Browsing by Author "Bitrán Carreño, Marcela"

Now showing 1 - 20 of 28
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    An instrument in Spanish to evaluate the performance of clinical teachers by students
    (SOC MEDICA SANTIAGO, 2010) Bitrán Carreño, Marcela; Mena Concha, Beltrán; Riquelme Pérez, Arnoldo; Padilla Pérez, Oslando; Sánchez Díaz, Ignacio; Moreno Bolton, Rodrigo
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    Burnout en médicos residentes de especialidades y subespecialidades: estudio de prevalencia y variables asociadas en un centro universitario
    (2017) Díaz Piga, Luis Antonio; Arab Verdugo, Juan Pablo; Núñez Palma, Carolina Verónica; Robles García, Camila; Bitrán Carreño, Marcela; Nitsche Royo, María Pía; Riquelme Pérez, Arnoldo; González Tugas, Matías; Hoyl Moreno, María Trinidad; Lopetegui Lazo, Marcelo; Torres Lisboa, Patricio; Véliz Lagos, Daniela
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    Características psicológicas y estilos cognitivos de estudiantes de medicina y de otras carreras de la Pontificia Universidad Católica de Chile
    (2004) Bitrán Carreño, Marcela; Zúñiga Parada, Denisse Alejandra; Lafuente Gil, María Montserrat; Viviani García, Paola; Mena Concha, Beltrán
    The simila rity between the psychologica l fea tures of medi_x0002_ca l school freshmen of different cohorts suggests tha t Medicine a ttra cts students with specific psychologi_x0002_ca l types. However, it is a lso possible tha t medica l students a re simila r to the students a dmitted to a ny other ca reer with high a dmission requirements. Aim: To determine if medica l school freshmen a re dif_x0002_ferent from those of Engineering, Architecture, Psychology a nd Journa lism. Subjects and methods: The Spa nish version of the Myers Briggs Psychologica l Type Indica tor (MBTI) wa s a pplied to two cohorts of Medica l School freshmen (90 students of the 2000 cohort a nd 91 students of the 2001 cohort) a nd to a sa mple of 669 freshmen from the ca reers of Engineering, Psychology, Architecture a nd Journa lism. Results: Students entering Medica l School a re simila r to the students a dmitted to Engineering a nd dif_x0002_ferent from those tha t entered Architecture, Psychology a nd Journa lism in the Pontificia Universida d Ca tólica de Chile in 2000 a nd 2001. Medicine a ttra cts a la rger proportion of concrete a nd pra ctica l students tha t ha ve a n objective a nd systema tic a pproa ch to study a nd to life in genera l. Unlike Medi_x0002_cine, Psychology a nd Architecture a ttra ct more students tha t ha ve a cognitive style cha ra cterized by an intuitive perception, a nd tha t fa ce life with a n open a nd flexible a ttitude. Conclusions. This study re_x0002_vea ls tha t the psychologica l fea tures of undergra dua te students a re a ssocia ted to their ca reer choice. These psychologica l va ria bles, therefore, ma y be releva nt to the students’ voca tiona l preferences a nd possibly to their future specia lty choice
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    Development and validation of the MEDUC-RX32 questionnaire, to evaluate teachers of postgraduate radiology programs
    (2014) Huete, Isidro; Julio, R.; Rojas, V.; Herrera Riquelme, Cristian Alberto; Padilla Pérez, Oslando; Solís, Nancy; Pizarro Rojas, Margarita Alicia; Etcheberry, L.; Sarfatis Feige, Alberto; Pérez, G.; Delfino, Alejandro; Muñoz, E.; Rivera, H.; Bitrán Carreño, Marcela; Riquelme, A.
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    Diseño de un taller para identificar posibles donantes de órganos para transplante, dirigido a estudiantes de pregrado de Medicina
    (2022) Vera Alarcón, María Magdalena; Bitrán Carreño, Marcela; Pontificia Universidad Católica de Chile. Escuela de Medicina
    El trasplante de órganos es la única opción terapéutica para un paciente con una insuficiencia terminal de un órgano. Sin embargo, la posibilidad de trasplantar se relaciona fuertemente con una escasez de órganos que es multifactorial y no descansa únicamente de la voluntad de la población, sino que también de los profesionales médicos. Para obtener un donante, los médicos tienen que identificar a un posible donante, este es un paciente que podría evolucionar a muerte encefálica y así transformarse en un donante. La falta de identificación es un factor relacionado con la escasez de órganos y se atribuye al desconocimiento de los profesionales médicos y que les impide enfrentar el proceso de donación de órganos y no les permite acercarse y responder las preguntas o inquietudes de la familia. Esta propuesta educativa consiste en diseñar un taller para los estudiantes de medicina, en el internado de la rotación de Medicina Intensiva, cuyo propósito es contribuir a formar médicos recién egresados con los conocimientos y actitudes necesarios para identificar un posible donante de órganos. La metodología será a partir del modelo de diseño curricular de 6 etapas de Kern. Considerará una revisión de la literatura y una encuesta a los estudiantes de medicina y el fundamento teórico se hará basándonos en Knowles y las teorías de aprendizaje experiencial y transformacional. Se espera que esta estrategia educacional permita entregar durante el desarrollo de los futuros profesionales médicos, los conocimientos relacionados con la identificación de un posible donante y de esta forma contribuir a dar solución a un problema de salud publica global.
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    Estrategias del aprendizaje inicial de la clínica: más allá de los hábitos de estudio. Percepciones de estudiantes y docentes clínicos
    (2015) Zúñiga Parada, Denisse Alejandra; Leiva Rodríguez, Isabel; Calderon, Maribel; Tomicic S., Alemka; Padilla, Oslando; Riquelme Pérez, Arnoldo; Bitrán Carreño, Marcela
    Background: Teaching methods of the undergraduate medical curriculum change considerably from the first years to clinical training. Clinical learning occurs in complex and varied scenarios while caring for patients. Students have to adapt their learning approaches and strategies to be able to integrate theory and clinical practice and become experiential learners. Aim: To identify the strategies used by medical students to learn during the initial clinical years, as reported by students themselves and by their clinical tutors. Material and Methods: We performed eight focus group discussions with 54 students enrolled in years three to six and we interviewed eight clinical tutors. Both focus group discussions and interviews were audio recorded, transcribed and analyzed according to Grounded Theory. Results: Four main themes were identified in the discourse of both students and tutors: Strategies oriented to theoretical learning, strategies oriented to experiential learning, strategies for integrating theory and practice and strategies oriented to evaluation. The mentioning of individual differences was present across the reports of both students and tutors. Conclusions: Students use a rich variety of strategies to face the challenges of clinical learning. Both students and tutors recognize that the learning approaches and strategies vary according the nature of the task and individual differences. The responses of students bring particular knowledge of the approaches used for the theoretical and practical integration and delve into the social dimension of learning.
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    Evaluación de aproximaciones al aprendizaje clínico a través de CEACLIN : Resultados en estudiantes de medicina en una universidad chilena
    (2018) Calderón, Maribel; Zúñiga Parada, Denisse Alejandra; Leiva Rodríguez, Isabel; Padilla Pérez, Oslando; Bitrán Carreño, Marcela
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    Evaluación de docentes clínicos de Postgrado: desarrollo y propiedades psicométricas del instrumento MEDUC-PG14
    (2015) Pizarro Rojas, Margarita Alicia; Solís, Nancy; Rojas, Viviana; Díaz, Luis Antonio; Padilla, Oslando; Letelier Saavedra, Luz María; Aizman, Andrés; Sarfatis Feige, Alberto; Olivos, Trinidad; Soza, Alejandro; Delfino, Alejandro; Latorre, Gonzalo; Ivanovic-Zuvic, Danisa; Hoyl, Trinidad; Bitrán Carreño, Marcela; Arab Verdugo, Juan Pablo; Riquelme Pérez, Arnoldo; Pizarro, Margarita; Solís, Nancy; Rojas, Viviana; Díaz, Luis Antonio; Padilla, Oslando; Letelier Saavedra, Luz María; Aizman, Andrés; Sarfatis Feige, Alberto; Olivos, Trinidad; Soza, Alejandro; Delfino, Alejandro; Latorre, Gonzalo; Ivanovic-Zuvic, Danisa; Hoyl, Trinidad; Bitrán Carreño, Marcela; Arab Verdugo, Juan Pablo; Riquelme Pérez, Arnoldo
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    Evaluación de la carga laboral en residentes Chilenos de especialidades y subespecialidades médicas
    (2016) Diaz, Luis Antonio; Arab Verdugo, Juan Pablo; Cotoras, Petre; Veliz, Daniela; Bitrán Carreño, Marcela; González Tugas, Matías; Hoyl Moreno, María Trinidad; Riquelme Pérez, Arnoldo
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    Evaluation of Radiology Teachers' Performance and Identification of the "Best Teachers" in a Residency Program: Mixed Methodology and Pilot Study of the MEDUC-RX32 Questionnaire
    (2016) Huete, Isidro; Julio, R.; Rojas, V.; Herrera Riquelme, Cristian Alberto; Padilla Pérez, Oslando; Solis, N.; Pizarro, M.; Etcheberry, L.; Sarfatis Feige, Alberto; Perez, G.; Diaz, L.; Delfino, Alejandro; Munoz, E.; Rivera, H.; Parra, D.; Bitrán Carreño, Marcela; Riquelme, A.
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    Gap junctions coordinate the propagation of glycogenolysis induced by norepinephrine in the pineal gland
    (2019) Eugenin, E.A.; Valdebenito, S.; Gorska, A.M.; Martínez, A.D.; Bitrán Carreño, Marcela; Sáez, Juan Carlos
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    Healthy Eating as Potential Mediator of Inverse Association between Purpose in Life and Waist Circumference: Emerging Evidence from US and Chilean Cohorts
    (2023) Berkowitz Fiebich, Loni; Mateo Hernández, Camila; Salazar Vilches, Cristian Javier; Samith Catalán, Bárbara Patricia; Sara Zaror, Daniela Alejandra; Pinto Manzo, Victoria Sabina; Martínez, Ximena; Calzada, Mariana Andrea; Von Schultzendorff Hoyl, Beatriz Andrea; Pedrals, Nuria; Bitrán Carreño, Marcela; Echeverría Errázuriz, Guadalupe; Ruini, Chiara; Ryff, Carol; Rigotti Rivera, Attilio
    High sense of purpose in life, a fundamental domain of eudaimonic well-being, has been consistently associated with lower risk for various obesity-related chronic diseases. Although this psychological feature correlates with some health behaviors as potential mediators, its association with healthy eating remains less explored. In addition, studies of these psycho-behavioral and health relationships in the South American population are lacking. This research sought to assess: (1) the cross-sectional association between self-reported purpose in life and overall healthy eating patterns, and (2) healthy food intake as a potential mediator of the inverse relationship between purpose in life and waist circumference. Data collected of 2060 US adults from the MIDUS study (5 ± 12 years, 55% women, mostly white people, and 42.5% obese) and 223 Chilean adults from the CHILEMED study (46.6 ± 9 years, 58.3% women, and 71.3% obese) were used. Anthropometric and sociodemographic variables were collected. Sense of purpose was assessed using the purpose in life subscale of the Ryff’s psychological well-being questionnaire. Diet quality was evaluated using healthy eating or low-fat diet indexes, according to extant food intake data in each cohort. The relationship between these variables was estimated by bivariate and multivariate linear regressions with appropriate adjustments. To establish whether a better diet quality could mediate a link of purpose in life and improved nutritional status (assessed by waist circumference), the association between these three variables was tested by bootstrapping-based mediation analysis. Our results show significant associations of sense of purpose with healthy eating and low-fat dietary patterns in both US and Chilean cohorts, respectively, even after adjusting for sociodemographic variables. According to the mediation analysis, the relationship between sense of purpose and waist circumference, as an indicator of abdominal obesity, appears to be partially mediated by healthier food intake in both samples. In conclusion, our findings suggest a plausible mechanism underlying the favorable impact of this well-being dimension on physical health. Given its protective effects, interventions aimed at increasing purpose in life may facilitate adherence to better dietary patterns, which, in turn, will reduce the risk for obesity-related chronic diseases.
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    Identificación de las necesidades de capacitación docente de los jefes de programa de especialización médica
    (2013) Herrera Riquelme, Cristian Alberto; Niklitschek, Ian; Pizarro Rojas, Margarita Alicia; Solís, Nancy; Olivos, Trinidad; Rojas, Viviana; Etcheberry, Lorena; Rivera Besa, Horacio; Muñoz, Estrella; Bitrán Carreño, Marcela; Padilla, Oslando; Riquelme Pérez, Arnoldo
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    Influencia de la personalidad y el estilo de aprendizaje en la elección de especialidad médica
    (2005) Bitrán Carreño, Marcela; Zúñiga P, D.; Lafuente Gil, María Montserrat; Viviani García, Paola; Mena Concha, Beltrán
    Background: Several studies indicate that doctors who work in the same area of the medical profession tend to behave somehow similarly. Thus, it has been suggested that personality relates to the medical specialty choice. However, it is not known whether people selfselect into the medical specialties according to their personality or the professional practice in a particular field influences their behavior. Aim: To explore the possible association between the graduate’s personality features and learning styles and their chosen specialty. Subjects and Methods: The psychological preferences and learning styles of 65 students of the 2001-graduating cohort of the Pontificia Universidad Católica de Chile School of Medicine were evaluated with the Myers Briggs Type Indicator and the Kolb Learning Style Inventory, respectively. These variables were correlated with the information of their specialty choice or occupation two years after graduation. Results: Graduates distributed unevenly in different areas of the medical profession. Surgical specialties concentrated a larger proportion of extraverted, intuitive and structured doctors, whereas in Pediatrics and Internal Medicine predominated intuitive and people-oriented MD’s. Primary Care concentrated individuals with introverted, intuitive and flexible attitudes. Convergent learners (interested in problem-solving) preferred Surgery and Primary Care whereas Assimilator learners (abstract-reflexive) chose more frequently Internal Medicine, Pediatrics and Psychiatry. Conclusions: According to their personality and learning style, graduates tend to self-select into different medical specialties. This information may help medical graduates to guide their specialty choice process, and medical educators to develop learning experiences that take into account the individual differences of their residents (Rev Méd Chile 2005; 133: 1191-9).
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    ¿Influyen las características psicológicas y los estilos de aprendizaje en el rendimiento académico de los estudiantes de medicina? Un estudio retrospectivo
    (2004) Bitrán Carreño, Marcela; Lafuente Gil, María Montserrat; Zúñiga P., Denisse; Viviani García, Paola; Mena Concha, Beltrán
    Background: The degree of difficulty we experience while learning different concepts and skills depends, among other things, on our psychological features and learning style. This may be particularly true for medical students, whose formation involves the acquisition of multiple cognitive, affective and psychomotor skills. Aim: To assess whether the psychological features and learning styles of medical students are associated with their academic performance. Subjects and Methods: The psychological preferences and learning styles of 66 students of the 2001-graduating cohort were determined with the Myers Briggs Type Inventory (MBTI) and the Kolb Learning Style Inventory (LSI), respectively. The academic performance was assessed by the Calificación Médica Nacional (CMN), Chile and by the marks obtained during the Basic (1st to 3th), Preclinical (4th y 5th) and Clinical (6th y 7th) years of undergraduate training. Results: The psychological features, together with the sex of students were found to be associated with the performance in the Preclinical and Clinical years, and to the CMN. In men, the interest and ability to communicate with people and the concern for harmony, and in women the tendency to function in a systematic and orderly way are the features associated to high academic performance. No associations were found between learning styles and academic performance. Conclusions: The finding that the psychological preferences of medical students are relevant to their academic performance opens a new perspective to analyze the medical education and to design programs aimed at improving learning (Rev Méd Chile 2004; 132: 1127-36).
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