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Percepción de la calidad de la docencia virtual en el marco de la emergencia sanitaria por la COVID-19
No full textTesis inédita presentada en la Universidad Europea de Madrid. Escuela de Doctorado e Investigación. Programa de Doctorado en Biomedicina y Ciencias de la SaludEl 11 de marzo de 2020, la Organización Mundial de la Salud (OMS) declaró el estado de emergencia internacional de salud pública. La pandemia causada por el virus SARS COVID conocido como COVID-19, provocó el confinamiento generalizado de millones de personas en todo el mundo. Los gobiernos de diferentes países se vieron obligados a cerrar temporalmente los centros educativos, afectando a millones de estudiantes en todo el mundo. Desde la educación básica hasta la superior, se implementaron medidas intensivas para prevenir y proteger a estudiantes y miembros académicos, provocando que más de 1.300 millones de estudiantes asistieran a clases presenciales.
Ante esta situación, la mayoría de las universidades en el mundo tuvieron que adaptar sus modelos presenciales a modelos de educación virtual. Durante el curso 2019/2020, las universidades mantuvieron algunas medidas para garantizar la seguridad en las aulas, proponiendo alternativas al modelo presencial en una modalidad virtual y se vieron obligadas a una readaptación de emergencia en todas las etapas educativas, lo que presupone grandes carencias.
En muchas universidades, las clases virtuales pasaron a ser impartidas en formato síncrono, es decir, con el profesor y los estudiantes reunidos en el mismo horario que en sus clases presenciales, pero a través de una plataforma virtual. Las actividades prácticas fueron pospuestas o sustituidas cuando era posible. En los primeros seis meses, la mayoría de las clases se adaptaron completamente a esta modalidad 100% en línea.
Dado que fue un cambio dramático de un modelo presencial a un modelo virtual, la presente tesis doctoral tiene como objetivo evaluar los factores condicionantes en la percepción de la calidad de la enseñanza-aprendizaje virtual en el contexto universitario iberoamericano, durante las distintas etapas de la pandemia de COVID-19, considerando variables de género, cultural, experiencia en entornos virtuales y perfil psicológico de estudiantes y docentes, así como el impacto de estos factores en las calificaciones de los estudiantes.
Para ello, se realizó una encuesta a estudiantes y profesores de seis países iberoamericanos, durante los años 2021 y 2022. Posteriormente, se realizó un análisis estadístico y se comprobó la relación de las variables psicológicas, sociodemográficas, experiencia previa con recursos digitales y enseñanza virtual, con la percepción de calidad de la docencia virtual, durante el período de emergencia sanitaria causada por el COVID-19.
Los resultados mostraron que el sexo femenino en el grupo de estudiantes experimentó niveles elevados de estrés durante el período de confinamiento, así como mayores niveles de ansiedad y soledad, principalmente en los países latinoamericanos. Además, los estudiantes varones presentaron mayores dificultades para aprender en la fase híbrida y presencial, así como una mayor dificultad para llevar a cabo las tareas académicas en la fase híbrida.
La investigación también mostró que existen diferencias culturales, sociales y de salud entre países latinoamericanos y europeos, respecto a la percepción de calidad de la docencia virtual, durante las diferentes fases de la pandemia. La investigación sugiere que la soledad y el estrés, fueron mayores en los estudiantes y profesores latinoamericanos, durante la fase de confinamiento de la pandemia de COVID-19. América Latina mostró una mayor conveniencia y preferencia por el método de aprendizaje en línea que los europeos. Por otra parte, durante la fase de enseñanza presencial, los estudiantes y profesores europeos presentaron mayor preferencia por este método de aprendizaje que los latinoamericanos. De hecho, los estudiantes latinoamericanos mostraron calificaciones más altas en la fase de confinamiento, mientras que los estudiantes europeos obtuvieron calificaciones más elevadas en la fase presencial. Factores como la resiliencia, una evolución pandémica más desfavorable y pronunciada y mayores inequidades sociales, pueden explicar las diferencias en los resultados actuales. La investigación tambien indicó que los profesores latinoamericanos generalmente tenían una experiencia digital previa más alta en comparación con sus homólogos europeos.
Además, los profesores europeos mostraron una mayor motivación para enseñar, mejor calidad percibida, conveniencia y una preferencia por la enseñanza durante la fase presencial. Este mismo grupo presentó mayores niveles de estrés durante la fase híbrida, así como mayor dificultad de enseñanza y tareas altamente exigentes durante la fase híbrida.
A pesar del efecto de la pandemia en la salud mental, la educación en línea se postula como una alternativa efectiva de enseñanza-aprendizaje, sin embargo, la preferencia de los profesores por un modelo hibrido de enseñanza ha revelado mejor aceptabilidad, principalmente en áreas como Ciencias de la Salud, garantizando la adquisición de las habilidades, competencias profesionales y los beneficios de la interacción, a través de actividades prácticas presenciales, con la conveniencia del aprendizaje teórico en línea.
La transición de la educación tradicional presencial al aprendizaje virtual, durante la pandemia, trae consigo grandes desafíos y oportunidades en el ámbito educativo, social, económico y de salud. Entre los factores que impactan sobre la educación se incluyen la adaptación pedagógica, barreras tecnológicas, métodos de enseñanza y evaluación, rendimiento académico, accesibilidad e inclusión digital, participación de los estudiantes, interacción social, motivación, bienestar general y los problemas de salud mental, tanto para estudiantes como para profesores.
Sin embargo, la pandemia ha catalizado el desarrollo en el ámbito educativo de métodos de enseñanza innovadores, nuevos laboratorios virtuales, simulaciones de realidad aumentada, plataformas y una infinidad de recursos interactivos en el intento de sustituir o aumentar la capacitación práctica tradicional.
Estos resultados revelan la importancia de tener en cuenta los aspectos psicológicos, el contexto social y económico, el campo profesional, los recursos digitales y la formación docente, al examinar los factores que influyen en el proceso de enseñanza-aprendizaje en entornos virtuales.
En última instancia, los resultados pueden apoyar a los gobiernos a que formulen políticas para garantizar un acceso equitativo a la educación en línea, prioridad al desarrollo de una infraestructura digital sólida y una conectividad a Internet segura y confiable.
También pueden ayudar a las universidades a implementar estrategias para minimizar los factores que impactaron negativamente en este entorno virtual de aprendizaje. A medida que avanzamos en la era postpandemia, es vital integrar estas lecciones aprendidas para crear un entorno educativo que sea inclusivo y que esté preparado para desafíos futuros. Además, las futuras investigaciones contarán con datos comparativos para rastrear la evolución de la enseñanza virtual postpandemia, a modo de contribuir en la evolución de la educación superior.On March 11, 2020, the World Health Organization (WHO) declared a state of international public health emergency. The pandemic caused by the SARS-CoV-2 virus, known as COVID-19, led to the widespread lockdown of millions of people worldwide. Governments of different countries were forced to temporarily close educational institutions, affecting millions of students globally. From elementary to higher education, intensive measures were implemented to prevent and protect students and academic members, preventing 1.3 billion students from attending in-person classes.
In response to this situation, most universities worldwide had to adapt their in-person models to virtual education models. During the 2020/2021 academic year, universities maintained some measures to ensure safety in classrooms, proposing alternatives to the in-person model in a virtual format and were forced to make emergency adaptations at all education levels, resulting in significant challenges.
In many universities, virtual classes became synchronous, meaning that teachers and students were brought together at the same time as their in-person classes through a virtual platform. Practical activities were postponed orreplaced when possible. In the first six months, most classes transitioned to this 100% online modality. Given that it was a dramatic shift from an in-person to a virtual model, this doctoral tesis aims to analyze sociodemographic, psychological, previous experience with education and digital resources, and how they relate to the perception of the quality of virtual teaching during the pandemic period in higher education, in different phases (lockdown, hybrid, and in-person), contexts, and countries.
To achieve this, a survey was conducted with students and professors from six Ibero-American countries during the years 2021 and 2022. Subsequently, a statistical análisis was performed, checking the relationship between psychological, gender, sociodemographic, knowledge area, previous experience with digital resources and virtual teaching variables with the perception of the quality of virtual teaching during the health emergency caused by COVID-19.
The results showed that female students experienced elevated levels of stress during the lockdown period, as well as higher levels of anxiety and loneliness, mainly in Latin American countries. In addition, male students showed higher values in the results of difficulty learning and higher workload demand during the hybrid phase and difficulty learning during the in-person phase. This means that students during this period faced greater difficulties in learning, as well as greater difficulty in completing academic tasks.
The research also showed that there are cultural, social, and health differences between Latin American and European countries about the perception of the quality of virtual teaching during the pandemic phases. The research suggests that the prevalence of mental health symptoms, such as loneliness and stress, was higher in Latin American students and professors during the lockdown phase of the COVID-19 pandemic. In fact, Latin America showed a greater convenience and preference for the online learning than Europeans. However, during the in-person teaching phase, European students and professors showed a greater preference for this learning method than Latin Americans. In fact, Latin American students had higher grades during the lockdown phase, while European students achieved higher grades during the in-person phase. Factors such as resilience, a more unfavorable and pronounced pandemic evolution, and greatersocial inequalities can explain the differences in the current results. The research also showed that Latin American professors generally had higher previous digital experience compared to their European counterparts.
Additionally, European professors showed greater motivation to teach, better perceived teaching quality, teaching convenience, and a preference for in-person teaching during the in-person phase. This same group presented higher stress levels during the hybrid phase, as well as greater teaching difficulty and highly demanding tasks during the hybrid phase.
Despite the effect of the pandemic on mental health, online education is postulated as an effective teaching-learning alternative. However, professors' preference for a hybrid teaching model has revealed better acceptability, especially in areas like Health Sciences, ensuring the acquisition of skills, professional competencies, and the benefits of interaction through in-person practical activities with the convenience of online theoretical learning.
The transition from traditional in-person education to virtual learning during the pandemic brings significant challenges and opportunities in the educational, social, economic, and health fields. The impacts on education include pedagogical adaptation, technological barriers, teaching and assessment methods, academic performance, accessibility, digital inclusion, student participation, social interaction, motivation, overall well-being, and mental health issues among students and professors.
However, the pandemic has catalyzed development in the educational field with innovative teaching methods, new virtual laboratories, augmented reality simulations, and a myriad of interactive resources that attempt to replace or improve traditional practical training.
These results reveal the importance of considering psychological aspects, social and economic context, professional field, digital resources, and teacher training when examining factors influencing the teaching-learning process in virtual environments.
Ultimately, the results can support governments in formulating policies to ensure equitable access to online education, prioritizing the development of a robust digital infrastructure and secure and reliable internet connectivity. It can also assist universities in implementing strategies to minimize factors that negatively impacted this virtual learning environment. As we move into the post-pandemic era, it is vitalto integrate these lessons learned to create an inclusive educational environment that is prepared for future challenges. Furthermore, future research will have comparative data to track the evolution of post-pandemic virtual teaching, contributing to the evolution of higher education.No data 2022UE
Is all work the same? Performance after accumulated work of differing intensities in male professional cyclists
No full textObjectives
Although the ability to attenuate power output (PO) declines after accumulated work (i.e., ‘durability’) is increasingly recognized as a major determinant of cycling performance, the potential role of the intensity of the previous work is unclear. We assessed the effect of work-matched levels of accumulated work at different intensities on performance in male professional cyclists.
Design
Observational field-based study.
Methods
PO data was registered in 17 cyclists during a competition season, and the critical power (CP) was repeatedly determined every 4 weeks from training sessions and competitions. Participants' maximum mean power (MMP) for different durations (5 s, 5 min, 10 min, and 20 min) and the CP were determined under ‘fresh’ conditions (0 kJ·kg−1) and after varying levels of accumulated work (2.5, 5.0 and 7.5 kJ·kg−1) at intensities below and above the CP.
Results
A significant decline was found for all MMP values following all levels of accumulated work above the CP (− 4.0 %, − 1.7 %, − 1.8 %, and − 3.2 % for 30s, 5 min, 10 min and 20 min-MMP, respectively; all p 0.05). Similar results were observed for the CP, which decreased after all levels of accumulated work above (− 2.2 %, − 6.1 %, and − 16.2 %, after 2.5, 5.0 and 7.5 kJ·kg−1, p 0.05).
Conclusions
In male professional cyclists, accumulated work above the CP impairs performance compared with work-matched, albeit less intense efforts. This raises concerns on the use of mechanical work per se as a single fatigue/stress indicator in these athletes.Instituto de Salud Carlos III (CD21/00138)Ministerio de Economía y Competitividad y Fondos Feder (beca PI18/00139)4.0 Q1 JCR 20221.222 Q1 SJR 2023No data IDR 202
Novedades en la endocarditis infecciosa
No full textInfective endocarditis is a continually evolving disease. Present-day patients differ significantly from those treated a few decades ago: they tend to be older and have more comorbidities and health care-related episodes, while new groups of patients have emerged with new types of endocarditis, such as those affecting patients with percutaneous valve prostheses. There have also been changes in diagnostic techniques. Although transthoracic and transesophageal echocardiography are still the most commonly used imaging modalities, other techniques, such as 3-dimensional transesophageal ultrasound, cardiac computed tomography, and nuclear medicine tests (PET/CT and SPECT/CT), are increasingly used for diagnosing both the disease and its complications. In recent years, there have also been significant developments in antibiotic therapy. Currently, several treatment strategies are available to shorten the hospital phase of the disease in selected patients, which can reduce the complications associated with hospitalization, improve the quality of life of patients and their families, and reduce the health care costs of the disease. This review discusses the main recent epidemiological, diagnostic and therapeutic developments in infective endocarditis.La endocarditis infecciosa es una enfermedad en continuo cambio. Los pacientes atendidos en la actualidad en nada se parecen a los de hace unas décadas: son de más edad, tienen más comorbilidades y más episodios asociados con los cuidados sanitarios. Además, han surgido nuevos grupos de pacientes con formas de endocarditis que antes no existían, como las que afectan a portadores de implantes percutáneos de prótesis valvulares. Las técnicas para el diagnóstico de la enfermedad también han cambiado. Aunque las ecocardiografías transtorácicas y transesofágicas siguen siendo las pruebas de imagen más utilizadas, cada vez son más frecuentes otras técnicas, como la ecografía transesofágica tridimensional, la tomografía computarizada cardiaca y las pruebas de medicina nuclear (PET-TC y SPECT-TC) tanto en el diagnóstico de la enfermedad como en sus complicaciones. En los últimos años también ha habido novedades muy significativas respecto al tratamiento antibiótico. En la actualidad contamos con diferentes estrategias de tratamiento para acortar la fase hospitalaria de pacientes concretos y reducir las complicaciones asociadas con el ingreso, mejorar la calidad de vida de los pacientes y sus familiares y reducir el coste sanitario relacionado con la enfermedad. En esta revisión, se comentan las principales novedades epidemiológicas, diagnósticas y terapéuticas de la endocarditis infecciosa.Instituto de Salud Carlos III (PI22/00459)Gerencia Regional de Salud de Castilla y León (GRS 2657/A/22)5.9 Q1 JCR 20221.991 Q1 SJR 2023No data IDR 2022UE
Optimizing donor fascicle selection in Oberlin's procedure: A retrospective review of anatomical variability using intraoperative neuromonitoring
No full textTransfer of the fascicle carrying the flexor carpi ulnaris (FCU) branch of the ulnar nerve (UN) to the biceps/brachialis muscle branch of the musculocutaneous nerve (Oberlin's procedure), is a mainstay technique for elbow flexion restoration in patients with upper brachial plexus injury. Despite its widespread use, there are few studies regarding the anatomic location of the donor fascicle for Oberlin's procedure. Our report aims to analyze the anatomical variability of this fascicle within the UN, while obtaining quantifiable, objective data with intraoperative neuromonitoring (IONM) for donor fascicle selection. Methods: We performed a retrospective review of patients at our institution who underwent an Oberlin's procedure from September 2019 to July 2023. We used IONM for donor fascicle selection (greatest FCU muscle and least intrinsic hand muscle activation). We prospectively obtained demographic and electrophysiological data, as well as anatomical location of donor fascicles and post-surgical morbidities. Surgeon's perception of FCU/intrinsic muscle contraction was compared to objective muscle amplitude during IONM. Results: Eight patients were included, with a mean age of 30.5 years and an injury-to-surgery interval of 4 months. Donor fascicle was located anterior in two cases, posterior in two, radial in two and ulnar in two patients. Correlation between surgeon's perception and IONM findings were consistent in six (75%) cases. No long term motor or sensory deficits were registered. Conclusions: Fascicle anatomy within the UN at the proximal arm is highly variable. The use of IONM can aid in optimizing donor fascicle selection for Oberlin's procedure.Instituto de Salud Carlos III (ISC III) (PI22/00862)2.1 Q2 JCR 20220.956 Q1 SJR 2023No data IDR 2022UE
Subclinical synovitis impact on the progression of lupus joint disease: A 10-year longitudinal multicenter study
No full textObjectiveTo determine the effect of subclinical synovitis on the progression of joint disease in a cohort of patients with systemic lupus erythematosus over a mean follow-up of 10 years.
MethodsA longitudinal follow-up of 96 patients diagnosed with lupus was performed. All patients were considered clinically free of joint disease or with minimal joint impairment at baseline and were studied through ultrasound study of their dominant hand to assess the prevalence of subclinical synovitis. Now, over 10 years after we contacted them and reviewed their evolution to determine the impact of had or had not been diagnosed with subclinical synovitis in their current joint condition.
ResultsThirty-one of the 91 reached patients developed clinical progression in their joint manifestations (at least one ordinal degree of worsening). Of these, 23 (74,9%) had demonstrated subclinical synovitis at baseline. In the group of patients who did not progress clinically, 46 (76,6%) did not have this finding at the start of follow-up (p < .01, OR 9,44 95%CI 3,46–25,74). The patients in whom clinical progression was demonstrated had worse combined ultrasound scores than the rest of the patients: 6,41 SD 1,45 vs. 1,15 SD 0,97 (p < .01).
ConclusionsThe finding of subclinical synovitis in patients with systemic lupus erythematosus is associated with the development of joint disease progression both clinically and ultrasonographically.SORCOMEuropean university of Madrid (Beca intramural)2.6 Q3 JCR 20220.182 Q2 SJR 2023No data IDR 2023UE
Language Policy in Congo-Brazzaville
No full textThe richness of linguistic diversity in Congo-Brazzaville deserves an empirical examination so as to determine the extent to which language policy affects negatively or positively the development process of the country. This chapter overviews the status of language policy in the country. The aim of the chapter is to draw a picture of the different stages of language policy throughout history as well as examine the strengths and weaknesses of the current state of language policy. Accordingly, and although the status of language policy remains unchanged both during and after the colonial era, with French enjoying all high-status and transactional privileges among elites, there is a growing awareness among scholars (especially academics) that having French as the sole official language in Congo-Brazzaville is inadequate. Voices are now being heard in Congress urging and encouraging the use of local languages. This inadequacy is also the reason why on the scale of the most and the least valued languages in Congo-Brazzaville, French and ethnic languages tend to be associated with the two extremes of the same spectrum, where, on the one hand, French is overly the most valued, and, on the other hand, ethnic languages are the least valued. On the practical level, however, the linguistic diversity in the country has turned codeswitching into the norm in almost every conversation. The absence of any provision regarding language use allows the mix of languages, mainly French, Kituba, Lingala, and other ethnic languages, in almost all unofficial business.Sin financiaciónSPI 2022UE
El entorno simulado como elemento de docencia transversal: Una experiencia desde la Criminología
No full textSin FinanciaciónSPI 2022UE
Análisis del perfil fisiológico y su impacto en el rendimiento físico de jugadores de baloncesto
No full textObjetivo: El objetivo de este estudio es analizar y describir el perfil fisiológico de un grupo de jóvenes jugadores de baloncesto. Materiales y métodos: A través de un muestro probabilístico aleatorio simple se seleccionaron 25 participantes de diferentes equipos de basquetbol de Valdivia. Chile. edad 19.32±2.5 años. talla 1.79±0.08 metros. peso 72.97±12.3 kg. % grasa corporal 24.03±2.5. masa magra 41.56±2.2 %. Vo2max 54.32±2.5 ml/min/kg. Se sometieron a diferentes pruebas físicas para poder describir el estatus fisiológico individual, análisis del componente ventilatorio, Vo2max, test de Bosco, Perfil de fuerza; 1Rm, Fuerza explosiva con carga, variables de resistencia general y flexibilidad. Resultados: Los resultados de este estudio proporcionan información detallada sobre el perfil fisiológico, bioquímico y de rendimiento de jugadores de baloncesto. El análisis de correlaciones muestra las siguientes relaciones moderadas entre Vo2max/VCO2: (r = 0.9907 p < 0.001). Vo2max/RMR (KG): (r = 0.2688 p = 0.194). Vo2max/Flexibilidad: (r = 0.2788, p = 0.177). Vo2max/Wingate: (r = 0.2184 p = 0.294). Vo2max/CMJ: (r = 0.2041 p = 0.328). SJ/Wingate: (r = 0.50144 p = 0.011). SJ/Creatininemia: (r = 0.30367 p = 0.140). SJ/Vo2: (r = 0.20413, p = 0.328). Wingate/RQ: (r = 0.41225 p = 0.041). Estas relaciones resaltan la importancia de considerar múltiples aspectos del perfil fisiológico para diseñar programas de entrenamiento efectivos y mejorar el rendimiento de los jugadores. Conclusiones: Este estudio subraya la importancia de considerar múltiples aspectos del perfil fisiológico al diseñar programas de entrenamiento para jugadores de baloncesto, optimizando su preparación física para las demandas específicas del deporte y maximizando su potencial atléticoObjective:The objective of this study is to analyze and describe the physiological profile of a group of young basketball players. Materials and Methods: Through simple random probabilistic sampling, 25 participants were selected from different basketball teams in Valdivia, Chile. Age: 19.32±2.5 years; height: 1.79±0.08 meters; weight: 72.97±12.3 kg; body fat percentage: 24.03±2.5%; lean mass: 41.56±2.2%; VO2max: 54.32±2.5 ml/min/kg. They underwent various physical tests to describe their individual physiological status, including analysis of the ventilatory component, VO2max, Bosco test, strength profile (1RM, explosive strength with load), general endurance variables, and flexibility.Results:The results of this study provide detailed information on the physiological, biochemical, and performance profile of basketball players. Correlation analysis shows the following moderate relationships: VO2max/VCO2 (r = 0.9907, p < 0.001), VO2max/RMR (KG) (r = 0.2688, p = 0.194), VO2max/Flexibility (r = 0.2788, p = 0.177), VO2max/Wingate (r = 0.2184, p = 0.294), VO2max/CMJ (r = 0.2041, p = 0.328), SJ/Wingate (r = 0.50144, p = 0.011), SJ/Creatinine (r = 0.30367, p = 0.140), SJ/VO2 (r = 0.20413, p = 0.328), Wingate/RQ (r = 0.41225, p = 0.041). These relationships highlight the importance of considering multiple aspects of the physiological profile to design effective training programs and improve player performance.ConclusionsThis study highlights the importance of considering multiple aspects of the physiological profile when designing training programs for basketball players, optimizing their physical preparation for the specific demands of the sport and maximizing their athletic potentialSin FinanciaciónNo data JCR 2023; No data SJR 2023; 0,24 C3 IDR 202