La formación investigadora (I) Modelos pedagógicos

[cat] Aquest text presenta una panoràmica de la formació investigadora, mostrant experiències educatives i models formatius que les sustenten. Aquest àmbit d'estudi és relativament recent i les aportacions són encara més aviat escasses, com apunten alguns autors (Tight 2008; Rojas-Betancur, 2009; Evans, 2012). No obstant això, hi ha signes i evidències que la formació d'investigadors està sent objecte d'atenció des de múltiples enfocaments, donada la seva projecció en diferents facetes: desenvolupament professional, processos d'innovació, competitivitat econòmica, millora de la qualitat de les institucions d'educació superior, etc.

La formación investigadora (I) Modelos pedagógicos

[cat] Aquest text presenta una panoràmica de la formació investigadora, mostrant experiències educatives i models formatius que les sustenten. Aquest àmbit d'estudi és relativament recent i les aportacions són encara més aviat escasses, com apunten alguns autors (Tight 2008; Rojas-Betancur, 2009; Evans, 2012). No obstant això, hi ha signes i evidències que la formació d'investigadors està sent objecte d'atenció des de múltiples enfocaments, donada la seva projecció en diferents facetes: desenvolupament professional, processos d'innovació, competitivitat econòmica, millora de la qualitat de les institucions d'educació superior, etc.

Historias de vida en educación: biografías en contexto

[spa] Esta publicación recoge los trabajos presentados en las I Jornadas de Historias de Vida en Educación: Cuestiones epistemológicas, metodológicas, éticas y de formación que, organizadas por el grupo de investigación consolidado ESBRINA (Subjetividades y entornos educativos contemporáneos -2009SGR 503), se celebraron en el Departamento de Didáctica y Organización Educativa de la Universidad de Barcelona los días 10 y 11 de junio de 2010.A las mismas asistieron unas 50 personas -docentes e investigadores universitarios y estudiantes de máster y doctorado de España, Portugal, México, Chile, Italia, Francia y Brasil- quienes, después de una introducción por parte de las personas que coordinaban los temas, debatieron con intensidad las cuestiones que emergieron de la lectura de las contribuciones que algunos de los participantes enviaron previamente. Con posterioridad, la mayoría revisaron sus presentaciones para acomodarla al formato de esta publicación.

Historias de vida en educación: biografías en contexto

[spa] Esta publicación recoge los trabajos presentados en las I Jornadas de Historias de Vida en Educación: Cuestiones epistemológicas, metodológicas, éticas y de formación que, organizadas por el grupo de investigación consolidado ESBRINA (Subjetividades y entornos educativos contemporáneos -2009SGR 503), se celebraron en el Departamento de Didáctica y Organización Educativa de la Universidad de Barcelona los días 10 y 11 de junio de 2010.A las mismas asistieron unas 50 personas -docentes e investigadores universitarios y estudiantes de máster y doctorado de España, Portugal, México, Chile, Italia, Francia y Brasil- quienes, después de una introducción por parte de las personas que coordinaban los temas, debatieron con intensidad las cuestiones que emergieron de la lectura de las contribuciones que algunos de los participantes enviaron previamente. Con posterioridad, la mayoría revisaron sus presentaciones para acomodarla al formato de esta publicación.

Historias de vida en educación: biografías en contexto

[spa] Esta publicación recoge los trabajos presentados en las I Jornadas de Historias de Vida en Educación: Cuestiones epistemológicas, metodológicas, éticas y de formación que, organizadas por el grupo de investigación consolidado ESBRINA (Subjetividades y entornos educativos contemporáneos -2009SGR 503), se celebraron en el Departamento de Didáctica y Organización Educativa de la Universidad de Barcelona los días 10 y 11 de junio de 2010.A las mismas asistieron unas 50 personas -docentes e investigadores universitarios y estudiantes de máster y doctorado de España, Portugal, México, Chile, Italia, Francia y Brasil- quienes, después de una introducción por parte de las personas que coordinaban los temas, debatieron con intensidad las cuestiones que emergieron de la lectura de las contribuciones que algunos de los participantes enviaron previamente. Con posterioridad, la mayoría revisaron sus presentaciones para acomodarla al formato de esta publicación.

Multimedian elementit aikuiskoulutuksen kehittämisessä

Tämän työn teoreettisen sisällön tavoitteena on esitellä multimedian eri elementit ja Moving Picture Experts Groupin kehittämä MPEG-formaattiperhe, joka yhdistää kattavimmin eri elementit multimediaesityksiksi. Työssä esitellään videon ja audion pakkausformaatit MPEG-1 ja MPEG-2, interaktiivisen median jakelun verkoissa mahdollistava MPEG-4, multimediasisällön kuvausstandardi MPEG-7 sekä multimedian toimitusketjun hallinnan verkoissa määrittävä MPEG-21. Edellisten lisäksi teoreettisessa osassa esitellään multimediaohjelmistoista SMIL-teknologia ja selostetaan yksityiskohtaisesti, kuinka sillä luodaan multimediaesityksiä. Empiirisessä osassa laaditaan Helsingin yliopiston Maaseudun tutkimus- ja koulutuskeskukselle kehittämissuunnitelma, jossa multimedian elementtejä käytetään mahdollisimman monipuolisesti kehittämään aikuiskoulutusta. Suunnitelman perustaksi tehtiin koulutushenkilökunnalle osaamiskartoitus ja kartoitettiin yksikön tekninen valmius hyödyntää multimediaa. Suunnitelman mielekästä jäsentämistä varten yksikön aikuiskoulutus jaettiin neljään osaan: varsinaiseen koulutukseen, sitä tukevaan tutkimus- ja kehittämistoimintaan, opetusmateriaaleja tuottavaan julkaisu- ja tietopalvelutoimintaan sekä edellisiä avustaviin tukitoimintoihin.

Induction chemoradiation in stage IIIA/N2 non-small-cell lung cancer: a phase 3 randomised trial.

BACKGROUND: One of the standard options in the treatment of stage IIIA/N2 non-small-cell lung cancer is neoadjuvant chemotherapy and surgery. We did a randomised trial to investigate whether the addition of neoadjuvant radiotherapy improves outcomes. METHODS: We enrolled patients in 23 centres in Switzerland, Germany and Serbia. Eligible patients had pathologically proven, stage IIIA/N2 non-small-cell lung cancer and were randomly assigned to treatment groups in a 1:1 ratio. Those in the chemoradiotherapy group received three cycles of neoadjuvant chemotherapy (100 mg/m(2) cisplatin and 85 mg/m(2) docetaxel) followed by radiotherapy with 44 Gy in 22 fractions over 3 weeks, and those in the control group received neoadjuvant chemotherapy alone. All patients were scheduled to undergo surgery. Randomisation was stratified by centre, mediastinal bulk (less than 5 cm vs 5 cm or more), and weight loss (5% or more vs less than 5% in the previous 6 months). The primary endpoint was event-free survival. Analyses were done by intention to treat. This trial is registered with ClinicalTrials.gov, number NCT00030771. FINDINGS: From 2001 to 2012, 232 patients were enrolled, of whom 117 were allocated to the chemoradiotherapy group and 115 to the chemotherapy group. Median event-free survival was similar in the two groups at 12·8 months (95% CI 9·7-22·9) in the chemoradiotherapy group and 11·6 months (8·4-15·2) in the chemotherapy group (p=0·67). Median overall survival was 37·1 months (95% CI 22·6-50·0) with radiotherapy, compared with 26·2 months (19·9-52·1) in the control group. Chemotherapy-related toxic effects were reported in most patients, but 91% of patients completed three cycles of chemotherapy. Radiotherapy-induced grade 3 dysphagia was seen in seven (7%) patients. Three patients died in the control group within 30 days after surgery. INTERPRETATION: Radiotherapy did not add any benefit to induction chemotherapy followed by surgery. We suggest that one definitive local treatment modality combined with neoadjuvant chemotherapy is adequate to treat resectable stage IIIA/N2 non-small-cell lung cancer. FUNDING: Swiss State Secretariat for Education, Research and Innovation (SERI), Swiss Cancer League, and Sanofi.

Neoadjuvant chemotherapy and extrapleural pneumonectomy of malignant pleural mesothelioma with or without hemithoracic radiotherapy (SAKK 17/04): a randomised, international, multicentre phase 2 trial.

BACKGROUND: Postoperative hemithoracic radiotherapy has been used to treat malignant pleural mesothelioma, but it has not been assessed in a randomised trial. We assessed high-dose hemithoracic radiotherapy after neoadjuvant chemotherapy and extrapleural pneumonectomy in patients with malignant pleural mesothelioma. METHODS: We did this phase 2 trial in two parts at 14 hospitals in Switzerland, Belgium, and Germany. We enrolled patients with pathologically confirmed malignant pleural mesothelioma; resectable TNM stages T1-3 N0-2, M0; WHO performance status 0-1; age 18-70 years. In part 1, patients were given three cycles of neoadjuvant chemotherapy (cisplatin 75 mg/m(2) and pemetrexed 500 mg/m(2) on day 1 given every 3 weeks) and extrapleural pneumonectomy; the primary endpoint was complete macroscopic resection (R0-1). In part 2, participants with complete macroscopic resection were randomly assigned (1:1) to receive high-dose radiotherapy or not. The target volume for radiotherapy encompassed the entire hemithorax, the thoracotomy channel, and mediastinal nodal stations if affected by the disease or violated surgically. A boost was given to areas at high risk for locoregional relapse. The allocation was stratified by centre, histology (sarcomatoid vs epithelioid or mixed), mediastinal lymph node involvement (N0-1 vs N2), and T stage (T1-2 vs T3). The primary endpoint of part 1 was the proportion of patients achieving complete macroscopic resection (R0 and R1). The primary endpoint in part 2 was locoregional relapse-free survival, analysed by intention to treat. The trial is registered with ClinicalTrials.gov, number NCT00334594. FINDINGS: We enrolled patients between Dec 7, 2005, and Oct 17, 2012. Overall, we analysed 151 patients receiving neoadjuvant chemotherapy, of whom 113 (75%) had extrapleural pneumonectomy. Median follow-up was 54·2 months (IQR 32-66). 52 (34%) of 151 patients achieved an objective response. The most common grade 3 or 4 toxic effects were neutropenia (21 [14%] of 151 patients), anaemia (11 [7%]), and nausea or vomiting (eight [5%]). 113 patients had extrapleural pneumonectomy, with complete macroscopic resection achieved in 96 (64%) of 151 patients. We enrolled 54 patients in part 2; 27 in each group. The main reasons for exclusion were patient refusal (n=20) and ineligibility (n=10). 25 of 27 patients completed radiotherapy. Median total radiotherapy dose was 55·9 Gy (IQR 46·8-56·0). Median locoregional relapse-free survival from surgery, was 7·6 months (95% CI 4·5-10·7) in the no radiotherapy group and 9·4 months (6·5-11·9) in the radiotherapy group. The most common grade 3 or higher toxic effects related to radiotherapy were nausea or vomiting (three [11%] of 27 patients), oesophagitis (two [7%]), and pneumonitis (two [7%]). One patient died of pneumonitis. We recorded no toxic effects data for the control group. INTERPRETATION: Our findings do not support the routine use of hemithoracic radiotherapy for malignant pleural mesothelioma after neoadjuvant chemotherapy and extrapleural pneumonectomy. FUNDING: Swiss Group for Clinical Cancer Research, Swiss State Secretariat for Education, Research and Innovation, Eli Lilly.

Simulated Patient as Co-facilitators: Benefits and Challenges of the Interprofessional Team OSCE (Submission #9350).

Hypothesis: The quality of care for chronic patients depends on the collaborative skills of the healthcare providers.1,2 The literature lacks reports of the use of simulation to teach collaborative skills in non-acute care settings. We posit that simulation offers benefits for supporting the development of collaborative practice in non-acute settings. We explored the benefits and challenges of using an Interprofessional Team - Objective Structured Clinical Examination (IT-OSCE) as a formative assessment tool. IT-OSCE is an intervention which involves an interprofessional team of trainees interacting with a simulated patient (SP) enabling them to practice collaborative skills in non-acute care settings.5 A simulated patient are people trained to portray patients in a simulated scenario for educational purposes.6,7 Since interprofessional education (IPE) ultimately aims to provide collaborative patient-centered care.8,9 We sought to promote patient-centeredness in the learning process. Methods: The IT-OSCE was conducted with four trios of students from different professions. The debriefing was co-facilitated by the SP with a faculty. The participants were final-year students in nursing, physiotherapy and medicine. Our research question focused on the introduction of co-facilitated (SP and faculty) debriefing after an IT-OSCE: 1) What are the benefits and challenges of involving the SP during the debriefing? and 2) To evaluate the IT-OSCE, an exploratory case study was used to provide fine grained data 10, 11. Three focus groups were conducted - two with students (n=6; n=5), one with SPs (n=3) and one with faculty (n=4). Audiotapes were transcribed for thematic analysis performed by three researchers, who found a consensus on the final set of themes. Results: The thematic analysis showed little differentiation between SPs, student and faculty perspectives. The analysis of transcripts revealed more particularly, that the SP's co-facilitation during the debriefing of an IT-OSCE proved to be feasible. It was appreciated by all the participants and appeared to value and to promote patient-centeredness in the learning process. The main challenge consisted in SPs feedback, more particularly in how they could report accurate observations to a students' group rather than individual students. Conclusion: In conclusion, SP methodology using an IT-OSCE seems to be a useful and promising way to train collaborative skills, aligning IPE, simulation-based team training in a non-acute care setting and patient-centeredness. We acknowledge the limitations of the study, especially the small sample and consider the exploration of SP-based IPE in non-acute care settings as strength. Future studies could consider the preparation of SPs and faculty as co-facilitators. References: 1. Borrill CS, Carletta J, Carter AJ, et al. The effectiveness of health care teams in the National Health Service. Aston centre for Health Service Organisational Research. 2001. 2. Reeves S, Lewin S, Espin S, Zwarenstein M. Interprofessional teamwork for health and social care. Oxford: Wiley-Blackwell; 2010. 3. Issenberg S, McGaghie WC, Petrusa ER, Gordon DL, Scalese RJ. Features and uses of high-fidelity medical simulations that lead to effective learning - a BEME systematic review. Medical Teacher. 2005;27(1):10-28. 4. McGaghie W, Petrusa ER, Gordon DL, Scalese RJ. A critical review of simulation-based medical education research: 2003-2009. Medical Education. 2010;44(1):50-63. 5. Simmons B, Egan-Lee E, Wagner SJ, Esdaile M, Baker L, Reeves S. Assessment of interprofessional learning: the design of an interprofessional objective structured clinical examination (iOSCE) approach. Journal of Interprofessional Care. 2011;25(1):73-74. 6. Nestel D, Layat Burn C, Pritchard SA, Glastonbury R, Tabak D. The use of simulated patients in medical education: Guide Supplement 42.1 - Viewpoint. Medical teacher. 2011;33(12):1027-1029. Disclosures: None (C) 2014 by Lippincott Williams & Wilkins, Inc.

Safety and immunogenicity of a chimpanzee adenovirus-vectored Ebola vaccine in healthy adults: a randomised, double-blind, placebo-controlled, dose-finding, phase 1/2a study.

BACKGROUND: The ongoing Ebola outbreak led to accelerated efforts to test vaccine candidates. On the basis of a request by WHO, we aimed to assess the safety and immunogenicity of the monovalent, recombinant, chimpanzee adenovirus type-3 vector-based Ebola Zaire vaccine (ChAd3-EBO-Z). METHODS: We did this randomised, double-blind, placebo-controlled, dose-finding, phase 1/2a trial at the Centre Hospitalier Universitaire Vaudois, Lausanne, Switzerland. Participants (aged 18-65 years) were randomly assigned (2:2:1), via two computer-generated randomisation lists for individuals potentially deployed in endemic areas and those not deployed, to receive a single intramuscular dose of high-dose vaccine (5 × 10(10) viral particles), low-dose vaccine (2·5 × 10(10) viral particles), or placebo. Deployed participants were allocated to only the vaccine groups. Group allocation was concealed from non-deployed participants, investigators, and outcome assessors. The safety evaluation was not masked for potentially deployed participants, who were therefore not included in the safety analysis for comparison between the vaccine doses and placebo, but were pooled with the non-deployed group to compare immunogenicity. The main objectives were safety and immunogenicity of ChAd3-EBO-Z. We did analysis by intention to treat. This trial is registered with ClinicalTrials.gov, number NCT02289027. FINDINGS: Between Oct 24, 2014, and June 22, 2015, we randomly assigned 120 participants, of whom 18 (15%) were potentially deployed and 102 (85%) were non-deployed, to receive high-dose vaccine (n=49), low-dose vaccine (n=51), or placebo (n=20). Participants were followed up for 6 months. No vaccine-related serious adverse events were reported. We recorded local adverse events in 30 (75%) of 40 participants in the high-dose group, 33 (79%) of 42 participants in the low-dose group, and five (25%) of 20 participants in the placebo group. Fatigue or malaise was the most common systemic adverse event, reported in 25 (62%) participants in the high-dose group, 25 (60%) participants in the low-dose group, and five (25%) participants in the placebo group, followed by headache, reported in 23 (57%), 25 (60%), and three (15%) participants, respectively. Fever occurred 24 h after injection in 12 (30%) participants in the high-dose group and 11 (26%) participants in the low-dose group versus one (5%) participant in the placebo group. Geometric mean concentrations of IgG antibodies against Ebola glycoprotein peaked on day 28 at 51 μg/mL (95% CI 41·1-63·3) in the high-dose group, 44·9 μg/mL (25·8-56·3) in the low-dose group, and 5·2 μg/mL (3·5-7·6) in the placebo group, with respective response rates of 96% (95% CI 85·7-99·5), 96% (86·5-99·5), and 5% (0·1-24·9). Geometric mean concentrations decreased by day 180 to 25·5 μg/mL (95% CI 20·6-31·5) in the high-dose group, 22·1 μg/mL (19·3-28·6) in the low-dose group, and 3·2 μg/mL (2·4-4·9) in the placebo group. 28 (57%) participants given high-dose vaccine and 31 (61%) participants given low-dose vaccine developed glycoprotein-specific CD4 cell responses, and 33 (67%) and 35 (69%), respectively, developed CD8 responses. INTERPRETATION: ChAd3-EBO-Z was safe and well tolerated, although mild to moderate systemic adverse events were common. A single dose was immunogenic in almost all vaccine recipients. Antibody responses were still significantly present at 6 months. There was no significant difference between doses for safety and immunogenicity outcomes. This acceptable safety profile provides a reliable basis to proceed with phase 2 and phase 3 efficacy trials in Africa. FUNDING: Swiss State Secretariat for Education, Research and Innovation (SERI), through the EU Horizon 2020 Research and Innovation Programme.

On-line teaching and Copyright : Any Hopes for an EU Harmonized Playground?

Education never fails to be mentioned ¿ and, often, mentioned first ¿ as a public interest that justifies an exception to copyright. Educational purposes were already present in the first version of the Berne Convention of 18862 and have remained there (although in revised language) ever since. The WIPO Copyright Treaty of 19963 expressly referred to education in its Preamble, when ¿Recognizing the need to maintain a balance between the rights of authors andthe larger public interest, particularly education, research and access to information, as reflected in the Berne Convention¿ (emphasis added). And morerecently, the EU Directive on Copyright in the Information Society4 stressed its goal ¿to promote learning and culture by protecting works and other subjectmatter while permitting exceptions or limitations in the public interest for the purpose of education and teaching¿ (Recital 14, emphasis added).

Com ha de ser l'economia del coneixement?

Catalunya ha apostat per una política de recerca que cada dia aconsegueix bons resultats. Aquesta setmana s'ha fet públic que 14 investigadors que treballen en centres i universitats catalanes han rebut les prestigioses 'Starting Grants de l'European Research Council'. El resultat és destacable si es considera que tot l'Estat espanyol, amb Catalunya, n'ha rebut 29. Catalunya està per sobre de Dinamarca, Àustria, Finlàndia, Noruega, Portugal, Irlanda, Grècia, Hongria, Turquia, Polònia i Eslovàquia

Catalunya, pol de recerca del sud d'Europa

A principis del decenni, Andreu Mas-Colell va iniciar una política que anava adreçada a la captació de talent. Andreu Mas-Colell és ara al govern, com aleshores, i aquesta política continua malgrat la crisi. Tanmateix, quan el govern era un altre, aquell govern va seguir la mateixa política. No va fer allò tan comú en els nostres polítics que és eliminar aquelles accions perquè les havia fet un altre partit. La política continuada durant deu anys ens ha situat relativament bé en el context internacional

Innovació oberta per sortir de la crisi econòmica

L'increment del nombre de llocs de treball no pot estar només associat a fer-ne aparèixer de nous basant-nos en les noves empreses derivades dels resultats de la recerca. Crear petites empreses basades en productes de les TIC o de disseny de molècules, per citar-ne dos jaciments típics, està molt bé, però des de qualsevol punt de vista, no permetria una disminució substancial del nombre de desocupats. Amb prou feines servirien per donar sortida als joves que surten d'escoles i universitats, més ben formats que una gran proporció dels desocupats

La ciència i els polítics

A Catalunya també tenim algunes comissions assessores del govern sobre el vessant científic, però estan desconnectades i la seva estructura no és la ideal. La meva visió és que estan mancades de transversalitat quant als àmbits de coneixement i no consideren la visió del món científic sobre els diferents problemes que ens afecten. El mateix succeeix amb les fundacions polítiques: els 'think-thank', dels partits, estan massa esbiaixats. Difícilment poden generar-se bons programes sense una bona fecundació externa basada en el coneixement. Si volem progressar, cal actuar en conseqüència