Traditionally, Spanish schools of civil engineering provide their students a class on "Technical English" in order to develop their language skills. However, this class does not cover all the skills that the student would need in the labor market and mainly focuses in the reading and writing skills, and in a lower degree in the speaking and listening ones. This paper proposes a series of innovative and informal training activities, such as cine-forum on technical civil engineering topics and role playing on real professional situations, that allow Spanish civil engineering students to develop English skills, that can rarely be worked in the classroom (i. e. speaking, negotiating and conversing), which encourage debate, participation, and foster their self-confidence to speak about technical-English topics in public. Although the students' level of English is much lower than expected, they all agree on the importance of technical English for their future career. The results also show the students' lack in skills that are difficult to train in regular classes (speaking and talking). Consequently, this situation would require to provide complementary activities like the ones suggested in this project in order to develop these skills and increase the students' demand for engineering classes taught in English.
Objetive: to evaluate the effectiveness of an educational intervention, with inverted classroom strategies, at the level of clinical competencies of sixthsemester students of the Bachelor of Science in Nutrition program. Method: Community trial, pre and post intervention, with control group. Setting in the Faculty of Nutrition of the Autonomous University of the State of Morelos. Participants: 137 students included in two groups by self-selection, group A (control, n=64) and group B (intervention, n=73). Intervention: the flipped classroom strategy was implemented organized with digital platforms and the use of simulators. Main Outcome Measure: Evaluation of competencies in medical history, physiopathology and procedures in nutrition. Descriptive statistics, contingency tables, Wilcoxon test and robust linear regression performed with Stata Program release 14. Results: Significant and positive differences were found in the increase of knowledge about physiopathology in the control group, while in the intervention group, this condition occurred in all the competencies evaluated and in the total sum. The highest socioeconomic level group reflected an increase in knowledge with a significant association force (p<.05 value), in addition to the previous knowledge and having participated in the intervention. Conclusions: It is suggested that the use of simulators that allow for the improvement of the learning of the students for clinical nutrition be included as part of their curriculum. Keywords: Nutritional Sciences/education, Students, Nutrition, clinical nu
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