León Bello, Gemma

The incidence and prevalence of age-related neurodegenerative dementias have been increasing. There is no curative therapy and conventional drug treatment can cause problems for patients. Medicinal plants traditionally used for problems associated with ageing are emerging as a therapeutic resource. The main aim is to give a proposal for use and future research based on scientific knowledge and tradition. A literature search was conducted in several searchable databases. The keywords used were related to neurodegenerative dementias, ageing and medicinal plants. Boolean operators and filters were used to focus the search. As a result, there is current clinical and preclinical scientific information on 49 species used in traditional medicine for ageing-related problems, including neurodegenerative dementias. There are preclinical and clinical scientific evidences on their properties against protein aggregates in the central nervous system and their effects on neuroinflammation, apoptosis dysregulation, mitochondrial dysfunction, gabaergic, glutamatergic and dopaminergic systems alterations, monoamine oxidase alterations, serotonin depletion and oestrogenic protection. In conclusion, the potential therapeutic effect of the different medicinal plants depends on the type of neurodegenerative dementia and its stage of development, but more clinical and preclinical research is needed to find better, safer and more effective treatments.

Existen diversas herramientas informáticas aplicadas a mejorar la eficacia de los sistemas de evaluación. Zipgrade es un soporte informático, para uso en PC, tablet o como aplicación en el móvil, para la corrección y análisis automático de pruebas de tipo test. Las opciones que permite esta aplicación son: -Crear y editar respuestas clave. -Escanear las plantillas de respuesta con el teléfono móvil para corregir los exámenes. -Revisar los documentos que han sido escaneados. -Obtrner listados con las calificaciones de los alumnos. -Analizar la información de los datos escaneados (Opción Item analysis). -Resolver dudas en la web http://www.zipgrade.com Hemos querido comprobar si esta herramienta supone un avance en la mejora de la realización de pruebas de test y, en definitiva, en el sistema de corrección y evaluación de estas pruebas. Para ello se ha empleado esta aplicación en la corrección de una prueba realizada a 135 alumnos. La corrección de la prueba se realizó con el móvil, escaneando alrededor de 15 pruebas por minuto. Esta aplicación ha sido de gran utilidad por la reducción de errores en la corrección, la rapidez en la obtención de los resultados y el análisis exhaustivo de la estadística referente a los mismos. / There are different digital assessment tools that has been developed to improve the evaluation methods. Zipgrade is an ICT toll that is available on computer, phone or tablet; and it works as an optical grading machine. The tool will allow the user to: - Create new quiz and define key - Scan and grade examns using the phone camera - Create student grade sheets - Review graded papers and analyze them (Item analysis) - Solve any doubts on its website http://www.zipgrade.com We have studied if the use of Zipgrade improves the efficiency of multiplechoice question (MCQ) tests and their assessment methods. We have used Zipgrade to correct a MCQ test made by 135 students. Test grading was performed scanning the answer sheets using the camera what allowed to correct 15 test per minute. The use of Zipgrade has reduced the errors produced during the correction process and the time required to grade all tests. Moreover, it has been very useful for the exhaustive statistical analysis of the answers of the tests.

La clase invertida es un modelo pedagógico creado en 2012 por Jonathan Bergmann y Aaron Sams, profesores de Química en Woodland Park High School (Woodland Park Colorado). En este modelo, el profesor, en lugar de utilizar el tiempo de la clase para introducir nueva materia (vía lección magistral), previamente a que tenga lugar la clase proporciona a los alumnos, a través de la plataforma virtual, material docente (videos, artículos, podcast, etc.) para ayudarles a clarificar la materia objeto de estudio, de manera que puede utilizar el tiempo de la clase para realizar actividades docentes colaborativas. El material docente debe incluir las ideas principales de la unidad de estudio y puede ser creado por el profesor o descargado de internet. Esta actividad se ha desarrollado en el primer cuatrimestre del curso 2018-19 en las asignaturas Farmacología Clínica en el Grado de Farmacia y Farmacología del Grado en Medicina. Basándonos en los resultados obtenidos, la actividad ha resultado muy interesante para los estudiantes. La clase invertida les ha ayudado a clarificar conceptos y algunos estudiantes han considerado que tener conocimientos previos es importante para realizar la actividad, aunque no es esencial. / Flipped classroom is a pedagogical model created in 2012 by Jonathan Bergmann and Aaron Sams, Chemistry teachers at Woodland Park High School (Woodland Park Colorado). In this model, rather than taking up limited class time to explain a new concept (often via lecture), the teacher add a variety of learning material (videos, articles, podcast. etc.) to Blackboard before class. The objective is to introduce students to the concepts that they are going to study during class, freeing up class time for more collaborative activities. Learning material includes main concepts and ideas of the unit of study and it can be produced originally by the teacher or it can be acquired from internet. The activity has been carried out during the first semester of the academic year 2018-19 in the subjects Clinical Pharmacology and Pharmacology in Pharmacy and Medicine degrees, respectively. Acquired knowledge of students was evaluated by Kahoot tests and a survey was conducted to analyse the student’s opinion about the activity. Kahoot results showed that 80 of the students pass the test. On the other hand, based on the results of the survey, the activity proved to be very interesting for the students. The flipped classroom helped them to clarify concepts and many of them considered that having previous theoretical background is important to understand the activity, although it is not essential.