Browsing by Author "Fuentes-Cimma, Javiera"

Now showing 1 - 8 of 8
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    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.
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    Available assessment tools for evaluating feedback quality: a scoping review oriented to education in digital media
    (2024) Duran Espinoza, Valentina Alexandra; Rammsy Seron, Francisca Pia; Vargas, Juan Pablo; Petric Prado, Dominik; Montero Jaras, Isabella; Silva Peña, Felipe Andres; Olivares Valenzuela, Nicolás Hernán; Villagrán, Ignacio; Varas Cohen, Julián Emanuel; Fuentes-Cimma, Javiera
    In recent years, the use of digital platforms for surgical and medical training has increased. Quality feedback is essential when using these methodologies, as it serves as the primary form of interaction between trainers and students. Therefore, there is a need to evaluate feedback using valid and reliable instruments. This scoping review aims to identify assessment tools available in the literature for evaluating feedback in medical education
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    Clinical skill training in Physiotherapy: implementation of a technology-mediated strategy in a context to return to face-to-face learning
    (2024) Rammsy, Francisca; Goset, Michelle; Fuentes-Cimma, Javiera; Torres, Gustavo; Varas, Julian; Villagran, Ignacio
    Introduction: During the COVID-19 pandemic, remote teaching provided valuable insights into technology use, applicable on return to in-person education. Hybrid education emerges as a solution to limitations in faculty resources and practical experiences for acquiring clinical competencies in Health Sciences. This study describes a clinical skills training strategy using a feedback oriented platform, following the return to in-person education in Physiotherapy. Methods: The methodology involves autonomous training sessions with asynchronous feedback, where students are assessed and provided feedback by an instructor through video demonstrations of skills. The extent of student training, performance, learning strategy appreciation, skill improvement and skill individualized feedback delivery to all students, significant performance improvement, and positive Conclusions: Remote training facilitated deliberate practice of clinical skills in students, offering opportunities f or autonomous, peer-guided training prior to faculty supervision.
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    Exploring feedback literacy in the training of health professionals: a qualitative study
    (2024) Fuentes-Cimma, Javiera; Rammsy, Francisca; Molina-Obreque, Alanis; Murga-Alfaro, Valentina; Neira-Silva, Catalina; Olivares-Maturana, Daniela; Villagran, Ignacio
    Introduction: Feedback is recognized as a process in which students make sense of information from various sources and use it to improve performance. Several studies have shown dissatisfaction from students about this process, which could mean there is no conceptual consensus about this process.Feedback literacy refers to the understanding and capacities to make sense of the information received and use it to improve performance, which is considered essential for an effective feedback process. Despite its importance, the implications that student feedback literacy has in teaching and course design have not been sufficiently taken into account, and uncertainty persists about engaging them effectively, especially in clinical settings. Methodology: Cross-sectional study with a pragmatic approach and qualitative methods. First and fourth-year students from health-related careers at the Pontificia Universidad Cat & oacute;lica de Chile were invited to participate. Six focus groups were organized, and thematic analysis was used. Results: Three themes guided the findings. Differences exist between first- and fourth-year students regarding their capacity to recognize feedback instances and how they make sense of their experiences with this educational strategy. Students perceive feedback as a one-way process. Higher-level students recognize more instances of feedback. Conclusions: Understanding students' feedback literacy will enable future educational interventions on feedback processes in Health Sciences.
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    Implementing Artificial Intelligence in Physiotherapy Education: A Case Study on the Use of Large Language Models (LLM) to Enhance Feedback
    (2024) Villagran, Ignacio; Hernandez, Rocio; Schuit, Gregory; Neyem, Andres; Fuentes-Cimma, Javiera; Miranda, Constanza; Hilliger, Isabel; Duran, Valentina; Escalona, Gabriel; Varas, Julian
    This article presents a controlled case study focused on implementing and using generative artificial intelligence, specifically large language models (LLMs), in physiotherapy education to assist instructors with formulating effective technology-mediated feedback for students. It outlines how these advanced technologies have been integrated into an existing feedback-oriented platform to guide instructors in providing feedback inputs and establish a reference framework for future innovations in practical skills training for health professions education. Specifically, the proposed solution uses LLMs to automatically evaluate feedback inputs made by instructors based on predefined and literature-based quality criteria and generates actionable textual explanations for reformulation. In addition, if the instructor requires, the tool supports summary generation for large sets of text inputs to achieve better student reception and understanding. The case study describes how these features were integrated into the feedback-oriented platform, how their effectiveness was evaluated in a controlled setting with documented feedback inputs, and the results of its implementation with real users through cognitive walkthroughs. Initial results indicate that this innovative implementation holds great potential to enhance learning and performance in physiotherapy education and has the potential to expand to other health disciplines where the development of procedural skills is critical, offering a valuable tool to assess and improve feedback based on quality standards for effective feedback processes. The cognitive walkthroughs allowed us to determine participants' usability decisions in the face of these new features and to evaluate the perceived usefulness, how this would integrate into their workload, and their opinion regarding the potential for the future within this teaching strategy. This article concludes with a discussion of the implications of these findings for practice and future research directions in this developing field.
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    Perceptions of interprofessional education in first-year Health Sciences students and teachers through Service-Learning in the context of COVID-19: a mixed analysis
    (2024) Lucero-Gonzalez, Nayadet; Avello-Saez, Daniela; Fuentes-Lopez, Eduardo; Calvo-Sanchez, Fernanda; Espinosa-Repenning, Alejandra; Jeldes-Diaz, Paz; Fuentes-Cimma, Javiera; Villagran, Ignacio; Riquelme-Perez, Arnoldo
    Introduction: Interprofessional education (IPE) is crucial for the training of future health professionals, promoting collaboration and teamwork between disciplines. This study analyzes the perceptions about IPE of students and teachers in first year health sciences courses, using a Service Learning (S-L) methodology, which was conducted online during the COVID-19 pandemic. Methodology: A sequential mixed-method approach was implemented involving 88 students and 12 faculty members from Occupational Therapy, Physiotherapy, Nutrition and Dietetics, and Speech Therapy. Results: The findings revealed significant differences in the disposition towards interprofessional learning and interprofessional education after the intervention, especially in Nutrition and Dietetics students. Furthermore, the qualitative analysis highlighted the favorable perception of students and teachers towards IPE in virtual mode. Key skills such as interaction, communication, commitment, respect, and empathy were highlighted. The triangulation of qualitative and quantitative data showed convergence in "teamwork" and "patient-centeredness". Conclusion: This study supports the importance of IPE in the undergraduate training of health professionals, even in virtual environments like the present. Students demonstrated an excellent disposition and patient-centered approach. These findings underscore the need to continue developing undergraduate IPE programs, equipping students with skills and competencies for their future professional careers.
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    Razonamiento clínico inductivo o deductivo: una propuesta cualitativa en Kinesiología
    (2018) Villagrán-Gutiérrez, Ignacio; Ortega-Bastidas, Javiera ; González-Brevis, Sebastián ; Marín-Gutiérrez, Luis ; Martínez-Burgos, Javier ; Miranda-Contreras, Katherine ; Pulpeiro-Silva, Anton ; Fuentes-Cimma, Javiera
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    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.