Browsing by Author "Gonzalez, Carlos"

Now showing 1 - 14 of 14
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    Acquiring skills in malignant hyperthermia crisis management: comparison of high-fidelity simulation versus computer-based case study
    (2018) Mejia, Vilma; Gonzalez, Carlos; Delfino, Alejandro; Altermatt Couratier, Fernando René; Corvetto Aqueveque, Marcia Antonia
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    Age at menopause in Latin America
    (2006) Blumel, Juan E.; Chedraui, Peter; Calle, Andres; Bocanera, Roberto; Depiano, Eduardo; Figueroa-Casas, Pedro; Gonzalez, Carlos; Martino, Mabel; Royer, Monique; Zuniga, Cristina; Dulon, Alfredo; Espinoza, Maria T.; Futchner, Carlos; Mostajo, Desire; Soto, Edwin; Marco, Aurelio A.; Aravena, Hernan; Busquets, Maritza; Campodonico, Italo; Germain, Alfredo; Alba, Alcira; Baron, German; Gomez, Gustavo; Monterrosa, Alvaro; Onatra, Williams; Broutin, Gerardo; Manzano, Blanca; Gabriela, Ayala; Hidalgo, Luis; Leon, Patricia; Orbea, Marcos; Sanchez, Hugo; Vallejo, Soledad; Vallecillo, Gaspar; Hernandez-Bueno, Jose A.; Motta, Eduardo; Andrade, Rafael; Tserotas, Konstantinos; Gonzalez, Carlos M.; Benitez, Zully; Calle, Elena; Danckers, Luis; Del Castillo, Angelica; Izaguirre, Humberto; Ojeda, Eliana; Rojas, Juan; Bencosme, Ascanio; Lima, Selva
    Objective: To assess the age at menopause (AM) in Latin America urban areas.
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    An observational study of teachers' and students' behaviors in synchronous online classrooms
    (2024) Gonzalez, Carlos; Ponce, Daniel
    PurposeThis paper aims first to describe the most prevalent teachers' and students' behaviors in synchronous online classes in emergency remote teaching; second, to discern behavior profiles and third, to investigate what features explain the observed behaviors.Design/methodology/approachAn adapted COPUS observation protocol was employed to observe 292 online classes from 146 higher education teachers.FindingsThe most prevalent behaviors were: Presenting for teachers and Receiving for students, followed by Teachers Guiding and Students Talking to Class. Furthermore, cluster analysis showed two groups: Traditional and Interactive. The variables that better explained belonging to the Interactive lecture group were disciplinary area - social sciences and humanities -and teaching in technical institutions.Practical implicationsIn a context where higher education institutions intend to project the lessons learned into post-pandemic learning experiences, this study provides observational evidence to realize the full potential expected from online and blended teaching and learning.Originality/valueDespite the prevalence of synchronous online lectures during COVID-19, there is a paucity of observational studies on the actual behaviors that occurred in this context. Most research has been based on surveys and interviews. This study addresses this gap.
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    Biology and medicine students' experiences of the relationship between teaching and research
    (2018) Olivares Donoso, Ruby Carolina; Gonzalez, Carlos
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    Centralized student performance prediction in large courses based on low-cost variables in an institutional context
    (2018) Sandoval, Augusto; Gonzalez, Carlos; Alarcon, Rosa; Pichara Baksai, Karim Elías; Montenegro, Maximiliano
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    Extending research on 'conceptions of teaching': commonalities and differences in recent investigations
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2011) Gonzalez, Carlos
    There is a significant body of research on conceptions of teaching. However, newer studies have reported facets of teaching which did not emerge in previous research. This has lead to claims that there may be still much to learn about university teachers' conceptions of teaching. In this line, the present study is aimed at exploring, from a phenomenographic perspective, conceptions of teaching in a multidisciplinary sample of university teachers. The focus was on undergraduate courses. Results obtained extended prior investigations by: (1) providing further empirical support to the teacher-focused/student-focused framework for analysing conceptions of teaching; (2) presenting a new dimension of variation and extending prior knowledge on them; and (3) providing further empirical support for conceptualising conceptions of teaching as related in a hierarchy where lower level conceptions are included in the higher level ones.
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    First Genetic Record of a Strap-Toothed Beaked Whale (Mesoplodon layardii) Stranding in Chile
    (2020) Espanol-Jimenez, Sonia; Abaud, Constanza; Aceituno, Camila; Alvarado-Rybak, Mario; Borroni, Cintya; Chiang, Gustavo; Diaz, Javier; Espejo, Winfred; Luisa Estay, Maria; Garcia-Cegarra, Ana M.; Gonzalez, Carlos; Gutierrez, Belen; Gutierrez, Josefina; Henriquez, Daniel; Hirmas, Andrea; Mejias, Pamela; Merino, Constanza; Molina, Charity; Naretto, Camilo; Olivares, Florencia; Pereira, Patricia; Penaloza, Diego; Pincheira, Betsy; Pinto, Nicolas; Rojas, Omar; Sanchez, Carolina; Toro, Barbara; Toro, Frederick; Undurraga, Raimundo
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    Increased production of soluble TLR2 by lamina propria mononuclear cells from ulcerative colitis patients
    (ELSEVIER GMBH, 2012) Candia, Enzo; Diaz Jimenez, David; Langjahr, Patricia; Nunez, Lucia E.; de la Fuente, Marjorie; Farfan, Nancy; Lopez Kostner, Francisco; Abedrapo, Mario; Alvarez Lobos, Manuel; Pinedo, George; Beltran, Caroll J.; Gonzalez, Carlos; Gonzalez, Maria Julieta; Quera, Rodrigo; Hermoso, Marcela A.
    Toll-like receptor 2 (TLR2) is a type I pattern recognition receptor that has been shown to participate in intestinal homeostasis. Its increased expression in the lamina propria has been associated with the pathogenesis in inflammatory bowel disease (IBD), such as ulcerative colitis (UC) and Crohn's disease (CD). Recently, soluble TLR2 (sTLR2) variants have been shown to counteract inflammatory responses driven by the cognate receptor. Despite the evident roles of TLR2 in intestinal immunity, no study has elucidated the production and cellular source of sTLR2 in IBD. Furthermore, an increase in the population of activated macrophages expressing TLR2 that infiltrates the intestine in IBD has been reported. We aimed first to assess the production of the sTLR2 by UC and CD organ culture biopsies and lamina propria mononuclear cells (LPMCs) as well as the levels of sTLR2 in serum, and then characterize the cell population from lamina propria producing the soluble protein.
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    Patterns of Library Use by Undergraduate Students in a Chilean University
    (2017) Jara, Magdalena; Clasing, Paula; Gonzalez, Carlos; Montenegro, Maximiliano; Kelly, Nick; Alarcon, Rosa; Sandoval, Augusto; Saurina, Elvira
    This paper explores the patterns of use of print materials and digital resources in an undergraduate library in a Chilean university, by the students' discipline and year of study. A quantitative analysis was carried out, including descriptive analysis of contingency tables, chi-squared tests, t-tests, and multiple linear regressions. The results showed that the use of the library by undergraduate students did not follow a common pattern and instead varied across disciplines. The article also shows that access to digital resources does not replace the use of print materials.
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    Polarity of comments and internal consistency in peer review reports on scientific research articles
    (UNIV CHILE, CENTRO INTERDISCIPLINARIO ESTUDIOS BIOETICA, 2016) Astudillo, Cesar; Squadrito, Karem; Varas, German; Gonzalez, Carlos; Sabaj, Omar
    Peer review reports on scientific articles means a key genre to explain how scientific knowledge is collectively constructed. In these reports, reviewers write a recommendation for publication along with a series of comments. The quality analysis of the peer review process has been commonly conducted based on indicators, such as rejection rates and the agreement level among evaluators. However, a more qualitative investigation on the process still remains outstanding. This work aims at describing the polarity ( positive, negative and neutral) of comments corresponding to 56 peer review reports belonging to the journal Onomazein and determining whether this proportion is consistent with the reviewers recommendation, i.e. Accepted, Accepted with major revisions, Accepted with minor revisions and Rejected). After the analysis of 1.472 comments, it was possible to determine that the highest proportion of comments is negative, independent of the decision. The analyzed processes also showed a high level of consistency. The more favorable the recommendation, the higher the proportion of positive comments, and, consequently, the less the proportion of negative comments.
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    Teachers' experiences of teaching online during COVID-19: implications for postpandemic professional development
    (2023) Gonzalez, Carlos; Ponce, Daniel; Fernandez, Violeta
    As a result of the Great Online Transition (GOT) that occurred during COVID-19, it is increasingly necessary to understand the digital competencies that are required for online and blended learning in the postpandemic era. Postquarantine, higher education institutions must return to on-campus face-to-face learning, a situation which raises questions concerning how to retain the lessons learned from this period of the forced acquisition and innovation of online teaching competencies. In this article, we present the results of an interview-based study of teachers' experiences of online teaching during the pandemic. One hundred fifty-one teachers were interviewed over a period of 2 years during the pandemic. We conducted a hybrid thematic analysis to systematize teachers' experiences. Our results show that despite the problems faced due to the disruption caused by the pandemic, several lessons were learned: teachers employed an array of digital tools to maintain content delivery and promote interaction, deepened their understanding of course design and assessment, and developed an empathic disposition to understand students' situations. We build upon these experiences to generate recommendations for developing digital competencies following the GOT.
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    The relationship between approaches to teaching, approaches to e-teaching and perceptions of the teaching situation in relation to e-learning among higher education teachers
    (2012) Gonzalez, Carlos
    This study extends prior research on approaches to teaching and perceptions of the teaching situation by investigating these elements when e-learning is involved. In this study, approaches to teaching ranged from a focus on the teacher and the taught content to a focus on the student and their learning, resembling those reported in previous investigations. Approaches to e-teaching ranged from a focus on information transmission to a focus on communication and collaboration. An analysis of perceptions of the teaching situation in relation to e-learning identified key themes influencing adopted approaches: control of teaching, institutional strategy, pedagogical and technological support, time required, teacher skills for using e-learning, and student abilities and willingness for using learning technology. Associations between these elements showed three groups of teachers: one focusing on transmission of information teaching both face-to-face and online while having a general negative perception of the teaching situation in relation to e-learning; a second focusing on student learning both face-to-face and online while having a general positive perception; and a third presenting unexpected patterns of associations. These results may be helpful for supporting different groups of teachers in employing e-learning in their on-campus units of study. At the same time, further research is proposed for inquiring into specific approaches in different disciplines and different university contexts.
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    What do university teachers think eLearning is good for in their teaching?
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2010) Gonzalez, Carlos
    Although numerous studies have been conducted on conceptions of teaching, research extending this investigation into conceptions of teaching using eLearning is rare. This study employed a phenomenographic approach to investigate what university teachers think eLearning is good for in their teaching. Four qualitatively different ways of conceiving of eLearning were discovered: (a) to provide information to students; (b) for occasional communication among unit participants; (c) to engage students in online discussions; and (d) to support knowledge-building tasks. Four dimensions of variation provided a more detailed picture. These were: role of teacher, role of students, unit participants' interaction and perception of embeddedness with face-to-face component. Results are situated in line with those from previous research and indicate an emerging consensus of findings. Academic developers may benefit from these outcomes by using them in designing eLearning support programs. Further studies confirming or challenging previous findings, as well as associating conceptions of eLearning and teaching, are proposed.