Browsing by Author "Rivera Mercado, Solange"

Now showing 1 - 9 of 9
  • Thumbnail Image
    Item
    Contacto clínico precoz: experiencia de diseño e implementación de un curso de servicio comunitario en medicina
    (2019) Rivera Mercado, Solange; Rosenbaum Fuentes, Andrés Ricardo; Rojas González, Pamela; Rioseco Castillo, Andrea; García-Huidobro Munita, Diego; Rojas Carvallo, Pedro Francisco
  • Thumbnail Image
    Item
    Evaluación de los resultados en un artículo sobre tratamiento
    (2005) Rivera Mercado, Solange; Larrondo G., Francisco Javier; Ortega Rojas Juan Pablo
  • Thumbnail Image
    Item
    Fondo para la mejora y la innovación de la docencia
    (2023) Ruz Ruz, Cristián Daniel; Rueda, Eduardo J.; Labarca Encina, Rafael; Hormazabal Reed, Ximena Alejandra; Alvarez Aguilera, Carolina Soledad; Calvo, Cristián ; Ramírez Venegas, Cecilia; Mourgues Álvarez, Claudio Enrique; Diaz Alvarez, Pamela Alejandra; Gómez Zaccarelli, Florencia Sofía; González Oneto, Humberto; Grass, Milena; Avello Saez, Daniela Margot; Huerta, Felipe A.; Badillo Tello, Aurora; Estrada Fuentes, Barbara Lucia Paz; Rojas Guerrero, Mabel Natalia; Rojas Bruna, Carlos Eduardo; Bergamini Ladrón de Guevara, Kay Joaquín; Marques Rosa, Maria De La Luz; Ayala Arancibia, Pamela; Pena Rincon, Pilar Alejandra; Strasser Salinas, Katherine; Hecht Marchant, Romy Stephanie; Farías Cancino, Angélica Margarita; Flores Espinoza, Claudia Carolina; Marchant Araya, María Paola; Rivera Mercado, Solange; Rojas Sobarzo, Loreto Ester; Espinosa Repenning, Alejandra Andrea; Massone Moya, Francisca Beatriz; Centro de Desarrollo Docente UC (Chile)
    El Fondo para la Mejora y la Innovación de la Docencia (FONDEDOC) tiene por objetivo apoyar, facilitar y visibilizar proyectos, investigaciones, propuestas o soluciones de innovación, que den respuesta a una necesidad o problema en el proceso de enseñanza aprendizaje.A continuación, conocerás los 30 proyectos ganadores del año 2023, y el desarrollo de sus propuestas de innovación.
  • Thumbnail Image
    Item
    Implementación de la reforma curricular de la Escuela de Medicina de la Pontificia Universidad Católica de Chile: analizando la experiencia
    (2022) Cisternas, Marcela; Rodríguez, Javier; Llanos, Carolina; Garrido Cisterna, Francisco Javier; Nazar Jara, Claudio; Thone, Natalie; Sirhan Nahum, Marisol; Gana Ahumada, Natalia; Valdés, Claudia; Rivera Mercado, Solange
    The accelerated scientific, technological, and social advances in recent years have posed new challenges for professional training institutions, where universities play a leading role. Medical schools have not been oblivious to this process. This is how Pontificia Universidad Católica de Chile implemented in 2015 a curricular reform derived from the joint work of academics, students and graduates. For this purpose, a model consisting of stages was followed, including the identification of the problem, general assessment of needs, definition of purpose and learning objectives. We worked with surveys, focus groups and committees of academics and students to identify and map content within the mesh, review terminal learning objectives while creating and reviewing courses for the vertically and horizontally integrated delivery of content and competencies. The first cohort of the new curriculum entered in 2015, consisting of 126 students. The implementation required constant follow-up and monitoring, establishing changes and adjustments according to educational needs and unforeseen conditions such as the COVID-19 pandemic. The implementation process of the new curriculum has been positive, adjusting to the defined strategic planning and responding to unexpected events.
  • Thumbnail Image
    Item
    Intervenciones breves para promover cambios conductuales en el ámbito de la atención primaria: revisión de su efectividad en consumo de tabaco, alcohol y sedentarismo
    (2018) Rosenbaum Fuentes, Andrés Ricardo; Rojas González, Pamela; Rodríguez, M. V.; Barticevic, N.; Rivera Mercado, Solange
  • Thumbnail Image
    Item
    Longitudinal evaluation of a major curricular reform in undergraduate medical education: a cohort study from Chile
    (2025) Cisternas Martinez, Marcela Carolina; Garrido, Francisco; Rivera Mercado, Solange; Bitrán Carreño, Marcela; Thone Miranda, Natalie Andrea; Riquelme Pérez, Arnoldo; Gana Ahumada, Natalia; Nazar Jara, Claudio; Rodriguez, Javier; Sirhan Nahum, Marisol; Valdes, Claudia; Heusser Risopatron, Felipe; Moraga Uribe, Lili Gisela
    Medical education is undergoing significant transformations to better align with evolving healthcare needs. In 2015, the Pontificia Universidad Católica de Chile implemented a major curricular reform in its School of Medicine, shifting from a traditional 7-year program to an integrated, competency-based 6-year curriculum. This study aimed to assess the academic outcomes, clinical competencies, and differences in student well-being between both curricula. Methods:We conducted a prospective, longitudinal, comparative study of two cohorts: the last cohort under the traditional curriculum and the first cohort under the new curriculum. Three measurements were carried out along the study program: at the beginning, at the middle and at the last year of the program. Academic performance, professionalism, and clinical competencies were evaluated using standardized written tests, OSCEs and the National Medical Exam (EUNACOM). In addition, we compared the courses grades and attrition statistics along the studies. At these three points, students also answered a range of self-reporting instruments regarding distress, burnout, wellbeing, mindfulness, empathy and the educational environment. Results: Both cohorts achieved similar average grades and EUNACOM scores. The new curriculum cohort had a significantly lower course failure rate (7.6% vs 13%, p<0.01) and better outcomes in professionalism and communication. Final OSCE scores were slightly higher in Obstetrics/Gynecology and Family Medicine. Despite these improvements, both cohorts showed high and increasing levels of stress, burnout, and declining empathy, particularly in the final years. While the elevated levels of stress and anxiety observed among medical students are extensively documented in the literature, the COVID-19 pandemic may have exerted an additional influence on these outcomes. Conclusion: The new curriculum maintained academic performance while enhancing professionalism and reducing failure rates and training time. However, persistent mental health challenges underscore the need for stronger and more effective support systems. These findings reveal the value of competency-based education while highlighting the importance of holistic curricular evaluation.
  • No Thumbnail Available
    Item
    Motivational interviews: What are their effectiveness in prevalent primary care problems?
    (EDICIONES DOYMA S A, 2008) Rivera Mercado, Solange; Villouta Cassinelli, M. Francisca; Ilabaca Grez, Andres
  • Thumbnail Image
    Item
    Mujer y academia en tiempos de pandemia
    (2021) Rivera Mercado, Solange
  • Thumbnail Image
    Item
    Tabaquismo en Atención Primaria: Perfil de fumadoras consultantes, creencias y actitudes de los equipos de salud y oportunidades de intervención
    (2006) Puschel Illanes, Klaus; Thompson, Beti; Coronado, Gloria; Rivera Mercado, Solange; Díaz Vera, Daniel Alfonso; González V., Loreto; Valencia C., Genny; Iñiguez C., Sibila; Montero L., Joaquín
    Background: Chile has one of the highest prevalence rate of smoking in the world. Brief counseling interventions for smoking cessation at the primary health care level are effective. Compliance with counseling intervention is strongly associated with beliefs and attitudes of the primary health care team that deliver it. The effectiveness of these interventions improve if they are applied to smoking populations with higher motivation of change and high self-efficacy for quitting. Aim: To study the smoking profile of a group of smoking women in Santiago and to identify beliefs and attitudes of the primary health care team members to implement smoking cessation interventions. Material and Methods: A cross-sectional design that included 306 women smokers attending two primary health care clinics in Santiago. Perceptions, beliefs and attitudes of 34 primary care team members from three clinics in Santiago were explored using a qualitative methodology. Results: The study identified a subgroup of 18% of women highly motivated to quit (decisional stage of change) and a 58% with a high self-efficacy. Beliefs and attitudes of staff at the clinics were characterized by invisibility, ambivalence and fatalism regarding the effectiveness of smoking cessation interventions. Conclusions: There is a subgroup of smoking women with a high probability of quitting if they receive an appropriate counseling. Developing a systematic approach for smoking cessation intervention at the primary care setting in Chile should consider the invisibility, ambivalence and fatalism of primary health care team members towards this topic.