Relatório de estágio em 1º ciclo do ensino básico

No âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, desenvolveu-se o presente relatório de caráter formativo, no qual foi analisada sob uma holística crítica e reflexiva, a Prática Pedagógica Supervisionada da mestranda, nos dois níveis educativos aos quais se propõe a uma profissionalidade futura – Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Sendo que o estágio em Educação Pré-Escolar decorreu com um grupo de crianças com idades compreendidas entre os quatro e os cinco anos de idade e o estágio em 1.º Ciclo do Ensino Básico com uma turma do 3.º ano de escolaridade, no Colégio Novo da Maia. Neste documento foi desenvolvida uma descrição, análise e reflexão das competências profissionais e pessoais que a estudante desenvolveu ao longo das suas intervenções decorrentes num processo de formação profissional. Para isto, foi exposta a ação educativa da estudante, sustentada em quadros teórico e conceptuais já desenvolvidos; nos normativos legais; e características dos contextos educativos, ambiente educativo e respetivas crianças/alunos. Neste sentido, a mestranda fundamentou as suas práxis desenvolvidas em dois contextos de estágio diferentes, na metodologia de investigação-ação, numa constante postura crítica, reflexiva, investigativa e indagatória, nas diferentes fases que caraterizam esta metodologia. Ao longo da realização dos dois estágios procurou-se uma construção e reconstrução contínua de aprendizagens potenciadoras de um crescimento profissional enquanto docente generalista e de práticas geradoras de aprendizagens mais significativas por parte das crianças e alunos dos diferentes contextos

Relatório de estágio

No presente relatório é explanado o desenvolvimento profissional da formanda durante a prática pedagógica supervisionada em Educação Pré- Escolar (com crianças dos três aos seis anos) e na prática pedagógica supervisionada no 1.º Ciclo do Ensino Básico (com um grupo do 3.º ano). Neste documento, a formanda procurou descrever, analisar e refletir acerca da sua prática, evidenciando o seu desenvolvimento e dificuldades sentidas e as potencialidades do trabalho cooperativo e colaborativo. Durante as práticas pedagógicas supervisionadas a formanda mobilizou a metodologia de investigação-ação, com as suas etapas inerentes (observação, planificação, ação, avaliação e reflexão), o que possibilitou o seu desenvolvimento pessoal e profissional, ao ser desenvolvida de forma cíclica e continuada e articulando-se com a estratégia do portefólio de formação. O portefólio de formação, desenvolvido no percurso dos estágios, possibilitou a reflexão crítica por parte da formanda acerca do contexto e atividades propostas, bem como a observação e reflexão acerca do seu próprio desenvolvimento. Assim, esta formação inicial de docentes fomentou a aquisição e mobilização de competências e conhecimentos científicos, pedagógicos e didáticos, basilares para o desempenho proficiente da prática docente. Efetivamente as práticas pedagógicas supervisionadas possibilitaram à formanda a mobilização de uma postura investigativa e reflexiva, promotoras do desenvolvimento de competências e conhecimentos profissionais fundamentais e melhoria gradual da sua prática. Ressalva-se, no entanto, a importância da formação contínua da formanda, através da mobilização das características da metodologia de investigação-ação visando

Envelhecimento ativo, capacidade funcional e atividade física: análise de fatores que contextualizam o processo de envelhecimento e sua percepção por parte de pessoas idosas

RESUMO: O envelhecimento populacional saudável ocupa parte da agenda do processo do envelhecimento humano, retratando uma preocupação social com repercussões nas economias societárias. O processo de envelhecimento, quando abordado fora do paradigma do envelhecimento saudável, desconsidera socialmente o potencial humano das pessoas idosas, promovendo a segregação e motivando atitudes de preconceito e discriminação, além de desperdiçar a experiência, o saber, a cultura e a capacidade de participação da pessoa idosa como contributo para a sociedade a que ela está inserida. O foco central da Política Nacional de Saúde do Idoso brasileira se inscreve na promoção de um envelhecimento saudável, nomeadamente por meio da manutenção da capacidade funcional ao valorizar a autonomia, a independência física e a integridade mental da pessoa idosa. O desafio para a viabilização do processo de envelhecimento ativo e bem-sucedido consiste na maximização das capacidades, potencialidades e recursos pessoais, comunitários e políticos. Pressupõe, também, uma concepção ampliada de viver, contextualizada no contínuo da vida, capaz de externar a preocupação com a saúde e o bem-estar, integrando as pessoas em fase de envelhecimento no contexto do ciclo de vida. Diante do exposto, a presente investigação objetivou conhecer os determinantes de envelhecimento ativo e bem-sucedido, numa população em processo de envelhecimento e relacioná-los com as ―práticas/conteúdos‖ e representações / significados‖ sobre o envelhecimento, as atividades físicas e a capacidade funcional. A investigação foi estruturada em três estudos: no primeiro foi criado e testado o instrumento ―Envelhecimento ativo, capacidade funcional e atividade física‖, na cidade de Lisboa, Portugal, e posteriormente realizada sua adaptação cultural e linguística do português de Portugal para o do Brasil. No segundo foi feita uma pesquisa observacional do tipo survey, descritiva e exploratória com o objetivo de conhecer as relações esteabelecidas entre o envelhecimento bem-sucedido, ativo, a atividade física e a capacidade funcional de uma população em processo de envelhecimento; e no terceiro momento foi realizado um estudo de cariz qualitativo com o objetivo de captar as percepções e comportamentos dos entrevistados diante do fato de se sentirem ou não pessoas idosas ou envelhecidas. Foram adotados os seguintes referenciais teóricos: envelhecimento ativo, envelhecimento bem sucedido, concepção muldidimensional do processual do envelhecimento (determinantes pessoais, familiares, sociais, psicocomunicacionais, econômicos e de saúde), atividade física e capacidade funcional e abordados à luz do perfil demográfico e da experiência das realidades européias, americana e brasileira. Foram triagulados métodos e técnicas (entrevista individual gravada, mensurações e questionário). Participaram pessoas com 60 anos de idade ou mais vinculadas que frequentam dois programas públicos destinados às pessoas idosas na cidade de Juiz de Fora, Minas Gerais, Brasil e foram excluidas as participações de pessoas com dependência para atividades da vida diária, para as atividades instrumentais da vida diária e com alteração do nível de consciência. Amostra aleatória estratificada composta por 326 participantes na qual foram realizadas mensurações e amostra por tipicidade construída a partir da base amostral composta de 87 participantes na qual foi realizada entrevista individual gravada. Atendidos todos os requisitos éticos e legais de pesquisa envolvendo seres humanos, segundo legislação brasileira. Aplicada Análise Fatorial e selecionados 11 fatores com 31 variáveis que contemplaram os determinantes do processo de envelhecimento ativo. Realizado reajustamento da análise fatorial,por questão de coerência conceptual, sendo selecionado oito fatores nomeados de acordo com o referencial teórico adotado que resultou em 25 variáveis que abordaram a participação em atividades e acesso aos serviços de saúde; à atividade física; à convivência, interação e avaliação do contato social; à escolaridade e renda; à saúde percebida e ao voluntariado. Utilizado como marcador para a atividade aeróbia o perfil da sobrecarga da atividade física semanal em consonância com diretrizes e recomendações de atividades aeróbias de intensidade moderada para as pessoas idosas. Identificado que 60,7% dos entrevistados realizam atividade física insuficiente. Os indicadores antropométricos utilizados evidenciaram índices de sobrepeso e de obesidade tanto entre os homens quanto entre as mulheres. Houve correlação do índice de massa corporal (IMC) com as medidas efetuadas segundo as faixas etárias. A análise inferencial possibilitou relacionar os determinantes do envelhecimento ativo, as medidas antropométricas e as variáveis sociodemográficas (escolaridade e idade), sendo obtidos os seguintes destaques: 1) à medida em que a idade aumenta, diminuem os níveis de prática da atividade física, dos contatos com as pessoas para conversar (das relações de convivência), dos trabalhos de voluntariado e das relações familiares e intergeracionais; 2) foi identificado um alinhamento conceptual dos diferentes determinantes concorrentes para um envelhecimento ativo à luz da prática da atividade física com a convivência e interação com os familiares e com auto-avaliação positiva da saúde percebida e atividade física; 3) quanto maior a idade menor os anos de escolaridade; 4) a diminuição da área transversa do braço e do IMC à medida que a idade aumenta, retratou diminuição da adiposidade corporal que está associada à perda da massa magra. A categorização do discurso dos 87 entrevistados permitiu captar a percepção do processo de envelhecimento por dois critérios antagônicos: preservação da autonomia e presença da deterioração. Foi caracterizado o sistema de crenças dos participantes com 1090 emissões de crenças. Houve tendência do sistema de crenças à centralidade com 638 (58,6%) crenças retratando concepções e situações difíceis de serem modificadas por processos educacionais. Os resultados obtidos diagnosticaram e reiteraram a tendência de incremento numérico de pessoas com 60 anos de idade ou mais na cidade brasileira de Juiz de Fora. Embora o estatuto do idoso esteja alicerçado em princípios do envelhecimento saudável e ativo ficou evidenciado a necessidade de estratégias para implementá-la com vistas a impactos sociais, econômicas e de saúde na perspectiva da prática de atividade física e da preservação da capacidade funcional. Constituem contribuição da presente investigação: 1) fundamentos teóricos e informação sobre juiz-foranos com 60 anos de idade ou mais segundo dimensões social, econômica, cultural e espiritual numa concepção ampliada de saúde; 2) abordagem do envelhecimento de forma processual e integrada, multidimensional e articulada com o ciclo da vida; 3) diagnóstico do grau de autonomia dos participantes permitindo subsidiar decisões para melhorar a capacidade funcional dos mesmos; 4) processo investigativo utilizando modelos teóricos que permitiram estabelecer um diagnóstico local e contextualizar o processo de envelhecimento para os participantes e 5) sobrecarga semanal de atividade física e os indicadores antropométricos dos participantes a ponto de subsidiar parâmetros de indicação terapêutica para manutenção da capacidade funcional.-------- ABSTRACT: The populational healthy aging holds part of the process of the human aging agenda, portraying a social concern with the repercussion in societary economies. The aging process when addressed out of the healthy aging paradigm socially disregard the human potential of the elderly, promoting segregation and motivating acts of prejudice and discrimination, in addition to the waste of experience, knowledge, culture and the participatory capacity of an older person in contributting to the society they are a part of. The Brazilian National Health Policy for the Elderly has its main focus in promoting the healthy aging, namely through the maintenance of the functional capacity by valuing the autonomy, physical independence and the mental integrity of the elderly person. The challenge of enabling the process of a successful and active aging lays in maximazing the capabilities, potencialities and personal, communitary and political resources. It infers additionaly a broad view of living, contextualized in the continuum of life, able to express concern with health and well-being, integrating the people in aging phase to the context of the life cycle. Hence, this research aimed to learn the determinants of active and successful aging in a population in aging process and relate them with the "practices/contents" and "representations/meanings" about aging, the physical activities and functional capacity. The investigation was structured in three studies: in the first it was developed and tested the instrument "Active Aging, Functional Capacity and Physical Activity" in the city of Lisboa, Portugal, and afterwards it was culturally and linguistically adapted from Portugal Portuguese to Brazilian Portuguese. The second study was an observational research with survey, descriptive and exploratory methods which aimed to learn the relations established between the successful aging, active aging, the physical activity and the functional capacity of a population in aging process; and the third comprised a qualitative study with the objective to collect the understanding and behavior of the interviewees based on the fact of either they saw themselves as elder or aged person or not. As theoretical framework were explored: active aging, successful aging, multidimensional concept of aging process (personal, familial, social, psycho-communicational, economic determinants), physical activity and functional capacity and explored based in demographic profile and in the European, American a Brazilian realities. Performed triangulation of methods and tecniques (recorded individual interviews, measurements and questionnaires). Participants were aged 60 or older included in two public services for the elderly population in the city of Juiz de Fora, Minas Gerais, Brazil and were excluded persons with dependency in both daily activities and instrumental daily activities and the persons with altered level of conciousness. Stratified ramdon sample of 326 participants in which were performed the measurements and typicality sample constructed from the sample basis of 87 participants whereupon the recorded individual interview was performed. Conforming to all the ethical and legal requirements of research with human beings according to the Brazilian legislation. Applied Factor Analysis and selected 11 factors and 31 variables that convey the determinants of the active aging process. Executed reajustment of factor analysis, for conceptual coherence, being selected eight factors named accordingly to the theoretical framework that resulted in 25 variables which approached the participation in activities and access to health care services; to physical activity; to coexistence, interaction and evaluation of social contact; to scholarity and income; to perceived health and volunteering. Used as marker to aerobic activity the profile of weekly physical activity overload in accordance with guidelines and reccomendations for moderate-intensity aerobic activities for older people. Identified that 60,7% of interviewees practice enough physical activity. Anthropometric markers evidence overweight and obesity levels both within men and women. There was correlation between body mass index (BMI) and measures carried out according to age ranges. The inferential analysis allowed relating the active aging determinants, the anthropometric measurements and sociodemographic variables (scholarity and age), obtaining the following highlights: 1) to the extent that age increases, lowers the levels of physical activity practice, of contact with people to talk to (social relationships), of volunteering work and familial and intergenerational relationships; 2) it was identified a conceptual alignment of diferent determinants concurrent to an active aging in light of the physical activity practice with the relationship and interaction of family and with positive self-assessment of perceived health and physical activity; 3) the older the person, lower are scholarity levels; 4) the decrease of the cross-sectional area of the arm and BMI as the age increases portrayed decreased adiposity of the body that is associated with loss of lean body mass. The categorization of the speech of 87 interviewees allowed to collect the understanding of the aging process by two opposite criteria: preservation of autonomy and existance of decline. It marked the belief system of participants with 1090 beliefs expressed. With tendency of the belief system to centrality with 638(58,6%) beliefs showing concepts and dificult situations to be changed through educational processes. The results diagnosed and reiterated the tendency of increase in the number of people aged 60 or older in the Brazilian city of Juiz de Fora. Although the elderly statute is built upon principles of healthy and active aging it was evident the need of strategies to implement it aiming at social, economic and health impacts in the perspective of physical education and preservation of the functional capacity. Constitute contributions of this study: 1) theoretical fundaments and data about Juiz de Fora citizens aged 60 or more according to social, economic, cultural and spiritual dimensions in a broad concept of health; 2) approach of aging in a procedural and integrative, multidimensional manner, articulated with the life cycle; 3) diagnosis of degree of autonomy of participants enabling decisions on how to improve their functional capacities; 4) investigative process using theoretical models which permit to stablish a local diagnosis and contextualize the aging process of participants and 5) weekly overload of physical activity and anthropometric indexes of participants as to subsidize parameters to therapeutic indication to the maintainence of functional capacity.

Knowledge and practices related to dengue and its vector: a community-based study from Southeast Brazil

Abstract INTRODUCTION: This study investigated the knowledge of users of primary healthcare services living in Ribeirão Preto, Brazil, about dengue and its vector. METHODS: A cross-sectional survey of 605 people was conducted following a major dengue outbreak in 2013. RESULTS: Participants with higher levels of education were more likely to identify correctly the vector of the disease. CONCLUSIONS: The results emphasize the relevance of health education programs, the continuous promotion of educational campaigns in the media, the role of the television as a source of information, and the importance of motivating the population to control the vector.

O contributo do Projeto Curricular Integrado no desenvolvimento das competências de pesquisa

Relatório de estágio de mestrado em Educação Pré-Escolar e Ensino do 1.º do Ensino Básico

Transformando o espaço educativo numa comunidade de aprendizagem

Relatório de estágio de mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico

The Portuguese programme one laptop per child: political, educational and social impact

In 2008, the XVII Portuguese Constitutional Government launched the ‘e.escolinha’ programme, within the Technological Plan for Education, which set out the distribution of a computer, called ‘Magalhães’, designed for chil-dren attending the 1st cycle of basic education. Suspended in 2011 by the XIX Government, this programme has allowed, however, almost 500 000 children to have access to a personal computer. It was expected that this political measure would “revolutionise” the national education system by bringing changes to the pedagogical practices of teachers and the learning processes of children and by achieving educational success, in general. Based on documental analysis and on a set of interviews with key decision-makers in conceiving, implementing and monitoring this governmental initiative, the fi rst part of this chapter presents and analyses the ‘e.escolinha’ initiative and the policies be-hind that governmental programme, seeking to disassemble those objectives and provide some insights into the relationship between discourses, rhetoric, and reality. After that, the chapter focuses on children’s uses and practices with the ‘Magalhães’ laptop, at school and at home. Based on the results of questionnaires fi lled in by approximately 1500 children from 32 First Cycle public schools of the municipality of Braga (north of Portugal) and also from questionnaires applied to their parents and teachers, this chapter intends to analyse the real impact of this initiative for children, family and school. It also seeks to discuss the contribution of this educational policy to children’s digital literacy and also to their own and their families’ social and digital inclusion. To understand if it represented an added value to teachers’ pedagogical practice is another of its aims. The fi ndings point out a major focus on technology and access rather than on uses and competences or even on social, educational and cultural change. In fact, a major conclusion is the existence of a strong gap between the policy and the practices, typical of a top-down policy design. This study is an integrant part of a research project titled “Navigating with ‘Magalhães’: Study on the Impact of Digital Media in Schoolchildren” conducted at the University of Minho, Portugal, financed by the Portuguese Foundation for Science and Technology [PTDC/CCI-COM/101381/2008] and co-funded by the European Regional Development Fund [COMPETE: FCOMP-01-0124-FEDER-009056].

Global regulation of the knowledge-based economy: The rise of standards in educational services

This article examines the extent and limits of non-state forms of authority in international relations. It analyses how the information and communication technology (ICT) infrastructure for the tradability of services in a global knowledge-based economy relies on informal regulatory practices for adjustment of ICT-related skills. Companies and associations provide training and certification programmes as part of a growing market for educational services setting their own standards. The existing literature on non-conventional forms of authority in the global political economy has emphasised that the consent of actors subject to informal rules and explicit or implicit state recognition remains crucial for the effectiveness of those new forms of power. However, analyses based on a limited sample of actors tend toward a narrow understanding of the issues and fail to fully explore the differentiated space in which non-state authority is emerging. This paper examines the form of authority underpinning the global knowledge-based economy within the broader perspective of the issues likely to be standardised by technical ICT specification, the wide range of actors involved, and the highly differentiated space where standards become authoritative. The empirical findings highlight the role of different private actors in establishing international educational norms in this field. They also pinpoint the limits of profit-oriented standard-settings, notably with regard to generic norms.

Innovative Applications : Open Educational Resources and Mobile Resources Repository for the Instruction of Educational Researchers in Mexico

The movement of Open Educational Resources (OER) is one of the most important trends that are helping education through the Internet worldwide. "Tecnológico de Monterrey" (http://tecvirtual.itesm.mx/) in Mexico, with other Mexican higher education institutions, is creating an Internet/web based repository of OERs and Mobile Resources for the instruction and development of educational researchers at undergraduate, Master's and Doctoral level. There is a lack of open educational resources and material available at the Internet that can help and assist the development and education of educational researchers in Spanish speaking countries. This OER repository is part of a project that is experimenting new technology for the delivery of OERs from one repository (http://catedra.ruv.itesm.mx/) through an indexed OER catalog (http://www.temoa.info/) to mobile devices (Ipod, Iphone, MP3, MP4). This paper presentation will describe and comment about this project: outcomes, best practices, difficulties and technological constraints.

OER in Portugal as agent of curriculum innovation and technological change. Inducing practices of "new" teaching standards

This research project aimed the following goal: promote the creation, use and disclosure of OER in a Group of Schools, involving schools and teachers from different learning levels, expecting to test and validate the use of OER, in a learning-teaching model towards curricular innovation. Defining as a starting point different subjects and teachers from distinct academic areas, we have implemented a set of activities leading to the creation of OER supported, when possible, in FLOSS tools. We adopted an action research methodology with a dual purpose: to act within a community of teachers and students, while increasing at the same time their knowledge, as well as the researcher's. The activity was developed cooperatively in order to process a certain reality of the teaching-learning process, through practical/reflective action towards it and inducing its implementation by others in the Portuguese School System, based on the production and sharing OER.

Why Public Health Agencies Cannot Depend on Good Laboratory Practices as a Criterion for Selecting Data: The Case of Bisphenol A

In their safety evaluations of bisphenol A (BPA), the U.S. Food and Drug Administration (FDA) and a counterpart in Europe, the European Food Safety Authority (EFSA), have given special prominence to two industry-funded studies that adhered to standards defined by Good Laboratory Practices (GLP). These same agencies have given much less weight in risk assessments to a large number of independently replicated non-GLP studies conducted with government funding by the leading experts in various fields of science from around the world. OBJECTIVES: We reviewed differences between industry-funded GLP studies of BPA conducted by commercial laboratories for regulatory purposes and non-GLP studies conducted in academic and government laboratories to identify hazards and molecular mechanisms mediating adverse effects. We examined the methods and results in the GLP studies that were pivotal in the draft decision of the U.S. FDA declaring BPA safe in relation to findings from studies that were competitive for U.S. National Institutes of Health (NIH) funding, peer-reviewed for publication in leading journals, subject to independent replication, but rejected by the U.S. FDA for regulatory purposes. DISCUSSION: Although the U.S. FDA and EFSA have deemed two industry-funded GLP studies of BPA to be superior to hundreds of studies funded by the U.S. NIH and NIH counterparts in other countries, the GLP studies on which the agencies based their decisions have serious conceptual and methodologic flaws. In addition, the U.S. FDA and EFSA have mistakenly assumed that GLP yields valid and reliable scientific findings (i.e., "good science"). Their rationale for favoring GLP studies over hundreds of publically funded studies ignores the central factor in determining the reliability and validity of scientific findings, namely, independent replication, and use of the most appropriate and sensitive state-of-the-art assays, neither of which is an expectation of industry-funded GLP research. CONCLUSIONS: Public health decisions should be based on studies using appropriate protocols with appropriate controls and the most sensitive assays, not GLP. Relevant NIH-funded research using state-of-the-art techniques should play a prominent role in safety evaluations of chemicals.

Efficacy of two educational interventions about inhalation techniques in patients with chronic obstructive pulmonary disease (COPD). TECEPOC: study protocol for a partially randomized controlled trial (preference trial).

BACKGROUND Drugs for inhalation are the cornerstone of therapy in obstructive lung disease. We have observed that up to 75 % of patients do not perform a correct inhalation technique. The inability of patients to correctly use their inhaler device may be a direct consequence of insufficient or poor inhaler technique instruction. The objective of this study is to test the efficacy of two educational interventions to improve the inhalation techniques in patients with Chronic Obstructive Pulmonary Disease (COPD). METHODS This study uses both a multicenter patients´ preference trial and a comprehensive cohort design with 495 COPD-diagnosed patients selected by a non-probabilistic method of sampling from seven Primary Care Centers. The participants will be divided into two groups and five arms. The two groups are: 1) the patients´ preference group with two arms and 2) the randomized group with three arms. In the preference group, the two arms correspond to the two educational interventions (Intervention A and Intervention B) designed for this study. In the randomized group the three arms comprise: intervention A, intervention B and a control arm. Intervention A is written information (a leaflet describing the correct inhalation techniques). Intervention B is written information about inhalation techniques plus training by an instructor. Every patient in each group will be visited six times during the year of the study at health care center. DISCUSSION Our hypothesis is that the application of two educational interventions in patients with COPD who are treated with inhaled therapy will increase the number of patients who perform a correct inhalation technique by at least 25 %. We will evaluate the effectiveness of these interventions on patient inhalation technique improvement, considering that it will be adequate and feasible within the context of clinical practice.

Characteristics and effectiveness of diabetes self-management educational programs targeted to racial/ethnic minority groups: a systematic review, meta-analysis and meta-regression.

BACKGROUND It is not clear to what extent educational programs aimed at promoting diabetes self-management in ethnic minority groups are effective. The aim of this work was to systematically review the effectiveness of educational programs to promote the self-management of racial/ethnic minority groups with type 2 diabetes, and to identify programs' characteristics associated with greater success. METHODS We undertook a systematic literature review. Specific searches were designed and implemented for Medline, EMBASE, CINAHL, ISI Web of Knowledge, Scirus, Current Contents and nine additional sources (from inception to October 2012). We included experimental and quasi-experimental studies assessing the impact of educational programs targeted to racial/ethnic minority groups with type 2 diabetes. We only included interventions conducted in countries members of the OECD. Two reviewers independently screened citations. Structured forms were used to extract information on intervention characteristics, effectiveness, and cost-effectiveness. When possible, we conducted random-effects meta-analyses using standardized mean differences to obtain aggregate estimates of effect size with 95% confidence intervals. Two reviewers independently extracted all the information and critically appraised the studies. RESULTS We identified thirty-seven studies reporting on thirty-nine educational programs. Most of them were conducted in the US, with African American or Latino participants. Most programs obtained some benefits over standard care in improving diabetes knowledge, self-management behaviors and clinical outcomes. A meta-analysis of 20 randomized controlled trials (3,094 patients) indicated that the programs produced a reduction in glycated hemoglobin of -0.31% (95% CI -0.48% to -0.14%). Diabetes knowledge and self-management measures were too heterogeneous to pool. Meta-regressions showed larger reduction in glycated hemoglobin in individual and face to face delivered interventions, as well as in those involving peer educators, including cognitive reframing techniques, and a lower number of teaching methods. The long-term effects remain unknown and cost-effectiveness was rarely estimated. CONCLUSIONS Diabetes self-management educational programs targeted to racial/ethnic minority groups can produce a positive effect on diabetes knowledge and on self-management behavior, ultimately improving glycemic control. Future programs should take into account the key characteristics identified in this review.

Liver safety assessment: required data elements and best practices for data collection and standardization in clinical trials.

A workshop was convened to discuss best practices for the assessment of drug-induced liver injury (DILI) in clinical trials. In a breakout session, workshop attendees discussed necessary data elements and standards for the accurate measurement of DILI risk associated with new therapeutic agents in clinical trials. There was agreement that in order to achieve this goal the systematic acquisition of protocol-specified clinical measures and lab specimens from all study subjects is crucial. In addition, standard DILI terms that address the diverse clinical and pathologic signatures of DILI were considered essential. There was a strong consensus that clinical and lab analyses necessary for the evaluation of cases of acute liver injury should be consistent with the US Food and Drug Administration (FDA) guidance on pre-marketing risk assessment of DILI in clinical trials issued in 2009. A recommendation that liver injury case review and management be guided by clinicians with hepatologic expertise was made. Of note, there was agreement that emerging DILI signals should prompt the systematic collection of candidate pharmacogenomic, proteomic and/or metabonomic biomarkers from all study subjects. The use of emerging standardized clinical terminology, CRFs and graphic tools for data review to enable harmonization across clinical trials was strongly encouraged. Many of the recommendations made in the breakout session are in alignment with those made in the other parallel sessions on methodology to assess clinical liver safety data, causality assessment for suspected DILI, and liver safety assessment in special populations (hepatitis B, C, and oncology trials). Nonetheless, a few outstanding issues remain for future consideration.

Reusing IMS-LD formalized best practices in collaborative learning structuring

Designs of CSCL (Computer Supported Collaborative Learning)activities should be flexible, effective and customizable toparticular learning situations. On the other hand, structureddesigns aim to create favourable conditions for learning. Thus,this paper proposes the collection of representative and broadlyaccepted (best practices) structuring techniques in collaborative learning. With the aim of establishing a conceptual common ground among collaborative learning practitioners and softwaredevelopers, and reusing the expertise that best practicesrepresent, the paper also proposes the formulation of these techniques as patterns: the so-called CLFPs (CollaborativeLearning Flow Patterns). To formalize these patterns, we havechosen the educational modelling language IMS Learning Design (IMS-LD). IMS-LD has the capability to specify many of the collaborative characteristics of the CLFPs. Nevertheless, the language bears limited capability for describing the services that mediate interactions within a learning activity and the specification of temporal or rotated roles. This analysis isdiscussed in the paper, as well as our approaches towards thedevelopment of a system capable of integrating tools using IMSLDscripts and a CLFP-based Learning Design authoring tool.