Browsing by Author "Isbej Esposito, Lorena Pilar"

Now showing 1 - 7 of 7
  • Thumbnail Image
    Item
    Comparative 16S rRNA gene sequencing study of subgingival microbiota of healthy subjects and patients with periodontitis from four different countries
    (2023) Arredondo, A.; Álvarez, G.; Isabal, S.; Teughels, W.; Laleman, I.; Contreras, M. J.; Isbej Esposito, Lorena Pilar; Huapaya, E.; Mendoza, G.; Mor, C.; Nart, J.; Blanc, V.; León, R.
    Aim: To investigate the differences between the subgingival microbiota of healthy subjects (HS) and periodontitis patients (PP) from four different countries through a metagenomic approach. Materials and Methods: Subgingival samples were obtained from subjects from four different countries. Microbial composition was analysed through high-throughput sequencing of the V3–V4 region of the 16S rRNA gene. The country of origin, diagnosis and clinical and demographic variables of the subjects were used to analyse the microbial profiles. Results: In total, 506 subgingival samples were analysed: 196 from HS and 310 from patients with periodontitis. Differences in richness, diversity and microbial composition were observed when comparing samples pertaining to different countries of origin and different subject diagnoses. Clinical variables, such as bleeding on probing, did not significantly affect the bacterial composition of the samples. A highly conserved core of microbiota associated with periodontitis was detected, while the microbiota associated with periodontally HS was much more diverse. Conclusions: Periodontal diagnosis of the subjects was the main variable explaining the composition of the microbiota in the subgingival niche. Nevertheless, the country of origin also had a significant impact on the microbiota and is therefore an important factor to consider when describing subgingival bacterial communities.
  • Thumbnail Image
    Item
    Desafíos de la educación en odontología
    (Pontificia Universidad Católica de Chile, 2022) Isbej Esposito, Lorena Pilar; Cantarutti Martínez, Cynthia; Carrasco Labra, Alonso; Hassi Thumala, José Carlos; Garcia-Huidobro Kirberg, Rosario Isabel; Ortuño Borroto, Duniel; Oyarzo Paredes, Natacha Valentina; Naranjo, Claudia; Véliz, Claudia P.
    Introducción: los procesos de enseñanza aprendizaje en odontología deben adaptarse permanentemente a los cambios sociales, demográficos, científicos y tecnológicos, con el fin de formar profesionales con un perfil de egreso basado en conocimientos, habilidades y actitudes integrales, conectados con la realidad y necesidades de la sociedad, que impacten positivamente en el sistema de salud. El propósito de esta revisión narrativa fue analizar los principales desafíos de la educación en odontología reportados en la literatura y proponer acciones concretas para abordarlos. Métodos: a través de un método de consenso, un panel de nueve expertos seleccionó las principales áreas donde se presentan estos desafíos, para luego realizar una búsqueda de información científica en inglés y español, consultando las bases de datos MEDLINE vía PubMed, ERIC (EBSCO), Scopus, SciELO y Google Scholar. Resultados: los cuatro desafíos para la educación en odontología analizados fueron: responsabilidad social de la educación, perfil de egreso de en diferentes contextos, metodologías de enseñanza aprendizaje y sistemas de evaluación, procesos de titulación y certificación. Conclusiones: las acciones que sustentan los principales cambios requeridos a nivel nacional e internacional en la educación en odontología necesitan el apoyo transversal de organizaciones gubernamentales, científicas, sociales y de las propias instituciones de educación superior, a través de un trabajo colaborativo. Este camino es vital para lograr la formación de cirujanos dentistas que serán reales agentes de cambio, preparados integralmente para insertarse en un sistema que garantice la calidad, seguridad, efectividad y equidad en salud bucal.
  • Thumbnail Image
    Item
    Evaluación de la susceptibilidad antimicrobiana de porphyromonas gingivalis aisladas de pacientes periodontales en población chilena
    (2022) Isbej Esposito, Lorena Pilar; Oyarzo Paredes, Natacha Valentina; Contreras Rebollo, María José; Ortuño Borroto, Duniel; Lam E., Marusella; García Cañete, Patricia
    Porphyromonas gingivalis (P. gingivalis) es un microorganismo frecuentemente aislado en pacientes con periodontitis, en los que también se incluye los de la población chilena. El modelo de "Keystone bacteria" demostró que P. gingivalis induce la disbiosis del biofilm subgingival y permite el desarrollo de algunas especies sobre otras, modulando la patogenicidad de la comunidad microbiológica completa. El tratamiento de la periodontitis es principalmente mecánico, pero en condiciones específicas es necesario el complemento con antibioterapia. Los estudios globales de antibióticos evaluados en ensayos clínicos y estudios in vitro han mostrado resultados mixtos en cuanto a eficacia y susceptibilidad. Este estudio descriptivo tuvo como objetivo evaluar el perfil de susceptibilidad antimicrobiana in vitro a metronidazol, clindamicina, amoxicilina más ácido clavulánico, moxifloxacino y azitromicina de P. gingivalis aisladas de pacientes periodontales chilenos. Se obtuvieron muestras microbiológicas de pacientes con diagnóstico de periodontitis estadíos III y IV generalizada, las que se sometieron a procesos de identificación mediante un espectrómetro de masas (MALDI-TOF MS). Posteriormente, a cada muestra positiva a P. gingivalis se aplicó el protocolo gold standard de susceptibilidad para los cinco antimicrobianos evaluados (Dilución en Agar Sangre Brucella- McFarland 0.5). Se seleccionaron 50 pacientes (25 mujeres, 25 hombres) entre 34-69 años. Finalmente, se recuperaron 25 cepas de P. gingivalis (50 %) para el análisis de susceptibilidad y todas ellas fueron sensibles a todos los antibióticos evaluados (100 % susceptibilidad). Las cepas de P. gingivalis fueron altamente sensibles a los cinco antibióticos evaluados en esta población, lo que podría implicar contar con diferentes alternativas de tratamiento farmacológico antimicrobi ano como complemento al tratamiento mecánico convencional en pacientes específicos.
  • Thumbnail Image
    Item
    Experiencia de educación continua en línea en gastroenterología para médicos no especialistas
    (2019) Isbej Esposito, Lorena Pilar; Uribe Monasterio, Javier Andrés; Carrasco, Olga; Villarroel, Isaac; Pizarro Rojas, Margarita Alicia; Jirón, María Isabel; Sanhueza, Edgar; Álvarez Lobos, Manuel; Hernández Rocha, Cristian Antonio; Rollán, Antonio; Monsalve Valenzuela, Ximena Bernardita; Díaz Piga, Luis Antonio; Cerda, María Alejandra; Kramer, Tomás; Munizaga, Fernando; Riquelme Pérez, Arnoldo
    Background: Continuing education is essential for health professions and online courses can be a good way for professional development. Aim: To describe the experience with online courses for continuing education in hepatology and gastroenterology and to analyze their educational impact. Material and Methods: A three years’ experience in courses on liver diseases and digestive tract is described. Their curricular design, methodology, and the educational impact was analyzed using the four levels of the Kirkpatrick’s model. Results: On average, there were 321 students per course (2015-2017). 94% were Chilean and 6% from abroad (20 countries). In the educational impact analysis, in level 1 “reaction”: 93% said that the course fulfilled their expectations and 92% would recommend it. In level 2 “learning”: 42% approved the courses. Level 3 “behavior” was not evaluated and level 4 “organizational change” highlighted that the traditional face-to-face continuing education model of Chilean Gastroenterology Society (SChG) changed to full distance model in these three courses, with 1284 students from South America, Asia and Europe, in a 3-years-period. Additionally, these programs were included in the Medical Society of Santiago (SMS) continuing education agenda. Conclusions: The alliance between the SMS and the SChG generated on line courses that meet the educational needs of physicians and medical students, with excellent results and student perception.
  • Thumbnail Image
    Item
    In experts’ words: Translating theory to practice for teaching self-regulated learning
    (2024) Isbej Esposito, Lorena Pilar; Waterval, Dominique; Riquelme Perez, Arnoldo Javier; Veliz Paiva, Claudia Paz; Bruin, Anique B. H. de
    IntroductionHealth professions education (HPE) should help students to competently self-regulate their learning, preparing them for future challenges. This study explored the perspectives of expert self-regulated learning (SRL) researchers and practitioners on the practical integration of SRL theories into teaching.MethodsAn exploratory qualitative research study was conducted involving semi-structured interviews with acknowledged research leaders in the field of SRL and/or experienced professionals dedicated to teaching SRL strategies for complex skills in different disciplines. The data were analyzed using an iterative thematic approach guided by a six-step framework.ResultsFifteen interviews were conducted with experts from six countries representing diverse contexts, cultures, and disciplines. We identified five themes related to translating theory to practice for teaching SRL in HPE: theoretical issues, cultural aspects, stakeholders’ participation, teaching complexity, assessment, and feedback.ConclusionsThis study presents a useful starting point for teaching SRL. The experts suggest a supportive learning environment with the guidance of competent teachers by using general and task-specific teaching and learning strategies, as well as sufficient sources and cycles of feedback, all tailored to the culture and context. These findings call for a shift in faculty development programs to foster teachers to support second-order scaffolding in HPE.
  • No Thumbnail Available
    Item
    Response to: "Bridging the gap in teaching self-regulated learning: A call for deeper integration"
    (2024) Isbej Esposito, Lorena Pilar; Waterval, Dominique; Riquelme Pérez, Arnoldo Javier; Veliz, Claudia; Bruin, Anique B. H. de
  • Thumbnail Image
    Item
    Utility analysis of an adapted Mini-CEX WebApp for clinical practice assessment in physiotherapy undergraduate students
    (2023) Fuentes Cimma, Javiera Carolina; Fuentes López, Eduardo; Isbej Esposito, Lorena Pilar; De La Fuente, Cancino Carlos Ignacio; Riquelme Pérez, Arnoldo Javier; Clausdorff Fiedler, Hans Jurgen; Torres Riveros, Gustavo Andrés; Villagrán Gutiérrez, Ignacio Andrés
    Clinical workplace-based learning is essential for undergraduate health professions, requiring adequate training and timely feedback. While the Mini-CEX is a well-known tool for workplace-based learning, its written paper assessment can be cumbersome in a clinical setting. We conducted a utility analysis to assess the effectiveness of an adapted Mini-CEX implemented as a mobile device WebApp for clinical practice assessment. We included 24 clinical teachers from 11 different clinical placements and 95 undergraduate physical therapy students. The adapted Mini-CEX was tailored to align with the learning outcomes of clinical practice requirements and made accessible through a WebApp for mobile devices. To ensure the validity of the content, we conducted a Delphi panel. Throughout the semester, the students were assessed four times while interacting with patients. We evaluated the utility of the adapted Mini-CEX based on validity, reliability, acceptability, cost, and educational impact. We performed factor analysis and assessed the psychometric properties of the adapted tool. Additionally, we conducted two focus groups and analyzed the themes from the discussions to explore acceptability and educational impact. The adapted Mini-CEX consisted of eight validated items. Our analysis revealed that the tool was unidimensional and exhibited acceptable reliability (0.78). The focus groups highlighted two main themes: improving learning assessment and the perceived impact on learning. Overall, the eight-item Mini-CEX WebApp proved to be a valid, acceptable, and reliable instrument for clinical practice assessment in workplace-based learning settings for undergraduate physiotherapy students. We anticipate that our adapted Mini-CEX WebApp can be easily implemented across various clinical courses and disciplines.