To improve initial teacher training programs and favora positive encounter between students and those who design and implement them, it is necessary to have up-to-date information on entry profiles. This article describes the students according to their life experiences, previous knowledge, professional development and learning goals to know opportunities, needs and improvement trends. From a qualitative orientation, 62 initial evaluation tasks were selected for first-year students of the General Didactics subject of the Master's degree in Primary Education at Universidad XXX from the 2014-15 to 2019-20 academic year. The documentary analysis was supported by the computer software Atlas ti 9 from which emerged, through the articulation of the grounded theory, a set of categories whose relationships and interpretations, results were obtained that evidenced, among others: high teaching vocation and ideas preconceived in training and professional interests oriented to educational change. As main conclusions, it is proposed to connect with training and professionalexperiences related to the educational field as precursory teaching elements; promote innovative, participatory and teamwork methodologies; and guide the theory to educational practice and teaching organization. Para mejorar los programas de formación inicial docente y favorecer un encuentro positivo entre el alumnado y quienes los diseñan e implementan, es necesario disponer de información actualizada sobre los perfiles de entrada. Este artículo describe al alumnado según sus experiencias de vida, conocimientos previos, desarrollo profesional y metas de aprendizaje para conocer oportunidades, necesidades y tendencias de mejora. Desde una orientación cualitativa se seleccionaron 62 tareas de evaluación inicial del estudiantado de primer curso de la asignatura Didáctica General del grado de Maestro/a en Educación Primaria de la Universidad XXX desde el curso 2014-15 hasta 2019-20. El análisis documental fue apoyado por el software informático Atlas ti 9 del que emergieron, por medio de la articulación de la teoría fundamentada, un conjunto de categorías de cuyas relaciones e interpretaciones, se obtuvieron resultados que evidenciaban, entre otros: alta vocación docente e ideas preconcebidas en la formación e intereses profesionales orientados al cambio educativo. Como principales conclusiones se plantea conectar con la formación y experiencias profesionales afines al ámbito educativo como elementos precursores docentes; potenciar metodologías innovadoras, participativas y de trabajo en equipo; y orientar la teoría a la práctica educativa y a la organización docente.
Background and Aims: Tablets can be split by patients for a number of reasons, using various instruments. Tablets can be scored or unscored; if scored, they may be split into pieces, and in spite of guidelines to do so patients are still at risk of resultant drug dose fluctuations, or being exposed to toxic or subtherapeutic doses. The aim of this study was to investigate differences in weight between halves of tablets, split by different populations and with different devices. Methods: 3-factor full factorial design (3 runs) was used with participants: patients, caregivers, nurses, medical doctors, and pharmacists; instruments: scissors, tablet cutters, knives, hand; drugs: losartan, clonidine, metoprolol, and warfarin. The risk of unequal tablet splitting was estimated and analyzed for each factor and their interaction with linearized generalized models. Results: Differences in weight were found to be above 15% and 25% of the theoretical weight as in general, the highest weight variations after splitting were found in clonidine with patients using scissors. The overall risk of non-equal tablet splitting was 22.5% for deviations > 15% and for > 25%. Conclusion:In this study, no tablet was split into halves of equal weight; based on these findings, splitting tablets is a questionable practice.
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