A pedagogically-supported TEL solution for learning nontechnical minimally invasive surgical skills across Europe

Residents learning nontechnical skills in Europe face two problems: (1) the difficulty to fit learning time in their overloaded schedules; and (2) the lack of standard pedagogical models for all countries. Online video-based repositories such as WeBSurg or WebOP provide ubiquitous access to surgical contents. However, their pedagogical facets have not been fully exploited and they are often seen as quick-reference repositories rather than full e-learning alternatives. We present a new pedagogically-supported Technology Enhanced Learning (TEL) solution, MISTELA, designed by surgeons, pedagogical experts and engineers. MISTELA aims at building a common European pedagogical model supported by ICT technologies and elearning. The solution proposes a pedagogical model based on a framework for pedagogically-informed design of e-learning platforms. It is composed of (1) an authoring tool for editing and augmenting videos; (2) a media asset management system; and (3) a virtual learning environment. Support of the European Association for Endoscopic Surgery (EAES) and validation of the solution, will help to determine its full potential.

Promotion of professional skills in engineering education: strategies and challenges

Basic engineering skills are not the only key to professional development, particularly as engineering problems are everyday more and more complex and multifaceted, hence requiring the implementation of larger multidisciplinary teams, in many cases working in an international context and in a continuously evolving environment. Therefore other outcomes, sometimes referred to as professional skills, are also necessary for our students, as most universities are already aware. In this study we try to methodically analyze the main strategies for the promotion of professional skills, mainly linked to actuations which directly affect students or teachers (and teaching methodologies) and which take advantage of the environment and available resources. From an initial list of 51 strategies (in essence aimed at promotion of different drivers of change, linked to students, teachers, environment and resources), we focus on the 11 drivers of change considered more important after an initial evaluation. Subsequently, a systematic analysis of the typical problems linked to these main drivers of change, enables us to find and formulate 12 major and usually repeated and unsolved problems. After selecting these typical problems, we put forward 25 different solutions, for short-term actuation, and discuss their effects, while bearing in mind our team’s experience, together with the information from the studies carried out by numerous teaching staff from other universities.

Do Classes in Cooperative Classrooms Have a Positive Influence on Creativity and Teamwork Skills for Engineering Students?

Contributing to the acquisition of professional creativity and teamwork skills has been a special challenge for some of the subjects taught at the Technical University of Madrid (UPM), and this has been a starting point for the work described in this paper. Some professors have intuited that the use of cooperative classrooms could facilitate the acquisition of these skills. We describe the new methodologies applied within cooperative classrooms by some professors, and present the procedure for measuring students’ perception of their own learning outcomes, skill improvements, and overall satisfaction with the use of this kind of classroom. For this project, 250 students enrolled in several subjects answered a questionnaire. The featuresof thesubjectsinvolved intheproject arewidely disparate. We present the results of the statistical analysis with special emphasis on creativity and teamwork skills, and we conclude that the use of cooperative classroom has a positive influence on the acquisition of these skills. This work has the added value of being the first analysis of student perception of the use of cooperative classroom in the acquisition of creativity and teamwork skills.

Performance and Professional Skills in an Online Java Programming Course for Engineering Students

The main purpose of this work is to describe the case of an online Java Programming course for engineering students to learn computer programming and to practice other non-technicalabilities: online training, self-assessment, teamwork and use of foreign languages. It is important that students develop confidence and competence in these skills, which will be required later in their professional tasks and/or in other engineering courses (life-long learning). Furthermore, this paper presents the pedagogical methodology, the results drawn from this experience and an objective performance comparison with another conventional (face-to-face) Java course.

Soft Skills: A Comparative Analysis Between Online and Classroom Teaching

Currently the Spanish universities are making a great effort to effectively incorporate the development and assessment of generic skills in their training programs. Information and communications technologies (ICT) offer a wide range of possibilities but create uncertainty among teachers about the process and results. It is considered of interest to conduct a study to analyze the extent to which social skills like commitment, communication and teamwork are acquired by students and teachers. It seeks to ascertain the influence of the learning context, online or classroom training, in the development of these personal skills among the participants in the sample. For this study two universities have been chosen, Universidad a Distancia de Madrid (UDIMA) offering online training environment, and Universidad Politécnica de Madrid (UPM) with classroom training modality. A total of 257 individuals, 230 students and 27 teachers have answered the survey called Evalsoft. This instrument was designed in the project with the same name by a research team from Universidad Complutense of Madrid (UCM). Some interesting conclusions can be highlighted: it is in the online context where there are higher levels of commitment and teamwork than in the classroom modality; teachers have higher social skills that students and these improve with age. Sex and the training program appear to influence these social skills.

Higher education in industrial engineering in Peru: towards a new model based on skills

This article analyzes the progress of Industrial Engineering in Peru, the relationship to major trends in Europe and North America, and the projected outlook for the future. It is determined that the need for this engineering specialty includes a significant degree of resource management, and the formation of engineers through education requires not only the acquisition and strengthening of technical knowledge, but also the development of the competences that are required by both employers and the recipients of the benefits of engineering: society. Conclusions have been drawn based on state-of-the-art analyses from Europe and North America, and definitions of trends for engineering.

A friendly online C compiler to improve programming skills based on student self-assessment

This paper presents an online C compiler designed so that students can program their practical assignments in Programming courses. What is really innovative is the self-assessment of the exercises based on black-box tests and train students’ skill to test software. Moreover, this tool lets instructors, not only proposing and classifying practical exercises, but also evaluating automatically the efforts dedicated and the results obtained by the students. The system has been applied to the 1st-year students at the Industrial Engineering specialization at the Universidad Politecnica de Madrid. Results show that the students obtained better academic performance, reducing the failure rate in the practical exam considerably with respect to previous years, in addition that an anonymous survey proved that students are satisfied with the system because they get instant feedback about their programs.

English Language Skills and Socioeconomic Segregation of UK Immigrants

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FosB mutant mice: Loss of chronic cocaine induction of Fos-related proteins and heightened sensitivity to cocaine’s psychomotor and rewarding effects

Chronic exposure to cocaine leads to prominent, long-lasting changes in behavior that characterize a state of addiction. The striatum, including the nucleus accumbens and caudoputamen, is an important substrate for these actions. We previously have shown that long-lasting Fos-related proteins of 35–37 kDa are induced in the striatum by chronic cocaine administration. In the present study, the identity and functional role of these Fos-related proteins were examined using fosB mutant mice. The striatum of these mice completely lacked basal levels of the 35- to 37-kDa Fos-related proteins as well as their induction by chronic cocaine administration. This deficiency was associated with enhanced behavioral responses to cocaine: fosB mutant mice showed exaggerated locomotor activation in response to initial cocaine exposures as well as robust conditioned place preference to a lower dose of cocaine, compared with wild-type littermates. These results establish the long-lasting Fos-related proteins as products of the fosB gene (specifically ΔFosB isoforms) and suggest that transcriptional regulation by fosB gene products plays a critical role in cocaine-induced behavioral responses. This finding demonstrates that a Fos family member protein plays a functional role in behavioral responses to drugs of abuse and implicates fosB gene products as important determinants of cocaine abuse.

Cellular responses to psychomotor stimulant and neuroleptic drugs are abnormal in mice lacking the D1 dopamine receptor

Stimulation of dopamine D1 receptors has profound effects on addictive behavior, movement control, and working memory. Many of these functions depend on dopaminergic systems in the striatum and D1–D2 dopamine receptor synergies have been implicated as well. We show here that deletion of the D1 dopamine receptor produces a neural phenotype in which amphetamine and cocaine, two addictive psychomotor stimulants, can no longer stimulate neurons in the striatum to express cFos or JunB or to regulate dynorphin. By contrast, haloperidol, a typical neuroleptic that acts preferentially at D2-class receptors, remains effective in inducing catalepsy and striatal Fos/Jun expression in the D1 mutants, and these behavioral and neural effects can be blocked by D2 dopamine receptor agonists. These findings demonstrate that D2 dopamine receptors can function without the enabling role of D1 receptors but that D1 dopamine receptors are essential for the control of gene expression and motor behavior by psychomotor stimulants.

Study to assess the compensation and skills of medical library professionals relative to information technology professionals*

Purpose: The study seeks to determine how medical library professionals performing information-technology (IT) roles are compensated and how their positions are designed compared to information technology staff in their institutions.

Age-related losses of cognitive function and motor skills in mice are associated with oxidative protein damage in the brain.

The hypothesis that age-associated impairment of cognitive and motor functions is due to oxidative molecular damage was tested in the mouse. In a blind study, senescent mice (aged 22 months) were subjected to a battery of behavioral tests for motor and cognitive functions and subsequently assayed for oxidative molecular damage as assessed by protein carbonyl concentration in different regions of the brain. The degree of age-related impairment in each mouse was determined by comparison to a reference group of young mice (aged 4 months) tested concurrently on the behavioral battery. The age-related loss of ability to perform a spatial swim maze task was found to be positively correlated with oxidative molecular damage in the cerebral cortex, whereas age-related loss of motor coordination was correlated with oxidative molecular damage within the cerebellum. These results support the view that oxidative stress is a causal factor in brain senescence. Furthermore, the findings suggest that age-related declines of cognitive and motor performance progress independently, and involve oxidative molecular damage within different regions of the brain.

Education, Health and Fertility of UK Immigrants : The Role of English Language Skills

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