Browsing by Author "Jarry, Cristián"

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    Growth vs. fixed: evaluating the mindset of future surgeons
    (2024) Valencia Coronel, Brandon; Silva Rojas, Adriana; Jarry, Cristián; Belmar, Francisca; Vial, María Elena; Selman Álvarez, Rafael; Figueroa Fernández, Úrsula; Cruz Mackenna, Enrique; Escalona, Gabriel; Varas, Julián
    Introduction: The pursuit of surgical specialization often requires a robust mindset given the high stakes and demanding nature of surgical practice. The mindset of surgical residents, specifically the dichotomy of fixed versus growth mindset, may significantly influence their learning trajectory and eventual performance. This study seeks to explore the prevailing mindsets of surgical residents, with the goal of fostering a conducive learning environment that promotes continuous growth and excellence. Methods: A modified cross-sectional survey based on Dr. Carol S. Dweck's mindset theory was applied to surgical residents at our center. The purpose of this survey was to classify the predominant mindset into 4 groups (strong growth mindset, growth mindset with some fixed ideas, fixed mindset with some growth ideas, and strong fixed mindset) and assess whether this influenced residents' perceptions of performance. However, this study did not directly examine the underlying factors influencing these mindsets. Results: A total of 38 surgical residents participated in the study with a response rate of 95%. The mean age of participants was 31.61 years (range 25–37 years), with 52.6% males and 47.4% females. Regarding surgical specialties, 63.16% were specializing in General Surgery, 10.53% in Pediatric Surgery, 10.53% in Digestive Surgery, 10.53% in Urology, and 5.26% in Colorectal Surgery. Combining the mindset groups, it was found that 89.47% of residents were in the growth mindset category and 10.53% were in the fixed mindset category. In the different types of mindsets of the residents, the findings revealed that in the subgroup categories of mindset, we found 50% of strong growth mindset, 39.47% of growth mindset with some fixed ideas, and 10.53% in fixed mindset with some growth idea. Conclusión: This study highlights the prevalence of a growth mindset among surgical residents, indicating a willingness to adapt and learn continuously. The absence of a strong fixed mindset in the surveyed group reinforces the evolving nature of surgical education that emphasizes adaptability and resilience. This study lays the groundwork for more extensive research to understand the factors that foster these mindsets and to develop strategies to promote a growth mindset in surgical education.
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    Innovation Meets Practice: A Scalable Simulation-based Methodology for Massive Paracentesis Training
    (2025) Figueroa, Úrsula; Jarry, Cristián; Inzunza, Martín; Montero, Isabella; Garrido, Francisco; Villagrán, Ignacio; Belmar, Francisca; Escalona, Gabriel; Riquelme Pérez, Arnoldo; Varas Cohen, Julián
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    Minimally Invasive tele-mentoring opportunity – the mito project
    (2019) Quezada González, José Luis; Achurra Tirado, Pablo; Jarry, Cristián; Tejos, Rodrigo; Inzunza, Martín; Ulloa, Gabriel; Neyem, Andrés; Martínez, Carlos; Martino, Carlo; Escalona, Gabriel
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    Video-based guided simulation without peer or expert feedbackis not enough : a randomized controlled trial of simulation based training for medical students
    (2021) Tejos, Rodrigo; Crovari Eulufi, Fernando; Achurra Tirado, Pablo; Ávila, Rubén; Inzunza, Martín; Jarry, Cristián; Martínez C., Jorge; Riquelme Pérez, Arnoldo; Alseidi, Adnan; Varas, Julián
    Background Feedback is a pivotal cornerstone and a challenge in psychomotor training. There are different teaching methodologies; however, some may be less effective. Methods A prospective randomized controlled trial was conducted in 130 medical students to compare the effectiveness of the video-guided learning (VLG), peer-feedback (PFG) and the expert feedback (EFG) for teaching suturing skills. The program lasted 4 weeks. Students were recorded making 3-simple stitches (pre-assessment and post-assessment). The primary outcome was a global scale (OSATS). The secondary outcomes were performance time, specific rating scale (SRS) and the impact of the intervention (IOI), defined as the variation between the final and initial OSATS and SRS scores. Results No significant differences were found between PFG and EFG in post-assessment results of OSATS, SRS scores or in the IOI for OSATS and SRS scores. Post-assessment results of PFG and EFG were significantly superior to VLG in OSATS and SRS scores [(19.8 (18.5–21); 16.6 (15.5–17.5)) and (20.3 (19.88–21); 16.8 (16–17.5)) vs (15.7 (15–16); 13.3 (12.5–14)) (p \0.05)], respectively. The results of PFG and EFG were significantly superior to VLG in the IOI for OSATS [7 (4.5–9) and 7.4 (4.88–10) vs 3.5 (1.5–6) (p \0.05)] and SRS scores [5.4 (3.5–7) and 6.3 (4–8.5) vs 3.1 (1.13–4.88) (p \0.05)], respectively. Conclusion The video-guided learning methodology without any kind of feedback is not enough for teaching suturing skills compared to expert or peer feedback. The peer feedback methodology appears to be a viable alternative to handling the emerging demands in medical education.