Browsing by Author "Fuentes J."

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    Documentary analysis of competency-based exit profile of Physiotherapy entry-level programs in ChileAnálisis documental de los perfiles de egreso vigentes de las carreras de Fisioterapia en Chile
    (2022) Antunez-Riveros M.A.; Rojas-Serey A.M.; Rios-Teillier M.I.; Fuentes J.; Villagran I.; Maureira Leiva P.
    © 2022Introduction: The entry-level profile corresponds to a formal statement of an institution about the intended learning outcomes of a profession. This commitment includes developing a professional identity, specifying the main areas of professional activity and its key attributes. Besides, universities’ training must transparentize institutions’ commitments to their graduates and society. There is currently no standard for professional training in Physiotherapy in Chile, and it is necessary to move toward this purpose by starting with an analysis of what universities offer today. Purpose: To analyze the main areas of performance and competencies declared in the competency-based exit profile of Physiotherapy entry-level programs delivered in 2021 in Chile. Material and method: Qualitative documentary research was carried out of the competency-based exit profile, published on the web sites of 41 Higher Education institutions in Chile that delivered Physiotherapy entry-level University Programs during the 2021. A thematic content analysis was carried out assisted by CADQUAS NVivo 12 pro. Results: Seven main categories were obtained that characterize competence areas of the current competency-based exit profile in Physiotherapy entry-level programs in Chile: physiotherapist intervention; clinical reasoning in physiotherapy; promotion and prevention in health; research; health management and administration; education; and entrepreneurship and innovation. Conclusions: The main areas of performance present in the exit profiles of the university programs of Physiotherapy in Chile were identified. A reflection would be made about the practical meanings for university professional training in Physiotherapy in Chile to respond to the present and future professionals requirements with the identity centered on the human movement as the axis of professional action.
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    Improving Medical Student Performance With Unsupervised Simulation and Remote Asynchronous Feedback
    (2024) Varas J.; Belmar F.; Fuentes J.; Vela J.; Contreras C.; Letelier L.M.; Riquelme A.; Asbun D.; Abbott E.F.; Escalona G.; Alseidi A.; O'Sullivan P.; Villagran I.
    © 2024 Association of Program Directors in SurgeryObjective: This study aims to assess the effectiveness of training medical students to perform two clinical procedures using unsupervised simulation with remote asynchronous feedback, compared to an intensive workshop with in-person feedback. Design, Setting, and Participants: Third-year medical students were recruited and randomized into 2 groups: Thoracentesis or paracentesis. Within each group, participants were further randomized into either unsupervised simulation with remote asynchronous feedback (experimental group; EG) or a 2-hour workshop (control group; CG). The EG underwent two unsupervised 20-minute training sessions and received remote asynchronous feedback. The CG had a 2-hour workshop where they received in-person feedback. After training, students were assessed using the objective structured assessment of technical skills (OSATS) scale. Twenty students in thoracentesis and 23 in paracentesis training completed the 2 training sessions with remote and asynchronous feedback, and 30 students for both thoracentesis and paracentesis groups completed the 2-hour workshop. Results: The EG achieved a significantly higher passing rate than the CG on both procedures (thoracentesis 80% vs. 43%, paracentesis 91% vs. 67%, p-value< 0.05). Conclusion: The asynchronous educational method allowed EG students to achieve higher performance than CG students. This novel modality allowed students and instructors to train and assess at their own pace.