Revista Medica Clinica Las Condes最新文献

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IF 0.2 Q4 MEDICINE, GENERAL & INTERNAL

Revista Medica Clinica Las Condes

Pub Date : 2024-09-01 DOI: 10.1016/j.rmclc.2024.10.008

引用次数: 0

Restauración volumétrica autóloga en pacientes con hemiatrofia adiposa facial 面部脂肪半萎缩患者的自体容积修复

IF 0.2 Q4 MEDICINE, GENERAL & INTERNAL

Revista Medica Clinica Las Condes

Pub Date : 2024-09-01 DOI: 10.1016/j.rmclc.2024.08.005

Alicia María Tamayo-Carbón MD , Gloribeth Carrasco MD , Melvis Anaya-Blanco MD , Zainela Labordes-López MD , Miguel del Toro-Pazos MD , Diana Katherine Cuastumal-Figueroa MD

Introduction

Facial lipoatrophy lacks standard clinical criteria for its diagnosis and treatment; however, patients with hemifacial atrophy increase, affecting the mental health of patients who suffer from it. Lipografting has been rescued as an effective and safe treatment option.

Objective

To show the results of autologous volumetric restoration in patients with facial adipose hemiatrophy.

Method

Multicenter, descriptive, longitudinal and prospective study carried out on 29 patients treated at the Hermanos Ameijeiras Hospital, Cuba and the EIMEC clinic, Spain in the period from July 2018 to July 2023. Both sexes were included, between 19 and 75 years old, with facial asymmetry due to unilateral decrease in subcutaneous cellular tissue.

Results

The average age was 47.9 years. Women predominated with 79.3%. The most common etiologies were idiopathic, autoimmune and orbital trauma, each accounting for 17.2%. According to the degree of severity, grade II was the highest, with 65.5%, and grade III represented 34.5% of the total. Regarding the amount of grafted adipose tissue, 62.1% of the cases were 31 to 60 ml, and 27.6% more than 60 ml. According to the number of graft applications, 72.4% required one and 27.6% two applications. 93.1% had no complications and 6.9% reported 50% reabsorption of the graft. Patient satisfaction reached 100% and the results were classified as good in 86.21%; when there was improvement, without complications as well as patient satisfaction.

Conclusion

Autologous lipotransfer assisted with adipose tissue stem cells is a safe treatment option that offers good results in correcting asymmetry caused by hemifacial lipoatrophy.

导言面部脂肪萎缩缺乏标准的临床诊断和治疗标准；然而，半面神经萎缩患者不断增加，影响了患者的心理健康。脂肪移植作为一种有效、安全的治疗方法已被救治。方法在 2018 年 7 月至 2023 年 7 月期间，对古巴 Hermanos Ameijeiras 医院和西班牙 EIMEC 诊所治疗的 29 名患者进行多中心、描述性、纵向和前瞻性研究。研究对象男女不限，年龄在 19 岁至 75 岁之间，因单侧皮下细胞组织减少而导致面部不对称。女性居多，占 79.3%。最常见的病因是特发性、自身免疫性和眼眶外伤，各占 17.2%。根据严重程度，II 级最高，占 65.5%，III 级占 34.5%。就移植脂肪组织的量而言，62.1%的病例为 31 至 60 毫升，27.6%的病例超过 60 毫升。根据移植次数，72.4%的病例需要移植一次，27.6%的病例需要移植两次。93.1%的病例没有出现并发症，6.9%的病例报告移植物有50%被再次吸收。患者满意度达到100%，86.21%的患者认为效果良好，即有改善、无并发症和患者满意。

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引用次数: 0

Bienestar laboral y condiciones ocupacionales en docentes de carreras de Ciencias de la Salud durante la crisis sanitaria por COVID-19 健康危机期间健康科学教师的工作福利和职业条件（COVID-19

IF 0.2 Q4 MEDICINE, GENERAL & INTERNAL

Revista Medica Clinica Las Condes

Pub Date : 2024-09-01 DOI: 10.1016/j.rmclc.2024.10.005

Lorena Vigueras-Riquelme MSc, Paula Parra-Ponce MSc, Cristhian Pérez-Villalobos PhD

Background

Student well-being during the COVID-19 pandemic, and its relationship to personal and academic factors, has been extensively studied. However, there are few studies regarding this phenomenon in teachers.

Objective

To evaluate the relationship between occupational conditions and teachers’ wellbeing at work, in terms of their engagement and burnout, in health career teachers during the COVID-19 health crisis in Chile.

Methods

Quantitative study, with an observational and cross-sectional design and relational scope, with a non-probabilistic sampling strategy and by convenience, a sample of 234 health science teachers was obtained, who answered the UWES-17 Work Engagement Scale, the Maslach Burnout Inventory HSS version, a Scale of resources available for teaching and a sociodemographic questionnaire and working conditions, after reading and accepting an informed consent.

Results

Teachers reported high work engagement in its dimensions of vigor, absorption and dedication, moderate emotional exhaustion and less depersonalization and lack of personal fulfillment. Burnout and engagement showed inverse correlations with each other in almost all their factors (p < 0.05), except in the case of absorption. In addition, both variables showed a relationship with gender, age of the teachers and access to quiet places to work (p < 0.05).

Conclusions

The sociodemographic characteristics of teachers showed to be more associated with their reported well-being than their academic conditions. In terms of available resources, quiet spaces for work were more important than access to technology.

背景对 COVID-19 大流行期间学生的幸福感及其与个人和学术因素的关系进行了广泛研究。目的评估智利 COVID-19 健康危机期间健康职业教师的职业条件与教师在工作中的幸福感之间的关系，包括教师的参与度和职业倦怠。方法定量研究，采用观察和横断面设计以及关系范围，以非概率抽样策略和方便抽样的方式，获得了 234 名健康科学教师的样本，他们在阅读并接受知情同意书后，回答了 UWES-17 工作投入量表、马斯拉奇职业倦怠量表 HSS 版、教学资源可用性量表、社会人口问卷和工作条件问卷。职业倦怠和敬业度几乎在所有因素上都显示出反向相关性（p < 0.05），但吸收力除外。此外，这两个变量还与教师的性别、年龄和能否获得安静的工作场所有关（p < 0.05）。在可用资源方面，安静的工作场所比获得技术更为重要。

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引用次数: 0

Desarrollo de una declaración de uso de inteligencia artificial con una perspectiva de integridad académica en educacióN MéDica y Ciencias De la Salud 从学术诚信的角度制定关于在医学教育和健康科学中使用人工智能的声明

IF 0.2 Q4 MEDICINE, GENERAL & INTERNAL

Revista Medica Clinica Las Condes

Pub Date : 2024-09-01 DOI: 10.1016/j.rmclc.2024.06.003

Daniela Avello-Sáez , Nayadet Lucero-González , Ignacio Villagrán

Introduction

Artificial intelligence (AI), through tools like ChatGPT, is transforming higher education with more and more students and teachers incorporating AI into daily practice. Along these lines, new challenges emerge in the educational field, where the need for a balance between efficiency and originality, and a deep analysis with a focus on academic integrity is required.

Aims

This article discusses the relationship between AI and academic integrity in higher education and describes the process of developing an academic integrity statement adapted to the use of AI. Methodology: Using a methodology that includes analysis of relevant AI tools and expert evaluations, a framework for the ethical and responsible adoption of AI is proposed.

Results

The results show an effective integration of the statement in academic works, promoting transparency and honesty.

Discussion and Conclusions

The discussion highlights the variability in adoption of the statement across academic levels, suggesting the need for a more personalized approach. In conclusion, the role of the declaration in promoting ethical practices and preparing for future challenges at the intersection of technology and education should be emphasized.

引言人工智能（AI）通过 ChatGPT 等工具正在改变高等教育，越来越多的学生和教师将人工智能融入日常实践。本文讨论了高等教育中人工智能与学术诚信之间的关系，并介绍了制定适应人工智能使用的学术诚信声明的过程。方法：结果结果表明，声明有效地融入了学术工作，促进了透明度和诚信度。讨论和结论讨论强调了不同学术水平采用声明的差异性，表明需要一种更加个性化的方法。总之，应强调宣言在促进道德实践和应对技术与教育交叉领域未来挑战方面的作用。

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引用次数: 0

Autorregulación del aprendizaje en estudiantes chilenos de nivel técnico superior de Odontología: diferencias entre género y semestre de estudio 智利牙科高等技术学校学生的学习自我调节：性别和学期之间的差异。

IF 0.2 Q4 MEDICINE, GENERAL & INTERNAL

Revista Medica Clinica Las Condes

Pub Date : 2024-09-01 DOI: 10.1016/j.rmclc.2024.09.004

Pia Dortty Huguette Chieyssal Martineau MA , Abdul Hernández Cortina MA, MSc, PhD

Introduction

Self-regulated learning is associated with educational and demographic variables. However, few studies have associated gender with study profiles of self-regulated learning (SRL) in a population of students attending a technical education institute. To address the gaps in previous self-regulated learning profile research, the current study describes the levels of self-regulated learning in students attending odontology courses at a technical education institute. We also analyze the possible relationship between gender and SRL, and we identify the self-regulated learning differences between 2nd and 4th semester students.

Methods

A cross-sectional study was conducted on 84 students enrolled in a professional technical institution in Santiago, Chile. The self-regulated learninǵs questionnaire was used for data collection. Statistical analysis of self-regulated learning included central tendency (mean), step-to-step variability (standard deviation), and distribution (skewness and kurtosis). The Mann-Whitney U test and the Student's t-test were calculated to compare groups.

Results

Out of 259 contacted students, 84 students (mean age 23.8 ± 7.4 years, 91.7% female) participated. The self-regulated learning average was high and more positive among males (293.6 SD = 64.8) than females (292.4 SD = 45.0). There were no significant differences in self-regulated learning between students's genders (U = 704). There were not any significant differences in this variable by semester either (t = 9993, 95% CI = −20.5-20.3).

Conclusions

The results expand our understanding of self-regulated learning for students enrolled in a Technical Education Institute. In the future, the relationship between the students’ self-regulated learning and gender should be studied further.

.

导言：自我调节学习与教育和人口统计学变量有关。然而，在技术教育学院的学生群体中，很少有研究将性别与自我调节学习（SRL）的研究概况联系起来。为了弥补以往自我调节学习概况研究的不足，本研究描述了在一所技术教育学院学习口腔医学课程的学生的自我调节学习水平。我们还分析了性别与自我调节学习之间可能存在的关系，并确定了第二学期和第四学期学生之间的自我调节学习差异。数据收集采用了自我调节学习问卷。自我调节学习的统计分析包括中心倾向（平均值）、逐级变异（标准差）和分布（偏度和峰度）。结果在联系的 259 名学生中，有 84 名学生（平均年龄为 23.8 ± 7.4 岁，91.7%为女性）参与了研究。与女生（292.4 SD = 45.0）相比，男生的自我调节学习平均水平较高（293.6 SD = 64.8），且更积极。男女生在自我调节学习方面没有明显差异（U = 704）。这一变量在不同学期之间也没有明显差异（t = 9993，95% CI = -20.5-20.3）。今后，应进一步研究学生自我调节学习与性别之间的关系。

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引用次数: 0

La competencia de comunicación terapéutica en estudiantes de práctica profesional de Terapia Ocupacional: percepciones y opiniones desde los docentes 职业治疗学生的治疗沟通能力：教师的看法和意见。

IF 0.2 Q4 MEDICINE, GENERAL & INTERNAL

Revista Medica Clinica Las Condes

Pub Date : 2024-09-01 DOI: 10.1016/j.rmclc.2024.10.003

Natalia Castillo-Núñez MSc , Vilma Mejía-Díaz MSc, MPH, PhD , Joaquín Varas-Reyes MSc , Daniela Avello MSc, PhD

Introduction

Communication is key in Occupational Therapy and its effectiveness affects up to 20% of therapeutic results. It must be developed throughout the occupational therapists training and professional career, with internships being a critical period for the acquisition of these skills. This study explores opinions and perceptions about the importance and performance of communication competencies in Occupational Therapy students during their professional internships.

Methodology

Mixed sequential explanatory cross-sectional design, with a descriptive scope, in which 32 teachers participated through an online survey and individual interviews.

Results

The most relevant elements in relation to communication competence are: agreement on plans and problems, information, patient perspective and empathy. In addition, teachers found that the performance of communication competence in students improves at the end of professional internship.

Discussions

Communication competence is important, but there are differences in its assessment. Personal, curricular factors and teaching skills can influence performance. It is suggested to incorporate it into the curriculum from the beginning of training.

Conclusions

Communication competence is essential for occupational therapists, especially during their professional internships. Its continuous development should be encouraged so that students acquire clear and effective communication skills that promote therapeutic success.

简介：沟通是职业治疗的关键，其有效性影响着多达 20% 的治疗效果。职业治疗师必须在整个培训和职业生涯中培养沟通能力，而实习期则是掌握这些技能的关键时期。本研究探讨了职业治疗专业学生在专业实习期间对沟通能力的重要性和表现的意见和看法。研究方法采用描述性范围的混合序列解释横断面设计，32 名教师通过在线调查和个别访谈参与了研究。此外，教师们还发现，在专业实习结束时，学生的沟通能力表现有所提高。个人因素、课程因素和教学技巧都会影响沟通能力的表现。结论沟通能力对职业治疗师至关重要，尤其是在专业实习期间。应鼓励学生不断提高沟通能力，从而掌握清晰有效的沟通技巧，促进治疗的成功。

{"title":"La competencia de comunicación terapéutica en estudiantes de práctica profesional de Terapia Ocupacional: percepciones y opiniones desde los docentes","authors":"Natalia Castillo-Núñez MSc , Vilma Mejía-Díaz MSc, MPH, PhD , Joaquín Varas-Reyes MSc , Daniela Avello MSc, PhD","doi":"10.1016/j.rmclc.2024.10.003","DOIUrl":"10.1016/j.rmclc.2024.10.003","url":null,"abstract":"<div><h3>Introduction</h3><div>Communication is key in Occupational Therapy and its effectiveness affects up to 20% of therapeutic results. It must be developed throughout the occupational therapists training and professional career, with internships being a critical period for the acquisition of these skills. This study explores opinions and perceptions about the importance and performance of communication competencies in Occupational Therapy students during their professional internships.</div></div><div><h3>Methodology</h3><div>Mixed sequential explanatory cross-sectional design, with a descriptive scope, in which 32 teachers participated through an online survey and individual interviews.</div></div><div><h3>Results</h3><div>The most relevant elements in relation to communication competence are: agreement on plans and problems, information, patient perspective and empathy. In addition, teachers found that the performance of communication competence in students improves at the end of professional internship.</div></div><div><h3>Discussions</h3><div>Communication competence is important, but there are differences in its assessment. Personal, curricular factors and teaching skills can influence performance. It is suggested to incorporate it into the curriculum from the beginning of training.</div></div><div><h3>Conclusions</h3><div>Communication competence is essential for occupational therapists, especially during their professional internships. Its continuous development should be encouraged so that students acquire clear and effective communication skills that promote therapeutic success.</div></div>","PeriodicalId":31544,"journal":{"name":"Revista Medica Clinica Las Condes","volume":"35 5","pages":"Pages 473-483"},"PeriodicalIF":0.2,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142651175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Impacto de las metodologías activas en las estrategias de aprendizaje de estudiantes del área de la salud de primer año en la Universidad Finis Terrae 主动学习法对 Finis Terrae 大学一年级健康专业学生学习策略的影响。

IF 0.2 Q4 MEDICINE, GENERAL & INTERNAL

Revista Medica Clinica Las Condes

Pub Date : 2024-09-01 DOI: 10.1016/j.rmclc.2024.02.004

Carolina Williams MSc, PhD , Olga María López-Entrambasaguas PhD , Ester Cayul PhD , Jessica Goset-Poblete PhD

Students are expected to enter higher education with a set of learning strategies that will allow them to achieve academic success on their own. In practice, however, a memorization-based learning approach prevails, causing students to struggle with problem-solving, organizing ideas, and planning their studies.

Furthermore, instructors continue to rely heavily on lecture-based instruction and passive activities, stifling the development of effective learning strategies. The aim of this study was to assess the evolution of learning strategies among health sciences students in relation to the active methodological load imposed by instructors over the course of an academic year. A quasi-experimental study was conducted with 184 first-year students from three health science programs. Teacher methodological intervention occurred during the second semester in two of the three programs, and the time of active interaction was measured for all first-year classes during both semesters. The instructors administered the abbreviated ACRA test before and after a methodological intervention, and the data were compared to a control program. The data was analyzed using descriptive and inferential statistics, such as t-Student tests and mixed regression. The findings showed that learning strategies in experimental programs changed significantly as the use of participatory teaching methodologies and activities increased. It is concluded that the use of active and participatory methodologies is associated with an increase in the variety and frequency of learning strategies used.

人们期望学生在接受高等教育时能够掌握一套学习策略，从而能够独立取得学业上的成功。然而，在实践中，以记忆为基础的学习方法盛行，导致学生在解决问题、组织思路和规划学习方面举步维艰。此外，教师仍然严重依赖于讲授式教学和被动活动，扼杀了有效学习策略的发展。本研究旨在评估健康科学专业学生在一学年中学习策略的演变与教师施加的主动方法负荷的关系。我们对来自三个健康科学专业的 184 名一年级学生进行了一项准实验研究。教师的方法干预发生在三个专业中的两个专业的第二学期，并对两个学期中所有一年级班级的积极互动时间进行了测量。教师在方法干预前后进行了简短的 ACRA 测试，并将数据与对照课程进行了比较。数据分析采用了描述性和推论性统计方法，如 t-Student 检验和混合回归。研究结果表明，随着参与式教学方法和活动使用的增加，实验项目中的学习策略发生了显著变化。结论是，积极和参与式教学方法的使用与学习策略的多样性和使用频率的增加有关。

{"title":"Impacto de las metodologías activas en las estrategias de aprendizaje de estudiantes del área de la salud de primer año en la Universidad Finis Terrae","authors":"Carolina Williams MSc, PhD , Olga María López-Entrambasaguas PhD , Ester Cayul PhD , Jessica Goset-Poblete PhD","doi":"10.1016/j.rmclc.2024.02.004","DOIUrl":"10.1016/j.rmclc.2024.02.004","url":null,"abstract":"<div><div>Students are expected to enter higher education with a set of learning strategies that will allow them to achieve academic success on their own. In practice, however, a memorization-based learning approach prevails, causing students to struggle with problem-solving, organizing ideas, and planning their studies.</div><div>Furthermore, instructors continue to rely heavily on lecture-based instruction and passive activities, stifling the development of effective learning strategies. The aim of this study was to assess the evolution of learning strategies among health sciences students in relation to the active methodological load imposed by instructors over the course of an academic year. A quasi-experimental study was conducted with 184 first-year students from three health science programs. Teacher methodological intervention occurred during the second semester in two of the three programs, and the time of active interaction was measured for all first-year classes during both semesters. The instructors administered the abbreviated ACRA test before and after a methodological intervention, and the data were compared to a control program. The data was analyzed using descriptive and inferential statistics, such as t-Student tests and mixed regression. The findings showed that learning strategies in experimental programs changed significantly as the use of participatory teaching methodologies and activities increased. It is concluded that the use of active and participatory methodologies is associated with an increase in the variety and frequency of learning strategies used.</div></div>","PeriodicalId":31544,"journal":{"name":"Revista Medica Clinica Las Condes","volume":"35 5","pages":"Pages 385-392"},"PeriodicalIF":0.2,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142651267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Macrodominios de competencias en telesalud de los profesionales del área de la salud 保健专业人员远程保健能力的宏观领域

IF 0.2 Q4 MEDICINE, GENERAL & INTERNAL

Revista Medica Clinica Las Condes

Pub Date : 2024-09-01 DOI: 10.1016/j.rmclc.2024.05.014

Jacqueline Ibarra-Peso MSc , Cristina Monje-Vidal MSc , Carlos Zúñiga-San Martín MD , Marcela Hechenleitner-Carvallo MSc, PhD

In response to the increasing worldwide implementation of telehealth with the intent of closing the gaps in access to health, the World Health Organization (WHO) stresses the importance of defining competencies for health professionals in this field. This article presents the results of a literature review that identifies telehealth competency domains that strengthen the skills of health professionals. The results were analysed by categorizing the competency domains systematically into macrodomains that encompasskeyaspectsoftelehealthpractice; suchas applicability, remote clinical care, communication, networking, management, professionalism, information technologies, and ethical and legal aspects. These findings, supported by WHO recommendations, provide a solid basis for designing telehealth training programs and can be adapted to local contexts, facilitating the development of policies and strategies to improve the quality and accessibility of health care in remote or underserved settings.

为应对全球范围内日益增多的远程保健实施，以缩小在获取保健服务方面的差距，世界卫生组织（WHO）强调了为这一领域的保健专业人员定义能力的重要性。本文介绍了一项文献综述的结果，该综述确定了加强卫生专业人员技能的远程保健能力领域。通过将能力领域系统地归类为宏观领域，对结果进行了分析，这些宏观领域涵盖了远程保健实践的主要方面，如适用性、远程临床护理、通信、网络、管理、专业精神、信息技术以及伦理和法律方面。这些研究结果得到了世界卫生组织建议的支持，为设计远程保健培训计划提供了坚实的基础，并可根据当地情况进行调整，促进政策和战略的制定，以提高偏远地区或服务不足地区的医疗保健质量和可及性。

引用次数: 0

Módulo de promoción del uso responsable de antimicrobianos en odontología: diseño instruccional guiado por la teoría de carga cognitiva 促进在牙科负责任地使用抗菌药的模块：以认知负荷理论为指导的教学设计

IF 0.2 Q4 MEDICINE, GENERAL & INTERNAL

Revista Medica Clinica Las Condes

Pub Date : 2024-09-01 DOI: 10.1016/j.rmclc.2024.08.004

Lorena Isbej DDS, MA , Natacha Oyarzo DDS , Claudia Véliz DDS, MSc , Juan Carlos Ríos MSc, PhD

Introduction

Aproximately 30% to 50% of annual antimicrobial prescriptions are inappropriate or unnecessary, enhancing the development of bacterial resistance. It has been proposed that the responsible use of antimicrobials in undergraduate programs be emphasized. However, teachers usually do not manage effective strategies for this purpose.

Aims

1. Develop an instructional design, guided by the cognitive load theory, of a teaching and learning module to promote responsible use of antimicrobials 2. Evaluate the educational impact of the module on third-year Dental students.

Methods

Action research and mixed methodology in four phases. i. Identification of learning needs and outcomes; ii. Instructional design guided by cognitive load theory; iii. Module implementation; iv. Educational impact on students was evaluated using satisfaction surveys, self-reports of learning outcomes achievement and a pre-post knowledge test. Descriptive and analytical statistical analysis (Wilcoxon test) and qualitative content analysis were used.

Results

The antimicrobial module was designed in Canvas (LMS), allocating protected time for study and a classroom session. The educational impact was evaluated in 48 students. The satisfaction survey reported positive results on their 10 items (minimum 81.3%). The results of the self-reports of achievement of 7 learning outcomes and the pre-post test of 18 questions were statistically significant (p < 0.001).

Conclusions

The design of this module could serve as a guide to promote the responsible use of antimicrobials while achieving greater satisfaction with students’ experience and learning outcomes.

导言每年约有 30% 至 50% 的抗菌药物处方是不恰当或不必要的，从而加剧了细菌耐药性的发展。有人建议在本科课程中强调负责任地使用抗菌药物。然而，教师通常没有为此制定有效的策略。以认知负荷理论为指导，开发一个教学模块的教学设计，以促进负责任地使用抗菌素 2.评估该模块对牙科三年级学生的教育影响。方法行动研究和混合方法分为四个阶段：i. 确定学习需求和结果；ii. 以认知负荷理论为指导进行教学设计；iii.模块实施； iv.使用满意度调查、学习成果成就自我报告和前后知识测试评估对学生的教育影响。使用了描述性和分析性统计分析（Wilcoxon 检验）以及定性内容分析。对 48 名学生的教育效果进行了评估。满意度调查报告显示，10 个项目均取得了积极成果（最低 81.3%）。7项学习成果的自我报告结果和18个问题的前后测试结果均有统计学意义（p < 0.001）。结论该模块的设计可作为促进负责任地使用抗菌药物的指南，同时提高学生对学习体验和学习成果的满意度。

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引用次数: 0

Entrenamiento de habilidades clínicas en Kinesiología: implementación de una estrategia mediada por tecnología en un contexto de retorno al aprendizaje presencial 运动学临床技能培训：在回归面授学习的背景下实施以技术为中介的策略。

IF 0.2 Q4 MEDICINE, GENERAL & INTERNAL

Revista Medica Clinica Las Condes

Pub Date : 2024-09-01 DOI: 10.1016/j.rmclc.2024.09.001

Francisca Rammsy , Michelle Goset , Javiera Fuentes-Cimma , Gustavo Torres , Julián Varas , Ignacio Villagrán

Introduction

During the COVID-19 pandemic, remote teaching provided valuable insights into technology use, applicable on return to in-person education. Hybrid education emerges as a solution to limitations in faculty resources and practical experiences for acquiring clinical competencies in Health Sciences. This study describes a clinical skills training strategy using a feedback oriented platform, following the return to in-person education in Physiotherapy.

Methods

The methodology involves autonomous training sessions with asynchronous feedback, where students are assessed and provided feedback by an instructor through video demonstrations of skills. The extent of student training, performance, learning strategy appreciation, skill improvement and skill transfer to in-person exams were analyzed.

Results

In total, forty-two undergraduate Physical Therapy clinical skills were trained. Results emphasize individualized feedback delivery to all students, significant performance improvement, and positive strategy appreciation.

Conclusions

Remote training facilitated deliberate practice of clinical skills in students, offering opportunities for autonomous, peer-guided training prior to faculty supervision.

导言在 COVID-19 大流行期间，远程教学为技术的使用提供了宝贵的见解，并适用于恢复面授教育。混合式教育的出现解决了健康科学专业在获取临床能力方面的师资资源和实践经验的限制。本研究描述了在物理治疗学专业恢复面授教育后，使用反馈导向平台的临床技能培训策略。方法包括带有异步反馈的自主培训课程，教师通过视频演示技能对学生进行评估并提供反馈。对学生的训练程度、表现、学习策略的领悟、技能的提高以及技能向现场考试的转移进行了分析。结果总共训练了 42 名本科生的物理治疗临床技能。结论远程培训促进了学生对临床技能的有意练习，在教师指导之前提供了自主、同伴指导培训的机会。

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引用次数: 0