OMADO (Objectes i MAterials DOcents)

URI permanent per a aquesta col·leccióhttps://hdl.handle.net/2445/2

Col.lecció que conté documents i material docent publicat pel professorat de la Universitat de Barcelona.

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Selection of psychological treatments and therapeutic process
(2025-11-25) Eiroá Orosa, Francisco José
Learning Objectives 1. Understand the main features of the movements of evidence-based practice and practice-based evidence. 2. Become familiar with the main sources of evidence available to support psychological intervention practice. 3. Analyse the different elements involved in designing a treatment plan. 4. Become familiar with the key elements of psychoeducation and wellbeing management. 5. Critically evaluate the scientific evidence that supports the use of treatments for different conditions
Intervención y tratamiento psicológico en las sociedades contemporáneas
(2025-11-12) Eiroá Orosa, Francisco José
Este texto se organiza en torno al concepto de interseccionalidad, abordando diversos aspectos socioculturales en cuyo contexto se dan las intervenciones psicológicas, y a la influencia que han tenido las tecnologías de la información y la comunicación (TIC) en el tratamiento psicológico.
Clinical Case for Residents (III) – 64-year-old man with lung carcinoma, presenting with dyspnea, ptosis, and progressive proximal weakness
(2025-11) Nolla Solé, Joan Miquel; Narváez García, Francisco Javier
This document is part of the Clinical Cases for Residents collection, a teaching project aimed at postgraduate training in Rheumatology and also applicable to other medical specialties involved in the management of systemic diseases. Its purpose is to strengthen clinical reasoning skills, syndromic analysis, and the structured development of differential diagnoses in complex clinical scenarios. The case presents the comprehensive evaluation of a 64-year-old man with advanced lung carcinoma receiving immune checkpoint inhibitor therapy, who develops progressive dyspnea, ptosis, diplopia, and symmetrical proximal muscle weakness. A detailed discussion of the differential diagnoses is provided, with particular emphasis on the reasoning that supports immune checkpoint inhibitor–related toxicity with the characteristic triple overlap of myositis, myocarditis, and myasthenia gravis. The document outlines the key elements required for clinical interpretation, the complementary tests needed—including neuromuscular, biochemical, and cardiac evaluation—and the underlying pathophysiological considerations. The case is designed as a teaching tool for medical residents, with activities focused on group discussion, structured diagnostic reasoning, and the integration of clinical, analytical, and imaging findings. It forms part of a collection intended to reinforce advanced competencies in differential diagnosis, integrative clinical analysis, and evidence-based decision-making in real-world clinical practice.
Clinical Case for Residents (II) – 72-year-old man with abdominal pain, fever, and progressive neuropathy
(2025-11) Nolla Solé, Joan Miquel; Narváez García, Francisco Javier
This document is part of the Clinical Cases for Residents collection, a teaching project aimed at postgraduate training in Rheumatology and also applicable to other medical specialties involved in the management of systemic diseases. Its purpose is to strengthen clinical reasoning skills, syndromic analysis, and the structured development of differential diagnoses in complex clinical scenarios. The case presents the comprehensive evaluation of a 72-year-old man with acute abdominal pain, systemic inflammation, refractory hypertension, renal involvement, and emerging mononeuritis multiplex. A detailed discussion of the differential diagnoses is provided, with particular emphasis on the reasoning that supports polyarteritis nodosa (PAN) as the most likely diagnosis. The document outlines the key elements necessary for clinical interpretation, the complementary tests required—especially vascular imaging—and the underlying pathophysiological considerations. The case is designed as a teaching tool for medical residents, with activities focused on group discussion, structured diagnostic reasoning, and the integration of clinical, analytical, and imaging findings. It forms part of a collection intended to reinforce advanced competencies in differential diagnosis, integrative clinical analysis, and evidence-based decision-making in real-world clinical practice.
Clinical Case for Residents (I) – 62-year-old man with primary Sjögren’s disease and progressive bone pain
(2025) Nolla Solé, Joan Miquel; Narváez García, Francisco Javier
This document is part of the Clinical Cases for Residents collection, a teaching project aimed at postgraduate training in Rheumatology and also applicable to other medical specialties involved in the management of systemic diseases. Its purpose is to strengthen clinical reasoning skills, syndromic analysis, and the structured development of differential diagnoses in complex clinical scenarios. The case presents a comprehensive evaluation of a patient with Sjögren’s disease and progressive bone pain, including a detailed discussion of the differential diagnoses and the reasoning that supports the likelihood of hypophosphatemic osteomalacia secondary to a possible acquired Fanconi syndrome. The document provides key elements for clinical interpretation, relevant complementary tests, and the underlying pathophysiological explanation. The case is designed as a teaching tool for medical residents, with activities focused on group work, guided discussion, and the integration of clinical, analytical, and imaging findings. It forms part of a collection intended to reinforce advanced competencies in differential diagnosis, integrative clinical analysis, and evidence-based decision-making in real-world clinical practice.
Normes d'actuació en els laboratoris docents
(2022-07) Universitat de Barcelona. Unitat de Laboratoris Docents
Es tracta d'un document, accessible des del web de la ULD i des del Campus Virtual de la ULD on els docents i els estudiants poden trobar tota la informació que han de conèixer abans d'accedir a un laboratori de la ULD.
Informació per al personal docent per a la utilització correcta dels serveis de la ULD
(2022-07) Universitat de Barcelona. Unitat de Laboratoris Docents
Es tracta d'un document, accessible des del web de la ULD i des del Campus Virtual de la ULD, on els docents poden trobar tota la informació que han de conèixer abans d'accedir a un laboratori de la ULD.
Feminist Pedagogy
(2025-09-04) Dombrovská, Michaela; Lapúniková, Magdaléna; Boté-Vericad, Juan-José
This Open Educational Resource (OER) explores the key principles and approaches of feminist pedagogy. It focuses on empowering students and teachers, challenging traditional power relations, and recognizing lived experiences as a valid form of knowledge. The resource outlines different pedagogical models and highlights core principles such as reconfiguring power, building communities, valuing personal experience, and applying intersectionality. It also includes reflection questions on the challenges and opportunities of implementing feminist pedagogy in educational contexts. #GEDIS
Women in Science and Engineering in the EU
(2025-03-30) Boté-Vericad, Juan-José; Mandl, Thomas; Dreisiebner, Stefan; Khattab, Džejla; Cupar, Drahomira; Dombrovská, Michaela; Badurina, Boris
This open educational resource (OER) is part of the European project GEDIS and provides a visual and pedagogical representation of the most recent data (2023) on the participation of women scientists and engineers in various economic sectors across the European Union. Based on official Eurostat sources, the material encourages reflection on gender distribution by sector, helps identify structural inequalities, and promotes critical thinking in educational contexts. #GEDIS
Com podem reduir el risc d'inundació? Les lliçons de l'impacte de la DANA al País Valencià
(2025-10-14) Margalef Marrasé, Olga
Conferència de divulgació sobre el risc d’inundació adreçada a alumnat de secundària. Material emprat en les activitats de divulgació de la Facultat de Ciències de la Terra adreçades a escoles i instituts.
Ženy ve vědě a technice v EU: Kde pracují a jak se jejich zastoupení vyvíjí?
(2025-04-21) Dombrovská, Michaela; Lapúniková, Magdaléna; Boté-Vericad, Juan-José
Tento otevřený vzdělávací zdroj (OER) je součástí evropského projektu GEDIS a poskytuje vizuální a pedagogické ztvárnění nejnovějších údajů (2023) o účasti žen ve vědě a inženýrství v různých hospodářských sektorech Evropské unie. Na základě oficiálních údajů Eurostatu umožňuje materiál zamyšlení nad sektorovým rozdělením podle pohlaví, identifikaci strukturálních nerovností a podporu kritického myšlení ve vzdělávacím kontextu. #GEDIS
Delphi Method in Academic Research: A Step-by-Step Guide for faculty members
(2025-04-22) Boté-Vericad, Juan-José; Jaki, Sylvia; Khattab, Džejla; Džoić, Zrinka; Dombrovská, Michaela; Petr Balog, Kornelija
This Open Educational Resource (OER) provides a practical and concise visual guide on the Delphi Method in academic research. Aimed at educators and institutional researchers, it explains how to apply this consensus-based methodology through three iterative rounds. The OER promotes evidence-based and gender-aware decision-making for curriculum design, policy development, and institutional change. It was developed within the framework of the GEDIS project (Gender Diversity in Information and Documentation) and is available under a Creative Commons licence. #GEDIS
What data are you collecting? Inclusive Perspectives in Gender-Focused Research
(2025-05-13) Boté-Vericad, Juan-José; Mandl, Thomas; Dreisiebner, Stefan; Silajdžić, Lamija; Dragija Ivanović, Martina; Lapúniková, Magdaléna; Badurina, Boris
This Open Educational Resource (OER) offers practical guidance for collecting sociodemographic data with an inclusive, ethical, and gender-sensitive approach. Designed for teaching staff, librarians, and students, it includes examples, ethical tips, and key variables such as gender identity, ethnicity, disability, and socioeconomic status. The resource is part of the GEDIS project (Gender Diversity in Information Science), which promotes equity in higher education through open educational tools. #GEDIS
Que dados está a recolher? Perspetivas inclusivas na investigação com enfoque de género
(2025-05-31) Esteves Gomes, Liliana Isabel; Boté-Vericad, Juan-José
Este Recurso Educativo Aberto (REA) oferece orientação prática para a recolha de dados sociodemográficos com uma abordagem inclusiva, ética e com enfoque de género. Concebido para professores(as), bibliotecários(as) e estudantes, inclui exemplos, conselhos éticos e variáveis-chave como a identidade de género, a etnia, a deficiência e a situação socioeconómica. O recurso faz parte do projeto GEDIS (Diversidade de Género em Ciência da Informação), que promove a equidade no ensino superior através de ferramentas educativas abertas. #GEDIS
Multimodal Research Designs
(2025-06-15) Kara, Helen; Boté-Vericad, Juan-José
This Open Educational Resource (OER) introduces the principles, benefits, and challenges of multimodal research designs. Aimed at teaching staff, students, and librarians, it explains how to combine methods and modalities in a single research study, with visual guidance on stages, applications, and historical context. The resource forms part of the GEDIS project (Gender Diversity in Information Science), which promotes inclusive, creative, and gender-aware research methods in higher education. #GEDIS
Global Gender Gap Report 2025: World Economic Forum
(2025-07-03) Boté-Vericad, Juan-José; Jaki, Sylvia; Dreisiebner, Stefan; Khattab, Džejla; Petr Balog, Kornelija; Kolarić, Alica; Dombrovská, Michaela
This Open Educational Resource (OER) introduces the Global Gender Gap Report 2025 published by the World Economic Forum. It summarises key findings, explains the four dimensions of the index, compares GEDIS countries’ performance, and offers reflective questions and activities. Designed for teaching, training, and self-directed learning on gender equality indicators. #GEDIS
Curriculum Analysis Rubric — Gender Perspectives in Teaching Plans
(2025-08-09) Boté-Vericad, Juan-José; Dreisiebner, Stefan; Khattab, Džejla; Petr Balog, Kornelija; Mandl, Thomas; Dombrovská, Michaela; Cupar, Drahomira
This Open Educational Resource (OER) presents a unified rubric for analysing teaching plans from a gender perspective in Bachelor’s and Master’s programmes. Initially developed in the field of Library and Information Science, it is adaptable to any disciplinary context. The rubric includes clear indicators, observable criteria, and a structured template (XLSX/CSV/ODT) for data collection. It enables the identification of explicit and implicit integration of gender, diversity, and inclusivity in course design, learning objectives, competencies, methodologies, assessment, and bibliographic references. This resource is accompanied by a simplified teaching note and a white paper containing findings and recommendations based on the analysis of teaching plans from eight European universities. All materials are available under the same DOI to support faculty development, librarian training, curriculum review, accreditation processes, and institutional gender equity strategies. #GEDIS
Rúbrica per a l’avaluació del treball d’anàlisi d’articles de recerca socioeducativa
(2025-11-07) Rodríguez Rodríguez, Julio; Vancea, Mihaela; Folgueiras Bertomeu, Pilar; Matta, Amanda
Es tracta d'una rúbrica per a l’avaluació del treball d’anàlisi d’articles de recerca socioeducativa. Aquesta rúbrica permet avaluar (i autoavaluar) una activitat pràctica que consisteixi en l'anàlisis d'articles de recerca.
Rúbrica per a l’avaluació del disseny d’un projecte de recerca socioeducativa
(2025-11-07) Rodríguez Rodríguez, Julio; Vancea, Mihaela; Folgueiras Bertomeu, Pilar; Matta, Amanda
Es tracta d'una rúbrica per a l’avaluació del disseny d’un projecte de recerca socioeducativa. Aquesta rúbrica està dissenyada com a eina d’avaluació d'una activitat pràctica, i també com a instrument per a l’autoavaluació del mateix alumnat
Psychological Interventions
(2025-11-06) Eiroá Orosa, Francisco José

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