measured using the EQ‐5D‐5L questionnaire, and the
analysis considered the cost of the implant and all procedure‐related events over the 12‐month follow‐up. Clinical outcomes were also evaluated.
Results: Sixty‐two consecutive patients were included (42 LBBAP CRT and 20 BVP CRT). Clinical outcomes were similar in
both groups. The incremental cost‐utility analysis showed that LBBAP CRT generated an average cost saving of €2391.02 per
patient compared with BVP (95% CI −330.28 to 5112.69), while providing an incremental gain of 0.07 QALYs (95% CI −0.03
to 0.16).
Conclusions: LBBAP CRT could be an efficient alternative to BVP CRT for cardiac resynchronization with similar clinical and
QALY outcomes but potentially significant average cost savings per patient
Memoria del proyecto de Equipo Docente
No full textEl proyecto "INCLUDOC: Docencia inclusiva y diseño universal del aprendizaje en Sociología y Ciencias Políticas" es un Equipo Docente que tiene como objetivo mejorar la docencia y la atención respecto a las necesidades de aprendizaje y la diversidad, avanzando hacia una enseñanza más inclusiva y sensible a la diversidad, aplicando el Diseño Universal del Aprendizaje.
The project “INCLUDOC: Inclusive teaching and universal design for learning in Sociology and Political Science” is a teaching team that aims to improve teaching and attention to learning needs and diversity, moving towards more inclusive and diversity-sensitive teaching by applying Universal Design for Learning.Vicerrectorado de Calidad, Innovación Educativa y Estudios de Grado
Application of the OBE-BOPPPS model in the course “Overview of Spanish-speaking countries” at Dalian
No full textEl presente trabajo analiza la aplicación del modelo BOPPPS guiado por el enfoque OBE en la enseñanza del español en universidades chinas, tomando como caso de estudio la asignatura “Panorama de los países hispanohablantes” del Grado en español en la Universidad de Lenguas Extranjeras de Dalian. A partir de un modelo híbrido denominado “Participación profunda y aprendizaje efectivo”, se plantea una reforma didáctica que abarca los objetivos, contenidos, metodología y evaluación del aprendizaje. La aplicación conjunta de OBE y BOPPPS ha permitido optimizar la estructura del curso, fomentar la participación activa del alumnado y mejorar su rendimiento global, especialmente en competencias comunicativas, pensamiento crítico y conciencia intercultural. Mediante el uso de recursos digitales, estrategias activas y evaluación continua, se ha logrado una mejora sustancial en la calidad del proceso de enseñanza-aprendizaje. Los resultados del estudio ofrecen una referencia práctica replicable para la innovación curricular en la enseñanza de lenguas extranjeras en contextos universitarios.This paper examines the application of the BOPPPS model guided by the OBE approach in teaching Spanish at Chinese universities, using the course "Panorama of Spanish-Speaking Countries" from the Spanish Language major at Dalian Foreign Languages University as a case study. Based on a hybrid model termed "Deep Participation and Effective Learning," a pedagogical reform is proposed, encompassing learning objectives, content, methodology, and assessment. The combined implementation of OBE and BOPPPS has optimized the course structure, enhanced student engagement, and improved overall learning outcomes—particularly in communicative competence, critical thinking, and intercultural awareness. Through the use of digital resources, active learning strategies, and continuous assessment, a substantial improvement in the teaching-learning process has been achieved. The study's results provide a replicable practical reference for curriculum innovation in foreign language education within university settings
Assessment of Different Strategies for Composting of the TwoPhase Olive Mill Solid Waste: A Demonstrative Scale
No full textThousands of tons of two-phase olive mill solid waste (2P-OMSW) are generated annually, necessitating effective
valorization strategies. Composting has been widely explored as a management approach; however, the extended processing time
required for these residues poses a significant challenge for the olive industry. In this study, a forced aeration system combined with a
semipermeable cover was implemented at a demonstrative scale to enhance the composting process and reduce its duration.
Additionally, process optimization was evaluated through a two-stage composting strategy. In stage I, compost preconditioning was
carried out using two types of manure (poultry and cow). In stage II, a bioaugmentation process was introduced using the edible
fungus Pleurotus eryngii. The composting of 2P-OMSW under forced aeration and a semipermeable cover lasted 90 days. During the
composting process, physicochemical parameters, total phenol content, microbial analysis, and phytotoxicity bioassays were
measured to evaluate the efficiency and quality of the final compost. In stage I, poultry manure proved to be more effective than cow
manure, resulting in a lower C/N ratio (<25%), higher nitrogen, phosphorus, and potassium content, and a greater reduction in total
phenol content (>70%). In stage II, bioaugmentation significantly enhanced the removal of heavy metals, particularly zinc (Zn) and
copper (Cu). Both final composts, obtained within 90 days, exhibited enriched nutrient content, stabilized nonphytotoxic organic
matter, and low heavy metal concentrations. The findings highlight the potential of a forced aeration system combined with a
semipermeable cover as an effective strategy for composting 2P-OMSW. This approach facilitates the transformation of 2P-OMSW
into high-quality compost, making it suitable for use as an organic amendment or fertilizer in agricultural systems. Furthermore, it
allows for the management of this residue within a relatively short time frame.“Hub de Innovación Agrícola” - Sierra Mágina y Montes Orientales (contract number 6343)MCIU/AEI/10.13039/501100011033 - PTRT,EU (JDC2022−050255-I
Bisphenol A Exposure and Behavioral Outcomes in Children: A Systematic Review and Meta-Analysis of Evidence Limited to the BASC Assessment Tool
No full textBackground: The growing concern about exposure to endocrine disrupting chemicals (EDCs), and their effects on
human health, especially the possible neurobehavioral effects in children, makes a review of the scientific evidence
on the subject important. The study conducts a systematic review and applies meta-analysis to determine
whether there is a relationship between bisphenol exposure and behavioral development in children, as
measured by the Behavioral Assessment System for Children (BASC).
Methods: In June and July 2024, Scopus, Web of Science, and Medline with PubMed were the databases used to search for studies within the scope of this study. A total of 562 articles were found, of which 59 were analyzed; finally, 13 studies met the inclusion criteria for systematic review and 7 for the meta-analysis. The scales measured in the different studies have been aggression, attention, hyperactivity, depression, anxiety and somatization; behavioral indices (behavioral symptom index, externalizing and internalizing behaviors) were also analyzed. Results: Most of the studies found no significant associations and no consistency in the results obtained. The heterogeneity in the design of the studies made it impossible to generate conclusive results in the application of meta-analysis. Discussion: There is a sex-based differentiation in the behavioral effects associated with bisphenol exposure, as bisphenols affect boys and girls differently, potentially through mechanisms involving estrogen receptors, among
other biological pathways. Conclusions: Our study highlights the need to improve and homogenize the design and results of epidemiological studies to extract data effectively. More results are needed to be able to draw conclusions.Instituto de Salud Carlos III (ISCIII)Co-funded by the European UnionFunding for open access charge: Universidad de Granada / CBUA
Clinical and esthetic outcomes of screw-retainedinternal-connection veneered zirconia-ceramic CAD-CAMabutments in single implant reconstructions: Five-year results ofa prospective case series investigation
No full textPurpose: To evaluate the long-term clinical performance and survival, as well as the biological, esthetic, and technical complications of one-piece, internally-connected, screw-retained, computer aided-design and computer aided-manufacturing (CAD-CAM) veneered zirconia anterior and posterior implant-supported single restorations fabricated on regular diameter implants.
Materials and methods: Following a 2-stage surgical procedure, 22 implants placed in anterior and posterior areas in 21 partially edentulous patients (mean age of 55 years; 9 males/12 females) were evaluated in terms of plaque index, pocket probing depth, bleeding on probing, level of oral hygiene, signs of mucositis/peri-implantitis, esthetic score, gingival zenith position, Papilla Index Score, thickness of peri-implant gingiva, radiographic marginal bone loss, and technical complications. Implants and restorations were prospectively followed from the insertion of the restoration (baseline), and up to 5 years postloading.
Results: After 5 years, radiological bone stability with no marginal bone loss (0.4 [0.4] vs. 0.5 [1.1] mm from 1- to 5-year follow-up) was recorded, with a 100% implant survival rate. Clinically, patients performed adequate oral hygiene, and tissues were kept healthy as determined by plaque index (PI) and oral hygiene index (OHI). The esthetic performance of the restorations revealed an increase in mucosal thickness from 3.2 (0.9) mm after 1 year to 3.3 (1.1) mm after 5 years, and a reduction in the gingival zenith position from 7.9 (1.5) mm after 1 year to 7.7 (1.5) mm at the 5-year recall examination. The prosthetic survival rate after 5 years was 78.9%, as 4 abutments fractured at different time points during the study. All abutment fractures occurred in the mandible, at the level of the second premolars and first molars.
Conclusions: After 5 years clinical function, Atlantis one-piece, screw-retained, internally connected CAD-CAM veneered zirconia implant-supported single crowns resulted in a relatively low survival rate, mainly associated with posterior single implant-supported reconstructions. However, due to the fact that the present clinical investigation used only one abutment design and reconstruction type, extrapolation of data to different implant systems, abutment designs, and reconstruction types must be cautious.Dentsply Sirona Implants(D-2013-059)Research Group #CTS-1028(Junta de Andalucía, Spain
Datos Brutos. Pre-Service Teachers’ Beliefs About the Executive Functions of Gifted Students
No full textStress-Less: Take y Paws
No full textAgradecemos al decanato de la Facultad de Ciencias de la Educación y a la Biblioteca de la Universidad de Granada su apoyo a este proyecto.Entre las acciones que pueden acometerse para paliar los efectos negativos del estrés aqcadémico, han probado su eficacia sesiones terapéuticas de interacción con perros. A partir los hallazgos del proyecto I+D+i StressLess (PID2021-128774OB-I00), se ha desarrollado el proyecto de innovación docente, con una selección estudiantes con altos niveles de estrés autopercibido a los que se ha aplicado tres sesiones TAP en la biblioteca de la Facultad de Ciencias de la Educación antes de iniciar los exámenes. De los 60 alumnos estimados al iniciar el proyecto, han concluido las sesiones completas 50 alumnos. Se ha realizado previamente un un seguimiento en tutorías -entre dos y cuatro sesiones-, aconsejándoles sobre técnicas generales de relajación y específicas de interacción con mascotas, redactándose una guía al efecto, que se publicará como TFG en este curso. Se aplicaron los cuestionarios TAST -E- (reducido) antes y después de las sesiones, complementando con medidas fisiológicas (tensión arterial y frecuencia cardiaca). El análisis de los instrumentos aplicados y un cuestionario final de satisfacción, nos dan - resultados preliminares- una indicación del impacto de la innovación.Among the actions that can be undertaken to alleviate the negative effects of academic stress, therapeutic sessions involving interaction with dogs have proven effective. Based on the findings of the StressLess R&D&I project (PID2021-128774OB-I00), a teaching innovation project was developed with a selection of students with high levels of self-perceived stress who were given three TAP sessions in the Faculty of Education Sciences library before the start of their exams. Of the 60 students estimated at the start of the project, 40 completed the full sessions. A follow-up session was conducted in tutorials (between two and four sessions), with advice on general relaxation techniques and specific techniques for interacting with pets. A guide was written for this purpose, which will be published as a Final Degree Project this year. TAST-E (reduced) questionnaires were administered before and after the sessions, complemented by physiological measurements (blood pressure and heart rate). The analysis of the instruments applied and a final satisfaction questionnaire provide us - preliminary results - with an indication of the impact of the innovation.El proyecto 24-144 "Proyecto para la reducción del estrés académico mediante la aplicación de terapia asistida con perros y apoyo tutorial" ha sido cofinanciado por la Unidad de Calidad, Innovación Docente y Prospectiva del Vicerrectora de calidad, innovación docente y estudios de grado de la Universidad de Granada, y por el Instituto de estudios Interdisciplinares avanzados Consilience
How does one’s first language writing script modulate second language reading: evidence from the English Reading Online Project (ENRO)
No full textApproximately half of the world’s population is multilingual, and many read in a second language. Thus, an open question is whether and how people’s multilingual knowledge impacts their second language reading processes. To this end, we investigated whether competing influences from people’s first language (L1) writing system (i.e., alphabetic, logographic, or alphasyllabic) impact second language (L2) reading of English (alphabetic). Based on models of L1 and L2 reading, we hypothesized that matches/mismatches in people’s L1 and L2 writing scripts would modulate the expected relationship between L2-English reading proficiency and how often people use their L2 in daily life. Using a subsample of 1073 adults from Siegelman et al. (2023), we found that readers with mismatching L1 writing scripts varied on both English Single Word Accuracy and Speed Measures, and English Extended Word Measures, over and above the expected effects of L2 reading usage. L1-alphabetic and alphasyllabic readers were faster and more accurate than L1-logographic speakers on Single Word Speed and Accuracy Measures. L1-logographic readers were also faster but lower in accuracy on Extended Word Measures vs. L1-alphabetic and alphasyllabic readers. These findings indicate that multilingual knowledge and experience mutually constrain L2 reading and suggest future avenues of theoretical and empirical inquiry