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Browsing by Author "Villagrán Gutiérrez, Ignacio Andrés"

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A do it yourself (DIY) point-of-care wrist ultrasound phantom for joint access training
(2024) Cheng, Andrea; Zhou, Justin; Chan, Chun H. R.; Chen, Connie; Cheng, Charlotte; Storm, Kaitlyn; Zhou, Anson; Mao, Alan; Kuk, Won J.; Fong, Tiffany C.; Villagrán Gutiérrez, Ignacio Andrés; Miranda Mendoza, Constanza Sofia
Joint access is essential for arthrocentesis, or joint aspiration of fluids. Joint treatments that are not performed properly can result in avoidable patient issues such as damage to the muscles, tendons, and blood vessels surrounding the joint. The use of ultrasound has become the gold standard for this procedure and proven to be a support in the skill learning process. However, success with this equipment, particularly in small joints like the wrist, depends on a clinician's capacity to recognize the crucial landmarks that guide these procedures. Prior to executing on a real patient, task trainers have proven to be an effective way for doctors to practice and prepare for procedures. However, shortcomings of current solutions include high purchase costs, incompatibility with ultrasound imaging, and low reusability. In addition, since this is a procedure that is not performed frequently, there may not be space or resources available in healthcare facilities to accommodate one at the point of care. This study aimed to close the existing gap by developing a DIY ultrasound compatible task trainer for wrist joint access training. Results We developed a novel ultrasound compatible wrist joint model that can be made from sustainable materials and reusable parts, thus reducing the costs for acquisition and environmental impact. Our model, which was produced utilizing small-batch production methods, is made up of 3D-printed bones enclosed in an ultrasound-compatible gelatin mixture. It can be easily remade after each practice session, removing needle tracks that are visible under ultrasound for conventional phantoms. The ultrasonic properties of this model were tested through pixel brightness analysis and visual inspection of simulated anatomical structures. Conclusion Our results report the advantages and limitations of the proposed model regarding production, practice, and ultrasound compatibility. While future work entails the transfer to patients of the same skill, this reusable and replicable model has proven, when presented to experts, to be successful in representing the physical characteristics and ultrasound profile of significant anatomical structures. This novel DIY product could be an effective alternative to teach procedures in the context of resource-restrained clinical simulation centers.
Análisis psicométrico y validez de la Escala de Disposición al Aprendizaje Interprofesional en estudiantes de enfermería en Chile
(2022) Irarrázabal Vargas, Lisette Paola; Förster, Carla E.; Villagrán Gutiérrez, Ignacio Andrés; Barrios Araya, Silvia; Carrasco, Paola; Pontificia Universidad Católica de Chile; Universidad de Talca; Universidad Andrés Bello
La educación interprofesional ofrece a los estudiantes de salud una oportunidad para aprender, practicar y mejorar las habilidades de comunicación y colaboración a través de la experiencia de aprendizaje con otras profesiones. Es importante determinar la disposición que tienen de involucrarse activamente con otros estudiantes en su proceso de aprendizaje, lo que se evalúa a través de la Escala de disposición al aprendizaje interprofesional, una de las más usadas internacionalmente. El objetivo fue adaptar y validar al español la Escala de disposición al aprendizaje interprofesional (RIPLS) en estudiantes de enfermería. Método: Diseño de estudio cuantitativo transversal, a una muestra de 330 estudiantes de enfermería de diferentes años, se realizó Alfa de Cronbach y análisis factorial exploratorio y confirmatorio. Resultados: La escala original tenía 23 ítems, solo 16 cumplen con los criterios de validez y confiabilidad. Los 16 ítems, se distribuyen en las dimensiones: Colaboración y trabajo en equipo (CyTE: 10 ítems), Trabajo centrado en el paciente (PC: 4 ítems) y Sentido e Identidad Profesional (PI: 2 ítems). El índice alfa de Cronbach de la escala completa fue de 0.8259 (CyTE α=0.81; PC α= 0.77 and PI α=0.61). Conclusión: La escala RIPL validada en este estudio tiene confiabilidad y validez adecuada para las dimensiones Trabajo en equipo y colaboración y Trabajo centrado en el paciente. Se requiere elaborar nuevos ítems para Sentido e Identidad profesional.
Aprendizaje interprofesional en los internados de las carreras de la salud del Hospital Josefina Martínez
(2020) Barañao Garcés, Patricio; Villagrán Gutiérrez, Ignacio Andrés; Moya Osorio, José Luis; Jeldes Díaz, Paz Ximena; Calvo Sánchez, María Fernanda; Fuentes López, Eduardo; Barja Y., Salesa
Introducción: las dinámicas de atención en salud requieren que los profesionales que componen el equipo de salud trabajen en forma colaborativa. Sin embargo, durante su formación, las oportunidades de aprendizaje con otras disciplinas son escasas. Se reportan los resultados del primer proyecto para promover el aprendizaje interprofesional en los internos que rotan por el Hospital Josefina Martínez. Método: de marzo a julio 2018, se realizó un taller constituido por dos sesiones, en cada rotación de internado. Participaron internos de cinco carreras en forma conjunta (kinesiología, odontología, nutrición, fonoaudiología y terapia ocupacional). Se adaptó la encuesta de disposición al aprendizaje interprofesional, para ser aplicada antes y después de cada taller. Se calcularon las medianas, rangos intercuartílicos (Q1; Q3 y se compararon los puntajes mediante test de Wilcoxon. Resultados: hubo una disposición positiva inicial al aprendizaje interprofesional, con mejoría significativa después de los talleres en todas las dimensiones de la encuesta: Trabajo en equipo y colaboración (<0,001), trabajo centrado en el paciente (<0,001), y sentido de identidad profesional (<0,05). La diferencia del puntaje global de la encuesta también fue significativa (<0,001). Conclusiones: se demostró un cambio favorable y significativo en las respuestas de los internos después de los talleres, en todas las dimensiones de la encuesta. En los comentarios, destacaron la relevancia de aprender con estudiantes de otras carreras, describiendo que aumentó su conocimiento sobre éstas y reforzando el impacto que dicha integración tiene en mejorar la atención y resolución de problemas en salud.
Biomechanical analysis of expert anesthesiologists and novice residents performing a simulated central venous access procedure
(2021) Villagrán Gutiérrez, Ignacio Andrés; Moenne Vargas, Cristóbal Matías; Aguilera Siviragol, Victoria Ignacia; Garcia, Vicente; Reyes, Jose Tomas; Rodriguez, Sebastian; Miranda Mendoza, Constanza; Altermatt, Fernando; Fuentes López, Eduardo; Delgado Bravo, Mauricio Antonio; Neyem, Andrés
Background Central venous access (CVA) is a frequent procedure taught in medical residencies. However, since CVA is a high-risk procedure requiring a detailed teaching and learning process to ensure trainee proficiency, it is necessary to determine objective differences between the expert’s and the novice’s performance to guide novice practitioners during their training process. This study compares experts’ and novices’ biomechanical variables during a simulated CVA performance. Methods Seven experts and seven novices were part of this study. The participants’ motion data during a CVA simulation procedure was collected using the Vicon Motion System. The procedure was divided into four stages for analysis, and each hand’s speed, acceleration, and jerk were obtained. Also, the procedural time was analyzed. Descriptive analysis and multilevel linear models with random intercept and interaction were used to analyze group, hand, and stage differences. Results There were statistically significant differences between experts and novices regarding time, speed, acceleration, and jerk during a simulated CVA performance. These differences vary significantly by the procedure stage for right-hand acceleration and left-hand jerk. Conclusions Experts take less time to perform the CVA procedure, which is reflected in higher speed, acceleration, and jerk values. This difference varies according to the procedure’s stage, depending on the hand and variable studied, demonstrating that these variables could play an essential role in differentiating between experts and novices, and could be used when designing training strategies.
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.
Diseño e implementación de un modelo de enseñanza en ambiente simulado de paracentesis abdominal
(2017) Uslar, Thomas; Pizarro Rojas, Margarita Alicia; Villagrán Gutiérrez, Ignacio Andrés; Chahuan, Javier; Caro Pinto, Iván; Marziano, Gianpiero; Irribarra, María Ignacia; Uribe, Javier; Ruz Ruz, Cristian Daniel; Villafranca, Carlos; Godoy, Camila; Ordenes, María Jesús; Orus,Cristian; Rodríguez, Sebastián; Roble, Javier
Educación interprofesional en salud a través de la metodología de aprendizaje-servicio en estudiantes de primer año
(2021) Lucero González, Nayadet-Noelia; Avello Sáez, Daniela Margot; Sepúlveda Maulén, José; Calvo Sánchez, María Fernanda; Espinosa Repenning, Alejandra; Villagrán Gutiérrez, Ignacio Andrés
Introducción: el presente artículo describe la implementación de la educación interprofesional en estudiantes de primer año de tres carreras del departamento de ciencias de la salud de la Universidad Católica (UC) a través de la metodología de aprendizaje servicio, durante la pandemia COVID-19, con el fin de promover habilidades transversales y fortalecer aprendizajes vinculados a diferentes realidades sociales en futuros profesionales. Método: la metodología de esta investigación es de carácter mixta concurrente con predominancia cuantitativa, de secuencia transversal y alcance descriptivo. Consiste en una encuesta, voluntaria y anónima, compuesta por preguntas abiertas y de escala Likert, aplicada a 239 estudiantes de las carreras de terapia ocupacional, kinesiología y nutrición durante el primer semestre de 2021. Resultados: la percepción de estudiantes sobre la metodología de aprendizaje-servicio interdisciplinario, a pesar de la modalidad virtual dada por la pandemia, es positiva, ya que se acepta su coherencia e integración con los aprendizajes y objetivos de la asignatura; y se reconoce como un aporte a la reflexión, al igual que de servicio tanto a la comunidad como a la sociedad desde la formación profesional. De forma similar, los estudiantes informan el cumplimiento del desarrollo de habilidades transversales y se identifican elementos de mejora. Discusiones: El proyecto de interdisciplina implementados por docentes UC a estudiantes de primer año cumple con la metodología y los objetivos principales de aprendizaje-servicio y se valora la oportunidad de aprender con estudiantes de otras disciplinas, lo cual hace imperativo mejorar la coordinación y comunicación entre equipos docentes para potenciar más instancias de este carácter.
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.
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.
Inovações no treinamento cirúrgico: explorando o papel da inteligência artificial e dos grandes modelos de linguagem (LLM)
(2023) Varas Cohen, Julián Emanuel; Valencia Coronel, Brandon; Villagrán Gutiérrez, Ignacio Andrés; Escalona Vivas, Gabriel Enrique; Hernández Román, Rocío Belén; Schuit Condell, Gregory Kees; Duran Espinoza, Valentina Alexandra; Lagos Villaseca, Antonia Elisa; Jarry Trujillo, Cristián Ignacio; Neyem, Hugo Andrés; Achurra Tirado, Pablo Andrés
O cenário do treinamento cirúrgico está evoluindo rapidamente com o surgimento da inteligência artificial (IA) e sua integração na educação e simulação. Este artigo explora as aplicações e benefícios potenciais do treinamento cirúrgico assistido por IA, em particular o uso de modelos de linguagem avançados (MLAs), para aprimorar a comunicação, personalizar o feedback e promover o desenvolvimento de habilidades. Discutimos os avanços no treinamento baseado em simulação, ferramentas de avaliação impulsionadas por IA, sistemas de avaliação baseados em vídeo, plataformas de realidade virtual (RV) e realidade aumentada (RA), e o papel potencial dos MLAs na transcrição, tradução e resumo do feedback. Apesar das oportunidades promissoras apresentadas pela integração da IA, vários desafios devem ser abordados, incluindo precisão e confiabilidade, preocupações éticas e de privacidade, viés nos modelos de IA, integração com os sistemas de treinamento existentes, e treinamento e adoção de ferramentas assistidas por IA. Ao abordar proativamente esses desafios e aproveitar o potencial da IA, o futuro do treinamento cirúrgico pode ser remodelado para proporcionar uma experiência de aprendizado mais abrangente, segura e eficaz para os aprendizes, resultando em melhores resultados para os pacientes.
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
Programa para el entrenamiento por tele-simulación para laparoscopía : una perspectiva desde la experiencia de usuario (UX)
(2018) Villagrán Gutiérrez, Ignacio Andrés; Miranda Mendoza, Constanza; Pontificia Universidad Católica de Chile. Escuela de Ingeniería
Introducción: La cirugía laparoscópica presenta múltiples beneficios sobre la cirugía abierta. Tradicionalmente, los cirujanos han aprendido esta técnica practicando con pacientes reales lo cual genera riesgos y complicaciones ético-legales asociadas. La simulación surgió como una estrategia efectiva y sin riesgos para la adquisición de las habilidades requeridas para esta cirugía. Sin embargo, el acceso a los pocos centros de simulación que cuentan con programas de entrenamiento validados es escaso, de elevado costo y en Chile limitado a la capital, Santiago. Por tanto, pese a existir la demanda y la necesidad de entrenamiento vía simulación, en Chile no ha sido posible la masificación de esta metodología a otras regiones. Ante esto, el Centro de Simulación (UC) creó una aplicación móvil para expandir el entrenamiento de laparoscopía simulada. Los alumnos pueden entrenar en un sitio y ser evaluados por una red docente en forma diferida y remota. Es relevante destacar que el proceso de desarrollo de las aplicaciones móviles tiene directa relación con su adopción al salir al mercado. Siendo una buena práctica el utilizar metodologías de iteración rápidas y centradas en el usuario. Sin embargo, en el mercado de la simulación quirúrgica la incorporación del usuario está poco estudiada. Es por ello que el propósito de este estudio fue evaluar la experiencia de usuario (UX) como parte del proceso de desarrollo “lean” (metodología de testeo y mejoramiento rápido para el desarrollo de un producto) de una App para el entrenamiento por tele-simulación de cirujanos en Chile. Método: Se adoptó la metodología lean con un enfoque centrado en la experiencia de usuario (UX). Se recolectó información de los usuarios en tres ciclos durante el proceso de desarrollo de la aplicación a través de grupos virtuales de autorreporte y entrevistas además de una encuesta en formato tipo Likert de 1 a 5. Resultados: En el primer ciclo de prueba piloto, surgieron 8 categorías desde las entrevistas, cada categoría agrupó las unidades de significado que se fueron repitiendo en cada entrevista. En el segundo ciclo se probó el MVP1 con estudiantes de medicina presenciales y surgieron 6 categorías. En el tercer ciclo, se probó el segundo MVP con usuarios a distancia y surgieron 9 categorías en total. Los resultados cuantitativos tuvieron una Mediana global (p25-p75) de 5,0 (4,25-5,0). Conclusión: La evaluación de la experiencia de usuario permitió identificar categorías claves reportadas por los usuarios que se repetían cambiando su prioridad en cada ciclo. También se evidenciaron dificultades de obtención de información a distancia. Esta información permitió elaborar una nueva propuesta de evaluación a medida que va aumentando su red de usuarios y docentes con enfoque en mejorar continuamente sus experiencias con la app en centros de entrenamiento remotos.
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.
Taking advantage of asynchronous digital feedback: development of an at‑home basic suture skills training program for undergraduate medical students that facilitates skills retention
(2023) Belmar Riveros, Francisca; Gaete Dañobeitia, María Inés; Durán Espinoza, Valentina; Chelebifski Vargas, Slavka; Jarry Trujillo, Cristián; Ortiz Koh, Catalina; Escalona, Gabriel; Villagrán Gutiérrez, Ignacio Andrés; Alseidi, Adnan; Zamorano Rivera, Elga; Pimentel Muller, Fernando; Crovari Eulufi, Fernando; Varas Cohen, Julián; Pontificia Universidad Católica de Chile. Centro de Cirugía Experimental y Simulación. Departamento de Cirugía Digestiva; Pontificia Universidad Católica de Chile. Departamento de Cirugía Digestiva
Purpose to date, there are no training programs for basic suturing that allow remote deliberate practice. This study seeks to evaluate the efectiveness of a basic suture skills training program and its 6-month skill retention applying unsupervised practice and remote digital feedback. Methods Fourth-year medical-student trainees reviewed instructional videos from a digital platform and performed unsu pervised practice as needed at their homes. When they felt competent, trainees uploaded a video of themselves practicing the skill. In<72 h, they received expert asynchronous digital feedback. The course had two theoretical stages and fve video-based assessments, where trainees performed diferent suturing exercises. For the assessment, a global (GRS) and specifc rating scale (SRS) were used, with a passing score of 20 points (max:25) and 15 (max:20), respectively. Results were compared to previously published work with in-person expert feedback (EF) and video-guided learning without feedback (VGL). A subgroup of trainees underwent a 6-month skills retention assessment. Results Two-hundred and forty-three trainees underwent the course between March and December 2021. A median GRS of 24 points was achieved in the fnal assessment, showing signifcantly higher scores (p<0.001) than EF and VGL (20.5 and 15.5, respectively). Thirty-seven trainees underwent a 6-month skills retention assessment, improving in GRS (23.38 vs 24.03, p value=0.06) and SRS (18.59 vs 19, p value=0.07). Conclusion It is feasible to teach basic suture skills to undergraduate medical students using an unsupervised training course with remote and asynchronous feedback through a digital platform. This methodology allows continuous training with the repetition of quality practice, personalized feedback, and skills retention at 6 months.
Train the trainers: a comparative analysis of medical students and residents as trainers for undergraduate med-school learners in surgical skills
(2023) Duran Espinoza, Valentina; Montero Jaras, Isabella; Miguieles Schilling, Mariana; Valencia Coronel, Brandon; Belmar Riveros, Francisca; Jarry, Cristian; Cruz, Enrique; Jeffrey, Wiseman; Escalona Vives, Gabriel; Villagrán Gutiérrez, Ignacio Andrés; Corvetto, Marcia; Varas Cohen, Julian
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.

Browsing by Author "Villagrán Gutiérrez, Ignacio Andrés"

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