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In order to know the level of emotional competence of future education teachers and evaluate the incidence that different personal and academic factors, we have used binary logistic regression and classification trees. Non-experimental design was carried out, with a sample of 359 students from the Faculties of Education of the University of Malaga and Almería. The results show that variables such as university access scores, the average mark of the first four-month period of the first year of the degree, the effort before the study, being a repeater, the choice of the degree as the first option and having siblings are significant predictors in the logistic model, where the last variable has the greatest determination capacity. Furthermore, in the segmentation tree it has been obtained that those students who do have siblings have a higher level of development of emotional competence, with a probability of 69.2% and if they have also chosen the degree as the first option, this percentage is increased to 75.9%. It can be concluded that it is essential to institutionally establish sufficient conditions so that teachers can detect the predictor variables and establish training strategies that allow increasing the level of development of the competence emotional.

Since the COVID-19 pandemic, the use of digital resources and virtual platforms is even more essential to continue the educational process, either in person or online, affecting all the members involved in the teaching–learning process of the students. Therefore, this study is aimed: (1) to know and compare the digital competence of the agents that are the main integrators of the educational community (parents, teachers, students) about the use of the computers, according to gender and educational stage (Pre-school, Primary and Secondary Education stages); and (2) to identify significant predictors that affect the acquisition of this competence. An ex-post-facto design was used with a sample of 786 participants from Andalusia (Spain). Research methods such as contrasts of means and multiple linear regression analysis were used. The results showed high average levels of basic digital competences for all the agents involved. A gender gap was found between mothers and fathers of students, with higher scores for the latter group. In addition, the use of videogames, the parents' academic background and the use of digital tablets or Google+ are the most significant predictors that affect the acquisition of this competence.

This study compares the level of digital competence of Spanish higher education teachers in the use of three types of ICT resources in the classroom: digital tools to consume information, digital tools to produce information, and emerging technologies. To measure the level of competence, the validated DigCompEdu Check-In instrument with an ex post facto design is used. The sample consists of 2180 university teachers from Andalusia (Spain) working in different areas of knowledge: Arts and Humanities, Sciences, Health Sciences, Engineering and Architecture, Social and Legal Sciences; and classified into three levels of teaching experience: between 0–5 years, 6–14 years, and 15 years or more. The results show that teachers with 15 or more years of experience represent the group with the most significant differences in regard to their level of digital competence when comparing the use of the three types of ICT resources; furthermore, the results were similar for all areas of knowledge. In addition, the visualization or creation of videos, as well as the visualization or creation of posters and concept maps, are the resources that were found to be most significant for the three levels of experience. For each specific area, it is recommended that each of their results is analysed in detail. Finally, further research is recommended to validate these preliminary findings in each of the knowledge areas.

As burnout is an issue facing our profession, developing and nurturing a greater purpose which promotes a sense of gratitude and purpose in medicine is important for physician wellness and resilience. We often develop our sense of purpose through the internalization of values and ideas of people we have met in life. Mentors play an important role in helping us realize and develop our skills and talents, which may not have been readily apparent to us. In this essay, I, as a physician pursuing dermatology, describe my experiences and what I’ve learned from inspirational teachers and mentors in my education and training that helped me realize the gifts and talents I have to offer the world as a dermatologist. Then, my mentors describe how a specific experience or hobby has helped them develop a greater sense of purpose and gratitude in their careers. These are a few of the infinite possibilities which can nurture a sense of gratitude and purpose in our lives, and our goal is for others to reflect on and to expand on these possibilities and share them with colleagues.

espanolLas practicas pedagogicas de Aprendizaje-Servicio (ApS) favorecen un rol protagonico del alumnado en el diseno e implementacion de acciones vinculadas a la mejora de la realidad social. Un escenario de posibilidad para la adquisicion de competencias y para el desa-rrollo de la responsabilidad social. El proposito de este estudio es conocer la influencia del ApS en el incremento de la responsabilidad social del alumnado universitario, comparando sus puntuaciones entre estudiantado de diferentes grados (Infantil, Primaria y Social) y Master, asi como identificar si existen diferencias significativas entre sexos. Para ello, se plantea un diseno no experimental ex post facto a traves de encuestas ad hoc. La muestra estuvo compuesta por 506 estudiantes matriculados en diferentes Facultades de Edu-cacion del territorio espanol. Los resultados evidenciaron niveles muy satisfactorios en las percepciones del estudiantado, para ambos sexos. Tambien determinaron que los participantes del Master, procedentes de otras titulaciones, obtuvieron niveles inferiores en sus puntuaciones. Estos hallazgos corroboran que la implicacion del alumnado en proyectos de ApS incrementa su responsabilidad social EnglishThe Service-Learning practices carried out by the students of the Faculties of Education, suppose a pedagogical approach oriented to training in real contexts and the development of social responsibility. The main purpose of this study is to know the students’ percep-tion of the importance of ApS projects and their social responsibility in community tasks, comparing their scores between different uni-versity degrees (Infant, Primary and Social) and the University Master’s Degree in Secondary Education Teachers, to each sex. For this, a non-experimental ex post facto design is proposed through ad hoc surveys, and a sample of 506 students from different Faculties of Education in Spain, the results showed very satisfactory levels in student perceptions, for both sexes. However, the results determined that the participants of the Master, coming from degrees from different Faculties, obtained lower levels in their scores. These findings highlight that the involvement of students in ApS actions increases their social responsibility, requiring the need to design and imple-ment training plans mainly in the latter type of student body

The tasks of the university educators must be linked to the digital demands posed by the more sophisticated professions of the twenty-first century. Faced with this panorama, the objective of this study is to examine and compare the degree of digital competence of Higher Education educators from different fields of knowledge and different age ranges according to the DigCompEdu framework. A non-probabilistic ex post facto sampling was utilized with 2180 university professors from Andalusia (Spain). The main results of the study provide evidence of an intermediate level of digital competence, for men and women. More specifically, the male professors in Architecture and Judicial & Social Sciences, younger and older than 40, possessed a higher level, as compared to the other fields. For the female professors, the highest level was found once again in Judicial and Social Sciences, in this case for both age ranges, without a clear trend found for the rest of the fields. For each dimension of the DigCompEdu instrument, the level of competence follows the same trend with respect to the overall level. More research is recommended to validate these preliminary results, as well as the development of training lines of action that are specific and adapted to each field of knowledge.

espanolEl objetivo del presente trabajo es indagar en la satisfaccion del alumnado respecto a la labor de tutorizacion desarrollada por el tutor/a academico y profesional durante las practicas externas en los grados de educacion, asi como identificar las variables demograficas y academicas que afectan significativamente a su satisfaccion. Para ello, se plantea un estudio con una metodologia ex post facto descriptiva e inferencial con una tecnica de encuesta. Los resultados han demostrado que no existen diferencias significativas respecto a genero en relacion a la satisfaccion del alumnado con la labor del tutor/a academico, mientras que si existen en lo referente al tutor/a profesional, estando las mujeres mas satisfechas con dicha labor. Aunque la satisfaccion general respecto a la tutorizacion es media-alta, se puede concluir que es fundamental que las instituciones de educacion superior hagan una apuesta politica y destinen mas recursos a optimizar la labor tutorizadora EnglishThe aim of this research is to analyze education student’s approval of academic and non-academic professional tutors in the student’s external practices. This study also identifies demographic and academic variables that significantly affect student satisfaction with tutoring. A survey study is performed using an ex post facto descriptive and inferential methodology. The results show that the overall satisfaction regarding tutoring is medium-high. There are no significant differences between gender and student satisfaction with the tutoring performed by academic tutors. However, female students are more satisfied with the tutoring of non-academic professional tutors. It can be concluded that it is essential for higher education institutions to improve tutoring jobs by making a political commitment to tutoring and by allocating more resources

Research skills are part of the academic activities of Higher Education teachers. Regardless of the knowledge area they teach, there is a need to observe, reflect, select, analyse and communicate scientific results using technological advances. The aim of this study is to analyse the use that teachers make of different ICT resources for research in terms of gender, comparing within each gender the different areas of knowledge to which the teachers belong (Science and Engineering-Architecture, Health Sciences, Art-Humanities and Social-Legal Sciences). To this end, an ex post facto design through surveys was used with a sample of 867 university teachers in the Spanish education system. For the comparative analysis, univariate ANOVA by multiple comparisons was used. The findings revealed that teachers have, in general terms and in both genres, an average level of use, highlighting more use in digital databases, academic Google, high-impact journal websites, and very little use in data analysis software, mainly in qualitative software. The results highlighted that the Engineering-Architecture area is the one that makes the greatest use of ICT for research in comparison with the Art-Humanities area which uses ICT resources the least. The results demonstrate the need to develop procedural and cognitive skills in teaching staff in the most needed areas, not only to encourage them to continue researching and sharing the results acquired, but also to attend and prepare students in research skills so that they can continue learning and increasing their academic and professional training once the university stage is over.

The current technological revolution has reached all social classes and its educative use by teachers has not gone unnoticed. The introduction of 2.0 tools has become a reality in many classrooms. In order to evaluate the digital competence of teachers, different dimensions must be considered, including knowledge and educative use. The first objective of this research is to find out whether there are any differences between the knowledge and use of teaching staff of ICT, specifically regarding different 2.0 tools, as well as different modules on the Moodle virtual platform, using the t-Student test. The second objective is to analyse, through a multiple linear regression model, which factors have an effect on the level of digital competence: gender, age and educational stage. With this aim, a non-experimental, ex post facto type of research has been carried out with a study population of 81 teachers from the community of Madrid (Spain). The results have shown that there are statistically significant differences between the knowledge and use of 2.0 tools and Moodle Modules. In addition, the results have found that the variables age and gender have an effect on the prediction of the level of pedagogical digital competence of the teaching staff, while the educational stage in which they teach has no effect. The conclusions derived from this study can help to develop educational interventions focused on improving the unfavourable digital competence of teachers.

La crisis mundial provocada por la actual pandemia de la COVID19 ha situado el proceso de enseñanza-aprendizaje a distancia en el centro de las prácticas educativas de todas las etapas educativas, dejando patente la importancia de la formación en competencias digitales del profesorado universitario. Ante tal planteamiento, el propósito de este estudio es analizar el uso de recursos TIC enfocados en labores de enseñanza, aprendizaje e investigación que hace el profesorado de Educación Superior español en función del género, así como la influencia de ciertas variables académicas en el uso de dichos recursos tecnológicos a través de análisis correlacionales. Para tal fin, un diseño no experimental con el instrumento UTIC-EEI (uso de recursos TIC para enseñar, evaluar e investigar) fue utilizado con una muestra de 867 profesores universitarios. Los resultados evidencian un nivel moderado en cuanto al dominio de herramientas y recursos digitales para enseñar, evaluar e investigar. Estos resultados exigen de una reflexión por parte de las organizaciones educativas para establecer planes de formación que atiendan a dichas necesidades. Por ello, se proponen varias líneas de actuación relacionas con la formación del profesorado con contenidos no solo técnicos, sino también pedagógicos

Simultaneous ventral hernia repair with another intestinal surgery have been described.A case of complex ventral hernia in a patient with colostomy status is described. Infiltration of botulinic toxin and progressive preoperative pneumoperitoneum was performed successfully prior to the surgical procedure during which mechanic restitution of gastrointestinal and ventral hernioplasty.In selected patients, complex ventral hernia repair, with prior progressive preoperative pneumoperitoneum, and restitution of gastrointestinal tract can be done in a single surgical procedure, considering the patient's clinical conditions and the surgeon's experience.Se ha descrito la reparación de hernias ventrales y alguna otra cirugía intestinal de manera simultánea.Se describe el caso de una hernia ventral compleja con pérdida de dominio, en un paciente masculino en estatus de colostomía. Se realizó infiltración de toxina botulínica más neumoperitoneo progresivo preoperatorio previo al acto quirúrgico, durante el cual se realizó restitución mecánica del tránsito intestinal y hernioplastia ventral exitosamente.En pacientes seleccionados, la reparación de la hernia ventral compleja, previo manejo con neumoperitoneo preoperatorio y restitución del tránsito intestinal, puede realizarse en un solo procedimiento quirúrgico, considerando las condiciones clínicas del paciente y la experiencia del cirujano.

El artículo presenta la validez y fiabilidad de un instrumento para evaluar el nivel de competencia digital del profesorado de Educación Infantil y de Educación Primaria para llevar a cabo la acción tutorial a través de recursos TIC como parte del proceso educativo en tiempos de COVID-19. El instrumento cuenta con 35 ítems clasificados en cinco dimensiones (A- funciones del tutor con el alumnado, B- funciones del tutor con el profesorado, C- funciones del tutor con la familia, D-Formación en TIC y transferencia, E- Uso de recursos TIC). El instrumento fue aplicado a una muestra de 1098 profesores en activo procedentes de 14 comunidades autónomas de España. La fiabilidad fue medida a través de Alfa de Cronbach, Coeficiente de Spearman-Brown, Dos mitades de Guttman, Omega McDonald y fiabilidad Compuesta. Para comprobar la validez del instrumento, fue analizado la validez de comprensión, exploración de la dimensionalidad mediante Análisis-Factorial-Exploratorio (AFE), y se fue ajustando el instrumento a través de diferentes modelos a través del análisis factorial confirmatorio (AFC). Además, fue analizada la invarianza factorial por la variable sexo (masculino-femenino), tipo de centro (público-concertado) y tipo de profesorado (educación infantil-educación primaria), así como la validez externa. Los análisis de fiabilidad fueron altamente satisfactorios y en relación a la validez de constructo, los resultados encontraron un buen ajuste del modelo tanto en la validez interna como en la invarianza factorial, con una versión final del instrumento de 25 ítems. This article demonstrates the validity and reliability of an instrument to evaluate the level of digital competence of Early Childhood Education and Primary Education teachers to carry out online tutorials using ICT resources as part of the educational process during the COVID-19 pandemic. The instrument consists of 35 items classified into five dimensions (A – functions of the tutor with the students; B ­– functions of the tutor with the teaching staff; C – functions of the tutor with the family; D – training in ICT and transfer; E – use of ICT resources). The instrument was applied to a sample of 1,098 active teachers from 14 autonomous communities located in Spain. Reliability was measured using Cronbach’s Alpha, the Spearman-Brown Coefficient, Guttman Two Halves, Omega McDonald, and for composite reliability. To check the validity of the instrument, we analysed the validity of understanding, and exploration of dimensionality using Factorial-Exploratory Analysis (EFA), and the instrument was adjusted for the different models through Confirmatory Factor Analysis (CFA). In addition, factorial invariance was evaluated based on the variables sex (male/female), type of centre (public/charter school), and type of teaching staff (Early Childhood Education/Primary Education), as well as external validity. The results of the reliability analyses were highly satisfactory and, in relation to the construct validity, the results found a good fit of the model, both in the internal validity and in the factorial invariance. The final version of the instrument consists of 25 items.

In the current socio-health situation, new educational challenges have emerged, such as the need to implement a virtual tutorial action. Therefore, this study has three objectives: (1) to investigate the level of digital competence that early childhood and primary school teachers possess to carry out quality online tutorial actions; (2) to analyse whether there are differences in use at both education stages; and (3) to identify which variables significantly affect the development of this competence at each educational stage. For this purpose, an ex post facto design was used, based on the survey technique, by means of non-probabilistic purposive sampling. The final sample consisted of a total of 1,069 educators working at the early childhood and primary education stages, from all over Spain. The results showed acceptable digital competence, with higher scores in the primary education stage, which may be due to characteristics of the students and the education stage itself, rather than to teachers’ digital competences. On the other hand, it was found that the virtual tutorial action tasks are significantly influenced in the early childhood education stage by blogs, WhatsApp, Facebook, and number of tutoring hours per month with families, while for the primary stage they are influenced by blogs, WhatsApp, Twitter, ClassDojo, Moodle, tutoring hours, number of tutoring hours per month with families, and sex. Based on these results, there is an obvious need for educational institutions to continue to develop teacher training in relation to the use of resources to carry out adequate tutoring actions and thus increase the diversification in the use of resources.

The aim of this study is to shed light on the evolution of the minor compounds in the corn oil oxidation process, through the information provided by direct immersion-microextraction in solid phase followed by gas chromatography/mass spectrometry (DI-SPME-GC/MS). This methodology enables one, in a single run, to establish the identity and abundance both of original oil minor components, some with antioxidant capacity, and of other compounds coming from both main and minor oil components oxidation. For the first time, some of the compounds formed from oil minor components degradation are proposed as new markers of oil incipient oxidation. Although the study refers to corn oil, the methodology can be applied to any other edible oil and constitutes a new approach to characterizing the oxidation state of edible oils. This work has been funded by the Spanish Ministry of Economy and Competitiveness (MINECO, AGL2015-65450-R) and by the Basque Government and its Departments of Universities and Research (EJ-GV, IT-916-16) and of Economic Development and Infrastructures, Area of Agriculture, Fisheries and Food Policy (EJ-GV, PA19/02). J. Alberdi-Cedeno thanks the EJ-GV for a predoctoral grant.

The effect of 1% and 2% proportions of L-lysine on the oxidation process of soybean oil, performed at 70 °C under stirring conditions, has been studied by 1H Nuclear Magnetic Resonance. This technique allows one to monitor the generation and further evolution of a wide variety of oxidation products (hydroperoxides, epoxides, aldehydes, keto-dienes and hydroxy-derivatives), providing a comprehensive view of the oxidation process. The addition of lysine considerably delays the degradation of the oil acyl groups and the generation of both primary and secondary oxidation compounds, while preserving the oil content of γ-tocopherol for longer, especially at the highest enrichment level. A diminution in the maximum concentration reached by some types of secondary oxidation products is also observed in the lysine-enriched samples. This is particularly noticeable for aldehydes, whose concentration is markedly reduced, above all that of the toxic oxygenated α,β-unsaturated ones, probably due to their reaction with lysine. Therefore, the ability of lysine to extend the shelf life of soybean oil is proved in this work, as well as its feasibility as a potential antioxidant for use in lipidic foods. These findings could also contribute to a better understanding of the antioxidant effect of proteins.

The effect of γ-tocopherol in proportions between 0.02 and 2% by weight on the accelerated storage process of refined soybean oil is studied by 1H NMR, and compared with that of α-tocopherol. Whereas the lowest γ-tocopherol enrichment level does not affect oil evolution, at higher concentrations both γ- and α-tocopherols initially accelerate acyl groups degradation and hydroperoxides generation, more as higher is the tocopherol concentration, this effect being less marked for γ-tocopherol. However, after this initial stage, the rates of acyl groups degradation and hydroperoxides formation decrease with tocopherol concentration. Furthermore, in the case of γ-tocopherol, the higher the enrichment degree, the later hydroperoxides decomposition occurs, so that, unlike α-tocopherol, γ-tocopherol delays the generation of most secondary oxidation products (aldehydes, (E,E)-keto-dienes, epoxy-keto-enes, (E)-epoxystearates and alcohols) with the exception of some epoxides. Similarly to α-tocopherol, γ-tocopherol modifies the oil oxidation pathway at the highest addition level, promoting the formation of compounds with (Z,E)-isomerism, although less noticeably than α-tocopherol.

The minor components of vegetable oils are important for their oxidative stability. In order to know to what extent they can influence oil behaviour under oxidative conditions, two commercial soybean oils, one virgin and the other refined, both with very similar compositions in acyl groups but differing in their minor component profiles, were subjected to accelerated storage conditions. They were characterized by 1H nuclear magnetic resonance (NMR) and direct immersion solid-phase microextraction coupled to gas chromatography/mass spectrometry (DI-SPME-GC/MS), while oil oxidation was monitored by 1H-NMR. The lower levels of tocols and sterols in the virgin oil, together with its higher free fatty acid content when compared to the refined one, result in a lower oxidative stability. This is deduced from faster degradation of acyl groups and earlier generation of oxidation products in the virgin oil. These latter include a broad variety of compounds, some of them detected for the first time in the oxidation process of soybean oil, like mono- and di-hydroperoxides, monohydroxy-conjugated dienes, epoxides, monoketo-conjugated dienes, di-or poly-hydroxy-compounds, formic acid, formates or poly-formates, compounds with 5-alkyl-(5H)-furan-2-one structure and aldehydes. These findings reveal that commercial virgin soybean oil quality is not necessarily higher than that of the refined type, and that a simple and rapid analysis of oil minor components by DI-SPME-GC/MS would enable one to establish quality levels within oils originating from the same plant species and similar unsaturation level regarding composition in potentially bioactive compounds and oxidative stability.

The purpose of this study is to analyse and compare the level of digital competence of higher education teaching staff in research work through the use of ICT resources. For this purpose, an ex post facto design was employed together with an instrument composed of 30 items classified into seven dimensions: digital skills, digital ethics, digital flow, anxiety towards ICT, quality of ICT resources, intention to use ICT, and ICT integration. The sample consisted of a total of 1704 higher education teachers from all over Spain. The results showed that, overall, there were no significant differences in the level of digital competence of teaching staff between the two genders. However, significant differences were found in the following dimensions: digital skills, digital ethics, ICT anxiety, quality of ICT resources, and intention to use ICT. These findings highlight the urgent need for university institutions to propose training plans to improve the digital competences of their teaching and research staff in those dimensions that have been found to be deficient.

High-density lipoprotein (HDL) is considered a complex plasma-circulating particle with subfractions that vary in function, size, and chemical composition. We sought to test the effects of HDL, and HDL subfractions on insulin secretion and cholesterol efflux in the β-cell line MIN-6. We used total HDL and HDL subfractions 2a, 2b, 3a, 3b, and 3c, isolated from human plasma, to test insulin secretion under different glucose concentrations as well as insulin content and cholesterol efflux in the insulinoma MIN-6 cell line. Incubation of MIN-6 cells with low glucose and total HDL increased insulin release two-fold. Meanwhile, when high glucose and HDL were used, insulin release increased more than five times. HDL subfractions 2a, 2b, 3a, 3b, and 3c elicited higher insulin secretion and cholesterol efflux than their respective controls, at both low and high glucose concentrations. The insulin content of the MIN-6 cells incubated with low glucose and any of the five HDL subclasses had a modest reduction compared with their controls. However, there were no statistically significant differences between each HDL subfraction on their capacity of eliciting insulin secretion, insulin content, or cholesterol efflux. HDL can trigger insulin secretion under low, normal, and high glucose conditions. We found that all HDL subfractions exhibit very similar capacity to increase insulin secretion and cholesterol efflux. This is the first report demonstrating that HDL subfractions act both as insulin secretagogues (under low glucose) and insulin secretion enhancers (under high glucose) in the MIN-6 cell line.

Although widely consumed, dietary supplements based on Vitamin C contain high doses of this compound, whose impact on lipid oxidation during digestion needs to be addressed. Therefore, the effect of seven commercial supplements and of pure l-ascorbic acid and ascorbyl palmitate on linseed oil during in vitro gastrointestinal digestion was tackled. The advance of lipid oxidation was studied through the generation of oxidation compounds, the degradation of polyunsaturated fatty acyl chains and of gamma-tocopherol, by employing Proton Nuclear Magnetic Resonance. Supplements containing exclusively l-ascorbic acid enhanced the advance of linseed oil oxidation during digestion. This was evidenced by increased formation of linolenic-derived conjugated hydroxy-dienes and alkanals and by the generation of conjugated keto-dienes and reactive alpha,beta-unsaturated aldehydes, such as 4,5-epoxy-2-alkenals; moreover, gamma-tocopherol was completely degraded. Conversely, supplements composed of mixtures of ascorbic acid/salt with citric acid and carotenes, and of ascorbyl palmitate, protected linseed oil against oxidation and reduced gamma-tocopherol degradation. The study through Solid Phase Microextraction-Gas Chromatography/Mass Spectrometry of the volatile compounds of the digests corroborated these findings. Furthermore, a decreased lipid bioaccessibility was noticed in the presence of the highest dose of l-ascorbic acid. Both the chemical form of Vitamin C and the presence of other ingredients in dietary supplements have shown to be of great relevance regarding oxidation and hydrolysis reactions occurring during lipid digestion. This research was funded by the Basque Government (EJ-GV) and its Departments of Universities and Research,(IT-916-16) and of Economic Development and Infrastructures, Area of Agriculture, Fisheries and Food Policy (PA19/02).