Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Abstract Clinical cases: We present two cases of Bellini’s Collecting Duct Renal Carcinoma (CDRC) that appear as suspicious kidney masses with enhancement of the urotelium, without a determinant radiological appearance, diagnosed by anatomo-pathological analysis. We revise the medical history, histological findings and make a review of the literature. Importance / Clinical implication: Bellini’s collecting duct renal carcinoma is a very rare and aggressive type of kidney cancer (less than 1%), usually diagnosed at advanced stages. It does not present specific radiological characteristics, which makes necessary the histologic and inmunohistochemical analysis to confirm the diagnosis. We must suspect CDRC in infiltrative medular renal masses that do not affect kidney shape, and treat as soon as possible performing surgery, whenever feasible, normally associated with adjuvant chemotherapy. Nevertheless, it usually has an unfavourable evolution. Conclusion: It is imperative to diagnose and treat this kind of tumours as soon as possible due to its aggressiveness and fatal prognosis.  

  Objective: To present the results of our series of patients with lower third ureteral pathology, who underwent laparoscopic ureteral reimplantation in a tertiary care hospital. Material and methods: A retrospective study that included 18 patients with lower third ureteral pathology, treated with laparoscopic ureteral reimplantation, between July 2014 and December 2020. Demographic and clinical data, intraoperative results, complications, and days of hospital stay were collected, as well as postoperative control. Results: Transperitoneal Lich-Gregoir laparoscopic ureteral reimplantation was performed in 18 patients with lower third ureteral pathology (6 men and 12 women, 8 cases with right laterality and 10 left). Etiology: (11) 61% postsurgical stenosis, (2) 11% ureterovaginal fistula; (3) 17% vesicoureteral reflux, and (2) 11% congenital stricture. All cases had preoperative imaging studies. The mean age was 38.7 years; transoperative time 152 minutes; intraoperative bleeding of 65 ml. There were no intraoperative complications; The average hospital stay was 2.5 days. In all cases, a double J ureteral catheter was placed, which was removed 4 to 6 weeks after surgery.   Conclusions: The laparoscopic ureteral reimplantation is a safe procedure for the treatment of lower third ureteral pathology. This modality seems to improve the profile of perioperative complications compared to the open approach, maintaining long-term results. The laparoscopic approach shows a decrease in surgical time, less bleeding, and a lower rate of complications and hospital stay, however, laparoscopic skills and experience must be available to perform it.

Objective: To determine if the time to achieve a PSA nadir is related to a delay in the progression of the disease.   Material and methods: A retrospective study of 36 patients treated with abiraterone acetate in our facilities between January 2014 and May 2018 in CPRC M1 phase. PSA levels are evaluated at the beginning of the treatment, after 4, 8 and 12 weeks, as well as in the successive periods according to our protocol. PSA response is defined as a decrease of ≥30% from the start of treatment and PSA progression as an increase of ≥25% from the beginning.  It is considered as 'progression that supposes withdrawal of treatment' the one that associates at least two of the following criteria: PSA progression, clinical progression and radiological progression. We performed a linear regression analysis for PSA variables at diagnosis, PSA nadir, time at nadir, PSA doubling time and decrease of at least 30% of the nadir.   Results: In our series, time to nadir in linear regression is positively associated with progression, obtaining better progression-free survival when a longer-term nadir PSA is achieved (p <0.018); so that for every month of delay in reaching the nadir, a 0.8 months belated progression is expected.   Conclusion: In our series, achieving a belated PSA nadir is related to an improvement in progression-free survival.

Objective: the presence of non-habitual cells in urinary sediment calls for further studies of urine cytology, ultrasound, and cystoscopy with biopsy. Case presentation: urothelial carcinoma is the most frequent neoplasm in the urinary tract. The elemental and urinary sediment analysis is usually not used as a test of diagnostic value, but in some cases, it can provide relevant information. A case of a 74-year-old patient who was diagnosed with high grade urothelial carcinoma after routine analytical testing is presented here. Conclusions: The importance of urinary sediment testing can’t be underestimated. The observer’s experience can facilitate early diagnosis and improve the patient’s quality of life.

It could be thought that the digital age has introduced numerous new foundations and principles to education. The reality is different. Pedagogical principles that have supported classical education for decades and even centuries are still in force in the digital age. That is, they are not new, although it may seem so. They come from far back, they are solid and they have, for a long time, helped to provide quality to different educational proposals. In this paper, we focus on a brief analysis of a number of prominent contemporary pedagogical principles, valid both for classroom educational formats and for distance learning, whether supported by more conventional methods or by digital systems. We are referring to the following principles: individualization, socialization, activity, autonomy, intuition, creativity and play.

The Covid-19 pandemic has caused a digital transformation in university teaching that has yet to be assessed and analyzed in all its dimensions. Faced with this, institutions have developed different strategies, also in network, to train teachers. This paper offers a university program, #webinarsUNIA, framed in annual university teacher training plans from 2013-14 but open and free of charge for anyone interested. We focused on the results of the 2020-21 edition, with twenty seminars in response to teacher training demands due to the sudden and rapid virtualization of their programs during the pandemic and with a total of 10,933 participants from different geographical origins. To measure their satisfaction, surveys were designed with Cronbach's alpha 0.789, which considered, among other dimensions: organization, teachers, contents and format of the activities. The evaluation was optional and obtained a sample of 1908 responses (34% of those who completed the training). The outcomes were generally rather positive because they met the principle of relevance in the objectives, gathered in a needs survey prior to the design and timeliness in the format. In addition, they paved the way for the generation of new resources and learning products in SPOC format, which are very useful for training a large number of teachers on digital competences, educational innovation and e-learning in the Covid-19 scenario.

Web radio and social media have proved to be essential tools for the acquisition of skills and learning. Some actions of the Erasmus+ program have also become an ideal scenario for non-formal education. This article presents the experience of Europa on air, an Erasmus+ project in which the participating students have acquired communication skills through web radio and social networks, as well as other linguistic, intercultural and European citizenship-related skills and respect for diversity. The main results of the experience include training in radio program production and broadcasting techniques and the use of social networks as a communication vehicle to disseminate the cultural and social diversity of the European Union (EU). The project also helped them to improve their language skills in French and English. At the same time, the concept of inclusion and European citizenship was promoted through living with students' families and educational institutions in each country. All the competencies acquired were officialized through Europass. Europa on air was based on weekly stays in the five countries involved in the project, during which the students attended cultural, sports and social activities that served as the basis for preparing the contents of the programs they made for the webradio of each educational institution, which were then viralized on social networks. The general conclusions complement other contributions from the existing scientific literature and experiences in public radio.

The Covid-19 pandemic and the first confinements had several consequences for university teaching. The main one was having to move in a few days from a face-to-face teaching to a fully online mode. The aim of this article is to analyse the perception of students in the second year of the Degree in Early Childhood Education at the University of Murcia of this situation. Through a descriptive study, based on the application of a questionnaire, the aim is to study in depth the ICT tools used in terms of carrying out tasks and for communication (among students and with teachers); the strategies followed, both in the face-to-face mode previous to the pandemic, and in the e-learning model implemented afterwards; in addition to the students´ personal perspective related to the change implemented. The results show that the students have perceived that there was a change in teaching strategies and in the way of assessing when changing to the online environment. It also highlights the need to improve the type of resources provided to students, as well as the importance of implementing discussion activities and improved communication channels with students. Despite the great efforts made by the whole educational community, the situation has highlighted the need to improve the digital competence of teachers and students.

Educational audio-visual formats have their own uniqueness in relation to their structures and narratives, which is another turn of the screw, a specialization of them in relation to the digital context. In this sense, the audiovisual, the video itself, are central pieces of the so-called MOOC, learning and training formats born at the dawn of digital space itself. This study aims to address these issues from the theoretical foundation of contemporary education and communication and its proposals of transliteracy, as we understand that this area of knowledge is ideal, since the basis of its theoretical construct was formulated on the relationship between media and education. In addition, we will review the literature on the emergence of the MOOC, with the aim of highlighting that the nature of the MOOC and the postMOOC era, as its specificity for continuous and specialized education, as well as the audiovisual media that compose them, must build their own methodologies and narratives. For this purpose, we will apply analysis templates of these audiovisual pieces that will lead us to assess to what extent these methodological premises are a reality or still maintain traditional patterns, with the ultimate intention of being proactive in future lines of action.

The inclusion of new media in the field of education is appearing more and more frequently. University teaching is increasingly utilizing these audiovisual, digital and multimedia resources to provide a better learning experience. For the production of these materials, designated spaces have been created, however, there is a lack of consensus regarding the name attributed to them. In this study, we carried out a bibliographical review of the production of educational audiovisual content and the spaces devoted to this end in order to contextualise it prior to the in-depth interviews. With the aim of getting to know and delve deeper into the audiovisual proposals that are taking place in the Ibero-American sphere, we interviewed the people responsible for these innovative spaces in three universities. We concluded that the three institutions dedicated human resources, equipment and specialised spaces for video development; pedagogical support is necessary to outline the educational intention of the materials to be created; and it is necessary to empower both teachers and students in the development and curation of materials. The results may be useful for other universities and centres interested in venturing into video production, as well as for collaboration opportunities to enrich the learning experience and teacher training.