Browsing by Author "Pena, M. A."
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Item Open Access Additional curriculum modifications for enhancing the teaching of parasitology and infectious diseases at an English university.(EDULEARN18 Proceedings, 2018-07-04) Pena-Fernandez, A.; Torrado, G.; Agudo, R.; Pena, M. A.Our teaching innovation group is committed to increasing and enhancing the teaching of parasitology, as recent surveys show an alarming decrease in the teaching of this subject in human health degrees despite recent outbreaks threatening public health in Europe that have involved emerging parasites. Since 2016/17, we have started to perform a series of curriculum modifications in the BSc Biomedical Science (BMS) programme at De Montfort University (DMU, UK), following the subject-specific threshold standards described by the Quality Assurance Agency (QAA, 2015) [1]. These modifications targeted specifically two modules from this Institute of Biomedical Sciences (IBMS) accredited programme: Basic Microbiology for Biomedical Science (level 4) and Medical Microbiology (level 6). We performed detailed analysis and evaluation of the impact of these preliminary changes on our students, which have been described in Peña-Fernández et al. (2017) [2]. Briefly, students highlighted high levels of engagement in both modules. The most notable improvement was detected in the Basic Microbiology module that showed an increase of 44% in the students’ satisfaction from 20% in 2015/16 to 64% in 2016/17; and a reduction in the dissatisfaction from 20% to 7.4% in Medical Microbiology. We have performed further curriculum modifications following students’ feedback and current pedagogic research undertaken by our international teaching innovation group. Thus, we have tackled and introduced new lectures in our Basic Microbiology level 4 module to describe better the differences between bacteria and the characteristics of parasites and viruses. A new lecture about human immunodeficiency virus (HIV) has been included following the detection of a lack of knowledge of preventative measures (HIV chemoprophylaxis including pre- and post-exposure prophylaxis and HIV screening) and transmission (risk behaviours) in a novel training session offered to second year BMedSci Medical Science students in 2016/17. Finally, we have introduced a new workshop session in which students completed a virtual clinical case study from the novel teaching and learning resource DMU e-Parasitology (these resources are publicly available at: http://parasitology.dmu.ac.uk/learn/case-studies.htm). Two workshops have been created and introduced in these two BMS modules and we have followed previous successful experiences creating and introducing novel research-led workshops in human health undergraduate degrees. Finally, we are also creating an on-line resource for the teaching and learning of HIV in collaboration with the University of San Pablo CEU (Spain), which will be accessible on the DMU website by the end of 2018. A more detailed description of the curriculum modifications implemented in this academic course 2017/18 are provided in this paper in conjunction with an analysis of students’ impressions that will be collected in the final module level feedback for each module through the online resource Blackboard.Item Metadata only Analysis of teaching workshop in environmental toxicology in the Pharmacy specialty Industrial Pharmacy and Galenicals(2016) Pena-Fernandez, A.; Escalera Izquierdo, B.; Pena, M. A.El título de Farmacéutico Especialista en Farmacia Industrial y Galénica se imparte en la Unidad Docente de Farmacia y Tecnología Farmacéutica de la Universidad de Alcalá (UAH) desde el curso académico 2005-2006. Esta especialidad, es una Especialidad en Ciencias de la Salud, solo accesible vía Farmacéutico Interno Residente (FIR). Los objetivos de la formación de esta especialidad van encaminados a la capacitación de los alumnos para investigar, desarrollar, producir y garantizar la seguridad, eficacia y calidad de los medicamentos que fabrica. En el curso académico 2013-2014 se puso en marcha una novedosa iniciativa docente con el fin de capacitar al alumnado con herramientas básicas para la realización de una evaluación de riesgos a compuestos farmacéuticos presentes en nuestro medio ambiente para la prevención de la salud humana. Esta novedosa iniciativa surge por la actual demanda de trabajadores de la salud tanto en el sector público como en el privado, con conocimientos de toxicología ambiental y protección de la salud pública debido a los grandes índices de morbilidad y mortalidad causados por contaminantes ambientales. Para impartir estos conocimientos se creó un taller altamente especializado. Este trabajo describe los diferentes elementos del taller y recoge las impresiones del alumnadoItem Metadata only Analysis of teaching workshop in environmental toxicology.(XIV Jornadas de Redes de Investigación en Docencia Universitaria. Investigación, innovación y enseñanza universitaria: enfoques pluridisciplinares, 2016-07-01) Pena-Fernandez, A.; Escalera Izquierdo, B.; Pena, M. A.El título de Farmacéutico Especialista en Farmacia Industrial y Galénica se imparte en la Unidad Docente de Farmacia y Tecnología Farmacéutica de la Universidad de Alcalá (UAH) desde el curso académico 2005-2006. Esta especialidad, es una Especialidad en Ciencias de la Salud, solo accesible vía Farmacéutico Interno Residente (FIR). Los objetivos de la formación de esta especialidad van encaminados a la capacitación de los alumnos para investigar, desarrollar, producir y garantizar la seguridad, eficacia y calidad de los medicamentos que fabrica. En el curso académico 2013-2014 se puso en marcha una novedosa iniciativa docente con el fin de capacitar al alumnado con herramientas básicas para la realización de una evaluación de riesgos a compuestos farmacéuticos presentes en nuestro medio ambiente para la prevención de la salud humana. Esta novedosa iniciativa surge por la actual demanda de trabajadores de la salud tanto en el sector público como en el privado, con conocimientos de toxicología ambiental y protección de la salud pública debido a los grandes índices de morbilidad y mortalidad causados por contaminantes ambientales. Para impartir estos conocimientos se creó un taller altamente especializado. Este trabajo describe los diferentes elementos del taller y recoge las impresiones del alumnado.Item Embargo Analysis of the introductionof a reflective pedagogic approach to teach large groups of students enrolled in human health degrees(2018) Pena-Fernandez, A.; Pena, M. A.; Young, Christopher N. J.; Evans, M. D.; Randles, M.Item Open Access Applicability of monthly CDC case studies to improve reflection in biomedical science students.(ASM Microbe 2017, 2017-06-02) Pena-Fernandez, A.; del Aguila, C.; Fenoy, S.; Magnet, A.; Izquierdo, F.; Evans, M. D.; Lobo-Bedmar, M. C.; Pena, M. A.Background Academics from De Montfort University (DMU, UK) in collaboration with other EU universities, virologists and first responders are developing training for health science students to deal with biological incidents. Initially the training is being tested with final year students enrolled on the BSc Biomedical Science (Hons) and in the BMedSci Medical Science (Hons) degree programmes in 2016/17 at DMU. To improve the limited clinical skills of these students, a series of parasitology case studies have been introduced, where students will need to reflect on their knowledge and search for information from different sources to propose possible diagnoses. Reflection is an essential learning tool for developing aspects such autonomous working, critical and analytical thinking and integration of theory with practice (Quintanilla et al., 2016). Methods A series of teaching sessions (theoretical and practical) has been created related to emergency preparedness and response (Peña-Fernández et al., 2016). Students are provided with different scenarios to develop an intervention programme to protect human health in the aftermath of a biological incident involving different biological agents including emerging parasites. During the theoretical component of the training students are provided with different slides collected from the Laboratory Identification of Parasitic Diseases of Public Health Concern (DPDx) (CDC, 2016). Students, by peer group interaction, provide a possible “diagnosis” for each clinical case based on the clinical features presented and microscopic slides provided. Critical thinking is encouraged. Results Although our results are preliminary and we need to evaluate the students’ feedback, the introduction of clinical case-studies has shown to facilitate the acquisition of some clinical skills, particularly in the biomedical science cohort. This is informed by the high level of students’ interaction during these sessions and the formulation of appropriate questions. Students have also shown some gradual improvement in the resolution of clinical case studies throughout the course. Conclusions Despite the fact that student feedback will not be collected until the end of the course, students have display strong engagement and interest in these workshops through interim module level feedback. A priori, these case-studies have been shown to be effective in facilitating the acquisition of different transversal competences including critical thinking, clinical skills, communication and team work.Item Embargo Assessing the effectiveness of an online survey applied in Pharmaceutical Technology at the Faculty of Pharmacy of the University of Alcalá.(INTED2017 Proceedings, 2017-03-08) Pena, M. A.; Torrado, G.; Pena-Fernandez, A.Pharmaceutical Technology is a science-based, novel, optional module (subject) exclusively taught in the Pharmacy Degree programme at the University of Alcalá (Spain) since 2014/15. This module has been specifically designed for undergraduate pharmacists and focuses on teaching skills in formulation, production of pharmaceutical compounds and active ingredients, equipment to produce drugs and drug delivery. This optional module is critical for future pharmacists that wish to work in the pharmaceutical industry, specifically in the production of drugs and drug formulation, and has covered a gap in the general syllabus of the pharmacy degree as traditionally the contents of the pharmaceutical technology are taught at Master’s level. The purpose of this subject is to provide students with basic knowledge about the registration of pharmaceutical compounds and drugs, good manufacturing practice, preparation, control, packaging and conditioning of pharmaceutical forms in the pharmaceutical industry. In summary, the main purpose of this subject is that students become familiar with the industrial processes of preparation of drugs, complying with the current legislation to maintain a high level of quality in the process of development, manufacture and control of drugs. The syllabus of this course was recently re-visited in 2015/16 and updated following new quality requirements, new production processes and high technology drug manufacturing systems for future drug production. Students’ impressions and feedback were collected in 2015/16 in an effort to optimize the quality of teaching at university using a validated on-line survey created with the software One Drive. The surveys of Excel Online are a new utility of Office 365 that allows creation surveys through a form and saving the results in an Excel spreadsheet. This One Drive software simplifies and facilitates the development of personalised feedback questionnaires which are very easy to complete and could be incorporated to higher education to assess the degree of engagement of undergraduate students that are now demanding more interesting and engaging lectures, tutorials and other course content. The on-line survey generated was very simple and had only eight items, which let both academics and students identify immediately whether the specified learning outcomes were met. The questionnaire also helped academics to review the teaching practice promoting the use of teaching tools to achieve quality learning, gave greater prominence to students in their learning process and finally organised teaching based on the results that were obtained. This communication will also describe the different modifications that we will perform to this module following students’ feedback.Item Open Access Benefits of a virtual Biomedical laboratory in university learning(EIDU, University of Alcala, 2018-05-30) Pena-Fernandez, A.; Pena, M. A.El alumno, en el actual modelo educativo, participa de manera activa en la construcción de su conocimiento, esto supone trazar nuevos contenidos curriculares, diseñar herramientas de innovación pedagógicas o utilizar nuevas tecnologías. En este último caso, la formación virtual es entendida como una estrategia integral en el proceso de autoformación y mejora de la adquisición de competencias. Un grupo internacional de profesores de diferentes universidades europeas y de científicos presentamos un espacio virtual de aprendizaje orientado a facilitar una formación de calidad, actualizada, flexible y personalizada. Se trata de un paquete de e-learning para estudiantes de Ciencias de la Salud, con diferentes módulos incluido un laboratorio biomédico virtual. El laboratorio estará disponible desde la página web de De Montfort University (Reino Unido) el próximo año (http://parasitology.dmu.ac.uk/learn/laboratory.htm) En este trabajo se presentan las principales características de este nuevo entorno virtual formativo así como sus diferentes unidades, que incluyen aspectos como el microscopio electrónico, técnicas de biología molecular, cabinas de seguridad biológica o el trabajo en una unidad de cultivos celulares. Además, se explora el posible impacto de este nuevo entorno virtual en la enseñanza de técnicas y mejora de habilidades en países en desarrollo debido a sus recursos limitados.Item Metadata only Biomedical science students as teachers to levels KS3 and KS4(The Institute of Biomedical Science (IBMS) Congress, 2017-09-27) Pena-Fernandez, A.; Pena, M. A.; Lobo-Bedmar, M. C.; Singh, Harprit; Weldon, C.Students-as-teachers is a useful pedagogy for future professionals that require teaching abilities in their profession such as nurses and medical doctors. However, this has been little explored in other human health sciences programmes such as biomedical (BMS) and medical science (BMedS) degrees. A novel pedagogy has been introduced at De Montfort University (UK) to develop teaching abilities in second and final year students enrolled in BMS and BMedS programmes. A total of 15 students were deployed to Bermuda in November 2016 for 2 weeks to teach different topics of human biology and microbiology to secondary school children level KS3 (aged 11-14) and KS4 (aged 14-18) with academic-supervision. Briefly, this pedagogy consisted of students distributed into groups of 5 to encourage peer-interaction, with one group (the teaching group) responsible for leading different teaching/learning sessions in microbiology (e.g. virus and bacteria, disease, hygiene, prokaryotic and eukaryotic cells, etc.). The other groups peer-assessed the performance of the teaching group in conjunction with the academics. This approach facilitated the provision of comprehensive feedback so students could improve their performance throughout their deployment. 73% of students enjoyed teaching and 100% highlighted that were highly satisfied with the experience. 29% would like to do a teaching career (40% of students reported uncertainty about their future career); however, 80% of students highlighted that this experience will help to decide their career. Only 13% students reported that they struggled in preparing their topics, particularly to KS3. Finally, students indicated that the best part of the experience was inspiring young people and when schoolchildren provided feedback and were interactive. Confidence was perceived as a skill to improve. Students reported high levels of satisfaction and recommended the inclusion of similar pedagogies in their degrees. We consider that involving students in teaching provide some teaching abilities and critical transversal competences.Item Embargo Blended learning for teaching cell culture as part of DMU e-Parasitology.(Alcalá de Henares: Servicio de Publicaciones de la Universidad de Alcalá, 2019-09-01) Pena-Fernandez, A.; Evans, M. D.; Hurtado, C.; Acosta, L.; Izquierdo, F.; Magnet, A.; Pena, M. A.; Singh, N.; Fenoy, S.; Bornay, F. J.; del Aguila, C.Emerging and re-emerging human parasites have become a global health threat due to different factors including globalisation, climate and vector ecology changes that have highlighted the necessity of teaching human parasitology to appropriately train future health care professionals. However, a significant erosion in the teaching of parasitology in conjunction with a reduction of the number of parasitology departments across European universities has been reported. To maintain and strengthen the teaching of this discipline, De Montfort University (DMU, UK) is leading an innovative international project for the development of a complete on-line package for teaching and learning parasitology named DMU e-Parasitology. This package will be publicly available on the DMU website here http://parasitology.dmu.ac.uk/ when completed early in 2019 and have different modules including a Virtual Laboratory. This paper focuses on the first e-learning unit created for the Virtual Laboratory section, named Human Cell Culture, and the validation undertaken to use it as a model unit to build this section. Cell culture is fundamental in parasitology for supporting different areas such as culture of obligate intracellular parasites or testing future drugs against these pathogens. The evaluation of the unit with undergraduate Biomedical Science students in 2017/18 at De Montfort University (UK) indicate that the unit seemed successful in facilitating students to acquire essential basic skills for working with cells in a cell culture room. Finally, we also provide a description of the short-blended learning experience implemented to validate the unit, intervention that could be easily adopted to enhance the teaching of cell culture in human health science programmes.Item Open Access Building a DMU e-Biology resource for health sciences’ students.(International Academy of Technology, Education and Development (IATED), 2017-11-18) Pena-Fernandez, A.; Sgamma, Tiziana; Young, Christopher N. J.; Randles, Michael J.; del Aguila, C.; Hurtado, C.; Evans, M. D.; Potiwat, N.; Izquierdo, F.; Pena, M. A.; Coope, J.; Armstrong, M.; Bhambra, Avninder S.The BSc Biomedical Science (BMS) programme at De Montfort University (DMU, Leicester, UK) is accredited by the Institute of Biomedical Science (IBMS). Students enrolled within this programme acquire highly sought after skills related with human health sciences to work in: pathology departments in hospitals; research institutions; biotechnology and pharmaceutical industries; and the education sector to name a few. The degree recruits a large number of students with currently around 600 students enrolled on this programme at DMU. Despite pre-entry requirements of knowledge of subjects related to human biology, biology or chemistry, we have noted that first year students require basic support in STEM subjects (biology, chemistry and mathematics) in modules such as “Basic Microbiology”, “Basic Anatomy and Physiology” and “Chemistry for the Biosciences”. This support is especially necessary for students that come from non-traditional routes such as Business and Technology Education Council (BTEC) routes. Moreover, usually topics related with microbiology and human diseases are challenging for students, often causing stress impacting their overall performance and experience. A group of BMS academics at DMU in conjunction with universities in the European Union (EU; e.g. University of San Pablo CEU, Spain) have started to design, create and develop a series of e-learning resources or units in human biology and BMS for undergraduate students that study health sciences degrees in the EU. These units are being uploaded onto the DMU web server (http://parasitology.dmu.ac.uk/) and will be only accessible for students from participating universities during the first phase of this project (2017/18 course) in which comprehensive feedback will be collected. This web server space has three sections or modules (theoretical section, virtual laboratory and microscope) in which the new e-learning resources will be preliminary accommodated. These units will be interactive and easy to follow, and will cover basic human biology (e.g. cells, cell structure), human anatomy and physiology, histology and basic microbiology, which will be embedded in a theoretical module named DMU e-Biology within the above URL link. They will include formative assessments and case studies throughout each unit. In addition, a series of practical units are being developed which describe routine practical elements in any biomedical laboratory such as laboratory materials, pipetting, molecular techniques (e.g. PCR), cell culture (e.g. use of biological safety cabinet) and histological techniques (e.g. use of microtome, staining techniques). The development of this teaching and learning resource will cover a gap in the traditional teaching and learning methods that are currently used and provided in the participating universities. The DMU e-Biology will aid to our undergraduate students to gain knowledge in human biology and microbiology by promoting self-learning. We consider that the DMU e-Biology will help overcome spatiotemporal, equipment and resource barriers. Additionally, it may help student retention as currently about a 10% of our first year students fail to continue BMS at DMU. Finally, the creation of the DMU e-Biology will also provide support to the DMU Student Retention and Attainment Strategy 2016-2020 through the DMU Student Learning Hub, which is currently under development.Item Open Access Building on-line materials for teaching parasitology to health sciences’ students: initial impressions.(2017-06-05) Pena-Fernandez, A.; Ollero, M.; Fenoy, S.; Magnet, A.; Mackenzie, S.; Pena, M. A.; Izquierdo, F.; Hurtado, C.; Ioannou, M.; Bornay, F.; Halliwell, R.; Acosta, L.; Torrus, D.; Singh, Harprit; Sgamma, Tiziana; Evans, M.; Bhambra, Avninder S.; Baho, S.; del Aguila, C.Background: It is widely recognised that the use of web-based teaching resources is an increasingly important method for delivering education, and it will be particularly important in the near future due to the progressively increasing number of health science students and the current number of academics in the “European Higher Education Area”. The study of parasitology and infectious diseases is essential to build professionals in the health sector with the key knowledge and skills to face global public health threats such as food-, water- or vector-borne infectious diseases outbreaks. However, the current time dedicated to the teaching of this discipline in all health sciences degrees at De Montfort University (DMU, Leicester, UK) is very little or non-existent depending on the degree/master. Methods: An innovative teaching group at DMU is trying to fill this gap in the currently available teaching offer in line with new trends in global health education, the large number of students enrolled in any health degree and the increasing number of students that would like to study this discipline (but due to different commitments do not have enough time or resources to study on a full time basis). Thus, an innovative teaching group from different EU Universities (DMU and the Spanish universities: University of San Pablo CEU, University of Alcalá, and University Miguel Hernández de Elche) and clinicians (University Hospitals of Leicester, UK) have started to design, create and develop a complete on-line package in Parasitology for undergraduate and postgraduate students that study health sciences. Results: The e-Parasitology package will be accessible through the DMU website (http://parasitology.dmu.ac.uk) in 2017 and will be focused on infection, prevention and treatment of major and emerging parasitological diseases. Conclusions: This teaching resource will aid our undergraduate and postgraduate students to gain a significant knowledge in parasitology by promoting self-learning and internationalization. This poster will explore one of the first mini-modules developed so far related with Toxocara, a helminthiasis with prevalence rates that can reach as high as 40% or more in parts of the world, and the challenges for its development.Item Open Access Can international travel experiences provide transversal competences in the university?(EIDU, University of Alcala, 2018-05-30) Pena-Fernandez, A.; Lobo-Bedmar, M. C.; Pena, M. A.La Universidad De Montfort (DMU, Leicester, Reino Unido) está muy comprometida en suscitar estrategias que promuevan la adquisición de competencias transversales de carácter instrumental: aprendizaje autónomo o la toma de decisiones; interpersonales: capacidad de trabajo en equipo, razonamiento crítico o compromiso y sistémicas, como adaptación a nuevas situaciones, creatividad o iniciativa. La adquisición de estas competencias sería necesaria para la realización personal, la consecución de ciudadanos activos, así como promover la cohesión social o la empleabilidad en la sociedad actual del conocimiento. Para alcanzar parte de esas capacidades, DMU ha desarrollado un programa específico de internacionalización, llamado #DMUglobal que incluye los programas de movilidad europeos (Erasmus +) y los viajes dirigidos por profesores para alumnos de grado de DMU. En los últimos años diferentes facultades de DMU han ofrecido viajes para visitar ciudades tales como Nueva York, Berlín o Hong Kong. Con estas experiencias internacionales se han adquirido algunas de las competencias transversales y se ha potenciado la curiosidad, confianza, comunicación, automotivación…. El estudio de los resultados podría indicar que la iniciativa #DMUglobal desde la DMU podría considerarse como una estrategia efectiva para facilitar y promover muchas de las competencias transversales descritas.Item Open Access Can international trip experiences at DMU (#DMUGlobal, UK) provide transversal and work competences?(EDULEARN18 Proceedings, 2018-07-04) Pena-Fernandez, A.; Lobo-Bedmar, M. C.; Pena, M. A.De Montfort University (DMU, Leicester, UK) is highly committed to promote different strategies to facilitate the acquisition of the key transversal competences and skills recently defined by the European Union for future students in the European Higher Education Area (European Commission, May 2017), including skills to manage complex information and resolve complex global challenges, capabilities for creative and autonomous thinking, effective communication, engagement with local communities and promotion of social inclusion and mobility. To promote internationalisation, DMU developed a specific programme named #DMUglobal in September 2013 that includes the European mobility programmes (Erasmus+) and DMU academic-led trips. The #DMUglobal trips involve a short-term visit to another country that is offered to any DMU student. To the best of our knowledge, #DMUglobal provides one of the most comprehensive international experience programmes at any UK university. The DMU Faculty of Health & Life Sciences offered a novel #DMUglobal trip to visit New York (NYC, US) in the 2017/18 academic course to determine potential public health risks due to environmental contamination by carbon monoxide (CO). A total of 45 students from different programmes, specifically BSc Biomedical Science, BMedSci Medical Science and BSc Healthcare Science (Audiology), visited NYC in January 2018 for 5 days together with two academics that supervised the different activities. Briefly, students were divided into small groups to measure levels of CO from different locations in NYC using small CO detector devices. Once they returned to DMU, students analysed the collected data to determine any potential human risks and completed a poster by the end of January 2018. Posters were peer-reviewed by these students, which selected the best one to be presented at a DMU research conference in Summer 2018. We used qualitative and quantitative methods to analyse whether students that undertook this international experience gained some of the above competences and other such as the memo factors (curiosity, confidence, serenity, decisiveness and vigour). Thirty students completed a feedback-questionnaire, which showed high levels of enjoyment in participating in this novel global trip (43.3% agreed, 50% strongly agreed) and pointed to teamwork as the best part of the CO monitoring activity. Furthermore, 83.3% indicated that they gained or improved specific skills such as communication, engagement with local communities and broadened their cultural horizons (33.3% agreed, 50% strongly agreed). Also, 73.3% highlighted that they gained some presentation skills and 70% described that producing the poster helped them to understand the topic. Moreover, 73.3% of students that completed the questionnaire indicated that they will use the knowledge learnt in their studies. In the open answer questions, students suggested some improvements for future trips including the provision of more sensitive CO monitors and the creation of extra activities relevant for biomedical science. These results could indicate that the #DMUglobal trips could be an effective strategy to facilitate and promote many of the key competences described.Item Open Access Creating a model module for the novel resource DMU e-Parasitology.(International Academy of Technology, Education and Development (IATED), 2017-11-18) Pena-Fernandez, A.; Ollero, M. D.; Fenoy, S.; Magnet, A.; Izquierdo, F.; Pena, M. A.; Bornay, F.; Acosta, L.; Parker, L. A.; Sgamma, Tiziana; del Aguila, C.The study of parasitology has become essential to build future health care professionals with skills to respond to public health threats such as the recent outbreaks due to Cryptosporidium spp. or Giardia in the United Kingdom (UK). To facilitate the teaching of parasitology, which negligible across the different undergraduate and taught masters degrees at De Montfort University (DMU, Leicester, UK), a group from different EU Universities [DMU and the Spanish universities: University of San Pablo CEU (USP-CEU) and University Miguel Hernández], clinicians and practising Biomedical Scientists from the UK National Health Service are developing an on-line package for teaching and learning parasitology named DMU e-Parasitology. This package will have three sections or modules: a theoretical module with mini e-learning units to study major human parasites such as Leishmania spp. or malaria; a virtual laboratory module with units to enhance the learning and study of parasitic diseases such as culture of parasites, staining and use of light microscope to identify these organisms or molecular techniques for the identification of parasites to species level; and a virtual microscope with a real slide collection of clinical samples of parasites. The e-Parasitology resource is being created for undergraduate/postgraduate human health science students, with corresponding degrees of difficulty. Units will include a tool to assess the learning process of the students, in form of a quiz, activity and/or exam, and several formative activities throughout each mini-module. The development of this teaching resource will cover a gap in the traditional teaching and learning methods that are currently used and provided in the participating Universities. The DMU e-Parasitology will aid to our undergraduate students to gain a significant knowledge in parasitology by promoting self-learning. A unit related with Toxocara, a helmintiasis with prevalence rates that can reach as high as 40% or more in different parts of the world, was firstly developed to use as a model for the development of the DMU e-Parasitology. Three undergraduate students that studied parasitology during the first term in 2016/17 [n=27; 6 European Credit Transfer and Accumulation System credits (ECTS); 3rd year module] from the bilingual Pharmacy and Biotechnology degree at USP-CEU were voluntarily recruited to provide comprehensive feedback for this model unit at the beginning of the second term. This unit was tested with these students because of their comprehensive knowledge of parasitology. Students described it as interactive and presenting the appropriate content and resources to study the parasitic disease addressed (toxocariasis). Limitations were the poor navigability in the formative exercise section and the excessive information provided in some slides that could hinder their understanding. The team has addressed these limitations and is using this unit as a model to build the DMU e-Parasitology, which will be accessible through the DMU website (http://parasitology.dmu.ac.uk) in 2018. We consider that this teaching and learning resource will overcome barriers of time, space, equipment and resources; and may help students and scientists around the world in the diagnostic of different parasitic diseases that impact human health.Item Embargo Creating a reflective pedagogic strategy to enhance human health students’ professional practice at De Montfort University.(Advance Higher Education, 2018-07-05) Pena-Fernandez, A.; Pena, M. A.; Evans, M. D.Reflection is a critical skill for healthcare workers as their professional practice requires undertaking continuous learning for professional development. The aims and objectives of this exercise were to assess and develop students’ critical thinking and reflective learning skills. A novel pedagogic reflective strategy implemented in large groups of human health students at De Montfort University consisted of the sequential provision of three specialised clinical case studies, which required students to reflect on their knowledge to answer them. Students received comprehensive feedback between each reflective question regarding the ability to extract and synthesise information and to reflect and comment.Item Metadata only Designing training for teaching environmental toxicology to specialized pharmacists.(Elsevier, 2015-11) Pena-Fernandez, A.; Gonzalez-Munoz, M. J.; Pena, M. A.Introduction The Toxicology Unit at the University of Alcalá (Spain) started to provide a novel short-term training course in environmental toxicology for pharmacists enrolled in the postgraduate specialty “Specialist in Industrial Pharmacy and Galenicals” in 2013-2014. This specialty is only available to state-board certified pharmacists considering enrolling in a specialized health training program. Objective The objective was to create a short, dynamic, and interactive highly specialized training workshop to introduce future professionals to the subject of environmental toxicology and public health. The success of this novel short training course and the interest of the students in environmental toxicology were also analyzed. Methods A specialized training workshop in environmental toxicology was developed for pharmacists who often have a limited knowledge of environmental health. The training workshop consisted of both theoretical and practical sessions. The practical exercise was highly dynamic and involved identifying potential human risks from pharmaceuticals and care products in water environments as well as the development of a protection and remediation strategy. Results Following successful training pharmacists demonstrated good understanding of the source-pathway-receptor model and were capable of tailoring strategies to protect human health and future generations. Conclusions The novel short training course was successful in developing postgraduate students’ knowledge of environmental toxicology by providing a practical introduction to environmental health. The methods described here may be used for designing longer training events or courses of environmental toxicology for pharmacists who wish to work in the industry.Item Metadata only Detection of Extended-Spectrum Beta-Lactamases E. coli in Animal Faeces Collected in Urban Parks in Leicester, UK(2017-06-02) Adeyemi, J.; Reid, R.; Baho, S.; Hoosen, H.; del Aguila, C.; Fenoy, S.; Pena, M. A.; Izquierdo, F.; Magnet, A.; Sgamma, Tiziana; Ollero, M. D.; Hurtado, C.; Pena-Fernandez, A.Background: The presence and distribution of antibiotic resistance bacteria in the environment could constitute an emerging public health concern. Different studies have described these bacteria in a range of animals and their possible role in the contamination of the environment, however very little studies have determined these bacteria in urban ecosystems. Recovery and remediation of affected environments with these biological hazards, and the establishment of protection interventions, constitute a challenge that requires a collaborative international response to protect the public, especially in urban ecosystems. A preliminary study carried out by our research group have detected Extended-Spectrum β-Lactamases (ESBL) genes for Gram-negative bacteria in animal faecal samples collected in different urban parks in the city centre of Leicester (United Kingdom). Methods: This study investigated the presence of ESBL-producing genes (blaCTX-M, blaSHV, blaTEM and blaOXA) within Escherichia coli (E. coli) due to its implications for human health. 30 faecal samples were collected in the same parks between August and September of 2016. A veterinarian identified the animal species as follow: 22 avian (18 waterfowls, 4 pigeons), 4 dogs, 3 cats and 1 fox. After appropriate treatment of the samples, CTX-M-1-type producing E. coli was detected by molecular analysis in 5 of the analysed samples (17%); all of them from waterfowls. Results: The results described here, although preliminary, might indicate that waterfowls might be carriers of ESBL E. coli producers in Leicester. Waterfowls may have a possible role in the spread of CTX-M-1 producing E. coli in urban ecosystems although more research is required prior to implementing intervention programs in the monitored environment. Conclusions: Possible control measures may be cleaning frequently urban parks, roads and pavement from animal faeces, especially avian faeces; or banning exposure practices such as feeding these animals, activity that is very popular in the monitored city.Item Open Access Developing a novel resource for teaching and learning parasitology: DMU e-Parasitology.(2018-04-24) Pena-Fernandez, A.; Ollero, M. D.; Magnet, A.; Fenoy, S.; Izquierdo, F.; Bornay, F.; Acosta, L.; Pena, M. A.; Hoosen, H.; Evans, M. D.; del Aguila, C.Background: The study of parasitology has become essential to develop future health care professionals with skills to respond to public health threats such as the recent outbreak of Cryptosporidium in the UK. To facilitate the teaching of parasitology, which is negligible across the different undergraduate and taught masters degrees at De Montfort University (DMU, UK), a group from different EU Universities [DMU and the Spanish universities: University of San Pablo CEU (USP-CEU) and University Miguel Hernández] and clinicians are developing an on-line package for teaching and learning parasitology named DMU e-Parasitology. The development of this teaching resource will cover a gap in the traditional teaching and learning methods that are currently used and provided in the participating universities. Materials/methods: The DMU e-Parasitology resource is being created for undergraduate and postgraduate human health science students, with corresponding degrees of difficulty on the DMU website (http://parasitology.dmu.ac.uk/). To develop the theoretical section, a preliminary unit about the helminth Toxocara was initially developed to be used as a model for this section: http://parasitology.dmu.ac.uk/learn/modules/toxocara/story.html. Volunteers that studied Parasitology during the first term in 2016/17 [n=27; 6 European Credit Transfer and Accumulation System credits (ECTS); 3rd year module] from the bilingual Pharmacy and Biotechnology degree at USP-CEU provided comprehensive feedback for this preliminary unit at the beginning of the second term. The module was tested with these students because of their knowledge of parasitology. Results: Students described the initial unit as interactive and presenting the appropriate content and resources to study the parasitic disease addressed (toxocariasis). Limitations were the poor navigability in the formative exercise section and the excessive information provided in some slides that could hinder their understanding. Conclusions: The team has addressed these limitations and is using this unit as a model to build the DMU e-Parasitology, which will be accessible through the website (http://parasitology.dmu.ac.uk) in 2018. We consider that this teaching and learning resource will overcome barriers of time, space, equipment and resource. Finally, this resource could facilitate the introduction of parasitology in any health science programme with limited time for teaching this subject in their curriculums.Item Open Access Environmental recovery training for biological incidents: impressions from pharmacy students(2017-07) Pena-Fernandez, A.; Pena, M. A.; Ollero, M. D.; Hurtado, C.; Fenoy, S.Item Embargo Evaluating basic training for prevention and response to biological incidents(Ediciones Octaedro, 2017-10) Pena-Fernandez, A.; Escalera Izquierdo, B.; Pena, M. A.
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