Evaluación en educación superior: análisis de la perspectiva del profesorado

Evaluation in higher education is an essential process for measuring the quality of education, student learning, and the effectiveness of academic programs. This process can take a variety of forms and encompass different aspects, such as program evaluation, course evaluation, teacher evaluation, and student learning assessment. The aim of this research is to analyse what type of assessment UPV/EHU teaching staff use in their teaching practice A total of 403 people participated in this study. The sample was recruited from all the teaching staff of the University of the Basque Country (UPV/ EHU). The survey had different questions that participants had to answer. For variables measured using Likert scales from 1 to 7, ANOVAs and student’s t-tests will be used to establish whether there are differences between the groups of participants. The results found differences by the field of work of the teachers or by the years they had taught with respect to the use of the exam to assess learning, the type of assessment, the activities carried out in the tests, the use of classroom or out-of-class activities to evaluate students. The results of the evaluation should be carefully analyzed to identify areas for improvement and development opportunities for programs, courses, faculty, and students. In this way, informed and effective decisions can be made to improve the quality of education.La evaluación en educación superior es un proceso esencial para medir la calidad de la educación, el aprendizaje de los estudiantes y la eficacia de los programas académicos. Este proceso puede adoptar diversas formas y abarcar diferentes aspectos, como la evaluación de programas, la evaluación de cursos, la evaluación docente y la evaluación del aprendizaje de los estudiantes. El objetivo de esta investigación es analizar qué tipo de evaluación utiliza el profesorado de la UPV/EHU en su práctica docente Un total de 403 personas participaron en este estudio. La muestra se reclutó entre todo el profesorado de la Universidad del País Vasco (UPV/EHU). La encuesta contaba con diferentes preguntas a las que los participantes debían responder. Para las variables medidas mediante escalas Likert de 1 a 7 se utilizarán ANOVAs y pruebas t-student para establecer si existen diferencias entre los grupos de participantes. Los resultados encontraron diferencias por el campo de trabajo del profesorado o por los años que habían impartido docencia respecto al uso del examen para evaluar el aprendizaje, el tipo de evaluación, las actividades realizadas en las pruebas, el uso de actividades de clase o fuera de clase para evaluar al alumnado. Los resultados de la evaluación deben ser analizados cuidadosamente para identificar áreas de mejora y oportunidades de desarrollo para los programas, los cursos, los profesores y los estudiantes. De esta manera, se puede tomar decisiones informadas y efectivas para mejorar la calidad de la educación

From Sample to Answer: Innovations in sample processing and CRISPR-based diagnostics for enhanced clinical translation and field deployment

The recent (re)emergence and rapid spread of infectious disease agents underscore the urgent need for effective disease prevention and control strategies. Accurate and timely diagnostics serve as the base for effective disease management, enabling the rapid identification of disease outbreaks, guiding treatment decisions, and informing public health interventions. However, the global diagnostic testing capacity is currently insufficient to effectively respond to emerging infectious disease threats, which has fueled the spread of Lassa, Ebola, SARS-CoV-2, and Zika virus in recent years. Globally, this diagnostic gap is particularly pronounced at the primary care or community level, an essential site for swift and effective response. Widespread, rapid, and user-friendly diagnostic tests are vital components of effective outbreak containment and response strategies, as they enable the rapid identification of new cases, thereby facilitating timely intervention and preventing further pathogen spread. Therefore, addressing the critical need in the global diagnostic testing infrastructure requires the development and deployment of diagnostic tools that are accurate, affordable, and accessible in decentralized settings. Existing diagnostics fall short in bridging the current diagnostic gap, but recent advances in nucleic acid-based technologies, and CRISPR-based diagnostics (CRISPR-Dx) in particular, have shown significant promise in transforming infectious disease detection. CRISPR-Dx are easily programmable, robust, sensitive, isothermal, and highly specific, but further advances will be required to facilitate their use outside of centralized laboratories. This thesis aims to address this critical gap in global diagnostic testing capacity, focusing on the innovation, validation, and deployment of CRISPR-Dx for infectious diseases. We first developed SHINE, a rapid and sensitive Cas13-based nucleic acid detection platform without the need for nucleic acid extraction. In this first version (SHINEv1), we simplified the CRISPR-Dx workflow, reducing user manipulations and assay time, and enabling automated interpretation of assay results using a companion smartphone application. Next, we made further improvements and thoroughly validated this platform to create SHINEv2, a further streamlined, equipment-free, and easily deployable technology with the ability to discriminate SARS-CoV-2 variants of concern (VOCs). Given the excellent programmability of CRISPR-Dx, we expanded the use of SHINE beyond SARS-CoV-2 to other clinically relevant pathogens. We developed and validated SHINE assays to detect and discriminate species, subtypes, and variants of influenza virus, with important implications for public health and clinical care. We also designed and tested multiplexed diagnostic assays for the detection and differentiation of three tick-borne pathogens in clinical samples. Finally, given the inadequacy of existing sample processing methods – and their importance to nucleic acid test deployment – we developed a high throughput experimental workflow to analyze the effects of chemical reagents on diagnostic assay performance and nuclease activity in patient samples using a commercially available microfluidic platform. Together, the research presented in this thesis contributes to the development of more effective, accessible, and field-deployable diagnostic solutions, thereby enhancing our ability to respond to the global burden of infectious diseases.Ph.D

Evaluación en educación superior: análisis de la perspectiva del profesorado

Evaluation in higher education is an essential process for measuring the quality of education, student learning, and the effectiveness of academic programs. This process can take a variety of forms and encompass different aspects, such as program evaluation, course evaluation, teacher evaluation, and student learning assessment. The aim of this research is to analyse what type of assessment UPV/EHU teaching staff use in their teaching practice A total of 403 people participated in this study. The sample was recruited from all the teaching staff of the University of the Basque Country (UPV/EHU). The survey had different questions that participants had to answer. For variables measured using Likert scales from 1 to 7, ANOVAs and student’s t-tests will be used to establish whether there are differences between the groups of participants. The results found differences by the field of work of the teachers or by the years they had taught with respect to the use of the exam to assess learning, the type of assessment, the activities carried out in the tests, the use of classroom or out-of-class activities to evaluate students. The results of the evaluation should be carefully analyzed to identify areas for improvement and development opportunities for programs, courses, faculty, and students. In this way, informed and effective decisions can be made to improve the quality of educationLa evaluación en educación superior es un proceso esencial para medir la calidad de la educación, el aprendizaje de los estudiantes y la eficacia de los programas académicos. Este proceso puede adoptar diversas formas y abarcar diferentes aspectos, como la evaluación de programas, la evaluación de cursos, la evaluación docente y la evaluación del aprendizaje de los estudiantes. El objetivo de esta investigación es analizar qué tipo de evaluación utiliza el profesorado de la UPV/EHU en su práctica docente Un total de 403 personas participaron en este estudio. La muestra se reclutó entre todo el profesorado de la Universidad del País Vasco (UPV/EHU). La encuesta contaba con diferentes preguntas a las que los participantes debían responder. Para las variables medidas mediante escalas Likert de 1 a 7 se utilizarán ANOVAs y pruebas t-student para establecer si existen diferencias entre los grupos de participantes. Los resultados encontraron diferencias por el campo de trabajo del profesorado o por los años que habían impartido docencia respecto al uso del examen para evaluar el aprendizaje, el tipo de evaluación, las actividades realizadas en las pruebas, el uso de actividades de clase o fuera de clase para evaluar al alumnado. Los resultados de la evaluación deben ser analizados cuidadosamente para identificar áreas de mejora y oportunidades de desarrollo para los programas, los cursos, los profesores y los estudiantes. De esta manera, se puede tomar decisiones informadas y efectivas para mejorar la calidad de la educación

The challenge of education for sustainability in higher education: key themes and competences within the University of the Basque Country

Introduction: One of the major challenges for higher education institutions in the last decade has been (and will continue to be) the integration of sustainability into their curricula and the development of sustainability competences in students. Education for Sustainability (ES) can help prepare students to meet the challenges of making societies more sustainable. However, as a first step toward this goal, teachers need to incorporate ES into their teaching. In this regard, this research aimed to analyze if members of the teaching staff have started this integration and, if so, which sustainability-related topics have been introduced and which skills do they consider contribute to the development of future graduates. Methods: A questionnaire was administered to teaching staff at the University of the Basque Country in 2022. A total of 403 teachers completed the questionnaire, expressing their perceptions through open-ended questions. Results: In general terms teachers incorporate ES into their teaching (71.22%). However, they do this mainly within the framework of two general themes: “Environmental awareness and energy” – most used by teachers of experimental sciences and engineering – and “Social commitment,” most used by teachers of social sciences and those who are familiar with the UN 2030 Agenda for Sustainable Development. Regarding the key competences that ES provides for future graduates, those most frequently mentioned were “training of professionals committed to society” and “critical thinking and ethics.” These competences were particularly notable in the discourse of teachers who were aware of the 2030 Agenda and who use active methodologies in their classrooms. Finally, the opinion that sustainability has little to do with their teaching (28.78%) was notably expressed by teachers less familiar with the 2030 Agenda. Discussion: Thus, it can be concluded that, aside from knowledge of the 2030 Agenda, factors such as the sustainability policy of the institution, area of teaching expertise, and the use of active methodologies all play a significant role in determining whether competences for sustainable development are integrated into higher education teaching

XPRIZE SHINE - In-tube Fluorescent SARS-CoV-2 Saliva Test v1

This protocol describes how to perform a SHINE in-tube fluorescent assay to detect SARS-CoV-2 RNA from a self-collected nasopharyngeal sample. This protocol is intended for point-of-care use. All enzymatic components are provided as a single-test freeze-dried pellet for shelf-stable storage, and all steps of the protocol are performed at ambient temperature. The protocol requires a transilluminator or another equivalent blue light emitting device. The protocol presented here is an improved version of the method presented in Arizti-Sanz J*, Freije CA*, et al. Integrated sample inactivation, amplification, and Cas13-based detection of SARS-CoV-2. bioRxiv (2020). </p

XPRIZE SHINE - In-tube Fluorescent SARS-CoV-2 NP Test v1

This protocol describes how to perform a SHINE in-tube fluorescent assay to detect SARS-CoV-2 RNA from a self-collected nasopharyngeal sample. This protocol is intended for point-of-care use. All enzymatic components are provided as a single-test freeze-dried pellet for shelf-stable storage, and all steps of the protocol are performed at ambient temperature. The protocol requires a transilluminator or another equivalent blue light emitting device. The protocol presented here is an improved version of the method presented in Arizti-Sanz J*, Freije CA*, et al. Integrated sample inactivation, amplification, and Cas13-based detection of SARS-CoV-2. bioRxiv (2020). </p

XPRIZE SHINE - Paper-based SARS-CoV-2 NP Test v1

This protocol describes how to perform a SHINE paper-based assay to detect SARS-CoV-2 RNA from a self-collected nasopharyngeal sample. This protocol is intended for in-home use. All enzymatic components are provided as a single-test freeze-dried pellet for shelf-stable storage, and all steps of the protocol are performed at ambient temperature. The protocol presented here is an improved version of the method presented in Arizti-Sanz J*, Freije CA*, et al. Integrated sample inactivation, amplification, and Cas13-based detection of SARS-CoV-2. bioRxiv (2020). </p

XPRIZE SHINE - Paper-based SARS-CoV-2 Saliva Test v1

This protocol describes how to perform a SHINE paper-based assay to detect SARS-CoV-2 RNA from a self-collected saliva sample. This protocol is intended for in-home use. All enzymatic components are provided as a single-test freeze-dried pellet for shelf-stable storage, and all steps of the protocol are performed at ambient temperature. The protocol presented here is an improved version of the method presented in Arizti-Sanz J*, Freije CA*, et al. Integrated sample inactivation, amplification, and Cas13-based detection of SARS-CoV-2. bioRxiv (2020). </p

Simple, Inexpensive RNA Isolation and One‐Step RT‐qPCR Methods for SARS‐CoV‐2 Detection and General Use

The most common method for RNA detection involves reverse transcription followed by quantitative polymerase chain reaction (RT‐qPCR) analysis. Commercial one‐step master mixes—which include both a reverse transcriptase and a thermostable polymerase and thus allow performing both the RT and qPCR steps consecutively in a sealed well—are key reagents for SARS‐CoV‐2 diagnostic testing; yet, these are typically expensive and have been affected by supply shortages in periods of high demand. As an alternative, we describe here how to express and purify Taq polymerase and M‐MLV reverse transcriptase and assemble a homemade one‐step RT‐qPCR master mix. This mix can be easily assembled from scratch in any laboratory equipped for protein purification. We also describe two simple alternative methods to prepare clinical swab samples for SARS‐CoV‐2 RNA detection by RT‐qPCR: heat‐inactivation for direct addition, and concentration of RNA by isopropanol precipitation. Finally, we describe how to perform RT‐qPCR using the homemade master mix, how to prepare in vitro−transcribed RNA standards, and how to use a fluorescence imager for endpoint detection of RT‐PCR amplification in the absence of a qPCR machine In addition to being useful for diagnostics, these versatile protocols may be adapted for nucleic acid quantification in basic research. © 2021 The Authors. Current Protocols published by Wiley Periodicals LLC. Basic Protocol 1: Preparation of a one‐step RT‐qPCR master mix using homemade enzymes Basic Protocol 2: Preparation of swab samples for direct RT‐PCR Alternate Protocol 1: Concentration of RNA from swab samples by isopropanol precipitation Basic Protocol 3: One‐step RT‐qPCR of RNA samples using a real‐time thermocycler Support Protocol: Preparation of RNA concentration standards by in vitro transcription Alternate Protocol 2: One‐step RT‐PCR using endpoint fluorescence detectio

Revista de educación

Monográfico con el título: 'La formación práctica de estudiantes universitarios : repensando el Prácticum'. Resumen basado en el de la publicaciónSe describe una experiencia de Innovación Educativa dirigida a mejorar la formación práctica del futuro profesional de la Educación Social, realizada por un grupo responsable de la tutoría de la Universidad y alumnado de la Universidad del País Vasco. El objetivo principal se centra en la revisión e innovación del Prácticum actual en la Escuela Universitaria de Magisterio de Bilbao, donde la Diplomatura de Educación Social se imparte desde 1998, atendiendo promociones de 150 alumnos. Respondiendo a las necesidades emanadas en el marco del Espacio Europeo de Educación Superior, el plan se perfila conforme a una estructura modular e interdisciplinar. Seguidamente se describe la metodología cualitativa desarrollada, donde se conjugan el modelo de investigación-acción colaborativo y el pensamiento reflexivo mediante la técnica del relato. Se utilizan otras técnicas y estrategias de recogida de información, entre los que destacan grupos de discusión, escritura automática, grabaciones en audio. En tercer lugar, se exponen los resultados más relevantes en dos ámbitos: el referido a la metodología, y el referido a la innovación. Se define una competencia específica referida al saber ser estar, con objeto de lograr una identidad más precisa del profesional de la Educación Social. Finalmente, y a la luz de las necesidades detectadas, se plantean distintas propuestas de mejora para dar continuidad al trabajo desarrollado, y que se recogen en el plan de acción, basado en las competencias definidas y en la subsiguiente concreción de tareas.MadridBiblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín, 5 - 3 Planta; 28014 Madrid; Tel. +34917748000; [email protected]