These opinions may have influenced the 6% of Spanish students who chose psychiatry as a possible specialty, somewhat higher than the 4.5% of U.S. students.

No abstract

The objective of this study is to evaluate the subjective perception of cognitive deficit and how it relates to the perception of patients' relatives. Differences between the subjective perception of cognitive deficits in 107 DSM-IV-diagnosed psychotic patients and that of their relatives or caregivers were evaluated using the GEOPTE Scale. Fair agreement was observed between patient and family perception of cognitive functions, although there were important differences on those items that correspond to social functioning. A high degree of correlation was detected between the scores on this scale and clinical global impression scores, as well as the physicians' global impression of cognitive impairment. Psychotic patients maintain insight as to their cognitive deficits, but they fail to conserve an awareness of their perception of social functioning.

Tal y como ocurre en otros campos de investigación, el desarrollo de la analítica del aprendizaje está influido por las redes de investigadores que contribuyen al mismo. Este artículo describe una de estas redes: la Red Española de Analítica de Aprendizaje (SNOLA). El artículo presenta las líneas de investigación de los miembros de SNOLA, así como los principales retos que la analítica del aprendizaje tiene que afrontar en los próximos años desde la visión de estos investigadores. Este análisis está basado en datos de archivo de SNOLA y en una encuesta realizada a los actuales miembros de la red. Aunque esta aproximación no cubre toda la actividad relacionada con analítica del aprendizaje en España, los resultados proporcionan una visión general representativa del estado de la investigación relacionada con analítica del aprendizaje en dicho contexto. El artículo muestra cuáles son estas tendencias y los principales retos, entre los que se encuentran la necesidad de adoptar un compromiso ético con los datos, desarrollar sistemas que respondan a las necesidades de los usuarios y alcanzar mayor impacto institucional.

This work presents the integration of an automatic assessment system for virtual/remote laboratories and the institutional Learning Management System (LMS), in order to analyze the students' progress and their collaborative learning in virtual/remote laboratories. As a result of this integration, it is feasible to extract useful information for the characterization of the students' learning process and detecting the students' engagement with the practical activities of our subjects. From this integration, a dashboard has been created to graphically present to lecturers the analyzed results. Thanks to this, faculty can use the analyzed information in order to guide the learning/teaching process of each student. As an example, a subject focused on the configuration of network services has been chosen to implement our proposal.