Browsing by Author "Munoz-Gama, Jorge"

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    Analyzing medical emergency processes with process mining: the stroke case
    (2019) Fernandez-Llatas, Carlos; Ibanez-Sanchez, Gema; Celda, Angeles; Mandingorra, Jesus; Aparici-Tortajada, Lucia; Martinez-Millana, Antonio; Munoz-Gama, Jorge; Sepúlveda, Marcos; Rojas, Eric; Gálvez, Víctor; Capurro, Daniel; Traver, Vicente
    Medical emergencies are one of the most critical processes that occurs in a hospital. The creation of adequate and timely triage protocols, can make the difference between the life and death of the patient. One of the most critical emergency care protocols is the stroke case. This disease demands an accurate and quick diagnosis for ensuring an immediate treatment in order to limit or even, avoid, the undesired cognitive decline. The aim of this paper is perform an analysis of how Process Mining techniques can support health professionals in the interactive analysis of emergency processes considering critical timing of Stroke, using a Question Driven methodology. To demonstrate the possibilities of Process Mining in the characterization of the emergency process, we have used a real log with 9046 emergency episodes from 2145 stroke patients that occurred from January of 2010 to June of 2017. Our results demonstrate how Process Mining technology can highlight the differences of the stroke patient flow in emergency, supporting professionals in the better understanding and improvement of quality of care.
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    Cluster and trajectory analysis of motivation in an emergency remote programming course
    (2024) Jahr Andrade, Andrés Sebastián; Meza Ledezma, Javiera Francisca; Munoz-Gama, Jorge; Herskovic, Luis; Herskovic Maida, Valeria Paz
    Emergency remote teaching is a temporary change in the way education occurs, whereby an educational system unexpectedly becomes entirely remote. This article analyzes the motivation of students undertaking a university course over one semester of emergency remote teaching in the context of the COVID-19 pandemic. University students undertaking a programming course were surveyed three times during one semester, about motivation and COVID concern. This work explores which student motivation profiles existed, how motivation evolved, and whether concern about the pandemic was a factor affecting motivation throughout the course. The most adaptive profile was highly motivated, more prepared and less frustrated by the conditions of the course. However, this cluster experienced the highest levels of COVID-19 concern. The least adaptive cluster behaved as a mirror image of the most adaptive cluster. Clear differences were found between the clusters that showed the most and least concern about COVID-19
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    Discovering role interaction models in the Emergency Room using Process Mining
    (2018) Alvarez, Camilo; Rojas, Eric; Arias, Michael; Munoz-Gama, Jorge; Sepulveda, Marcos; Herskovic, Valeria; Capurro, Daniel
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    Process-oriented metrics to provide feedback and assess the performance of students who are learning surgical procedures: The percutaneous dilatational tracheostomy case
    (TAYLOR & FRANCIS LTD, 2022) Jose Martinez, Juan; Galvez-Yanjari, Victor; de la Fuente, Rene; Kychenthal, Catalina; Kattan, Eduardo; Bravo, Sebastian; Munoz-Gama, Jorge; Sepulveda, Marcos
    Purpose Assessing competency in surgical procedures is key for instructors to distinguish whether a resident is qualified to perform them on patients. Currently, assessment techniques do not always focus on providing feedback about the order in which the activities need to be performed. In this research, using a Process Mining approach, process-oriented metrics are proposed to assess the training of residents in a Percutaneous Dilatational Tracheostomy (PDT) simulator, identifying the critical points in the execution of the surgical process. Materials and methods A reference process model of the procedure was defined, and video recordings of student training sessions in the PDT simulator were collected and tagged to generate event logs. Three process-oriented metrics were proposed to assess the performance of the residents in training. Results Although the students were proficient in classic metrics, they did not reach the optimum in process-oriented metrics. Only in 25% of the stages the optimum was achieved in the last session. In these stages, the four more challenging activities were also identified, which account for 32% of the process-oriented metrics errors. Conclusions Process-oriented metrics offer a new perspective on surgical procedures performance, providing a more granular perspective, which enables a more specific and actionable feedback for both students and instructors.