Introducción. Desde hace unos años, tanto en grupos grandes como pequeños, y principalmente en clases en línea, se ha puesto en práctica la metodología 'SLIDE-4-U' o 'una diapositiva para ti' (2020PID-UB/023), con el objetivo de implicar al estudiante en su propio proceso de aprendizaje y en el de sus compañeros. Se consiguió mediante la participación del alumnado en la explicación en clase de diapositivas específicamente diseñadas para este fin. métodos. La experiencia se llevó a cabo en el primer semestre del curso 2021-22 en la asignatura Nutrición Molecular del grado de Nutrición Humana y Dietética (Universitat de Barcelona). Se preparó una sesión de seminario presencial centrada en inmunonutrición. El profesor dirigió la sesión seleccionando de forma aleatoria al estudiante, que debía explicar la diapositiva sin preparación previa. Las explicaciones del alumnado fueron complementadas o corregidas por el profesor durante el desarrollo de la actividad. Al final del seminario se realizó una encuesta de opinión en la que se constató la buena aceptación de esta iniciativa (puntuaciones medias superiores a 4,2 sobre 5). Resultados. El alumnado consideró que era un reto explicar una diapositiva sin prepararla previamente y que este hecho, asociado a no saber quién haría la explicación, había provocado un cierto clima de nerviosismo. Ahora bien, la mayoría estaba de acuerdo en que los esquemas/imágenes aportados fueron suficientes para poder desarrollar la actividad y que las explicaciones hechas por los compañeros eran suficientemente correctas. Asimismo, también valoraban positivamente la participación del profesor a la hora de completar las explicaciones de sus compañeros. En general, la metodología utilizada hizo que el alumnado fuera más consciente de que las diapositivas tienen una estructura y un objetivo, y de la dificultad de comunicar correctamente. Conclusiones. La aplicación de esta metodología en el aula (seminario/clase) fomenta la implicación activa del estudiante en el proceso de aprendizaje tanto a nivel individual como colectivo.

Introduction. Lately, both in large and small groups and mainly in online classes, the 'SLIDE-4-U' or 'one slide for you' methodology (2020PID-UB/023) has been put into practice, with the aim of involving the student in their own learning process and that of their classmates. It is achieved through the participation of the students in the explanation of slides in class, specially designed for this purpose. Methods. The experience was carried out in the first semester of the 2021-22 academic year in the subject Molecular Nutrition of the Human Nutrition and Dietetics degree (Universitat de Barcelona). A face-to-face seminar session focused on immunonutrition was prepared with this type of material. The teacher led the session by randomly selecting the student, who had to explain the slide without prior preparation. The explanations of the students were complemented and/or corrected by the teacher, during the development of the activity. At the end of the seminar, an opinion survey was carried out in which the good acceptance of this initiative was verified (average scores higher than 4.2 out of 5). Results. The students considered that it was a challenge to explain a slide without previously preparing it, and that this fact, associated with not knowing who would do the explanation, had caused a certain climate of nervousness. However, the majority agreed that the diagrams/images provided were sufficient to be able to carry out the activity and that the explanations made by the classmates were correct enough. Likewise, they also positively valued the teacher's participation when completing the explanations of their classmates. In general, the methodology used made the students more aware that the slides have a structure and an objective, and of the difficulty of communicating correctly. Conclusions. The application of this methodology in the classroom (seminar/class) encourages the active involvement of the student in the learning process, both individually and collectively.

Introduction: In general, the level of attention of students in the classroom is decreasing throughout the class time. Normally, asking questions to review content and breaking the rhythm of the explanation favours attention. In this sense, in the subject of Human Physiology of the Degree of Biomedical Sciences of the University of Barcelona it was decided to add dynamism to the class through the Socrative application, which allows to raise questions and to know the response of the students in real time through computers and mobile devices. Material and methods: At the beginning of each class, questions were asked to review contents of the previous day or to introduce aspects not presented yet. The global responses were then reviewed and the doubts that had emerged were clarified. At the end of each topic or thematic block, questions were also asked to review the contents. Results: The assessment of this experience was collected through student opinion surveys. They evaluated positively the experience, considering it globally as satisfactory, with a score of 4.3 (5 being the highest degree of agreement). They also indicated that it was an easy and intuitive tool (4.6 / 5), which had been motivating and had favoured that classes were more dynamic and enjoyable (4.4 / 5). In addition, they stated that it had been useful to reinforce the learning of contents (4.4 / 5). Conclusions: The use of reinforcement questions in class through Socrative caused students to be attentive and to actively participate in the classes.

Introducción: El grado de atención de los estudiantes en el aula, por lo general, va disminuyendo a lo largo de la hora lectiva. Normalmente, el planteamiento de preguntas para repasar contenidos y romper con el ritmo de la explicación favorece la atención. En este sentido, en la asignatura de Fisiología Humana del Grado de Ciencias Biomédicas de la Universitat de Barcelona se optó por dinamizar la clase a través de la aplicación Socrative, que permite plantear preguntas y conocer la respuesta de los estudiantes a tiempo real a través de ordenadores y dispositivos móviles. Material y métodos: Al inicio de cada clase, se hacían preguntas para repasar contenidos del día anterior o para introducir aspectos aún no tratados. A continuación, se revisaban las respuestas globales y se aclaraban las dudas que habían surgido. Al final de cada tema o bloque temático también se planteaban preguntas para integrar y revisar los contenidos. Resultados: La valoración de esta experiencia se recogió mediante encuestas de opinión a los estudiantes. Estos evaluaron positivamente la experiencia, al considerarla globalmente como satisfactoria, con una puntuación de 4,3 (5 es el máximo grado de acuerdo). También indicaron que era una herramienta fácil e intuitiva (4,6/5), que había sido motivadora y que había favorecido que las clases fueran más dinámicas y amenas (4,4/5). Además, manifestaron que había resultado útil para reforzar el aprendizaje de los contenidos (4,4/5). Conclusiones: El uso de preguntas de refuerzo en clase a través de Socrative hizo que los estudiantes se mostraran atentos y participaran activamente en las clases.

Apresentamos aqui um modelo generalizado para o diagnóstico e predição de acidentes na classe de trabalhadores da Espanha. Baseados em dados sobre a frequência de acidentes em todas as companhias da Espanha em 11 anos (7.519.732 acidentes), nós os classificamos em uma nova tabela de contingência risco-injúria (19×19). Através de uma análise por correspondência obtivemos uma estrutura composta por 3 eixos cuja combinação identifica 3 grupos separados de risco e injúria, que nós usamos como um perfil geral na Espanha. As mais prováveis ou frequentes relações entre risco e injúrias identificadas nesse perfil facilitaram o processo de decisão nas companhias em um estágio inicial de apreciação do risco. Cada grupo de risco-injúria tem suas próprias características que são compreensíveis dentro do conteúdo fenomenológico do acidente. As principais vantagens desse modelo são a sua aplicação potencial em qualquer outro País e a possibilidade de comparar resultados de diferentes países. Um fator limitante, contudo, é a necessidade de se usar um padrão comum de classificação para riscos e injúrias afim de facilitar a comparação, um padrão que não existe hoje. O modelo tem como alvo administrar acidentes ligados ao trabalho automaticamente em qualquer nível.

We present a new generalized model for the diagnosis and prediction of accidents among the Spanish workforce. Based on observational data of the accident rate in all Spanish companies over eleven years (7,519,732 accidents), we classified them in a new risk-injury contingency table (19×19). Through correspondence analysis, we obtained a structure composed of three axes whose combination identifies three separate risk and injury groups, which we used as a general Spanish pattern. The most likely or frequent relationships between the risk and injuries identified in the pattern facilitated the decision-making process in companies at an early stage of risk assessment. Each risk-injury group has its own characteristics, which are understandable within the phenomenological framework of the accident. The main advantages of this model are its potential application to any other country and the feasibility of contrasting different country results. One limiting factor, however, is the need to set a common classification framework for risks and injuries to enhance comparison, a framework that does not exist today. The model aims to manage work-related accidents automatically at any level.