Evaluación de competencias en redacción científica tras dos modalidades diferentes de cursos de formación: protocolo del Estudio SCRIU-B / Evaluation of competences in scientific writing after two different types of training courses: SCRIU-B study protocol

La redacción de artículos científicos es una de las competencias necesarias y solicitadas por los profesionales de la salud. Existen distintos formatos de cursos para adquirirlas, pero no siempre se evalúa objetivamente su impacto. Con un diseño experimental abierto y no aleatorizado, el estudio SCRIU-B pretende evaluar la adquisición de competencias en redacción científica tras la realización de cursos de formación específicos (presenciales y en línea), así como la satisfacción de los participantes. Se incluye un grupo control con alumnado de otras actividades formativas no relacionadas con la escritura científica. Mediante distintos cuestionarios de evaluación de conocimientos, actitudes y habilidades, se evaluará y comparará la mejora en competencias en redacción científica. Los resultados del estudio permitirán valorar la utilidad de los cursos y optimizar su formato e implementación. (AU)

Scientific writing is one of the competences required and requested by health professionals. There are several course formats designed for acquiring these competences, although the improvement after taking part in these courses is not always demonstrated. Through an open and non-randomized experimental design, the SCRIU-B study aims to evaluate the acquisition of competencies in scientific writing after specific training courses (face-to-face and online) as well as the satisfaction of the participants with these courses. A control group with participants from other training workshops not related to scientific writing is included. Through different questionnaires about knowledge, attitudes and skills we will evaluate and compare the improvement of their scientific writing skills. The results of the study will allow us to assess the usefulness of these courses and improve their format and implementation. (AU)

[Evaluation of competences in scientific writing after two different types of training courses: SCRIU-B study protocol]. / Evaluación de competencias en redacción científica tras dos modalidades diferentes de cursos de formación: protocolo del Estudio SCRIU-B.

Scientific writing is one of the competences required and requested by health professionals. There are several course formats designed for acquiring these competences, although the improvement after taking part in these courses is not always demonstrated. Through an open and non-randomized experimental design, the SCRIU-B study aims to evaluate the acquisition of competencies in scientific writing after specific training courses (face-to-face and online) as well as the satisfaction of the participants with these courses. A control group with participants from other training workshops not related to scientific writing is included. Through different questionnaires about knowledge, attitudes and skills we will evaluate and compare the improvement of their scientific writing skills. The results of the study will allow us to assess the usefulness of these courses and improve their format and implementation.

Diagnosis of soil-transmitted helminths using the Kato-Katz technique: What is the influence of stirring, storage time and storage temperature on stool sample egg counts?

BACKGROUND: Soil-transmitted helminths infect about one fifth of the world's population and have a negative impact on health. The Kato-Katz technique is the recommended method to detect soil-transmitted helminth eggs in stool samples, particularly in programmatic settings. However, some questions in its procedure remain. Our study aimed to investigate the effect of storage time, storage temperature and stirring of stool samples on fecal egg counts (FECs). METHODOLOGY/PRINCIPAL FINDINGS: In the framework of a clinical trial on Pemba Island, United Republic of Tanzania, 488 stool samples were collected from schoolchildren. These samples were evaluated in three experiments. In the first experiment (n = 92), two Kato-Katz slides were prepared from the same stool sample, one was stored at room temperature, the other in a refrigerator for 50 hours, and each slide was analyzed at nine time points (20, 50, 80, 110, 140 minutes, 18, 26, 42 and 50 hours). In the second experiment (n = 340), whole stool samples were split into two, one part was stored at room temperature, and the other part was put in a refrigerator for 48 hours. From each part one Kato-Katz slide was prepared and analyzed at three time points over two days (0, 24 and 48 hours). In the third experiment (n = 56), whole stool samples where stirred for 15 seconds six times and at each time point a Kato-Katz slide was prepared and analyzed. Mean hookworm FECs of Kato-Katz slides stored at room temperature steadily decreased following slide preparation. After two hours, mean hookworm FECs decreased from 22 to 16, whereas no reduction was observed if Kato-Katz slides were stored in the refrigerator (19 vs 21). The time x storage interaction effect was statistically significant (coefficient 0.26, 95% CI: 0.17 to 0.35, p < 0.0001). After 24 hours mean hookworm FECs dropped close to zero, irrespective of the storage condition. Whole stool samples stored at room temperature for one day resulted in a mean hookworm FEC decrease of 23% (p < 0.0001), compared to a 13% reduction (p < 0.0001) if samples were stored in the refrigerator. Fecal egg counts of A. lumbricoides and T. trichiura remained stable over time regardless of storage temperature of whole stool samples. Finally, we found a significant reduction of the variation of hookworm and T. trichiura eggs with increasing rounds of stirring the sample, but not for A. lumbricoides. For hookworm we observed a simultaneous decrease in mean FECs, making it difficult to draw recommendations on stirring samples. CONCLUSIONS/SIGNIFICANCE: Our findings suggest that stool samples (i) should be analyzed on the day of collection and (ii) should be analyzed between 20-30 minutes after slide preparation; if that is not possible, Kato-Katz slides can be stored in a refrigerator for a maximum of 110 minutes.

Efficacy, safety and acceptability of a new chewable formulation versus the solid tablet of mebendazole against hookworm infections in children: An open-label, randomized controlled trial.

BACKGROUND: Soil-transmitted helminths (STHs) infect almost 1·5 billion people worldwide. The control of STH infections is based on preventive chemotherapy using either albendazole or mebendazole. Before being widely used, a sufficient body of evidence on efficacy, safety and acceptability is warranted for the new chewable child-friendly formulation of mebendazole that was recently developed. METHODS: We conducted a randomised controlled superiority trial in four primary schools and kindergartens on Pemba Island, Tanzania. We considered eligible children aged 3 to 12 years with a hookworm infection intensity of at least 50 eggs per gram (EPG) of stool and no chronic diseases. Participants were allocated to treatment arms (ratio 1:1) using a computer generated random sequence. Our primary outcome was geometric mean based egg reduction rate (ERR) against hookworm assessed 14-21 days post-treatment. This trial complete and is registered with ClinicalTrials.gov, number NCT03995680 (June 24, 2019). FINDINGS: 397 children were eligible and randomised into the solid (198) or chewable (199) tablet arms, of whom 393 were analysed. We found no significant difference between both formulations in terms of ERR (solid 70·8% versus chewable 68·5%, difference in ERRgeometric mean 2·3%-points, 95% CI -7·8 to 12·6, p = 0.65) and CR (11·2 versus 12·7%, 95% CI -4·9 to 7·9, p = 0.65) against hookworm infections. Adverse events were mild in both treatment arms. INTERPRETATIONS: Though we could not demonstrate superiority in terms of efficacy of the new formulation, the difference between arms was small and therefore, the chewable formulation could be safely used as an alternative to swallowable tablets, in particular in young children who may have swallowing difficulties. This might help increase compliance and, consequently, enhance the effect of preventive chemotherapy.

Students' satisfaction and perceived impact on knowledge, attitudes and skills after a 2-day course in scientific writing: a prospective longitudinal study in Spain.

OBJECTIVES: This study aimed to determine students' satisfaction with a 2-day course on scientific writing in health sciences and to assess their perceptions of the long-term impact on their knowledge, attitudes and skills. SETTING: 27 iterations of a 2-day course on writing and publishing scientific articles in health sciences. PARTICIPANTS: 741 students attending the 27 courses. DESIGN: Prospective longitudinal study. PRIMARY AND SECONDARY OUTCOME MEASURES: Immediately after each course, students completed a first questionnaire, rating their satisfaction with different aspects of the classroom sessions on a Likert scale (0-5). Approximately 2 years after the course, students completed a follow-up questionnaire, using a Likert scale (0-4) to rate their knowledge, skills and attitudes in relation to scientific writing before and after attending the course. RESULTS: 741 students (70% women) participated in the 27 iterations of the course; 568 (76.8%) completed the first questionnaire and 182 (24.6%) completed the follow-up questionnaire. The first questionnaire reflected high overall satisfaction (mean score, 4.6). In the second questionnaire, students reported that the course had improved their knowledge (mean improvement: 1.6; 95% CI 1.6 to 1.7), attitudes (mean improvement: 1.3; 95% CI 1.2 to 1.4) and skills (mean improvement: 1.4; 95% CI 1.3 to 1.4) related to writing and publishing scientific papers. Most respondents (n=145, 79.7%) had participated in drafting a scientific paper after the course; in this subgroup, all the specific writing skills assessed in the second questionnaire significantly improved. CONCLUSIONS: Students were satisfied with the format and the contents of the course, and those who responded to the follow-up survey considered that the course had improved their knowledge, attitudes and skills in relation to scientific writing and publishing. Courses are particularly important in countries without strong traditions in scientific publication.

First description of Onchocerca jakutensis (Nematoda: Filarioidea) in red deer (Cervus elaphus) in Switzerland.

Twenty-seven species of the genus Onchocerca (Nematoda; Filarioidea) can cause a vector-borne parasitic disease called onchocercosis. Most Onchocerca species infect wild and domestic ungulates or the dog, and one species causes river blindness in humans mainly in tropical Africa. The European red deer (Cervus e. elaphus) is host to four species, which are transmitted by blackflies (simuliids) or biting midges (ceratopogonids). Two species, Onchocerca flexuosa and Onchocerca jakutensis, produce subcutaneous nodules, whereas Onchocerca skrjabini and Onchocerca garmsi live free in the hypodermal serous membranes. During the hunting season, September 2013, red deer (n = 25), roe deer (Capreolus c. capreolus, n = 6) and chamois (Rupicapra r. rupicapra, n = 7), all shot in the Grisons Region (Switzerland) were investigated for the presence of subcutaneous nodules which were enzymatically digested, and the contained Onchocerca worms were identified to species by light and scanning electron microscopy as well as by PCR/sequencing. In addition, microfilariae from skin samples were collected and genetically characterized. Neither nodules nor microfilariae were discovered in the roe deer and chamois. Adult worms were found in 24% of red deer, and all of them were identified as O. jakutensis. Two morphologically different microfilariae were obtained from five red deer, and genetic analysis of a skin sample of one red deer indicated the presence of another Onchocerca species. This is the first report of O. jakutensis in Switzerland with a prevalence in red deer similar to that in neighbouring Germany.

Using feature films as a teaching tool in medical schools / El empleo de películas comerciales en las facultades de medicina

Feature films can be powerful teaching tools. However, to ensure successful results, teachers should bear several principles in mind. In this review, we recommend some principles for using films in medical education. We discuss how to choose appropriate films and how to make the most of them in the course. To identify educational elements in the film, we recommend reading the literature and watching the film carefully. It is important to check that the material is appropriate for the students' current knowledge. Longer films can be difficult to use, but using individual scenes is an option. The plausibility of the events depicted may sometimes be more important than their factual accuracy. Discussion of the film should be limited to a few questions previously identified by teachers. Medical issues are only one useful aspect in films; social and humanistic elements are also valuable. Adequate assessment of students' learning after the activity is critical to establish the legitimacy of using the film as a teaching activity

Las películas comerciales son instrumentos muy útiles para transmitir información. No obstante, es aconsejable que los profesores consideren la aplicación de algunos principios para conseguir los mejores resultados con su empleo. En el presente artículo se realizan algunas recomendaciones que pueden ayudar a aquellos que desean utilizarlas en su actividad docente. Para establecer los elementos educativos, se sugiere leer los artículos disponibles sobre la película así como visionar la película para comprobar que sus contenidos no se encuentran por debajo ni por encima de sus conocimientos actuales. Su duración puede ser un inconveniente y, en esta situación, puede ser más recomendable seleccionar algunas de sus escenas. La plausibilidad de los hechos presentados en la película puede ser de más utilidad que su exactitud. A fin de obtener un resultado adecuado, es recomendable que el debate se centre en un número reducido de preguntas que se han seleccionado previamente por el profesor. Los aspectos médicos constituyen habitualmente solo una parte del argumento, y los elementos sociales y humanísticos pueden ser de gran valor para contextualizar la situación tratada. Por último, una evaluación adecuada de los estudiantes tras la actividad es crítica para legitimar el empleo de las películas como actividad docente

Dos décadas de actividades puente entre la farmacología, la epidemiología y la salud pública en España / Two decades of bridging activities between pharmacology, epidemiology and public health in Spain

No debería sorprender que disciplinas como la epidemiología, la salud pública y la farmacología tengan a menudo puntos de confluencia. Es por ello que tanto los profesionales de estas áreas como sus instituciones han compartido diversas actividades. Este artículo recopila dos décadas de iniciativas compartidas entre dichas disciplinas, coordinadas por la Fundación Dr. Antonio Esteve. Se detallan 20 colaboraciones, entre actividades presenciales y publicaciones. En ellas han participado diversas instituciones y casi un millar de profesionales. Destacan las actividades orientadas a la formación en redacción y edición científica, en particular las 32 ediciones del curso sobre cómo redactar un artículo científico, entre 2004 y 2014. Se concluye que la colaboración entre instituciones y profesionales ha actuado, y se espera que lo siga haciendo, como puente entre disciplinas, con el fin de potenciar sus actividades y contribuir al avance científico desde una perspectiva multidisciplinaria (AU)

Unsurprisingly, disciplines such as epidemiology, public health and pharmacology have points of confluence. Consequently, in Spain, both professionals and organizations from these disciplines have collaborated on many different activities altogether. This article compiles two decades of shared initiatives among these fields, coordinated by the Esteve Foundation. We discuss 20 collaborations, including face-to-face activities and joint publications. These activities involved numerous institutions and over 1,000 professionals. Among other activities, we would like to stress the training activities in scientific writing and editing. In particular, we highlight the 32 editions of a training workshop on how to write a scientific article, which has been running since 2004 to the present day. We conclude that collaborations between different institutions and professionals have acted and will continue to act as a bridge between disciplines and to contribute to scientific progress from a multidisciplinary perspective (AU)

Cómo empezó Los misterios del sistema inmunitario y hasta dónde hemos llegado / No disponible

No disponible

Formación en investigación y desarrollo de medicamentos: diez años de experiencia (2002-2012) / Training in drug research and development: a ten-year experience (2002-2012)

Introducción: Desde el año 2002, la Universitat Pompeu Fabra ha ofrecido un itinerario profesional en industria sanitaria dentro de su licenciatura en biología. El programa combina teoría (clases magistrales, seminarios) con un período de prácticas en instituciones o empresas dedicadas a la investigación farmacéutica. En 2006, se empezó un Máster en Industria Farmacéutica y Biotecnológica inspirado en este curso. El presente artículo describe ambos programas y evalúa las percepciones actuales de los antiguos alumnos sobre la formación recibida, así como su situación profesional actual. Sujetos y métodos: Se envió un cuestionario por correo electrónico a todos los antiguos alumnos de los que se disponía de su dirección (n = 249) preguntando sobre su trabajo actual y la opinión del curso que siguieron. Puntuaron sus opiniones de 0 (muy mal) a 10 (excelente). Resultados: Contestaron 107 estudiantes (43%). Las opiniones sobre la formación teórica y las prácticas externas tuvieron una puntuación media de 7,6 y 8,8, respectivamente. La contribución del programa a su trabajo actual obtuvo una media de 8,2. El 90,6% de los participantes respondieron que volverían a escoger el mismo programa de tener la oportunidad. Entre los ocupados (83,8% de la muestra), el 62,4% estaba trabajando en empresas del sector privado, el 31,2% en universidades o institutos de investigación y el 6,5% realizaba otros trabajos remunerados. Sólo el 5,4% estaba desempleado y un 10,8% seguía otros estudios universitarios. El valor medio de satisfacción con su trabajo actual fue de 7,7. Conclusiones: El programa de formación en I+D farmacéutica fue valorado positivamente. Además, permitió que los estudiantes encontraran un trabajo satisfactorio, un buen indicador de la capacidad de aplicación del programa a las necesidades profesionales del sector

Introduction: Since 2002, Universitat Pompeu Fabra has been offering a professional track on Health Care Industry in its bachelor in Biology. The syllabus combines theory (lectures, seminars) plus an internship in a company/institution, and it is primarily focused on drug research. In 2006, the University began a Master in Pharmaceutical Industry and Biotechnology inspired on this course. The present article describes both programs and evaluates the current perceptions of former students about these training activities as well as their present jobs. Subjects and methods: We e-mailed a questionnaire to all former students with known address (n = 249) asking about their current job and opinion the course they followed. They rated their opinions from 0 (very bad) to 10 (excellent). Results: A total of 107 (43%) students answered the questionnaire. Opinions on the theoretical teaching and internship had mean scores of 7.6 and 8.8, respectively. The contribution of the course to their current job gave a mean score of 8.2. A total of 90.6% of respondents would choose the same course again, given the opportunity. Among those working (83.8% of the sample), 62.4% were working in private companies, 31.2% were in universities or research institutes and 6.5% were working in other paid jobs. Unemployed were 5.4% of the sample and 10.8% were following other degrees at universities. Their job satisfaction achieved a mean score of 7.7. Conclusions: We conclude that our courses in drug research were highly appreciated. Furthermore they also help students to find a satisfactory job, a good indicator of the program’s applicability to the needs of workplace

[Two decades of bridging activities between pharmacology, epidemiology and public health in Spain]. / Dos décadas de actividades puente entre la farmacología, la epidemiología y la salud pública en España.

Unsurprisingly, disciplines such as epidemiology, public health and pharmacology have points of confluence. Consequently, in Spain, both professionals and organizations from these disciplines have collaborated on many different activities altogether. This article compiles two decades of shared initiatives among these fields, coordinated by the Esteve Foundation. We discuss 20 collaborations, including face-to-face activities and joint publications. These activities involved numerous institutions and over 1,000 professionals. Among other activities, we would like to stress the training activities in scientific writing and editing. In particular, we highlight the 32 editions of a training workshop on how to write a scientific article, which has been running since 2004 to the present day. We conclude that collaborations between different institutions and professionals have acted and will continue to act as a bridge between disciplines and to contribute to scientific progress from a multidisciplinary perspective.

[Public health competencies and contents in pharmacy degree programs in Spanish universities]. / Competencias y contenidos comunes de salud pública del grado en farmacia de las universidades españolas.

OBJECTIVE: To identify public health core competencies and contents in pharmacy degrees at a meeting of public health lecturers in pharmacy degrees from various public and private universities. METHODS: The first Meeting of the Forum of University Teaching Staff in Pharmacy Degrees was held at the Faculty of Medicine in the Complutense University, Madrid, Spain on the 19(th) and 20(th) of November 2013. The meeting was attended by 17 lecturers. Participants brought their own teaching programs and were given two previous studies on public health competencies for analysis of public health contents and competencies in pharmacy degrees. Working groups were formed and the results were shared. RESULTS: The highest number of core competencies was identified in the following functions: "Assessment of the population's health needs" and "Developing health policies". The final program included basic contents organized into 8 units: Concept of Public Health, Demography, Epidemiological Method, Environment and Health, Food Safety, Epidemiology of Major Health Problems, Health Promotion and Education, and Health Planning and Management. CONCLUSIONS: Representation of almost all the Spanish Pharmacy Faculties and the consensus reached in the description of competences and program contents will greatly improve the quality of teaching in this area.

El caso Glivec(R): primer ejemplo de debate global en torno al sistema de patentes de medicamentos / The Glivec(R) case: the first example of a global debate on the drug patent system

Objetivo. Describir la secuencia de hechos acontecidos respecto al caso Glivec® en la India y analizar las opiniones generadas en diferentes ámbitos. Método. Búsqueda sistemática de artículos sobre la patente de imatinib (Glivec®) en la India. Se seleccionaron los que describían los acontecimientos, las decisiones de las instancias implicadas y las opiniones en la prensa general y científica, con identificación de las fechas y de los argumentos de las partes implicadas. Resultados. De los 886 documentos obtenidos se seleccionaron 40, publicados entre 2003 y 2013, mayoritariamente de tipo periodístico y comentarios. El caso duró 7 años, desde el rechazo de la patente presentada por Novartis ante la oficina de patentes de la India en 2006 hasta la ratificación de esta decisión por el tribunal supremo en 2013. Entre las controversias surgidas destacaron los argumentos en defensa de la ley de patentes India, promulgada para favorecer el acceso a los medicamentos en los países del Tercer Mundo. El fallo judicial ha recibido el apoyo de diversas instituciones, si bien un análisis objetivo implica considerar también los argumentos presentados por las empresas farmacéuticas y otras instituciones. Conclusión. El caso Glivec® ha planteado el debate sobre la adecuación de las normas internacionales, su aplicabilidad en el entorno económico y su adaptación en cada país. Este caso, y otros, deberían contribuir a la reflexión sobre el sistema internacional de patentes a fin de preservar la salud de la población más necesitada de una atención sanitaria adecuada en equilibrio con la protección de la propiedad intelectual y la innovación (AU)

Objective. To describe the sequence of events involving the Glivec® case in India and to analyze the opinions generated in distinct settings. Method. We performed a systematic search for articles concerning the imatinib (Glivec®) patent in India. We selected those sources that described the events, decisions of the authorities involved, and press and scientific opinions. Dates and arguments presented by the involved parties were clearly identified. Results. Of 886 documents initially obtained, we selected 40 documents published between 2003 and 2013. Most of them were press news and commentaries. The process lasted 7 years, starting in 2006 when the Indian Patent Office rejected the patent application filed by Novartis. It ended in 2013 when the Indian Supreme Court upheld this decision. It was argued that the Indian Patent Law would facilitate access to medicines in the Third World and the final decision has received support by the general population. Although the court's final decision has been supported by several institutions, an objective analysis should also take into account the arguments of the pharmaceutical companies and other entities. Conclusion. The Glivec® case gave rise to an intense debate on the appropriateness of international standards on patents, their applicability and how they should be adopted in each country. This case, as well as other cases, should serve to stimulate reflection on the international patent system and to achieve scenarios in which the health of the poorest populations is protected but also balanced against intellectual property protection and innovation (AU)

Uso del cine comercial como herramienta docente en estudios en ciencias de la salud. Una experiencia multidisciplinar y colectiva / The use of popular movies in the teaching of health sciences students. A multidisciplinary experience

El uso de películas comerciales ha sido habitual para fomentar el aprendizaje en diversas experiencias universitarias, especialmente en estudios en ciencias de la salud. En el presente trabajo se presenta una dilatada experiencia con dicho método docente llevada a cabo con los estudios de biología en la Facultad de Ciencias de la Salud y de la Vida de la Universitat Pompeu Fabra. Desde el inicio de los estudios, se utilizaron diversas películas en todos los cursos de la carrera que sirvieron para fomentar el aprendizaje de objetivos docentes muy diversos. En concreto se ha utilizado habitualmente el cine como herramienta docente en siete asignaturas ubicadas en los cinco cursos del currículo. En todos los casos, la experiencia fue muy bien valorada y mantiene su continuidad en los nuevos grados de Medicina y de Biología Humana que se imparten en el centro

Popular movies have been used in a wide range of university courses for different teaching purposes, especially in studies of health sciences. This paper describes an experience of using such didactic approach in a wide range of subjects in the bachelor of Biology at the Pompeu Fabra University. Since the beginning of the studies, several films were used to promote the learning of diverse educational objectives. Specifically, seven subjects located in the five courses of the curriculum have been commonly used films as a teaching tool. In all cases, the experience was highly valued and it is continued in the new degree studies of Human Biology and Medicine

Evaluación de un curso itinerante sobre aprendizaje basado en problemas a través de dos encuestas / Survey-based assessment of a workshop conducted in several Spanish cities on problem-based learning

Introducción: En un intento por promover la formación en aprendizaje basado en problemas (ABP) entre diferentes profesionales de la docencia, la Fundación Dr. Antonio Esteve decidió organizar varios cursos en diversas ciudades españolas en colaboración con otras instituciones. Este estudio presenta la experiencia de cuatro años de formación en ABP (2008-2011) promovidos desde esta fundación. Sujetos y métodos: Se analizaron los datos de 11 cursos sobre ABP a los que asistieron 216 profesionales. En primer lugar, se obtuvo información sobre la satisfacción de los asistentes a partir de un primer cuestionario impreso entregado al final de cada curso. En segundo lugar, se analizaron datos adicionales obtenidos a partir de un segundo cuestionario de opinión enviado por correo electrónico meses después de finalizar el curso. Resultados: La satisfacción con el curso de los 194 participantes que completaron el primer cuestionario (tasa de respuesta del 90%) fue muy alta (mediana de 4 sobre 5). Un total de 54 participantes (tasa de respuesta del 25%) respondieron al segundo cuestionario, según el cual los participantes mejoraron sus conocimientos, actitudes y habilidades con una mediana de incremento de 3 para la mayoría de parámetros evaluados. Después del curso, el 39% de los asistentes indicaron que pudieron implementar el ABP en alguna de sus actividades docentes. Conclusiones: Los cursos fueron bien acogidos y han contribuido al aprendizaje en general por parte de los asistentes. Los cuestionarios también han servido para poner de relieve algunos de los problemas que limitan la aplicación del ABP en nuestro entorno

Introduction: In an attempt to promote problem-based learning (PBL), the Esteve Foundation organized several seminars for various teaching professionals in a number of Spanish cities. This study presents the experience gained in four years of running these courses (2008-2011), which were offered in collaboration with other institutions. Subjects and methods: Data were analyzed from 11 PBL courses involving 216 professionals. Firstly, satisfaction data were taken from a printed survey conducted at the end of each course. Secondly, additional data were obtained from a deferred opinion questionnaire sent by email several months after the course. Results: Satisfaction data for 194 attendees who completed the first questionnaire (response rate of 90%) were very positive (median: 4 out of 5). Only 54 attendees (response rate of 25%) responded to the deferred questionnaire. Participants improved their knowledge, attitude, and skills (median increase: 3 out of 5) in most of the parameters evaluated. Furthermore, after completion of the course, 39% of the attendees reported that they were able to implement PBL in some of their teaching activities. Conclusions: The courses were well received and contributed to the overall learning of the attendees. The questionnaires served to highlight some of the major problems in the implementation of PBL

[The Glivec® case: the first example of a global debate on the drug patent system]. / El caso Glivec®: primer ejemplo de debate global en torno al sistema de patentes de medicamentos.

OBJECTIVE: To describe the sequence of events involving the Glivec® case in India and to analyze the opinions generated in distinct settings. METHOD: We performed a systematic search for articles concerning the imatinib (Glivec®) patent in India. We selected those sources that described the events, decisions of the authorities involved, and press and scientific opinions. Dates and arguments presented by the involved parties were clearly identified. RESULTS: Of 886 documents initially obtained, we selected 40 documents published between 2003 and 2013. Most of them were press news and commentaries. The process lasted 7 years, starting in 2006 when the Indian Patent Office rejected the patent application filed by Novartis. It ended in 2013 when the Indian Supreme Court upheld this decision. It was argued that the Indian Patent Law would facilitate access to medicines in the Third World and the final decision has received support by the general population. Although the court's final decision has been supported by several institutions, an objective analysis should also take into account the arguments of the pharmaceutical companies and other entities. CONCLUSION: The Glivec® case gave rise to an intense debate on the appropriateness of international standards on patents, their applicability and how they should be adopted in each country. This case, as well as other cases, should serve to stimulate reflection on the international patent system and to achieve scenarios in which the health of the poorest populations is protected but also balanced against intellectual property protection and innovation.

Utilidad de las películas para debatir temas complejos: política, religión y ciencia en Ágora / Usefulness of movies for discussing complex topics: politics, religion and science in Ágora

Introducción. Las películas comerciales han constituido un método docente de demostrada eficacia en entornos educativos de ciencias de la salud. En el presente artículo se describe la utilidad de Ágora para presentar las complejas relaciones entre ciencia, política y religión, las cuales afectan a diversas situaciones biomédicas en la actualidad. Materiales y métodos. La actividad consistió en la proyección de la película y posterior debate, al final del cual los estudiantes cumplimentaron, de forma anónima y voluntaria, un cuestionario de diez preguntas sobre los temas tratados y los vinculados con los objetivos educativos preestablecidos. Después se les solicitó que enviaran voluntariamente un informe personal sobre los aspectos más relevantes de la película. Resultados. Cincuenta y dos estudiantes (96,3% de los asistentes) respondieron el cuestionario de evaluación. Consideraron que Ágora tenía un interés notable para describir un ejemplo de conflicto entre ciencia y poderes sociales, y manifestaron que tales situaciones aún podían persistir hoy. En los informes personales realizados por 49 estudiantes (90,7%) destacaron la consideración de tales conflictos, las barreras impuestas al conocimiento nuevo, la discriminación de la mujer en la sociedad y en la ciencia, así como las dificultades que entraña el respeto por el pensamiento individual. Conclusiones. Ágora puede ser una película de interés para analizar y debatir las difíciles relaciones entre ciencia, religión y política. A pesar de su ambientación clásica, plantea situaciones aún identificables en nuestra sociedad y que los estudiantes deberían conocer (AU)

Introduction. Popular movies have turned out to be useful educational tools able to introduce complex issues to students of health sciences. The present paper describes the usefulness of Ágora to discuss the conflicts that might appear when science is faced with religion or politics. Materials and methods. The movie was introduced to a group of students of fifth year of Biology. After seeing it, students completed, voluntarily and anonymously, a ten-item questionnaire, which considered the topics reflected in the film related with the educational objectives. Afterwards, a general discussion was carried out. They were asked to send a short essay with a personal thought about the activity. Results. Fifty-two students (96.3% of attendees) answered the questionnaire of evaluation. They considered that the movie had an outstanding interest to present the conflicts between science and social powers. They also agreed that such situations might still be present in the current world. Forty-nine students (90.7%) sent the short essays. Students mainly wrote about the above-mentioned conflict, the barriers to knowledge, the discrimination against women and the need of respect for personal opinions. Conclusions. Ágora may be a useful teaching tool to analyze and discuss the complex relationships among science, religion and politics. Even though it is set in the classical world, some of the issues posed in the movie may be still recognizable in our modern societies (AU)

Competencias y contenidos comunes de salud pública en los programas universitarios de grado / Common competencies and contents in public health in graduate programs

Objetivo Identificar competencias y contenidos básicos de salud pública en los programas de grado de enfermería, farmacia, magisterio, medicina, nutrición humana y dietética, óptica y optometría, relaciones laborales y recursos humanos, y trabajo social, y realizar propuestas de mejora. Métodos Organización del taller Contenidos de salud pública en los programas de grado en la XXI Escuela de Salud Pública de Menorca. Formación de ocho grupos coordinados por 37 profesores de universidades españolas seleccionados a través de informantes clave y bola de nieve. Se utilizaron dos estudios sobre competencias profesionales en salud pública, y los programas de los participantes, para analizar las competencias profesionales de salud pública, los contenidos y las recomendaciones para mejorar los programas de salud pública. Cada grupo trabajó sobre un grado y se compartieron los resultados. Resultados Se identificaron competencias profesionales para las tres funciones esenciales de salud pública en todas las titulaciones excepto en magisterio, óptica y optometría, y trabajo social. En enfermería, magisterio, nutrición humana y dietética, y trabajo social, se rescribieron competencias para destacar el papel de cada profesional en las funciones de salud pública. Los grupos coincidieron en los temas de introducción (conceptos fundamentales y determinantes de la salud) y en las estrategias de intervención. Conclusión Se identifican competencias y contenidos comunes en los grados. La actualización de contenidos de salud pública contribuiría a definir y visibilizar el perfil salubrista de los distintos profesionales(AU)

Objective To identify fundamental public health competencies and contents in nursing, pharmacy, teaching, medicine, human nutrition and dietetics, optics and optometry, labor relations and human resources, and social work in graduate programs and to formulate proposals for their improvement. Methods The workshop on Public health contents in graduate programs in the XXI Menorca Public Health School was organized as follows: eight groups were set up, coordinated by 37 Spanish university teachers participating in the workshop and selected through key informants and snowball techniques. Two studies on public health professional competencies and the participants’ own graduate programs were used to discuss public health professional competencies and contents and establish recommendations to improve public health programs. Each group worked on a particular degree course and the results were shared in plenary. Results Professional competencies for the three essential public health functions were indentified in all the degrees, except teaching, optics and optometry, and social work. Some of the competencies included in degrees in nursing, teaching, human nutrition and dietetics, and social work were rewritten to highlight the role of each type of professional in public health functions. The groups agreed on the introductory topics (basic concepts and health determinants) and intervention strategies. Conclusion Common competencies and contents were identified in graduate programs. Updating public health contents in graduate programs would help to define and promote the profile of public health professionals (AU)