Browsing by Author "Bitran C, Marcela"
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- ItemApplying positive psychology to medical education(SOC MEDICA SANTIAGO, 2011) Pedrals G, Nuria; Rigotti R, Attilio; Bitran C, MarcelaToday we are witnessing an exponential growth in positive psychology (PP), a scientific approach to the most significant purpose of human existence: happiness and meaning of life. As a consequence of PP studies, happiness and wellbeing are now accepted as valid topics of research, despite their subjective and supposedly unscientific essence. Experimental evidence indicates that happiness and wellbeing have biological bases and, thus, can be scientifically approached and eventually changed. We believe that we need to learn from this new discipline and apply its discoveries in our profession as medical educators to foster the full development of our students. In this review, we will summarize the major developments and discoveries of PP, and open the debate on the implications of PP offer to medical education. (Rev Med Chile 2011; 139: 941-949).
- ItemEvaluation of a teaching ambulatory module of respiratory diseases in the undergraduate medical curriculum(SOC MEDICA SANTIAGO, 2012) Leiva R, Isabel; Bitran C, Marcela; Saldias P, FernandoBackground:As the focus of healthcare provision shifts towards ambulatory care, increasing attention must now be given to develop opportunities for clinical teaching in this setting. Aim: To assess teacher and students' views about the strengths and weaknesses of real and simulated patient interactions for teaching undergraduate students clinical skills in the ambulatory setting. Material and Methods: Fourth-year medical students were exposed in a systematic way, during two weeks, to real and simulated patients in an outpatient clinic, who presented common respiratory problems, such as asthma, chronic obstructive pulmonary disease, smoking and sleep apnea syndrome. After the clinical interview, students received feedback from the tutor and their peers. The module was assessed interviewing the teachers and evaluating the results qualitatively. Students evaluated the contents and quality of teaching at the end of the rotation. Results: Tutors identified the factors that facilitate ambulatory teaching. These depended on the module design, resources and patient care, of characteristics of students and their participation, leadership and interaction with professors. They also identified factors that hamper teaching activities such as availability of resources, student motivation and academic recognition. Most students evaluated favorably the interaction with real and simulated patients in the ambulatory setting. Conclusions: Teaching in the ambulatory setting was well evaluated by students and teachers. The use of qualitative methodology allowed contrasting the opinions of teachers and students. (Rev Med Chile 2012; 140: 616-624).