Browsing by Author "Pena-Fernandez, 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 Open Access Addressing student retention and engagement using new technology.(Advance HE STEM teaching and learning conference 2019., 2019-02-06) Pena-Fernandez, A.; Evans, M. D.; Pena-Fernandez, M. A.A range of strategies to improve retention and progression of Biomedical Science students at De Montfort University (DMU) implemented in 2016/17 included: an intensive induction week with social/networking events involving academics; an increment in the number of lectures and tutorials on STEM topics; the creation of regular drop-in sessions for each module. These strategies might have translated into a trend in the reduction of the percentage of students that failed in year 1, due to academic circumstances, from 19% in 2014/15 to 9.6% in 2016/17. More actions being developed include creation of a complete website covering fundamental biology and chemistry.Item Metadata only Aluminium intoxication and beer consumption: effects in the levels of trace metals in mouse brain.(Toxicology Letters, 2014-09-10) Gonzalez-Munoz, M. J.; Meseguer, Isabel; Mateos-Vega, C. J.; Benedí, J.; Sanchez-Muniz, Francisco J.; Lobo-Bedmar, M. C.; Pena-Fernandez, A.Item Metadata only Aluminum neurotoxicity and beer consumption: effect on the levels of trace metals in mouse brain.(Revista de Toxicologia, 2015-06-19) Gonzalez-Munoz, M. J.; Meseguer, Isabel; Mateos-Vega, C. J.; Benedí, J.; Sanchez-Muniz, Francisco J.; Pena-Fernandez, A.Aunque el mecanismo por el que el aluminio (Al) puede influir en etiología de la enfermedad de Alzheimer es muy mal conocido, existe evidencia de que la exposición a Al incrementa el estrés oxidativo y los procesos inflamatorios a nivel cerebral. Nuestro grupo encontró que el aporte de silicio (Si) en forma de ácido silícico o cerveza bloqueó la acción pro-oxidante del Al dietético. En el presente trabajo se evaluó cómo la exposición a Al puede modificar los niveles de Cu, Fe, Mg, Mn, Si y Zn, minerales implicados en el estatus antioxidante, en cerebro de ratón. Asimismo, se investigó el efecto protector del consumo moderado de cerveza, como una fuente de Si dietético, en ratones intoxicados con Al (NO3)3. Excepto Al y Si, la concentración cerebral del resto de los metales analizados disminuyó de los animales expuestos al Al. El descenso de Cu, Mn y Zn fue paralelo al de la expresión génica de las enzimas antioxidantes Cu, Zn-SOD y Mn-SOD. Sin embargo, en aquellos animales que recibieron Si o cerveza se observaron menores disminuciones de los niveles de estos minerales y/o de la expresión de los enzimas antioxidantes. Se concluye que el consumo de Si en forma de ácido silícico o cerveza bloquea los efectos de la toxicidad por aluminio a través de regular la biodisponiblidad de otros minerales implicados en el normal funcionamiento del cerebro.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 Analysis of the teaching status of Toxicology at a UK University.(Revista de Toxicologia, 2017-06-30) Pena-Fernandez, A.; Lobo-Bedmar, M. C.; Haris, P. I. (Parvez I.); Evans, M. D.The European Societies of Toxicology (EUROTOX) has recently published a statement paper to highlight that toxicology training and expertise is being eroded in the European Union. Toxicology as a subject appears to have been integrated into other bioscience disciplines and is mainly offered as part of a taught postgraduate degree in toxicology which dominates the course provision in Europe. Our analysis of the undergraduate courses offered in UK Universities did not reveal a single course that contained the word “toxicology” in the title of the course. Thereafter, we reviewed the teaching of toxicology in bioscience undergraduate courses offered at De Montfort University (DMU). The courses reviewed were: Biomedical Science, Health and Wellbeing in Society, Speech and Language Therapy, Medical Science, Pharmaceutical and Cosmetic Science, Forensic Science and the MPharm degree in Pharmacy. None of these courses dedicate a complete module to the study of toxicology although they teach some aspects of toxicology following the subject-specific threshold standards described by the UK Quality Assurance Agency for Higher Education. With the aim of introducing some specialised teaching in toxicology at DMU, a pilot teaching experience was implemented in the Medical Science degree in 2016/17. This involved teaching second year students basic concepts of the toxicology focusing on human health risks associated with exposure to metals such as lead. The students (n=41) completed a research-led workshop (3 hours) to identify the risks and also developed appropriate responses to protect the public. A questionnaire-based survey revealed that the vast majority (85%) of the students would like to receive more toxicology training in their course. Although our results are preliminary, the findings are promising and the approach developed could be adopted in other courses to increase the teaching of toxicology for future health care workers.Item Metadata only Annual and seasonal variability of metals and metalloids in urban and industrial soils in Alcalá de Henares (Spain).(Environmental Research, 2015-01) Pena-Fernandez, A.; Lobo-Bedmar, M. C.; Gonzalez-Munoz, M. J.Contamination of urban and industrial soils with trace metals has been recognized as a major concern at local, regional and global levels due to their implication on human health. In this study, concentrations of aluminum (Al), arsenic (As), beryllium (Be), cadmium (Cd), chromium (Cr), manganese (Mn), nickel (Ni), lead (Pb), tin (Sn), thallium (Tl), vanadium (V) and zinc (Zn) were determined in soil samples collected in Alcalá de Henares (Madrid, Spain) in order to evaluate the annual and seasonal variation in their levels. The results show that the soils of the industrial area have higher metals concentrations than the urban area. Principal component analysis (PCA) revealed that the two principal sources of trace metal contamination, especially Cd, Cu, Pb, and Zn in the urban soils of Alcalá can be attributed to traffic emissions, while As, Ni and Be primarily originated from industrial discharges. The seasonal variation analysis has revealed that the emission sources in the industrial area remain constant with time. However, in urban areas, both emissions and emission pathways significantly increase over time due to ongoing development. Currently, there is no hypothesis that explains the small seasonal fluctuations of trace metals in soils, since there are many factors affecting this. Owing to the fact that urban environments are becoming the human habitat, it would therefore be advisable to monitor metals and metalloids in urban soils because of the potential risks to human health.Item Open Access Applicability of DMU e-Parasitology for learning medical parasitology.(2018-08-24) Pena-Fernandez, A.; Hoosen, H.; Magnet, A.; Acosta, L.; del Aguila, C.De Montfort University (DMU, Leicester, UK) is leading the development of the DMU e-Parasitology package for the teaching and learning of medical parasitology, a resource that will be freely available (http://parasitology.dmu.ac.uk/) in late 2018, and has four modules: a theoretical module; a virtual laboratory and microscope modules with a complete collection of clinical slides for the study of major parasitic diseases; and a virtual case studies module in which the user will be provided with a medical history and different clinical slides to identify the parasites and their structures. To assess the effectiveness of this novel package in facilitating the acquisition of medical parasitology knowledge, we have delivered a specific workshop session in the DMU MSc Advanced Biomedical Science 2017/18 using the first virtual case study (http://parasitology.dmu.ac.uk/learn/case_studies/cs1/story_html5.html). Briefly: an HIV positive patient was severely affected by Entamoeba histolytica and died because of granulomatous amoebic encephalitis due to Acanthamoeba spp. To complete the workshop, students needed to familiarise themselves with DMU e-Parasitology, check the relevant theoretical units and the library of virtual clinical slides. 100% (71.4% agreed, 28.57 strongly agreed) of students indicated that DMU e-Parasitology was interactive and the case-study appropriate for their studies (57.1% agreed, 42.9% strongly agreed). All students highlighted that the workshop was easy to understand (71.43% agreed, 28.57% strongly agreed); and indicated that they gained appropriate knowledge in pathology, prevention and treatment (57.1% agreed, 42.9% strongly agreed). The virtual microscope was highlighted as the most interesting tool for learning, although 14.3% neither agreed nor disagreed, possibly because this module was incomplete. Finally, some students identified the references and glossary provided in the theoretical units as items for improvement. Despite being preliminary, the DMU e-Parasitology package seemed successful in promoting active learning and increasing engagement in the study of medical parasitology.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 Open Access Applicability of the DMU e-Parasitology for teaching cell and parasite culture(2019-07-08) Pena-Fernandez, A.; Hurtado, C.; Evans, M. D.; Izquierdo, F.; Acosta, L.; Llorens, S.De Montfort University (DMU, UK) and the Spanish University of San Pablo CEU (USP-CEU) and Miguel Hernández de Elche, are developing a complete on-line package for teaching and learning medical parasitology, named DMU e-Parasitology (http://parasitology.dmu.ac.uk). This novel package includes a virtual laboratory and microscope with a complete library of digitised 2D slides of parasites in clinical samples. Recently, we have been successful in using super-resolution 3D microscopy (3D Cell Explorer; Nanolive, Lausanne, Switzerland), to incorporate 3D microscopic photographs (multiple-viewpoint-holographic images, 96 z-stacks) of fixed cultures, on slides, of important human parasites provided by the Cell Culture Laboratory (USP-CEU). We have also created two e-learning units that show all the practices and procedures of work in a cell and parasite culture unit in conjunction with detailed information and videos of parasitologists working in real conditions with amoebas and Leishmania infantum cultures. These novel resources were tested using a blended approach with final year Biomedical Science and Medical Science students at DMU that voluntarily enrolled to receive practical training in cell/parasite culture provided by an USP-CEU academic through an Erasmus+ mobility grant. Briefly, 2-hour training sessions were delivered, in which students working in pairs were trained how to culture adherent human cancer cells lines, including counting viable vs. dead cells. Twenty-two students attended these sessions; 9 (8 BMS, 1 BMedSci) provided comprehensive feedback. Prior to attending the laboratory session, participants were asked to view the DMU e-Parasitology cell and parasite culture units. 88.9% reported that the e-learning units (22.2% agreed, 66.7% strongly agreed) and the virtual microscopic slides (55.6% agreed, 33.3% strongly agreed) facilitated their learning. Only one student (11%) indicated that the units were difficult to understand. Most students (55.6% agreed, 33.3% strongly agreed) indicated that they learnt basic skills to perform cell/parasite culture. Some students demanded more time to perform the practical, or to deliver it in the first term when they have just started the course. Although preliminary, our results indicate that the methods and resources here detailed could help with the teaching/learning of these important practical topics to any future health scientist.Item Open Access Are human pathogenic free-living amoebae present in Leicester city’s environment (UK)?(2019-07-08) Anjum, U.; Magnet, A.; Acosta, L.; Toledo, R.; Pena-Fernandez, A.The environmental presence and distribution of human pathogenic free-living amoebae (FLA) Acanthamoeba spp., Naegleria fowleri and Balamuthia mandrillaris, have been reported in different environmental compartments and geographical locations, as they do not require a host to complete their life cycle. However, information on the environmental distribution of these opportunistic pathogens in Europe remains unclear and mostly limited to water environments in certain European countries such as Spain or Poland. The main aim was to further study the potential environmental presence of these opportunistic pathogens in Leicester in environments other than water ecosystems but that could represent a risk to the public. Forty-five samples were collected in October 2018 (5 topsoil, 5 grass and 5 animal faecal samples) from three different and frequently visited urban parks in Leicester (Castle Gardens, Victoria Park and Newalk Park). Only fresh faecal samples were selected for this study and collected on days with no previous precipitation for at least two days. A veterinarian identified the possible animal species as: 7 avian (3 waterfowl, 4 pigeon) and 8 canine (dog or possibly fox). After appropriate pre-treatment, DNA was extracted from each sample using the Fast DNA® Spin kit, following manufacturer’s methodologies. A triplex real-time TaqMan PCR assay was performed for detecting FLA using positive controls for the three amoebae, using established methodologies. All 45 environmental and animal faecal samples assessed for FLA were negative. However, our results should be considered inconclusive as, although rare, several studies have reported an increase in AK in England in recent years, which might indicate not only the presence but also the distribution of these parasites. Further monitoring studies are required to understand the presence and circulation of FLA in the English environment, particularly for Acanthamoeba spp., to inform public health decisions to prevent future infections.Item Open Access Are zoonotic protist parasites present in the English urban environment?(2018-08-24) Anjum, U.; Izquierdo, F.; Magnet, A.; Fenoy, S.; Hoosen, H.; Pena-Fernandez, A.Giardia duodenalis (syn. G. lamblia and G. intestinalis) and Entamoeba spp. are intestinal protozoa capable of infecting a range of animal species. Giardia has potential to contaminate water and food, whereas E. histolytica can cause amoebic disease. From a public health perspective, these protozoan parasites have high zoonotic potential being among the most common intestinal human parasites worldwide. The main aim of this study was to evaluate if Giardia and Entamoeba are present in an English urban environment (Leicester) and to determine if public health interventions are necessary to protect human health. Thus, fourty-six fresh animal faecal samples were collected from Humberstone and Abbey Park (Leicester) in August and November 2017, respectively. A veterinarian identified the possible animal species as: 28 avian (2 songbird, 2 pigeon, 19 waterfowl, 5 uncertain), 14 dog and 4 cat. Smears were stained with trichrome as described elsewhere. Entamoeba spp. was not detected in any of the monitored samples. Conversely, Giardia spp. cysts were observed in three faecal samples from dogs (21.4% dog; 6.5% faecal samples), confirming our previous results in which we detected the presence of G. duodenalis in one dog faecal sample collected in Leicester’s Castle Park (central Leicester) in a pilot study performed in winter 2016 using the immunoassay ImmunoCard STAT!®. Our results, although preliminary, indicate the presence of Giardia spp. in Leicester’s urban environment. Moreover, dogs could act as reservoirs and might play a potential role in the transmission of these pathogens in Leicester as they could intermittently excrete cysts in their faeces, which can remain viable and infective in the environment for several months. Thus, a more comprehensive study to determine the size of this risk and the necessity of enhancing public health awareness to reduce canine faecal pollution in Leicester is necessary to protect human health.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 Metadata only Assessing the relevance of involving biomedical and medical science students in teaching at De Montfort University(2017) Pena-Fernandez, A.; Pena-Fernandez, M. A.; Weldon, Carika; Singh, HarpritPedagogical research has shown the relevance of involving students in teaching and peer-teaching, particularly as learners involved in these activities have reported better learning and performance. This could be attributed to different reasons such as enhancement of active thinking about the topics taught, self-learning, translating the topics’ concepts into one’s own words, etc. Engaging students through teaching could provide them with key transversal competences and will encourage them to develop their “teaching” skills. An innovative group of academics is undertaking an ambitious process to involve undergraduate BSc Biomedical Science and BMedSci Medical Science students in teaching and peer-teaching at De Montfort University (DMU, Leicester, UK). These include students teaching secondary school children (educating younger students) and peer-teaching. The aim of this paper is to describe and analyse the initial academic and student impressions of these two novel initiatives used in the relevant programmes, as previously such initiatives have been minimal or non-existent. Peerteaching was firstly initiated with BMedSci students in the 2015/16 academic course in an attempt to teach basic skills to respond to an outbreak of infection, an activity that received a high level of student satisfaction as discussed previously. However, we have revisited this teaching session to make it more robust, in which students on both programmes will need to develop an intervention programme to protect human health in the aftermath of an outbreak in the UK, a pedagogical activity that we are co-developing with the University of Alcalá (Madrid, Spain). The other teaching initiative that has been created on the biomedical and medical sciences programmes for the first time involved educating pupils in Bermuda (an overseas UK territory). Second and final year students of both programmes visited different Bermudian schools and colleges to deliver the same one hour session chosen by the DMU academic. In addition, these DMU students were involved in promoting their profession (biomedical and medical science). The outcome of both these projects can be beneficial in improving learning and engagement among students enrolled in any human-health related degree.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 Biological contamination of urban soils in Leicester, UK, with Cryptosporidium spp.: a pilot study.(Toxicology Letters, 2016-09-07) Pena-Fernandez, A.; Lobo-Bedmar, M. C.; Gould, F.; Khan, B.; Fenoy, S.; Izquierdo, F.; Magnet, A.; Hoosen, H.; del Aguila, C.Environmental contamination with zoonotic microorganisms can have significant health and environmental implications due to their potential for producing large numbers of transmissive stages and their ability to survive in the environment for prolonged periods of time. This is especially relevant in urban environments because of the dramatic human population boom and urbanization. Cryptosporidium spp. is a zoonotic pathogen which can affect animals and humans. Although a major public health concern there is limited information about the occurrence and circulation of Cryptosporidium spp. in urban environments. 27 soil and animal faecal samples from birds, water birds, cats and dogs were collected in public parks and recreation areas in Leicester centre city between January and February 2016. Samples were collected on days with no rain to avoid problems of sample integrity. After appropriate preparation of each sample, detection of Cryptosporidium spp. was performed with the conventional parasitological technique of Kinyoun's acid-fast staining and the immunoassay ImmunoCard STAT!®. None of the 27 samples collected was positive for these emerging pathogens, although we found structures that may be related to Cryptosporidium in one of the faecal smears from a dog. Despite the preliminary data described indicating a limited presence of Cryptosporidium spp. in the public parks and recreational areas monitored, further more detailed knowledge of their circulation in these ecosystems will be crucial to assess the public risk to develop novel strategies to protect humans and increase the awareness of parasite contamination of our environment.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.