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Different studies show that mixed methodology can be effective in medical training. However, there are no conclusive studies in specialist training on advanced life support (ALS). The main objective of this research is to determine if, with mixed didactic methodology, which includes e-learning, similar results are produced to face-to-face training. The method used was quasi-experimental with a focus on efficiency and evaluation at seven months, in which 114 specialist doctors participated and where the analysis of the sociodemographic and pre-test variables points to the homogeneity of the groups. The intervention consisted of e-learning training plus face-to-face workshops versus standard. The results were the performance in knowledge and technical skills in cardiac arrest scenarios, the perceived quality, and the perception of the training. There were no significant differences in immediate or deferred performance. In the degree of satisfaction, a significant difference was obtained in favour of the face-to-face group. The perception in the training itself presented similar results. The main limitations consisted of sample volume, dropping out of the deferred tests, and not evaluating the transfer or the impact. Finally, mixed methodology including e-learning in ALS courses reduced the duration of the face-to-face sessions and allowed a similar performance.
Juan Chaves; Antonio A. Lorca-Marín; Emilio José Delgado-Algarra. Methodology of Specialist Physicians Training: From Traditional to e-Learning. International Journal of Environmental Research and Public Health 2020, 17, 7681 .
AMA StyleJuan Chaves, Antonio A. Lorca-Marín, Emilio José Delgado-Algarra. Methodology of Specialist Physicians Training: From Traditional to e-Learning. International Journal of Environmental Research and Public Health. 2020; 17 (20):7681.
Chicago/Turabian StyleJuan Chaves; Antonio A. Lorca-Marín; Emilio José Delgado-Algarra. 2020. "Methodology of Specialist Physicians Training: From Traditional to e-Learning." International Journal of Environmental Research and Public Health 17, no. 20: 7681.
Current higher education policies include several challenges, such as the academic internationalization of universities, mobility, and cultural plurality. Beyond the official curriculum, university educators have conceptions of citizenship and pluricultural competence. To understand the conceptions of educators on both topics in the Hispanic and Japanese contexts of higher education, this article presents a quantitative study involving a collaboration between a sample of education and social sciences teaching staff from universities in Spain and Japan. The CYASPS® (Citizenship and Plurilingual Social Actors in Higher Education) instrument and a categories system were designed for data collection and analysis with the support of SPSS (Statistical Package for the Social Sciences) software. Using a comparative approach, this study investigated the teaching staffs’ conceptions about citizenship and pluricultural teaching–learning environments, which focused on their views regarding different kinds of citizenship, citizens’ participation, and sources for the development of pluricultural competences. Based on a descriptive and factorial analysis, there were significant correlations between citizenship and pluricultural competence, with relevant connections between key aspects of pluricultural competence, including awareness of the rights from the liberal citizenship model, civic commitment of the republican citizenship model, and several elements of cosmopolitan and radical citizenship.
Emilio José Delgado-Algarra; Ignacio Aguaded; César Bernal-Bravo; Antonio Alejandro Lorca-Marín. Citizenship and Pluriculturalism Approaches of Teachers in the Hispanic and Japanese Contexts: Higher Education Research. Sustainability 2020, 12, 3109 .
AMA StyleEmilio José Delgado-Algarra, Ignacio Aguaded, César Bernal-Bravo, Antonio Alejandro Lorca-Marín. Citizenship and Pluriculturalism Approaches of Teachers in the Hispanic and Japanese Contexts: Higher Education Research. Sustainability. 2020; 12 (8):3109.
Chicago/Turabian StyleEmilio José Delgado-Algarra; Ignacio Aguaded; César Bernal-Bravo; Antonio Alejandro Lorca-Marín. 2020. "Citizenship and Pluriculturalism Approaches of Teachers in the Hispanic and Japanese Contexts: Higher Education Research." Sustainability 12, no. 8: 3109.
Emilio José Delgado-Algarra; University of Huelva; Eloy López Meneses; César Bernal Bravo; Antonio Alejandro Lorca-Marín; University of Pablo de Olavide; University of Rey Juan Carlos I. Citizenship Oriented to Justice in Higher Education: Didactic Experience and Revision in the Bachelor’s Degree in Primary School Education. Trends and good practices in research and teaching. A Spanish-English collaboration 2019, 1 .
AMA StyleEmilio José Delgado-Algarra, University of Huelva, Eloy López Meneses, César Bernal Bravo, Antonio Alejandro Lorca-Marín, University of Pablo de Olavide, University of Rey Juan Carlos I. Citizenship Oriented to Justice in Higher Education: Didactic Experience and Revision in the Bachelor’s Degree in Primary School Education. Trends and good practices in research and teaching. A Spanish-English collaboration. 2019; ():1.
Chicago/Turabian StyleEmilio José Delgado-Algarra; University of Huelva; Eloy López Meneses; César Bernal Bravo; Antonio Alejandro Lorca-Marín; University of Pablo de Olavide; University of Rey Juan Carlos I. 2019. "Citizenship Oriented to Justice in Higher Education: Didactic Experience and Revision in the Bachelor’s Degree in Primary School Education." Trends and good practices in research and teaching. A Spanish-English collaboration , no. : 1.
La entrada de las TIC en general en el mundo académico es ya una realidad, el número de investigaciones, actividades divulgadas por los distintos medios tanto formales como no formales así lo demuestran. Los videojuegos (VJ) en particular juegan un papel importante en muchas de ellas. No obstante, el tratamiento de estos en el aula de ciencias experimentales (CCEE) es más escaso, y los que hay solo pertenecen a aquellas de corte divulgativo. Por tanto, existe una necesidad de profundizar sobre este recurso y en el área de CCEE en particular, con la finalidad de generar modelos de buenas prácticas y su implantación en el aula de ciencias.En este estudio se presenta un estudio sobre las concepciones que tienen los docentes, tanto en formación inicial como en ejercicio, sobre el papel de los VJ en el tratamiento de las competencias y/o contenidos de ciencias. Se ha abordado bajo un corte cuantitativo dentro de un paradigma interpretativo, vislumbrándose la necesidad de acercarse a la subjetividad que existe en las competencias a través de los indicadores objetivos que nos permiten los contenidos.
Antonio Alejandro Lorca Marín; José María Cuenca López; Bartolomé Vázquez Bernal; E. J. Delgado-Algarra. Concepciones de los docentes sobre el tratamiento de las competencias a traves de los videojuegos en el aula de ciencias. Universitas Tarraconensis. Revista de Ciències de l'Educació 2019, 1, 71 -87.
AMA StyleAntonio Alejandro Lorca Marín, José María Cuenca López, Bartolomé Vázquez Bernal, E. J. Delgado-Algarra. Concepciones de los docentes sobre el tratamiento de las competencias a traves de los videojuegos en el aula de ciencias. Universitas Tarraconensis. Revista de Ciències de l'Educació. 2019; 1 (2):71-87.
Chicago/Turabian StyleAntonio Alejandro Lorca Marín; José María Cuenca López; Bartolomé Vázquez Bernal; E. J. Delgado-Algarra. 2019. "Concepciones de los docentes sobre el tratamiento de las competencias a traves de los videojuegos en el aula de ciencias." Universitas Tarraconensis. Revista de Ciències de l'Educació 1, no. 2: 71-87.
Within globalization and the development of information and communication technologies (ICT), social and civic competence and sustainability take on a relevant role in the international scope. To this end, a theoretical section on citizenship models and the different fingerprints of sustainability is presented. The study is quantitative, with a sample of 161 massive open online courses (MOOCs) from three of the main platforms (Coursera, EdX and MiriadaX) with content on citizenship, citizen participation and/or sustainability. Both data collection and analysis are structured around a system of four categories: Technical dimension, didactic dimension, citizenship and sustainability. An exploratory analysis is carried out, followed by a factorial analysis focused on correlations and reduction of factors that allows us to define a main formative profile of the MOOC in relation to the reference themes. In this way, this research concludes that there is an international trend in MOOCs in citizenship and sustainability, whose predominant training proposals include contents related to the ecological citizenship model, as well as issues such as lack of resources, the need to reduce waste derived from consumption, climate change, or the impact of companies on the local economy and environment.
Emilio José Delgado-Algarra; Isabel María Román Sánchez; Eva Ordóñez Olmedo; Antonio Alejandro Lorca-Marín. International MOOC Trends in Citizenship, Participation and Sustainability: Analysis of Technical, Didactic and Content Dimensions. Sustainability 2019, 11, 5860 .
AMA StyleEmilio José Delgado-Algarra, Isabel María Román Sánchez, Eva Ordóñez Olmedo, Antonio Alejandro Lorca-Marín. International MOOC Trends in Citizenship, Participation and Sustainability: Analysis of Technical, Didactic and Content Dimensions. Sustainability. 2019; 11 (20):5860.
Chicago/Turabian StyleEmilio José Delgado-Algarra; Isabel María Román Sánchez; Eva Ordóñez Olmedo; Antonio Alejandro Lorca-Marín. 2019. "International MOOC Trends in Citizenship, Participation and Sustainability: Analysis of Technical, Didactic and Content Dimensions." Sustainability 11, no. 20: 5860.
Marta De La Vega Naranjo; Antonio Alejandro Lorca Marín; María De Los Ángeles De Las Heras Pérez. Conocimientos y actitudes hacia la biotecnología en alumnos de último curso de Educación Secundaria Obligatoria. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 2018, 15, 1 -14.
AMA StyleMarta De La Vega Naranjo, Antonio Alejandro Lorca Marín, María De Los Ángeles De Las Heras Pérez. Conocimientos y actitudes hacia la biotecnología en alumnos de último curso de Educación Secundaria Obligatoria. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias. 2018; 15 (3):1-14.
Chicago/Turabian StyleMarta De La Vega Naranjo; Antonio Alejandro Lorca Marín; María De Los Ángeles De Las Heras Pérez. 2018. "Conocimientos y actitudes hacia la biotecnología en alumnos de último curso de Educación Secundaria Obligatoria." Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 15, no. 3: 1-14.