ANID

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Browsing ANID by browse.metadata.categoriaods "04 Educación y calidad"

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    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.
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    Escribir en L2 en la escuela chilena: Una caracterización de la escritura en español de estudiantes de origen haitiano en 5º básico.
    (Pontificia Universidad Católica de Valparaíso, 2022) Avila Reyes, Natalia Alejandra; Figueroa Miralles, Javiera
    En la actualidad, muchos inmigrantes se han incorporado al sistema escolar chileno. Un grupo importante, de origen haitiano, tiene al español como segunda lengua (L2). Este estudio tiene por objetivo caracterizar el desempeño escrito de estudiantes de origen haitiano de 5° básico, para aportar evidencias que informen propuestas didácticas y políticas de enseñanza de la escritura, desde una perspectiva de justicia e inclusión. Participaron 42 estudiantes, quienes elaboraron folletos sobre temas presentes en el currículo de Ciencias. Se doble codificaron los textos de acuerdo con un libro de códigos de fenómenos lingüísticos emergentes. Se identificaron principalmente problemas de codificación, fenómenos de sintaxis y fenómenos léxicos. Además, los textos fueron revisados junto con la muestra completa de cada curso, mediante una rúbrica holística centrada en habilidades complejas. Los resultados muestran variedad en los desempeños. Las correlaciones sugieren que quienes se desempeñan mejor en los aspectos comunicativos son quienes logran traspasar la dificultad de la codificación. Esto apunta a la necesidad de intervenir con enseñanza explícita para que los alumnos puedan automatizar el código escrito y elementos gramaticales del español. El artículo concluye con orientaciones para una enseñanza de la escritura que aborde los fenómenos descritos con una perspectiva lingüísticamente sensible y con un enfoque sociocultural, alejándose de la perspectiva del déficit. Se señalan desafíos para integrar la L1 y revindicar recursos e identidades bilingües en el aula
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    Obstacles, facilitators, and needs in doctoral writing: A systematic review
    (2022) Calle Arango, Lina; Ávila Reyes, Natalia
    Writing is one of the main challenges doctoral students face in their process of becoming researchers. Nonetheless, institutional initiatives to support writing processes are relatively recent and not necessarily research-grounded. This systematic literature review aims to address this gap by answering the questions: What obstacles and facilitators in the writing process do doctoral students encounter in the areas of SS&H? And what clues do these offer about students' needs for institutional support? To do so, we focus on empirical student-centred research. Systematizing the evidence may strengthen pedagogical decisions and programmatic orientations focused on the students' experiences and writing processes. We analysed a total of 38 studies on these topics collected from mainstream databases and identified patterns of recurring results that illustrate obstacles and facilitators from which the needs arise. Negative self-perceptions and low self-regulation are among the main obstacles of the writing process, while shared writing experiences foster affective dimensions self-regulation, and improve familiarisation with the discursive community. Lastly, institutional spaces specifically dedicated to writing as well as sustained positive and constructive feedback emerged as needs.
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    What learning is reported in social science classroom interventions? A scoping review of the literature
    (2022) Abricot Marchant, Nicole Edith; Zúñiga González, Carmen Gloria; Valencia Castañeda, Lucía; Miranda Arredondo, Paloma
    This review analyzes the learning reported in social science classroom interventions in primary and secondary school education over the last ten years. Thirty-three studies found in a scoping review were analyzed. They were analyzed using the two main perspectives of social sciences teaching and learning: each discipline individually (History, Geography) and an interdisciplinary approach (Social Studies). Results show most interventions followed the disciplinary perspective, and amongst them, they mainly focused on the History subject. Most interventions explained the development of disciplinary skills, such as contextualization and historical thinking, giving less emphasis to the content and attitudes. Few studies are positioned in an interdisciplinary perspective, evidencing a significant research gap in social sciences learning. Literature indicates that if Social Sciences are taught and learned in an interdisciplinary manner, they have the potential to develop citizenship education. Therefore, teachers should move towards the interdisciplinary perspective to promote social thinking in their students.
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    Wording effects in assessment: missing the trees for the forest
    (2022) Ponce Cisternas Fernando Patricio; Torres Irribarra, David; Verges, Álvaro; Arias, Victor B.
    This article examines wording effects when positive and negative worded items are includedin psychological assessment. Wordings effects have been analyzed in the literature usingstatistical approaches based on population homogeneity assumptions (i.e. CFA, SEM), com-monly adopting the bifactor model to separate trait variance and wording effects. This art-icle presents an alternative approach by explicitly modeling population heterogeneitythrough a latent profile model, based on the idea that a subset of individuals exhibits word-ing effects. This kind of mixture model allows simultaneously to classify respondents, sub-stantively characterize the differences in their response profiles, and report respondents’results in a comparable manner. Using the Rosenberg’s self-esteem scale data from the LISSPanel (N¼6,762) in three studies, we identify a subgroup of participants who respond dif-ferentially according to item-wording and examine the impact of its responses in the esti-mation of the RSES measurement model, in terms of global and individual fit, under one-factor and bifactor models.The results of these analyses support the interpretation of wording effects in terms of a the-oretically-proposed differential pattern of response to positively and negatively wordeditems, introducing a valuable tool for examining the artifactual or substantive interpretationsof such wording effects.