Colecciones Institucionales

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A Cadaveric Porcine Model for Assessment in Laparoscopic Bariatric Surgery-a Validation Study
(2013) Boza, Camilo; Varas, Julián; Buckel, Erwin; Achurra Tirado, Pablo; Devaud Jaureguiberry, Nicolás Andrés; Lewis, Trystan; Aggarwal, Rajesh
A Characterization of Astronomy Teacher Professional Development Programs in Chile
(2024) Rodrigues De Andrade, Lara; Pompea, Stephen M.; Meneses Arévalo, Alejandra Cecilia; Montenegro, Maximiliano
Chile is home to most of the world's largest telescopes, and astronomy research is robust in the country. However, astronomy education in Chile is much less mature. As an effort to increase its quality and coverage, more astronomy K-12 teacher professional development (PD) has been offered in Chile in the last decade, but the results of these programs have not been characterized in detail. In this context, this article presents the results of an exploratory survey of 16 current astronomy PD programs delivered to primary and secondary education Chilean teachers before 2021. The data was collected through an online questionnaire sent to PD programs leaders and then analyzed in terms of widely accepted effectiveness criteria from the literature. Our results show that most programs met some basic criteria for research-based effective PD practices: most aligned with the Chilean national curriculum topics and offered some hands-on activities. However, few programs had well-developed plans to evaluate their effectiveness or had followed up with the participant teachers to understand how their participation affected their subsequent professional practice. Based on our results, relevant improvements in astronomy teacher PD programs in Chile can be made, setting a model for other countries as well.
A cohort analysis of the income distribution in Chile
(2011) Sapelli, Claudio
In this paper we look at the income distribution by cohort in Chile. We construct a synthetic panel from cross section surveys and estimate the income distribution for cohorts born between 1902 and 1978. We then decompose the evolution of these distributions into age, year and cohort effects. The cohort effects show a period where inequality increases, to then decrease. We attempt to explain this evolution. The rise can be explained by variables associated with education, while the fall appears to be the consequence of a flattening of the income-age profile and hence a reduction in the returns to experience.
A comparative analysis of interactive arithmetic learning in the classroom and computer lab
(2015) Nussbaum Voehl, Miguel; Alcoholado, Cristian; Buechi, Thomas
A Competency Framework for Teaching and Learning Innovation Centers for the 21st Century: Anticipating the Post-COVID-19 Age
(2022) Perez-Sanagustin, Mar; Kotorov, Iouri; Teixeira, Antonio; Mansilla, Fernanda; Broisin, Julien; Alario-Hoyos, Carlos; Jerez, Oscar; Teixeira Pinto, Maria do Carmo; Garcia, Boni; Delgado Kloos, Carlos; Morales, Miguel; Solarte, Mario; Oliva-Cordova, Luis Magdiel; Gonzalez Lopez, Astrid Helena
During the COVID-19 pandemic, most Higher Education Institutions (HEIs) across the globe moved towards "emergency online education", experiencing a metamorphosis that advanced their capacities and competencies as never before. Teaching and Learning Centers (TLCs), the internal units that promote sustainable transformations, can play a key role in making this metamorphosis last. Existing models for TLCs have defined the competencies that they could help develop, focusing on teachers', students', and managers' development, but have mislead aspects such as leadership, organizational processes, and infrastructures. This paper evaluates the PROF-XXI framework, which offers a holistic perspective on the competencies that TLCs should develop for supporting deep and sustainable transformations of HEIs. The framework was evaluated with 83 participants from four Latin American institutions and used for analyzing the transformation of their teaching and learning practices during the pandemic lockdown. The result of the analysis shows that the PROF-XXI framework was useful for identifying the teaching and learning competencies addressed by the institutions, their deficiencies, and their strategic changes. Specifically, this study shows that most institutions counted with training plans for teachers before this period, mainly in the competencies of digital technologies and pedagogical quality, but that other initiatives were created to reinforce them, including students' support actions.
A Didactic and Metatheoretical Characterization of Computational Simulations in Science Education
(Springer, 2024) Martín, Eduardo; Ariza Bareño, Angel Yefrin
Contemporary sciences, including the didactics of science, employ computational simulations as tools in their academic endeavors. The construction and application of these simulations are of interest to didactics as they contribute to shaping new perspectives on scientific activity. Consequently, they warrant special attention in conceptualizations of the nature of science. This article presents a specific characterization of Computational Simulations of Science Education (CSSE) at both the didactic and metatheoretical levels. On the didactic front, we highlight the primary scopes and limitations that arise from its implementation in the classroom. Additionally, we explore the distinctions between CSSE and Computational Simulations of the Sciences (CSS) in terms of design and structure. At the metatheoretical level, we argue, drawing mainly from van Fraassen's insights, that CSSE, capable of yielding quantitative data, are accompanied by data models derived from measurement procedures. These models are interconnected and, in turn, intricately linked to the phenomena under investigation. These structures are subsumed within the empirical substructures of theoretical models. We posit that CSSE serve as bridges facilitating the transition toward an understanding of theoretical models and real-world phenomena through their integration into educational activities. In conclusion, this contribution expands, and updates didactic and philosophical conceptions related to the production of contemporary scientific knowledge. This, in turn, offers novel insights into the nature of science for science education.
A Domain-Driven Framework to Analyze Learning Dynamics in MOOCs through Event Abstraction
(MDPI, 2023) Hidalgo Sepúlveda, Luciano; Muñoz Gama, Jorge
Interest in studying Massive Online Open Courses (MOOC) learners' sessions has grown as a result of the retention and completion issues that these courses present. Applying process mining to study this phenomenon is difficult due to the freedom of navigation that these courses give their students. The goal of this research is to provide a domain-driven top-down method that enables educators who are unfamiliar with data and process analytics to search for a set of preset high-level concepts in their own MOOC data, hence simplifying the use of typical process mining techniques. This is accomplished by defining a three-stage process that generates a low-level event log from a minimum data model and then abstracts it to a high-level event log with seven possible learning dynamics that a student may perform in a session. By examining the actions of students who successfully completed a Coursera introductory programming course, the framework was tested. As a consequence, patterns in the repetition of content and assessments were described; it was discovered that students' willingness to evaluate themselves increases as they advance through the course; and four distinct session types were characterized via clustering. This study shows the potential of employing event abstraction strategies to gain relevant insights from educational data.
A linguistic description of popular education: The enactment of pedagogy in the classroom
(2017) Vidal Lizama, Margarita
A longitudinal assessment of college student engagement in good practices in undergraduate education
(2001) Koljatic, M; Kuh, GD
The purpose of this study was to determine whether student engagement in three good educational practices (cooperation with peers, active learning, faculty-student interaction) increased between 1983 and 1997 in response to the calls to improve the quality of undergraduate education in the United States. The data source was 73,050 students who completed the College Student Experiences Questionnaire. The results from multiple regression and effect size analyses showed that the frequency of involvement in these good practices did not change over time. Variation in the scores of the three indicators across years and types of institution (doctoral-granting universities, comprehensive universities, liberal arts colleges) was minimal indicating a stable pattern with only random fluctuations during this 15 year period.
A meta-analysis of a comprehensive m-health technology acceptance
(2024) Calegari, Luiz Philipi; Barkokebas, R. D.; Fettermann, Diego Castro
PurposeThe evolution of e-health technologies presents promising alternatives for health-care excellence. Despite the benefits arising from mobile e-health (m-health) and wearables technologies, the literature stands many contradictories signs regarding how users accept and engage in using these technologies. This study aims to synthesize the estimations about m-health user acceptance technologies. Design/methodology/approachA meta-analytic structural equation modeling was carried out using the 778 relationships estimated by 100 previous research. The estimations follow the relations and constructs proposed in the UTAUT2 technological acceptance model. FindingsThe results indicate the performance expectancy, effort expectancy, social influence and habit constructs are most important for predicting the behavioral intention of use of m-health technologies. The Latin American users of e-health technologies are still underestimated in the literature. Originality/valueThe study presents a guide to understanding the acceptance process of m-health technologies and delivers a general orientation for developing new m-health devices considering their acceptance by users.
A methodology for improving active learning engineering courses with a large number of students and teachers through feedback gathering and iterative refinement
(2015) Estevez, I.; Alario, C.; Pérez Sanagustín, Mar; Pardo, A.; Crespo, R.; Leony, D.; Parada, H.; Delgado, C.
A mixed-methods evaluation of the Vamos por Mas! parenting program implementation in Chile
(2023) Meyer, Jessica K. V.; Diaspro, Gabriela; Munoz, Ivan; Burmeister, Catalina; Garcia-Huidobro, Diego
Introduction and aims: Substance use is a significant global concern. Strengthening parenting in families with adolescents has been shown to reduce substance use initiation. The Vamos por Mas! (VxM!) program is a positive-parenting program developed in Chile to improve family relations and reduce adolescent substance use that combines in-person school workshops, multimedia messaging and personalized support. This manuscript reports a mixed-methods evaluation of the pilot implementation of the VxM! program utilizing the Consolidated Framework for Implementation Research and Proctor's taxonomy for process outcomes.
A MOOC-Based Experience in Secondary Education for Student Inclusion
(2022) Hernandez Correa, Josefina Maria; Perez Sanagustin, Maria del Mar
There are very few studies that report on the use of Massive Open Online Courses (MOOCs) in Secondary Education. Even so, MOOCs can be a great opportunity to give students "equal footing" when there are important learning gaps between classmates. This is especially notorious in vulnerable schools since students can come from many different backgrounds, with different socio-economic situations that hinder their academic progress. In this context, teachers face the enormous task of being inclusive and assuring that all their students learn, while at the same time ensuring a certain quality in their lectures. This study presents a MOOC-based blended learning experience conducted in a vulnerable secondary education institution in which the MOOC is a means to help the teacher deal with students' diversity in class. Our results show that this teaching methodology has a positive effect on students learning outcomes, they also adopt it successfully, and finally, this experience allows the teacher to focus on the students that need more help, and therefore, promoting student equity and reducing the learning gap between classmates.
A MOOC-based flipped class: Lessons learned from the orchestration perspective
(2017) Rodríguez Palma, María Fernanda; Hernández Correa, Josefina María; Pérez Sanagustín, María del Mar; Pertuze Salas, Julio; Alario Hoyos, Carlos; Delgado Kloos, Carlos; Jermann, Patrick; Pérez Sanagustín, María del Mar; Seaton, Daniel T.; White, Su
A MOOC-based flipped experience : scaffolding SRL strategies improves learners’ time management and engagement
(2020) Pérez Sanagustín, Mar; Sapunar Opazo, Diego Andrés; Pérez Álvarez, Ronald Antonio; Hilliger, Isabel; Bey, A.; Maldonado Mahauad, Jorge Javier; Baier Aranda, Jorge Andrés
A multinational study on artificial intelligence adoption: Clinical implementers' perspectives
(Elsevier Ireland Ltd, 2024) Marco-Ruiz, Luis; Tejedor Hernández, Miguel Ángel; Ngo, Phuong Dinh; Makhlysheva, Alexandra; Olsen Svenning, Therese; Dyb, Kari; Chomutare, Taridzo; Fernández Llatas, Carlos; Muñoz Gama, Jorge; Tayefi, Maryam
Background: Despite substantial progress in AI research for healthcare, translating research achievements to AI systems in clinical settings is challenging and, in many cases, unsatisfactory. As a result, many AI investments have stalled at the prototype level, never reaching clinical settings. Objective: To improve the chances of future AI implementation projects succeeding, we analyzed the experiences of clinical AI system implementers to better understand the challenges and success factors in their implementations. Methods: Thirty-seven implementers of clinical AI from European and North and South American countries were interviewed. Semi-structured interviews were transcribed and analyzed qualitatively with the framework method, identifying the success factors and the reasons for challenges as well as documenting proposals from implementers to improve AI adoption in clinical settings. Results: We gathered the implementers’ requirements for facilitating AI adoption in the clinical setting. The main findings include 1) the lesser importance of AI explainability in favor of proper clinical validation studies, 2) the need to actively involve clinical practitioners, and not only clinical researchers, in the inception of AI research projects, 3) the need for better information structures and processes to manage data access and the ethical approval of AI projects, 4) the need for better support for regulatory compliance and avoidance of duplications in data management approval bodies, 5) the need to increase both clinicians’ and citizens’ literacy as respects the benefits and limitations of AI, and 6) the need for better funding schemes to support the implementation, embedding, and validation of AI in the clinical workflow, beyond pilots. Conclusion: Participants in the interviews are positive about the future of AI in clinical settings. At the same time, they propose numerous measures to transfer research advances into implementations that will benefit healthcare personnel. Transferring AI research into benefits for healthcare workers and patients requires adjustments in regulations, data access procedures, education, funding schemes, and validation of AI systems.
A New Admission System in Chile and Its Foreseen Moderate Impact on Access for Low-Income Students
(2023) Honey, Ngaire; Carrasco, Alejandro
Chile is known for universal school choice policies and a high level of economic segregation. In part, segregation has been linked to selective school admission policies. Chile implemented a centralized school admission system (New School Admission System), where PK-12 schools must accept any applicant, and lottery assignment is used for oversubscription. We exploit a natural experiment due to the phased implementation across grades and regions to attempt to detect any effects of this policy on access for and representation of low-income students using grade-within-school and year fixed effects. Eliminating admissions barriers may contribute to increased educational opportunity, but the impact may be limited by the multiple structural factors shaping inequality in Chile. We find little short-term change in access for low-income students.
A new approach for the acquisition of trauma surgical skills: an OSCE type of simulation training program
(2022) Ortiz Koh, Catalina Alejandra; Contreras Bertolo, Caterina; Vela Ulloa, Javier Ignacio; Belmar, Francisca; Paul, Ivan; Achurra Tirado, Pablo; Varas Cohen, Julián
Background Worldwide, trauma-related deaths are one of the main causes of mortality. Appropriate surgical treatment is crucial to prevent mortality, however, in the past decade, general surgery residents’ exposure to trauma cases has decreased, particularly since the COVID-19 pandemic. In this context, accessible simulation-based training scenarios are essential. Methods A low-cost, previously tested OSCE scenario for the evaluation of surgical skills in trauma was implemented as part of a short training boot camp for residents and recently graduated surgeons. The following stations were included bowel anastomosis, vascular anastomosis, penetrating lung injury, penetrating cardiac injury, and gastric perforation (laparoscopic suturing). A total of 75 participants from 15 diferent programs were recruited. Each station was videotaped in high defni tion and assessed in a remote and asynchronous manner. The level of competency was assessed through global and specifc rating scales alongside procedural times. Self-confdence to perform the procedure as the leading surgeon was evaluated before and after training. Results Statistically signifcant diferences were found in pre-training scores between groups for all stations. The lowest scores were obtained in the cardiac and lung injury stations. After training, participants signifcantly increased their level of competence in both grading systems. Procedural times for the pulmonary tractotomy, bowel anastomosis, and vascular anastomosis stations increased after training. A signifcant improvement in self-confdence was shown in all stations. Conclusion An OSCE scenario for training surgical skills in trauma was efective in improving profciency level and self confdence. Low pre-training scores and level of confdence in the cardiac and lung injury stations represent a defcit in resi dency programs that should be addressed. The incorporation of simulation-based teaching tools at early stages in residency would be benefcial when future surgeons face extremely severe trauma scenarios. Keywords Trauma surgery · Simulation training · Surgical training · Surgical education tec
A Novel Ex Vivo Training Model for Acquiring Supermicrosurgical Skills Using a Chicken Leg
(2016) Cifuentes, I.; Rodriguez, J.; Yañez, R.; Salisbury, M.; Cuadra, Á.; Varas, Julián; Dagnino, Bruno
A Novel Simulation Model and Training Program for Minimally Invasive Surgery of Hallux Valgus
(Lippincott Williams & Wilkins, 2024) Morales Díaz, Sergio Luis; Lam, Peter; Cerrato, Rebecca; Mococain, Pablo; Ruz Laurent, Cristian Andrés; Filippi Nussbaum, Jorge Luis; Villa Massiff, Andrés Alberto; Varas Cohen, Julian Emanuel
Background: Minimally invasive surgery (MIS) for hallux valgus (HV) has gained popularity. However, adopting this technique faces the challenges of a pronounced learning curve. This study aimed to address these challenges by developing and validating an innovative simulation model and training program, targeting enhanced proficiency in HV MIS.Methods:A training program and a high-fidelity simulation model for HV MIS were designed based on experts' recommendations. Four foot and ankle surgeons without experience in MIS formed the novice group and took the program that encompassed six-session instructional lessons, hands-on practice on simulated models, and immediate feedback. The program concluded with a cadaveric surgery. Four foot and ankle experienced MIS surgeons formed the expert group and underwent the same procedure with one simulated model. Participants underwent blind assessment, including Objective Structured Assessment of Technical Skills (OSATS), surgical time, and radiograph usage.Results:Expert evaluation of the simulation model indicated high satisfaction with anatomical representation, handling properties, and utility as a training tool. The expert group consistently outperformed novices at the initial assessment across all outcomes, demonstrating OSATS scores of 24 points (range, 23 to 25) versus 15.5 (range, 12 to 17), median surgical time of 22.75 minutes (range, 12 to 27) versus 48.75 minutes (range, 38 to 60), and median radiograph usage of 70 (range, 53 to 102) versus 232.5 (range, 112 to 280).Discussion:Novices exhibited a significant improvement in OSATS scores from the fifth session onward (P = 0.01), reaching the desired performance of 20 points. Performance at the final training with the simulated model did not differ from cadaveric surgery outcomes for all parameters.Conclusion:This study validated a simulation model and training program, allowing nonexperienced HV MIS foot and ankle surgeons to enhance their surgical proficiency and effectively complete a substantial portion of the learning curve at the fifth session, and this performance was successfully transferred to a cadaver model.

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