scholarly journals La influencia de las competencias genéricas en la empleabilidad laboral inicial. Caso de estudio en la UANL.

2017 ◽  
Vol 8 (16) ◽  
Author(s):  
Valeria Paola González Duéñez ◽  
Joel Mendoza Gómez
Keyword(s):  
Social Interaction ◽  
Phase I ◽  
Educational Program ◽  
Job Skills ◽  
Phase Iii ◽  
Study Phase ◽  
Generic Competencies ◽  
Aeronautical Industry ◽  
Competency Based ◽  
Teaching Learning

Abstract. Currently the aeronautical industry demand human resource that is highly competitive with excellent abilities, skills and job skills that allow the growth of this industry in Mexico. UANL offers the educational program in Aeronautical Engineering and because is a program designed under the new competency-based education model, it is necessary to measure the employability of students working under this new teaching-learning process,such as is achieved and even provide feedback to continually improve any area of opportunity in the transition of students during their training. This research presents a cause-effect model where independent variables are considered classified generic competencies: instrumentals, social interaction and integrative, and the dependent variable initial workforce readiness. Todefine the variables, objectives and hypotheses we did an analysis of competency-based international models. Variables were operationalized to design and determine the reliability of the measuring instrument performing the content validity with 12 experts on the competency model. To test the hypothesis of educational program were selected 103 students using Phase I, II and III as field study. Phase I is an assessment of students, Phase II is anevaluation with teachers and Phase III is the opinion of employers. Finally, we present the results of analysis of the direct influence of generic skills: instrumentals, social interaction and integrative and professional-labor performance work called initial workforce readiness.Keywords: employability, generic competencies, initial workforce readinessResumen. Actualmente la industria Aeronáutica demanda recurso humano que sea altamente competitivo con excelentes capacidades, destrezas y aptitudes laborales que permitan el crecimiento de esta industria en México. En la UANL se oferta el programa educativo de Ingeniero en Aeronáutica y por ser un programa diseñado bajo el nuevo modelo educativo basado en competencias, es necesario medir la empleabilidad de los estudiantes  que trabajan bajo este nuevo proceso de enseñanza-aprendizaje, de tal forma de que se logre mejorar continuamente e inclusive retroalimentar cualquier área de oportunidad en el tránsito de estudiantes durante su formación. En esta investigación se plantea un modelo causa-efecto en el que se consideran como variables independientes las competencias genéricas clasificadas en: instrumentales, de interacción social e integradoras; y la variable dependiente la empleabilidad laboral inicial. Se realizó un análisis de los modelos internacionales basados en competencias, definiéndose las variables, los objetivos y las hipótesis. Se operacionalizaron las variables para diseñar y determinar la confiabilidad del instrumento de medición realizándose la validez de contenido con 12 expertos sobre el modelo por competencias. Para probar las hipótesis se seleccionaron 103 estudiantes del PE aplicando Fase I, II y III como estudio de campo. La Fase I es una evaluación de estudiantes, la Fase II es evaluación con profesores y la Fase III es la opinión de los empleadores. Finalmente se presentan los resultados del análisis sobre la influencia directa entre las competencias genéricas: instrumentales, de interacción social e integradoras y el desempeño profesional-laboral llamado empleabilidad laboral inicial.Palabras clave: competencias genéricas, empleabilidad, empleabilidad laboral inicial

scholarly journals La influencia de las competencias genéricas en la empleabilidad laboral inicial. Caso de estudio en la UANL.

2017 ◽  
Vol 8 (16) ◽  
Author(s):  
Valeria Paola González Duéñez ◽  
Joel Mendoza Gómez
Keyword(s):  
Social Interaction ◽  
Educational Program ◽  
Job Skills ◽  
Phase Iii ◽  
Study Phase ◽  
Generic Competencies ◽  
Effect Model ◽  
Aeronautical Industry ◽  
Competency Based ◽  
Teaching Learning

Abstract. Currently the aeronautical industry demand human resource that is highly competitive with excellent abilities, skills and job skills that allow the growth of this industry in Mexico. UANL offers the educational program in Aeronautical Engineering and because is a program designed under the new competency-based education model, it is necessary to measure the employability of students working under this new teaching-learning process, such as is achieved and even provide feedback to continually improve any area of opportunity in the transition of students during their training. This research presents a cause-effect model where independent variables are considered classified generic competencies: instrumentals, social interaction and integrative, and the dependent variable initial workforce readiness. Todefine the variables, objectives and hypotheses we did an analysis of competency-based international models. Variables were operationalized to design and determine the reliability of the measuring instrument performing the content validity with 12 experts on the competency model. To test the hypothesis of educational program were selected 103 students usingPhase I, II and III as field study. Phase I is an assessment of students, Phase II is an evaluation with teachers and Phase III is the opinion of employers. Finally, we present the results of analysis of the direct influence of generic skills: instrumentals, social interaction and integrative and professional-labor performance work called initial workforce readiness.Keywords: employability, generic competencies, initial workforce readinessResumen. Actualmente la industria Aeronáutica demanda recurso humano que sea altamente competitivo con excelentes capacidades, destrezas y aptitudes laborales que permitan el crecimiento de esta industria en México. En la UANL se oferta el programa educativo de Ingeniero en Aeronáutica y por ser un programa diseñado bajo el nuevo modelo educativo basado en competencias, es necesario medir la empleabilidad de los estudiantes  que trabajan bajo este nuevo proceso de enseñanza-aprendizaje, de tal forma de que se logre mejorar continuamente e inclusive retroalimentar cualquier área de oportunidad en el tránsito de estudiantes durante su formación. En esta investigación se plantea un modelo causa-efecto en el que se consideran como variables independientes las competencias genéricas clasificadas en: instrumentales, de interacción social e integradoras; y la variable dependiente la empleabilidad laboral inicial. Se realizó un análisis de los modelos internacionales basados en competencias, definiéndose las variables, los objetivos y las hipótesis. Se operacionalizaron las variables para diseñar y determinar la confiabilidad del instrumento de medición realizándose la validez de contenido con 12 expertos sobre el modelo por competencias. Para probar las hipótesis se seleccionaron 103 estudiantes del PE aplicando Fase I, II y III como estudio de campo. La Fase I es una evaluación de estudiantes, la Fase II es evaluación con profesores y la Fase III es la opinión de los empleadores. Finalmente se presentan los resultados del análisis sobre la influencia directa entre las competencias genéricas: instrumentales, de interacción social e integradoras y el desempeño profesional-laboral llamado empleabilidad laboral inicial.Palabras clave: competencias genéricas, empleabilidad, empleabilidad laboral inicial

Caring Groups in Nursing Education: Creating Caring Connections in Nursing Practice

1997 ◽  
Vol 1 (3) ◽  
pp. 22-31 ◽  
Author(s):  
Carol Wilson
Keyword(s):  
Nursing Education ◽  
Phase I ◽  
Research Program ◽  
Educational Program ◽  
Nursing Practice ◽  
Learning Strategy ◽  
First Year ◽  
Professional Lives ◽  
State University ◽  
Teaching Learning

The Department of Nursing at the State University of West Georgia implemented Caring Groups as a teaching/learning strategy designed to teach caring. In Phase I of a research program, Caring Group participants reported being more aware of the meaning and importance of caring in their personal and professional lives. Phase II, reported in this paper, sought to understand the influence of participation in caring groups on nursing practice. The stories of the graduates during their first year of nursing practice include experiencing non-caring, transferring the caring learned in their educational program to nursing practice, and making efforts to transform nursing practice through action.

Declared pharmaceutical industry involvement in a random sample of abstracts from the ASCO Annual Meetings

2009 ◽  
Vol 27 (15_suppl) ◽  
pp. e17525-e17525
Author(s):  
A. L. Masson ◽  
A. Mangabeira ◽  
E. D. Saad ◽  
F. E. Prisco
Keyword(s):  
Pharmaceutical Industry ◽  
Phase I ◽  
Phase Iii ◽  
Study Phase ◽  
Single Institution ◽  
Us Studies ◽  
Phase Ii Studies ◽  
Phase Iii Trials ◽  
Future Publication ◽  
Oral Presentations

e17525 Background: The pharmaceutical industry (PI) plays an important role in drug development. We examined the extent and correlates of declared PI involvement in abstracts presented at ASCO Meetings 2001–2003 and 2006–2008. Methods: After stratification of abstracts into three categories of presentation ([1] oral, including plenary and oral presentations, and integrated symposia; [2] poster, including poster discussion and general poster; and [3] publication only), we randomly selected 10% of the abstracts for each of the 3-year periods of interest. Involvement by the PI was defined as declared sponsorship or by co-authorship in abstracts. Multivariate analysis (MVA) was done using logistic regression. Results: In the 2,206 abstracts analyzed, there was declared sponsorship or co-authorship by the PI in 425 (19.3%) of cases. Declared sponsorship (N = 73) was less frequent than co-authorship (N = 364). Declared sponsorship or co-authorship was present in 160 of 332 (48.2%) multinational studies, 222 of 969 (22.9%) multicenter, uninational studies, and 43 of 905 (4.3%) of single-institution studies (p < 0.001). For the 30.6% of abstracts stating the study phase in the title or text, PI involvement was present in 116 of 239 (48.5%) phase I studies, 95 of 364 (26.1%) phase II studies, and 26 of 72 (36.1%) phase III trials (p < 0.001). PI involvement was present in 280 of 1,080 (25.9%) US studies and in 145 of 1,126 (12.9%) non-US studies (p < 0.001). In MVA, significant predictors of PI involvement were multinationality (odds ratio [OR] = 6.61), phase I/II/III (versus other, OR = 3.65), and US nationality (OR = 2.98). Conclusions: Declared PI involvement is seen in nearly 20% of abstracts and is more frequent in multinational studies, clinical trials and studies with US nationality. Additional work is needed to assess the correlation between PI involvement, abstract quality and likelihood of future publication. No significant financial relationships to disclose.

scholarly journals Necesidades formativas del docente universitario

2014 ◽  
Vol 12 (4) ◽  
pp. 161 ◽  
Author(s):  
María Teresa Espinosa Martín
Keyword(s):  
Learning Process ◽  
Teaching Experience ◽  
Educational Context ◽  
University Teachers ◽  
Generic Competencies ◽  
Educational Framework ◽  
Competency Based ◽  
Teaching Learning ◽  
High Level

<p>Las actualizaciones metodológicas y de concepto acontecidas en el proceso de enseñanza-aprendizaje que se lleva a cabo en las universidades desde la entrada en vigor del Espacio Europeo de Educación Superior (EEES), implican cambios en los distintos ámbitos que constituyen el contexto educativo: las instituciones, los alumnos y los docentes.<br />Este marco educativo requiere la adquisición de determinadas competencias, no sólo en los alumnos sino también en los docentes. Las competencias que debe desarrollar un docente universitario en la actualidad van más allá de una instrucción, pretendiendo lograr una mejora significativa de la calidad del proceso de enseñanza-aprendizaje del estudiante.</p><p>A partir de nuestra experiencia docente a lo largo de varios años y después de valorar el concepto de buen docente que se tiene desde los diferentes ámbitos, se marcan una serie de competencias genéricas que consideramos de formación imprescindible para todos los docentes que no posean un elevado nivel de desempeño.<br />Dentro de estas competencias destacamos las interpersonales, de comunicación, metodológicas, y tecnológicas, haciendo hincapié en la capacidad de evaluación, dada la importancia de realizar una formación por competencias y su respectiva evaluación por competencias en este marco educativo.<br />No resulta sencillo encontrar expertos que aporten formación significativa a los docentes universitarios en cada una de estas competencias. Encontramos docentes experimentados que desarrollan muy bien alguna de estas competencias pero necesitaremos especialistas en la materia, en ocasiones ajenos a la educación, para otras.</p><p><strong>ABSTRACT</strong></p><p><strong>Training needs of university teachers.</strong></p><p>The methodological and conceptual updates that occurred in the teaching-learning process that takes place in universities have been carried out since the entry into force of the European Higher Education Area (EHEA), imply changes in the different areas that make up the educational context : institutions, students and teachers.<br />This educational framework requires the acquisition of certain skills, not only by students but also by teachers. The skills to be developed by a university teacher currently extend beyond instruction, trying to achieve a significant improvement in the quality of the student‘s teaching-learning process.<br />From our teaching experience over several years and after assessing the concept of good teaching that you have from different fields, a number of generic competencies that we consider essential training for all teachers who do not have a high level of performance can be highlighted.<br />Among these competencies, we can highlight the interpersonal, communicational, methodological, and technological, emphasizing the assessment capacity, given the importance of a competency-based training and its evaluation competency in this educational context.<br />It’s not easy to find experts to provide a significant training for university teachers in each of these competencies. We found some very experienced teachers who put into practice some of these skills but we need specialists in the field for the other skills, sometimes outside of education.</p>

Bewegungstherapie und körperliche Aktivität bei Patienten mit Herzinsuffizienz

Praxis ◽  
2018 ◽  
Vol 107 (17-18) ◽  
pp. 951-958 ◽  
Author(s):  
Matthias Wilhelm
Keyword(s):  
Phase I ◽  
Phase Ii ◽  
Körperliche Aktivität ◽  
Phase Iii

Zusammenfassung. Herzinsuffizienz ist ein klinisches Syndrom mit unterschiedlichen Ätiologien und Phänotypen. Die überwachte Bewegungstherapie und individuelle körperliche Aktivität ist bei allen Formen eine Klasse-IA-Empfehlung in aktuellen Leitlinien. Eine Bewegungstherapie kann unmittelbar nach Stabilisierung einer akuten Herzinsuffizienz im Spital begonnen werden (Phase I). Sie kann nach Entlassung in einem stationären oder ambulanten Präventions- und Rehabilitationsprogramm fortgesetzt werden (Phase II). Typische Elemente sind Ausdauer-, Kraft- und Atemtraining. Die Kosten werden von der Krankenversicherung für drei bis sechs Monate übernommen. In erfahrenen Zentren können auch Patienten mit implantierten Defibrillatoren oder linksventrikulären Unterstützungssystemen trainieren. Wichtiges Ziel der Phase II ist neben muskulärer Rekonditionierung auch die Steigerung der Gesundheitskompetenz, um die Langzeit-Adhärenz bezüglich körperlicher Aktivität zu verbessern. In Phase III bieten Herzgruppen Unterstützung.

Improving Coded Data Entry by an Electronic Patient Record System

1996 ◽  
Vol 35 (02) ◽  
pp. 108-111 ◽  
Author(s):  
F. Puerner ◽  
H. Soltanian ◽  
J. H. Hohnloser
Keyword(s):  
Phase I ◽  
Electronic Patient Record ◽  
Data Entry ◽  
Discharge Summary ◽  
Patient Record ◽  
Phase Iii ◽  
Electronic Patient Record System ◽  
Record System ◽  
Data Encoding ◽  
Discharge Summaries

AbstractData are presented on the use of a browsing and encoding utility to improve coded data entry for an electronic patient record system. Traditional and computerized discharge summaries were compared: during three phases of coding ICD-9 diagnoses phase I, no coding; phase II, manual coding, and phase III, computerized semiautomatic coding. Our data indicate that (1) only 50% of all diagnoses in a discharge summary are encoded manually; (2) using a computerized browsing and encoding utility this percentage may increase by 64%; (3) when forced to encode manually, users may “shift” as much as 84% of relevant diagnoses from the appropriate coding section to other sections thereby “bypassing” the need to encode, this was reduced by up to 41 % with the computerized approach, and (4) computerized encoding can improve completeness of data encoding, from 46 to 100%. We conclude that the use of a computerized browsing and encoding tool can increase data quality and the percentage of documented data. Mechanisms bypassing the need to code can be avoided.

Inhibition kinetics for propionate degradation using propionate-enriched mixed cultures

1998 ◽  
Vol 38 (8-9) ◽  
pp. 443-451 ◽  
Author(s):  
S. H. Hyun ◽  
J. C. Young ◽  
I. S. Kim
Keyword(s):  
Phase I ◽  
Competitive Inhibition ◽  
Gas Production ◽  
Phase Iii ◽  
Utilization Rate ◽  
Inhibition Kinetics ◽  
Wide Range ◽  
Propionate Degradation ◽  
Acetate Utilization ◽  
Velocity Coefficient

To study propionate inhibition kinetics, seed cultures for the experiment were obtained from a propionate-enriched steady-state anaerobic Master Culture Reactor (MCR) operated under a semi-continuous mode for over six months. The MCR received a loading of 1.0 g propionate COD/l-day and was maintained at a temperature of 35±1°C. Tests using serum bottle reactors consisted of four phases. Phase I tests were conducted for measurement of anaerobic gas production as a screening step for a wide range of propionate concentrations. Phase II was a repeat of phase I but with more frequent sampling and detailed analysis of components in the liquid sample using gas chromatography. In phase III, different concentrations of acetate were added along with 1.0 g propionate COD/l to observe acetate inhibition of propionate degradation. Finally in phase IV, different concentrations of propionate were added along with 100 and 200 mg acetate/l to confirm the effect of mutual inhibition. Biokinetic and inhibition coefficients were obtained using models of Monod, Haldane, and Han and Levenspiel through the use of non-linear curve fitting technique. Results showed that the values of kp, maximum propionate utilization rate, and Ksp, half-velocity coefficient for propionate conversion, were 0.257 mg HPr/mg VSS-hr and 200 mg HPr/l, respectively. The values of kA, maximum acetate utilization rate, and KsA, half-velocity coefficient for acetate conversion, were 0.216 mg HAc/mg VSS-hr and 58 mg HAc/l, respectively. The results of phase III and IV tests indicated there was non-competitive inhibition when the acetate concentration in the reactor exceeded 200 mg/l.

scholarly journals AB0332 IMMUNOSUPPRESSIVE AND IMMONOMODULATING AGENTS IN RHEUMATOID ARTHRITIS: A SYSTEMATIC REVIEW OF CLINICAL TRIALS AND THEIR CURRENT DEVELOPMENT STAGE

2020 ◽  
Vol 79 (Suppl 1) ◽  
pp. 1464.1-1465
Author(s):  
J. Blaess ◽  
J. Walther ◽  
J. E. Gottenberg ◽  
J. Sibilia ◽  
L. Arnaud ◽  
...  
Keyword(s):  
Rheumatoid Arthritis ◽  
Systematic Review ◽  
B Cells ◽  
Phase I ◽  
Phase Ii ◽  
Clinical Development ◽  
Phase Iii ◽  
Jak Inhibitors ◽  
Exclusion Criteria ◽  
Immunomodulating Drugs

Background:Rheumatoid arthritis (RA) is the most frequent chronic inflammatory diseases with an incidence of 0.5% to 1%. Therapeutic arsenal of RA has continuously expanded in recent years with the recent therapeutic progress with the arrival of conventional synthetic disease-modifying anti-rheumatic drugs (csDMARDs), biological (bDMARDs) and targeted synthetic (tsDMARDs), JAK inhibitors. However, there are still some unmet needs for patients who do not achieve remission and who continue to worsen despite treatments. Of note, only approximately 40% of patients are ACR70 responders, in most randomized controlled trials. For these patients, finding new therapeutic avenues is challenging.Objectives:The objective of our study was to analyze the whole pipeline of immunosuppressive and immunomodulating drugs evaluated in RA and describe their mechanisms of action and stage of clinical development.Methods:We conducted a systematic review of all drug therapies in clinical development in RA in 17 databases of international clinical trials. Inclusion criterion: study from one of the databases using the keywords “Rheumatoid arthritis” (search date: June 1, 2019). Exclusion criteria: non-drug trials, trials not related to RA or duplicates. We also excluded dietary regimen or supplementations, cellular therapies, NSAIDs, glucorticoids or their derivatives and non-immunosuppressive or non-immunomodulating drugs. For each csDMARD, bDMARD and tsDMARD, we considered the study at the most advanced stage. For bDMARDs, we did not take into account biosimilars.Results:The research identified 4652 trials, of which 242 for 243 molecules met the inclusion and exclusion criteria. The developed molecules belong to csDMARDs (n=21), bDMARDs (n=117), tsDMARDs (n=105).Among the 21 csDMARDs molecules: 8 (38%) has been withdrawn, 4 (19%) are already labelled in RA (hydroxychloroquine, leflunomide, methotrexate and sulfasalazine) and 9 (43%) are in development: 1 (11%) is in phase I/II, 5 (56%) in phase II, 3 (33%) in phase IV.Among the 117 bDMARDs molecules: 69 (59%) has been withdrawn, 9 (8%) are labeled in RA (abatacept, adalimumab, anakinra, certolizumab, etanercept, golimumab, infliximab, rituximab, sarilumab, tocilizumab) and 39 (33%) are in development: 9 (23%) in phase I, 3 (8%) in phase I/II, 21 (54%) in phase II, 5 (12%) are in phase III, 1 (3%) in phase IV. bDMARDs currently under development target B cells (n=4), T cells (n=2), T/B cells costimulation (n=2),TNF alpha (n=2), Interleukine 1 or his receptor (n=3), Interleukine 6 or his receptor (n=7), Interleukine 17 (n=4), Interleukine 23 (n=1), GM-CSF (n=1), other cytokines or chemokines (n=5), integrins or adhesion proteins (n=3), interferon receptor (n=1) and various other targets (n=4).Among the 105 tsDMARDs molecules: 64 (61%) has been withdrawn, 6 (6%) JAK inhibitors, have just been or will probably soon be labelled (baricitinib, filgotinib, peficitinib, tofacitinib and upadacitinib), 35 (33%) are in development: 8 (24%) in phase I, 26 (74%) in phase II, 1 (3%) in phase III and. tsDMARDs currently under development target tyrosine kinase (n=12), janus kinase (JAK) (n=3), sphingosine phostate (n=3), PI3K pathway (n=1), phosphodiesterase-4 (n=3) B cells signaling pathways (n=3) and various other targets (n=10).Conclusion:A total of 242 therapeutic trials involving 243 molecules have been or are being evaluated in RA. This development does not always lead to new treatments since 141 (58%) have already been withdrawn. Hopefully, some of the currently evaluated drugs will contribute to improve the therapeutic management of RA patients, requiring a greater personalization of therapeutic strategies, both in the choice of molecules and their place in therapeutic sequences.Disclosure of Interests:Julien Blaess: None declared, Julia Walther: None declared, Jacques-Eric Gottenberg Grant/research support from: BMS, Pfizer, Consultant of: BMS, Sanofi-Genzyme, UCB, Speakers bureau: Abbvie, Eli Lilly and Co., Roche, Sanofi-Genzyme, UCB, Jean Sibilia: None declared, Laurent Arnaud: None declared, Renaud FELTEN: None declared

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