Browsing by Author "Fuentes Cimma, Javiera Carolina"

Now showing 1 - 17 of 17
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    Adaptation, psychometric properties and implementation of the Mini-CEX in dental clerkship
    (2020) Véliz, Claudia P.; Fuentes Cimma, Javiera Carolina; Fuentes López, Eduardo; Riquelme Pérez, Arnoldo; Pontificia Universidad Católica de Chile. Escuela de Medicina
    Background: Workplace-based assessment is a key component of dental students during their clerkship in order to demonstrate clinical proficiency. Purpose: This study aims to analyze the results obtained from adapting the Mini-Clinical Evaluation Exercise (Mini-CEX) to the clerkship of a dentistry program, and to examine its psychometric properties. Methods: First, a Delphi panel method was used to ensure content validity. Then, the Mini-CEX was piloted in the dental clerkship where each student was assessed by at least two supervisors and a peer student; the psychometric properties, acceptability, and observation-time were analyzed afterward. Results: The pilot study was conducted between July and November of 2019. One hundred forty Mini-CEX were carried out on 30 students, eighty-four by supervisors and fifty-six by peers. The adapted instrument was proved to be unidimensional, obtaining an acceptable internal consistency (α=0.74). There was a difference in observation-time as the type of assessor changed; the medians (Q1-Q3) were 10 minutes (5-15) for supervisors and 30 minutes (20-45) for peer students (p<0.001). This difference was also observed when analyzing the assessor’s satisfaction (p<0.001) since the supervisor scored a median of 6 (6-6.75), and peer students scored a median of 7 (6-7). No differences were found between the scores given by supervisors and peers. Conclusion: The adapted version of the Mini-CEX can objectively assess students' clinical performance of dental student based on values of validity and reliability, which are similar to those obtained in the original instrument.
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    Adaptation, psychometric properties, and implementation of the mini-CEX in dental clerkship
    (2021) Véliz, Claudia P.; Fuentes Cimma, Javiera Carolina; Fuentes López, Eduardo; Riquelme Pérez, Arnoldo
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    Analízate: Towards a Platform to Analyze Activities and Emotional States of Informal Caregivers
    (2018) Astudillo, Ignacio; Fuentes Cimma, Javiera Carolina; Herskovic, Valeria
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    B-ePain: A Wearable Interface to Self-Report Pain and Emotions
    (2016) Rodríguez Ramírez, Iyubanit; Fuentes Cimma, Javiera Carolina; Herskovic, Valeria; Campos, Mauricio
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    Barriers for research activities in residency programs: A mix-methods study
    (2023) Merino Lara, Tomas Rodrigo; Rojas Donoso, Viviana Isabel; Fuentes López, Eduardo; Sanchez Rojel, Cesar Giovanni; Pizarro Rojas, Margarita Alicia; Fuentes Cimma, Javiera Carolina; Cifuentes Aguila, Lorena Isabel; Cuello Fredes Mauricio Arturo; Carvajal Cabrera, Jorge Andrés; Balcells Marty, Maria Elvira; Riquelme Pérez, Arnoldo
    Introduction: Research activities have a positive impact on the performance of residents. However, information on research conducted by residents from developing countries is scarce. Our study sought to identify the barriers and facilitators for developing research in medical residency programs in a Latin-American faculty of medicine. Methods: A mixed methodology study design was carried out. We used a grounded theory approach for the qualitative phase, collecting data through semi-structured interviews and focus groups with faculty and residents. For the quantitative phase, surveys were administered to residents and teachers. We used factor analysis and scree plot (validity), Cronbach's alpha, and Intraclass correlation coefficient (reliability) to evaluate the surveys' psychometric properties. Results: Focus groups involving ten faculty members and 15 residents were conducted, and the following domains were identified: a) facilitators for resident participation, b) barriers, c) strategies for introducing research into the curriculum, d) arguments supporting research activities throughout medical residency, and e) profile of research-motivated residents. Both residents and faculty members identified a lack of protected time and adequate mentoring as the major barriers. A gender gap was found related to international publications (34% vs. 66% women/men); women perceived that research activities 'compete with other activities' (OR: 2.04, 95% CI 1.03 to 4.07). Conclusions: Research is highly valued by both residents and faculty members at a Latin-American university with a strong academic output. Major barriers to promoting research in this context include lack of protected time and effective mentoring, and gender gaps. Strategies proposed to improve research within medical residency programs include: establishing an interdisciplinary mentoring program between residents and researchers, promoting elective rotations, and rewarding proposals that consider gender equity.
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    Designing feedback processes in the workplace-based learning of undergraduate health professions education: a scoping review
    (2024) Fuentes Cimma, Javiera Carolina; Sluijsmans, Dominique; Riquelme Pérez, Arnoldo Javier; Villagrán Gutiérrez, Ignacio Andrés; Isbej Espósito, Lorena Pilar; Olivares Labbé, María Teresa; Heeneman, Sylvia
    Background: Feedback processes are crucial for learning, guiding improvement, and enhancing performance. In workplace-based learning settings, diverse teaching and assessment activities are advocated to be designed and implemented, generating feedback that students use, with proper guidance, to close the gap between current and desired performance levels. Since productive feedback processes rely on observed information regarding a student's performance, it is imperative to establish structured feedback activities within undergraduate workplace-based learning settings. However, these settings are characterized by their unpredictable nature, which can either promote learning or present challenges in offering structured learning opportunities for students. This scoping review maps literature on how feedback processes are organised in undergraduate clinical workplace-based learning settings, providing insight into the design and use of feedback. Methods: A scoping review was conducted. Studies were identified from seven databases and ten relevant journals in medical education. The screening process was performed independently in duplicate with the support of the StArt program. Data were organized in a data chart and analyzed using thematic analysis. The feedback loop with a sociocultural perspective was used as a theoretical framework. Results: The search yielded 4,877 papers, and 61 were included in the review. Two themes were identified in the qualitative analysis: (1) The organization of the feedback processes in workplace-based learning settings, and (2) Sociocultural factors influencing the organization of feedback processes. The literature describes multiple teaching and assessment activities that generate feedback information. Most papers described experiences and perceptions of diverse teaching and assessment feedback activities. Few studies described how feedback processes improve performance. Sociocultural factors such as establishing a feedback culture, enabling stable and trustworthy relationships, and enhancing student feedback agency are crucial for productive feedback processes. Conclusions: this review identified concrete ideas regarding how feedback could be organized within the clinical workplace to promote feedback processes. The feedback encounter should be organized to allow follow-up of the feedback, i.e., working on required learning and performance goals at the next occasion. The educational programs should design feedback processes by appropriately planning subsequent tasks and activities. More insight is needed in designing a full-loop feedback process, in which specific attention is needed in effective feedforward practices.
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    Educational environment perception in physiotherapy undergraduate students: mixed methodology
    (2020) Fuenzalida Saavedra, Bárbara; Pizarro Rojas, Margarita Alicia; Fuentes Cimma, Javiera Carolina; San Martín Mohr, Cristóbal; Rojas, V.; López Fuenzalida, Antonio Eduardo; Padilla Pérez, Oslando; Riquelme Pérez, Arnoldo
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    Enhancing Feedback Uptake and Self-Regulated Learning in Procedural Skills Training
    (2024) Villagrán Gutiérrez, Ignacio Andrés; Hernández Román, Rocío Belén; Schuit Condell, Gregory Kees; Neyem, Hugo Andrés; Fuentes Cimma, Javiera Carolina; Larrondo Vergara, María Loreto; Margozzini Delorenzo, Elisa; Hurtado Bunster, María Teresa; Iriarte Vásquez, Zoe; Miranda Mendoza, Constanza Sofía; Varas Cohen, Julián Emanuel; Hilliger Carrasco, Isabel
    Remote technology has been widely incorporated into health professions education. For procedural skills training, effective feedback and reflection processes are required. Consequently, supporting a self-regulated learning (SRL) approach with learning analytics dashboards (LADs) has proven beneficial in online environments. Despite the potential of LADs, understanding their design to enhance SRL and provide useful feedback remains a significant challenge. Focusing on LAD design, implementation, and evaluation, the study followed a mixed-methods two-phase design-based research approach. The study used a triangulation methodology of qualitative interviews and SRL and sensemaking questionnaires to comprehensively understand the LAD’s effectiveness and student SRL and feedback uptake strategies during remote procedural skills training. Initial findings revealed the value students placed on performance visualization and peer comparison despite some challenges in LAD design and usability. The study also identified the prominent adoption of SRL strategies such as help-seeking, elaboration, and strategic planning. Sensemaking results showed the value of personalized performance metrics and planning resources in the LAD and recommendations to improve reflection and feedback uptake. Subsequent findings suggested that SRL levels significantly predicted the levels of sensemaking. The students valued the LAD as a tool for supporting feedback uptake and strategic planning, demonstrating the potential for enhancing procedural skills learning.
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    Feedback: Un pilar fundamental del aprendizaje clínico
    (2022) Fuentes Cimma, Javiera Carolina; Ortega, Javiera; Parra, Paula; Villagrán Gutiérrez, Ignacio Andrés; Isbej Espósito, Lorena Pilar; Leiva Rodríguez, Isabel
    El feedback o retroalimentación es un proceso que ha sido ampliamente estudiado ya que genera un impacto incomparable en el aprendizaje. En educación en ciencias de la salud, el feedback ha sido reconocido como una estrategia fundamental en el aprendizaje clínico. Más que la entrega de información acerca del desempeño de un estudiante, el feedback constituye un proceso del estudiante, una interacción basada en relaciones, emociones y reflexiones complejas. Lo anterior se vuelve especialmente importante en el contexto clínico, donde los estudiantes se enfrentan a un ambiente desafiante y a una cultura única, en que deben trabajar para desarrollar y demostrar competencias clínicas, integrando conocimientos, habilidades y actitudes. La exposición sistemática de oportunidades de aprendizaje se hace difícil en un contexto clínico impredecible, por lo que la incorporación de feedback de calidad, alineado con el proceso instruccional se vuelve fundamental durante la formación clínica de profesionales de la salud. El siguiente artículo tiene como propósito describir los conceptos que subyacen a una nueva reconceptualización del feedback en educación en ciencias de la salud, haciendo énfasis en las dimensiones especiales del aprendizaje clínico.
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    Fichas clínicas simuladas en kinesiología
    (2019) Contreras Briceño, Felipe; Rojas Muñoz, Cynthia Teresa; Passalacqua Rubio, Jaime Patricio; Garcia Valdes, Patricio Hernan; Espinosa Ramirez, Maximiliano Andres; Lopez Fuenzalida, Antonio Eduardo; Fuentes Cimma, Javiera Carolina; Gabrielli Nervi, Luigi Arnaldo
    Introducción: la normativa actual de docencia clínica regula el desarrollo de actividades curriculares disminuyendo el tiempo de contacto estudiante-paciente, requiriendo entre otras destrezas del estudiante la lectura eficiente de información clínica. La simulación permite desarrollar competencias clínicas en los estudiantes de ciencias de la salud. El objetivo de este estudio es describir la experiencia de talleres de fichas clínicas simuladas (FCS) en estudiantes curriculares y reportar indicadores de logro de objetivos de aprendizaje relacionados al reconocimiento de las partes de la ficha clínica e identificación y extracción de información relevante. Metodología: en una asignatura de carácter mínimo previo al encuentro de estudiantes con pacientes reales, se desarrollaron cuatro talleres de FCS en grupo pequeño. Un académico guió la actividad consistente en responder cuestionarios de ubicación de información presente en las FCS. Al finalizar la asignatura, se evaluó la percepción de la didáctica educativa y logro de objetivos de aprendizaje en tutores clínicos y estudiantes mediante encuesta. Resultados: los estudiantes reportaron alta satisfacción con la metodología, facilidad para extraer información relevante y mayor tiempo de contacto clínico con pacientes reales. Los tutores clínicos informaron que los estudiantes logran reconocer las partes de la ficha clínica. Ambos consideran que el tiempo ideal para lectura de ficha clínica es de 10 a 20 minutos. Conclusión: la incorporación de talleres de fichas clínicas simuladas desarrolló habilidades clínicas de reconocimiento de las partes que componen la ficha clínica, optimizando el tiempo necesario para identificar y extraer información relevante a diferentes escenarios clínicos.
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    InMyDay: A Digital Diary to Promote Self-care Among Elders
    (2017) Fernández, Marcelo; Rodríguez Ramírez, Iyubanit; Rossel, Pedro O.; Fuentes Cimma, Javiera Carolina; Herskovic, Valeria
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    Integrating Comprehensive Rehabilitation Care to Multimorbidity Approach: A Challenge for the Chilean Public Health System
    (2024) Zamorano, Paula; Calvo Sánchez, María Fernanda; Banda Rabah, Ricardo Sebastián; Fuentes Cimma, Javiera Carolina; Molina Cerna, Clara Inés; Medina, Elena; González Madrid, Marcela Carolina
    The multimorbidity approach involves promotional and preventive strategies. The demand for rehabilitation services has grown exponentially in recent years, leading to the urgency of rethinking care delivery. In Chile, there are laws, programs, and guidelines that, from their theoretical basis, include a person-centered care focus. But in real practice, multiple barriers trigger important fragmentation of care. In response, a new strategy has been proposed to answer whether comprehensive rehabilitation care based on multimorbidity positively impacts the health system performance, people’s functionality, and quality of life, which will be implemented as a pilot study with a national scale-up focus
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    Interactive virtual scenarios as a technological resource to improve musculoskeletal clinical reasoning skills of undergraduate physiotherapy students
    (2020) Torres Riveros, Gustavo Andrés; Villagrán Gutiérrez, Ignacio Andrés; Fuentes Cimma, Javiera Carolina; Araya Silva, Juan Pablo; Jouannet, C.; Fuentes López, Eduardo
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    Making Communication Frequency Tangible: How Green Is My Tree?
    (2016) Fuentes Cimma, Javiera Carolina; Rodríguez Ramírez, Iyubanit; Herskovic, Valeria
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    New Directions for the IoT: Automate, Share, Build, and Care
    (2019) Fuentes Cimma, Javiera Carolina; Porcheron, Martin; Fischer, Joel E.; Costanza, Enrico; Verdezoto, Nervo; Herskovic, Valeria; Zuckerman, Oren; Takayama, Leila
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    Utility analysis of an adapted Mini-CEX WebApp for clinical practice assessment in physiotherapy undergraduate students
    (2023) Fuentes Cimma, Javiera Carolina; Fuentes López, Eduardo; Isbej Esposito, Lorena Pilar; De La Fuente, Cancino Carlos Ignacio; Riquelme Pérez, Arnoldo Javier; Clausdorff Fiedler, Hans Jurgen; Torres Riveros, Gustavo Andrés; Villagrán Gutiérrez, Ignacio Andrés
    Clinical workplace-based learning is essential for undergraduate health professions, requiring adequate training and timely feedback. While the Mini-CEX is a well-known tool for workplace-based learning, its written paper assessment can be cumbersome in a clinical setting. We conducted a utility analysis to assess the effectiveness of an adapted Mini-CEX implemented as a mobile device WebApp for clinical practice assessment. We included 24 clinical teachers from 11 different clinical placements and 95 undergraduate physical therapy students. The adapted Mini-CEX was tailored to align with the learning outcomes of clinical practice requirements and made accessible through a WebApp for mobile devices. To ensure the validity of the content, we conducted a Delphi panel. Throughout the semester, the students were assessed four times while interacting with patients. We evaluated the utility of the adapted Mini-CEX based on validity, reliability, acceptability, cost, and educational impact. We performed factor analysis and assessed the psychometric properties of the adapted tool. Additionally, we conducted two focus groups and analyzed the themes from the discussions to explore acceptability and educational impact. The adapted Mini-CEX consisted of eight validated items. Our analysis revealed that the tool was unidimensional and exhibited acceptable reliability (0.78). The focus groups highlighted two main themes: improving learning assessment and the perceived impact on learning. Overall, the eight-item Mini-CEX WebApp proved to be a valid, acceptable, and reliable instrument for clinical practice assessment in workplace-based learning settings for undergraduate physiotherapy students. We anticipate that our adapted Mini-CEX WebApp can be easily implemented across various clinical courses and disciplines.