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El texto surge a través de las reflexiones conceptuales en el Doctorado en Educación de la Universidad Pontificia Bolivariana, en Medellín, Colombia, y la Pasantía Doctoral en la Universidad de Murcia con el grupo de investigación “Compartimos Educación” con el objetivo de caracterizar el lugar de las escuelas familiares en la promoción de la educación afectivo-sexual de los niños, niñas y adolescentes en la escuela. La metodología es de corte cualitativo. Como resultado se muestra la necesidad de vincular actores que transversalizan el quehacer de los sujetos, la familia y escuela en un lugar común, las escuelas familiares para la promoción de la educación afectivo-sexual para gestar acciones de cambio individual y social. Es evidente la necesidad intrínseca de generar la discusión en cuanto al género para la deconstrucción de prácticas socioculturalmente atribuidas, promover espacios formativos respecto a la sexualidad y la afectividad e incentivar a la reflexión como ejercicio pedagógico.

Familia y escuela colaborando en la educación del alumnado es un deseo y un derecho reconocido por la comunidad educativa. Se aborda, en un contexto multicultural en el sureste español, centrando la mirada de las familias cuyos hijos de Educación Infantil, Primaria y Secundaria Obligatoria reciben apoyo o atención diferentes. Busca conocer su implicación en la educación de los hijos y si existen diferencias respecto a la implicación de familias cuando sus hijos reciben, o no, apoyo o atención diferentes y en función de variables sociodemográficas. Han participado 3639 familias, se aplicó un cuestionario de elevada fiabilidad, con siete dimensiones de la participación. Las familias cuyos descendientes reciben apoyo o atención diferentes, atendiendo al modelo teórico que se defiende, se comunican más frecuentemente con los centros, muestran un elevado sentimiento de pertenencia, y valoran su participación formal en la escuela a través de órganos colegiados de manera más intensa. What family and school have to collaborate in the education of our children and youth is a desire and a recognized right to families. It is the obligation of schools to promote family involvement in schools. It is approached, in a multicultural context in the south-east of Spain and focusing, the look of the families whose children of Preschool, Primary and Secondary Education have some specific need for educational support (NEAE). We pretend to know their involvement in the education of children and if there are differences regarding the involvement of families whose children do not have NEAE. 3639 families participated, a highly reliable questionnaire was applied, with seven dimensions of participation. The families whose descendants present NEAE communicate more frequently with the schools, show a high feeling of belonging, and value their formal participation in the school through collegiate ways more intensively.

Familia y escuela deben permanecer unidas en la responsabilidad compartida de educar a niños y jóvenes. Desde este trabajo, nos planteamos conocer cuál es la implicación de las familias en la educación escolar desde el hogar, y en qué medida los docentes propician esta implicación. El estudio forma parte de una investigación (evaluativa y colaborativa) más amplia, con participación de 3506 familias y 225 docentes, de las etapas de Educación Infantil, Primaria y ESO, en un contexto socio cultural en el que prima la multiculturalidad. La información se ha obtenido a partir de cuestionarios (uno destinado a las familias y otro a los docentes), creados ad hoc, que contaban con siete dimensiones, de las cuales aquí sólo utilizamos los 14 ítems de la dimensión “Implicación de las familias en la educación escolar desde el hogar”. Dichos instrumentos de recogida de información tuvieron en cuenta las necesidades idiomáticas de las familias (español, árabe e inglés) y de los docentes (español). La fiabilidad de los instrumentos fue alta (Alfa de Cronbach de 0,876 y 0,982). El análisis de resultados pone de manifiesto que las familias valoran muy positivamente su implicación desde el hogar y, al mismo tiempo, matizados siempre por el propio contexto multicultural, los docentes se muestran facilitadores de la mencionada implicación. Se destaca la afición por la lectura y la promoción de actividades culturales como las acciones mejorables. Family and school must stand together in the shared responsibility of educating children and young people. From this work, we ask to know what is the involvement of families in education from home, and what teachers promote this involvement. The study, is part of a broader research (evaluative and collaborative), with the participation of 3506 families and 225 teachers have participated, of the Educational stages of Preschool, Primary and Secondary, in a multicultural context. The information was obtained from questionnaires (one for families and one to teachers), created ad hoc, with seven dimensions, and here only use 14 items in the dimension "Family involvement in education from home”. These instruments for collecting information were considered the language needs of families (Spanish, Arabic and English) and teachers (Spanish). The reliability of the instruments was high (Cronbach's alpha of 0.876 and 0.982). The analysis of results shows that families valued very positively its involvement from the home and, at the same time, teachers are facilitators of mentioned involvement. It highlights the hobby of reading and the promotion of cultural activities such as improved actions.

Los resultados de los estudios científicos que focalizan en las relaciones entre las familias y la escuela ponen de relieve la influencia positiva que se produce entre ambos contextos sobre el desarrollo de los y las estudiantes, contribuyendo de este modo positivamente tanto en los resultados a nivel escolar como en las áreas socioemocionales. Por este motivo, muchas escuelas han desarrollado diferentes intervenciones para fortalecer el vínculo con las familias. Sin embargo, en el contexto de los países iberoamericanos, y especialmente en Latinoamérica, las experiencias sistematizadas que se encuentran disponibles en la literatura científica son escasas. Este libro viene a dar respuesta a este vacío, realizando una compilación de aproximaciones conceptuales y experiencias desarrolladas en diferentes países iberoamericanos.

espanolSe analiza la percepcion de las familias espanolas sobre su participacion en los centros escolares de secundaria, identificando perfiles de participacion familiar basados en los rasgos sociodemograficos (titularidad del centro, nacionalidad, etc.) y las distintas vias de participacion (comunicacion, actividades del centro, sentimiento de pertenencia, implicacion en AMPA, Consejo escolar y desde el hogar). Se realiza analisis cluster en dos fases con los datos recogidos de 5022 familias de estudiantes de secundaria de Espana, mediante la aplicacion de un cuestionario. Se aprecian tres modelos diferentes de participacion familiar en los centros escolares: familias espanolas con moderada participacion y bajo sentimiento de pertenencia; familias inmigrantes con baja participacion y moderado sentimiento de pertenencia; y por ultimo, familias espanolas con alta participacion y elevado sentimiento de pertenencia. EnglishThe participation of families in the education of children who attend Compulsory Secondary Education (ESO) through the application of a questionnaire is analyzed. The initial sample consisted of 5022 families residing in 16 autonomous communities of Spain, although the actual sample consisted of 3982 parents whose children attended ESO in 96 schools. After identifying the characteristics of these fathers and mothers, considering a series of sociodemographic variables and family participation, the parental participation profiles are described through a two-stage cluster analysis that makes up three different models of family participation: Spanish families with moderate participation and low sentiment of belonging; families of non-Spanish origin with low participation and moderate feeling of belonging; and finally, Spanish families with high participation and a high feeling of belonging. The interest of the research lies fundamentally in two realities: firstly, the choice of ESO, since it is the stage least treated in studies of family participation within compulsory schooling in Spain. And secondly because it breaks with the existence of a single bipolar bifurcation that is reduced to the existence or not of participation. There are multiple variables that affect the ways of participating in the educational process of the children and that involve the configuration of the profiles obtained in this study.

Esta guía nace desde la conexión entre investigación y práctica, desde una idea “atrevida” de cómo mejorar el sentimiento de pertenencia de las familias a los centros educativos y su desarrollo en los propios centros, con los docentes y con las familias. Es una guía para compartir. Compartir conocimientos, compartir deseos, compartir evidencias, compartir experiencias. Y todo ello, para mejorar nuestra labor educativa, la del grupo de investigación Compartimos Educación, la de docentes y la de familias, implicados todos en la apasionante tarea de educar. Queremos presentar esta guía dando las GRACIAS a todas las instituciones y personas que la han hecho posible. La Universidad de Murcia, por ser nuestro centro de desarrollo profesional, con sus excelentes servicios de Unidad de Gestión de la Investigación (UGI), y la Oficina de Transferencia de Resultados de la Investigación (OTRI); el Ministerio de Economía y Competitividad (MINECO) por financiar el proyecto Compartimos Educación (EDU2016-77035R); y, sobre todo, a los centros educativos, Asociaciones de Madres y Padres de Alumnos (AMPA), Federación de Asociaciones de Madres y Padres de Alumnos (FAPA) y todas las familias del municipio de Torre Pacheco, que han hecho realidad un sueño: compartir educación, familias y profesorado, es posible.

Resumen basado en el de la publicación Título, resumen y palabras clave también en inglés Se dan a conocer cuáles son las medidas ordinarias, y el nivel de implementación de las mismas, que constituyen la respuesta educativa a las necesidades del alumnado con Trastorno por Déficit de Atención e Hiperactividad (en adelante, TDAH) en la Región de Murcia y cuál es el rendimiento de este alumnado cuando es atendido de manera especializada, implementando dichas medidas ordinarias establecidas en el Decreto n.º 359/2009, de 30 de octubre, por el que se establece y regula la respuesta educativa a la diversidad del alumnado en la Comunidad Autónoma de la Región de Murcia. Para la obtención de los datos, que forman parte de una investigación mucho más amplia, se realizó una encuesta telemática a todos los centros de la Región de Murcia en los cuales había constancia de la existencia de alumnos diagnosticados o en proceso de diagnóstico, por Salud Mental, de TDAH. Se remitió, por correo postal, a cada centro que en su censo tenía alumnos con TDAH, los datos de los alumnos y las claves de acceso al portal de la Universidad de Murcia, depositario de la herramienta «encuestas». La muestra estuvo constituida por 207 maestros, los cuales eran tutores de alumnos de Educación Infantil y Primaria (escolarizados en centros educativos de carácter público, concertado o privado de la Región de Murcia), que respondieron a la solicitud voluntaria realizada en el correo postal. Las medidas ordinarias desarrolladas en mayor medida han sido: «apoyo grupo ordinario» en un 61,4% de los casos, «refuerzo y apoyo curricular», en el 55,6% del alumnado diagnosticado y en un 32,9% de las ocasiones se ha llevado a cabo la «graduación de materiales y actividades» y la «inclusión de las TICs». ESP

Acercarnos a la participación de las familias en los contextos escolares des- de planteamientos dicotómicos resulta un posicionamiento reduccionista. Hablar exclusivamente de familia participativa versus no participativa supo- ne negar la diversidad de formas de relación que se desprenden del compro- miso de actuación total o parcial que la familia adquiere entre las diferentes alternativas que le ofrece la institución escolar. Con la intención de conocer los distintos perfiles de participación familiar en el proceso educativo del alumnado de educación primaria en España, se realizó una investigación cuantitativa no experimental de carácter nacional, en la que se aplicó un cuestionario a 5 mil 627 familias. El análisis de conglomerados realizado muestra la configuración de cuatro perfiles de participación familiar, los cuales, en orden descendente, han sido denominados: perfil participativo no normativo, perfil participativo normativo, perfil no participativo con senti- miento de pertenencia y perfil no participativo. To approach the involvement of families in school settings from dichotomous perspectives is a reductionist position. To speak exclusively of participative versus non-participative families implicitly denies the diversity of forms of relationships which derive from the commitment to total or partial involve- ment a family acquires among the different alternatives the scholastic insti- tution offers. With the aim of identifying different profiles of family involve- ment in the educational process of elementary school students in Spain, we conducted a nationwide, non-experimental, quantitative investigation in which a questionnaire was applied to 5, 627 families. Cluster analysis shows the configuration of four profiles of family involvement, which, in descend- ing order, have been named: non-normative participative profile, normative participative profile, non-participative profile with sense of belonging, and non-participative profile.

Attention-deficit/hyperactivity disorder (ADHD) is associated with academic difficulties both short- and long-term. The aim of the study was to provide a new brief ADHD screening scale that could be easily used by teachers and educational professionals in elementary schools.Participants were teachers of 158 children with a prior diagnosis of ADHD and 169 children without a diagnosis of ADHD. An initial pool of 38 items was generated from ADHD symptoms of both DSM-5 and CIE-10 criteria, as well from Conners 3, EDAH, SDQ and ADHD-RS-IV scales.A 5-item model showed the best fit (c2 = 7.04; d.f. = 5; p = .218; RMSEA = .035; CFI = .999; TLI = .999). The HIDEA total score was highly correlated with both ADHD-IN (r = .93; plt;.001) and ADHD-HY (r = .87; plt;.001). The ROC curve for the HIDEA total score gave an AUC value of .998 (95%, CI = [.994, 1.000]). HIDEA scale showed a good sensitivity (97%) and very good specificity (3%).The HIDEA scale has shown adequate psychometric properties. It is potentially useful for screening ADHD in elementary grade as part of a preventive strategies in school settings.

Grape seed extract (GSE) was added as antioxidant in turkey and pork emulsions make with mechanically separated meat (MSM). The Antioxidant capacity (AC: ORAC FL ) and lipid oxidation (TBARS and lipid peroxides) were measured on control ( C ) and emulsion added 0.5% GSE before and after “ in vitro ” gastric digestion. Results showed that gastric digestion increased the AC of meat by 8–11-fold. Based on the data obtained, the incorporation of GSE at 0.5% to meat emulsions has shown to be adequate to prevent lipid oxidation and improve the AC of the emulsions; this effect was retained after simulated gastric digestion of the samples.

Summary The antioxidant capacity (AC) of meat, meat products and the comparison with fish, vegetable products, milk and a balanced and healthy diet was determined using the ORACFL assay. The hydrophilic ORACFL (H-ORACFL) of hake and sardine was 596 ± 133 and 641 ± 128 μmol Trolox Equivalents (TE) per 100 g, respectively. The highest H-ORACFL value was found in cured meat samples, where Iberian cured ham (4890 ± 443 μmol TE per 100 g), whereas the lowest level of 797 ± 68 μmol TE per 100 g was found in Frankfurt sausages. Products like mortadela with olives, sobrasada and salami showed intermediate values ranging between 1107 ± 123 μmol TE per 100 g and 1011 ± 63 μmol TE per 100 g. Iberian cured ham presents the higher AC of all meat products studied, and this value being higher than that provided by red wine (3135 ± 312 μmol TE per 100 g). The AC of orange juice was lower than meat products, with the exception of Frankfurt sausages. Finally, the estimated total antioxidant capacity (TAC) of the reference standard diet was 29 006 μmol TE per intake whole diet per day, and meat representing 10.51% per intake per day of the TAC of the whole diet.

Preprint Este trabajo tiene como finalidad presentar la percepción del profesorado sobre su actuación como mediador e impulsor de la participación de las familias. Se analiza en función de la etapa educativa en la que desarrolla su labor el docente, de su formación en el trato con las familias y de la titularidad del centro escolar. Comienza con el análisis del constructo “participación”, pasando de la coexistencia a la coeducación de la comunidad educativa. Se parte de la participación como elemento de calidad e inclusión educativa y se realiza un breve recorrido de los estudios previos al respecto. MÉTODO. Se emplea un método no experimental; concretamente, se trata de un estudio descriptivo, tipo encuesta, de carácter exploratorio en el que se ha aplicado un cuestionario diseñado ad hoc a una muestra nacional, seleccionada aleatoriamente, de 755 docentes de las etapas de educación infantil, primaria y secundaria del estado español. RESULTADOS. El profesorado facilita significativamente menos la participación familiar en el centro educativo a medida que se avanza en la etapa educativa; dicha facilitación es significativamente mayor en el profesorado con más formación en el trato con las familias; únicamente en educación secundaria, los docentes de centros concertados y privados facilitan significativamente más la implicación de padres y madres en la institución escolar que los de centros públicos. DISCUSIÓN. Se comparte con estudios recientes la necesidad de incluir las relaciones interpersonales familia-escuela como una de las temáticas a tratar en la formación inicial y permanente de los docentes para facilitar la implicación familiar en la vida escolar. This paper aims to present teacher performance as a mediator and main launcher of the family involvement. It will analyse each of the educative stages of the teaching practice, the teacher’s training on dealing with families in regards to the type of centre. It begins with the analysis of the construct of “Involvement”, moving from the coexistence to the coeducation of the Educational Community. Our approach considers involvement as an element of quality and educative inclusion and the study follows with a review of previous studies on this matter. METHOD. For this study a non-experimental method has been used. Specifically, this is a descriptive study (based on an interview of an exploratory nature) which has used a questionnaire designed ad hoc in a national sample. 755 Spanish teachers of Pre-school, Primary Education and Secondary Education have been selected at random. RESULTS. Teachers have been found to facilitate significantly less family involvement in the different learning centres School as they progress towards higher stages. Such facilitation is quite higher in teachers with more training in dealing with families and only Secondary Education teachers from statesubsided schools and private centrers are found to promote the involvement of parents in the school more than the ones from public schools. DISCUSSION. This study shares with recent studies the need of including interpersonal relationships such as that of family-school as one of the topics to be dealt with in teacher’s initial and Continuing Professional Development so it will promote the involvement of the families in the school life. La finalité de cet article est de présenter la perception du professorat sur sa performance en tant que médiateur et promoteur de la participation de la famille. L’analyse a été réalisée en fonction de l’étape éducative où travaille l’enseignant, de sa formation aux rapports auprès des familles, et du type d’établissement. Nous commençons par l’examen du principe de « participation », en passant de la coexistence à la coéducation de la communauté éducative - nous considérons que la participation est un témoignage de qualité et d’inclusion scolaire - puis nous faisons une brève révision des études antérieures sur le sujet. MÉTHODE. Nous avons utilisé une méthode non expérimentale, plus concrètement une recherche exploratoire et descriptive, du type enquête, pour laquelle un questionnaire conçu ad hoc a été appliqué à un échantillon national, sélectionné de manière aléatoire, composé par 755 enseignants des étapes éducatives de la maternelle, du primaire et du secondaire de l’état espagnol. RÉSULTATS. Les enseignants facilitent progressivement moins la participation des familles dans les établissements au fur et à mesure que l’on progresse dans l’étape éducative ; cette facilitation est significativement plus élevée chez les enseignants ayant plus de formation dans le traitement des familles ; uniquement au niveau du secondaire, les enseignants des établissements subventionnées et privés facilitent considérablement davantage la participation des parents, dans la vie du centre éducatif, que ceux des établissements publics. DISCUSSION. Nous partageons avec les recherches récentes le besoin d’inclure les relations interpersonnelles famille-école comme l’un des thèmes à aborder dans la formation initiale et continue des enseignants, afin de faciliter la participation de la famille dans la vie scolaire.

Introduction In the last years genome wide profilings have identified recurrent Copy Number Alterations (CNA) in genes potentially involved in the pathogenesis of Acute Lymphoblastic Leukemia (ALL). These studies have identified deletions in B-cell development genes (IKZF1, EBF1, PAX5, TCF3, etc.), cell cycle regulation genes (CDKN2A/B, RB1, TP53, etc.), glucocorticoid resistance genes (BTG1, CREBBP) and growth factor receptors genes (CRLF2, CSF2RA, IL3RA) among others. Some of these CNA (i.e. IKZF1, CDKN2A, CRLF2) have been reported to have prognostic significance in several pediatric series but there are very few data regarding their impact in B-lineage adult ALL. Our aim was to analyze the frequency and prognostic significance of CNA in a series of 125 B-lineage adult ALL patients treated according to risk-adapted protocols from the Spanish PETHEMA Group. Methods Bone marrow or peripheral blood (with significant blast burden) samples from 125 B-lineage adult ALL patients enrolled in risk-adapted protocols from the PETHEMA Group were analyzed at diagnosis. MLPA assays (MRC-Holland) were performed for the following genes: IKZF1, IKZF2, IKZF3, EBF1, CDKN2A/B, PAX5, ETV6, BTG1, RB1, hsa-miR-31, X/Y PAR1 region genes (CRLF2, CSF2RA, IL3RA) and 14q32.33 region genes (IGH D, MTA1, KIAA0284). Fragment analysis was made by Genescan in an ABI-3130 sequencer (Applied Biosystems). Data normalization provided a value indicative of the presence or absence of CNA: 0-0.20 homozygous deletion, 0.21-0.70 heterozygous deletion, 0.71-1.30 normal, 1.31-1.70 heterozygous duplication and 1.71-2.20 homozygous duplication. Results The median age [range] was 40 [15-74] years, 71 (57%) males, median WBC count 12.11 x109/L [0.4-388]. Immunophenotype: pro-B 14 (11%), common 71 (58%), pre-B 26 (21%), mature-B 10 (8%), unavailable 2 (2%). Cytogenetics: normal 16 (13%), hyperdiploid 6 (5%), hypodiploid 2 (2%), t(9:22) 20 (16%), t(1;19) 8 (6%), 11q23/MLL 11 (9%), 8q24/C-MYC 7 (5%), complex 1 (1%), iAMP21 2 (2%), other translocations or deletions 31 (25%), no growth 20 (16%). CNA frequencies of the 125 patients are shown in the table. IKZF1 deletions were significantly associated with EBF1 deletions, high WBC count and Philadelphia (Ph) chromosome. In the IKZF1 deleted cohort whole gene deletions were as frequent as Ik6 isoforms (28% each). A high codeletion rate was detected in genes located in 9p (CDKN2A/B with PAX5, CDKN2A/B with hsa-miR-31 and PAX5 with hsa-miR-31). CDKN2A/B also showed concomitant deletions with ETV6 while PAX5 showed codeletions with BTG1. CDKN2A/B and PAX5 deleted patients had higher WBC counts than non-deleted individuals. Clinical follow-up data was available for 123 patients of the whole series and for the 105 patients of the Ph-negative cohort. Multivariate analysis showed that advanced age, BTG1 deletions and EBF1 deletions were negative prognostic factors for achieving Complete Remission (CR) and WBC count and IKZF1 deletions significantly reduced CR duration in both cohorts. Interestingly, there were significant differences in relapse rates between whole and partial gene IKZF1 deletions. IKZF1 haploinsufficient patients had a probability of CR duration at 3 years of 83% ± 30% vs. 6% ± 12% of partial gene deletion carriers. Advanced age and IKZF1 deletions were predictors for overall survival in the Ph-negative cohort and age>30 years, IKZF1 deletions and hsa-miR-31 deletions were associated with poor prognosis in the whole series. Conclusions In B-lineage adult ALL, deletions of IKZF1, EBF1, BTG1 or hsa-miR-31 are markers with prognostic significance in addition to age and WBC count. Patients with partial IKZF1 gene deletions have a significantly higher probability of relapse than those with whole gene loss. These genetic abnormalities could help to better define prognostic subgroups in adult patients with B-lineage ALL. Supported by the grants PI10/01417 and RD12-0036-0029 from Instituto Carlos III and a grant from the Spanish Society of Hematology and Hemotherapy (2012). Disclosures: No relevant conflicts of interest to declare.

The Spanish Myeloma Group conducted a trial to compare bortezomib/thalidomide/dexamethasone (VTD) versus thalidomide/dexamethasone (TD) versus vincristine, BCNU, melphalan, cyclophosphamide, prednisone/vincristine, BCNU, doxorubicin, dexamethasone/bortezomib (VBMCP/VBAD/B) in patients aged 65 years or younger with multiple myeloma. The primary endpoint was complete response (CR) rate postinduction and post–autologous stem cell transplantation (ASCT). Three hundred eighty-six patients were allocated to VTD (130), TD (127), or VBMCP/VBAD/B (129). The CR rate was significantly higher with VTD than with TD (35% vs 14%, P = .001) or with VBMCP/VBAD/B (35% vs 21%, P = .01). The median progression-free survival (PFS) was significantly longer with VTD (56.2 vs 28.2 vs 35.5 months, P = .01). In an intention-to-treat analysis, the post-ASCT CR rate was higher with VTD than with TD (46% vs 24%, P = .004) or with VBMCP/VBAD/B (46% vs 38%, P = .1). Patients with high-risk cytogenetics had a shorter PFS and overall survival in the overall series and in all treatment groups. In conclusion, VTD resulted in a higher pre- and posttransplantation CR rate and in a significantly longer PFS although it was not able to overcome the poor prognosis of high-risk cytogenetics. Our results support the use of VTD as a highly effective induction regimen prior to ASCT. The study was registered with http://www.clinicaltrials.gov (NCT00461747) and Eudra CT (no. 2005-001110-41).

During last years, molecular markers have been increased as prognostic factors routinely screened in acute myeloid leukemia (AML). Recently, an increasing interest has been reported in introducing to clinical practice screening for mutations in the CCAAT/enhancer-binding protein α (CEBPA) gene in AML, as it seems to be a good prognostic factor. However, there is no reliable established method for assessing CEBPA mutations during the diagnostic work-up of AMLs. We describe here a straightforward and reliable fragment analysis method based in PCR capillary electrophoresis (PCR-CE) for screening of CEBPA mutations; moreover, we present the results obtained in 151 intermediate-risk karyotype AML patients (aged 16–80 years). The method gave a specificity of 100% and sensitivity of 93% with a lower detection limit of 1–5% for CEBPA mutations. The series found 19 mutations and four polymorphisms in 12 patients, seven of whom (58%) presented two mutations. The overall frequency of CEBPA mutations in AML was 8% (n = 12). CEBPA mutations showed no coincidence with FLT3-ITD or NPM1 mutations. CEBPA mutation predicted better disease-free survival in the group of patients without FLT3-ITD, NPM, or both genes mutated (HR 3.6, IC 95%; 1.0–13.2, p = 0.05) and better overall survival in patients younger than 65 of this group without molecular markers (HR 4.0, IC 95%; 1.0–17.4, p = 0.05). In conclusion, the fragment analysis method based in PCR-CE is a rapid, specific, and sensitive method for CEBPA mutation screening and our results confirm that CEBPA mutations can identify a subgroup of patients with favorable prognosis in AML with intermediate-risk karyotype.

RESUMEN En la actualidad la funcion tutorial se constituye como eje vertebrador del sistema de formacion de especialistas sanitarios en Espana, conocido comunmente como sistema de residencia. La figura clave para llevar a cabo este proceso es la del tutor de residentes que se define en el R.D.183/2008 (articulo 11.1) como aquel profesional especialista en servicio activo que, estando acreditado como tal, tiene la mision de planificar y colaborar activamente en el aprendizaje de los conocimientos, habilidades y actitudes del residente, a fin de garantizar el cumplimiento del programa formativo de la especialidad de que se trate. Sin embargo, esta figura apenas esta perfilada y desde siempre el voluntarismo es su principal caracteristica. Con este trabajo pretendemos conocer y concretar las condiciones en las que se desarrolla la funcion tutorial en los centros sanitarios de la Comunidad Autonoma de la Region de Murcia. Intentamos constatar, a partir de la experiencia y juicios de valor de los participantes, la disparidad entre lo legislado y como se lleva a cabo realmente la funcion tutorial en los centros sanitarios de nuestro contexto. ABSTRACT Currently, the backbone of medical specialist training in Spain is its tutorial function, commonly known as the System of Residence. The key figure in this process is the Tutor of Residents, who is defined (R.D. 183/2008, article 11.1) as an in-service professional specialist, accredited with the responsibility of actively planning and collaborating in the resident learner’s acquisition of knowledge, skills and attitudes - in order to ensure compliance with the training program in question. However, this role is only superficially outlined, and as such much of its duties remain on a voluntary basis. With this study we will try to understand and clarify the conditions under which tutorial function is developed in the Region of Murcia's health centers. We shall attempt to evaluate the disparity between the outlined specification and the actual work of the tutorial function at health centers in our context.

RESUMENEl estudio que presentamos en este artículo tiene como propósito general el análisis de la relación existente entre la calidad de las relaciones de los adolescentes con su familia inmediata, la salud entendida de dos modos: salud física y salud psicológica, y el consumo de sustancias adictivas para la salud. Para ello los participantes fueron 170 sujetos de ambos géneros con edades comprendidas entre 14 y 20 años. Los resultados muestran que existen relaciones significativas entre los constructos mencionados, las asociaciones entre la calidad de las relaciones percibidas en el contexto familiar y estas dos perspectivas de salud consideradas (física y psicológica) se concretan y matizan en función de variables sociodemográficas, tales como edad, sexo y régimen de escolarización, y en función de las figuras específicas objeto de relación como son el padre, la madre o los hermanos.ABSTRACTThe general purpose of the research presented in the following article is the analysis of the relation existed between the quality of the relations that teenagers have with their close family, considering health in two different ways: physical health and psychological health, and the consumption of addictive substances for the health. For this reason the sample used has been composed by 170 individuals of both sexes with ages among 14 and 20. The results show that meaningful relations between the previously mentioned terms exist. The associations between the quality of the perceived relations in the context of the family and these two considered ways of health (physics and psychological) are concreted and clarified according not only to social-demographic variables, such as age, sex and way of the boarding school régime, but also to specific figures which are important in the relation, such as the father, the mother or the brothers.

Background: The prognostic significance of FLT3 internal tandem duplication (ITD) and D835 mutations in acute promyelocytic leukemia (APL) remains unclear. Recent studies have revealed an association between FLT3 mutations and leukocytes > 10x109/L, M3-variant subtype and BCR3 isoform. It has been also suggested that patients with FLT3 mutations have a higher induction death rate and a shorter survival. Objectives: To analyze in patients with newly diagnosed APL treated with an ATRA plus anthracycline-based protocol if the presence of FLT3 ITD and D835 mutations influences the clinical and biological presenting features, and the disease outcome. Material and methods: Between 1997 and 2005, 733 consecutive patients were enrolled in the PETHEMA LPA96 and LPA99 trials. Treatment consisted of Induction therapy with oral ATRA (45 mg/m2/d) and intravenous idarubicin (12 mg/m2/d x 4 days) followed by three courses of consolidation with anthracycline monochemotherapy. In the LPA99 trial, ATRA was added in each cycle of consolidation for intermediate and high risk patients (according to Sanz score). In both trials, maintenance therapy consisted of intermittent ATRA and low dose chemotherapy with methotrexate and 6-mercaptopurine. Using RT-PCR, analysis of the FLT3 ITD and D835 mutations was available in 251 and 191 patients respectively. Results: Overall, 61 patients (24%) had a FLT3 ITD mutation and 20 patients (10%) had a FLT3 D835 mutation. Only one patient had both mutations. FLT3 ITD was associated with BCR3 isoform (78% vs 32%, p < 0.01), leukocytes > 10x109/L (64% vs 17%, p < 0.01), M3v subtype (46% vs 13%, p < 0.01), bone marrow blasts > 70% (95% vs 80%, p < 0.01) and expression of CD2 and CD34 surface antigens (41% vs 14% and 38% vs 9%, respectively, p < 0.01). FLT3 D835 was not associated with leukocytes > 10x109/L (35% vs 25%, p=0.31) or any other biological characteristic. There was a trend towards a higher induction death rate in patients with FLT3 ITD or D835 mutations, when compared to patients with wild-type FLT3 (15% vs 16% vs 6%, respectively, p=0.08). There was no significant difference on relapse-free survival (RFS) and overall survival (OS) at 7 years in patients with FLT3 ITD, when compared to those with FLT3 D835 or wild-type FLT3 (81% vs 100% vs 87% for RFS, p=0.17; and 76% vs 84% vs 81% for OS, p=0.37). Conclusion: In a large cohort of patients with newly diagnosed APL, the incidence of FLT3 ITD and FLT3 D835 mutations was 24% and 10%. This study was only able to demonstrate an association of FLT3 ITD with leukocytes > 10x109/L, M3v subtype, BCR3 isoform, and expression of CD2 and CD34 surface antigens, but this mutation had no independent prognostic value in patients with APL receiving state-of-the-art treatment.