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Background: Scientific inquiry is a widely accepted methodology to promote science process skills. In inquiry activities, students develop their understanding by addressing questions, performing scientific research and interpreting results derived from their research. Developing these science skills to perform scientific inquiries is considered a learning objective in primary science education. Although this methodology yields good results, it can be too cognitively demanding for inexperienced students. Guides are therefore needed to support the development of novel inquirer activities. Purpose: In the present work, a didactic strategy based on video-worked examples is proposed for guiding the inquiry process in an elementary education classroom. Sample: This study included 30 elementary school students in the fifth and sixth grade from one rural school in Catalonia (eastern Spain). Design and method: The present work is a case study in which a quantitative method is applied to achieve the research objectives. Six open-ended questions were used to analyse the performance of the different science process skills. Results: Results confirm that the strategy based on the use of video-worked examples to support an inquiry activity provides students with a structure for the inquiry process, and in particular, improve their questioning, collection, processing and analysing skills. These data reinforce the idea that offering supports and instructions renders an opportunity to practise science process skills and improve the students' understanding and application of these abilities. Moreover, video-worked examples supported transferring scientific skills to other scientific contexts. Conclusions: The use of video-worked examples as a didactic strategy has a positive impact on the students' inquiry behavior. This strategy promoted positive classroom dynamics reflected in improved students' autonomy, collaborative work and motivation when performing an inquiry activity.

Introduction and Objectives: Studies indicate that dyslipidemia is undertreated. Numerous systematic reviews have shown that, even when therapeutic targets set by clinical practice guidelines have not been met, treatment remains unchanged despite the availability of alternatives approaches. The result is increased morbidity and mortality. Our aims were to investigate this phenomenon, known as therapeutic inertia, in patients with dyslipidemia and ischemic heart disease, and to determine its possible causes., Design: national, multicenter, observational study of data obtained from physicians by questionnaire and from the clinical records of patients with ischemic heart disease. Main variable: therapeutic inertia during a consultation, defined as treatment remaining the same despite a change being indicated (e.g. low-density lipoprotein cholesterol >100 mg/dl or >70 mg/dl in diabetics). Covariates: physician, patient and consultation characteristics., Statistical Analysis: multivariate logistic regression analysis of factors associated with therapeutic inertia during a consultation., Results: Overall, 43% of consultations involved therapeutic inertia, and an association with coronary risk factors, including diabetes, did not result in a change in treatment. Therapeutic inertia occurred more frequently when there was a long time between the diagnosis and treatment of dyslipidemia and that of ischemic heart disease. Undertreatment was particularly common in women despite a greater overall risk. The more experienced physicians treated younger patients more appropriately. Clinical practice was improved by educational sessions at conferences., Conclusions: Therapeutic inertia was common in patients with chronic ischemic heart disease and dyslipidemia, irrespective of overall cardiovascular risk. Factors associated with the patient, disease and physician had an influence.