El juego como factor motivador en la enseñanza de la anatomía humana / Game as a motivating factor in the teaching of human anatomy

INTRODUCCIÓN: Con la llegada a la universidad de una nueva generación de alumnos, la 'generación Z', considerada como la primera generación nativa digital, se hace necesario implantar nuevas metodologías docentes en el ámbito universitario para mejorar el proceso de enseñanza-aprendizaje y conseguir una mayor motivación en el alumno. Para ello, el uso de nuevas tecnologías de la información y de la comunicación ha permitido dinamizar estos procesos y aumentar la motivación del alumnado en todos los niveles educativos, incluyendo la docencia universitaria. SUJETOS Y MÉTODOS: Utilización de la aplicación educativa Kahoot a través de dispositivos móviles, con los alumnos matriculados de la asignatura de 'Anatomía Humana II (Esplacnología)', de segundo curso del Grado de Medicina en la Universidad de Zaragoza. RESULTADOS: El impacto que la experiencia ha causado en los estudiantes se ha medido a través de encuestas de valoración cualitativas, analizando sus resultados de aprendizaje. Estos resultados han sido valorados de manera muy positiva por el alumnado, tanto en lo referente a utilidad en la enseñanza-aprendizaje como a motivación. CONCLUSIÓN: Kahoot es una herramienta digital interactiva, gratuita y de manejo sencillo tanto para el docente como para los alumnos, que permite que éstos mejoren en su aprendizaje haciendo uso de nuevas tecnologías y se sientan así más motivados

INTRODUCTION: The need to face a new generation of students, the 'Z generation', considered as the first digital native generation, makes it necessary to implement new teaching methodologies in the university field to improve the teaching-learning process and above all achieve greater motivation in the student. To this end, the use of new information and communication technologies has enabled the dynamics of these processes and increasing student motivation at all educational levels, including university teaching. SUBJECTS AND METHODS: Use of the Kahoot educational app was raised through mobile devices as an innovative tool that enhances motivation and learning process, participating students enrolled in the subject of 'Human Anatomy II (Esplacnology)', second course of the Degree of Medicine in the University of Zaragoza. RESULTS: The impact that the experience has caused students has been studied through qualitative assessment surveys, analyzing the learning outcomes obtained by students. The results achieved in terms of implementation of these new teaching-learning methodologies have been valued by students, in a very positive way both at the level of usefulness in learning teaching and at the level of motivation. CONCLUSION: Kahoot is an interactive digital tool, free and easy to use for both teachers and students, and which allows the latter to improve their learning using new technologies, feeling more motivated

HLA-DRB1 allele distribution in polymyalgia rheumatica and giant cell arteritis: influence on clinical subgroups and prognosis.

OBJECTIVE: To evaluate HLA-DRB1 associations in patients with polymyalgia rheumatica (PMR) and giant cell arteritis (GCA) in the Spanish population, especially those alleles that include the disease-linked sequence motif DRYF (positions 28 to 31 of the HVR2). METHODS: We performed a PCR based HLA-DRB1 genotyping in 89 PMR patients, 44 GCA patients, and 99 unrelated healthy controls from the same geographic area. RESULTS: We did not find any significant difference between the whole group of PMR/GCA patients (n = 133) compared with the healthy controls with the exception of a lower frequency of HLA-DRB1*0405 in the patient group (odds ratio [OR], 0.1 [CI0.02 to 1.2]; P =.04). The distribution of DRB1 alleles was very similar between PMR patients and controls. However, DRB1*0401 (OR, 3.1 [1.1 to 8.6]; P =.02) and DRB1*0404 (OR, 3.5 [0.97 to 12.9]; P =.04) were overrepresented in patients with GCA compared with the control group. DRB1*04 (OR, 1.9 [0.96 to 3.8]; P =.06), especially *0401 (OR, 2.8 [1 to 7.7]; P =.04), and DRB1*07 (OR, 2.3 [1.2 to 4.6]; P =.01) were more frequent in GCA than in PMR. Frequency of the DRYF 28-31 motif was similar among GCA (79.5%), PMR (89.9%), and controls (87.9%) and did not confer any significant risk of the development of systemic vasculitis. We also compared the DRB1 allele distribution in patients with classic PMR (n = 58) and those with an erythrocyte sedimentation rate (ESR) <40 mm/hour (n = 31). Patients with classic PMR expressed DRB1*07 less frequently (OR, 0.4 [0.1 to 1]; P =.04) and had a higher frequency of the DRYF 28-31 motif (94.8% vs 80.6%; P =.03) than patients with ESR < 40. Within the GCA group, DRB1 alleles were not predictive for the development of severe ischemic complications. However, the development of relapses in patients with PMR was associated with a higher frequency of DRB1*09 (5.6% vs 0%; P =.04). CONCLUSIONS: Our data suggest that the HLA-DRB1 alleles associated with susceptibility for developing PMR and GCA are different. Whether PMR with low ESR represents a different clinical subset of the disease should be clarified in a larger sample of patients. HLA-DRB1 genes might predict the presence of relapses in PMR, but they do not seem to be indicators of severe disease in GCA patients.