Background: Postoperative pain is common at the global level, despite considerable attempts for improvement, reflecting the complexity of offering effective pain relief. In this study, clinicians from Mexico, China, and eight European countries evaluated perioperative pain practices and patient-reported outcomes (PROs) in their hospitals as a basis for carrying out quality improvement (QI) projects in each country.Methods: PAIN OUT, an international perioperative pain registry, provided standardized methodology for assessing management and multi-dimensional PROs on the first postoperative day, in patients undergoing orthopaedic, general surgery, obstetric & gynaecology or urological procedures.Results: Between 2017 and 2019, data obtained from 10,415 adult patients in 105 wards, qualified for analysis. At the ward level: 50% (median) of patients reported worst pain intensities ≥7/10 NRS, 25% spent ≥50% of the time in severe pain and 20-34% reported severe ratings for pain-related functional and emotional interference. Demographic variables, country and surgical discipline explained a small proportion of the variation in the PROs, leaving about 88% unexplained. Most treatment processes varied considerably between wards. Ward effects accounted for about 7% and 32% of variation in PROs and treatment processes, respectively. Conclusions:This comprehensive evaluation demonstrates that many patients in this international cohort reported poor pain-related PROs on the first postoperative day. PROs and treatments varied greatly. Most of the variance of the PROs could not be explained. The findings served as a basis for devising and implementing QI programmes in participating hospitals.Author names are listed in the acknowledgement section.

Universities around the world have been taking advantage of open educational resources (OERs) for publishing educational material. The teachers and students can access, the published material for teaching, learning and research through institutional repositories. This article proposes the design, construction and validation of the semantic platform (MIIDAS), considering two case studies of higherlevel educational institutions (civil and military schools). The MIIDAS Platform integrates educational resources in institutional repositories related to the areas of Computing and Electronics engineering through the incorporation of Semantic Web technologies. The descriptions of resources consider metadata of the OAI-PMH protocol and also add educational metadata. The platform uses RDF resource descriptions, ontologies and the SPARQL query language to improve resource retrieval, in addition to proposing guidelines for the management of educational resources. The results of validation of the platform are presented through the development of evaluation instruments, which suggest possible ways to improve the platform. The article provides the basis for developing platforms that help in spreading open educational resources and allow the construction of semantically enrich data sets.

La triada comunicación, educación y tecnología se puede estudiar desde diversas disciplinas, tanto sociales como exactas, en contextos reales y virtuales, de manera local, regional, nacional o internacional. Investigar en estos campos disciplinares resulta una tarea constante en tanto que sus dinámicas y avances son cotidianos y responden a las mismas dinámicas de la sociedad. Por ello, es necesario observarlas para comprenderlas e interactuar de manera ecológica. Esta obra presenta una serie de investigaciones y experiencias académicas en torno al importante vínculo que se forma en la interacción de la comunicación, la educación y la tecnología en contextos geográfica y situacionalmente diversos. Aquí se reúnen textos sobre algunos de los ejes de convergencia de la triada, tales como: estudios emergentes y transdisciplinarios de comunicación estratégica, organizacional y educativa; comunicación y gestión de negocios; innovación educativa en la gestión y la cultura de inclusión aplicada a metodologías, enfoques didácticos, liderazgo y movilidad de recursos administrativos con el fin de disminuir barreras para el aprendizaje y la participación que enfrentan estudiantes y docentes; enfoques y estrategias de los procesos de enseñanza-aprendizaje a través de las nuevas tecnologías; nuevas tecnologías, canales digitales de comunicación y transmisión para la creación y difusión de las humanidades, ciencias y tecnologías; la dimensión sociocultural de la tecnología como vía de comunicación; la modificación de las prácticas comunicativas a partir de la tecnología; la tecnología y su incidencia en las diversas esferas de la sociedad, así como la interacción de la sociedad con la tecnología a partir de la mediación comunicativa.