Browsing by Author "Fuentes-Cimma, Javiera"

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    A comprehensive approach to identify challenges for clinical reasoning development in undergraduate dental students and their potential solutions
    (WILEY, 2022) Isbej, Lorena; Fuentes-Cimma, Javiera; Veliz Paiva, Claudia; Valladares-Perez, Salvador; Riquelme, Arnoldo
    IntroductionClinical reasoning is a core competence in health professions that impacts the ability to solve patients' health problems. Due to its relevance, it is necessary to identify difficulties arising from different sources that affect clinical reasoning development in students. The aim of this study was to explore a comprehensive approach to identify challenges for clinical reasoning development in undergraduate dental students and their potential solutions. MethodsMixed methods were used in four stages: (1) students and clinical teachers focus groups to identify challenges to clinical reasoning development; (2) literature review to explore potential solutions for these challenges; (3) Delphi technique for teacher consensus on pertinence and feasibility of solutions (1-5 scale); and (4) teachers' self-perception of their ability to implement the solutions. ResultsThree categories and seven subcategories of challenges were identified: (I) educational context factors influencing the clinical reasoning process; (II) teacher's role in clinical reasoning development; and (III) student factors influencing the clinical reasoning process. From 134 publications identified, 53 were selected for review, resulting in 10 potential solutions. Through two Delphi rounds, teachers rated the potential solutions very highly in terms of relevance (4.50-4.85) and feasibility (3.50-4.29). Finally, a prioritisation ranking of these solutions was generated using their scores for relevance, feasibility, and teachers' self-perception of their ability to implement them. ConclusionsThe present comprehensive approach identified challenges for clinical reasoning development in dental students and their potential solutions, perceived as relevant and feasible by teachers, requiring further research and follow-up actions to address them.
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    Available assessment tools for evaluating feedback quality: a scoping review oriented to education in digital media
    (2024) Duran Espinoza, Valentina Alexandra; Rammsy Seron, Francisca Pia; Vargas, Juan Pablo; Petric Prado, Dominik; Montero Jaras, Isabella; Silva Peña, Felipe Andres; Olivares Valenzuela, Nicolás Hernán; Villagrán, Ignacio; Varas Cohen, Julián Emanuel; Fuentes-Cimma, Javiera
    In recent years, the use of digital platforms for surgical and medical training has increased. Quality feedback is essential when using these methodologies, as it serves as the primary form of interaction between trainers and students. Therefore, there is a need to evaluate feedback using valid and reliable instruments. This scoping review aims to identify assessment tools available in the literature for evaluating feedback in medical education
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    Remote, asynchronous training and feedback enables development of neurodynamic skills in physiotherapy students
    (2023) Villagrán Gutiérrez, Ignacio Andrés; Rammsy, Francisca; Del Valle, Javiera; Gregorio De Las Heras Moreau, Sofia Ignacia; Pozo, Liliana; García, Patricio; Torres, Gustavo; Varas Cohen, Julián; Mandrusiak, Allison; Corvetto Aqueveque, Marcia Antonia; Fuentes-Cimma, Javiera
    During the COVID-19 pandemic, face-to-face teaching and learning of physiotherapy practical skills was limited. Asynchronous, remote training has been effective in development of clinical skills in some health professions. This study aimed to determine the effect of remote, asynchronous training and feedback on development of neurodynamic skills in physiotherapy students. Methods Longitudinal repeated measurements study, across four training sessions. Participants engaged in a remote training program for development of upper limb neurodynamic techniques. In this sequential training, participants viewed the online tutorial, practiced independently, and uploaded a video of their performance for formative assessment and feedback from a trained instructor via a checklist and rubric. Results Intra-subject analyses of 60 third-year physiotherapy students showed that the target standard of performance, with no further significant change in scores, was attained following session 2 for the checklist and session 3 for the rubric. This shows that two sessions are required to learn the procedures, and three sessions yield further improvements in performance quality. Conclusion The remote, asynchronous training and feedback model proved to be an effective strategy for students’ development of neurodynamic testing skills and forms a viable alternative to in-person training. This study contributes to the future of acquiring physiotherapy clinical competencies when distance or hybrid practice is required.