Browsing by Author "Lopez M.J."

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    Conceptual foundations of Entrustable professional activities for health professional education in Latin AmericaBases conceptuales de las actividades profesionales a confiar para la educación de profesionales de la salud en Latinoamérica
    (2022) Lopez M.J.; Melo de Andrade M.V.; Dominguez Torres L.C.; Garcia Casallas J.C.; Duran Perez V.D.; Gutierrez Barreto S.E.; Sanchez Mendiola M.; Durante E.; Gutierrez Sierra M.E.; Francischetti I.; Mora Melanchthon I.E.; ten Cate O.
    © 2022 The AuthorsThe concept of entrustable professional activities emerged as an attempt to overcome some of the criticisms to the competency-based medical education approach; it has had a broad impact in practice and health professions education research. It has been disseminated internationally with its English acronym: EPA. This approach proposes to orient assessment and teaching to specific activities in the profession, which allows the integration of several competencies, and to determine which responsibilities can be entrusted to the trainee, in a gradual and explicit manner. The model assumes the definition of levels of supervision that allow progressive autonomy for each EPA, in students or residents, once they demonstrate the required competencies. Practice, supervision and feedback in real clinical scenarios are key to the development of autonomy in EPA performance. The dissemination of the EPA approach is still limited in Latin America, but it has the potential to create a significant contribution to curriculum design and evaluation, and to assessment practices of health professionals across their careers. It provides a deep review of the assumptions under which healthcare professional practice decisions are made, at under and postgraduate levels.
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    Desarrollo de la alfabetización inicial: una intervención parental en sectores desfavorecidos de Chile
    (Springer, 2023) Lopez M.J.; Narea M.; Villalon M.; CEDEUS (Chile)
    © (2023), (Universidad Austral de Chile). All rights reserved.Having parental interventions that seek to develop children’s early literacy can enhance their educational careers. The use of data from a total of 664 parent-child dyads (separated into two groups: intention-to-treat and comparison) -and the performing of multiple regression analysis- showed that the group of children whose parents participated in the program obtained higher scores in alphabet knowledge (d=0.39), narrative competence (d=0.34), and language competence (d=0.27) than those children whose parents did not participate. Moreover, bivariate regression analysis determined that the higher the attendance of parents to the workshops, the better the results in children’s alphabet knowledge. This article discusses the present research’s contributions to parenting programs aimed at enhancing early literacy development in preschoolers.