Managing large-enrollment courses in hybrid instruction mode

This essay addresses the hitches and glitches in the hybrid instruction system of teaching and learning for large-enrollment courses. This new instructional methodology asks facilitators to redesign their entire traditional teaching and learning practices. The nature of subject to be taught via the hybrid mode further affects the success rate of the modules from the time of inception to launch to actual delivery and completion of the course. The entire process involves undoing the old habits and methodologies and instructors picking up new skills, along with the right motivation to take up the task. The course planning and delivery require a substantial commitment in terms of hours from the instructors catering to large-enrollment courses, along with pursuing their routine roles at the campuses. From the pupil’s perspective, the response varies, as hybrid learning seeks self-discipline and time management skills from the learner. After the initial roadblocks, students enjoy hybrid learning if the course structure and instructions are simple and the course content flexible and varied. We will study the problems and possible solutions to the success of the hybrid teaching–learning system at each stage where large number of students enrolled for a specific course.

Improving bilingual higher education: Training university professors in content and language integrated learning

With increasing international mobility, higher education must cater to the varying linguistic and cultural needs of students. Successful delivery of courses through English as the vehicular language is essential to encourage international enrollment. However, this cannot be achieved without preparing university professors in the many intricacies delivering their subjects in English may pose. This paper aims to: share preliminary data concerning Content and Language Integrated Learning (CLIL) at Laureate Network Universities worldwide as few studies have been conducted at the tertiary level, reflect upon data regarding student and teacher satisfaction with CLIL at the Universidad Europea de Madrid (UEM), and to propose improvements in English-taught subjects.

Oral anticoagulation in octogenarians with atrial fibrillation

Vitamin K antagonists (VKAs) are still largely employed, even in nonvalvular atrial fibrillation (AF). Our aim was to study the clinical profile of octogenarians treated with oral anticoagulation and to study the effect of age on the quality of VKAs anticoagulation. Data are from a prospective national registry in an adult Spanish population of nonvalvular AF. We included 1637 patients who had been receiving VKAs for at least 6 months before enrolment. Mean age was 73.8 ± 9.4 years. Patients aged > 80 years (N = 429) had a high risk profile with higher risk of stroke and bleeding than younger patients; CHA2DS2-VASc (Cardiac failure, Hypertension, Age > 74, Diabetes, Stroke, Vascular disease, Age 65–74 years, and Sex category) 4.5 ± 1.3 vs. 3.5 ± 1.6, p < 0.001, HAS-BLED (Hypertension, Abnormal renal/liver function, Stroke, Bleeding history or predisposition, Labile international normalized ratio, Elderly (> 64 years), Drugs/alcohol concomitantly) 2.4 ± 0.9 vs. 1.9 ± 1.1, p < 0.001. Creatinine clearance was lower in octogenarians than in younger patients (54.3 ± 16.1 ml/min vs. 69.5 ± 23.7 ml/min, p < 0.001) and severe renal disease with creatinine clearance < 30 ml/min was more frequent in octogenarians (5.2% vs. 2.2%, p < 0.001). In patients treated with VKAs (N = 1637), the international normalized ratio values of the 6 months previous to enrollment were similar in all age quartiles, as was the time in the therapeutic range. In this large registry octogenarians with nonvalvular AF had high risk of stroke and bleeding and frequent renal disease. VKAs anticoagulation quality was similar in octogenarians and in younger patients.