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This study investigates early cardiac events (ECE) occurring during the first 180 days after allo-HCT in 416 adults receiving PTCY (n=258) and non-receiving PTCY (n=158). Total body irradiation (TBI) was given to 133 (31.9%) patients, in 111 (83.4%) of them combined with PTCY. The day +180 cumulative incidence function (CIF) of ECE was 8.4%, being heart failure (n=13) and pericardial complications (n=11) as the most prevalent complications. The incidence of ECE was higher in patients receiving PTCY (Day +180 CIF: 11.3% vs. 3.8%, P=0.007), and receiving TBI (Day +180 CIF: 15.0% vs. 5.3%, P0.001). ECEs were more prevalent in haplo-HCTs than in MSD, MUD, and MMUDs allo-HCTs (Day +180 CIF of 17.9%, 6.2%, 8.4% and 7.4%, P=0.005). As for the ECE's risks from the combination of PTCY and TBI, the multivariate analysis reported that patients receiving PTCY without TBI (HR 3.79, P=0.041), those receiving TBI without PTCY (HR 6.01, P=0.027), and patients receiving TBI and PTCY (HR 6.98, P=0.002) were at higher risk for ECE compared with patients receiving neither PTCY nor TBI. Pre-existing cardiac morbidity predicted ECE (HR 5.28, P0.001). However, using high-dose Cy-containing preparative regimens did not increase the risk for cardiac toxicity at +180 days after allo-HCT (HR 0.58, P=0.53). ECE was associated with higher NRM (HR 4.68, P0.001) and lower OS (HR 3.03, P0.001). Considering that PTCY and TBI were predictors for ECE, and the impact of this complication on transplant mortality, the implementation of cardiac monitoring plans could be appropriate in patients receiving these medications.

Mental health is being reframed as a fundamental right for all people, and mental health literacy is a tool that can enable patients to gain the knowledge, personal skills, and confidence to take action to improve their mental health, and their lives overall. This exploratory study analysed the power of dialogic literary gatherings (DLGs) to foster it in a group of patients with mental health disorders who gathered for 1 h once a week to share their readings of literature masterpieces. During the year-long study, a total of 140 patients participated in the DLGs in groups of 12 to 15 people. Results suggest that DLGs promoted the development of the participants’ mental health literacy and produced gains in emotional and social wellbeing by strengthening reading, speaking, and listening skills, fostering supportive relations, contributing to overcoming stigma, and enhancing agency. The transferability of DLGs to mental health care is discussed. Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. Open Access funding was provided by the University of Barcelona.

The SARS-CoV-2 pandemic has favored the expansion of telemedicine. Philadelphia-negative chronic myeloproliferative neoplasms (Ph-MPN) might be good candidates for virtual follow-up. In this study, we aimed to analyze the follow-up of patients with Ph-MPN in Spain during COVID-19, its effectiveness, and acceptance among patients. We present a multicenter retrospective study from 30 centers. Five hundred forty-one patients were included with a median age of 67 years (yr). With a median follow-up of 19 months, 4410 appointments were recorded. The median of visits per patient was 7 and median periodicity was 2.7 months; significantly more visits and a higher frequency of them were registered in myelofibrosis (MF) patients. 60.1% of visits were in-person, 39.5% were by telephone, and 0.3% were videocall visits, with a predominance of telephone visits for essential thrombocythemia (ET) and polycythemia vera (PV) patients over MF, as well as for younger patients ( 50 yr). The proportion of phone visits significantly decreased after the first semester of the pandemic. Pharmacological modifications were performed only in 25.7% of the visits, and, considering overall management, ET patients needed fewer global treatment changes. Telephone contact effectiveness reached 90% and only 5.4% required a complementary in-person appointment. Although 56.2% of the cohort preferred in-person visits, 90.5% of our patients claimed to be satisfied with follow-up during the pandemic, with an 83% of positive comments. In view of our results, telemedicine has proven effective and efficient, and might continue to play a complementary role in Ph-MPN patients' follow-up.

In the publications of Freire's trip, errors are detected that makes invisible both its impact and those who made it possible. An analysis of the documentation, 6 interviews with people who made the trip possible, 6 with professionals and 2 with family members in Valencia who are transforming their schools and 2 dialogical observations have been carried out. The results make it clear: 1) Those who proposed this trip both to Freire and to the Regional Ministry are Flecha and Jesús Gomez 'Pato'. 2) The reason is the approval by the Valencian Parliament of the Law on Adult Education, whose 'Report and draft for its preliminary project' had been entrusted to Flecha, who was hired to elaborate it. 3) Some publications ignore both facts, distorting the meaning of this journey and Freire's work. 4) The impact has been more profound in their infant, primary and secondary education and more transient in their adult education. 5) The values shared by Valencian education means that more and more people are demanding that we overcome these distortions and give deserved recognition to those who allowed us to have Paulo here En las publicaciones de este viaje de Freire, se detectan errores que invisibilizan tanto su impacto como a quienes lo hicieron posible. Se ha realizado un análisis de la documentación, 6 entrevistas a personas que hicieron posible el viaje, 6 a profesionales y 2 familiares de Valencia que están transformando sus escuelas y 2 observaciones dialógicas. Los resultados dejan claro: 1) Quienes proponen este viaje tanto a Freire como a la Consejería son Flecha y Jesús Gómez “Pato”. 2) El motivo es la aprobación por el parlamento valenciano de la Ley de Formación de Personas Adultas, cuyo “Informe y borrador para su anteproyecto” se había encargado a Flecha, quien fue contratado para elaborarlo. 3) Algunas publicaciones obvian ambos hechos deformando el sentido de este viaje y la propia obra Freireana. 4) El impacto ha sido más profundo en su educación infantil, primaria y secundaria, y más pasajero en su educación de personas adultas. 5) Los valores compartidos por la educación valenciana llevan a que cada vez más personas reclamen superar esas deformaciones y dar merecido reconocimiento a quienes nos proporcionaron la oportunidad de tener aquí a Paulo

Violence suffered by children is a violation of human rights and a global health problem. Children with disabilities are especially vulnerable to violence in the school environment, which has a negative impact on their well-being and health. Students with disabilities educated in special schools have, in addition, more reduced experiences of interaction that may reduce both their opportunities for learning and for building protective social networks of support. This study analyses the transference of evidence-based actions to prevent violence in schools –the Dialogic Model of Prevention and Resolution of Conflicts (DMPRC)– in the context of a special school, and its impact on the reduction of violence, the creation of egalitarian relationships and the prevention of bullying. A case study with a communicative approach was conducted including in-depth interviews and communicative focus groups with the diverse participants to analyse the process of transformation carried out in the school and the main actions that give students a voice in the management and creation of egalitarian non-violent relationships. The results show that the inclusion of the students’ voices in the resolution and prevention of conflicts reduces violence, empowers special education students, strengthens friendship relationships, caring behaviour, and active positioning among the community. The positive impact of the transference of the Dialogic Model of Prevention and Resolution of Conflicts to special schools contributes to students’ well-being and healthy development by offering safe and protective educational spaces and quality emotional education, also contributing to the achievement of the Sustainable Development Goals related to the elimination of all forms of violence in childhood.

Las escuelas que son comunidades de aprendizaje trabajan por la superación de la violencia de género siguiendo la línea de socialización preventiva y desarrollando el modelo dialógico de resolución de conflictos. En este artículo, a través de la realización de un estudio de caso en un aula de segundo de primaria, identificamos algunas de las interacciones sociales que están contribuyendo a afrontar situaciones de violencia que ocurren en la escuela, así como transformar las relaciones entre el alumnado. Estas interacciones han sido reflexionadas en el marco de las tertulias literarias dialógicas. Su análisis ha puesto de relieve, como estrategias efectivas para la mejora de la convivencia en las escuelas, romper el silencio frente a la violencia y potenciar la implicación de todo el alumnado en su denuncia y abordaje.

Scientific literature about neuromyths has proliferated in the last few years. However, there is a gap of knowledge around neuroedumyths. While neuromyths are based on hoaxes about the brain, neuroedumyths use neuroscientific concepts but state consequences for education that are false. This article presents, for the first time, research about neuroedumyths among teachers. This study has applied the innovative methodology of Public Lectures’ Debates Analytics (PLDA), in its ex-post modality. This has meant the analysis, by the twelve participants interviewed in this research, of the conclusions of public lectures’ debates on neuroscience and education. The results show the presence of four neuroedumyths among teachers: The brain needs to be bored to develop; Violence resides in masculine genes; Brain develops almost completely the first three years of life; and There are right-hemisphere students and left-hemisphere students. While neuromyths have been spread among teachers by trainers specialized in education but lacking scientific information about neuroscience, neuroedumyths have been spread among teachers by neuroscientists lacking scientific information on education. Differently to some previous studies which approached this problem as teachers’ errors or ignorance, the results of our study show that the problem is the errors of some teachers’ trainers.