Abstract
This meta-analysis explores in-service CLIL (Content and
Language Integrated Learning) teachers’ training needs and whether previous
experience and training have an impact on their reported ...training needs. For
this purpose, seven studies that met the inclusion criteria have been analysed
qualitatively using the constant comparative model. The results reveal that CLIL
teachers have considerable training needs for foreign language and
methodological competences regardless of their previous training and experience.
However, previous training and experience as CLIL teachers may explain some of
the areas of need: inexperienced CLIL teachers request more training on CLIL
management and CLIL fundamentals than experienced teachers do. Apparently, a
lack of specific CLIL training explains why inexperienced and experienced
teachers report training needs in material development and the theoretical
underpinnings of CLIL. Overall, this meta-analysis highlights an urgency to
develop CLIL training programmes that allow teachers to be better qualified in
CLIL so that their teaching can have a positive impact on students’
learning.
•Competences for SRB in teaching plans differ from students' training perceptions.•Student-teachers feel they lack the basic competences needed to manage behaviour.•Dual system student-teachers do ...not feel better prepared in SRB than others.Early Childhood degree students are those who best value their SRB competences.•Students specialised in diversity do not feel more prepared in SRB than the rest.
The growing concern in classrooms over the increase in disruptive behaviour and its management poses the need to investigate the teaching competences that can help teachers to promote self-regulation of behaviour (SRB) among children. This requires an inclusive approach that understands behaviour in a holistic way, taking into account the whole context. Therefore, different competences need to be activated that together enable teachers to promote children's SRB. This article identifies which specific competences of 923 teaching plans of the five public Catalan universities would contribute to preparing student teachers to foster children's SRB. The perceptions of 929 final-year student teachers on the training they had received were collected using a questionnaire. The most present competences in the teaching plans are pedagogical, inclusive, teacher reflection and collaboration. Among the least present are communication and classroom management, although they are the most essential for promoting children's SRB. Participants reported that the contribution of university subjects to promoting children's SRB is scarce and is largely limited to external regulation strategies instead of supporting children's SRB. In terms of behaviour management as a fundamental and incipient aspect of fostering children's SRB, student teachers do not feel that they even have the key competences for managing behaviour in the classroom, although there are differences between universities and degrees. The active role of student teachers in children's SRB should be enhanced during initial teacher education, even in the attention to diversity specialisation and in the dual system programme. There is an urgent need for universities to equip student teachers with competences to promote children's SRB. The competence profile should be clarified and unified, so that this set of competences can be worked on in a complementary, cross-curricular and practical way in different subjects, regardless of teaching specialisation.
Content and Language Integrated Learning (CLIL) is an educational approach that has been fostered as a way to increase students’ foreign language competence. However, its implementation has not ...always come along with the sufficient teacher training. This study aims to examine CLIL teachers’ competences and identify what training needs preservice language teachers have towards these competences. The participants of this study are pre-service primary and secondary foreign language teachers (n=44), CLIL teacher trainers, inspectors and CLIL coordinators (n=18). Peacock’s (2009) questionnaire is used to analyse pre-service teachers’ training needs towards language, self-reflection, methodological and classroom management competences. A semi-structured interview is used to elicit stake-holders’ perceptions towards CLIL teachers’ competences and training needs. The quantitative data shows that stakeholders believe that language, methodological and classroom management competences are equally necessary for a CLIL teacher. Apart from the initial domains analysed, participants consider that content knowledge and teamwork, interschool collaboration and material development competences are also relevant. In addition, training needs relative to these competences are found. However, considerable deep training needs for methodology and foreign language competence are identified. The findings have implications for CLIL teacher education.
Se presenta una experiencia de evaluación entre iguales en la que participan 173 estudiantes y 12 profesores de 4 asignaturas desarrolladas en 3 universidades. Se analiza el tipo de feedback dado ...por los pares, la percepción de su utilidad por parte de los estudiantes, la motivación que genera y su grado de aplicación a ulteriores tareas. Los resultados muestran que el feedback que se provee está básicamente centrado en la tarea y tiende a focalizarse en los errores, patrón del que ya había dado cuenta la literatura previa. Pese a ello, los estudiantes tienden a percibir que la experiencia de evaluación entre iguales les ha permitido mejorar tanto la tarea como su proceso de aprendizaje. Por lo que respecta a la motivación de los estudiantes, los resultados son menos claros puesto que difieren de una experiencia a otra y en algunas de ellas se hallan vinculados de forma inversa al volumen de trabajo que la experiencia supone. Respecto a la aplicación a futuras versiones de una tarea, ésta es especialmente relevante en la experiencia del Trabajo de Fin de Grado. Todo ello ofrece pautas para orientar futuros procesos de feedback que favorezcan el aprendizaje en la educación superior y a lo largo de la vida.
This study explores how peer-feedback promotes self-regulated learning (SRL) processes in initial teacher education. Self-regulation capacity is analyzed through Pintrich's MSLQ questionnaire. A ...total of 50 students have participated in this experience during the year 2015-2016. Tasks that enhanced self-regulation and learning to learn competence were developed in this course. In order to analyze the effect of these tasks on SRL, pre- and post-tests were administered to the experimental (n=50) and a control group (n=45). The results revealed an improvement in self-regulation capacity, especially in those items relative to help seeking, task value and self-efficacy.
Due to the lack of motivation and interest of students in science along with the
low academic performance in Spain, most educational institutions use active, motivating and
challenging methodologies ...to encourage knowledge transfer and give students a leading role.
Within these new methodologies, we ind role games, so this work aims to design, propose and
evaluate a methodology based on role games that allows combining the study of the theoretical
contents of the Scientific Culture subject in High School with useful information about scientific
work opportunities. For this purpose, a didactic unit based on the theatrical simulation of scientific professions has been programmed. All activities were focused on experiencing irst-hand the
main tasks of a researcher, a reviewer of scientific articles and a member of a bioethics committee.
he results obtained showed an increase in the students' motivation, interest and knowledge of
the scientiic world. Role-playing games are an efective way to introduce students to the scientific world, foster their interest in science and improve their scientific skills, performance and
knowledge.
Debido a la falta de motivación e interés de los estudiantes por las ciencias y el bajo
rendimiento académico español, la mayoría de las instituciones educativas utilizan metodologías
activas, motivadoras y desafiantes para fomentar la transferencia de conocimientos y dar protagonismo al alumnado. Dentro de estas nuevas metodologías, se encuentran los juegos de rol, por
lo que este trabajo tiene como objetivo principal diseñar, proponer y evaluar una metodología
basada en juegos de rol que permita conjugar el estudio de los contenidos teóricos de la asignatura de Cultura Científica de Bachillerato con información útil sobre las oportunidades de trabajo
científico. Para ello, se ha programado una unidad didáctica basada en la simulación teatral de
profesiones científicas. Todas las actividades han sido enfocadas a experimentar en primera persona las principales tareas de un investigador, un revisor de artículos científicos y un miembro de
un comité bioético. Los resultados obtenidos mostraron un aumento de la motivación, interés y
conocimiento de los alumnos por el mundo científico. Los juegos de rol son una vía efectiva para
introducir a los alumnos en el mundo científico, fomentar su interés por las ciencias y mejorar sus
habilidades, rendimientos y conocimientos científicos.
Se analizan las experiencias relativas a la evaluación de aprendizaje contenidas en actas de innovación docente de los años 2011-2015, con el objetivo de conocer sobre qué aspectos de la evaluación ...se está innovando y a qué ámbitos de conocimiento pertenecen. Con este propósito se han establecido seis hipótesis en base a la literatura previa y, para verificarlas, se han seleccionado actas de congresos de innovación docente pertenecientes a universidades públicas del territorio español. Se ha analizado el instrumento o estrategia sobre el que versa la innovación y los agentes evaluativos, se ha identificado el tipo de asignatura, el campo de conocimiento y las estrategias de recogida de información para valorar sus resultados. Los datos obtenidos se han explorado de forma descriptiva. Los resultados del análisis muestran que el campo de Humanidades es donde se realizan menos innovaciones; la mayoría de innovaciones se desarrollan en el primer curso de grado; estas tienden a incorporar diversos agentes evaluativos; y el método más utilizado para valorar los resultados de una innovación son los cuestionarios de satisfacción y percepción de aprendizaje. No se ha podido comprobar si la mayoría de las innovaciones docentes están vinculadas a proyectos de innovación docente reconocidos institucionalmente, ni si estas se realizan con grupos reducidos de estudiantes. En conjunto, todo ello ofrece un panorama acerca del estado de las innovaciones en educación en España y proporciona una mayor comprensión de la evaluación de los aprendizajes en educación superior en la actualidad.
Abstract
Background
The use of peripherally inserted central catheters and midline catheters is growing due to their potential benefits. These devices can increase patient safety and satisfaction ...while reducing the use of resources. As a result, many hospitals are establishing vascular access specialist teams staffed by nurses who are trained in the insertion and maintenance of these catheters. The objective of the study is to evaluate previously to the implementation whether the benefits of introducing ultrasound-guided peripheral venous catheters, midline catheters and peripherally inserted central catheters compared to current practice by a vascular access specialist team outweigh their costs.
Methods
Cost-benefit analysis from the perspective of the healthcare provider based on administrative data. The study estimates the reduction in resources used when changing the current practice for the use of ultrasound-guided midline and PICC catheters, as well as the additional resources required for their use.
Results
The use of an ultrasound-guided device on peripherally inserted central carheter, results in a measurable resource reduction of approximately €31. When 3 peripheral venous catheters are replaced by an ultrasound-guided peripherally inserted central catheter, the saving is €63. Similarly, the use of an ultrasound-guided device on a midline catheter, results in a reduction of €16, while each ultrasound-guided midline catheter replacing 3 peripheral venous catheters results in a reduction of €96.
Conclusion
The benefits of using ultrasound-guided midline and PICC catheters compared to current practice by introducing a vascular access specialist team trained in the implantation of ultrasound-guided catheters, outweigh its cost mainly because of the decrease in hospital stay due to the lowered risk of phebitis. These results motivate the implementation of the service, adding to previous experience suggesting that it is also preferable from the point of view of patient safety and satisfaction.
The evaluation of integrated care programmes for
older people is a challenge. We aim to share the early implementation results of the ProPCC programme in the North-Barcelona metropolitan area, in ...Catalonia, Spain.
We analysed the intervention with retrospective data from May 2018 to December 2021 by describing the cohort complexity and by showing its 6-months pre-post impact on time spent at home and resources used: primary care visits, emergency department visits, hospital admissions and hospital stay.
264 cases were included (91% at home; 9% in nursing homes). 6-month pre vs. 6-months post results were (mean, p-value): primary care visits 8.2 vs. 11.5 (p < 0.05); emergency department visits 1.4 vs. 0.9 (p < 0.05); hospital admissions 0.7 vs. 0.5 (p < 0.05); hospital stay 12.8 vs. 7.9 days (p < 0.05). Time spent at home was 169.2 vs.174.2 days (p < 0.05).
Early implementation of the ProPCC programme results in an increase in time spent at home (up to 3%) and significant reductions in emergency department attendance (-37.2%) and hospital stays (-38.3%). The increased use of primary care resources is compensated by the hospital resources savings, with a result in the average total cost of -46.3%.
IMPORTANCE: The treatment for extraperitoneal locally advanced rectal cancer (LARC) is neoadjuvant therapy (NAT) followed by total mesorectal excision (TME). Robust evidence on the optimal time ...interval between NAT completion and surgery is lacking. OBJECTIVE: To assess the association of time interval between NAT completion and TME with short- and long-term outcomes. It was hypothesized that longer intervals increase the pathologic complete response (pCR) rate without increasing perioperative morbidity. DESIGN, SETTING, AND PARTICIPANTS: This cohort study included patients with LARC from 6 referral centers who completed NAT and underwent TME between January 2005 and December 2020. The cohort was divided into 3 groups depending on the time interval between NAT completion and surgery: short (≤8 weeks), intermediate (>8 and ≤12 weeks), and long (>12 weeks). The median follow-up duration was 33 months. Data analyses were conducted from May 1, 2021, to May 31, 2022. The inverse probability of treatment weighting method was used to homogenize the analysis groups. EXPOSURE: Long-course chemoradiotherapy or short-course radiotherapy with delayed surgery. MAIN OUTCOME AND MEASURES: The primary outcome was pCR. Other histopathologic results, perioperative events, and survival outcomes constituted the secondary outcomes. RESULTS: Among the 1506 patients, 908 were male (60.3%), and the median (IQR) age was 68.8 (59.4-76.5) years. The short-, intermediate-, and long-interval groups included 511 patients (33.9%), 797 patients (52.9%), and 198 patients (13.1%), respectively. The overall pCR was 17.2% (259 of 1506 patients; 95% CI, 15.4%-19.2%). When compared with the intermediate-interval group, no association was observed between time intervals and pCR in short-interval (odds ratio OR, 0.74; 95% CI, 0.55-1.01) and long-interval (OR, 1.07; 95% CI, 0.73-1.61) groups. The long-interval group was significantly associated with lower risk of bad response (tumor regression grade TRG 2-3; OR, 0.47; 95% CI, 0.24-0.91), systemic recurrence (hazard ratio, 0.59; 95% CI, 0.36-0.96), higher conversion risk (OR, 3.14; 95% CI, 1.62-6.07), minor postoperative complications (OR, 1.43; 95% CI, 1.04-1.97), and incomplete mesorectum (OR, 1.89; 95% CI, 1.02-3.50) when compared with the intermediate-interval group. CONCLUSIONS AND RELEVANCE: Time intervals longer than 12 weeks were associated with improved TRG and systemic recurrence but may increase surgical complexity and minor morbidity.
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