Competencias Profesionales

En el entorno del ejercicio profesional, las destrezas, los valores y actitudes personales, tienen un papel relevante y complementario al de los conocimientos. Este es el motivo de que la enseñanza basada en competencias, como una combinación de saber, ser, hacer y estar con otros, esté en la línea deseada. En este sentido, las universidades han estado elaborando nuevos planes de estudio en los que se desarrollan los nuevos Grados de acuerdo al EEES, incluyendo en estos, las competencias genéricas de cada titulación, que en general, se ciñen a las propuestas presentadas en el proyecto Tuning 2003.La investigación llevada a cabo sobre la competencia comunicativa escrita en el Grado de Ingeniería en Informática, se ha centrado en universidades de toda la geografía española. La información se ha analizado en función de dos marcos de clasificación: el marco curricular (planes de estudio y memorias de verificación de Grado) y el marco de evaluación (rúbricas).La investigación ha corroborado, que la competencia comunicativa escrita, una competencia instrumental genérica que está en el grupo de las destrezas lingüísticas, se trabaja de forma natural en una variedad de asignaturas repartidas a lo largo de los planes de estudio del Grado de Ingeniería en Informática, hecho que favorece la consecución de esta competencia. Aunque solo alrededor de un 20% de los planes de estudio analizados presentan una asignatura, la cual, uno de sus objetivos principales sea la de favorecer la competencia comunicativa escrita, se entiende, además de por la transversalidad de la competencia comunicativa escrita en un plan de estudios TIC, porque esta competencia, como se ha señalado, se puede trabajar de forma eficaz dentro de las metodologías de otras asignaturas.La investigación nos ha llevado a la conclusión, de que un futuro Graduado en Ingeniería Informática de una universidad española, presentará suficiencia en la competencia comunicativa escrita, ya que en esa dirección apuntan las referencias analizadas. El uso de rúbricas se hace necesario para evaluar el aprendizaje de dicha competencia, ya que sin evaluación, no hay posibilidad de constatar si realmente se alcanzan los niveles de calidad deseados.El modelo educativo que propone la UOC, permite que se desarrollen de forma preeminente una serie de competencias transversales, que resultan básicas a la hora de enfrentarse a los retos que nos propone la sociedad, preparando a profesionales, además de con los conocimientos técnicos propios de un Ingeniero en Informática, con las habilidades y competencias transversales necesarias que completan su formación técnica.

Anàlisi de models d'ensenyament-aprenentatge de competències no tècniques als estudis d'Enginyeria en informàtica

Actualment a l'Estat espanyol s'està implantant el Pla Bolonya per incorporar-se a l'Espai Europeu d'Estudis Superiors (l'EEES). Com a un dels principals objectius, l'EEES pretén homogeneïtzar els estudis i de manera concreta les competències adquirides per qualsevol estudiant independentment d'on hagi realitzat els seus estudis. Per això, existeixen iniciatives europees (com el projecte Tuning) que treballen per definir competències per a totes les titulacions universitàries.El projecte presenta l'anàlisi realitzat sobre vint Universitats de diferents continents per identificar models d'ensenyament-aprenentatge de competències no tècniques. La recerca es centra addicionalment en la competència comunicativa escrita.La font principal de dades ha estat la informació proporcionada a les pàgines Web de les universitats i molt especialment els seus plans d'estudi.

Análisis de la enseñanza-aprendizaje y evaluación de competencias transversales en general, y de la competencia de la comunicación escrita en particular, en currículos TIC

Este Proyecto Fin de Carrera, pertenece al área de 'Competencias profesionales' y tiene como objetivo el análisis de diversas experiencias de enseñanza-aprendizaje y de evaluación de competencias transversales, haciendo hincapié en la competencia de la comunicación escrita, dentro de la formación de currículos TIC. El análisis se centra en los planes de estudios del Grado en Ingeniería Informática de 10 universidades españolas representativas (públicas, privadas y a distancia) como representación de la "nueva" formación de currículos TIC en nuestra sociedad.

Evaluation à l'aide d'un livre de bord des compétences cliniques acquises par des stagiaires en médecine. [Evaluation using a logbook of mastering of clinical skills by medical students]

La maîtrise des compétences cliniques est extrêmement importante pour le médecin. Leur enseignement est aujourd'hui facilité grâce à la disponibilité du «Swiss Catalogue of Learning Objectives for Undergraduate Medical Training» où sont décrits les niveaux de compétence à atteindre au terme des études de médecine. Un carnet de bord a été préparé à la Faculté de biologie et de médecine de Lausanne à partir de ce document. Il a permis de mettre en évidence chez les étudiants une très nette amélioration de la maîtrise des compétences cliniques entre le début et la fin des stages en médecine interne, chirurgie/orthopédie, pédiatrie, gynécologie/obstétrique et psychiatrie. Un tel outil devrait permettre dans l'avenir de mieux guider l'apprentissage des étudiants et de suivre leurs progrès à chaque étape du curriculum. [Abstract] The mastering of the clinical skills is of utmost importance for the physician. The teaching of the skills is nowadays made easier with the <<Swiss Catalogue of Learning Objectives for Undergraduate Medical Training>> which lists all the skills and their respective level of expected mastering at graduation. In order to do a survey on how good the students are at those skills, a logbook based on this document has been setup at the Faculty of biology and medicine of the University of Lausanne. This has shown that students went through a clear progression of the mastering of the skills during their elective year in internal medicine, surgery/orthopaedics, paediatric, obstetric and gynaecology as well as psychiatry. Such an instrument should in the future help to better guide the learning process of the clinical skills and to do a better follow-up of their progress.

Abnormal humoral immune response to influenza vaccination in pediatric type-1 human immunodeficiency virus infected patients receiving highly active antiretroviral therapy

Given that highly active antiretroviral therapy (HAART) has been demonstrated useful to restore immune competence in type-1 human immunodeficiency virus (HIV-1)-infected subjects, we evaluated the specific antibody response to influenza vaccine in a cohort of HIV-1-infected children on HAART so as to analyze the quality of this immune response in patients under antiretroviral therapy. Sixteen HIV-1-infected children and 10 HIV-1 seronegative controls were immunized with a commercially available trivalent inactivated influenza vaccine containing the strains A/H1N1, A/H3N2, and B. Serum hemagglutinin inhibition (HI) antibody titers were determined for the three viral strains at the time of vaccination and 1 month later. Immunization induced a significantly increased humoral response against the three influenza virus strains in controls, and only against A/H3N2 in HIV-1-infected children. The comparison of post-vaccination HI titers between HIV-1+ patients and HIV-1 negative controls showed significantly higher HI titers against the three strains in controls. In addition, post vaccination protective HI titers (defined as equal to or higher than 1:40) against the strains A/H3N2 and B were observed in a lower proportion of HIV-1+ children than in controls, while a similar proportion of individuals from each group achieved protective HI titers against the A/H1N1 strain. The CD4+ T cell count, CD4/CD8 T cells ratio, and serum viral load were not affected by influenza virus vaccination when pre- vs post-vaccination values were compared. These findings suggest that despite the fact that HAART is efficient in controlling HIV-1 replication and in increasing CD4+ T cell count in HIV-1-infected children, restoration of immune competence and response to cognate antigens remain incomplete, indicating that additional therapeutic strategies are required to achieve a full reconstitution of immune functions.

PFC - Competencias Profesionales - Memoria

Análisis de experiencias de enseñanza-aprendizaje de la competencia comunicativaescrita a nivel de Ingeniería Informática.

L'ensenyament-aprenentatge de competències transversals a les titulacions d'enginyeria en informàtica concretament de la competència de comunicació escrita en currículums TIC

Per una banda, contextualitza el concepte de competència professional dins del marc de l'EEES, i reconeix i classifica a partir de la revisió de la documentació existent les competències específiques i transversals o genèriques, que han de tenir els nous titulats del Grau d'EI. Per altra banda, s'escomet l'anàlisi dels plans d'estudi i dels plans docents del Grau per identificar la seva adaptació al EEES,, concretament en el que fa referència a la competència de comunicació escrita.

Population structure of the malaria vector Anopheles darlingi in Rondônia, Brazilian Amazon, based on mitochondrial DNA

Anopheles darlingi is the most important Brazilian malaria vector, with a widespread distribution in the Amazon forest. Effective strategies for vector control could be better developed through knowledge of its genetic structure and gene flow among populations, to assess the vector diversity and competence in transmitting Plasmodium. The aim of this study was to assess the genetic diversity of An. darlingi collected at four locations in Porto Velho, by sequencing a fragment of the ND4 mitochondrial gene. From 218 individual mosquitoes, we obtained 20 different haplotypes with a diversity index of 0.756, equivalent to that found in other neotropical anophelines. The analysis did not demonstrate significant population structure. However, haplotype diversity within some populations seems to be over-represented, suggesting the presence of sub-populations, but the presence of highly represented haplotypes complicates this analysis. There was no clear correlation among genetic and geographical distance and there were differences in relation to seasonality, which is important for malarial epidemiology.

A mi què m'expliques?

Els alumnes i les alumnes de primer cicle d'ESO s'enfronten amb les dificultats de la nova etapa i la necessitat de demostrar les seves competències lingüístiques, quant al redactat i la correcció en l'elaboració de textos diversos. Les noves tecnologies de la informació i la comunicació poden ajudar (i han de propiciar-ho) a desenvolupar aquestes capacitats, i han de ser un element motivador perquè els nois i les noies sentin la necessitat de crear produccions escrites pròpies, adequades lingüísticament, coherents i amb les idees ben organitzades.És necessari, a més, que l'avaluació d'aquestes tasques els serveixi per millorar l'expressió en llengua catalana, gramaticalment i ortogràficament, tot ajudant-los a establir sistemes d'autocorrecció i rectificació d'errors.L'exposició pública (en un mitjà com el d'internet) de les seves obres hauria de reblar l'aspecte de la motivació en la creació d'escrits, de manera que els aporti noves expectatives de comunicació i els animi a participar de l'espai virtual que els ofereix aquesta finestra oberta al món. El meu treball té la intenció de ser un projecte educatiu per aconseguir una millora en l'expressió escrita dels alumnes del primer curs d'ESO amb l'ajuda de les eines de les Tecnologies de la Informació i la Comunicació.

Characterization of tumor reactive CD8 T cells induced by peptide vaccination in melanoma patients

ABSTRACT¦Naturally acquired tumor-specific T-cells can be detected in most advanced cancer patients.¦Yet, they often fail to control or eliminate the disease, in contrast to many virus-specific CD8¦T lymphocytes. Therapeutic vaccines aim at inducing and boosting specific T-cells mediated¦immunity to reduce tumor burden. The properties of CD8 T-cells required for protection from¦infectious disease and cancer are only partially characterized.¦The objectives of this study were to assess effector functions, stage of differentiation and¦clonotype selection of tumor-reactive T lymphocytes following peptide vaccination in¦melanoma patients over time. Results were compared to protective viral-specific T-cell¦responses found in healthy individuals. We also characterized dominant versus low/non¦dominant T-cell clonotypes with the aim to further understand the in vivo function of each set¦of frequency-based specific T-cells.¦Here we developed and applied a novel approach for molecular and functional analysis of¦single T lymphocytes ex vivo. T-cell receptor (TCR) clonotype mapping revealed rapid¦selection and expansion of co-dominant T-cell clonotypes, which made up the majority of the¦highly differentiated "effector" T-cells, but only 25% of the less differentiated "effectormemory"¦cells, mostly composed of non-dominant clonotypes. Moreover, we show that¦advanced effector cell differentiation was indeed clonotype-dependent. Surprisingly, however,¦the acquisition of effector functions (cytokine production, killing) was clonotype-independent.¦Vaccination of melanoma patients with native peptide induced competent effector function in¦both dominant and non-dominant clonotypes, suggesting that most if not all clonotypes¦participating in a T-cell response have the potential to develop equal functional competence.¦In contrast, many T-cells remained poorly functional after vaccination with analog peptide,¦despite similar clonotype-dependent differentiation. Our findings show that the type of¦peptide vaccine has a critical influence on the selection and functional activation of the¦clonotypic T-cell repertoire. They also show that systematic assessment of individual T-cells¦identifies the cellular basis of immune responses, contributing to the rational development of¦vaccines.

Assessorament a un grup de treball per millora la competència oral en L2 en una escola bilingüe de Berlin

Aquest treball se centra en l'experiència teoricopràctica de l'Escola Europea Bilingüe Espanyol-Alemany Joan Miró Grundschule, en el plantejament de la millora de la competència oral en L2.

Improved Innate and Adaptive Immunostimulation by Genetically Modified HIV-1 Protein Expressing NYVAC Vectors.

Attenuated poxviruses are safe and capable of expressing foreign antigens. Poxviruses are applied in veterinary vaccination and explored as candidate vaccines for humans. However, poxviruses express multiple genes encoding proteins that interfere with components of the innate and adaptive immune response. This manuscript describes two strategies aimed to improve the immunogenicity of the highly attenuated, host-range restricted poxvirus NYVAC: deletion of the viral gene encoding type-I interferon-binding protein and development of attenuated replication-competent NYVAC. We evaluated these newly generated NYVAC mutants, encoding HIV-1 env, gag, pol and nef, for their ability to stimulate HIV-specific CD8 T-cell responses in vitro from blood mononuclear cells of HIV-infected subjects. The new vectors were evaluated and compared to the parental NYVAC vector in dendritic cells (DCs), RNA expression arrays, HIV gag expression and cross-presentation assays in vitro. Deletion of type-I interferon-binding protein enhanced expression of interferon and interferon-induced genes in DCs, and increased maturation of infected DCs. Restoration of replication competence induced activation of pathways involving antigen processing and presentation. Also, replication-competent NYVAC showed increased Gag expression in infected cells, permitting enhanced cross-presentation to HIV-specific CD8 T cells and proliferation of HIV-specific memory CD8 T-cells in vitro. The recombinant NYVAC combining both modifications induced interferon-induced genes and genes involved in antigen processing and presentation, as well as increased Gag expression. This combined replication-competent NYVAC is a promising candidate for the next generation of HIV vaccines.

Les enseignements de 25 ans de DRG en Suisse

La Suisse est très mal préparée à la généralisation des DRG, en raison surtout du manque d'efficacité de la gouvernance et de la régulation économique du système de santé. Une période de transition est nécessaire. [Ed.]

Validación de la versión española del cuestionario sobre la práctica basada en la evidencia en enfermería

Background: The lack of adequate instruments prevents the possibility of assessing the competence of health care staff in evidence-based decision making and further, the identification of areas for improvement with tailored strategies. The aim of this study is to report about the validation process in the Spanish context of the Evidence-Based Practice Questionnaire (EBPQ) from Upton y Upton. Methods: A multicentre, cross-sectional, descriptive psychometric validation study was carried out. For cultural adaptation, a bidirectional translation was developed, accordingly to usual standards. The measuring model from the questionnaire was undergone to contrast, reproducing the original structure by Exploratory Factorial Analysis (EFA) and Confirmatory Factorial Analysis (CFA), including the reliability of factors. Results: Both EFA (57.545% of total variance explained) and CFA (chi2=2359,9555; gl=252; p<0.0001; RMSEA=0,1844; SRMR=0,1081), detected problems with items 7, 16, 22, 23 and 24, regarding to the original trifactorial version of EBPQ. After deleting some questions, a reduced version containing 19 items obtained an adequate factorial structure (62.29% of total variance explained), but the CFA did not fit well. Nevertheless, it was significantly better than the original version (chi2=673.1261; gl=149; p<0.0001; RMSEA=0.1196; SRMR=0.0648). Conclusions: The trifactorial model obtained good empiric evidence and could be used in our context, but the results invite to advance with further refinements into the factor “attitude”, testing it in more contexts and with more diverse professional profiles.