To design and implement quality training actions, teachers follow a conscious and non-routine process, so it is useful to have a model that standardizes and guides this process. Courses designed for virtual environments must respond to models focused on student learning, so a design based on the constructivist approach is proposed that identifies the learning objectives, groups the contents into units, involves the student in learning and evaluation activities; proposes timely feedback and promotes the transfer of knowledge and the development of skills and attitudes. To validate the proposed design, 10 experts were selected. To qualify them, the coefficient of expert competence was calculated and to collect their appreciation of the proposed instructional design, a questionnaire with Likert-type scale questions was applied. The results show that the general assessment of the experts is positive and consistent with the proposal.

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University professors face the challenge of incorporating activities that promote student engagement, discussion, conflict resolution, and teamwork. In this context, cooperative learning emerges as the pedagogical model that fosters teamwork capacity; organizes students into groups where joint and coordinated work reinforces individual and collective learning. The proposal presented facilitates the design of cooperative activities that consider the necessary interdependence between learning, teaching, content and context. In addition to explaining how to articulate all these aspects, it also places the student as the center of the training process, for this it collects the main guidelines of cooperative learning and enriches the learning environment with the potentials of management knowledge and communication provided by Information and Communication Technologies. To support the proposal, the results obtained in four subjects are presented, three of which are of a mathematical nature; results show improvements in student learning.

IntroductionMany people think that people with mental disorders might be dangerous or unpredictable. These patients face various sources of disadvantages and experience discrimination in job interviews, in education, and housing. Mental health-related stigma occurs not only within the public community, it is a growing issue among professionals as well. Our study is the first that investigates the stigmatising attitude of psychiatrists across Europe.ObjectivesWe designed a cross-sectional, observational, multi-centre, international study of 33 European countries to investigate the attitude towards patients among medical specialists and trainees in the field of general adult and child and adolescent psychiatry.MethodsAn internet-based, anonymous survey will measure the stigmatising attitude by using the local version of the Opening Minds Stigma Scale for Health Care Providers. Data gathering started in July this year and will continue until December 2020.ResultsThis study will be the first to describe the stigmatising attitude of psychiatric practitioners across Europe from their perspectives.ConclusionsThe study will contribute to knowledge of gaps in stigmatising attitude towards people with mental health problems and will provide with new directions in anti-stigma interventions.DisclosureNo significant relationships.

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