La resignificación participativa de la fundamentación pedagógica como escenario vital para la construcción del Proyecto Educativo Institucional / Participatory Reunification of Pedagogical Foundation as a Vital Scenario for the Construction of the Institutional Educational Project (PEI)

Resumen La Escuela Normal Superior Pbro. José Gómez Isaza (Antioquia - Colombia) realizó una investigación acción participativa propendiendo por resignificar de la fundamentación pedagógica de su Proyecto Educativo Institucional (PEI). Situación suscitada por la necesidad de formar otro tipo de maestros, con un perfil acorde a las demandas del contexto y las diversas poblaciones con las que se desenvuelven. Después de haber desplegado una ruta metodológica pensada por los actores/investigadores, fue necesaria una nueva fundamentación pedagógica, subyaciendo así una propuesta pedagógica crítico-dialógica que repensó desde categorías potencializadoras elementos básicos del currículo: formación, didáctica, investigación, relaciones pedagógicas y evaluación. Con esta propuesta se entretejió sistémicamente un nuevo PEI.

Abstract Priest José Gómez Isaza Normal High School, Antioquia, Colombia led a participatory action research striving for the redefinition of the pedagogical foundation of its Institutional Educational Project (PEI). This situation sprang from the need to form other types of teachers, according to a profile based on the demands of the context and the various populations with which they develop. After having deployed a methodological route which was designed by the actors/researchers, a new pedagogical foundation was necessary. Thus, underpinning a critical-dialogical pedagogical proposal, which reconsidered from potentializing categories, basic elements of the curriculum: training, didactics, research, pedagogical relations, and evaluation. With this proposal, a new PEI was systematically interwoven.

Formar la subjetividad política para el posconflicto: una apuesta desde el proyecto educativo institucional en perspectiva filosófica y pedagógica / Form Political Subjectivity for Post-Conflict: A Bet from the Institutional Educational Project (PEI) on a Philosophical and Pedagogical Perspective

Resumen El presente artículo tiene como finalidad comprender las relaciones e interrelaciones que se tejen en la configuración de la subjetividad política desde los procesos formativos con asiento en el Proyecto Educativo Institucional (PEI), para un escenario futuro de posconflicto. Los resultados y conclusiones se resumen en que: 1) Se necesita una escuela que sea hospitalaria y de acogida, para que propicie el cuidado de sí y del alter en la formación de la subjetividad política; 2) Es necesario que la escuela reflexione sobre la violencia que ha padecido Colombia, para que los estudiantes tengan cuidado de sí y cuidado del otro; 3) El maestro utilizando el consejo como herramienta pedagógica forma la subjetividad, al mostrar posibles caminos que orienten proyectos de vida; 4) la escuela que forme la subjetividad política desde una pedagogía de la conflanza y seguridad debe alejarse del disciplinamiento.

Abstract The purpose of this article is to understand the relationships and interrelationships, which are woven into the configuration of political subjectivity from the training processes with a seat in the Institutional Educational Project (PEI), for a future post-conflict scenario. The results and conclusions are based on that: 1) A school that is hospitable and host is needed to promote the care of itself and the alternative in the formation of political subjectivity; 2) It is necessary for the school to reflect on the violence that Colombia has gone through, so that students take care of themselves and take care for each other; 3) The teacher, by using advice as a pedagogical tool, forms subjectivity, by showing possible paths, which guide life projects; 4) The school, which forms political subjectivity from a pedagogy of trust and security should move away from disciplining.

Aportes de la práctica pedagógica en las comunidades rurales del municipio de Restrepo, Departamento del Meta (Colombia) / Pedagogical practice contribution in the rural communities of the municipality of Restrepo, Meta (Colombia) / Aportes da prática pedagógica nas comunidades rurais do município de Restrepo, Estado do Meta (Colômbia)

Resumen Las instituciones de educación superior dentro de su responsabilidad están llamadas a confrontar la acción social de sus estudiantes y egresados con la pertinencia de los programas que ofrece. El objetivo del estudio logró establecer los aportes educativos, productivos y comunitarios de estudiantes del programa "Licenciatura en Producción Agropecuaria" de la Universidad de los Llanos en comunidades rurales intervenidas en el municipio de Restrepo, durante el periodo 2012- 2014 a partir de procesos de formación en seguridad alimentaria y educación ambiental orientados desde los cursos de Educación y Extensión Comunitaria, y la Práctica Profesional Docente. Como ruta de investigación se optó por la cualitativa vinculando elementos propios de la complementariedad, se priorizaron técnicas como la observación participante, la interacción con la población objeto de estudio, el diseño y aplicación de fichas de caracterización, entrevistas en profundidad, grupos focales y la construcción de una matriz DOFA para el análisis reflexivo de la información obtenida. Los resultados de la investigación ratifican algunas de las fortalezas del programa de Licenciatura en Producción Agropecuaria: la formación pedagógica y humanista de los futuros docentes es útil para afrontar procesos de formación en educación no formal, para contribuir al mejoramiento de la calidad de vida de las comunidades participantes, quienes implementaron procesos de producción limpia de alimentos, escenarios de conservación de ecosistemas naturales y el fortalecimiento de los lazos comunitarios en pro de su desarrollo. El estudio concluyó que cuando la práctica pedagógica es contextualizada se consolidan soluciones para la diversa población rural atendida, que se hizo evidente con la implementación técnica y sustentable de huertas caseras, la adecuación de senderos ecológicos para la promoción del manejo ambiental, la implementación de proyectos sostenibles de avicultura, cunicultura, producción de abonos orgánicos, la agroindustrialización de productos y la implementación per se de procesos de seguridad alimentaria.

Abstract Higher education institutions (HEI) are called on to determine their students and graduates' social action regarding the relevance of the programmes being offered. This study's objective was to ascertain Universidad de Los Llanos' "BSc Agricultural Production" programme students' educational, productive and community-based contributions to rural communities in the municipality of Restrepo, 2012-2014, regarding food safety- and environmental education-orientated training; such students were studying community education and/or involved in extension courses and teaching practice. A qualitative research route was chosen, linking elements of complementarity, techniques such as participant observation, interaction with the population being studied, designing and using characterisation sheets, in-depth interviews, focus groups and constructing a DOFA matrix for reflective analysis of the data. The research results ratified some of the BSc Agricultural Production programme's strengths; future teachers' pedagogical and humanistic training is useful for non-formal education training and contributing towards improving the participating communities' quality of life (QoL) as they become involved in clean food production, conservation scenarios for natural ecosystems and strengthening development-based community ties. The study concluded that when pedagogical practice became contextualised then solutions became consolidated for the diverse rural population being served. This was born out by home vegetable gardens being technically and sustainably set up, adapting/improving ecological trails for promoting environmental management, introducing projects aimed at sustainable poultry production, rabbit breeding, producing organic fertilisers, agro industrialisation of products and the introduction per se of food security.

Resumo As instituições de educação superior dentro de sua responsabilidade estão chamadas a encarar ações social dos estudantes e graduados com a relevância dos cursos que oferece. O objetivo do trabalho foi estabelecer os aportes educativos, produtivos e comunitários de estudantes do curso "Licenciatura em Produção Agropecuária" da Universidad de los Llanos em comunidades rurais intervindas no município de Restrepo, durante o período 2012 - 2014 a partir dos processos de formação em seguridade alimentar e educação ambiental orientados pelas disciplinas de Educação e Extensão comunitária, e o estágio docente. Como rota de pesquisa optou-se pela qualitativa inserindo elementos próprios da complementariedade, priorizando técnicas como a observação participante, interação com a população objeto de estudo, o desenho e aplicação de fichas de caracterização, entrevistas aprofundadas, grupos focais e construção de uma matriz DOFA para o analises refletivo da informação obtida. Os resultados da pesquisa confirmam algumas das fortalezas do curso de Licenciatura em Produção Agropecuária: de tal maneira que a formação pedagógica e humanista dos futuros docentes é útil para encarar processos de formação na educação no formal para contribuir na melhoria da qualidade de vida das comunidades participantes, as quais implementaram processos de produção limpa de alimentos, cenários de conservação de ecossistemas naturais e o fortalecimento dos laços comunitários em pro do desenvolvimento. O estudo concluiu que quando a pratica pedagógica é contextualizada são consolidadas soluções para a diversa população rural assistida, que foi evidente com a implementação técnica e sustentável das hortas caseiras, a adequação de trilhas ecológicas para a promoção da gestão ambiental, assim como a implementação de projetos sustentáveis de avicultura, cunicultura, produção de fertilizantes orgânicos, a agro industrialização de produtos e da implementação per se dos processos da seguridade alimentar.

Results of an educational campaign on stroke awareness in the 2032 Rotary District in Northern-Western Italy.

BACKGROUND: People often ignore the usefulness of stroke prevention, the typical onset symptoms, and the efficacy of the new therapies. In order to attempt to correct this situation, we performed an educational campaign addressed to Rotary club associates and their relatives or friends in the Italian Rotary District 2032. METHOD: The campaign consisted in three phases: (1) Compilation of a simple questionnaire on stroke, followed by a scientific relation on the disease, distribution of didactic materials, and organization of screening sessions on individual stroke risk evaluation; (2) Recompilation by participants of the same previous questionnaire; (3) Statistical evaluation of the improvement of stroke knowledge. RESULTS: The initial percentage of wrong answers (number of subjects 657) was 22.41% ((A) stroke general knowledge 15.45%; (B) stroke risk factors 25.65%; (C) Stroke early symptoms 22.65%). At the end of the campaign, the total percentage of wrong answers (number of subjects 296) attained the 13.18% ((A) stroke general knowledge 8.22%; (B) stroke risk factors 14.98%; (C) stroke early symptoms 13.85%). All these differences were strongly significant at the statistical analysis. DISCUSSION AND CONCLUSION: We demonstrated that our educational campaign obtained an important improvement of stroke awareness in our sample. We hope that the enhanced awareness might induce a more frequent diffusion of primary prevention strategies, an increased capacity of recognizing onset stroke symptoms with shortening of patients' presentation in the Emergency Room of the hospitals when they can undergo thrombolysis/thrombectomy.

Planning a campaign to fight stroke: an educational pilot project in La Spezia, Italy.

INTRODUCTION: Best medical treatments of ischemic stroke are admission to stroke unit, intravenous thrombolysis and, in selected cases, thrombectomy. Time from symptom onset to interventions is the best predictor of clinical outcome. In order to verify the effectiveness of an active education programme of awareness on the knowledge of stroke, we performed a local campaign "on the field". SUBJECTS AND METHODS: We selected 101 subjects from the general population who took part in the "stroke awareness campaign" organised by the Italian Association for the fight against stroke (A.L.I.Ce). Mean age was 59 years (50% female; 50% male); 55% of the sample reported a high level of education (> 8 years: high school or university degree). After a short multiple-choice questionnaire, we administered a face-to-face standard educational protocol (15 min). The efficacy of that educational intervention was then verified after a period of 12 months, by telephone interview. RESULTS: There was improvement both in the definition of stroke (66% vs. 92%, p < .001) and in recognizing symptoms and signs (19% vs. 72%, p < .001). Knowledge of the importance of stroke unit in the acute treatment of stroke did not improve, as it was already high on baseline (92% vs. 97%, p: n.s.). The improvement was evident in particular in younger and higher educated people, without difference in gender. There was no difference based on risk factor profiles of participants. CONCLUSIONS: Our results suggest that a personalised education can improve knowledge on stroke symptoms and signs, independently of gender and personal risk factors. The results should be verified in larger and less selection population.

EL PEI, un instrumento pedagógico que al reflexionar sobre la memoria colectiva del conflicto armado posibilita un aprendizaje en torno al dolor y sufrimiento / The Institutional Educational Project (PEI): A Pedagogical Instrument that when Reflecting about the Collective Memory of the Armed Conflict, Enables Learning Around Pain and Suffering

Resumen Al interpretar el Proyecto Educativo Institucional (PEI) a partir de las categorías de subjetividad política y memoria colectiva del conflicto armado, encontramos que: i) la escuela haciendo uso de los 5 componentes del PEI puede hacer pedagogía de la memoria sobre las dimensiones del conflicto armado, ii) la escuela puede resignificar los actos cívicos creando activi dades pedagógicas que comporten nuevos sentidos sobre la violencia de pais al motivar la reflexión en los sujetos educativos, iv) es posible una educación desde el lenguaje poético como grito y silencio de las víctmas, v) haciendo pedagogía de la memoria del conflicto armado, la escuela puede propiciar la unión en la comunidad educativa en torno al dolor y sufrimiento, posibilitando una reelaboración imaginativa del dolor físico a sufrimiento, constituyéndose este, en un tipo de enseñanza y apredizaje.

Abstract In interpreting the Institutional Educational Project (PEI) from the political subjectivity and the collective memory categories of the armed conflict, we find that i) the school, by using the 5 components of the PEI, can do pedagogy of the memory on the dimensions of the armed conflict; ii) the school can re-signify civic acts, by creating pedagogical activities, which bring new senses about country violence, by motivating reflection in educational subjects; iii) an education is possible from the poetic language, like victims' cry and silence; iv) in the pedagogy of the memory of the armed conflict, the school can foster the union in the educational community around pain and suffering, by enabling an imaginative reprocessing of physical pain to suffering, which becomes a sort of teaching and learning.

Proyecto educativo como fundamento para pensar la subjetividad política desde la cultura escolar / The educational project as a basis to think political subjectivity from the school culture

Resumen Para hablar del Proyecto Educativo Institucional y la formación de la subjetividad política en el marco de los procesos formativos es necesario centrarse en tres categorías de análisis: desde las prácticas pedagógicas, donde se exige que estas sean contextualizadas y rompan las fronteras de la profesionalización, la mera instrucción, la enseñanza sin sentido, la homogenización y la manía de la evaluación; desde el diálogo entre el macro-currículo y el micro-currículo, donde se recomienda la aceptación de la diversidad epistemológica y procesos de enseñanza y aprendizaje rizomáticos, donde las práctica pedagógicas tienden a darle respuesta a diferentes problemáticas que invaden la escuela.

Abstract In order to discuss the Institutional Educational Project and the formation of political subjectivity in the framework of the training processes, it is necessary to focus on three categories of analysis: from the pedagogical practices, which requires them to be contextualized and break the borders of professionalization, mere instruction, teaching without sense, homogenization and the mania of the evaluation. From the dialogue between the macro curriculum and the micro curriculum, where it is recommended the acceptance of the epistemological diversity and rhizomatic teaching and learning processes, where the pedagogical practices tend to respond to various problems, which invade school.

[Update on invasive candidiasis in non-neutropenic critically ill adult patients]. / Puesta al día en la candidiasis invasora en el paciente crítico no neutropénico.

Invasive candidiasis in non-neutropenic critically ill patients remains a challenge for clinicians due to its association with high morbidity and mortality rates, increased incidence, and health-care costs. It is well known that early diagnosis and treatment are associated with a better prognosis. For these reasons a thorough update has been performed in this setting focused on recent Spanish epidemiology, new predictive scores and microbiological tests such as mannan antigen, mannan antibodies, Candida albicans germ-tube antibodies or (1→3)-ß-D-glucan detection, molecular techniques for the detection of fungal-specific DNA, advances in antifungal treatment and educational programs in Spain. An early diagnostic and therapeutic algorithm is proposed based on the combination of scores and microbiological test. The aim of this review is to provide physicians with the best information available in order to improve the prognosis of these patients.

EPICO 2.0 project. Development of educational therapeutic recommendations using the DELPHI technique on invasive candidiasis in critically ill adult patients in special situations.

BACKGROUND: Although there has been an improved management of invasive candidiasis in the last decade, still controversial issues remain, especially in different therapeutic critical care scenarios. AIMS: We sought to identify the core clinical knowledge and to achieve high agreement recommendations required to care for critically ill adult patients with invasive candidiasis for antifungal treatment in special situations and different scenarios. METHODS: Second prospective Spanish survey reaching consensus by the DELPHI technique, conducted anonymously by electronic e-mail in the first phase to 23 national multidisciplinary experts in invasive fungal infections from five national scientific societies including intensivists, anesthesiologists, microbiologists, pharmacologists and infectious disease specialists, answering 30 questions prepared by a coordination group after a strict review of literature in the last five years. The educational objectives spanned four categories, including peritoneal candidiasis, immunocompromised patients, special situations, and organ failures. The agreement among panelists in each item should be higher than 75% to be selected. In a second phase, after extracting recommendations from the selected items, a meeting was held with more than 60 specialists in a second round invited to validate the preselected recommendations. MEASUREMENTS AND MAIN RESULTS: In the first phase, 15 recommendations were preselected (peritoneal candidiasis (3), immunocompromised patients (6), special situations (3), and organ failures (3)). After the second round the following 13 were validated: Peritoneal candidiasis (3): Source control and early adequate antifungal treatment is mandatory; empirical antifungal treatment is recommended in secondary nosocomial peritonitis with Candida spp. colonization risk factors and in tertiary peritonitis. Immunocompromised patients (5): consider hepatotoxicity and interactions before starting antifungal treatment with azoles in transplanted patients; treat candidemia in neutropenic adult patients with antifungal drugs at least 14 days after the first blood culture negative and until normalization of neutrophils is achieved. Caspofungin, if needed, is the echinocandin with most scientific evidence to treat candidemia in neutropenic adult patients; caspofungin is also the first choice drug to treat febrile candidemia; in neutropenic patients with candidemia remove catheter. Special situations (2): in moderate hepatocellular failure, patients with invasive candidiasis use echinocandins (preferably low doses of anidulafungin and caspofungin) and try to avoid azoles; in case of possible interactions review all the drugs involved and preferably use anidulafungin. Organ failures (3): echinocandins are the safest antifungal drugs; reconsider the use of azoles in patients under renal replacement therapy; all of the echinocandins to treat patients under continuous renal replacement therapy are accepted and do not require dosage adjustment. CONCLUSIONS: Treatment of invasive candidiasis in ICU patients requires a broad range of knowledge and skills as summarized in our recommendations. These recommendations may help to optimize the therapeutic management of these patients in special situations and different scenarios and improve their outcome based on the DELPHI methodology.

ÉPICO project. Development of educational recommendations using the DELPHI technique on invasive candidiasis in non-neutropenic critically ill adult patients.

BACKGROUND: Although there has been an improved management of invasive candidiasis in the last decade, controversial issues still remain, especially in the diagnostic and therapeutic approaches. AIMS: We sought to identify the core clinical knowledge and to achieve high level agreement recommendations required to care for critically ill adult patients with invasive candidiasis. METHODS: A prospective Spanish survey reaching consensus by the DELPHI technique was made. It was anonymously conducted by electronic mail in a first term to 25 national multidisciplinary experts in invasive fungal infections from five national scientific societies, including intensivists, anesthesiologists, microbiologists, pharmacologists and infectious diseases specialists, who answered to 47 questions prepared by a coordination group after a strict review of the literature in the last five years. The educational objectives spanned five categories, including epidemiology, diagnostic tools, prediction rules, and treatment and de-escalation approaches. The level of agreement achieved among the panel experts in each item should exceed 75% to be selected. In a second term, after extracting recommendations from the selected items, a face to face meeting was performed where more than 80 specialists in a second round were invited to validate the preselected recommendations. RESULTS: In the first term, 20 recommendations were preselected (Epidemiology 4, Scores 3, Diagnostic tools 4, Treatment 6 and De-escalation approaches 3). After the second round, the following 12 were validated: (1) Epidemiology (2 recommendations): think about candidiasis in your Intensive Care Unit (ICU) and do not forget that non-Candida albicans-Candida species also exist. (2) Diagnostic tools (4 recommendations): blood cultures should be performed under suspicion every 2-3 days and, if positive, every 3 days until obtaining the first negative result. Obtain sterile fluid and tissue, if possible (direct examination of the sample is important). Use non-culture based methods as microbiological tools, whenever possible. Determination of antifungal susceptibility is mandatory. (3) Scores (1 recommendation): as screening tool, use the Candida Score and determine multicolonization in high risk patients. (4) Treatment (4 recommendations): start early. Choose echinocandins. Withdraw any central venous catheter. Fundoscopy is needed. (5) De-escalation (1 recommendation): only applied when knowing susceptibility determinations and after 3 days of clinical stability. The higher rate of agreement was achieved in the optimization of microbiological tools and the withdrawal of the catheter, whereas the lower rate corresponded to de-escalation therapy and the use of scores. CONCLUSIONS: The management of invasive candidiasis in ICU patients requires the application of a broad range of knowledge and skills that we summarize in our recommendations. These recommendations may help to identify the potential patients, standardize their global management and improve their outcomes, based on the DELPHI methodology.

Calidad de vida y orientación estratégica institucional. Una aproximación desde el modelo ¿Cómo está la vida? Para medir el bienestar y el progreso de la OCDE / Quality of life and institutional strategic orientation. An approach from the model "¿How's life?" To measure welfare and progress of the OECD / Qualidade de vida e estratégico corporativo. Uma abordagem do modelo de "¿Cómo é vida?" Medida de bem-estar e progresso da OECD

[{"text": "Los pueblos y sus gobiernos fortalecen gradualmente el consenso sobre la necesidad de construir socie\r\n-\r\ndades más justas y con mejores condiciones de bienestar y calidad de vida. Los planes de gobierno, antes \r\ncentrados fundamentalmente en estrategias de crecimiento económico, dan cada vez mayor relevancia al \r\navance en estos aspectos. Esta tendencia también permea hoy las dinámicas de los pequeños colectivos \r\n(organizaciones), las familias y los individuos. El interés antes central en la consolidación financiera de \r\nlas empresas, se acompaña hoy del compromiso con el fomento del bienestar y calidad de vida de sus \r\nmiembros. Como individuos, el interés por llevar vidas personales y familiares más balanceadas remplaza \r\npoco a poco el dominio del sueño de amasar grandes riquezas y patrimonios. Mayor bienestar y mejor \r\ncalidad de vida para todos son solo algunas de las formas en que expresamos ese objetivo que parece ser \r\ncada vez más compartido.\r\nFilósofos, sociólogos, economistas y pensadores de todas las ramas del saber han discutido activamente en \r\nlos últimos aÃ

Épico Project. Development of educational recommendations using the DELPHI technique on invasive candidiasis in non-neutropenic critically ill adult patients.

BACKGROUND: Although there has been an improved management of invasive candidiasis in the last decade, controversial issues still remain, especially in the diagnostic and therapeutic approaches. AIMS: We sought to identify the core clinical knowledge and to achieve high level agreement recommendations required to care for critically ill adult patients with invasive candidiasis. METHODS: A prospective Spanish survey reaching consensus by the DELPHI technique was made. It was anonymously conducted by electronic mail in a first term to 25 national multidisciplinary experts in invasive fungal infections from five national scientific societies, including intensivists, anesthesiologists, microbiologists, pharmacologists and infectious diseases specialists, who answered to 47 questions prepared by a coordination group after a strict review of the literature in the last five years. The educational objectives spanned five categories, including epidemiology, diagnostic tools, prediction rules, and treatment and de-escalation approaches. The level of agreement achieved among the panel experts in each item should exceed 75% to be selected. In a second term, after extracting recommendations from the selected items, a face to face meeting was performed where more than 80 specialists in a second round were invited to validate the preselected recommendations. RESULTS: In the first term, 20 recommendations were preselected (Epidemiology 4, Scores 3, Diagnostic tools 4, Treatment 6 and De-escalation approaches 3). After the second round, the following 12 were validated: (1) Epidemiology (2 recommendations): think about candidiasis in your Intensive Care Unit (ICU) and do not forget that non-Candida albicans-Candida species also exist. (2) Diagnostic tools (4 recommendations): blood cultures should be performed under suspicion every 2-3 days and, if positive, every 3 days until obtaining the first negative result. Obtain sterile fluid and tissue, if possible (direct examination of the sample is important). Use non-culture based methods as microbiological tools, whenever possible. Determination of antifungal susceptibility is mandatory. (3) Scores (1 recommendation): as screening tool, use the Candida Score and determine multicolonization in high risk patients. (4) Treatment (4 recommendations): start early. Choose echinocandins. Withdraw any central venous catheter. Fundoscopy is needed. (5) De-escalation (1 recommendation): only applied when knowing susceptibility determinations and after 3 days of clinical stability. The higher rate of agreement was achieved in the optimization of microbiological tools and the withdrawal of the catheter, whereas the lower rate corresponded to de-escalation therapy and the use of scores. CONCLUSIONS: The management of invasive candidiasis in ICU patients requires the application of a broad range of knowledge and skills that we summarize in our recommendations. These recommendations may help to identify the potential patients, standardize their global management and improve their outcomes, based on the DELPHI methodology.

[Épico project: Development of educational recommendations using the DELPHI technique on invasive candidiasis in non-neutropenic critically ill adult patients. Grupo Proyecto Épico]. / Proyecto Épico: formulación de unas recomendaciones educativas con metodología DELPHI para pacientes adultos críticos no neutropénicos y con candidiasis invasiva.

BACKGROUND: Although there has been an improved management of invasive candidiasis in the last decade, controversial issues still remain, especially in the diagnostic and therapeutic approaches. AIMS: We sought to identify the core clinical knowledge and to achieve high level agreement recommendations required to care for critically ill adult patients with invasive candidiasis. METHODS: A prospective Spanish survey reaching consensus by the DELPHI technique was made. It was anonymously conducted by electronic mail in a first term to 25 national multidisciplinary experts in invasive fungal infections from five national scientific societies, including intensivists, anesthesiologists, microbiologists, pharmacologists and infectious diseases specialists, who answered to 47 questions prepared by a coordination group after a strict review of the literature in the last five years. The educational objectives spanned five categories, including epidemiology, diagnostic tools, prediction rules, and treatment and de-escalation approaches. The level of agreement achieved among the panel experts in each item should exceed 75% to be selected. In a second term, after extracting recommendations from the selected items, a face to face meeting was performed where more than 80 specialists in a second round were invited to validate the preselected recommendations. RESULTS: In the first term, 20 recommendations were preselected (Epidemiology 4, Scores 3, Diagnostic tools 4, Treatment 6 and De-escalation approaches 3). After the second round, the following 12 were validated: (1) Epidemiology (2 recommendations): think about candidiasis in your Intensive Care Unit (ICU) and do not forget that non-Candida albicans-Candida species also exist. (2) Diagnostic tools (4 recommendations): blood cultures should be performed under suspicion every 2-3 days and, if positive, every 3 days until obtaining the first negative result. Obtain sterile fluid and tissue, if possible (direct examination of the sample is important). Use non-culture based methods as microbiological tools, whenever possible. Determination of antifungal susceptibility is mandatory. (3) Scores (1 recommendation): as screening tool, use the Candida Score and determine multicolonization in high risk patients. (4) Treatment (4 recommendations): start early. Choose echinocandins. Withdraw any central venous catheter. Fundoscopy is needed. (5) De-escalation (1 recommendation): only applied when knowing susceptibility determinations and after 3 days of clinical stability. The higher rate of agreement was achieved in the optimization of microbiological tools and the withdrawal of the catheter, whereas the lower rate corresponded to de-escalation therapy and the use of scores. CONCLUSIONS: The management of invasive candidiasis in ICU patients requires the application of a broad range of knowledge and skills that we summarize in our recommendations. These recommendations may help to identify the potential patients, standardize their global management and improve their outcomes, based on the DELPHI methodology.

"praeizar" el proyecto educativo institucional: una alternativa para incluir la dimensión ambiental en la educación básica y media / "praezation" f tthe institutinal educational project: an alternative for thee inclusion of the environmental dimension in primary and middle school

Con base en los resultados de la investigación titulada "La educación ambiental en Manizales. Antecedentes y perspectivas" y en la normativa educativa nacional vigente, se presenta la fundamentación y el desarrollo específico de la propuesta relacionada con incluir los elementos característicos del Proyecto Ambiental Escolar (PRAE) en el Proyecto Educativo Institucional (PEI), bajo la denominación de 'praeización' del PEI.

Based on the results of the research entitled "Environmental education in Manizales. History and perspectives" and on the current national educational norm, the fundaments and the specific development of the proposal related to the inclusion of the characteristic elements of the Environmental School Project (PRAE by its initials in Spanish) in the Institutional Educational Project (PEI by its initial in Spanish) are presented.

Coherencia del programa de psicología con el proyecto educativo institucional de la Funlam / Consistency of the psychology program with the institutional educational project of the Funlam

Partiré de la premisa que necesariamente el currículo del Psicología Social debe estar anclado en un proyecto educativo institucional que le dé soporte a la reflexión y acción permanente. Para poder evidenciar esta premisa, me aproximaré a las directrices que plantea la universidad en su plan rector y desde allí tratare de ver la correspondencia con el deber ser del currículo antes mencionado. Uno de los mayores retos para lograr los estándares de calidad que plantea el decreto 1527 de julio 24 de 2002 es tener coherencia interna con las demandas y requerimientos institucionales.

I will start from the premise that the Social Psychology curriculum must necessarily be anchored in an institutional educational project that supports permanent reflection and action. In order to demonstrate this premise, I will approach the guidelines proposed by the university in its master plan and from there I will try to see the correspondence with the duty of the aforementioned curriculum. One of the biggest challenges to achieve the quality standards posed by Decree 1527 of July 24, 2002 is to have internal coherence with institutional demands and requirements.