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3D simulation of aneurysm clipping: Data analysis
(Elsevier Inc., 2021) Mery F.; Méndez-Orellana C.; Aranda F.; Rojas R.; Villanueva P.; Méndez-Orellana C.; Torres J.; Caro I.; Pesenti J.; Germano I.
© 2021Aneurysm clipping requires the proficiency of several skills, yet the traditional way of practicing them has been recently challenged. The use of simulators could be an alternative educational tool. The aim of this data analysis is to provide further evaluation of a reusable low-cost 3D printed training model we developed for aneurysm clipping [1]. The simulator was designed to replicate the bone structure, arteries and targeted aneurysms. Thirty-two neurosurgery residents performed a craniotomy and aneurysm clipping using the model and then filled out a survey. The survey was designed in two parts: a 5-point Likert scale questionnaire and three questions requiring written responses [1]. Two dimensions of the model were evaluated by the questionnaire: the face validity, assessed by 5 questions about the realism of the model, and the content validity, assessed by 6 questions regarding the usefulness of the model during the different steps of the training procedure. The three questions requiring written responses referred to the strengths and weaknesses of the simulator and a global yes/no question as to whether or not they would repeat the experience. Demographic data, experience level and survey responses of the residents were grouped in a dataset [2]. A descriptive analysis was performed for each dimension. Then, the groups were compared according to their level of expertise (Junior and Senior groups) with an independent sample t-test. A Confirmatory Factor Analysis (CFA) was estimated, using a Weighted Least Squares Mean Variance adjusted (WLSMV) which works best for the ordinal data [3]. Fitness was calculated using chi-square (χ2) test, Comparative Fit Index (CFI), Tucker-Lewis Index (TLI), and the Root Mean Square Error of Approximation (RMSEA). A non-significant χ2, CFI and TLI greater than 0.90 and RMSEA < 0.08 were considered an acceptable fit [4]. All data analysis was performed using IBM SPSS 23.0 statistical software. Data are reported as mean + standard deviation (SD). A probability p < 0.05 was considered significant. Exploratory Factor Analysis was done to explore the factorial structure of the 11-items scale in the sample, first we performed a principal components analysis. The Kaiser-Meyer-Olkin measure verified the sampling adequacy for the analysis (KMO = 0.784; Bartlett's Test of Sphericity χ2 (55) = 243.44, p < .001), indicating correlation is adequate for factor analysis. Considering Eigen values greater than 1, a two-factor solution explained 73.1% of the variance but left one item in factor 2 (Q 11). The results of this factor analysis are presented in Table 1. Confirmatory Factor Analysis, considering only the 10 items in the first factor (removing question 11 of our model), was performed. This model reached the following fit: χ2 (35) = 38.821, p > .05; CFI = 0.997; TLI = 0.996; RMSEA 0.058, without any error terms to exhibit covariance. Regarding the reliability of the questionnaire, the internal consistency was explored in the 10 items selected in the confirmatory factor analysis with an alpha coefficient (α = 0.941).
A characterization of orthomodular spaces.
(UNIONE MAT ITAL, 1996) Ochsenius, H
A clinical teaching course for residents improves self-perception about preparation to teach
(SOC MEDICA SANTIAGO, 2012) Reyes, Carlos; Florenzano, Pablo; Contreras, Alvaro; Gonzalez, Alejandro; Beltran, Daniela; Aravena, Carlos; Grassi Corrales, Bruno
A clinical teaching course for residents improves self-perception about preparation to teach Background: Medical doctors need to be competent to teach patients, their families, students, and the health care team. In a previous study we determined that although the residents attach great importance to have teaching skills, they do not feel prepared to meet this role. Aim: To assess self-perception of learning in a formal course of training how to teach for residents. Material and Methods: In 2004 we implemented the course "Residents as Clinical Teachers", based on the Stanford Faculty Development Center for Medical Teachers Model (SFDC), for residents of a Medical School. Residents of all the post graduate programs were invited to take the course as an elective during the period 2004-2011. At the end of the course each resident completed the pre/post Seminar Series Housestaff/student Questionnaire; assessing perceptions of learning, expressed in a Likert scale from 1-5. Results: The implementation of the course in 111 residents significantly improved self-perception of general preparation for teaching and improved self-perception of preparedness in each educational category. The personal goals most commonly established by participants were on feedback (52,2%), control of session (44%) and communication of goals (40%). Barriers for teaching most frequently identified were lack of time to do clinical teaching (51,3%) and environmental limitations (16,2%). The main impact of the course reported by residents were acquisition of teaching skills or tools for teaching (39,6%), enhancing of motivation (14%), and a richer understanding of teaching principles (14%). Conclusions: A clinical teaching course for residents improves their self-perception of preparation to teach and enhances motivation for clinical teaching. (Rev Med Chile 2012; 140: 1431-1436).
A comprehensive approach to identify challenges for clinical reasoning development in undergraduate dental students and their potential solutions
(WILEY, 2022) Isbej, Lorena; Fuentes-Cimma, Javiera; Veliz Paiva, Claudia; Valladares-Perez, Salvador; Riquelme, Arnoldo
IntroductionClinical reasoning is a core competence in health professions that impacts the ability to solve patients' health problems. Due to its relevance, it is necessary to identify difficulties arising from different sources that affect clinical reasoning development in students. The aim of this study was to explore a comprehensive approach to identify challenges for clinical reasoning development in undergraduate dental students and their potential solutions. MethodsMixed methods were used in four stages: (1) students and clinical teachers focus groups to identify challenges to clinical reasoning development; (2) literature review to explore potential solutions for these challenges; (3) Delphi technique for teacher consensus on pertinence and feasibility of solutions (1-5 scale); and (4) teachers' self-perception of their ability to implement the solutions. ResultsThree categories and seven subcategories of challenges were identified: (I) educational context factors influencing the clinical reasoning process; (II) teacher's role in clinical reasoning development; and (III) student factors influencing the clinical reasoning process. From 134 publications identified, 53 were selected for review, resulting in 10 potential solutions. Through two Delphi rounds, teachers rated the potential solutions very highly in terms of relevance (4.50-4.85) and feasibility (3.50-4.29). Finally, a prioritisation ranking of these solutions was generated using their scores for relevance, feasibility, and teachers' self-perception of their ability to implement them. ConclusionsThe present comprehensive approach identified challenges for clinical reasoning development in dental students and their potential solutions, perceived as relevant and feasible by teachers, requiring further research and follow-up actions to address them.
A conceptual model to understand and address racial disparities in exclusionary discipline through teacher-child relationships
(Elsevier Science Inc., 2023) Alamos Valenzuela, Pilar María; Williford, Amanda P.
Young children in the United States, particularly Black boys, are being suspended and expelled from early childhood education programs and primary schools at alarming rates. Teachers describe children's "disruptive" or "challenging" behavior as the most common reason for suspending or expelling a child. For this reason, common efforts to reduce exclusionary discipline target teacher behavior to change child behavior (e.g., improve use of evidence-based practices) or child behavior directly (e.g., learn self-regulation skills). In this paper, we argue that improving the quality of the teacher-child relationship is an alternative mechanism for addressing exclusionary discipline and mitigating racial disparities in the early childhood years. We propose and provide support for a transactional, relational model to account for exclusionary discipline. The proposed conceptual model intentionally names how teachers' racial bias and children's stereotype threat, resulting from racialized classroom experiences, exacerbate coercive teacher-child interaction cycles for Black children. We apply this model to review and evaluate select teacher-child relationship interventions to identify opportunities and challenges these interventions present to reduce exclusionary discipline and mitigate racial discipline disparities. We end the paper with recommendations for future research to advance relationship-based solutions to the exclusion crisis in early childhood education.
A constructivist mobile learning environment supported by a wireless handheld network
(WILEY, 2004) Zurita, G; Nussbaum, M
There is a need to incorporate constructivist environments in the pedagogical practice. A constructivist learning environment allows students to build up their own knowledge (based on previous one) while working jointly among them in a reflexive process directed by the teacher. Wireless interconnected handhelds can introduce a space that favours constructivism and collaboration in order to achieve creation of new knowledge. We have developed a constructivist learning environment supported by handhelds, for the teaching of reading for first graders. This environment was compared to an equivalent constructivist environment without technological support, obtaining significant different learning results.
A criterion for the existence of zero modes for the Pauli operator with fastly decaying fields
(AMER INST PHYSICS, 2015) Benguria, R. D.; Van Den Bosch, H.
We consider the Pauli operator in R-3 for magnetic fields in L-3/2 that decay at infinity as vertical bar x vertical bar(-2-beta) with beta > 0. In this case, we are able to prove that the existence of a zero mode for this operator is equivalent to a quantity delta(B), defined below, being equal to zero. Complementing a result from Balinsky et al. [J. Phys. A: Math. Gen. 34, L19-L23 (2001)], this implies that for the class of magnetic fields considered, Sobolev, Hardy, and Cwikel, Lieb, Rosenblum (CLR) inequalities hold whenever the magnetic field has no zero mode. (C) 2015 AIP Publishing LLC.
A Critical View on the NEAT Equating Design: Statistical Modeling and Identifiability Problems
(SAGE PUBLICATIONS INC, 2022) San Martin Gutiérrez, Ernesto; Gonzalez Burgos, Jorge
The nonequivalent groups with anchor test (NEAT) design is widely used in test equating. Under this design, two groups of examinees are administered different test forms with each test form containing a subset of common items. Because test takers from different groups are assigned only one test form, missing score data emerge by design rendering some of the score distributions unavailable. The partially observed score data formally lead to an identifiability problem, which has not been recognized as such in the equating literature and has been considered from different perspectives, all of them making different assumptions in order to estimate the unidentified score distributions. In this article, we formally specify the statistical model underlying the NEAT design and unveil the lack of identifiability of the parameters of interest that compose the equating transformation. We use the theory of partial identification to show alternatives to traditional practices that have been proposed to identify the score distributions when conducting equating under the NEAT design.
A Double-Structure Structural Equation Model for Three-Mode Data
(AMER PSYCHOLOGICAL ASSOC, 2008) Gonzalez, Jorge; De Boeck, Paul; Tuerlinckx, Francis
Structural equation models are commonly used to analyze 2-mode data sets, in which a set of objects is measured on a set of variables. The underlying structure within the object mode is evaluated using latent variables, which are measured by indicators coming from the variable mode. Additionally, when the objects are measured under different conditions, 3-mode data arise, and with this, the simultaneous study of the correlational structure of 2 modes may be of interest. In this article the authors present a model with a simultaneous latent structure for 2 of the 3 modes of such a data set. They present an empirical illustration of the method using a 3-mode data set (person by situation by response) exploring the structure of anger and irritation across different interpersonal situations as well as across persons.
A framework for the design and integration of collaborative classroom games
(PERGAMON-ELSEVIER SCIENCE LTD, 2011) Echeverria, Alejandro; Garcia Campo, Cristian; Nussbaum, Miguel; Gil, Francisca; Villalta, Marco; Amestica, Matias; Echeverria, Sebastian
The progress registered in the use of video games as educational tools has not yet been successfully transferred to the classroom. In an attempt to close this gap, a framework was developed that assists in the design and classroom integration of educational games. The framework addresses both the educational dimension and the ludic dimension. The educational dimension employs Bloom's revised taxonomy to define learning objectives and applies the classroom multiplayer presential game (CMPG) pedagogical model while the ludic dimension determines the gaming elements subject to constraints imposed by the educational dimension. With a view to validating the framework, a game for teaching electrostatics was designed and experimentally implemented in a classroom context. An evaluation based on pre/post testing found that the game increased the average number of correct answers by students participating in the experiment from 6.11 to 10.00, a result found to be statistically significant. Thus validated, the framework offers a promising basis for further exploration through the development of other games and fine-tuning of its components. (C) 2011 Elsevier Ltd. All rights reserved.
A genre-based approach to teaching personal recount writing to 6th grade EFL students in Chile
(2023) Ortega, Abigail; Gajardo Moller, Consuelo; Pontificia Universidad Católica de Chile. Facultad de Letras
This mixed-methods study intended to implement a genre-based approach to writing, informed by SFL (Systemic Functional Linguistics), in a Chilean EFL (English as a Foreign Language) context. The primary aim of this research was to evaluate the effectiveness and student perceptions of a genre-based pedagogical intervention (GBP) designed to enhance the writing proficiency of sixth-grade EFL students in producing personal recount texts.The writing assignments of five students were analyzed, engaging in the production of a specific form of personal recount text: diary entries. The assessment of the effectiveness of the genre-based intervention involved the analysis of pre-test and post-test diary entries, with a focus on the social purpose and language choices inherent to the personal recount genre. Data was collected through quantitative analysis of diary entries, and qualitative analysis of the participants’ responses to an open-ended questionnaire.The findings of the pre-test and post-test compositions, supported by a statistical analysis, identified a substantial improvement in students' overall personal recount writing skills following the implementation of the genre-based approach, in aspects such as use of evaluative language and cohesively connecting a sequence of main events. Results also indicated that students' perspectives were mostly positively impacted by the GBP's application, with students indicating that each stage of the method was effective in helping them write their compositions. Overall, the results highlight students' predominantly positive perspectives on the application of the GBP, emphasizing the effectiveness of each stage of the method in facilitating their composition process in aspects such as genre comprehension and easiness in the writing process. Ultimately, this research contributes to the understanding of the potential of genre-based pedagogy in the Chilean EFL context and its impact on students' writing performance and perceptions.
A local-influence-based diagnostic approach to a speeded item response theory model
(WILEY, 2006) Goegebeur, Yuri; De Boeck, Paul; Molenberghs, Geert; del Pino, Guido
An item response theory model for dealing with omitted responses in a test is proposed. In this model formulation, non-response does not only depend on an examinee's ability and on item difficulty, but additionally also on 'test speededness'. Using a local-influence-based diagnostic approach, the sensitivity of the model regarding assumptions concerning the drop-out mechanism is explored. The methodology proposed is applied to the Chilean Sistema de Medicion de la Calidad de la Educacion mathematics test case-study.
A Monitoring and Evaluation Scheme for an ICT-Supported Education Program in Schools
(NATL TAIWAN NORMAL UNIV, TAIWAN, 2010) Rodriguez, Patricio; Nussbaum, Miguel; Lopez, Ximena; Sepulveda, Marcos
More than 20 years after ICTs were introduced in schools, solid evidence of their impact on student attainment is still lacking. Reasons for this include the mismatch between the methods used to measure the effects and the type of learning promoted, the absence of information regarding the specific types of ICT used, and the scarce attention paid to the monitoring and evaluation of ICT for Education (ICT4E) programs. A monitoring and evaluation scheme would provide qualitative and quantitative data to refine, adjust and improve an ICT4E project, to learn from the experience gained, and to determine whether the program has served its client communities and how it might be replicated.
A Multidimensional Approach for Measuring Meritocratic Beliefs: Advantages, Limitations and Alternatives to the ISSP Social Inequality Survey
(Routledge Journals, Taylor & Francis LTD, 2023) Castillo, Juan Carlos; Iturra, Julio; Maldonado Navarro, Luis Edgardo; Atria, Jorge; Meneses, Francisco
A great part of the comparative international research that has attempted to measure meritocratic beliefs has used the social inequality module of the ISSP (International Social Survey Programme), which offers an unprecedented opportunity to compare meritocratic views in different societies. Based on a series of studies using ISSP data, the present paper proposes a multidimensional measurement framework for meritocratic beliefs. This framework distinguishes, on the one side, between perceptions and preferences and, on the other side, between meritocratic and not meritocratic aspects. In the first study, we test the multidimensional framework for meritocratic beliefs using the ISSP 2009 inequality module through confirmatory factor analysis (CFA) techniques. After identifying the advantages and some limitations of ISSP items for a multidimensional operationalization of meritocratic beliefs, in a second study, we suggest a modified set of items that better taps the different dimensions of meritocracy. We examined the measuring properties of this new instrument using a sample of Chilean adults (N = 2,141). Based on these results, we recommend improvements in measuring meritocratic beliefs in cross-national studies.
A new method for comparing two Norm Hilbert spaces and their operators
(ELSEVIER SCIENCE BV, 2011) Ochsenius, H.; Schikhof, W. H.
The paper deals with operators on Norm Hilbert spaces over a Krull valued field K. By using carefully selected equivalent norms (i) the perturbation theory of Fredholm operators (see Ochsenius and Schikhof (2010) [7]) is completed, and (ii) new matrix characterizations of operators are derived (compare Ochsenius and Schikhof (2007) [6]). For a prominent E, the first infinite-dimensional orthomodular space in history constructed by Keller (1980) [1], this leads to simple and elegant characterizations. (C) 2011 Royal Netherlands Academy of Arts and Sciences. Published by Elsevier B.V. All rights reserved.
A novel, inexpensive method of image coregistration for applications in image-guided surgery using augmented reality
(OXFORD UNIV PRESS INC, 2007) Lovo, Eduardo E.; Quintana, Juan C.; Puebla, Manuel C.; Torrealba, Gonzalo; Santos, Jose L.; Lira, Isidro H.; Tagle, Patricio
OBJECTIVE: Augmented reality (AR) is a technique in which an overlay of a virtual image to a live picture is performed to create a new image in which both original images coexist as a single image. This results in the visualization of internal structures through overlying tissues. The objective was to describe an easy, inexpensive, and successful method to coregister with AR in an image-guided surgery setting using the resources at hand.
A pattern system for the development of collaborative applications
(ELSEVIER SCIENCE BV, 2001) Guerrero, LA; Fuller, DA
Collaborative applications provide a group of users with the facility to communicate and share data in a coordinated way. Building collaborative applications is still a complex task. In this paper we propose a pattern system to design basic aspects of data sharing, communication, and coordination for collaborative applications. These patterns: are useful for the design and development of collaborative applications as well as for the development of platforms for the construction of collaborative applications. (C) 2001 Published by Elsevier Science B.V.
A Proposal of Model of Emotional Regulation in Intelligent Learning Environments
(VILNIUS UNIV, INST MATHEMATICS & INFORMATICS, 2021) Reis, Helena Macedo; Alvares, Danilo; Jaques, Patricia A.; Isotani, Seiji
Emotions can influence cognitive development and are key elements to the teaching-learning process. Positive emotions (e.g., engagement) can improve the ability to solve problems, store information, and make decisions. On the other hand, negative emotions (e.g., boredom) reduce the capacity to process information at a deeper level, preventing learning to become effective. Therefore, students' emotions must be regulated to hinder negative and to promote positive emotions during learning. To support the choice of the best intervention to regulate individual emotions, this article proposes an algorithm based on simulated data considering different individual performances in solving Algebra exercises. The results suggest that the proposed model has high success rates (over 90%) in the choice of interventions and may be applied in real scenarios.
A reusable structural design for mobile collaborative applications
(ELSEVIER SCIENCE INC, 2012) Neyem, Andres; Ochoa, Sergio F.; Pino, Jose A.; Dario Franco, Ruben
Architecting mobile collaborative applications has always been a challenge for designers. However, counting on a structural design as a reference can help developers to reduce risks and efforts involved in system design. This article presents a reusable architecture which helps modeling the communication and coordination services required by mobile collaborative applications to support collaboration among users. This architecture has been used as a basis for the design of several mobile systems. Two of them are presented in this article to show the applicability of the proposal to real world collaborative systems. (C) 2011 Elsevier Inc. All rights reserved.
A valid and reliable measure of nothing : disentangling the "Gavagai effect" in survey data
(2020) Arias, V. B.; Ponce, Fernando P.; Bruggeman, M.; Flores, N.; Jenaro, C.

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