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.

Yhteiskuntavastuun tarkastelua asiakkaan näkökulmasta: case Osuuspankki

Tämän tutkimuksen tavoitteena on selvittää, mistä Osuuspankin yhteiskuntavastuu koostuu ja miten tärkeänä asiakkaat pitävät Osuuspankin yhteiskuntavastuuta. Tutkimuksen tarkoituksena on tarkastella asiakkaiden mieltymyksiä Osuuspankin yhteiskuntavastuusta triple bottom line-mallin näkökulmasta. Tämä malli jakaa yhteiskuntavastuun taloudelliseen vastuuseen, sosiaaliseen vastuuseen sekä ympäristövastuuseen. Tutkimus toteutettiin kirjallisuuskatsauksen sekä kvalitatiivisen teemahaastattelututkimuksen avulla. Haastateltaviksi valittiin 24 Osuuspankin henkilöasiakasta, joista kaikki olivat iältään 25 - 50-vuotiaita. Haastateltavilta kysyttiin mielipiteitä Osuuspankin yhteiskuntavastuun eri osa-alueiden tärkeydestä, yhteiskuntavastuun vaikutuksesta asiakkaan ostopäätökseen sekä yhteiskuntavastuuseenliittyvästä viestinnästä. Tämän tutkimuksen tulokset osoittavat, että asiakkaat mieltävät osuustoiminnalliset yritykset helposti vastuullisiksi. Osuuspankki on ainut osuustoimintaperiaatteella toimiva suuri pankkiryhmä Suomessa, jolloin Osuuspankilla on tästä näkökulmasta katsottuna etulyöntiasema yhteiskuntavastuuseen muihin pankkiryhmiin verrattuna. Sosiaalisesta vastuusta sekä ympäristövastuusta Osuuspankin pitäisi asiakkaiden mielestä keskittyä enemmän sosiaaliseen vastuuseen, sillä pankkeja ei mielletä ei-ympäristöystävällisiksiyrityksiksi. Haastateltavat eivät ole tähän mennessä miettineet juurikaan vastuullisuutta yksittäistä pankkipalvelua tai pankkia valitessaan. Noin puolet asiakkaista olisi valmiit kuitenkin maksamaan siitä lisätyöstä, mitä yhteiskuntavastuunäkökohtien huomioiminen pankissa edellyttää. Tutkimustulosten mukaan Osuuspankki tulisi tuoda yhteiskuntavastuuta huomattavasti enemmän asiakkaiden näkyville, sillä tällä hetkellä asiakkaat eivät näe Osuuspankin vastuullisuutta.

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.

El medi ambient i el desenvolupament, l'economia i l'educacio. Quina economia i quina educacio?

Quan es parla d'educació, en termes econòmics i en les societats actuals, se'ns demostra la dependència que aquesta té de les formes d'organització de l'economia. Se'ns torna a recordar aquella correspondència -encara que no sempre exacta i sovint matisable- que apuntaven Bowles i Gintis entre el sistema socioeconòmic i els sistemes educatius, sobretot en els seus currículums ocults.

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.

Educació ambiental i el valor de sentir allò que és comú

Raimon Pannikar deia, ja fa uns anys, que «no és possible un jo i un tu sense una tercera persona, i aquesta tercera persona existent en tot diàleg és sempre la matèria, l'espai, el temps, el cosmos, la terra». I Jo penso que és molt intel·ligent parlar d'una «tercera persona», d'un tercer element que en realitat és i no és una persona. En tot el que seguira intentaré explicar aixà que die, perquè em sembla quelcom interessant per a l'educació ambiental.

Educació Ambiental i cooperació internacional, una relació pdagògico-social

Des de l'Educació Ambiental es pot treballar de moltes maneres. En cadascuna d'elles hi ha una determinada interpretació del medi, de la seva definició i caracterització, de com cal abordar-ne l'estudi i el tractament, de l'abast de les accions educatives que s'hi refereixen, etc.

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.

Educació universitària i sostenibilitat

Article d'opinió sobre l'ambientalització dels estudis superiors

Què entenem com a educació ambiental per a la sostenibilitat?

Article de reflexió sobre l'educació per a la sostenibilitat o el desenvolupament sostenible

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.