Interdisciplinary experience in the Teacher Training College of Vitoria-Gasteiz: teaching profession module

[EN] The higher education regulation process in Europe, known as the Bologna Process, has involved many changes, mainly in relation to methodology and assessment. The paper given below relates to implementing the new EU study plans into the Teacher Training College of Vitoria-Gasteiz; it is the first interdisciplinary paper written involving teaching staff and related to the Teaching Profession module, the first contained in the structure of the new plans. The coordination of teaching staff is one of the main lines of work in the Bologna Process, which is also essential to develop the right skills and maximise the role of students as an active learning component. The use of active, interdisciplinary methodologies has opened up a new dimension in universities, requiring the elimination of the once componential, individual structure, making us look for new areas of exchange that make it possible for students' training to be developed jointly.

Prevalence and magnitude of body weight and image dissatisfaction among women in dietetics majors

[EN] Some authors have suggested that body weight dissatisfaction may be high in students majoring in dietetics. Therefore, this study was conducted to examine the extent of body weight and image dissatisfaction in a sample of women in dietetics major. Additionally, predictors of magnitude of body weight dissatisfaction were analyzed. Participants were 62 volunteers with normalweight whose mean age was 21.87±1.89 years old (nonrandom sample). The assessment instruments included anthropometric measurements, a somatomorphic matrix test and an eating disorders inventory (EDI-2). Data were analyzed using SPSS vs. 15.0. A larger proportion of students chose an ideal body weight lower than actual weight (67.7%) and body image with less body fat and more muscle mass than actual values (56.4%). The magnitude of body weight dissatisfaction was associated with muscle mass and body fat dissatisfaction, and with the subscale of EDI-2 “body dissatisfaction”. So, from a public health standpoint, we consider important to continue working in this line of research with the aim of better understanding the extent of body weight dissatisfaction in women dietitians, and how this dissatisfaction could interfere with their professional practice.

Addressing students' difficulties with Faraday's law: A guided problem solving approach

In traditional teaching, the fundamental concepts of electromagnetic induction are usually quickly analyzed, spending most of the time solving problems in a more or less rote manner. However, physics education research has shown that the fundamental concepts of the electromagnetic induction theory are barely understood by students. This article proposes an interactive teaching sequence introducing the topic of electromagnetic induction. The sequence has been designed based on contributions from physics education research. Particular attention is paid to the relationship between experimental findings (macroscopic level) and theoretical interpretation (microscopic level). An example of the activities that have been designed will also be presented, describing the implementation context and the corresponding findings. Since implementing the sequence, a considerable number of students have a more satisfactory grasp of the electromagnetic induction explicative model. However, difficulties are manifested in aspects that require a multilevel explanation, referring to deep structures where the system description is better defined.

From the Cajal alumni Achucarro and Rio-Hortega to the rediscovery of never-resting microglia

Under the guidance of Ramon y Cajal, a plethora of students flourished and began to apply his silver impregnation methods to study brain cells other than neurons: the neuroglia. In the first decades of the twentieth century, Nicolas Achucarro was one of the first researchers to visualize the brain cells with phagocytic capacity that we know today as microglia. Later, his pupil Pio del Rio-Hortega developed modifications of Achucarro's methods and was able to specifically observe the fine morphological intricacies of microglia. These findings contradicted Cajal's own views on cells that he thought belonged to the same class as oligodendroglia (the so called "third element" of the nervous system), leading to a long-standing discussion. It was only in 1924 that Rio-Hortega's observations prevailed worldwide, thus recognizing microglia as a unique cell type. This late landing in the Neuroscience arena still has repercussions in the twenty first century, as microglia remain one of the least understood cell populations of the healthy brain. For decades, microglia in normal, physiological conditions in the adult brain were considered to be merely "resting," and their contribution as "activated" cells to the neuroinflammatory response in pathological conditions mostly detrimental. It was not until microglia were imaged in real time in the intact brain using two-photon in vivo imaging that the extreme motility of their fine processes was revealed. These findings led to a conceptual revolution in the field: "resting" microglia are constantly surveying the brain parenchyma in normal physiological conditions. Today, following Cajal's school of thought, structural and functional investigations of microglial morphology, dynamics, and relationships with neurons and other glial cells are experiencing a renaissance and we stand at the brink of discovering new roles for these unique immune cells in the healthy brain, an essential step to understand their causal relationship to diseases.